Indirectly but more strongly still this mechanical uniformity tends to exclusion of ideas. That which is not taught at all to a child, or is taught as something subsidiary, falls out of his consciousness or is diminished therein. For the most part what is not emphasized is not believed to exist. Often, from its unfamiliarity, that which is a stranger to education in childhood, is thought incredible by the grown man.
When I read this I feel physically ill. You know why? Not just because it's true, but because many people I know and love dearly are still laboring under the "false consciousness" imparted to them in their years in government detention centers, and they show no signs of awakening.
I will check out your link.
Some other great education reads are:
The Abolition of Man by C.S. Lewis
Dumbing us Down by John Taylor Gatto
NEA: Trojan Horse in Education by Sam Blumenfeld
Blumenfeld in particular describes in detail how government schools were designed to bring about the effect described by Belloc above.
Thought you might be interested. I read a critique of government schooling by Peikhoff once that offered some very good insights. The only problem with Peikhoff's critique is that he cannot propose an "objective," ultimate end for education.
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