My Masters, you likely kenna my basic view on whether education in a compulsory, institutionalised form is a positive environment for the intellectual ('tis not at all), but I thought it would be interesting to discuß some more of the 'field details' , id est specific problems and relations on the indidividual student level.
To start, as you may kenna if you had read the Journalistic Idiocy-Total War post, a trying problem is that of the personality, ideology, and qualified or preferred discipline of each teacher, and the very sourcing of the maß of teachers. None of these ißues have a readily presented amendment to them, and are just so overbearing in their reach. Addreßing the lattermost: teachers reflect the nation, claß, and discipline/community they come from. Most of the teachers in Greater Appalachia will be rednecks, like backwater Southern ones, but vintage, wealthy Southern places can expect an aristocratic, genteel teaching staff. New English teachers are the most enlightened one could hope for in the degenerate capitalist world, and so on. The former, more individual variables I've not a remote kenning on how to solve.
A relationship mandated by an untouchable bureaucratic hierarchy is not the condition for a mutual, beneficial forstanding and then apprenticeship to be concluded. The only reason, however, that this mandation has been found neceßary to the age of eighteen is that the liberal bourgeoisie has carried out a great (greatly detrimental) homogenisation of society, naturally including its institutions. To-day, we contend with guttersnipe and gentlemen, petit-bourgeois and aristocrats, Intellectuals and the Maßes, enlightened men and irrational women, all conglomerated into one inefficient set of super-institutions, ruled by a clique of clueleß, omnipotent super-bureaucrats with no ties to, recourse with, nor interest in, the people whose lives they are careleßly toying about with.
Here is one solution I can propose; division. Industry became so productive through the introduction of the division of labour. Specialised institutions administrated by those to whom it concerns are superior to the run-down every man establishment. It is the ald question of the wares of TJ Max and Macy's, or of a high-quality tailor (exempli gratia the tailor who makes the clothing of the Gentleman's Gazette! ), as in this example, the answer is clear.
Commentaires