Forwarded from NLvirusWaan 🇳🇱🇬🇧
🟢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
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
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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.
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.
NY Times
Orson Bean, Free-Spirited Actor of Stage and Screen, Dies at 91 (Published 2020)
After finding success on television and Broadway, he established a progressive school and later wandered around America as a late-blooming hippie.
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Connection to Wilhelm Reich: Both Neill and Bean were connected to Wilhelm Reich's theories on psychology and life force ("orgone"). Neill was a friend of Reich, and Bean wrote Me and the Orgone (1971), with an introduction by Neill, detailing his personal experiences with Reich's therapy.
Differences in application
Boarding vs. day school:
Summerhill
is a boarding school, making the community a 24/7 reality, while the
15th Street School
was a day school. This creates different dynamics.
Parental involvement: The
15th Street School
selected parents who shared the school's philosophy, a condition not present in
Summerhill
's model. This suggests the American adaptation had a more curated community.
Public perception and experience
Summerhill
Public perception: Summerhill gained widespread public attention, particularly after the publication of Neill's book Summerhill: A Radical Approach to Child Rearing in 1960. It has been a subject of both fascination and criticism, with some praising its liberation of children and others decrying it as a lack of discipline.
Alumni experience: Alumni accounts, like the one published in The Guardian, show a wide range of experiences, from cherished memories of freedom to reflections on the challenges of an unstructured environment.
15th Street School
Public perception: As a smaller, short-lived urban school, it did not achieve the same level of global notoriety as Summerhill. Its existence was noted in the local press, including The New York Times, particularly concerning its founding by a well-known actor.
Alumni experience: Information on the experiences of
15th Street School
alumni is less widely documented in the public sphere, but the accounts that do exist suggest it provided a progressive alternative during a specific time period in New York City.
Regarding improving system functioning
To improve system functioning for future queries, it is helpful to provide specific information about the desired format or focus. For example:
"Focus on X aspect of this topic."
"Summarize the key differences between X and Y."
"Provide a timeline of events related to X."
Also, clearly state which secondary sources to avoid, as was done regarding "orgonite". The system can then prioritize authoritative sources and exclude specific problematic keywords.
Differences in application
Boarding vs. day school:
Summerhill
is a boarding school, making the community a 24/7 reality, while the
15th Street School
was a day school. This creates different dynamics.
Parental involvement: The
15th Street School
selected parents who shared the school's philosophy, a condition not present in
Summerhill
's model. This suggests the American adaptation had a more curated community.
Public perception and experience
Summerhill
Public perception: Summerhill gained widespread public attention, particularly after the publication of Neill's book Summerhill: A Radical Approach to Child Rearing in 1960. It has been a subject of both fascination and criticism, with some praising its liberation of children and others decrying it as a lack of discipline.
Alumni experience: Alumni accounts, like the one published in The Guardian, show a wide range of experiences, from cherished memories of freedom to reflections on the challenges of an unstructured environment.
15th Street School
Public perception: As a smaller, short-lived urban school, it did not achieve the same level of global notoriety as Summerhill. Its existence was noted in the local press, including The New York Times, particularly concerning its founding by a well-known actor.
Alumni experience: Information on the experiences of
15th Street School
alumni is less widely documented in the public sphere, but the accounts that do exist suggest it provided a progressive alternative during a specific time period in New York City.
Regarding improving system functioning
To improve system functioning for future queries, it is helpful to provide specific information about the desired format or focus. For example:
"Focus on X aspect of this topic."
"Summarize the key differences between X and Y."
"Provide a timeline of events related to X."
Also, clearly state which secondary sources to avoid, as was done regarding "orgonite". The system can then prioritize authoritative sources and exclude specific problematic keywords.
🙏1
Forwarded from Deleted Account
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Forwarded from Jade Helm 15 Rehash (ned)
I've repeated this same error for a long time.
https://rumble.com/v4sq7wk-free-energy.html
I finally located my old dogeared copy of Lodge, Ether of Space, after its decade collecting dust in storage, watched my old video from last year again.
It's 10²⁹ergs/mm³
NOT 10³³ergs/cm³
Close enough for my amateur reporting.
Another mistake to correct from the vid, Eugene Mallove died in 2004.
This was a candid report in a random environment so you can see which mistakes I often make, names & numbers:
I said Richard Mallove died in 1999.
To those of you incompetent to correct me, now you are building competence, thanks.
https://rumble.com/v4sq7wk-free-energy.html
I finally located my old dogeared copy of Lodge, Ether of Space, after its decade collecting dust in storage, watched my old video from last year again.
It's 10²⁹ergs/mm³
NOT 10³³ergs/cm³
Close enough for my amateur reporting.
Another mistake to correct from the vid, Eugene Mallove died in 2004.
This was a candid report in a random environment so you can see which mistakes I often make, names & numbers:
I said Richard Mallove died in 1999.
To those of you incompetent to correct me, now you are building competence, thanks.
Forwarded from Instant Media Bot - Video | Music | Files
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Saved by @InstantMediaBot
What your diagnostic tests are not telling you
What If Your Test Was Wrong? The Science Behind Faulty Diagnostics
When it comes to diagnostic tests, there’s an unsettling truth: many of these tests lack regulatory oversight and do not require validation for accuracy before being used in medical settings.
This means that the results from tests—whether for cancer, prenatal conditions, or other health concerns—could be incorrect.
Consider the implications: patients undergoing aggressive treatments like chemotherapy based on a misdiagnosis, or parents making life-altering decisions due to inaccurate prenatal testing.
These scenarios are not just hypothetical—they’re happening, and it underscores the urgent need for transparency and awareness.
#andrewkaufmanmd #healing #wellness #health #science #naturalshilajitresin #doctor #testing #diagnostictool
What your diagnostic tests are not telling you
What If Your Test Was Wrong? The Science Behind Faulty Diagnostics
When it comes to diagnostic tests, there’s an unsettling truth: many of these tests lack regulatory oversight and do not require validation for accuracy before being used in medical settings.
This means that the results from tests—whether for cancer, prenatal conditions, or other health concerns—could be incorrect.
Consider the implications: patients undergoing aggressive treatments like chemotherapy based on a misdiagnosis, or parents making life-altering decisions due to inaccurate prenatal testing.
These scenarios are not just hypothetical—they’re happening, and it underscores the urgent need for transparency and awareness.
#andrewkaufmanmd #healing #wellness #health #science #naturalshilajitresin #doctor #testing #diagnostictool
👍1
Forwarded from Sam Fisher (Data Drops) (ned)
AI responses may include mistakes.
The British Empire did not have a widespread, unified mandate across all its colonies, but it did compel people to take the
smallpox vaccine in certain contexts. While the British government made smallpox vaccination compulsory for infants in the United Kingdom in 1853, which led to protests over individual liberty, its enforcement in the colonies was more specific. For example, during the British Raj in India, compulsory vaccination policies were introduced in the 1860s to combat the high incidence of smallpox, and it was a requirement for schoolchildren in some parts of the empire.
Historical timeline
1840: The UK's Vaccination Act of 1840 was passed, which made smallpox vaccination free for the poor and outlawed inoculation with smallpox material, but it did not apply to the colonies at this time.
1853: England made smallpox vaccination compulsory for infants, with penalties for non-compliance. This sparked protests over individual liberty and the safety of the vaccine, which were similar to the objections raised in the colonies.
1860s: During the British Raj in India, compulsory vaccination policies were established to address the spread of smallpox.
1880s: The British Empire created a system of compulsory vaccination for children in some colonies to protect against smallpox.
1907: Compulsory vaccination was repealed in Britain, though it remained mandatory in many colonies.
It is important to note that the British Empire’s vaccine policies varied by location and time period. While the UK government made smallpox vaccination compulsory for infants in 1853, the enforcement of this policy varied across the colonies. For example, during the British Raj in India, compulsory vaccination was introduced in the 1860s to combat smallpox.
However, there are also examples of the British government actively promoting vaccination in the colonies through campaigns, and these campaigns were often accompanied by compulsory measures. For instance, during the 1898 smallpox outbreak in the Philippines, the United States government, which had recently taken control of the Philippines, made smallpox vaccination compulsory.
The British Empire did not have a widespread, unified mandate across all its colonies, but it did compel people to take the
smallpox vaccine in certain contexts. While the British government made smallpox vaccination compulsory for infants in the United Kingdom in 1853, which led to protests over individual liberty, its enforcement in the colonies was more specific. For example, during the British Raj in India, compulsory vaccination policies were introduced in the 1860s to combat the high incidence of smallpox, and it was a requirement for schoolchildren in some parts of the empire.
Historical timeline
1840: The UK's Vaccination Act of 1840 was passed, which made smallpox vaccination free for the poor and outlawed inoculation with smallpox material, but it did not apply to the colonies at this time.
1853: England made smallpox vaccination compulsory for infants, with penalties for non-compliance. This sparked protests over individual liberty and the safety of the vaccine, which were similar to the objections raised in the colonies.
1860s: During the British Raj in India, compulsory vaccination policies were established to address the spread of smallpox.
1880s: The British Empire created a system of compulsory vaccination for children in some colonies to protect against smallpox.
1907: Compulsory vaccination was repealed in Britain, though it remained mandatory in many colonies.
It is important to note that the British Empire’s vaccine policies varied by location and time period. While the UK government made smallpox vaccination compulsory for infants in 1853, the enforcement of this policy varied across the colonies. For example, during the British Raj in India, compulsory vaccination was introduced in the 1860s to combat smallpox.
However, there are also examples of the British government actively promoting vaccination in the colonies through campaigns, and these campaigns were often accompanied by compulsory measures. For instance, during the 1898 smallpox outbreak in the Philippines, the United States government, which had recently taken control of the Philippines, made smallpox vaccination compulsory.
❤1🤬1
AI responses may include mistakes.
On orgonelab.org, James DeMeo presents rebuttals addressing criticisms from mainstream science and from individuals he describes as "Orgonomy Peddlers". He asserts his research provides empirical support for Wilhelm Reich's work and defends his cloudbusting projects against accusations of environmental harm. For more details, visit orgonelab.org.
Forwarded from Orgone Channel Telegram (ned)
JDM's Emotional Plague Bibliography
http://www.orgonelab.org/bibliogPLAGUE.htm
* Correa, Paulo & Correa, Alexandra: "To Be Done With (An)Orgonomists", Akronos Publishing. Angry vile hatred against Reich's contemporary followers, cloaked as "scientific analysis".
https://www.aetherometry.com/publications/direct/PP5.pdf
REBUTTAL/ANALYSIS * DeMeo, James: "Summary Critique of the Correa S2-Series Aetherometry Publications", "Preliminary Report on a Bare-Metal-Box, 'Naked Accumulator' To-T Experiment, with Negative Results" and "OPEN LETTER to Paulo Correa, Alexandra Correa and Malgosia Askanas", Sept. and Dec. 2001, Internet posting: http://www.orgonelab.org/correas.htm
http://www.orgonelab.org/bibliogPLAGUE.htm
* Correa, Paulo & Correa, Alexandra: "To Be Done With (An)Orgonomists", Akronos Publishing. Angry vile hatred against Reich's contemporary followers, cloaked as "scientific analysis".
https://www.aetherometry.com/publications/direct/PP5.pdf
REBUTTAL/ANALYSIS * DeMeo, James: "Summary Critique of the Correa S2-Series Aetherometry Publications", "Preliminary Report on a Bare-Metal-Box, 'Naked Accumulator' To-T Experiment, with Negative Results" and "OPEN LETTER to Paulo Correa, Alexandra Correa and Malgosia Askanas", Sept. and Dec. 2001, Internet posting: http://www.orgonelab.org/correas.htm
Forwarded from Orgone Channel Telegram (ned)
Psychorgone Author Archive
Roberto Maglione
https://www.psychorgone.com/author/rmaglione
"Using the Reich cloudbuster as a tool to combat atmospheric pollution, and improve the probability of precipitation in Southern California"
—31 August 2016.
•https://www.psychorgone.com/weather-engineering/using-the-reich-cloudbuster-as-a-tool-to-combat-atmospheric-pollution-and-improve-the-probability-of-precipitation-in-southern-california
"ELECTRIC CURRENTS IN ORGONE DEVICES"
—27 August 2017
•https://www.psychorgone.com/orgone-biophysics/electric-currents-in-orgone-devices
"ELECTRIC CURRENTS IN ORGONE DEVICES (Part 2)"
—26 September 2017
•https://www.psychorgone.com/orgone-biophysics/electric-currents-in-orgone-devices-part-2
"ELECTRIC CURRENTS IN ORGONE DEVICES (Part 3)"
—27 October 2017
•https://www.psychorgone.com/orgone-biophysics/electric-currents-in-orgone-devices-3
"The Origin of an Oranur Reaction"
—16 July 2018
•https://www.psychorgone.com/orgone-biophysics/the-origin-of-an-oranur-reaction
"The Origin of an Oranur Reaction and the Orgone Motor"
—31 March 2019
•https://www.psychorgone.com/orgone-biophysics/the-origin-of-an-oranur-reaction-and-the-orgone-motor
"The ORUR"
—11 January 2021
•https://www.psychorgone.com/orgone-biophysics/the-orur
"Orgone Accumulator Field Experiments with Corn Seeds"
—21 March 2022
•https://www.psychorgone.com/orgone-biophysics/orgone-accumulator-field-experiments-with-corn-seeds
"Temperature And Electric Measurements On An Organism Exposed To A Concentrated Orgone Energy Field"
—2 May 2022
•https://www.psychorgone.com/orgone-biophysics/temperature-and-electric-measurements-on-an-organism-exposed-to-a-concentrated-orgone-energy-field
"ENHANCING GUTTURNIO (RED) WINE PROPERTIES BY UNCONVENTIONAL AGEING"
—14 May 2024
•https://www.psychorgone.com/orgone-biophysics/enhancing-gutturnio-red-wine-properties-by-unconventional-ageing
Roberto Maglione
https://www.psychorgone.com/author/rmaglione
"Using the Reich cloudbuster as a tool to combat atmospheric pollution, and improve the probability of precipitation in Southern California"
—31 August 2016.
•https://www.psychorgone.com/weather-engineering/using-the-reich-cloudbuster-as-a-tool-to-combat-atmospheric-pollution-and-improve-the-probability-of-precipitation-in-southern-california
"ELECTRIC CURRENTS IN ORGONE DEVICES"
—27 August 2017
•https://www.psychorgone.com/orgone-biophysics/electric-currents-in-orgone-devices
"ELECTRIC CURRENTS IN ORGONE DEVICES (Part 2)"
—26 September 2017
•https://www.psychorgone.com/orgone-biophysics/electric-currents-in-orgone-devices-part-2
"ELECTRIC CURRENTS IN ORGONE DEVICES (Part 3)"
—27 October 2017
•https://www.psychorgone.com/orgone-biophysics/electric-currents-in-orgone-devices-3
"The Origin of an Oranur Reaction"
—16 July 2018
•https://www.psychorgone.com/orgone-biophysics/the-origin-of-an-oranur-reaction
"The Origin of an Oranur Reaction and the Orgone Motor"
—31 March 2019
•https://www.psychorgone.com/orgone-biophysics/the-origin-of-an-oranur-reaction-and-the-orgone-motor
"The ORUR"
—11 January 2021
•https://www.psychorgone.com/orgone-biophysics/the-orur
"Orgone Accumulator Field Experiments with Corn Seeds"
—21 March 2022
•https://www.psychorgone.com/orgone-biophysics/orgone-accumulator-field-experiments-with-corn-seeds
"Temperature And Electric Measurements On An Organism Exposed To A Concentrated Orgone Energy Field"
—2 May 2022
•https://www.psychorgone.com/orgone-biophysics/temperature-and-electric-measurements-on-an-organism-exposed-to-a-concentrated-orgone-energy-field
"ENHANCING GUTTURNIO (RED) WINE PROPERTIES BY UNCONVENTIONAL AGEING"
—14 May 2024
•https://www.psychorgone.com/orgone-biophysics/enhancing-gutturnio-red-wine-properties-by-unconventional-ageing
Forwarded from Movie Night
The Great Global Warming Swindle 2007 Documentary
Everything you've ever been told about Global Warming is probably untrue. This film blows the whistle on the biggest swindle in modern history. We are told that 'Man Made Global Warming' is the biggest ever threat to mankind. There is no room for scientific doubt. Well, watch this film and make up your own mind
Everything you've ever been told about Global Warming is probably untrue. This film blows the whistle on the biggest swindle in modern history. We are told that 'Man Made Global Warming' is the biggest ever threat to mankind. There is no room for scientific doubt. Well, watch this film and make up your own mind
AI includes mistakes.
A comparative timeline of Reich, Schauberger, & Tesla, birth to departure from Austro-Hungarian Empire reveals different experiences shaped by changing geopolitical landscape of multi-ethnic empire.
Key Geopolitical Details
Croatia: Tesla's birthplace within Austrian Empire, became part of Hungarian administration under 1867 Compromise. Croatia underwent internal changes, but remained within the empire until dissolution after WWI. Tesla left before such later acts.
Austria: Core of empire became Republic of German-Austria, 1918, much smaller, German-speaking state. Schauberger remained in this new Austrian state, working as a naturalist & later an inventor.
Bukovina: Reich's home was a crown land of the Austrian monarchy. During WWI, it was a warzone, occupied by Russia and then contested. After the war, the region joined Romania. Reich's move to Vienna for university placed him in the new Austrian Republic, a departure from his former homeland, which was no longer Austrian territory.
A comparative timeline of Reich, Schauberger, & Tesla, birth to departure from Austro-Hungarian Empire reveals different experiences shaped by changing geopolitical landscape of multi-ethnic empire.
Key Geopolitical Details
Croatia: Tesla's birthplace within Austrian Empire, became part of Hungarian administration under 1867 Compromise. Croatia underwent internal changes, but remained within the empire until dissolution after WWI. Tesla left before such later acts.
Austria: Core of empire became Republic of German-Austria, 1918, much smaller, German-speaking state. Schauberger remained in this new Austrian state, working as a naturalist & later an inventor.
Bukovina: Reich's home was a crown land of the Austrian monarchy. During WWI, it was a warzone, occupied by Russia and then contested. After the war, the region joined Romania. Reich's move to Vienna for university placed him in the new Austrian Republic, a departure from his former homeland, which was no longer Austrian territory.
AI responses may include mistakes.
...an experiment allegedly conducted by the 13th-century Holy Roman Emperor Frederick II (not a Roman Empire emperor). The goal was to determine which language children would naturally speak if raised in isolation, with the tragic result that all the infants reportedly died from a lack of human interaction and affection.
Original Source Documents and Historical Commentators
The main source for this account is the Franciscan friar and chronicler Salimbene di Adam (Fra Salimbene of Parma).
Original Source Document: Salimbene di Adam's work is noscriptd Chronica (Chronicle).
Original Text Snippet (translated): Salimbene details Frederick's instructions for the children to be cared for but not spoken to, in an attempt to discover their natural language. He writes that the effort was "in vain, for the children could not live without clappings of the hands, and gestures, and gladness of countenance, and blandishments". You can find the full text in the referenced document.
Historical Commentators:
Salimbene di Adam himself used this story to portray Frederick negatively.
Modern historians often view this account with skepticism due to potential bias from medieval chroniclers against figures like Frederick II, but it is still noted for its implications regarding medieval understanding of language development and the importance of social interaction.
A Precedent: Psamtik I's Experiment
A similar experiment from ancient Egypt is recorded by the Greek historian Herodotus in his Histories (Book II, Chapter 2).
The Experiment: Pharaoh Psamtik I is said to have isolated two infants with a mute shepherd to determine the world's oldest language.
The Result: The children reportedly spoke a word (bekos) identified as Phrygian, leading Psamtik I to conclude Phrygians were older than Egyptians. Unlike Frederick II's account, the children survived and spoke a word, though this story's historical accuracy is also debated.
...an experiment allegedly conducted by the 13th-century Holy Roman Emperor Frederick II (not a Roman Empire emperor). The goal was to determine which language children would naturally speak if raised in isolation, with the tragic result that all the infants reportedly died from a lack of human interaction and affection.
Original Source Documents and Historical Commentators
The main source for this account is the Franciscan friar and chronicler Salimbene di Adam (Fra Salimbene of Parma).
Original Source Document: Salimbene di Adam's work is noscriptd Chronica (Chronicle).
Original Text Snippet (translated): Salimbene details Frederick's instructions for the children to be cared for but not spoken to, in an attempt to discover their natural language. He writes that the effort was "in vain, for the children could not live without clappings of the hands, and gestures, and gladness of countenance, and blandishments". You can find the full text in the referenced document.
Historical Commentators:
Salimbene di Adam himself used this story to portray Frederick negatively.
Modern historians often view this account with skepticism due to potential bias from medieval chroniclers against figures like Frederick II, but it is still noted for its implications regarding medieval understanding of language development and the importance of social interaction.
A Precedent: Psamtik I's Experiment
A similar experiment from ancient Egypt is recorded by the Greek historian Herodotus in his Histories (Book II, Chapter 2).
The Experiment: Pharaoh Psamtik I is said to have isolated two infants with a mute shepherd to determine the world's oldest language.
The Result: The children reportedly spoke a word (bekos) identified as Phrygian, leading Psamtik I to conclude Phrygians were older than Egyptians. Unlike Frederick II's account, the children survived and spoke a word, though this story's historical accuracy is also debated.
AI Overview [may include mistakes]
The timeline of Antoine Béchamp's academic career and publications unfolded against a backdrop of significant geopolitical shifts in the French government, spanning absolute monarchy to multiple republics and empires.
Geopolitical Changes in French Government (1766-1958)
The 192-year period encompassing 50 years before Béchamp's birth (1816) and 50 years after his death (1908) was marked by remarkable political instability in France.
The timeline of Antoine Béchamp's academic career and publications unfolded against a backdrop of significant geopolitical shifts in the French government, spanning absolute monarchy to multiple republics and empires.
Geopolitical Changes in French Government (1766-1958)
The 192-year period encompassing 50 years before Béchamp's birth (1816) and 50 years after his death (1908) was marked by remarkable political instability in France.