Education is one of the most fundamental functions offered by the government. However, as the system of education itself has matured, many educational institutions have begun to implement its own policies they deem compatible with their values. Some instutions in fact expect all of its students to pursue the fields of study in which they would succeed, and thus dissuading the students from studying those they would not succeed. However, such policy would produce only harms, for it violates the values of education and relies on oblique definitions of success.
To begin with, if the institutions influence the students to disregard their own passions and curiosities, they stand completely violating the very reason why education has begun. Education initially has come to its form to teach ones how to think and reason, how to find oneself, and the true nature of life. Thus, affecting someone to study whatever it believes to be right, even if the reasons for such influences are justifiable and estimable, undubiously breaches into the individuals' deliberation, defying what education should engender. Guiding the students to the designated paths rather than fostering them to discover, form, and create their own paths would create not ingenious and diligent minds waiting for inpsirations but just well-programmed robots waiting for commands. Likewise, institutions should not put any effort into changing what the students pursue, for the purpose of the education.
On top of it, even granted that such action of the institutions mentioned above stands valid and compatible with the sake of the education, determining which fields of study the students would not succeed is as another trouble to consider. Actually, predicting someone's success in one field seems absurd, as it is purely impossible to know the future; however, the greater problem emerges when the definition of success itself comes out to be subjective and inconsistent among others. Therefore, the institutions cannot demonstrate objective and benefical results to justify their actions as for the good cause of the students. Lack of lucid criteria to evaluate whether the students have potential in fields, the institutions would deface the students' futures more likely than shoring up. Clearly, eliciting students to forgo their passions due to the negative outlook would not be efficient as it relies on undetermined assumptions of futures and defintions of success.
To wrap it up, everyone values success. However, what make the success more invaluable are the accompanying endeavors as well as diligences built up for the successful outcome. That is why the educational institutions have no right to interfere into the students' successes. Not only they forswear the core values of education but also consistent evaluations to make up their choices. That is why the students should choose what they aspire for: they do not need the guidances of the institutions but of their passions only.