Limiting the school’s task to education alone leads to a one-sided result. The phrase “bringing upbringing…

Limiting the school’s task to education alone leads to a one-sided result. The phrase “bringing upbringing into harmony” is also vague. The aim of education and upbringing must be clearly defined.

Tomorrow the child will become an adult.

Tomorrow the child will become the master of the home, of the lineage, and ultimately of society.

The child must know how to act in the arena of life.

He must be able to tell good from bad, white from black, low from high.

The child must know that there are wicked, cunning, false and irresolute people in the world.

The child must be aware of the evils that come from the nafs and from Satan.

The child needs to learn not to hurt hearts, to learn loyalty, reflection and contemplation, courage and fearlessness.

The child must be handed the map of life and taught how to use it.

Half of the child’s day is spent at school.

The child’s time, more precious than all the gold in the universe, passes at school.

But when he finishes school, he appears as a tall mind with a booming voice who knows nothing about life.

Most interestingly, his inability, when he finishes school, to think about compromise, wisdom, composure, responsibility and the consequences of things is in direct proportion to his being lazy and without a trade, rude and frivolous.

He is also quite a liar, and quite a schemer too.

If the school gives only education, even if it gives upbringing as well, the aim is not achieved.

Let the school raise a HUMAN BEING.

Not a wunderkind who has memorized letters, numbers or formulas, events or dates, but let it raise a HUMAN BEING.

Let this person possess, at the very least, the basic knowledge of what it means to live in this life.

Let him have 3–4 trades in his hands.

Eighteen years of age is not infancy, after all.

Otherwise schools will remain places that cannot fulfill their task, that simply waste a child’s life and keep him in captivity for 12 years.