Friends

In general, children are first introduced to the concept of friendship when they first enter school. The definition of friendship here is for two or more strangers to become associated with each other. Here, friendship is inclusive. This simple concept, however, becomes confused and tarnished as we grow up.

Even in the early, pre-teen days, signs of this are evident. Cliques begin to form and people become selective about friends -- whether he benefits from you as a friend is one of the major criteria used. Cliques eventually become gangs, especially in the neighbourhood schools. Still, one cannot blame them. At this age, the child is still in the developmental stage. They are very easily affected by their surroundings. When they see, from the movies, the power a gang possesses and the confidence of the members, they eventually develop a desire to emulate this. Personally, I remember being in one of those little gangs. Due to fear in offending the law, I quit soon after. Still, once these gangs form, there is a barrier that they build between them and other people, and friends hence can no longer be formed easily.

When we reach teenage life, though pre-teenage ideas become deemed as childish and are discarded, the character within us have begun to involuntarily take shape. Hence, forming cliques become a natural thing to do. At this point in our lives, however, the choice of friends twists to also take into consideration gender. This is largely due to the onset of puberty and therefore increased hormones. Nevertheless, the trend here is that each individual would have begun to understand that females and males respond differently in unique situations, and hence would treat the opposite gender different from those of the same gender.

Upon entering adulthood, one practically steps into a powerful-flowing stream of society. He or she would be swept away swiftly. At this age, people seek friends largely for memories, not acquaintances. During this time, the world would have consumed all the time that the individual possessed. With friends, one would be tied down and burdened. Where is the time to keep friends then?

So you see, friendship has many definitions and dimensions. Which one represents true friendship? Which one do you exercise?

Schools

Obtaining at least a primary education is compulsory by Singapore law. This is in pursuit of an educated population -- one that provides a steady, efficient source of workers, generating economy, keeping Singapore alive.

Under the Compulsory Education Act, this process of learning has to, unless under special permission, be undergone at a school of the respective levels. Schools are possibly where a child may first experience separation from the parents -- a ruthless, but necessary act -- and therefore start on a journey towards independence and self-provision. From a very young age, children are hence also prepared for the day when their parents eventually leaves forever.

Schools take up quite a major part of a child's time. This time, apart from learning, also allows for interaction amongst similar-aged children. Here, interpersonal skills are first introduced, and a child begins to learn to trust others. The society and working world is an unavoidable path that they must walk through, and this knowledge will aid this process.

Schools are very noble, for people, through it, are equipped with the ability to find love, warmth and friendship; to attain wealth which will allow a certain level of comfort to be reached.

Yet, in doing so, schools eventually destroys one's character. Education, even up to secondary level, encourages rote-learning. Personal style is gradually worn down as there is a set preference of the examiners, and one must meet their expectations in order to do well. Difference is seen to be an outright rebellion to the authority of the teachers and examiners, for with age comes wisdom and experience. The teachers and examiners, being much elder, hence know more, and this knowledge must be imparted to the students, even if at the expense of individuality. After all, the students can only benefit from this passing down of wisdom, so why not?

But what about subject selection? Is that not an expression of the student's individuality? For most, this may seem true as the majority could never be interested in subjects that they continuously do badly at. Still, approval is mainly based on the student's performance in the chosen subjects. When people generally do well at a subject, majority of them would associate it with pleasure and satisfaction. For the majority, they hence fulfil the above criteria for subject combinations. Minority of the students are, however, rarely given a chance to pursue their hopes but are reduced to trudge towards what they perform well in. For this, an explanation is offered: The teacher is older, wiser. The teacher knows best.

Hence, throughout life, we are taught to obey, even if only in appearance. Individuality spoils the delicate balance of society. Unless, of course, this individuality promotes the objective -- to earn success and fame, to live wealthily, and to teach others to do the same -- like entrepreneurship, which the government is very actively promoting now.

Schools -- a place of education?