The word “authority” derives from the Latin “auctoritas,” originally meaning “growth,” “influence,” and, crucially, “authorship” – referring to someone who originates or brings something into being. This etymological root reveals how attributing authority to another implies granting them the power to “author” our actions, beliefs, or even our life’s direction, essentially ceding control over our own narrative to their will or judgment.
The concept of prolonged childhood has become a defining feature of modern society, where individuals are kept in a state of dependency and immaturity far beyond their biological readiness for adult responsibilities. Across the animal kingdom, puberty marks a transition to maturity, and even in human societies as recently as two centuries ago, this biological milestone signaled the potential for adult roles. However, for humans, true adulthood hinges on the ability to reason and govern oneself, a capacity that distinguishes mankind from other creatures. This natural benchmark has been disrupted by institutional mechanisms like the Prussian education system and child labor laws, which delay the development of rational self-ownership, creating adults who retain childlike dependency and are more easily governed by external authorities—entities that act as surrogate parents, authoring the stories of individuals’ lives.
The Prussian education system was a highly centralized, standardized model designed not to cultivate independent thinkers but to create obedient, efficient workers and loyal citizens for the state. Created in the early 19th century, it prioritized rote memorization, discipline, and conformity over creativity and critical thinking, functioning as a system of social control rather than genuine education.
The Prussian education system, introduced in its current form in the 19th century and widely adopted in the West, was designed to produce obedient, uniform citizens. Unlike classical education, which emphasized the seven liberal arts—grammar, logic, rhetoric, arithmetic, geometry, music, and astronomy—to cultivate critical thinking and self-reliance, the Prussian model prioritizes didactic instruction, or “teaching through telling.” This approach drills compliance and rote memorization into students, stifling their ability to reason independently. By focusing on conformity over inquiry, it undermines the development of intellectual autonomy, leaving individuals less equipped to challenge authority or think for themselves. This educational structure, still prevalent in modern schooling, fosters a prolonged state of intellectual childhood, where people remain reliant on external guidance rather than developing the capacity to author their own lives.
Child labor laws, while intended to protect young people from exploitation, have inadvertently contributed to this extended childhood. By restricting the ability of teenagers to engage in meaningful work, these laws delay the acquisition of practical skills and self-ownership that come from real-world responsibilities. Two hundred years ago, young people who had reached puberty were often working, apprenticing, or starting families, fully integrated into adult society, provided they were developing the capacity for reason. Today, individuals in their late teens and early twenties are often confined to classrooms, treated as incapable of contributing meaningfully to the workforce or society. This enforced idleness prevents them from developing the confidence and competence that arise from taking on adult roles, further entrenching their dependence on external systems.
John Locke’s age of reason refers to the developmental stage when an individual gains the capacity for rational thought and self-governance, marking their emancipation from parental authority, as outlined in his Two Treatises of Government. This milestone, typically emerging in adolescence around the mid-to-late teens, enables individuals to make independent, reasoned decisions, distinguishing human adulthood from mere biological maturity, though Locke emphasizes individual development over a fixed age.
John Locke argued that parental authority isn’t absolute but terminates when children develop the capacity to reason independently. He believed parents should guide children towards reason and self-governance, rather than exert control based on arbitrary power. Once a child demonstrates the ability to understand and follow the law of reason, they are emancipated from parental control and become fully responsible for their own actions, essentially entering into a self-governing state similar to adulthood.
John Locke’s philosophical insights in his Two Treatises on Government provide a critical lens for understanding this shift. Locke argued against the “Divine Right of Kings,” a doctrine that justified monarchical rule by likening kings to parents with authority over their subjects, as Adam had over his children. Locke countered that individuals are emancipated from parental control once they reach the “age of reason,” capable of governing themselves through rational thought. The Prussian education system, by contrast, undermines this emancipation by discouraging independent reasoning. Instead of fostering the skills necessary for self-governance, it produces individuals who remain intellectually and emotionally tethered to authority figures, whether teachers, bureaucrats, or the state itself, which assumes the role of a paternalistic overseer.
The age of reason, as Locke described, is the pivotal moment when individuals achieve true adulthood, capable of self-governance and responsible decision-making, including in matters of sexual consent. While puberty signals biological maturity, the ability to reason distinguishes human adulthood, particularly in the context of lawful and moral sexual encounters. A young person who has reached this intellectual maturity is emancipated from parental care and capable of consenting to adult relationships. Conversely, even an older individual—say, 30 or 40 years old—who lacks the capacity for reason and self-governance due to inadequate education or prolonged dependency cannot fully assume the responsibilities of adulthood. Engaging in sexual activity with such a person, regardless of their biological age, raises ethical concerns akin to pedophilia, as they are not equipped to handle the moral and emotional weight of such decisions. Reason, therefore, is the cornerstone of true adulthood, sexual or otherwise.
Law is the shadow of reason; whereas children require rules from their parents to navigate life, adults instead use reason to guide their morality and decision making. ~Nathan Martin
This prolonged childhood is exacerbated by the structure of modern education, which often extends well into a person’s twenties. Many individuals remain in school through their teenage years and, with the pursuit of higher education, may not complete their formal schooling until their late twenties. This is a stark contrast to the potential for rational maturity, which can emerge in the mid-to-late teens for those properly educated in reason, signaling readiness for adult responsibilities. By keeping people in a state of dependency—through extended schooling and restricted access to real-world experience—society delays their ability to take ownership of their lives. This creates a populace that views the government not as a public servant, as Locke envisioned, but as a parental figure to obey, making control easier for those in power.
Teenage angst, often dismissed as a phase, may be a natural rebellion against this unnatural prolongation of childhood. As young people reach puberty, their bodies signal readiness for greater autonomy, and with proper education, their minds can develop the rational capacity for self-governance. Yet, modern systems force them to remain in a childlike state, subject to rigid schedules, arbitrary rules, and limited agency. This stifling control can manifest as frustration, defiance, or disillusionment—emotions commonly labeled as “teenage angst.” Rather than being a mere hormonal byproduct, this unrest may reflect a deep-seated instinct to break free from artificial constraints and claim the self-ownership that comes with rational adulthood.
The consequences of this prolonged childhood are profound. By delaying the transition to rational adulthood, society produces individuals who are less equipped to think critically, act independently, or challenge unjust authority. The Prussian education system’s emphasis on compliance over reason ensures that people remain more pliable, more willing to accept the narratives authored by external powers. This dynamic aligns with the interests of those who benefit from centralized control, as a population stuck in a childlike mindset is less likely to question or resist. The state, in this sense, becomes not a servant of the people but a paternal figure, dictating the terms of their lives while stifling their potential for self-realization.
Reversing this trend requires a return to educational models that prioritize reason and autonomy over conformity. A classical education, rooted in the liberal arts, could equip individuals with the tools to think critically, question assumptions, and govern themselves. By encouraging young people to engage in meaningful work and take on responsibilities earlier, society could foster a sense of self-ownership that aligns with their intellectual maturity. Rather than treating teenagers as perpetual children, we should recognize their capacity for reason and agency, allowing them to step into adulthood as capable, independent individuals.
The alternative—continuing to enforce prolonged childhood through rigid systems—has far-reaching implications. It not only undermines individual potential but also erodes the foundation of a free society. When people are conditioned to rely on external authorities rather than their own reasoning, they become vulnerable to manipulation and control. John Locke’s vision of a society composed of self-governing individuals is incompatible with a system that keeps adults in a state of intellectual and emotional infancy. To reclaim the principles of self-ownership and rational autonomy, we must rethink how we educate and prepare young people for the responsibilities of adulthood.
In conclusion, the Prussian education system and child labor laws, while rooted in seemingly benevolent intentions, have created a society where rational adulthood is delayed, and dependency is prolonged. By prioritizing compliance over reason and restricting opportunities for real-world experience, these systems produce individuals who are easier to govern but less capable of self-realization. Teenage angst may be a symptom of this unnatural constraint, a rebellion against the denial of autonomy. To foster a society of rational, self-governing individuals, we must reject the paternalistic structures that keep people in a childlike state and empower them to author their own lives.
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