How To Teach Children

Who Charles Darwin was and why his ideas matter.

First make the class size in the school about thirty
each class to diminish their sense of individuality,
the better to stop them thinking for themselves.

Then make these people between the age of seven
and eleven subject to rules for how to compete
with each other where for being competitive
they cannot work out the basis of the rules.

Without defining fairness tell the pupils
that the teachers are always right; the rules are fair.
Then get the teacher to be as selectively unfair
as they can be without being seen to be; the pupils
that teacher wants to observe and reward are those
who recognise soonest the distance the teacher keeps,
from the rules they are meant to apply, such pupils 
then know much better how to be safely break that rule,
and be unfair or worse, particularly when their motive
is to best slower pupils who have not worked out
why the teacher has not stopped them being bullied.

Where the subject of mentoring or coaching appears
teachers should explain that where it is offered
it is offered so that those helped will win prizes
on behalf of the school in inter-schools competitions.

The teacher must deny any link the pupils might make
between improving their performance with input
from the teacher; teachers are there to examine
for failure, and crowd control more than to teach. 

This is why when the pupils play football
even a dead dog from the street would know why
why some are bad at sport; they lacked the mentoring,
which would make them better at what they are bad at.

What the pupils want to avoid, but have to meet,
is what comes next; secondary education,
secondary in the sense of what is primary,
what matters most, is that when a child lacks
the innate smartness to convince the world
how smart they are, then their world will insist
that they be barred from improving, the more
to use them for what they lack, support
for their intelligence and application.