Knowledge has always been somewhat unsettling along the human trajectory, acquiring a more relevant status since the process of Sedentism took place, evolving into a wider political organization called "State," setting up new forms of coexistence, production, thinking, behaving and relating to other human beings. Some ancient cultures believe that their cultural level, economic status and warfare technology made them racially superior to other races, who needed to be "taught better," according to their standards. On the Book of Genesis after the claimed creation of the first humans, God advises against eating the forbidden fruit, because if so they did, they would be ruthlessly condemned to death. Such prohibition produced, in said societies, the notion that acquiring knowledge would be a disrespectful activity against God's laws, and therefore the pursuit of science would be but for a few ones, handpicked individuals by god who were blessed with a message that God himself wanted to make public. Along the godly restraints, mankind developed a symbolical system of communication who most people didn't knew about were not used on everyday activities, a system controlled and maneuvered by those who had "disposition" to crack that code, the written code as we know, who acquired new dimensions as the years went by, until the development of programming language.The dominant conception of the current scientific zeitgeist, which serves as base to the knowledge appropriation by worldwide, private economic groups, helped shaping the way the intellectual capital is used and valued, and its exploitation by the corporations. Considering that knowledge is the main fountain of wealth generation in the modern age, the sheer possession of natural resources no longer means the certainty of success or condition to a nation's growth, like back in the Navigation's times or the Industrial Revolution. Owning resources does nothing to a nation's social or economic development if there is not a source of knowledge applied to the main structures and chains of production, making possible the extraction of goods and reverting them to the country's security and comfort, especially if it is a non-renewable natural resource. It is certain that knowledge and discipline to acquire it are the dominant factors in careers and professions, and made possible a largest income to families, governments and companies who wish to invest upon it. Following this logic, the greatest legacy we can possibly leave to our children is the cultural legacy, constituted by the bases of fundamental knowledge, upon which they shall built their interpretation and interactions with the world in a healthy, organized manner. By supporting their ideas and answers to the world's problems, or at least their own world's problems, can pave the way to a better, more productive adult life.