Chapter III
1. When we discover those we consider genius we take away all obstacles from their life that we normally consider to be so beneficial to the development of a complete human being.
2. How can they utilize their genius to the betterment of human society when one of the most important fundamentals of human existence is taken away from them?
3. At the two ends of the scale we have human beings created from experiences; the first is the cold and calculating who have little or no empathy, and even little or no understanding or care for those things that matter most in this world;
4. And at the other end we have the compassionate, the empathic who have experienced varying degrees of human emotions in others and human behaviour, and have a desire to help people because of the way in which they have experienced life.
5. We are, amongst other things, a product of how we experience life, and in our formative years we experience life in a way that is determined by how we are instructed in our priorities, both from direct instruction and from observation.
6. In the modern age all genius has always been instructed, through both avenues, that those things relating to human existence, empathy, understanding, human behaviour, and everything else that is not cold and calculating, are very low on the scale of priorities.
7. It does not seem to occur to the expert pedagogists that those things relating to human existence have a lot more meat on their intellectual bones than any cold technical endeavour, and so are a far more engaging pursuit to one with seemingly unlimited faculties.
8. It does not occur that when we focus a person's attention on something that a person does so easily (even if that something is a hundred things) and exclude all other things, that we are not encouraging their intellect to grow, we are encouraging it to shrink.
9. It does not occur that if we were to give them direction into the humanities, because of its infinite nature in the now, then those we call genius would find endeavours and directions of their own that would ultimately lead to great social leaps forward for our society.
10. Instead of a life spent in such pursuits, where do we find genius after they've become adults?
11. We find them engaged in pursuits with infinite theoretical aims;
12. Or in some other endeavour making calculations in this scientific, or that mathematical, on things that matter to no-one, and to a benefit or end that none can define, except in a way that both sounds and is justification of the almost utterly useless.
13. We live in a world that reveres beauty and athletic ability, and during the twentieth century, perhaps partly because of our focus on the superficial, we lost our way, and lost our ability to understand how to treat the truly inspired youth.
14. The cynical, or the anarchist would be inclined to suggest that we did not lose our way, and that the path defined for the truly inspired youth is one to ensure that the status quo remains just so.
15. Purely from the point of view of consequences, an argument about whether this is so is an irrelevance.
16. The way we treat them when we find them, leads them to a life of insignificance as adults; their talent is wasted, and another great who never was is made.
17. Where are the Newton's of our age, where are the da Vinci's, where are the Faraday's, where are the Plato's, where is the John Locke, William Godwin, Karl Marx, Jeremy Bentham, Baruch Spinoza or even Adam Smith of our time?
18. In the last half of the twentieth century there have been none, and there is a reason for that.
19. And whether it has been intentional or not (it certainly seems unlikely that it is intentional, and it would be a damning indictment on those responsible if it were) it is irrelevant to the matter of the consequences past, but is most certainly relevant to the consequences future.
20. If we continue to condemn our genius to a life of insignificance as adults on into the future would that then mean that it is intentional?
21. Not necessarily, and it could mean any one of a dozen things.
22. Life will go on, we will develop, and one day we will begin to understand.
23. When we do develop beyond the capitalist ideal and people no longer need to struggle just to pay the bills, how much farther, and more quickly will we develop?
24. When intellects, not just genius, are not squandered on the business of that which no-one in this world should need to concern themselves with, how far will we go?
25. When we begin to move away from the small thinking that has plagued us for thousands of years;
26. When far more people will have the time to focus on great things, how far will we go?