Teaching – What is the Use? (Part 2: A Different Human Race)

It is said that people get the society
that they deserve.

Indeed, one is obliged to sadly concur.

I write my Copperplate script using a pen and paper:
it is what distinguishes me … from a machine.

And I will not surrender these things
to the contemporary nothingness,
hedonistic apathy, and obscene laziness
of the modern world.

To a young person, I would plead:

Write.
Write properly.
Never lose the skill.

And teach it, one day, to your children.

Conscientious youths seem few and far between
– a mere remnant, really, amidst a multitude
of teenagers whose unbridled arrogance now
impertinently imagines that their personal ‘opinion’
is every bit as valid

as that of someone who possesses actual skill,
maturity, and life experience.

I cannot but be filled with a deep feeling of sadness,
now, whenever I see a little child.

Like the little girl being led by the hand,
by a tattoo-covered creature
screaming across a parking lot at his … ‘woman’
to … “f**king hurry up!”

It makes me incredibly sad to think of what the future
will hold for a little boy or girl, when the ‘parents’
are devoid of anything resembling the adult characteristics
that were commonplace in the 1960’s.

The postman, the milkman, the ‘lollipop man’,
ALWAYS had a friendly smile;
and you felt safe, when there were people around.

I remember one obnoxious thug – once, as we
were all walking home from school – telling a girl
to … ‘go to hell’,

and ‘old’ ( she must have been at least 40! )
Mrs Johnson reaching over her garden gate
to grab the top of his ear, and tell the malignant upstart
to never use language like that again, anywhere
near her house.

She never released her grip on the wretch
until he apologised – to her … and to the girl.

We learned common sense, manners,
self-control, and ‘right from wrong’

FROM THE EXAMPLE of the adults around us.

And so did any bullies,
who would have preyed upon the weak or the timid.

What a removal from the spectacle of many parents
( “My kid would never do that!” ) today.

If WE did anything wrong,
we hoped and prayed that our parents
would never find out.

But then – along with those with whom I grew up
– we simply would have been restrained by conscience
and the fear of disgracing our parents.

It was what was expected of us.

We didn’t have opinions.
And we didn’t talk back.

We were children and had no life experience.
And we knew it.

We didn’t glibly lie …
for the simple reason that lying was wrong.

And everyone else’s mum … was our mum too.
All along the 20-minute walk to school,
could be heard shouts of:

“You, boy! Stop dragging that school bag!”
“Tuck in your shirt!”
“Run along or you’ll be late for the bell.”

It felt GOOD to have rules.
And to be expected to live up to them.

There was None of this modern,
self-esteem arrogance.

Respect was EARNED.

You respected your parents, and teachers;
you PROVED that you were responsible,
dependable, and that you deserved
to be trusted and shown some degree of respect.

And when you DID live up to those rules
… boy! did that feel good.

Of course, given the all-too-evident, modern reality
of people who cannot even spell:
their minds incapacitated by technology;

morals eradicated by televised debauchery
and moral sewage of Hollywood;
and manners obliterated by the eradication
of discernment and common decency,

I am not so sure, now,
that recalling the joys of those by-gone days
is such a good thing …

because the next time I venture
past the garden gate,
the grim reality of the 21st century
will be all-too readily apparent.

By the end of the 1970′s, public school education
in North America had discarded the classical academic
foundations of Reading, Writing, and Arithmetic
( all of which actually taught the brain to work );

and substituted, instead, a system of
Pavlovian Conditioning in which
subsequent generations of pupils were taught
“critical thinking”

– innovations supplemented by classroom tuition
in “Sex Education”, “Drug Education”, Birth Control,
Alternate Lifestyle Awareness, and Political Correctness.

As reading, writing, grammar,
and the ability to think was abolished,

a centralized effort was obviously being made
to reshape the will;
to re-define morality, and to
eliminate objective values of right and wrong.

“Tolerance” quickly replaced discernment
as moral absolutes were discarded
and human beings were now taught to
“keep an open mind” … and that,
“we must never judge”.

Subservience and Compliance
became the main goals of education.

Eradicate the ability to think: memorise
and repeat everything that is taught.

The 21st century bears witness
that it has been a very observable
– and phenomenal, Success.

Not only are barely literate young people
being turned out of schools scarcely able to read,
spell, or carry on an intelligent conversation –

but they will now ‘graduate’ being unable even
to physically write.

Unless physically connected to a machine,
human “communication”
will be of the most limited capacity possible.

“Ordinary men and women will be expected
to be docile, industrious, punctual, thoughtless
and contented.

Of these qualities, probably Contentment
will be considered the most important.”

[ Bertrand Russell, Education in a Scientific Society ]

Contented, of course, with liquor, hedonism, iToys and TV.

I have spent my life espousing certain standards
– of morality, self-discipline; of courtesy,
consideration, and conscience:

doing my best to encourage young people
– and their parents – to apply themselves;
raise themselves to a higher standard than
the lowest common denominator of mediocrity
which prevails today.

Sad to say that – given what comes out of the mouths
of “adults” today,

it has clearly been an utterly wasted effort.

P Livingstone

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