And yet he felt repelled by the teaching machines. For the entire Public School was geared to a task which went contrary to his grain: the school was there not to inform or educate, but to mold, and along severely limited lines. It was the link to their inherited culture, and it peddled that culture, in its entirety, to the young. It bent its pupils to it; perpetuation of the culture was the goal, and any special quirks in the children which might lead them in another direction had to be ironed out.
The protagonist experiences a deep sense of aversion towards educational methods that prioritize conformity over genuine learning. The school system is more focused on shaping students to fit a predetermined cultural mold rather than inspiring true knowledge or critical thinking. This approach seems restrictive and contrary to his personal beliefs, as it aims to perpetuate established cultural norms by suppressing individuality and unique perspectives.
This critical view highlights a tension between traditional education and the need for personal growth. Instead of encouraging exploration and creativity, the institution seeks to maintain the status quo by eliminating any traits that could lead students away from the established cultural narrative. In this context, the protagonist feels alienated, caught between the desire for understanding and the systemic barriers that prioritize uniformity over intellectual freedom.
