The John Searl Story - Documentary Free Energy (49 min)
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📥 06.05.2021
👤 Energy Abundance - Archive
🕒 49:29

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The John Searl Story- Searl Effect Generator - Free Energy
👁 417.8K 👍 3.7K
📥 19.03.2015
👤 911operationgladio
🕒 28:30

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Did you know zinc is very essential mineral for thyroid and reproductive health.
And Here are 15 Zinc Rich Fruits to boost your health.
Join 🌿 Natural Cures 🌿

Here's how to easily structure your water
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📥 15.06.2025
👤 Andrew Kaufman
🕒 01:37

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Delmore Schwartz - In Dreams Begin Responsibilities (1935)
👁 23.3K 👍 496
📥 21.05.2015
👤 catwashinitiative(CWI)
🕒 24:36

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🟢Bacteria are 'shape shifters or transformers' and are the cleaning and recycle crew of our bodies, not our enemies!

The process of pleomorphism, central to the terrain theory, was observed by many including Antoine Bechamp, Gunther Enderlein, Wilhelm Reich, Royal Raymond Rife, Gaston Naessens, & many dark field microscopists. You can witness it in Naessens video below.
https://youtu.be/laSBUn1xTgw (French 17 minutes)

A 9 minute version with English dubbing.
https://youtu.be/KGJW94ciq4c

1) new topic, Orson bean's 14th St School and AS Neill's summerHill school, any historical, contextual, ethical, curricular and public relationships. 2) my experience level, low: I have read mostly from primary sources like Bean, Neill, students of both 14th St & Summerhill, but many years ago, and do not have notes on what was published when or where. Secondary sources relating orgonite to Orgone are false and must be excluded entirely from search results and sent to the proper authoritative fraud examiners and intelligence agencies. 3) what I am hoping to achieve with my work is to expand my general knowledge on various related subjects and refresh my memory. 4) a specific context to consider is in the second part of point number 2 above. The query is from accredited primary sources, students and faculty, not for secondary source criticisms of them. 5) Is there anything that I can do to improve your system functioning? thanks
Drawing comparisons between Orson Bean's 15th Street School and A.S. Neill's Summerhill School reveals deep connections in their educational philosophy, but important distinctions exist due to their different contexts and applications. The information below is based on primary sources, including Bean's writing and Neill's work, along with contemporary reports from credible news sources like 
The New York Times, while filtering out unsubstantiated or fraudulent claims.
Historical and contextual relationships
Summerhill
Founding: Established in 1921 by Alexander Sutherland Neill in England.
Context: A product of the early 20th-century "progressive education" movement, Summerhill was founded to give children an educational alternative to what Neill saw as the rigid, emotionally repressive Victorian system. Neill was also significantly influenced by Freudian psychoanalysis and the ideas of Wilhelm Reich.
Location: Boarding school in a rural setting, initially in Germany before moving to Leiston, Suffolk, England. 
15th Street School
Founding: Opened in 1964 by actor Orson Bean in New York City.
Context: Founded during the American counter-culture movement of the 1960s, Bean's school was an urban interpretation of Neill's ideas. The school was a response to a societal mood of disillusionment with traditional institutions and authority figures.
Location: A small primary day school for children aged 4–7 in a three-story building in Chelsea, Manhattan. 
Curricular and operational relationships
Summerhill
Lessons: Attendance at classes is entirely voluntary. A teacher's timetable exists, but the student's motivation is the only factor in whether they attend.
Curriculum: No set, standardized curriculum. Learning is child-centered and driven by the students' own interests and motivations.
Size: A co-educational boarding school for students ranging from childhood through their teens. 
15th Street School
Lessons: Inspired by Summerhill, lessons and most rules were optional.
Curriculum: The focus was on self-reliance and helping children become responsible, following Neill's core ideas. The school also intended to "grow with the children through high school," but Bean's personal involvement tapered off in the early 1970s.
Size: Primarily served a younger, nursery, and elementary-age population, starting with 40 pupils. It was a day school, not a boarding school. 
Ethical and philosophical relationships
Shared principles
Freedom: Both schools operated on the principle that children should be free, but their freedom does not extend to impinging on the freedom of others.
Trust in the child: Both Neill and Bean shared a fundamental trust in the child's innate goodness, believing they will pursue learning when ready.
Democratic governance: Both schools featured self-governance, with students and staff having equal votes on community rules and punishments.