​Theres a single guiding thread in history of all that is progress. One who embraces human thought is on course not to be a non-historical person, and the progress of human thought in all its true components works in direct correlation with one being historic, in a spectrum manner.
One could derive that its correlation is more exponential than linear. It could be described in a graph form of the historic person’s persona on the y axis and the human thought on the x. Where Y is dependent on X. The law of progress is exhibited in all historic peoples.

One is only old when all of life’s faucets have been experienced and its thoughts regarding have been throughly deduced to nothing by the man experiencing it. This is never achieved as life is infinitely expanding, for even space itself is expanding according to modern science. Therefore, all things known is virtually impossible, as is old age. All man is young by logic.

It is only natural for one to reject fully or accept whole-heartedly--- to indulge oneself in both is to ensure dissonance within oneself and to cause dissonance with one's connection to the "other" (other being mankind/nature).

There's exists a type of drive within man, one that may display itself as competitiveness, however, the competitiveness exists in its purest form. The resulting interaction orchestrated between man and mankind creates an environment infinite for the expansions of thoughts, wills and emotions. Arguably, a true academic environment.

The satisfaction, when one's physical effort is displayed and perceived (for example, art and literature) is received internally, percentage wise, depending on the said, "effort's" overall, moral based impact on all of man, in good standing. 

Education did not originate as an invention of man, rather, it was discovered as a pre-existing force--- a force acting in itself and/ or harmoniously within nature (or all things) and the sub-mind of man. This sub-mind alone acts in in harmony with the found force in all things where instruction is granted by the thing to the sub-mind (real things) and with the sub-minds of other man. This latter form physically showcases as the influence of others upon each other. A second action form of the sub-mind is connection between the sub-mind of other man between man followed by a disregard to all things, in sense of its found force--- note this action is not preferred. 
A striving exists within the sub-mind of man in direct correlation with this described force. The striving an individual feels towards the physical acts of both teaching and learning, the natural physical apparition of the force of knowledge. This striving serves as the sole measure of said persons current and potential capabilities concerning all things regarding the force of knowledge. 

Democratic states such as the United States where there exists a dependency upon bureaucratic delegation in both directions, distribution of power begins in the home where the parents are delegated the responsibility of raising compatible citizens for society (a domestic monarch of sorts). The utilization of this, by measurement of emphasis, varies upon region.

The United States formed its great idiosyncratic political climate through a de-emphasizing process, received by Americans, beginning at a young age. It was believed that the public schools harbored the titles and duties of a general public good--- thus making it apparent that the aim of its structure be based upon allegiance to the whole (The United States) instilling support of America's societal systems. Consequently, political matters such as current events, campaigns and public hearings are ignored. A consequence that further results in a set state of political withdrawal in the American people. In 1848, a confident time stamp dating the beginnings of the great de-emphasizing effect, it should be noted that boyhood in the 19th century expanded into the college years.
Fear of partisan separation, believed to be the reasoning for the de-emphasizing of politics, compiled to a generally accepted environment by schoolhouses, and their members, where ignorance is accepted over individuality.

Slavery to the slave, will always be slavery--- regardless, of the terms listed.
When the land or material is given to the owners and their slaves freed, oppression will have no choice but to let up the land and/or materials that they cannot manage on their own. Their excess.

The practice of censorship within American schools established itself, after Washington's presidency, as public schools were integrated into The United States' governmental/ societal spheres in the 19th century. Fears such as de-tenderizing the youth were officially cited, with the overall revolt towards imbedded political division. Undoubtedly, the culture bounded children's authors of the time as well to this building era of partisan censorship. The omittance of President Washington's pilgrimages and stances, regarding his federalist contribution by author Marcius Wilson, serves as an example of this censorship. It is fair to note that this occurred during the Jacksonian period.