Russell(1932/2013:107-108) knew however that one of the difficulties in large educational structures is that the administrators, those in charge, are generally not teachers; therefore they do not have the knowledge of what is possible to learn and what is not during a period of time in which teachers must impart the knowledge that is expected, so they put too much into the curriculum and the result is that nothing is learned to bottom. Russell stated that “the problem of overeducation is both important and difficult” (Russell, 1932/2013:109). Important because overeducation can lead to loss of self-confidence, spontaneity and health, which leads to them being a less useful member of society than they could have been; and difficult because as the amount of knowledge in the world grows, it becomes more difficult to know what is relevant. However; Russell (1932/2013:109) recognizes that simply letting children not learn will not work as society depends on trained and well-informed intelligent people