Problem with Capitalism

As a class we collectively criticized the school structure that is present in the working class projects. We seemed to come to common coconscious that the school was partially responsible for the outcome of the Hallways Hangers and others who are unsuccessful. The school in the project seems to produce a social system which produces a cookie cutter type of student who is obedient toward authority and is fit for the working class. They do not seem to encourage students to question that authority, so those that fail these demands create a subculture. Teachers that encourage the questioning of their own authority seem to be nonexistent in the schools located in the projects. Questioning seems to be a luxury among the upper and middle class. The schools within the projects seems to be trying to merely ingrain the fundamental skills which will provide them with social skills which are necessary with in working class jobs. Those who were unable to keep up with the rigid expectations of these schools became similar to the Hallway Hangers. These skills differ greatly among the skills that are necessary among upper class jobs. In my high school we did extensive research on revolutionary figure that went against the status quo. We were encouraged to question our teachers and to write racy commentary.
During this class, we seemed to discourage the method in which the schools in the projects use. Many seemed to voice that it was unfair how they were not presented with the tools and values that would give them a chance to rise above the working class. We seemed to all wish that this entire teaching style should be abolished. The reality of the situation is that we depend entirely on these people that dwell in the projects. They are the ones that are willing to work for minimum wage jobs. It is entirely unrealistic to strive for schools that are all similar and mimic the creative lucid structure of many of the schools that are located in the upper class neighborhoods. Although this seems fair, the values that each social class deems are entirely contradictory toward each other. It is optimistic and hopeful to strive to engrain this approach to life that is unbound by social class for every child. As cenacle as it might seem, the economy relies on the working class which mold to the low expectations of the teachers and schools who mentor them. Not everyone can own their own business, or acquire jobs of an upper class stature. In a capitalistic society this is not possible. This does not disregard the randomness, hostility, and pain that is unfair for the majority that suffer from this structure. But nevertheless, it is impossible to deny that they are necessary for the upper class to exist. In class we seem to antagonize the schools and systems, and we brainstorm alternative methods, which present a more aspiring future for these children. But our social structure does not make this aspiration beneficial for the economy as a whole. The outcome of this reality is grim, and bleak which seems to be the fundamental reason why this issue is not addressed.