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?