第14章 INTRODUCTORY NOTE(14)

Such was the training of Old Scandanavia; the direct share of the child in the work of the adult, in real labours and dangers, gave to the life of our Scandanavian forefathers (with whom the boy began to be a man at twelve years of age), unity, character, and strength. Things specially made for children, the anxious watching over all their undertakings, support given to all their steps, courses of work and pleasure specially prepared for children,--these are the fundamental defects of our present day education. An eighteen-yearold girl said to me a short time ago, that she and other girls of the same age were so tired of the system of vigilance, protection, amusement, and pampering at school and at home, that they were determined to bring up their own children in hunger, corporal discipline, and drudgery.

One can understand this unfortunate reaction against an artificial environment, the environment in which children and young people of the present grow up; an existence that evokes a passionate desire for the realities of life, for individual action at one's own risk and responsibility, instead of being, as is now the case, at home and in the school, the object of another's care.

What is required, above all, for the children of the present day, is to be assigned again real home occupations, tasks they must do conscientiously, habits of work arranged for week days and holidays without oversight, in every case where the child can help himself. Instead of the modern school child having a mother and servants about him to get him ready for school and to help him to remember things, he should have time every day before school to arrange his room and brush his clothes, and there should be no effort to make him remember what is connected with the school. The home and the school should combine together systematically to let the child suffer for the results of his own negligence.

Just the reverse of this system rules to-day. Mothers learn their children's lessons, invent plays for them, read their story books to them, arrange their rooms after them, pick up what they have let fall, put in order the things they have left in confusion, and in this and in other ways, by protective pampering and attention, their desire for work, their endurance, the gifts of invention and imagination, qualities proper to the child, become weak and passive. The home now is only a preparation for school. In it, young people growing up, are accustomed to receive services, without performing any on their part. They are trained to be always receptive instead of giving something in return. Then people are surprised at a youthful generation, selfish and unrestrained, pressing forward shamelessly on all occasions before their elders, crudely unresponsive in respect of those attentions, which in earlier generations were a beautiful custom among the young.

To restore this custom, all the means usually adopted now to protect the child from physical and psychical dangers and inconveniences, will have to be removed. Throw the thermometer out of the window and begin with a sensible course of toughening; teach the child to know and to bear natural pain.

Corporal punishment must be done away with not because it is painful but because it is profoundly immoral and hopelessly unsuitable. Repress the egoistic demands of the child when he interferes with the work or rest of others; never let him either by caresses or by nagging usurp the rights of grown people; take care that the servants do not work against what the parents are trying to insist on in this and in other matters.

We must begin in doing for the child in certain ways a thousand times more and in others a hundred thousand times less. A beginning must be made in the tenderest age to establish the child's feeling for nature. Let him live year in and year out in the same country home; this is one of the most significant and profound factors in training. It can be held to even where it is now neglected. The same thing holds good of making a choice library, commencing with the first years of life; so that the child will have, at different periods of his life, suitable books for each age; not as is now often the case, get quite spoilt by the constant change of summer excursions, by worthless children's books, and costly toys. They should never have any but the simplest books; the so-called classical ones.

They should be amply provided with means of preparing their own playthings. The worst feature of our system are the playthings which imitate the luxury of grown people. By such objects the covetous impulse of the child for acquisition is increased, his own capacity for discovery and imagination limited, or rather, it would be limited if children with the sound instinct of preservation, did not happily smash the perfect playthings, which give them no creative opportunity, and themselves make new playthings from fir cones, acorns, thorns, and fragments of pottery, and all other sorts of rubbish which can be transformed into objects of great price by the power of the imagination.

To play with children in the right way is also a great art. It should never be done if children do not themselves know what they are going to do; it should always be a special treat for them as well as their elders. But the adults must always on such occasions, leave behind every kind of educational idea and go completely into the child's world of thought and imagination. No attempt should be made to teach them at these times anything else but the old satisfactory games. The experiences derived from these games about the nature of the children, who are stimulated in one direction or another by the game, must be kept for later use.