Szkola jest sprzeczna z natura.

Takie wnioski ostatnio wyciagam, jak prowadzajac najmlodsze pachole do szkoly ogladam placzace dzieci. Gdyby porownac tragedie dziecka tego w szkole z tragedia dziecka tego odrywanego od rodziny w obozach niemieckich, zeby porownac sile krzyku i ilosc wylanych lez, to dochodze do tego samego wniosku: jest to barbarzynskie okrucienstwo. Jedna dziewczynka tak mocno przylgnela do nogi babci, ze sila nie mozna jej bylo oderwac.
Dzieci czuja podswiadomie, ze cos tu jest nie tak. No bo dlaczego kochajaca mama i tato pozbywaja sie malucha, ktoremu trzeba czesto jeszcze tylek wycierac, do tego wielkiego budynku, gdzie duzi biegaja, jakas obca pani mysli ze moze go brac za reke i czasem jeszcze krzyczec, gdzie sto innych dzieci cos chce i uczy sie, ze nie moze chciec, gdzie jak placzesz, to nikogo to nie obchodzi, a jak masz smarki, to caly dzien chodzisz z tym pod nosem i nawet nie wiesz, ze leci, chyba ze przypadkiem uzyjesz rekawa... Dlaczego? No dlaczego???

Szkola jest sprzeczna z natura, a po przejrzeniu ogromu materialu na internecie dochodze do wniosku ze to diabelski wynalazek.
Prosze posluchac:

"Mandatory kindergarten was necessary because it served to break the influence of the mother over the child thus making the child more responsive to government influence."
http://nj.npri.org/nj98/05/prussian.htm

 Gatto emphasizes how the Prussian model set the standard for educational systems right up to the present. "The whole system was built on the premise that isolation from first-hand information and fragmentation of the abstract information presented by teachers would result in obedient and subordinate graduates, properly respectful of arbitrary orders," he writes. He says the American educationists imported three major ideas from Prussia. The first was that the purpose of state schooling was not intellectual training but the conditioning of children "to obedience, subordination, and collective life." Thus, memorization outranked thinking. Second, whole ideas were broken into fragmented "subjects" and school days were divided into fixed periods "so that self-motivation to learn would be muted by ceaseless interruptions." Third, the state was posited as the true parent of children. All of this was done in the name of a scientific approach to education, although, Gatto says, "no body of theory exists to accurately define the way children learn, or what learning is of most worth."  
 http://www.sntp.net/education/school_state_3.htm

 In summary, the public schools have from the beginning been antagonists of liberty and the spontaneous order of liberal market society. In such an order, individuals choose their own ends and engage in peaceful means, competitive and cooperative, to achieve them. They also raise their children according to their own values and by their own judgment. In contrast, public schools have been intended to interfere with that free development and to mold youth into loyal, compliant servants of the state. Their objectives have required a rigidity and authoritarianism that is inconsistent with the needs of a growing rational being seeking knowledge about the world. Thus, the schools are a source of immense frustration for many children. It should surprise no one that those schools produce children who are passive, bored, aimless, and even worse: self-destructive and violent.  
http://www.sntp.net/education/school_state_3.htm 

i na koniec kilka slow od Alberta Einsteina (wychowanka pruskiej szkoly): 
 One had to cram all this stuff into one's mind, whether one liked it or not. This coercion had such a deterring effect that, after I had passed the final examination, I found the consideration of any scientific problems distasteful to me for an entire year.... It is in fact nothing short of a miracle that the modem methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wrack and ruin without fail. It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty. To the contrary, I believe that it would be possible to rob even a healthy beast of prey of its voraciousness, if it were possible, with the aid of a whip, to force the beast to devour continuously, even when not hungry - especially if the food, handed out under such coercion, were to be selected accordingly.
 http://www.sntp.net/education/school_state_3.htm