Hard Times

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In a stark, unadorned schoolroom, a speaker passionately asserts the importance of facts in education, declaring that only facts can shape the minds of reasoning beings. His rigid demeanor, characterized by a square forehead and a dictatorial voice, reinforces his message. He emphasizes that nothing but facts should be taught, advocating for a strict adherence to this principle in raising children. The speaker’s physical presence—his square shoulders, obstinate posture, and a neckcloth that seems to constrict like an unyielding fact—mirrors his unwavering belief in the supremacy of factual knowledge. As he addresses the assembled children, the atmosphere is charged with his insistence on the necessity of facts, framing them as the sole substance needed for intellectual development. The scene captures the essence of his philosophy, as he envisions the children as vessels awaiting the infusion of knowledge, ready to absorb the imperial gallons of facts he deems essential. This relentless focus on factual learning sets the tone for a narrative that explores the implications of such an educational approach, highlighting the tension between rigid adherence to facts and the broader aspects of human experience.