METAPHORICALLY SPEAKING, SCHOOLS WERE TO BECOME EFFECTIVE AND EFFICIENT MANUFACTURING PLANTS. INDEED, THE LANGUAGE OF MANUFACTURE WAS A PART OF THE ACTIVE VOCABULARY... IN THEIR VISION OF EDUCATION STUDENTS WERE RAW MATERIAL TO BE PROCESSED ACCORDING TO SPECIFICATIONS PRESCRIBED BY SUPERVISORS...
WE WOULD LIKE NOTHING MORE THAN TO GET TEACHING DOWN TO A SCIENCE EVEN THOUGH THE CONCEPTION OF SCIENCE BEING EMPLOYED HAS LITTLE TO DO WITH WHAT SCIENCE IS ABOUT... WE FLIRT WITH PAYMENT BY RESULTS, WE PAY PRACTICALLY NO ATTENTION TO THE IDEA THAT ENGAGEMENT IN SCHOOL CAN AND SHOULD PROVIDE INTRINSIC SATISFACTIONS, AND WE EXACERBATE THE IMPORTANCE OF EXTRINSIC REWARDS BY CREATING POLICIES THAT ENCOURAGE CHILDREN TO BECOME POINT COLLECTORS. ACHIEVEMENT HAS TRIUMPHED OVER INQUIRY.
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see also The Mechanical Bride, "Education": For to develop individuals with powerful minds and independent characters is to create a supply for which there is no demand. Why train men if there is only a market for robots?... Why train individuals, if the only available life is the collective dream of uniform tasks and mass entertainment? Why make life difficult? Why be different? Why use your brains to ensure poverty?
