Originally an address at a pre-primary conference, this paper examines the real possibility of creative activity in schools that are institutionalised and state-controlled. The dominance of left-brain activity, the bureaucratic pressure and the maintenance of the status quo argue against any full respect for creativity. The extent to which pre-primary schooling is part of such a schooling system is implicitly examined. As a useful alternative, Huston Smith's fourfold education scheme, subjective education, education for surprise, education for surrender and education for words, is presented as providing important contrasts to current education priorities.
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References
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The student committed suicide shortly after this poem had been written. From Glad to be Me. edited by EikinsD.P., New Jersey, Prentice-Hall Inc., 1976.
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All these are, in the opinion of the writer, typical of present South African society.
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