that username

confidence to be a good little drone and sit in your own little box set in place like a gear in a machine
god dammit thats an achievement, being a mindless machine part

what schools and parents SHOULD be doing is telling kids theyre clever and boost up their confidence to be something they WANT to be, not tell them what to be

Well **** , our education systems differ, because I was always told to be what I want to become, given confidence that with determination I can achieve that, all that **** .

well looking back to the schooling i went through, the higher potential classes like science, chemistry, biology, and others, only had us doing pointless busy work with little real experiments....
horticulture class changed the teachers 3 times in a year so that kept changing what we studied and skipping things halfway through
PE class was good though they dropped that recently, (kinda says they want kids to get fat)
anyone who went to art class or music class got labelled as gay
wood shop and metal shop taught a tiny bit of useful skill but had the kids making useless ****

the only classes where teachers put any effort into the work were the english and maths teachers (kinda says they wanted kids to be good little drones good at written and mathmatical work but not much else)

stop spelling mathmatical wrong, because i will know.

:quote mathmatical:

Let me warn you.....
if you EVER type that ******* word wrong again
.....ill know...

and next time, i will ******* EAT YOUR LIMBS
DO YOU UNDERSTAND
YOU PUTRID ******* CARN.....

thank you :0 thank you for that

Yeah, the first one was the same for me. Same with history, which is what I WANT to do. It's never USEFUL history. If I am going to run a museum, it needs to be interesting, not ******* cavemen dick farting around or roman bath houses or ******* random ass houses no one gives 2 ***** about in Australia. Those are seriously parts of history class. And music class was mandatory for us, but I hated it, as if everyone wants to learn an instrument or will EVER NEED A ******* RECORDER. There was no wood shop for me though.

But soon, I will get to university, I will **** up some **** , I will gather money, open a museum of oddities and hopefully get money. Hopefully. The best case scenario would live to see colonies on mars and open a museum on mars. Then kids who have never seen earth would want to go because they would want to know about where humans came from and **** .

Ripleys believe it or not probably contributes to that. That show kicked ass. And the various games that took place in parts of history. Many factors.

plus in a world where everything is being streamlined towards fitting in narrow lines, if you come forwards with something that stands out as different, you'll make alot of business

Relevant.

And hey, this also gives me a good excuse to wear top hats and plague doctor outfits.

well going to school in the 90's, what i remember about history class was mostly a big ******* sob story about apartheid in africa and little other history aside that

Oh, no, you're quite right - children DO need to be told they're special. That's a fundamental truth, in a lot of ways; for them to thrive mentally the utmost encouragement is necessary.

However, in order to realise his true potential a man needs to realise that he is not special, that he is, most likely, no different to his neighbour.

That way he can do something about it and become special, or, unbeknownst to him, he just blends in like any other, no?

Touche, anon.

Humbling children is a fool's errand, true, but I'd say that humbling oneself as an adult that you might become better at your art is not.

just curious: if a talented adult were to humble himself, why would that improve his art?

For some, it would give him incentive to become better. For others, yeah - they'll most likely disappear. The strongest heads win out, I suppose, and you must decide for yourself whether you'd rather some folk make it to square 10 and some folk stay at square 1, than all blend in at a grey level in between at square 5.