Education

Updated on 8/16/19

Nietzsche:
Early Greek Philosophy
The road towards the beginning always leads into barbarism, and he who is concerned with the Greeks ought always to keep in mind the fact that the unsubdued thirst for knowledge in itself always barbarises just as much as the hatred of knowledge, and that the Greeks have subdued their inherently insatiable thirst for knowledge by their regard for Life, by an ideal need of Life,—since they wished to live immediately that which they learnt.

It’s better to awaken men’s instinct for beauty. That was what the Greeks considered the essential thing.
— Hitler, Table Talk (Cameron & Stevens), March 3, 1942

In the bitter struggle which decides the destiny of man, it is very rare that an individual has succumbed because he lacked learning. Those who fail are they who try to ignore these consequences and are too faint-hearted to put them into effect.
— Mein Kampf

Laurency (kl1_7):
2The entire educational system needs to be reformed at regular intervals; otherwise it will easily degenerate into creating nothing but narrow specialists. Every specialist teacher considers his subject to be the most important.

Hitler, Table Talk (Cameron & Stevens), August 29, 1942:
Yes !—Felix Dahn—but, then, he was no real professor. A man who spends thirty years teaching the rudiments of the French language comes in the end to believe that his instruction is the foundation of all knowledge.

Roberto Assagioli:
But even outside this field there has been and there is an excessive tendency in modern life towards specialisation and over-valuing of practical efficiency. In order to counteract this trend a well-rounded, harmonious and integrated education is necessary, as the best educators have recognised. Such education is doubly required in the case of gifted young people.

Hitler, Table Talk (Cameron & Stevens), April 4, 1942:

A good education consists in the following:
(a) forming the child’s character by giving him a sense
of what is good;
(b) giving him a background of solid knowledge;
(c) it must be strict as regards the object to be attained,
and firm as regards the methods used.

Plato:
The Republic
And may we not say, Adeimantus, that the most gifted minds, when they are ill-educated, become pre-eminently bad? Do not great crimes and the spirit of pure evil spring out of a fulness of nature ruined by education rather than from any inferiority, whereas weak natures are scarcely capable of any very great good or very great evil?
Laurency ():
9It is interesting to hear Jews describe how they receive their religious instruction. They are made to read the scriptures, and the rabbis see to it that any attempt at reflection on what is being read is stopped at once. Read, read, read, do not think. It is all crammed up, and then you are through with your study. No arguments about it. Religious problems are not to be discussed. Yahweh (Yhwh) does not allow such things. If his peculiar people violated this command, he would reject them.

https://hitlerianhylozoics.wordpress.com/#lessergood

☮️Coudenhove-Kalergi:
School and press are the two points from which the world could be bloodlessly renewed and ennobled without violence. The school nurtures or poisons the soul of the child; the press feeds or poisons the soul of the adult.

Compare and contrast:

[Here I will list all the conflicts and contradictions I’ve discovered in my attempt to synchronize the teachings of Hitler and Laurency. This is probably the only instance on my entire website where I’ll brand remarks from Hitler with my preferred color (blue) for highlighting unreliable or falsified statements.]

Sense of history

Hitler, Table Talk (Jochmann), July 21-22, 1941:
He who has no sense for history is like a man who has no ear or no eye; he can live like that anyway, but what is that!
Wer kein Organ für Geschichte hat, ist wie ein Mensch, der kein Gehör oder kein Gesicht hat; leben kann er auch so, aber was ist das!
Laurency (L3e18.4):
6There has been much talk about modern people as “lacking a sense of history” or having no understanding of either history or culture. The history offered mostly deals with phenomena at the stage of barbarism. And the culture supplied in modern literature, modern art, and modern music is a travesty of culture.
Laurency (kl1_7.17):
9They speak of “man without a sense of history”. However, the history we take to be true stories from life is by and large a collection of legends. The true history is still unwritten.
Laurency (L4e4.20):
12It may be added that it is better to be “without a sense of history” than to have a totally falsified view of the past.

Hitler, Table Talk (Cameron & Stevens), October 24, 1941:
The Russians were entitled to attack their priests, but they had no right to assail the idea of a supreme force. It’s a fact that we’re feeble creatures, and that a creative force exists. To seek to deny it is folly. In that case, it’s better to believe something false than not to believe anything at all.
Laurency (L4e4):
11Just as it is better to be a skeptic than to have an erroneous conception, so it is better not to know anything than to believe in lies.

[Laurency clearly maintains the superior position, but seen from another angle, some familiarity with history (while being completely aware of it’s unreliability) can still be fruitful and even afford versatility in debate. It’d only be of avail to a highly cultivated individual however. Refer to Jesus’ liberal usage of the Old Testament and it’s “history” for his ministry, as well as the alleged dialogue between Dietrich Eckart and Hitler, as examples.]

Chamberlain:
Christ Not A Jew
In this connection consider too how Christ uses Holy Scripture. It is indeed very remarkable how He makes Scripture serve His purpose; over it too He feels Himself “Lord” and transforms it, when necessary, into its opposite.

Art of reading

Hitler, Mein Kampf:
To study history means to search for and discover the forces that are the causes of those results which appear before our eyes as historical events. The art of reading and studying consists in remembering the essentials and forgetting what is inessential.
Laurency ():
The art of reading is connected with the ability to meditate, to think your own thoughts. The majority of readers have not acquired that ability. The recorder’s correspondence with readers of PhS and KofR has convinced him that most of them are unable to read. They do not see what it says in the books, and after they have read the books they cannot summarize their contents. They see only what they recognize or what pleases them or agrees with their ideas. Whatever is beyond that, they have not seen, and that is the reason why they learn nothing. Most of them forget what they have read, many as soon as they put the book away, many in a short time afterwards.

[]

Organization of education

Laurency (kl1_7.17):
13The entire educational system should be reorganized along American lines. Compulsory school should be finished by going through two years of high school without exam. Upper high school, being the preparation for university studies, should be allocated to special colleges, exams from which automatically entail the right of entry into a “faculty” of humanistic or technological studies. The universities should be reorganized so that the pertaining education is given at an institution that is special for each faculty. Bringing together all colleges for specialized studies into a joint university should be regarded as old-fashioned. Not even the present division at the universities into faculties should be retained. Many different kinds of educational institutions are needed.

Roberto Assagioli:
What has been done about all this so far? A good start has been made, particularly in the U.S.A., with special classes, accelerated and enriched courses, and a few schools for “gifted children” (A clear exposition and comprehensive survey is contained in Educating Gifted Children, by Robert F. De Haan and Robert J. Havighurst. The University of Chicago Press. 1957.) The American Association for Gifted Children (15 Gramercy Park, New York City) is active in publicising the importance and urgency of giving such children the most suitable education and, particularly, in drawing the attention of teachers and parents to these problems.

[Needs verification! I haven’t yet inquired into the aforementioned survey, if it’s available.]

Mein Kampf:
General education should be on cultural lines. It ought to be founded more on classical studies and should aim at providing only the groundwork for specialised instruction later on in the various practical sciences. Otherwise we should sacrifice those forces that are more important for the preservation of the nation than any technical knowledge. In the history department the study of ancient history should not be omitted. Roman history, along general lines, is, and will remain, the best teacher, not only for our own time, but also for the future, and the ideal of Hellenic culture should be preserved for us in all its marvellous beauty.
☭Otto Strasser (Memoirs):
Hitler and I, p.g. 214-215
Hitler explained that it would be the duty of Germany’s leaders in the years to come to organize the Reich on Spartan lines to prepare her for the hegemony of Europe.
Hitler: ‘The German people alone will be a people of warriors; the other nations will be helots, working for the Teuton warrior caste. Our sword will guarantee their peace, and will be the recompense for their labour.’

Hitler, Table Talk (Cameron & Stevens), February 17, 1942:
Peace can result only from a natural order. The condition of this order is that there is a hierarchy amongst nations. The most capable nations must necessarily take the lead. In this order, the subordinate nations get the greater profit, being protected by the more capable nations.

Hitler, Memoirs of a Confidant, p.g. 288:
Now I have something quite different in mind, which I’ve borrowed from the Roman educational system. One should be able to seek out the most exceptional pupils – here we are talking only about boys – from the whole population, in order to lavish on them an exceptional form of schooling. These students must be educated for a particular leadership career at an early age.

Hitler, Memoirs of a Confidant, p.g. 289:
The Romans gathered the best students from their whole empire in boarding institutions. There they were taught and trained by the best teachers. This effort did not take the fathers’ profession into consideration. Only foreign races – Negroes and Jews – were excluded. In all other areas, Jews enjoyed Roman liberties; Negroes, on the other hand, were granted them only in exceptional cases, when they had made themselves deserving through especially outstanding achievements for the Empire.

The Artist Within the Warlord, p.g. 199-200:
Translated by Wilhelm Kriessmann, Ph.D and Carolyn Yeager
He [Hans-Ulrich Rudel] should participate in all my sorrows and hopes–not only of military affairs. Rudel’s humanistic education is a favorable qualification for further tasks.”
Hans-Ulrich Rudel:
After a brief flirtation with modern languages at the local school I take up classics, and learn Greek and Latin.

[By “humanistic education”, Hitler likely means the former (classics), not the latter (languages).]

Laurency (kl1_7.14):
3The ancient world, Greece in particular, exhibits architectural and sculptural art that is still unsurpassed. In the matter of understanding life and the art of living, however, the study of antiquity cannot be compared to the insight that the knowledge of the laws of life affords. In that respect it rather has a disorienting effect and is no defence for the study of Latin and Greek.
Mein Kampf:
In the case of that language [French] which I have chosen as an example it cannot be said that the learning of it educates the student in logical thinking or sharpens his mental acumen, as the learning of Latin, for instance, might be said to do.
It would, therefore, be much better to teach young students only the general outline or, better, the inner structure of such a language, that is to say, to allow them to discern the characteristic features of the language, or perhaps to make them acquainted with the rudiments of its grammar, its pronunciation, its syntax, style, etc.
Hitler, Table Talk (Cameron & Stevens), March 3, 1942:
Let’s rather give them some general knowledge. Thus, instead of teaching them French for four years, at the rate of three hours a week, why not wait until the last year? And even during this last year, let’s give them only one hour’s French a week. That’s quite enough to give a good start to those who intend to continue their studies.
Laurency (kl1_7.14):
4There are certainly grains of gold, aphoristic pearls, in Latin and Greek literature. But they are few and far between except in Platon, Epiktetos, Marcus Aurelius, etc.
5That “humanism”, which can be picked up in homeopathic doses in Latin and Greek literature, is presented in esoterics, in an incomparably more evident manner in connection with the knowledge of the laws of life.
7The knowledge of this fact has the effect that the immense burden that the study of Latin and Greek implies may be dropped and the study time be used for studies that are more purposeful and necessary for fitness in life.
Mein Kampf:
There is no reason why millions of people should learn two or three languages during their school years, when only a very small fraction will have the opportunity to use these languages in later life and when most of them will therefore forget these languages completely.
To take one instance, out of one hundred thousand students who learn French there are probably not two thousand who will be in a position to make use of this accomplishment in later life, while ninety-eight thousand will never have a chance to utilise in practice what they have learned in youth.
They have spent thousands of hours on a subject which will afterwards be of no value or importance to them.
Hitler, Table Talk (Cameron & Stevens), March 3, 1942:
Moreover, where’s the sense in teaching a child in an elementary school a foreign language in addition to German? Eighty per cent of the children will never go further. Of what use will the rudiments of a foreign language be to them?
Laurency (kl1_7.14):
7Greek and Latin are necessary for philologists and literary researchers but not for “historical education”.
8Of course the study of the Latin language is important for those who want to ransack the records, or study the Romance languages, or understand the multitude of metaphors in old imaginative literature.

Haeckel:
The Riddle of the Universe
The study of the classical tongues (Latin and Greek), which has hitherto absorbed most of the pupils’ time and energy, is indeed valuable; but it will be much restricted, and confined to the mere elements (obligatory for Latin, optional for Greek).

Art and Politics

Laurency (L4e6):
12Now art has got mixed up with politics, too.
Gerhard Engel (Diaries), August 20, 1938:
[Hitler] dismissed international art and even asserted that art and politics could not be separated. Painting and sculpture were the precipitate of political interest and a reflection of political relationships. The Greeks and Romans were a proof of it. When they were still a warrior race, their works reflected this; later, homosexuality was read into works good in themselves.
Laurency (L4e6):
12They talk about “democratic art”. That is nothing new, however, but is ancient subjectivistic arbitrariness. Such things return in the circle familiar throughout history. Every time it happens, learned men and prophets arise who preach, “this is something quite new”.
In our times it may sound like this: “In the proportions of the Greek statue there is a ferment of pride of noble birth; in the Egyptian pyramid, of self-assertion and despotism.” This quotation is quite sufficient as a glaring example of the supreme wisdom and understanding and omniscience of our modern democratic prophets.

Hermann Giesler:
Ein Anderer Hitler
The buildings of Troost at the Royal Square are full of strength and rigor, energetic, and at the same time they remain in tectonic calm and restraint. They are not epitaphs of Klenze’s palaces, they have enough originality to be witnesses of our 20th century.
Die Bauten von Troost am Königlichen Platz* sind voller Kraft und Strenge, energisch, und zugleich verharren sie in tektonischer Ruhe und Zurückhaltung. Sie sind keine Epigonen der Palaisbauten von Klenze, sie haben genug Eigenwilligkeit, um Zeugen unseres 20. Jahrhunderts zu sein.

[If Giesler’s description qualifies as an example, it’s at least tame compared to what the democratic-minded have cooked up.]

Voice of conscience

Mein Kampf:
And, finally, almost in the last few days of that titanic struggle, when the waves of poison-gas enveloped me and began to penetrate my eyes, the thought of becoming permanently blind unnerved me, but the voice of conscience cried out immediately—‘You miserable fellow, would you start howling when there are thousands of others whose lot is a hundred times worse than yours?’

Laurency (ps1):
2The hypothesis of the voice of conscience has been confuted logically and psychologically. The voice of conscience is the voice of convention, an automatized “logical” reaction from those inferiority complexes which were established in childhood and overstimulated in adolescence by unpsychological unceasing inculcation of the notions of sin, guilt, and shame, which are hostile to life and which later in life are turned into depression complexes and often grow into anxiety complexes.
3The hypothesis of the “voice of conscience” is also refuted by the fact that there has not been anything true that has not been denied, nor anything rational that has not been silenced, nor anything absurd that has not been accepted, nor any kind of iniquity that has not been approved of, nor any kind of cruelty that has not been commended; by this voice of conscience.
5An English bishop, South, rightly said: “By all means follow thy conscience, but take heed that thy conscience is not the conscience of a fool!”

http://beggarsallreformation.blogspot.com/2010/08/luther-perform-big-sin-to-quiet-your.html


Unsorted:

Hitler, Memoirs of a Confidant, p.g. 294
Boys also occasionally need to beat each other up. That is part of mutual self-education. A boy who grows up entirely in his own home, or surrounded only by sisters and their girlfriends, is like a hothouse plant. Later on, he trembles at every harsh word, recoils from another’s attack, and has nervous breakdown if fate administers a good thrashing. It is much better for him to get used to such treatment early on.

Haeckel:
The Riddle of the Universe
Once the modern State has freed itself and its schools from the fetters of the Church, it will be able to devote more attention to the improvement of education. The incalculable value of a good system of education has forced itself more and more upon us as the many aspects of modern civilized life have been enlarged and enriched in the course of the century. But the development of the educational methods has by no means kept pace with life in general. The necessity for a comprehensive reform of our schools is making itself felt more and more. On this question, too, a number of valuable works have appeared in the course of the last forty years. We shall restrict ourselves to making a few general observations which we think of special importance.
1. In all education up to the present time man has played the chief part, and especially the grammatical study of his language; the study of nature was entirely neglected.
2. In the school of the future nature will be the chief object of the study; a man shall learn a correct view of the world he lives in; he will not be made to stand outside of and opposed to nature, but be represented as its highest and noblest product.
5. Historical instruction must pay more attention to the inner mental and spiritual life of a nation, and to the development of its civilization, and less to its external history (the vicissitudes of dynasties, wars, and so forth).

Haeckel:
The Riddle of the Universe
Every pupil must be taught to draw well, and from nature; and, wherever it is possible, the use of water-colors. The execution of drawings and of water-color sketches from nature (of flowers, animals, landscapes, clouds, etc.) not only excites interest in nature and helps memory to enjoy objects, but it gives the pupil his first lesson in seeing correctly and understanding what he has seen.
Laurency (kl1_7.17):
13The school exists in order to impart knowledge, so that everybody knows how he is to find his bearings in the community and earn his living. The school should not be a vocational school. Such schools should be separate. It is a nuisance that unmusical children are compelled to learn singing and playing, that children who lack all artistic talents must torture themselves with drawing. Such studies should be optional and would best be relegated to vocational schools.
Hitler, Table Talk (Cameron & Stevens), March 3, 1942:
To-day people persist in cramming children with a host of unrelated ideas. Do you see the necessity for teaching geometry, physics and chemistry to a young man who means to devote himself to music? Unless he has a special gift for these branches of study, what will he have left over of them later? I find it absolutely ridiculous, this mania for making young people swallow so many fragmentary notions that they can’t assimilate.
✡Georg Brandes:
Reminiscences, p.g. 38
When as a grown man I have cast my thoughts back, what has surprised me most is the variety of subjects that were instilled into a boy in ten years. There certainly were teachers so lacking in understanding of the proper way to communicate knowledge that the instruction they gave was altogether wasted. For instance, I learnt geometry for four or five years without grasping the simplest elements of the science. The principles of it remained so foreign to me that I did not even recognise a right-angled triangle, if the right angle were uppermost.

Laurency (kl1_7.17):
6It is desirable that a book was written that accounted for the basic factors (“scientific principles”) of chemistry, physics, geology, astronomy, and biology, so that the reader could get a general grasp of the reality content of these disciplines. Such a summarizing book would be of great value to those who do not go to high school and do not know how they should get a general orientation. It could serve as an introduction to high school studies and afford badly needed perspectives.
Biology, for instance, could start from the theory of evolution, something like Haeckel’s The History of Creation though adhering more to principles and concentrated. For uniformity in execution it must be the work of one man.

Laurency (kl1_7.17):
7How much more interesting would not geography be, for instance, if you were given a overview of the universe, the solar system, the planets, and finally our earth?
Haeckel:
The Riddle of the Universe
The elements of evolutionary science must be learned in conjunction with cosmology, geology must go with geography, and anthropology with biology.

Laurency (kl1_7.17):
8What revelation would not biology be made, if you were given an account of biological evolution and the interconnectedness of the various kingdoms in nature, how life has developed from the simplest organic cells to the increasingly complex organisms, that process of millions of years?

Haeckel:
The Riddle of the Universe
The first principles of biology must be familiar to every educated man; the modern training in observation furnishes an attractive introduction to the biological sciences (anthropology, zoology, and botany). A start must be made with descriptive system (in conjunction with ætiology or bionomy); the elements of anatomy and physiology to be added later on.
8. The first principles of physics and chemistry must also be taught, and their exact establishment with the aid of mathematics.

Laurency (kl1_7.17):
11Strangely enough, our educational reformers do not seem to have realized that the history of ideas, such as it can and should be (the opposite of the history of details) from the educational point of view is immensely superior to all other study subjects. But then it must be the overviewing history of ideas, that which affords perspectives. It may furnish a general view of both humanist and scientific thought. It contains what may be called cultural history.
12If educators had any idea of the importance of ideas for consciousness development and culture, then the entire educational system would be given a totally different orientation. On the whole scholasticism is still ruling with its grammar and dogmatism.

Laurency ():
Modern education, based on the inductive method, overloads the memory with an infinitude of superfluous details that are useless in life or even hostile to life and that leave the young in the lurch when they are to judge things.
Hitler, Table Talk (Cameron & Stevens), March 3, 1942:
It’s better to awaken men’s instinct for beauty. That was what the Greeks considered the essential thing.
Hitler, Table Talk (Cameron & Stevens), February 25-26, 1942:
If we consider the ancient Greeks (who were Germanics), we find in them a beauty much superior to the beauty such as is widespread to-day—and I mean also beauty in the realm of thought as much as in the realm of forms.
Mein Kampf:
What is known as the Gymnasium to-day is a positive insult to the Greek institution. Our system of education entirely loses sight of the fact that, in the long run, a healthy mind can exist only in a healthy body. This statement applies with few exceptions, particularly to the broad masses of the nation.

Hitler, Table Talk (Cameron & Stevens), March 3, 1942:
In my day, pupils were not only compelled to achieve a given average, but also in certain branches their reports must not fall below a minimum level. If a pupil is particularly brilliant in his speciality, why embarrass him in his studies by obliging him to assimilate notions that are beyond his powers of assimilation? Wouldn’t it be better to help him further in the direction that comes naturally to him?
Forty years ago, the teaching of history was restricted to a dry listing of dates. There was a total absence of principles. What happened when the teacher, into the bargain, lacked the necessary gift for giving these dead things a soul? Such teaching was a real torture.
I had a teacher of French whose whole preoccupation was to catch us out in a mistake. He was a hair-splitter and a bully. When I think of the men who were my teachers, I realise that most of them were slightly mad. The men who could be regarded as good teachers were exceptional. It’s tragic to think that such people have the power to bar a young man’s way.
Mein Kampf:
The teaching of universal history in what are called the higher grade schools is still very unsatisfactory. Few teachers realise that the purpose of teaching history is not the memorizing of some dates and facts, that it does not matter whether a boy knows the exact date of a battle or the birthday of some marshal or other, nor when the crown of his fathers was placed on the brow of some insignificant monarch. That is not what matters. To study history means to search for and discover the forces that are the causes of those results which appear before our eyes as historical events. The art of reading and studying consists in remembering the essentials and forgetting what is inessential.

Laurency (kl1_7.14):
14Exams mean that you stuff your brain full with a mass of fictions that you then will be dependent on or have trouble discarding. Admittedly, they facilitate the understanding of public opinion and the participation in prevalent fictionalism, so that you do not remove yourself from mankind. They are also necessary in order to be a public servant etc. for those who cannot earn their living in another way. The individual has to content himself with being dragged into the universal “sacrificial system” about which Pontus Wikner wrote a remarkable essay. Who nowadays has a chance of getting literature worth reading?

Mein Kampf:
The system of education which obtains to-day sees its principal object in cramming into young people that knowledge which will help them to make their way in life. This principle is expressed in the following terms, “The young man must one day become a useful member of human society.” That phrase refers to his ability to gain an honest livelihood.
Mein Kampf:
The material which we have acquired through reading must not be stored up in the memory on a plan that corresponds to the successive chapters of the book, but each little piece of knowledge thus gained must be treated as if it were a little stone to be inserted into a mosaic, so that it finds its proper place among all the other pieces and particles that help to form a general world-picture in the brain of the reader.
Laurency (L5e5):
Education does not consist in being crammed with the disordered facts of encyclopedias, but in having facts put into systems and into systems of systems. That is the way we orient ourselves in reality.
Hitler, Table Talk (Cameron & Stevens), March 3, 1942:
In any case, I don’t believe there’s any sense in teaching men anything, in a general way, beyond what they need to know. One overloads them without interesting either them or anybody else.

Hitler, Table Talk (Cameron & Stevens), Oct. 29, 1941:
It’s all wrong that a man’s whole life should depend on a diploma that he either receives or doesn’t at the age of seventeen. I was a victim of that system myself. I wanted to go to the School of Fine Arts. The first question of the examiner to whom I’d submitted my work, was: “Which school of arts and crafts do you come from?” He found it difficult to believe me when I replied that I hadn’t been to any, for he saw I had an indisputable talent for architecture. My disappointment was all the greater since my original idea had been to paint. It was confirmed that I had a gift for architecture, and I learnt at the same time that it was impossible for me to enter a specialised school, because I hadn’t a matriculation certificate.

Laurency (kl1_7):
1It seems as if it would take an esoterician to realize that the whole school system needs to be reformed so thoroughly that nothing remains of the old one.
2The entire educational system needs to be reformed at regular intervals; otherwise it will easily degenerate into creating nothing but narrow specialists. Every specialist teacher considers his subject to be the most important.
Teaching and testing methods have to be changed, memory-work be abolished, which probably many of them have realized. Teachers just have to make sure that their pupils have comprehended the matter. Moreover, pupils should be taught where in the literature they should seek in order to find details and isolated facts when and if they need them.
3Since most teachers still lack the power of self-initiated mental activity and so think just according to models once learnt and under emotional impulses, their teaching methods keep to the same old beaten track. The aversion against all reforms is connected with this. A change would entail rethinking about everything they have learnt and therefore change is always objectionable, abominable.
4The instruction necessary to the education of teachers thus needs to be changed so that specialist teachers realize the position of their speciality in the totality of knowledge. Philosophy in particular is a subject that needs a reform so radical that it will enable pupils to think, not just learn what views philosophers of times past have held. Above all it is necessary to furnish perspectives on everything, for example ranging the various disciplines (their basic principles, methods and systems) in a system of summaries so that the pupils reach clarity about their importance for the conception of physical reality, for political and social realities, for man as a co-partner of the totality. Thereby the various school subjects are clarified as to their relative importance for the totality, for the world view and life view.
5At ten years of age, children should be taught the basic elements of chemistry, physics, geology, and astronomy. Biology as a mere descriptive discipline could be considerably reduced. The Latin names of plants are for those who are going to study biology at the university. It is enough that pupils learn to understand the functions of the various parts of the plant. That was seldom if ever taught to them. The variation of forms of leaves and roots, etc., in the different plant species is a subject for specialists. It is enough that pupils are given summaries of the classification of plants and animals so that they understand the fact of higher and lower levels on the scale of evolution. They do not know this at present.

15All children should be given the opportunity to learn to play chess. It is a wonderful game with its inexhaustible possibilities and aesthetic values. For the lone player, analyses of master games are full compensation for a partner. Those who are able to play chess have no worries about what to do in their spare time.
16Teachers should pay particular attention to two problems that have not been elucidated as yet: the importance of creative imagination and of goal-oriented will. Imagination liberates from the one-track mind and develops the understanding of the possibility of choice and the importance of right choice. This develops the sense of responsibility. The esoterician is taught that we are responsible for everything and that we can never free ourselves from responsibility. It is everybody’s duty to contribute to spreading the understanding of the importance of choosing the true and the right. The prevalent subjectivism has entailed increased irresponsibility in all respects, and this is the proof of its perversity.
17Moralists make the serious mistake of trying to force the sense of responsibility on other people. This demand must come from within and not from without, by means of all manner of commands. The sense of responsibility must be cultivated in the feeling of freedom and not of compulsion. Only then will it be self-determined, the result of one’s own choice, based on one’s own understanding and experience. All compulsion is a violation of the basic law of freedom and counteracts its own purpose. That is a discovery that remains to be made.
18Educational theory as a discipline is still at an infant stage. Both theoretically and practically everything remains to be explored. Its doctrines need to be reviewed at regular intervals. It is the same with most disciplines. If they make progress, they appear new every ten years. There is nothing static in consciousness development, research, knowledge, and acquisition.
19Mankind is not given all knowledge but just what it cannot possibly discover by itself. We must learn to solve problems, for that develops our consciousness capacity. We must discover reality by ourselves and learn the methods of application ourselves. The school has in all ages served as a cramming machine and necessarily so, since its duty was to feed us with illusions and fictions, the only available views. That is now at an end. In the future, schools will give us systems, methods, and principles, and we will be taught how to use them correctly in solving problems. That will teach us how to rightly use facts and to economize with facts, lest we drown in facts and become memory robots.
20The path to knowledge is the path of discoveries and of elimination of what we have realized to be erroneous. Encyclopaedias are rapidly outdated. But memory retains the unusable. That is why old people seem antiquated. They remember what they have learnt.