Facs
Transcript
This is not even true of their own schools, where they are first of all administrators and then sometimes one of them has also some educational ideas. [some laughter] But it is certainly not true, in no way true, of the general situation of education in this country. There are other powers much more important, [just] as in Europe before the totalitarian movements came. And the first is the [home] : the [home] was able to give hidden resistance – hidden; open was impossible – to its own system, even in totalitarian systems. Not open – because the children would go to the next Gauleiter and would accuse their parents, under Nazism; but hidden, by the very existence of the [home], by the reality, which is always reality of introduction, and the introduction into the [home] starts with birth and is therefore the most important one.
Then there are also in this country other powers – of course the churches – and the representatives of the political ideas about which fight is going on. And then very important – and that, all teachers should know – the gang, in the largest sense of the word. I have been educated in very important respects by a Christian fraternity to which I belonged in Germany – for a lifetime, that is, of course, but decisively for four or five years. And there, those students who were a little bit older, one or two years older, were the real authorities – we didn't care very much about the professors in comparison with the older students – and I think you do the same!
Now here you have a very large concept of education, and the title (“educators”) should be applied to all of them. Now a little more about this Thursday.