As long as education is directed at the consciously accessible memory, which is the only memory most people recognise as such, it (education) is actually disturbing. Hopefully we all want education to be fulfilling, not disturbing; we want it to ease as well as facilitate the transition from the natural or paradisiacal creature we are born as to modern man.

The reason it disturbs us to have things directed at the memory is that the past and the memory are incompatible (as is demonstrated below). There is a past, and there is a memory, and these are two completely contradictory things, which is easy enough to understand from an example:

Let us say you are a woman with a small baby, and the baby torments you with his traumatic episodes, sometimes lasting for days on end. You use every device you can imagine, like earplugs, the ipod, Valium, and so on. When the child finally becomes old enough to understand a fairly complex sentence you tell him that he was a serene baby, that you were so devoted to him that he never shed a tear throughout his whole infancy. His actual past, which is an unassertive natural, and hence fragile, accumulation phenomenon --a phenomenon cultivated in harmony so that it never needed defending, and so, has no armour, like an orchid or a hummingbird-- evaporates (as the intelligence behind action and behaviour) in the face of this message and you become his idol; he puts you on a pedestal next to the virgin in the Nativity myth. This pedestal is a conscious phenomenon. This past is an unnatural and aggressive memory in the child’s psychology.

(And how could a mother resist exploiting this innate weakness? Why should she suffer a child’s discontent with her when she can conjure his affection, make him an Oedipus? It is immoral, but appears so practical to her, and what is man consistently if not immorally practical?)

Now, how should the child treat you after the neglect or incompetence you, as this mother, inflicted on him? How should he relate to his new brother or sister a few years later, when this new baby starts having traumatic episodes? He should side with the baby against you (as far as the real past is concerned, a past he can not consciously or "on-demand” access, a meek past), but his memory tells him to side with you against the baby. And as he lives a life of similar mistakes (helping his enemies and thwarting his friends) through having had his memory filled to substitute for the real world and a real life, his life spirals downward emotionally until it finally crashes and he must apply for a pharmaceutical solution.

If you are a careful reader following this as clearly as it is written, maybe you are thinking: why can’t the memory be filled with reality as well as deceptions? Actually it can if the reality is simple enough, which means taking it out of context. If you are given as a project to find a way to put something real into memory you just find something real that is very very simple. But if you are asked to find a way to put an algebraic equation into the memory, then you have an equation that falls far short of co-invention. Perhaps the student co-invented all the math up to algebra, but algebra was not simple enough. The only way to understand an equation is to co-invent it. As its co-inventor you never get a wrong answer, and this equation is not in the memory we are looking at here. This equation is an acquired gift.

Since the memory is limited it is also emotionally limited. What is a wild bird? A wild bird is someone who can’t talk to us, and can’t understand us when we talk. That is an adult memory’s reply. Emotionally close to freezing. Birds cease to draw our eyes. But to a small child, who also can’t talk, a bird is people, another innocent and a playmate who can do great tricks, besides having the profound gift of having become independent of parents, and even becoming parents themselves, in a world without human order.

Love, in other words, comes from reality including a real past, and emotional freeze-out comes from conscious, which is memory as "entity” or self. The emotion of real complexity versus that of contrived simplicity.

See how the birds fly. How economical is grace! Why should people fly, when it costs so much to fly without their grace? Arrogance, audacity, fickleness; such unsustainable attitudes! Along with the greed that cultivates them: please eat more, fly more, burn more, etc.; and of course, work more, as if more work did not ravage more.

Why do people have to eat an amount their bodies actually resent. Why do they have to smoke, or drink or take pills? Is it so hard to love the world, to love living, to find it profound, to be fulfilled in the sane and universal way? It is not the world that bores a person so that he becomes restless and must fritter away the waking hours with familiar vices. It is the person’s upbringing makes it seem boring, which is to say, family, neighbours, teachers, preachers and the various media which bring us the celebrities from politics and entertainment. His upbringing has adapted him to ignore the profound and submerge himself in the sea of human endeavour.

If we truly mean to save the world we must obviously reinvent the civilized man and woman. We must produce a generation of people who do not miss the real beauty of living, so that they don’t have to burn up the world as an opiate.

There is not one man or woman on Earth who can truthfully say, "I believe education and upbringing should lead to people thinking the kind of thoughts that constantly run through my head each day.”. (I stress the word truthfully!) Human thought, once it has become a private indulgence (which is usually shortly after puberty), is actually an affliction. There are extremely few men and women who could even say, truthfully, that they believe education and upbringing should lead to the reasoning processes they have achieved, the conclusions they have reached. So, to be honest, we all have to admit that it has not been working. We were educated, brought up, and it was not at all done rightly.

People have made a lot of money on us, despite this failure to cultivate our humanity. When people make a lot of money on something they say, "Oh, look! It’s working perfectly!”. How does it happen that such reckless reasoning governs education and upbringing?

How does one save a child from this kind of education and upbringing? By not subjecting him to the words and devices we produce from our thoughts! Thought gives us things to say and do. Don’t say and do them. The younger he is the more horrid the offence of thinking about what to say and do to him.