"But which teachers assess, in addition to the cultural skills of their students, the degree of self-esteem that each of them has for themselves? Which teachers are aware that much of learning depends not so much on goodwill as on the self-esteem that triggers goodwill? Who, with appropriate recognition, reinforces this self-esteem, the primary driver of cultural education, and avoids destroying it with epithets and derision that, if directed at adults, would lead straight to court? (p. 32)"