Since every effort in our educational life seems to be directed toward making of the child a being foreign to itself, it must of necessity produce individuals foreign to one another, and in everlasting antagonism with each other.
Most owners of small businesses openly state that they believe in the value of skills and operational training. However, they also admit that they themselves undertake very little training, or offer only limited training to their employees, because of time restraints.
Out of my general world-pattern-trend studies there now comes strong evidence that nothing is going to be quite so surprising and abrupt in the future history of man as the forward evolution in the educational process.
Education ought everywhere to be religious education. Parents are bound to employ no instructors who will instruct their children religiously. To commit children to the care of irreligious persons is to commit lambs to the superintendency of wolves.
Philosophy, astronomy, and politics were marked at zero, I remember. Botany variable, geology profound as regards the mud stains from any region within fifty miles of town, chemistry eccentric, anatomy unsystematic, sensational literature and crime records unique, violin player, boxer, swordsman, lawyer, and self-poisoner by cocaine and tobacco.
It is no small mischief to a boy, that many of the best years of his life should be devoted to the learning of what can never be of any real use to any human being. His mind is necessarily rendered frivolous and superficial by the long habit of attaching importance to words instead of things; to sound instead of sense.
Education must have two foundations --morality as a support for virtue, prudence as a defense for self against the vices of others. By letting the balance incline to the side of morality, you only make dupes or martyrs; by letting it incline to the other, you make calculating egoists.
In my early life, and probably even today, it is not sufficiently understood that a child's education should include at least a rudimentary grasp of religion, sex, and money. Without a basic knowledge of these three primary facts in a normal human being's life --subjects which stir the emotions, create events and opportunities, and if they do not wholly decide must greatly influence an individual's personality --no human being's education can have a safe foundation.
One had to cram all this stuff into one's mind for the examinations, whether one liked it or not. This coercion had such a deterring effect on me that, after I had passed the final examination, I found the consideration of any scientific problems distasteful to me for an entire year.