“The countries of the West are committed to universal, free, compulsory education. The United States first made this commitment and has extended it further than any other. In this country 92.5% of the children who are fourteen years old and 71.3% of those between fourteen and seventeen are in school. It will not be suggested that they are receiving the education that the democratic ideal requires. The West has not accepted the proposition that the democratic ideal demands liberal education for all. In the United States, at least, the prevailing opinion seems to be that the demands of that ideal are met by universal schooling, rather than by universal liberal education. What goes on in school is regarded as of relatively minor importance. The object appears to be to keep the child off the labor market and to detain him in comparatively sanitary surroundings until we are ready to have him go to work.
“The results of universal, free, compulsory education in America can be acceptable only on the theory that the object of the schools is something other than education, that it is, for example, to keep the young from cluttering up homes and factories during a difficult period of their lives, or that it is to bring them together for social or recreational purposes.”
“Education is supposed to have something to do with intelligence. It was because of this connection that it was always assumed that if the people were to have political power they would have to have education. They would have to have it if they were to use their power intelligently. This was the basis of the Western commitment to universal, free, compulsory education. I have suggested that the kind of education that will develop the requisite intelligence for democratic citizenship is liberal education, education through great books and the liberal arts, a kind of education that has all but disappeared from the schools, colleges, and universities of the United States.”
~The Great Conversation: The Substance of a Liberal Education
by Robert M. Hutchins, 1952
More by Hutchins . . .
“Because of experimental science we know a very large number of things about the natural world of which our predecessors were ignorant. In the great books we can observe the birth of science, applaud the development of the experimental technique, and celebrate the triumphs it has won. But we can also note the limitations of the method and mourn the errors that its misapplication has caused. We can distinguish the outlines of those great persistent problems that the method … may never solve and find the clues to their solutions offered by other methods and other disciplines.”
“Liberal education was aristocratic in the sense that it was the education of those who enjoyed leisure and political power. If it was the right education for those who had leisure and political power, then it is the right education for everybody today.”
Zuckerkandl! a comic book Hutchins published in 1968, later made into a cartoon short, narrated himself. It’s about disentanglement and living guilt-free and is said to be a parody of Freud.
Kensho Homestead 
The kind of education most are familiar with isn’t real – that is, primary – education, the kind that only the upper classes and those of us who broke from our conditioning immerse themselves in. It’s essentially a form of mass indoctrination or conditioning, where the plebians are trained to be smart enough to do basic things such as going to work, filing papers, paying their bills (taxes, rent, consumer spending, etc.), and, overall, being obedient members of society – but not intelligent enough to realize how they’re being taken advantage of by the very people they’ve been conditioned to respect and pay their tributes to. Some of the plebs who are lucky may participate in elective classes such as learning French or playing music (like in my case), but overall it’s the same thing.
LikeLiked by 1 person