第12章 INTRODUCTORY NOTE(12)

On occasions like these, parents avenge their own fright on their children. I saw a child become a coward because an anxious mother struck him every time he fell down, while the natural result inflicted on the child would have been more than sufficient to increase his carefulness. When misfortune is caused by disobedience, natural alarm is, as a rule, enough to prevent a repetition of it. If it is not sufficient blows have no restraining effect; they only embitter. The boy finds that adults have forgotten their own period of childhood; he withdraws himself secretly from this abuse of power, provided strict treatment does not succeed in totally depressing the level of the child's will and obstructing his energies.

This is certainly a danger, but the most serious effect of corporal punishment is that it has established an unethical morality as its result. Until the human being has learnt to see that effort, striving, development of power, are their own reward, life remains an unbeautiful affair. The debasing effects of vanity and ambition, the small and great cruelties produced by injustice, are all due to the idea that failure or success sets the value to deeds and actions.

A complete revolution in this crude theory of value must come about before the earth can become the scene of a happy but considerate development of power on the part of free and fine human beings. Every contest decided by examinations and prizes is ultimately an immoral method of training. It awakens only evil passions, envy and the impression of injustice on the one side, arrogance on the other. After I had during the course of twenty years fought these school examinations, I read with thorough agreement a short time ago, Ruskin's views on the subject. He believed that all competition was a false basis of stimulus, and every distribution of prizes a false means. He thought that the real sign of talent in a boy, auspicious for his future career, was his desire to work for work's sake. He declared that the real aim of instruction should be to show him his own proper and special gifts, to strengthen them in him, not to spur him on to an empty competition with those who were plainly his superiors in capacity.

Moreover it ought not to be forgotten that success and failure involve of themselves their own punishment and their own reward, the one bitter, the other sweet enough to secure in a natural way increased strength, care, prudence, and endurance.

It is completely unnecessary for the educator to use, besides these, some special punishments or special rewards, and so pervert the conceptions of the child that failure seems to him to be a wrong, success on the other hand as the right.

No matter where one turns one's gaze, it is notorious that the externally encouraging or awe-inspiring means of education, are an obstacle to what are the chief human characteristics, courage in oneself and goodness to others.

A people whose education is carried on by gentle means only (I mean the people of Japan), have shown that manliness is not in danger where children are not hardened by corporal punishment.

These gentle means are just as effective in calling forth selfmastery and consideration. These virtues are so imprinted on children, at the tenderest age, that one learns first in Japan what attraction considerate kindliness bestows upon life.

In a country where blows are never seen, the first rule of social intercourse is not to cause discomfort to others. It is told that when a foreigner in Japan took up a stone to throw it at a dog, the dog did not run. No one had ever thrown a stone at him. Tenderness towards animals is the complement in that country of tenderness in human relationship, a tenderness whose result is observed, among other effects, in a relatively small number of crimes against life and security.

War, hunting for pleasure, corporal discipline, are nothing more than different expressions of the tiger nature still alive in man. When the rod is thrown away, and when, as some one has said, children are no longer boxed on their ears but are given magnifying glasses and photographic cameras to increase their capacity for life and for loving it, instead of learning to destroy it, real education in humanity will begin.

For the benefit of those who are not convinced that corporal punishment can be dispensed with in a manly education, by so remote and so distant an example as Japan, I should like to mention a fact closer to us. Our Germanic forefathers did not have this method of education. It was introduced with Christianity. Corporal discipline was turned into a religious duty, and as late as the seventeenth century there were intelligent men who flogged their children once a week as a part of spiritual guardianship. I once asked our great poet, Victor Rydberg, and he said that he had found no proof that corporal punishment was usual among the Germans in heathen times. I asked him whether he did not believe that the fact of its absence had encouraged the energetic individualism and manliness in the Northern peoples. He thought so, and agreed with me. Finally, I might note from our own time, that there are many families and schools, our girls' schools for example, and also boys' schools in some countries, where corporal punishment is never used. I know a family with twelve children whose activity and capacity are not damaged by bringing them under the rule of duty alone. Corporal punishment is never used in this home; a determined but mild mother has taught the children to obey voluntarily, and has known how to train their wills to self-control.