Although it may be difficult to acknowledge the existence of such malevolence, Master Psychologists have devised systems whereby creativity in children is associatively conditioned to be paired with pain and fear. Less than a hundred years ago children were actively whipped, caned or beaten by their ‘teachers’. Today much of this activity has moved underground, but the essential framework of control remains the same.

Later in this section we will look at the more extreme methods used by employees of government conditioning centres (schools) to condition children through trauma-based mind-control. But first let’s look at the wider sociocultural context in which this more extreme ritual abuse takes place.

A short overview of contemporary education

Many of the ‘education’ systems on Earth have not been designed to inform or increase awareness in children but, instead, to stifle natural creativity and generate anxiety in children. The architecture of the classroom and its inherent hierarchies of ‘student’ and ‘teacher’ prime the child for a life of subservience to an authority figure. In short, school is, for most children, the training ground in which they learn to accept being ruled over and competing.

The content of learning material in most so-called ‘educational’ systems is not important, it is largely inaccurate but could easily be replaced with any other content and the function of most ‘schools’ would remain unchanged.

The primary function of the school system in most societies on earth is not to convey information, but to indoctrinate children into accepting the concept of ‘authority’. Classrooms are therefore arranged to reflect the monarchical structures into which the children will later find themselves as adults. A single human (called a ‘teacher’) stands at the front of the classroom and issues commands, instructions and ‘information’ to a large group of children, who must sit fixedly in chairs, behind desks, and face the front of the class, obeying commands.

The intention of such a conditioning experience is transparent to the reader: The child will be required to spend most of the rest of their lives in a similar arrangement when, as an adult, they sit in an office, behind a desk, while instructions are issued by a single point of authority. This scenario will be familiar to the adult (they have been ‘educated’ to accept it), and any efforts to resist, or even draw their awareness to the fundamental perversity of one human being’s preeminence over another will go unquestioned.

At this point, we expect a wave of cognitive dissonance to hit the reader: School wasn’t so bad, right?

As with many of the ‘cult’ural condition experiences humans are subjected to in vast numbers, it is extremely hard to step outside the fishbowl of your own conditioning and see the traditional framework of school for what it is. It is often too painful to face the extent of this deception.

We also have a tendency, as humans, to focus on content rather than function. Yes it is so often function that has the greatest, and most invisible, impact on us. The innocuous content of school is most likely to be remembered by the adult: This math test; that drawing in art class. But it is the larger function that has the greater impact on us as children: Enclosed rooms; monarchical power dynamics; the scheduled ringing of bells; rewards and punishments; forced-competition etc.

For the purposes of reversing mind-control, what interests us most about the ‘school’ system is not what is taught, but how it is taught. As soon as we move our focus off lesson content and, instead, place it on the sociocultural architecture of the school in which ‘lessons’ take place, the uncomfortable truth of the matter begins to reveal itself.

Ritual abuse within ‘educational’ systems

Most readers will already be familiar with the endemic rape of children and indoctrination with subservience-to-power that has characterized much of the international school system. Therefore, for the purpose of this book we will instead explore the most sophisticated means by which children are discouraged from their talents by Master Psychologists. The common experiences of rape and abuse that many children undergo at schools are crude tools of violence when compared to these methods used by groups, and individual abusers who engage in the calculated, and specific, associative conditioning of pain with the child’s most treasured abilities.

The practice of actively destroying a child’s capacity to dream and build is an important aspect of the Master Psychologist’s control over the planet’s systems. Adults who have been intellectually and imaginatively destroyed as children pose no risk to the status-quo. Readers may remember that King Herod, in the biblical myth, ordered the death of all the first-borns lest they overthrow him as a prophesy foretold. The same scenario faces the Master Psychologists in perpetuity: This older generation is aware that their systems of control and domination over global infrastructure is under constant threat as newer lifeforms are born on the planet, filled with hopes and dreams for a more balanced, awake and higher-functioning world.

Some readers may struggle to accept that a collection of dominant castes (or classes) on this planet are involved in the ritualistic psychological-wounding of children for the explicit purpose of preventing those children growing up into adults capable of building and designing improved systems of living. Yet, we know that occult groups like the CIA have openly admitted that mis-educating or mis-informing large swathes of a population is their central objective. In other words: Power seeks to destroy intelligence. It is a small step from here to acknowledge that even more clandestine (occult) groups participate in the same activities.

Associative conditioning destroys talent

Pairing creativity, or a child’s talent, with pain is a relatively simple act of associative conditioning no more complex than Pavlov’s early dog experimentations. At a basic level, a child can simply be beaten when they engage in an activity which they enjoy. With repetition, the child will develop an aversion to that interest.

More complex methods of associative conditioning take place over a longer period of time with regular and brutal re-enforcement. Examples of this type of conditioning involve applying painful electric shocks to a child while demanding the child carry out mathematic calculations, or raping a child repeatedly in a setting that is associated with the craft or activity that child excels at. Examples of such a setting might be (for a child who is good at carpentry) a woodwork shop, or (for a child who is good at computing) in a computer workroom or similar. These are just two possibilities.

A basic grasp of associative conditioning allows the abuser to pick and choose any objects or environments to generate an aversion or phobia in the child. A child who appears to be naturally gifted at engineering, for example, can be subjected to a series of abuses, over many weeks or months, that build in the child a comprehensive terror of many different objects and environments that an engineer might find themselves in. By subjecting talented children to this calculated, repetitive and structured constellation of abuses, the Master Psychologists and their lower operatives, ensure that as many of society’s brightest new arrivals are profoundly wounded and pose limited risk to the dominant order.

In summary: Those occult (or 'hidden) powers who wish to retain Earth's dominant hierarchies have means by which to identify those children which pose a risk to their power. They then systematically seek to associate the child's special abilities with pain, and therefore stunt or destroy the child's capacity to enact meaningful and positive change in the world as an adult.

The next chapter deals with the use of electricity as a mind-control programming technique.

Previously published sections:

Chapter 1
1.0 Our village is sick
1.1 What is Mind control?
1.2 Engineered Ignorance of the Occult
1.3 The History of Mind Control
2.0, 2.1 Splitting and Spinning
2.2 Near-drowning
2.3 Live burials
2.4 Use of animals and insects

NOTE:

If you are reading this sometime in the distant future, please be aware that this is a draft chapter section from the book Secret Doors, Hidden Rooms: Understanding and Deprogramming Trauma-Based Mind-Control systems which may now be available as a complete and finished book. It will contain much more detail and an updated text. Try searching for it online.