Contemporary society is quite ambivalent: it can help the child to leave the family nucleus which would prevent him from developing, from the moment when, from thirteen to fourteen years old, the child can have greater autonomy, more empower, etc. But at the same time, more than ever, it imposes models. It determines the purposes, the competition, the selection. What, on the one hand, it can bring liberating to the child in relation to its family environment from which it releases it fairly quickly, it takes over by exercising the supreme authority over it. Society makes all children play the goose game: if we have not reached a given square, we return to the starting point, or we are ejected - it is necessary or desirable. Why eliminate anyone? There is no one to eliminate. But a certain number of young individuals to direct towards such activity which pleases them and to which their formation and their spirit are suitable, without this being for all that a destruction of the rest.

But why must the selection be made by group, instead of being individual? All this because we set ourselves up as a judge, and to judge the students, they must have passed to the same mold.

The child is trapped. It is taken in a number of routes plotted in advance, fully marked, with all the breeches or dead ends from which there is no way out. We define what is the right way and what is the dead end, and finally, we no longer count the failures.

The waste of all this vital energy that young people carry is fantastic and it is truly death for this society. Because the living are not only the selected. Everyone else is alive too!

This is the paradox: the child finds refuge in the nuclear family that he had to leave to gain autonomy and where he is confined to the extent that he has become waste, he has become rejected. In this case, the family consolidates the failure, either by persisting in pushing him down a path where he cannot express himself, or by smoldering him as being definitely incapable, a marginalized person. . As he has not satisfied the desire of his masters, and as he is not on the right track to meet it, his own desire must be stifled. We make him feel guilty about his desires, his curiosities, his greed. The judgment of the company is therefore received by the family as a verdict. Whereas it relates to a certain insertion, but not at all to the value of this human being. [...]

School should be a place where every adult offers something to conquer instead of forcing the child to take it unwillingly.