There are no vicious horses, just spoiled ones. Likewise, there are no evil people, just damaged ones. In many if not most cases, the injuries can be repaired and the gaps can be filled through a steady diet of empathetic attention and thoughtful intervention.
The ideal, of course, is to create a world wherein as little damage is done in the maturing process. Until that happens, however, there is the need for those who are eager to accept the responsibility of serving others. Willingness, of course, rarely guarantees capability, so there is the need for training.
How do you get this type of training nowadays? Families, schools, civic and religious organizations take various approaches, but the division of this particular labor, which has splintered a formerly cohesive system of training and preparation, makes it difficult to translate the compulsion to service into a practical vision for living.
As I mentioned yesterday, the Greek aristocrats had unifying or overarching societal goals like the notion of arete and as we touched on months ago, the Italian nobles sought to achieve sprezzatura in all areas of living. These notions of a holistic pattern of excellence compelled a constant refinement of physical capability, mental acuity and self-control and served as the flag around which those responsible for educating the youth in their respective eras rallied.
To what end do we educated our children in our era? Teacher and school effectiveness is largely measured by test scores, but what do they really tell you about the quality of education the children are receiving? Very little in my estimation. Surely we can do better.