Concerning Children. Gilman Charlotte Perkins

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СКАЧАТЬ style="font-size:15px;">      Let us untangle the real necessity from this vast mass of hoary tradition, and see if obedience is really the best thing to teach a child, – if "by obedience" is the best way to teach a child. And let careful provision here be made for a senseless inference constantly made when this question is raised. Dare to criticise a system of training based on obedience, and you are instantly assumed to be advocating no system at all, no training, merely letting the child run wild and "have his own way." This is a most unfair assumption. Those who know no other way of modifying a child's behaviour than through "making him mind" suppose that, if he were not made to mind, he must be utterly neglected. Child-training to their minds is to be accomplished only through child-ordering; and many think the training quite accomplished if only the subject is a model of obedience. Others, a little more open-minded, and who have perhaps read something on the subject, assume that, if you do not demand obedience of the child, it means that you must "explain" everything to him, "reason" with him from deed to deed; and this they wearily and rightly declare to be impossible. But neither of these assumptions is correct. One may question the efficacy of the Salisbury method without being thereby pledged to vegetarianism. One may criticise our school system, yet not mean that children should have no education.

      The rearing of children is the most important work, and it is here contended that, in this great educational process, obedience, as a main factor, has a bad effect on the growing mind. A child is a human creature. He should be reared with a view to his development and behaviour as an adult, not solely with a view to his behaviour as a child. He is temporarily a child, far more permanently a man; and it is the man we are training. The work of "parenthood" is not only to guard and nourish the young, but to develope the qualities needed in the mature.

      Obedience is defended, first, as being necessary to the protection of the child, and, second, as developing desirable qualities in the adult. But the child can be far better protected by removing all danger, which our present civilisation is quite competent to do; and "the habit of obedience" developes very undesirable qualities. On what characteristics does our human pre-eminence rest? On our breadth and accuracy of judgment and force of will. Because we can see widely and judge wisely, because we have power to do what we see to be right, therefore we are the dominant species in the animal kingdom; therefore we are consciously the children of God.

      These qualities are lodged in individuals, and must be exercised by individuals for the best human progress. If our method of advance were that one person alone should be wise and strong, and all other persons prosperous through a strict subservience to his commands, then, indeed, we could do no better for our children than to train them to obey. Judgment would be of no use to them if they had to take another's: will-power would be valueless if they were never to exercise it.

      But this is by no means the condition of human life. More and more is it being recognised that progress lies in a well-developed average intelligence rather than in a wise despot and his stupid serfs. For every individual to have a good judgment and a strong will is far better for the community than for a few to have these qualities and the rest to follow them.

      The "habit of obedience," forced in upon the impressible nature of a child, does not develope judgment and will, but does develope that fatal facility in following other people's judgment and other people's wills which tends to make us a helpless mob, mere sheep, instead of wise, free, strong individuals. The habit of submission to authority, the long, deeply impressed conviction that to "be good" is to "give up," that there is virtue in the act of surrender, – this is one of the sources from which we continually replenish human weakness, and fill the world with an inert mass of mind-less, will-less folk, pushed and pulled about by those whom they obey.

      Moreover, there is the opposite effect, – the injurious reaction from obedience, – almost as common and hurtful as its full achievement; namely, that fierce rebellious desire to do exactly the opposite of what one is told, which is no nearer to calm judgment than the other.

      In obeying another will or in resisting another will, nothing is gained in wisdom. A human creature is a self-governing intelligence, and the rich years of childhood should be passed in the guarded and gradual exercise of those powers.

      Now this will, no doubt, call up to the minds of many a picture of a selfish, domineering youngster, stormily ploughing through a number of experimental adventures, with a group of sacrificial parents and teachers prostrate before him. Again an unwarranted assumption. Consideration of others is one of the first laws of life, one of the first things a child should be taught; but consideration of others is not identical with obedience. Again, it will be imagined that the child is to be left to laboriously work out for himself the accumulated experiments of humanity, and deprived of the profits of all previous experience. By no means. On the contrary, it is the business of those who have the care of the very young to see to it that they do benefit by that previous experience far more fully than is now possible.

      Our system of obedience cuts the child off from precisely this advantage, and leaves him longing to do the forbidden things, generally doing them, too, when he gets away from his tutelage. The behaviour of the released child, in its riotous reaction against authority as such, as shown glaringly in the action of the average college student, tells how much judgment and self-control have been developing behind the obedience.

      The brain grows by exercise. The best time to develope it is in youth. To obey does not develope the brain, but checks its growth. It gives to the will a peculiar suicidal power of aborting its own impulse, not controlling it, but giving it up. This leaves a habit of giving up which weakens our power of continued effort.

      All this is not saying that obedience is never useful in childhood. There are occasions when it is; and on such occasions, with a child otherwise intelligently trained, it will be forthcoming. We make a wide mistake in assuming that, unless a child is made to obey at every step, it will never obey. A grown person will obey under sharp instant pressure.

      If there is a sudden danger, and you shriek at your friend, "Get up – quick!" or hiss a terrified, "Sh! Sh! Be still!" your friend promptly obeys. Of course, if you had been endeavouring to "boss" that friend with a thousand pointless caprices, he might distrust you in the hour of peril; but if he knew you to be a reasonable person, he would respond promptly to a sudden command.

      Much more will a child so respond where he has full reason to respect the judgment of the commander. Children have the automatic habit of obedience by the same animal inheritance that gives the mother the habit of command; but we so abuse that faculty that it becomes lost in righteous rebellion or crushed submission. The animal mother never misuses her precious authority. She does not cry, "Wolf! Wolf!" We talk glibly about "the best good of the child," but there are few children who are not clearly aware that they are "minding" for the convenience of "the grown-ups" the greater part of the time. Therefore, they suspect self-interest in even the necessary commands, and might very readily refuse to obey in the hour of danger.

      It is a commonplace observation that the best children —i. e., the most submissive and obedient – do not make the best men. If they are utterly subdued, "too good to live," they swell the Sunday-school list of infant saints, die young, and go to heaven: whereas the rebellious and unruly boy often makes the best citizen.

      The too obedient child has learned only to do what he is told. If not told, he has no initiative; and, if told wrong, he does wrong. Life to him is not a series of problems to be solved, but a mere book of orders; and, instead of understanding the true imperious "force" of natural law, which a wise man follows because he sees the wisdom of the course, he takes every "must" in life to be like a personal command, – a thing probably unreasonable, and to be evaded, if possible.

      The escaped child, long suppressed under obedience, is in no mood for a cheerful acceptance of real laws, but imagines that there is more "fun" in "having his own way." The foolish parent claims to be obeyed as a god; and the grown-up child seeks to evade God, to treat the laws of Nature as if she, too, were a foolish parent.

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