pleasure by the lustful. Flogging has become a pleasure purchasable in our streets, and inhibition a grown-up habit that children play at. “Go and see what baby is doing; and tell him he mustnt” is the last word of the nursery; and the grimmest aspect of it is that it was first formulated by a comic paper as a capital joke.
Technical Instruction
Technical instruction tempts to violence (as a short cut) more than liberal education. The sailor in Mr Rudyard Kipling’s Captains Courageous, teaching the boy the names of the ship’s tackle with a rope’s end, does not disgust us as our schoolmasters do, especially as the boy was a spoiled boy. But an unspoiled boy would not have needed that drastic medicine. Technical training may be as tedious as learning to skate or to play the piano or violin; but it is the price one must pay to achieve certain desirable results or necessary ends. It is a monstrous thing to force a child to learn Latin or Greek or mathematics on the ground that they are an indispensable gymnastic for the mental powers. It would be monstrous even if it were true; for there is no labor that might not be imposed on a child or an adult on the same pretext; but as a glance at the average products of our public school and university education shews that it is not true, it need not trouble us. But it is a fact that ignorance of Latin and Greek and mathematics closes certain careers to men (I do not mean artificial, unnecessary, noxious careers like those of the commercial schoolmaster). Languages, even dead ones, have their uses; and, as it seems to many of us, mathematics have their uses. They will always be learned by people who want to learn them; and people will always want to learn them as long as they are of any importance in life: indeed the want will survive their importance: superstition is nowhere stronger than in the field of obsolete acquirements. And they will never be learnt fruitfully by people who do not want to learn them either for their own sake or for use in necessary work. There is no harder schoolmaster than experience; and yet experience fails to teach where there is no desire to learn.
Still, one must not begin to apply this generalization too early. And this brings me to an important factor in the case: the factor of evolution.
Docility and Dependence
If anyone, impressed by my view that the rights of a child are precisely those of an adult, proceeds to treat a child as if it were an adult, he (or she) will find that though the plan will work much better at some points than the usual plan, at others it will not work at all; and this discovery may provoke him to turn back from the whole conception of children’s rights with a jest at the expense of bachelors’ and old maids’ children. In dealing with children what is needed is not logic but sense. There is no logical reason why young persons should be allowed greater control of their property the day after they are twenty-one than the day before it. There is no logical reason why I, who strongly object to an adult standing over a boy of ten with a Latin grammar, and saying, “you must learn this, whether you want to or not,” should nevertheless be quite prepared to stand over a boy of five with the multiplication table or a copy book or a code of elementary good manners, and practice on his docility to make him learn them. And there is no logical reason why I should do for a child a great many little offices, some of them troublesome and disagreeable, which I should not do for a boy twice its age, or support a boy or girl when I would unhesitatingly throw an adult on his own resources. But there are practical reasons, and sensible reasons, and affectionate reasons for all these illogicalities. Children do not want to be treated altogether as adults: such treatment terrifies them and over-burdens them with responsibility. In truth, very few adults care to be called on for independence and originality: they also are bewildered and terrified in the absence of precedents and precepts and commandments; but modern Democracy allows them a sanctioning and cancelling power if they are capable of using it, which children are not. To treat a child wholly as an adult would be to mock and destroy it. Infantile docility and juvenile dependence are, like death, a product of Natural Selection; and though there is no viler crime than to abuse them, yet there is no greater cruelty than to ignore them. I have complained sufficiently of what I suffered through the process of assault, imprisonment, and compulsory lessons that taught me nothing, which are called my schooling. But I could say a good deal also about the things I was not taught and should have been taught, not to mention the things I was allowed to do which I should not have been allowed to do. I have no recollection of being taught to read or write; so I presume I was born with both faculties; but many people seem to have bitter recollections of being forced reluctantly to acquire them. And though I have the uttermost contempt for a teacher so ill mannered and incompetent as to be unable to make a child learn to read and write without also making it cry, still I am prepared to admit that I had rather have been compelled to learn to read and write with tears by an incompetent and ill mannered person than left in ignorance. Reading, writing, and enough arithmetic to use money honestly and accurately, together with the rudiments of law and order, become necessary conditions of a child’s liberty before it can appreciate the importance of its liberty, or foresee that these accomplishments are worth acquiring. Nature has provided for this by evolving the instinct of docility. Children are very docile: they have a sound intuition that they must do what they are told or perish. And adults have an intuition, equally sound, that they must take advantage of this docility to teach children how to live properly or the children will not survive. The difficulty is to know where to stop. To illustrate this, let us consider the main danger of childish docility and parental officiousness.
The Abuse of Docility
Docility may survive as a lazy habit long after it has ceased to be a beneficial instinct. If you catch a child when it is young enough to be instinctively docile, and keep it in a condition of unremitted tutelage under the nurserymaid, the governess, the preparatory school, the secondary school, and the university, until it is an adult, you will produce, not a self-reliant, free, fully matured human being, but a grown-up schoolboy or schoolgirl, capable of nothing in the way of original or independent action except outbursts of naughtiness in the women and blackguardism in the men. That is exactly what we get at present in our rich and consequently governing classes: they pass from juvenility to senility without ever touching maturity except in body. The classes which cannot afford this sustained tutelage are notably more self-reliant and grown-up: an office boy of fifteen is often more of a man than a university student of twenty. Unfortunately this precocity is disabled by poverty, ignorance, narrowness, and a hideous power of living without art or love or beauty and being rather proud of it. The poor never escape from servitude: their docility is preserved by their slavery. And so all become the prey of the greedy, the selfish, the domineering, the unscrupulous, the predatory. If here and there an individual refuses to be docile, ten docile persons will beat him or lock him up or shoot him or hang him at the bidding of his oppressors and their own. The crux of the whole difficulty about parents, schoolmasters, priests, absolute monarchs, and despots of every sort, is the tendency to abuse natural docility. A nation should always be healthily rebellious; but the king or prime minister has yet to be found who will make trouble by cultivating that side of the national spirit. A child should begin to assert itself early, and shift for itself more and more not only in washing and dressing itself, but in opinions and conduct; yet as nothing is so exasperating and so unlovable as an uppish child, it is useless to expect parents and schoolmasters to inculcate this uppishness. Such unamiable precepts as Always contradict an authoritative statement, Always return a blow, Never lose a chance of a good fight, When you are scolded for a mistake ask the person who scolds you whether he or she supposes you did it on purpose, and follow the question with a blow or an insult or some other unmistakable expression of resentment, Remember that the progress of the world depends on your knowing better than your elders, are just as important as those of The Sermon on the Mount; but no one has yet seen them written up in letters of gold in a schoolroom or nursery. The child is taught to be kind, to be respectful, to be quiet, not to answer back, to be truthful when its elders want to find out anything from it, to lie when the truth would shock or hurt its elders, to be above all things obedient, and to be seen and not heard. Here we have two sets of precepts, each warranted to spoil a child hopelessly if the other be omitted. Unfortunately we do not allow fair play between them. The rebellious, intractable, aggressive, selfish set provoke a corrective resistance, and do not pretend to high moral or religious sanctions; and they are never urged by grown-up people on young people. They are therefore more in danger of neglect or suppression than the other set, which have all the adults, all the laws, all the religions on their side. How is the child to be secured its due share of both bodies of doctrine?
The Schoolboy and the Homeboy
In practice what happens is that parents notice that boys brought up at home become mollycoddles, or prigs, or duffers, unable to take care of themselves. They see that boys should learn to rough it a little and to mix with children of their own age. This is natural enough. When you have preached at and punished a boy until he is a moral cripple, you are as much hampered by him as by a physical cripple; and as you do not intend to have him on your hands all your life, and are generally rather impatient for the day when he will earn his own living and leave you to attend to yourself, you sooner or later begin to talk to him about the need for self-reliance, learning to think, and so forth, with the result that your victim, bewildered by your inconsistency, concludes that there is no use trying to please you, and falls into an attitude of sulky resentment. Which is an additional inducement to pack him off to school.
In school, he finds himself in a dual world, under two dispensations. There is the world of the boys, where the point of honor is to be untameable, always ready to fight, ruthless in taking the conceit out of anyone who ventures to give himself airs of superior knowledge or taste, and generally to take Lucifer for one’s model. And there is the world of the masters, the world of discipline, submission, diligence, obedience, and continual and shameless assumption of moral and intellectual authority. Thus the schoolboy hears both sides, and is so far better off than the homebred boy who hears only one. But the two sides are not fairly presented. They are presented as good and evil, as vice and virtue, as villainy and heroism. The boy feels mean and cowardly when he obeys, and selfish and rascally when he disobeys. He looses his moral courage just as he comes to hate books and languages. In the end, John Ruskin, tied so close to his mother’s apron-string that he did not escape even when he went to Oxford, and John Stuart Mill, whose father ought to have been prosecuted for laying his son’s childhood waste with lessons, were superior, as products of training, to our schoolboys. They were very conspicuously superior in moral courage; and though they did not distinguish themselves at cricket and football, they had quite as much physical hardihood as any civilized man needs. But it is to be observed that Ruskin’s parents were wise people who gave John a full share in their own life, and put up with his presence both at home and abroad when they must sometimes have been very weary of him; and Mill, as it happens, was deliberately educated to challenge all the most sacred institutions of his country. The households they were brought up in were no more average households than a Montessori school is an average school.
The Comings of Age of Children
All this inculcated adult docility, which wrecks every civilization as it is wrecking ours, is inhuman and unnatural. We must reconsider our institution of the Coming of Age, which is too late for some purposes, and too early for others. There should be a series of Coming of Ages for every individual. The mammals have their first coming of age when they are weaned; and it is noteworthy that this rather cruel and selfish operation on the part of the parent has to be performed resolutely, with claws and teeth; for your little mammal does not want to be weaned, and yields only to a pretty rough assertion of the right of the parent to be relieved of the child as soon as the child is old enough to bear the separation. The same thing occurs with children: they hang on to the mother’s apron-string and the father’s coat tails as long as they can, often baffling those sensitive parents who know that children should think for themselves and fend for themselves, but are too kind to throw them on their own resources with the ferocity of the domestic cat. The child should have its first coming of age when it is weaned, another when it can talk, another when it can walk, another when it can dress itself without assistance; and when it can read, write, count money, and pass an examination in going a simple errand involving a purchase and a journey by rail or other public method of locomotion, it should have quite a majority. At present the children of laborers are soon mobile and able to shift for themselves, whereas it is possible to find grown-up women in the rich classes who are actually afraid to take a walk in the streets unattended and unprotected. It is true that this is a superstition from the time when a retinue was part of the state of persons of quality, and the unattended person was supposed to be a common person of no quality, earning a living; but this has now become so absurd that children and young women are no longer told why they are forbidden to go about alone, and have to be persuaded that the streets are dangerous places, which of course they are; but people who are not educated to live dangerously have only half a life, and are more likely to die miserably after all than those who have taken all the common risks of freedom from their childhood onward as matters of course.
The Conflict of Wills
The world wags in spite of its schools and its families because both schools and families are mostly very largely anarchic: parents and schoolmasters are good-natured or weak or lazy; and children are docile and affectionate and very shortwinded in their fits of naughtiness; and so most families slummock along and muddle through until the children cease to be children. In the few cases when the parties are energetic and determined, the child is crushed or the parent is reduced to a cipher, as the case may be. When the opposed forces are neither of them strong enough to annihilate the other, there is serious trouble: that is how we get those feuds between parent and child which recur to our memory so ironically when we hear people sentimentalizing about natural affection. We even get tragedies; for there is nothing so tragic to contemplate or so devastating to suffer as the oppression of will without conscience; and the whole tendency of our family and school system is to set the will of the parent and the school despot above conscience as something that must be deferred to abjectly and absolutely for its own sake.
The strongest, fiercest force in nature is human will. It is the highest organization we know of the will that has created the whole universe. Now all honest civilization, religion, law, and convention is an attempt to keep this force within beneficent bounds. What corrupts civilization, religion, law, and convention (and they are at present pretty nearly as corrupt as they dare) is the constant attempts made by the wills of individuals and classes to thwart the wills and enslave the powers of other individuals and classes. The powers of the parent and the schoolmaster, and of their public analogues the lawgiver and the judge, become instruments of tyranny in the hands of those who are too narrow-minded to understand law and exercise judgment; and in their hands (with us they mostly fall into such hands) law becomes tyranny. And what is a tyrant? Quite simply a person who says to another person, young or old, “You shall do as I tell you; you shall make what I want; you shall profess my creed; you shall have no will of your own; and your powers shall be at the disposal of my will.” It has come to this at last: that the phrase “she has a will of her own,” or “he has a will of his own” has come to denote a person of exceptional obstinacy and self-assertion. And even persons of good natural disposition, if brought up to expect such deference, are roused to unreasoning fury, and sometimes to the commission of atrocious crimes, by the slightest challenge to their authority. Thus a laborer may be dirty, drunken, untruthful, slothful, untrustworthy in every way without exhausting the indulgence of the country house. But let him dare to be “disrespectful” and he is a lost man, though he be the cleanest, soberest, most diligent, most veracious, most trustworthy man in the county. Dickens’s instinct for detecting social cankers never served him better than when he shewed us Mrs Heep teaching her son to “be umble,” knowing that if he carried out that precept he might be pretty well anything else he liked. The maintenance of deference to our wills becomes a mania which will carry the best of us to any extremity. We will allow a village of Egyptian fellaheen or Indian tribesmen to live the lowest life they please among themselves without molestation; but let one of them slay an Englishman or even strike him on the strongest provocation, and straightway we go stark mad, burning and destroying, shooting and shelling, flogging and hanging, if only such survivors as we may leave are thoroughly cowed in the presence of a man with a white face. In the committee room of a local council or city corporation, the humblest employees of the committee find defenders if they complain of harsh treatment. Gratuities are voted, indulgences and holidays are pleaded for, delinquencies are excused in the most sentimental manner provided only the employee, however patent a hypocrite or incorrigible a slacker, is hat in hand. But let the most obvious measure of justice be demanded by the secretary of a Trade Union in terms which omit all expressions of subservience, and it is with the greatest difficulty that the cooler-headed can defeat angry motions that the letter be thrown into the waste paper basket and the committee proceed to the next business.
The Demagogue’s Opportunity
And the employee has in him the same fierce impulse to impose his will without respect for the will of others. Democracy is in practice nothing but a device for cajoling from him the vote he refuses to arbitrary authority. He will not vote for Coriolanus; but when an experienced demagogue comes along and says, “Sir: _you_ are the dictator: the voice of the people is the voice of God; and I am only your very humble servant,” he says at once, “All right: tell me what to dictate,” and is presently enslaved more effectually with his own silly consent than Coriolanus would ever have enslaved him without asking his leave. And the trick by which the demagogue defeats Coriolanus is played on him in his turn by _his_ inferiors. Everywhere we see the cunning succeeding in the world by seeking a rich or powerful master and practising on his lust for subservience. The political adventurer who gets into parliament by offering himself to the poor voter, not as his representative but as his will-less soulless “delegate,” is himself the dupe of a clever wife who repudiates Votes for Women, knowing well that whilst the man is master, the man’s mistress will rule. Uriah Heep may be a crawling creature; but his crawling takes him upstairs.
Thus does the selfishness of the will turn on itself, and obtain by flattery what it cannot seize by open force. Democracy becomes the latest trick of tyranny: “womanliness” becomes the latest wile of prostitution.
Between parent and child the same conflict wages and the same destruction of character ensues. Parents set themselves to bend the will of their children to their own–to break their stubborn spirit, as they call it–with the ruthlessness of Grand Inquisitors. Cunning, unscrupulous children learn all the arts of the sneak in circumventing tyranny: children of better character are cruelly distressed and more or less lamed for life by it.
Our Quarrelsomeness
As between adults, we find a general quarrelsomeness which makes political reform as impossible to most Englishmen as to hogs. Certain sections of the nation get cured of this disability. University men, sailors, and politicians are comparatively free from it, because the communal life of the University, the fact that in a ship a man must either learn to consider others or else go overboard or into irons, and the habit of working on committees and ceasing to expect more of one’s own way than is included in the greatest common measure of the committee, educate the will socially. But no one who has ever had to guide a committee of ordinary private Englishmen through their first attempts at collective action, in committee or otherwise, can retain any illusions as to the appalling effects on our national manners and character of the organization of the home and the school as petty tyrannies, and the absence of all teaching of self-respect and training in self-assertion. Bullied and ordered about, the Englishman obeys like a sheep, evades like a knave, or tries to murder his oppressor. Merely criticized or opposed in committee, or invited to consider anybody’s views but his own, he feels personally insulted and wants to resign or leave the room unless he is apologized to. And his panic and bewilderment when he sees that the older hands at the work have no patience with him and do not intend to treat him as infallible, are pitiable as far as they are anything but ludicrous. That is what comes of not being taught to consider other people’s wills, and left to submit to them or to over-ride them as if they were the winds and the weather. Such a state of mind is incompatible not only with the democratic introduction of high civilization, but with the comprehension and maintenance of such civilized institutions as have been introduced by benevolent and intelligent despots and aristocrats.
We Must Reform Society before we can Reform Ourselves
When we come to the positive problem of what to do with children if we are to give up the established plan, we find the difficulties so great that we begin to understand why so many people who detest the system and look back with loathing on their own schooldays, must helplessly send their children to the very schools they themselves were sent to, because there is no alternative except abandoning the children to undisciplined vagabondism. Man in society must do as everybody else does in his class: only fools and romantic novices imagine that freedom is a mere matter of the readiness of the individual to snap his fingers at convention. It is true that most of us live in a condition of quite unnecessary inhibition, wearing ugly and uncomfortable clothes, making ourselves and other people miserable by the heathen horrors of mourning, staying away from the theatre because we cannot afford the stalls and are ashamed to go to the pit, and in dozens of other ways enslaving ourselves when there are comfortable alternatives open to us without any real drawbacks. The contemplation of these petty slaveries, and of the triumphant ease with which sensible people throw them off, creates an impression that if we only take Johnson’s advice to free our minds from cant, we can achieve freedom. But if we all freed our minds from cant we should find that for the most part we should have to go on doing the necessary work of the world exactly as we did it before until we organized new and free methods of doing it. Many people believed in secondary co-education (boys and girls taught together) before schools like Bedales were founded: indeed the practice was common enough in elementary schools and in Scotland; but their belief did not help them until Bedales and St George’s were organized; and there are still not nearly enough co-educational schools in existence to accommodate all the children of the parents who believe in co-education up to university age, even if they could always afford the fees of these exceptional schools. It may be edifying to tell a duke that our public schools are all wrong in their constitution and methods, or a costermonger that children should be treated as in Goethe’s Wilhelm Meister instead of as they are treated at the elementary school at the corner of his street; but what are the duke and the coster to do? Neither of them has any effective choice in the matter: their children must either go to the schools that are, or to no school at all. And as the duke thinks with reason that his son will be a lout or a milksop or a prig if he does not go to school, and the coster knows that his son will become an illiterate hooligan if he is left to the streets, there is no real alternative for either of them. Child life must be socially organized: no parent, rich or poor, can choose institutions that do not exist; and the private enterprise of individual school masters appealing to a group of well-to-do parents, though it may shew what can be done by enthusiasts with new methods, cannot touch the mass of our children. For the average parent or child nothing is really available except the established practice; and this is what makes it so important that the established practice should be a sound one, and so useless for clever individuals to disparage it unless they can organize an alternative practice and make it, too, general.
The Pursuit of Manners
If you cross-examine the duke and the coster, you will find that they are not concerned for the scholastic attainments of their children. Ask the duke whether he could pass the standard examination of twelve-year-old children in elementary schools, and he will admit, with an entirely placid smile, that he would almost certainly be ignominiously plucked. And he is so little ashamed of or disadvantaged by his condition that he is not prepared to spend an hour in remedying it. The coster may resent the inquiry instead of being amused by it; but his answer, if true, will be the same. What they both want for their children is the communal training, the apprenticeship to society, the lessons in holding one’s own among people of all sorts with whom one is not, as in the home, on privileged terms. These can be acquired only by “mixing with the world,” no matter how wicked the world is. No parent cares twopence whether his children can write Latin hexameters or repeat the dates of the accession of all the English monarchs since the Conqueror; but all parents are earnestly anxious about the manners of their children. Better Claude Duval than Kaspar Hauser. Laborers who are contemptuously anti-clerical in their opinions will send their daughters to the convent school because the nuns teach them some sort of gentleness of speech and behavior. And peers who tell you that our public schools are rotten through and through, and that our Universities ought to be razed to the foundations, send their sons to Eton and Oxford, Harrow and Cambridge, not only because there is nothing else to be done, but because these places, though they turn out blackguards and ignoramuses and boobies galore, turn them out with the habits and manners of the society they belong to. Bad as those manners are in many respects, they are better than no manners at all. And no individual or family can possibly teach them. They can be acquired only by living in an organized community in which they are traditional.
Thus we see that there are reasons for the segregation of children even in families where the great reason: namely, that children are nuisances to adults, does not press very hardly, as, for instance, in the houses of the very poor, who can send their children to play in the streets, or the houses of the very rich, which are so large that the children’s quarters can be kept out of the parents’ way like the servants’ quarters.
Not too much Wind on the Heath, Brother
What, then, is to be done? For the present, unfortunately, little except propagating the conception of Children’s Rights. Only the achievement of economic equality through Socialism can make it possible to deal thoroughly with the question from the point of view of the total interest of the community, which must always consist of grown-up children. Yet economic equality, like all simple and obvious arrangements, seems impossible to people brought up as children are now. Still, something can be done even within class limits. Large communities of children of the same class are possible today; and voluntary organization of outdoor life for children has already begun in Boy Scouting and excursions of one kind or another. The discovery that anything, even school life, is better for the child than home life, will become an over-ridden hobby; and we shall presently be told by our faddists that anything, even camp life, is better than school life. Some blundering beginnings of this are already perceptible. There is a movement for making our British children into priggish little barefooted vagabonds, all talking like that born fool George Borrow, and supposed to be splendidly healthy because they would die if they slept in rooms with the windows shut, or perhaps even with a roof over their heads. Still, this is a fairly healthy folly; and it may do something to establish Mr Harold Cox’s claim of a Right to Roam as the basis of a much needed law compelling proprietors of land to provide plenty of gates in their fences, and to leave them unlocked when there are no growing crops to be damaged nor bulls to be encountered, instead of, as at present, imprisoning the human race in dusty or muddy thoroughfares between walls of barbed wire.
The reaction against vagabondage will come from the children themselves. For them freedom will not mean the expensive kind of savagery now called “the simple life.” Their natural disgust with the visions of cockney book fanciers blowing themselves out with “the wind on the heath, brother,” and of anarchists who are either too weak to understand that men are strong and free in proportion to the social pressure they can stand and the complexity of the obligations they are prepared to undertake, or too strong to realize that what is freedom to them may be terror and bewilderment to others, will drive them back to the home and the school if these have meanwhile learned the lesson that children are independent human beings and have rights.
Wanted: a Child’s Magna Charta
Whether we shall presently be discussing a Juvenile Magna Charta or Declaration of Rights by way of including children in the Constitution is a question on which I leave others to speculate. But if it could once be established that a child has an adult’s Right of Egress from uncomfortable places and unpleasant company, and there were children’s lawyers to sue pedagogues and others for assault and imprisonment, there would be an amazing change in the behavior of schoolmasters, the quality of school books, and the amenities of school life. That Consciousness of Consent which, even in its present delusive form, has enabled Democracy to oust tyrannical systems in spite of all its vulgarities and stupidities and rancors and ineptitudes and ignorances, would operate as powerfully among children as it does now among grown-ups. No doubt the pedagogue would promptly turn demagogue, and woo his scholars by all the arts of demagogy; but none of these arts can easily be so dishonorable or mischievous as the art of caning. And, after all, if larger liberties are attached to the acquisition of knowledge, and the child finds that it can no more go to the seaside without a knowledge of the multiplication and pence tables than it can be an astronomer without mathematics, it will learn the multiplication table, which is more than it always does at present, in spite of all the canings and keepings in.
The Pursuit of Learning
When the Pursuit of Learning comes to mean the pursuit of learning by the child instead of the pursuit of the child by Learning, cane in hand, the danger will be precocity of the intellect, which is just as undesirable as precocity of the emotions. We still have a silly habit of talking and thinking as if intellect were a mechanical process and not a passion; and in spite of the German tutors who confess openly that three out of every five of the young men they coach for examinations are lamed for life thereby; in spite of Dickens and his picture of little Paul Dombey dying of lessons, we persist in heaping on growing children and adolescent youths and maidens tasks Pythagoras would have declined out of common regard for his own health and common modesty as to his own capacity. And this overwork is not all the effect of compulsion; for the average schoolmaster does not compel his scholars to learn: he only scolds and punishes them if they do not, which is quite a different thing, the net effect being that the school prisoners need not learn unless they like. Nay, it is sometimes remarked that the school dunce–meaning the one who does not like–often turns out well afterwards, as if idleness were a sign of ability and character. A much more sensible explanation is that the so-called dunces are not exhausted before they begin the serious business of life. It is said that boys will be boys; and one can only add one wishes they would. Boys really want to be manly, and are unfortunately encouraged thoughtlessly in this very dangerous and overstraining aspiration. All the people who have really worked (Herbert Spencer for instance) warn us against work as earnestly as some people warn us against drink. When learning is placed on the voluntary footing of sport, the teacher will find himself saying every day “Run away and play: you have worked as much as is good for you.” Trying to make children leave school will be like trying to make them go to bed; and it will be necessary to surprise them with the idea that teaching is work, and that the teacher is tired and must go play or rest or eat: possibilities always concealed by that infamous humbug the current schoolmaster, who achieves a spurious divinity and a witch doctor’s authority by persuading children that he is not human, just as ladies persuade them that they have no legs.
Children and Game: a Proposal
Of the many wild absurdities of our existing social order perhaps the most grotesque is the costly and strictly enforced reservation of large tracts of country as deer forests and breeding grounds for pheasants whilst there is so little provision of the kind made for children. I have more than once thought of trying to introduce the shooting of children as a sport, as the children would then be preserved very carefully for ten months in the year, thereby reducing their death rate far more than the fusillades of the sportsmen during the other two would raise it. At present the killing of a fox except by a pack of foxhounds is regarded with horror; but you may and do kill children in a hundred and fifty ways provided you do not shoot them or set a pack of dogs on them. It must be admitted that the foxes have the best of it; and indeed a glance at our pheasants, our deer, and our children will convince the most sceptical that the children have decidedly the worst of it.
This much hope, however, can be extracted from the present state of things. It is so fantastic, so mad, so apparently impossible, that no scheme of reform need ever henceforth be discredited on the ground that it is fantastic or mad or apparently impossible. It is the sensible schemes, unfortunately, that are hopeless in England. Therefore I have great hopes that my own views, though fundamentally sensible, can be made to appear fantastic enough to have a chance.
First, then, I lay it down as a prime condition of sane society, obvious as such to anyone but an idiot, that in any decent community, children should find in every part of their native country, food, clothing, lodging, instruction, and parental kindness for the asking. For the matter of that, so should adults; but the two cases differ in that as these commodities do not grow on the bushes, the adults cannot have them unless they themselves organize and provide the supply, whereas the children must have them as if by magic, with nothing to do but rub the lamp, like Aladdin, and have their needs satisfied.
The Parents’ Intolerable Burden
There is nothing new in this: it is how children have always had and must always have their needs satisfied. The parent has to play the part of Aladdin’s djinn; and many a parent has sunk beneath the burden of this service. All the novelty we need is to organize it so that instead of the individual child fastening like a parasite on its own particular parents, the whole body of children should be thrown not only upon the whole body of parents, but upon the celibates and childless as well, whose present exemption from a full share in the social burden of children is obviously unjust and unwholesome. Today it is easy to find a widow who has at great cost to herself in pain, danger, and disablement, borne six or eight children. In the same town you will find rich bachelors and old maids, and married couples with no children or with families voluntarily limited to two or three. The eight children do not belong to the woman in any real or legal sense. When she has reared them they pass away from her into the community as independent persons, marrying strangers, working for strangers, spending on the community the life that has been built up at her expense. No more monstrous injustice could be imagined than that the burden of rearing the children should fall on her alone and not on the celibates and the selfish as well.
This is so far recognized that already the child finds, wherever it goes, a school for it, and somebody to force it into the school; and more and more these schools are being driven by the mere logic of facts to provide the children with meals, with boots, with spectacles, with dentists and doctors. In fact, when the child’s parents are destitute or not to be found, bread, lodging, and clothing are provided. It is true that they are provided grudgingly and on conditions infamous enough to draw down abundant fire from Heaven upon us every day in the shape of crime and disease and vice; but still the practice of keeping children barely alive at the charge of the community is established; and there is no need for me to argue about it. I propose only two extensions of the practice. One is to provide for all the child’s reasonable human wants, on which point, if you differ from me, I shall take leave to say that you are socially a fool and personally an inhuman wretch. The other is that these wants should be supplied in complete freedom from compulsory schooling or compulsory anything except restraint from crime, though, as they can be supplied only by social organization, the child must be conscious of and subject to the conditions of that organization, which may involve such portions of adult responsibility and duty as a child may be able to bear according to its age, and which will in any case prevent it from forming the vagabond and anarchist habit of mind.
One more exception might be necessary: compulsory freedom. I am sure that a child should not be imprisoned in a school. I am not so sure that it should not sometimes be driven out into the open–imprisoned in the woods and on the mountains, as it were. For there are frowsty children, just as there are frowsty adults, who dont want freedom. This morbid result of over-domestication would, let us hope, soon disappear with its cause.
Mobilization
Those who see no prospect held out to them by this except a country in which all the children shall be roaming savages, should consider, first, whether their condition would be any worse than that of the little caged savages of today, and second, whether either children or adults are so apt to run wild that it is necessary to tether them fast to one neighborhood to prevent a general dissolution of society. My own observation leads me to believe that we are not half mobilized enough. True, I cannot deny that we are more mobile than we were. You will still find in the home counties old men who have never been to London, and who tell you that they once went to Winchester or St Albans much as if they had been to the South Pole; but they are not so common as the clerk who has been to Paris or to Lovely Lucerne, and who “goes away somewhere” when he has a holiday. His grandfather never had a holiday, and, if he had, would no more have dreamed of crossing the Channel than of taking a box at the Opera. But with all allowance for the Polytechnic excursion and the tourist agency, our inertia is still appalling. I confess to having once spent nine years in London without putting my nose outside it; and though this was better, perhaps, than the restless globe-trotting vagabondage of the idle rich, wandering from hotel to hotel and never really living anywhere, yet I should no more have done it if I had been properly mobilized in my childhood than I should have worn the same suit of clothes all that time (which, by the way, I very nearly did, my professional income not having as yet begun to sprout). There are masses of people who could afford at least a trip to Margate, and a good many who could afford a trip round the world, who are more immovable than Aldgate pump. To others, who would move if they knew how, travelling is surrounded with imaginary difficulties and terrors. In short, the difficulty is not to fix people, but to root them up. We keep repeating the silly proverb that a rolling stone gathers no moss, as if moss were a desirable parasite. What we mean is that a vagabond does not prosper. Even this is not true, if prosperity means enjoyment as well as responsibility and money. The real misery of vagabondage is the misery of having nothing to do and nowhere to go, the misery of being derelict of God and Man, the misery of the idle, poor or rich. And this is one of the miseries of unoccupied childhood. The unoccupied adult, thus afflicted, tries many distractions which are, to say the least, unsuited to children. But one of them, the distraction of seeing the world, is innocent and beneficial. Also it is childish, being a continuation of what nurses call “taking notice,” by which a child becomes experienced. It is pitiable nowadays to see men and women doing after the age of 45 all the travelling and sightseeing they should have done before they were 15. Mere wondering and staring at things is an important part of a child’s education: that is why children can be thoroughly mobilized without making vagabonds of them. A vagabond is at home nowhere because he wanders: a child should wander because it ought to be at home everywhere. And if it has its papers and its passports, and gets what it requires not by begging and pilfering, but from responsible agents of the community as of right, and with some formal acknowledgment of the obligations it is incurring and a knowledge of the fact that these obligations are being recorded: if, further, certain qualifications are exacted before it is promoted from permission to go as far as its legs will carry it to using mechanical aids to locomotion, it can roam without much danger of gypsification.
Under such circumstances the boy or girl could always run away, and never be lost; and on no other conditions can a child be free without being also a homeless outcast.
Parents could also run away from disagreeable children or drive them out of doors or even drop their acquaintance, temporarily or permanently, without inhumanity. Thus both parties would be on their good behavior, and not, as at present, on their filial or parental behavior, which, like all unfree behavior, is mostly bad behavior.
As to what other results might follow, we had better wait and see; for nobody now alive can imagine what customs and institutions would grow up in societies of free children. Child laws and child fashions, child manners and child morals are now not tolerated; but among free children there would certainly be surprising developments in this direction. I do not think there would be any danger of free children behaving as badly as grown-up people do now because they have never been free. They could hardly behave worse, anyhow.
Children’s Rights and Parents’ Wrongs
A very distinguished man once assured a mother of my acquaintance that she would never know what it meant to be hurt until she was hurt through her children. Children are extremely cruel without intending it; and in ninety-nine cases out of a hundred the reason is that they do not conceive their elders as having any human feelings. Serve the elders right, perhaps, for posing as superhuman! The penalty of the impostor is not that he is found out (he very seldom is) but that he is taken for what he pretends to be, and treated as such. And to be treated as anything but what you really are may seem pleasant to the imagination when the treatment is above your merits; but in actual experience it is often quite the reverse. When I was a very small boy, my romantic imagination, stimulated by early doses of fiction, led me to brag to a still smaller boy so outrageously that he, being a simple soul, really believed me to be an invincible hero. I cannot remember whether this pleased me much; but I do remember very distinctly that one day this admirer of mine, who had a pet goat, found the animal in the hands of a larger boy than either of us, who mocked him and refused to restore the animal to his rightful owner. Whereupon, naturally, he came weeping to me, and demanded that I should rescue the goat and annihilate the aggressor. My terror was beyond description: fortunately for me, it imparted such a ghastliness to my voice and aspect as I under the eye of my poor little dupe, advanced on the enemy with that hideous extremity of cowardice which is called the courage of despair, and said “You let go that goat,” that he abandoned his prey and fled, to my unforgettable, unspeakable relief. I have never since exaggerated my prowess in bodily combat.
Now what happened to me in the adventure of the goat happens very often to parents, and would happen to schoolmasters if the prison door of the school did not shut out the trials of life. I remember once, at school, the resident head master was brought down to earth by the sudden illness of his wife. In the confusion that ensued it became necessary to leave one of the schoolrooms without a master. I was in the class that occupied that schoolroom. To have sent us home would have been to break the fundamental bargain with our parents by which the school was bound to keep us out of their way for half the day at all hazards. Therefore an appeal had to be made to our better feelings: that is, to our common humanity, not to make a noise. But the head master had never admitted any common humanity with us. We had been carefully broken in to regard him as a being quite aloof from and above us: one not subject to error or suffering or death or illness or mortality. Consequently sympathy was impossible; and if the unfortunate lady did not perish, it was because, as I now comfort myself with guessing, she was too much pre-occupied with her own pains, and possibly making too much noise herself, to be conscious of the pandemonium downstairs.
A great deal of the fiendishness of schoolboys and the cruelty of children to their elders is produced just in this way. Elders cannot be superhuman beings and suffering fellow-creatures at the same time. If you pose as a little god, you must pose for better for worse.
How Little We Know About Our Parents
The relation between parent and child has cruel moments for the parent even when money is no object, and the material worries are delegated to servants and school teachers. The child and the parent are strangers to one another necessarily, because their ages must differ widely. Read Goethe’s autobiography; and note that though he was happy in his parents and had exceptional powers of observation, divination, and story-telling, he knew less about his father and mother than about most of the other people he mentions. I myself was never on bad terms with my mother: we lived together until I was forty-two years old, absolutely without the smallest friction of any kind; yet when her death set me thinking curiously about our relations, I realized that I knew very little about her. Introduce me to a strange woman who was a child when I was a child, a girl when I was a boy, an adolescent when I was an adolescent; and if we take naturally to one another I will know more of her and she of me at the end of forty days (I had almost said of forty minutes) than I knew of my mother at the end of forty years. A contemporary stranger is a novelty and an enigma, also a possibility; but a mother is like a broomstick or like the sun in the heavens, it does not matter which as far as one’s knowledge of her is concerned: the broomstick is there and the sun is there; and whether the child is beaten by it or warmed and enlightened by it, it accepts it as a fact in nature, and does not conceive it as having had youth, passions, and weaknesses, or as still growing, yearning, suffering, and learning. If I meet a widow I may ask her all about her marriage; but what son ever dreams of asking his mother about her marriage, or could endure to hear of it without violently breaking off the old sacred relationship between them, and ceasing to be her child or anything more to her than the first man in the street might be?
Yet though in this sense the child cannot realize its parent’s humanity, the parent can realize the child’s; for the parents with their experience of life have none of the illusions about the child that the child has about the parents; and the consequence is that the child can hurt its parents’ feelings much more than its parents can hurt the child’s, because the child, even when there has been none of the deliberate hypocrisy by which children are taken advantage of by their elders, cannot conceive the parent as a fellow-creature, whilst the parents know very well that the children are only themselves over again. The child cannot conceive that its blame or contempt or want of interest could possibly hurt its parent, and therefore expresses them all with an indifference which has given rise to the term _enfant terrible_ (a tragic term in spite of the jests connected with it); whilst the parent can suffer from such slights and reproaches more from a child than from anyone else, even when the child is not beloved, because the child is so unmistakably sincere in them.
Our Abandoned Mothers
Take a very common instance of this agonizing incompatibility. A widow brings up her son to manhood. He meets a strange woman, and goes off with and marries her, leaving his mother desolate. It does not occur to him that this is at all hard on her: he does it as a matter of course, and actually expects his mother to receive, on terms of special affection, the woman for whom she has been abandoned. If he shewed any sense of what he was doing, any remorse; if he mingled his tears with hers and asked her not to think too hardly of him because he had obeyed the inevitable destiny of a man to leave his father and mother and cleave to his wife, she could give him her blessing and accept her bereavement with dignity and without reproach. But the man never dreams of such considerations. To him his mother’s feeling in the matter, when she betrays it, is unreasonable, ridiculous, and even odious, as shewing a prejudice against his adorable bride.
I have taken the widow as an extreme and obvious case; but there are many husbands and wives who are tired of their consorts, or disappointed in them, or estranged from them by infidelities; and these parents, in losing a son or a daughter through marriage, may be losing everything they care for. No parent’s love is as innocent as the love of a child: the exclusion of all conscious sexual feeling from it does not exclude the bitterness, jealousy, and despair at loss which characterize sexual passion: in fact, what is called a pure love may easily be more selfish and jealous than a carnal one. Anyhow, it is plain matter of fact that naively selfish people sometimes try with fierce jealousy to prevent their children marrying.
Family Affection
Until the family as we know it ceases to exist, nobody will dare to analyze parental affection as distinguished from that general human sympathy which has secured to many an orphan fonder care in a stranger’s house than it would have received from its actual parents. Not even Tolstoy, in The Kreutzer Sonata, has said all that we suspect about it. When it persists beyond the period at which it ceases to be necessary to the child’s welfare, it is apt to be morbid; and we are probably wrong to inculcate its deliberate cultivation. The natural course is for the parents and children to cast off the specific parental and filial relation when they are no longer necessary to one another. The child does this readily enough to form fresh ties, closer and more fascinating. Parents are not always excluded from such compensations: it happens sometimes that when the children go out at the door the lover comes in at the window. Indeed it happens now oftener than it used to, because people remain much longer in the sexual arena. The cultivated Jewess no longer cuts off her hair at her marriage. The British matron has discarded her cap and her conscientious ugliness; and a bishop’s wife at fifty has more of the air of a _femme galante_ than an actress had at thirty-five in her grandmother’s time. But as people marry later, the facts of age and time still inexorably condemn most parents to comparative solitude when their children marry. This may be a privation and may be a relief: probably in healthy circumstances it is no worse than a salutary change of habit; but even at that it is, for the moment at least, a wrench. For though parents and children sometimes dislike one another, there is an experience of succor and a habit of dependence and expectation formed in infancy which naturally attaches a child to its parent or to its nurse (a foster parent) in a quite peculiar way. A benefit to the child may be a burden to the parent; but people become attached to their burdens sometimes more than the burdens are attached to them; and to “suffer little children” has become an affectionate impulse deep in our nature.
Now there is no such impulse to suffer our sisters and brothers, our aunts and uncles, much less our cousins. If we could choose our relatives, we might, by selecting congenial ones, mitigate the repulsive effect of the obligation to like them and to admit them to our intimacy. But to have a person imposed on us as a brother merely because he happens to have the same parents is unbearable when, as may easily happen, he is the sort of person we should carefully avoid if he were anyone else’s brother. All Europe (except Scotland, which has clans instead of families) draws the line at second cousins. Protestantism draws it still closer by making the first cousin a marriageable stranger; and the only reason for not drawing it at sisters and brothers is that the institution of the family compels us to spend our childhood with them, and thus imposes on us a curious relation in which familiarity destroys romantic charm, and is yet expected to create a specially warm affection. Such a relation is dangerously factitious and unnatural; and the practical moral is that the less said at home about specific family affection the better. Children, like grown-up people, get on well enough together if they are not pushed down one another’s throats; and grown-up relatives will get on together in proportion to their separation and their care not to presume on their blood relationship. We should let children’s feelings take their natural course without prompting. I have seen a child scolded and called unfeeling because it did not occur to it to make a theatrical demonstration of affectionate delight when its mother returned after an absence: a typical example of the way in which spurious family sentiment is stoked up. We are, after all, sociable animals; and if we are let alone in the matter of our affections, and well brought up otherwise, we shall not get on any the worse with particular people because they happen to be our brothers and sisters and cousins. The danger lies in assuming that we shall get on any better.
The main point to grasp here is that families are not kept together at present by family feeling but by human feeling. The family cultivates sympathy and mutual help and consolation as any other form of kindly association cultivates them; but the addition of a dictated compulsory affection as an attribute of near kinship is not only unnecessary, but positively detrimental; and the alleged tendency of modern social development to break up the family need alarm nobody. We cannot break up the facts of kinship nor eradicate its natural emotional consequences. What we can do and ought to do is to set people free to behave naturally and to change their behavior as circumstances change. To impose on a citizen of London the family duties of a Highland cateran in the eighteenth century is as absurd as to compel him to carry a claymore and target instead of an umbrella. The civilized man has no special use for cousins; and he may presently find that he has no special use for brothers and sisters. The parent seems likely to remain indispensable; but there is no reason why that natural tie should be made the excuse for unnatural aggravations of it, as crushing to the parent as they are oppressive to the child. The mother and father will not always have to shoulder the burthen of maintenance which should fall on the Atlas shoulders of the fatherland and motherland. Pending such reforms and emancipations, a shattering break-up of the parental home must remain one of the normal incidents of marriage. The parent is left lonely and the child is not. Woe to the old if they have no impersonal interests, no convictions, no public causes to advance, no tastes or hobbies! It is well to be a mother but not to be a mother-in-law; and if men were cut off artificially from intellectual and public interests as women are, the father-in-law would be as deplorable a figure in popular tradition as the mother-in-law.
It is not to be wondered at that some people hold that blood relationship should be kept a secret from the persons related, and that the happiest condition in this respect is that of the foundling who, if he ever meets his parents or brothers or sisters, passes them by without knowing them. And for such a view there is this to be said: that our family system does unquestionably take the natural bond between members of the same family, which, like all natural bonds, is not too tight to be borne, and superimposes on it a painful burden of forced, inculcated, suggested, and altogether unnecessary affection and responsibility which we should do well to get rid of by making relatives as independent of one another as possible.
The Fate of the Family
The difficulty of inducing people to talk sensibly about the family is the same as that which I pointed out in a previous volume as confusing discussions of marriage. Marriage is not a single invariable institution: it changes from civilization to civilization, from religion to religion, from civil code to civil code, from frontier to frontier. The family is still more variable, because the number of persons constituting a family, unlike the number of persons constituting a marriage, varies from one to twenty: indeed, when a widower with a family marries a widow with a family, and the two produce a third family, even that very high number may be surpassed. And the conditions may vary between opposite extremes: for example, in a London or Paris slum every child adds to the burden of poverty and helps to starve the parents and all the other children, whereas in a settlement of pioneer colonists every child, from the moment it is big enough to lend a hand to the family industry, is an investment in which the only danger is that of temporary over-capitalization. Then there are the variations in family sentiment. Sometimes the family organization is as frankly political as the organization of an army or an industry: fathers being no more expected to be sentimental about their children than colonels about soldiers, or factory owners about their employees, though the mother may be allowed a little tenderness if her character is weak. The Roman father was a despot: the Chinese father is an object of worship: the sentimental modern western father is often a play-fellow looked to for toys and pocket-money. The farmer sees his children constantly: the squire sees them only during the holidays, and not then oftener than he can help: the tram conductor, when employed by a joint stock company, sometimes never sees them at all.
Under such circumstances phrases like The Influence of Home Life, The Family, The Domestic Hearth, and so on, are no more specific than The Mammals, or The Man In The Street; and the pious generalizations founded so glibly on them by our sentimental moralists are unworkable. When households average twelve persons with the sexes about equally represented, the results may be fairly good. When they average three the results may be very bad indeed; and to lump the two together under the general term The Family is to confuse the question hopelessly. The modern small family is much too stuffy: children “brought up at home” in it are unfit for society. But here again circumstances differ. If the parents live in what is called a garden suburb, where there is a good deal of social intercourse, and the family, instead of keeping itself to itself, as the evil old saying is, and glowering at the neighbors over the blinds of the long street in which nobody knows his neighbor and everyone wishes to deceive him as to his income and social importance, is in effect broken up by school life, by out-of-door habits, and by frank neighborly intercourse through dances and concerts and theatricals and excursions and the like, families of four may turn out much less barbarous citizens than families of ten which attain the Boer ideal of being out of sight of one another’s chimney smoke.
All one can say is, roughly, that the homelier the home, and the more familiar the family, the worse for everybody concerned. The family ideal is a humbug and a nuisance: one might as reasonably talk of the barrack ideal, or the forecastle ideal, or any other substitution of the machinery of social organization for the end of it, which must always be the fullest and most capable life: in short, the most godly life. And this significant word reminds us that though the popular conception of heaven includes a Holy Family, it does not attach to that family the notion of a separate home, or a private nursery or kitchen or mother-in-law, or anything that constitutes the family as we know it. Even blood relationship is miraculously abstracted from it; and the Father is the father of all children, the mother the mother of all mothers and babies, and the Son the Son of Man and the Savior of his brothers: one whose chief utterance on the subject of the conventional family was an invitation to all of us to leave our families and follow him, and to leave the dead to bury the dead, and not debauch ourselves at that gloomy festival the family funeral, with its sequel of hideous mourning and grief which is either affected or morbid.
Family Mourning
I do not know how far this detestable custom of mourning is carried in France; but judging from the appearance of the French people I should say that a Frenchwoman goes into mourning for her cousins to the seventeenth degree. The result is that when I cross the Channel I seem to have reached a country devastated by war or pestilence. It is really suffering only from the family. Will anyone pretend that England has not the best of this striking difference? Yet it is such senseless and unnatural conventions as this that make us so impatient of what we call family feeling. Even apart from its insufferable pretensions, the family needs hearty discrediting; for there is hardly any vulnerable part of it that could not be amputated with advantage.
Art Teaching
By art teaching I hasten to say that I do not mean giving children lessons in freehand drawing and perspective. I am simply calling attention to the fact that fine art is the only teacher except torture. I have already pointed out that nobody, except under threat of torture, can read a school book. The reason is that a school book is not a work of art. Similarly, you cannot listen to a lesson or a sermon unless the teacher or the preacher is an artist. You cannot read the Bible if you have no sense of literary art. The reason why the continental European is, to the Englishman or American, so surprisingly ignorant of the Bible, is that the authorized English version is a great work of literary art, and the continental versions are comparatively artless. To read a dull book; to listen to a tedious play or prosy sermon or lecture; to stare at uninteresting pictures or ugly buildings: nothing, short of disease, is more dreadful than this. The violence done to our souls by it leaves injuries and produces subtle maladies which have never been properly studied by psycho-pathologists. Yet we are so inured to it in school, where practically all the teachers are bores trying to do the work of artists, and all the books artless, that we acquire a truly frightful power of enduring boredom. We even acquire the notion that fine art is lascivious and destructive to the character. In church, in the House of Commons, at public meetings, we sit solemnly listening to bores and twaddlers because from the time we could walk or speak we have been snubbed, scolded, bullied, beaten and imprisoned whenever we dared to resent being bored or twaddled at, or to express our natural impatience and derision of bores and twaddlers. And when a man arises with a soul of sufficient native strength to break the bonds of this inculcated reverence and to expose and deride and tweak the noses of our humbugs and panjandrums, like Voltaire or Dickens, we are shocked and scandalized, even when we cannot help laughing. Worse, we dread and persecute those who can see and declare the truth, because their sincerity and insight reflects on our delusion and blindness. We are all like Nell Gwynne’s footman, who defended Nell’s reputation with his fists, not because he believed her to be what he called an honest woman, but because he objected to be scorned as the footman of one who was no better than she should be.
This wretched power of allowing ourselves to be bored may seem to give the fine arts a chance sometimes. People will sit through a performance of Beethoven’s ninth symphony or of Wagner’s Ring just as they will sit through a dull sermon or a front bench politician saying nothing for two hours whilst his unfortunate country is perishing through the delay of its business in Parliament. But their endurance is very bad for the ninth symphony, because they never hiss when it is murdered. I have heard an Italian conductor (no longer living) take the _adagio_ of that symphony at a lively _allegretto_, slowing down for the warmer major sections into the speed and manner of the heroine’s death song in a Verdi opera; and the listeners, far from relieving my excruciation by rising with yells of fury and hurling their programs and opera glasses at the miscreant, behaved just as they do when Richter conducts it. The mass of imposture that thrives on this combination of ignorance with despairing endurance is incalculable. Given a public trained from childhood to stand anything tedious, and so saturated with school discipline that even with the doors open and no schoolmasters to stop them they will sit there helplessly until the end of the concert or opera gives them leave to go home; and you will have in great capitals hundreds of thousands of pounds spent every night in the season on professedly artistic entertainments which have no other effect on fine art than to exacerbate the hatred in which it is already secretly held in England.
Fortunately, there are arts that cannot be cut off from the people by bad performances. We can read books for ourselves; and we can play a good deal of fine music for ourselves with the help of a pianola. Nothing stands between us and the actual handwork of the great masters of painting except distance; and modern photographic methods of reproduction are in some cases quite and in many nearly as effective in conveying the artist’s message as a modern edition of Shakespear’s plays is in conveying the message that first existed in his handwriting. The reproduction of great feats of musical execution is already on the way: the phonograph, for all its wheezing and snarling and braying, is steadily improving in its manners; and what with this improvement on the one hand, and on the other that blessed selective faculty which enables us to ignore a good deal of disagreeable noise if there is a thread of music in the middle of it (few critics of the phonograph seem to be conscious of the very considerable mechanical noise set up by choirs and orchestras) we have at last reached a point at which, for example, a person living in an English village where the church music is the only music, and that music is made by a few well-intentioned ladies with the help of a harmonium, can hear masses by Palestrina very passably executed, and can thereby be led to the discovery that Jackson in F and Hymns Ancient and Modern are not perhaps the last word of beauty and propriety in the praise of God.
In short, there is a vast body of art now within the reach of everybody. The difficulty is that this art, which alone can educate us in grace of body and soul, and which alone can make the history of the past live for us or the hope of the future shine for us, which alone can give delicacy and nobility to our crude lusts, which is the appointed vehicle of inspiration and the method of the communion of saints, is actually branded as sinful among us because, wherever it arises, there is resistance to tyranny, breaking of fetters, and the breath of freedom. The attempt to suppress art is not wholly successful: we might as well try to suppress oxygen. But it is carried far enough to inflict on huge numbers of people a most injurious art starvation, and to corrupt a great deal of the art that is tolerated. You will find in England plenty of rich families with little more culture than their dogs and horses. And you will find poor families, cut off by poverty and town life from the contemplation of the beauty of the earth, with its dresses of leaves, its scarves of cloud, and its contours of hill and valley, who would positively be happier as hogs, so little have they cultivated their humanity by the only effective instrument of culture: art. The dearth is artificially maintained even when there are the means of satisfying it. Story books are forbidden, picture post cards are forbidden, theatres are forbidden, operas are forbidden, circuses are forbidden, sweetmeats are forbidden, pretty colors are forbidden, all exactly as vice is forbidden. The Creator is explicitly prayed to, and implicitly convicted of indecency every day. An association of vice and sin with everything that is delightful and of goodness with everything that is wretched and detestable is set up. All the most perilous (and glorious) appetites and propensities are at once inflamed by starvation and uneducated by art. All the wholesome conditions which art imposes on appetite are waived: instead of cultivated men and women restrained by a thousand delicacies, repelled by ugliness, chilled by vulgarity, horrified by coarseness, deeply and sweetly moved by the graces that art has revealed to them and nursed in them, we get indiscrimmate rapacity in pursuit of pleasure and a parade of the grossest stimulations in catering for it. We have a continual clamor for goodness, beauty, virtue, and sanctity, with such an appalling inability to recognize it or love it when it arrives that it is more dangerous to be a great prophet or poet than to promote twenty companies for swindling simple folk out of their savings. Do not for a moment suppose that uncultivated people are merely indifferent to high and noble qualities. They hate them malignantly. At best, such qualities are like rare and beautiful birds: when they appear the whole country takes down its guns; but the birds receive the statuary tribute of having their corpses stuffed.
And it really all comes from the habit of preventing children from being troublesome. You are so careful of your boy’s morals, knowing how troublesome they may be, that you keep him away from the Venus of Milo only to find him in the arms of the scullery maid or someone much worse. You decide that the Hermes of Praxiteles and Wagner’s Tristan are not suited for young girls; and your daughter marries somebody appallingly unlike either Hermes or Tristan solely to escape from your parental protection. You have not stifled a single passion nor averted a single danger: you have depraved the passions by starving them, and broken down all the defences which so effectively protect children brought up in freedom. You have men who imagine themselves to be ministers of religion openly declaring that when they pass through the streets they have to keep out in the wheeled traffic to avoid the temptations of the pavement. You have them organizing hunts of the women who tempt them–poor creatures whom no artist would touch without a shudder–and wildly clamoring for more clothes to disguise and conceal the body, and for the abolition of pictures, statues, theatres, and pretty colors. And incredible as it seems, these unhappy lunatics are left at large, unrebuked, even admired and revered, whilst artists have to struggle for toleration. To them an undraped human body is the most monstrous, the most blighting, the most obscene, the most unbearable spectacle in the universe. To an artist it is, at its best, the most admirable spectacle in nature, and, at its average, an object of indifference. If every rag of clothing miraculously dropped from the inhabitants of London at noon tomorrow (say as a preliminary to the Great Judgment), the artistic people would not turn a hair; but the artless people would go mad and call on the mountains to hide them. I submit that this indicates a thoroughly healthy state on the part of the artists, and a thoroughly morbid one on the part of the artless. And the healthy state is attainable in a cold country like ours only by familiarity with the undraped figure acquired through pictures, statues, and theatrical representations in which an illusion of natural clotheslessness is produced and made poetic.
In short, we all grow up stupid and mad to just the extent to which we have not been artistically educated; and the fact that this taint of stupidity and madness has to be tolerated because it is general, and is even boasted of as characteristically English, makes the situation all the worse. It is becoming exceedingly grave at present, because the last ray of art is being cut off from our schools by the discontinuance of religious education.
The Impossibility of Secular Education
Now children must be taught some sort of religion. Secular education is an impossibility. Secular education comes to this: that the only reason for ceasing to do evil and learning to do well is that if you do not you will be caned. This is worse than being taught in a church school that if you become a dissenter you will go to hell; for hell is presented as the instrument of something eternal, divine, and inevitable: you cannot evade it the moment the schoolmaster’s back is turned. What confuses this issue and leads even highly intelligent religious persons to advocate secular education as a means of rescuing children from the strife of rival proselytizers is the failure to distinguish between the child’s personal subjective need for a religion and its right to an impartially communicated historical objective knowledge of all the creeds and Churches. Just as a child, no matter what its race and color may be, should know that there are black men and brown men and yellow men, and, no matter what its political convictions may be, that there are Monarchists and Republicans and Positivists, Socialists and Unsocialists, so it should know that there are Christians and Mahometans and Buddhists and Shintoists and so forth, and that they are on the average just as honest and well-behaved as its own father. For example, it should not be told that Allah is a false god set up by the Turks and Arabs, who will all be damned for taking that liberty; but it should be told that many English people think so, and that many Turks and Arabs think the converse about English people. It should be taught that Allah is simply the name by which God is known to Turks and Arabs, who are just as eligible for salvation as any Christian. Further, that the practical reason why a Turkish child should pray in a mosque and an English child in a church is that as worship is organized in Turkey in mosques in the name of Mahomet and in England in churches in the name of Christ, a Turkish child joining the Church of England or an English child following Mahomet will find that it has no place for its worship and no organization of its religion within its reach. Any other teaching of the history and present facts of religion is false teaching, and is politically extremely dangerous in an empire in which a huge majority of the fellow subjects of the governing island do not profess the religion of that island.
But this objectivity, though intellectually honest, tells the child only what other people believe. What it should itself believe is quite another matter. The sort of Rationalism which says to a child “You must suspend your judgment until you are old enough to choose your religion” is Rationalism gone mad. The child must have a conscience and a code of honor (which is the essence of religion) even if it be only a provisional one, to be revised at its confirmation. For confirmation is meant to signalize a spiritual coming of age, and may be a repudiation. Really active souls have many confirmations and repudiations as their life deepens and their knowledge widens. But what is to guide the child before its first confirmation? Not mere orders, because orders must have a sanction of some sort or why should the child obey them? If, as a Secularist, you refuse to teach any sanction, you must say “You will be punished if you disobey.” “Yes,” says the child to itself, “if I am found out; but wait until your back is turned and I will do as I like, and lie about it.” There can be no objective punishment for successful fraud; and as no espionage can cover the whole range of a child’s conduct, the upshot is that the child becomes a liar and schemer with an atrophied conscience. And a good many of the orders given to it are not obeyed after all. Thus the Secularist who is not a fool is forced to appeal to the child’s vital impulse towards perfection, to the divine spark; and no resolution not to call this impulse an impulse of loyalty to the Fellowship of the Holy Ghost, or obedience to the Will of God, or any other standard theological term, can alter the fact that the Secularist has stepped outside Secularism and is educating the child religiously, even if he insists on repudiating that pious adverb and substituting the word metaphysically.
Natural Selection as a Religion
We must make up our minds to it therefore that whatever measures we may be forced to take to prevent the recruiting sergeants of the Churches, free or established, from obtaining an exclusive right of entry to schools, we shall not be able to exclude religion from them. The most horrible of all religions: that which teaches us to regard ourselves as the helpless prey of a series of senseless accidents called Natural Selection, is allowed and even welcomed in so-called secular schools because it is, in a sense, the negation of all religion; but for school purposes a religion is a belief which affects conduct; and no belief affects conduct more radically and often so disastrously as the belief that the universe is a product of Natural Selection. What is more, the theory of Natural Selection cannot be kept out of schools, because many of the natural facts that present the most plausible appearance of design can be accounted for by Natural Selection; and it would be so absurd to keep a child in delusive ignorance of so potent a factor in evolution as to keep it in ignorance of radiation or capillary attraction. Even if you make a religion of Natural Selection, and teach the child to regard itself as the irresponsible prey of its circumstances and appetites (or its heredity as you will perhaps call them), you will none the less find that its appetites are stimulated by your encouragement and daunted by your discouragement; that one of its appetites is an appetite for perfection; that if you discourage this appetite and encourage the cruder acquisitive appetites the child will steal and lie and be a nuisance to you; and that if you encourage its appetite for perfection and teach it to attach a peculiar sacredness to it and place it before the other appetites, it will be a much nicer child and you will have a much easier job, at which point you will, in spite of your pseudoscientific jargon, find yourself back in the old-fashioned religious teaching as deep as Dr. Watts and in fact fathoms deeper.
Moral Instruction Leagues
And now the voices of our Moral Instruction Leagues will be lifted, asking whether there is any reason why the appetite for perfection should not be cultivated in rationally scientific terms instead of being associated with the story of Jonah and the great fish and the thousand other tales that grow up round religions. Yes: there are many reasons; and one of them is that children all like the story of Jonah and the whale (they insist on its being a whale in spite of demonstrations by Bible smashers without any sense of humor that Jonah would not have fitted into a whale’s gullet–as if the story would be credible of a whale with an enlarged throat) and that no child on earth can stand moral instruction books or catechisms or any other statement of the case for religion in abstract terms. The object of a moral instruction book is not to be rational, scientific, exact, proof against controversy, nor even credible: its object is to make children good; and if it makes them sick instead its place is the waste-paper basket.
Take for an illustration the story of Elisha and the bears. To the authors of the moral instruction books it is in the last degree reprehensible. It is obviously not true as a record of fact; and the picture it gives us of the temper of God (which is what interests an adult reader) is shocking and blasphemous. But it is a capital story for a child. It interests a child because it is about bears; and it leaves the child with an impression that children who poke fun at old gentlemen and make rude remarks about bald heads are not nice children, which is a highly desirable impression, and just as much as a child is capable of receiving from the story. When a story is about God and a child, children take God for granted and criticize the child. Adults do the opposite, and are thereby led to talk great nonsense about the bad effect of Bible stories on infants.
But let no one think that a child or anyone else can learn religion from a teacher or a book or by any academic process whatever. It is only by an unfettered access to the whole body of Fine Art: that is, to the whole body of inspired revelation, that we can build up that conception of divinity to which all virtue is an aspiration. And to hope to find this body of art purified from all that is obsolete or dangerous or fierce or lusty, or to pick and choose what will be good for any particular child, much less for all children, is the shallowest of vanities. Such schoolmasterly selection is neither possible nor desirable. Ignorance of evil is not virtue but imbecility: admiring it is like giving a prize for honesty to a man who has not stolen your watch because he did not know you had one. Virtue chooses good from evil; and without knowledge there can be no choice. And even this is a dangerous simplification of what actually occurs. We are not choosing: we are growing. Were you to cut all of what you call the evil out of a child, it would drop dead. If you try to stretch it to full human stature when it is ten years old, you will simply pull it into two pieces and be hanged. And when you try to do this morally, which is what parents and schoolmasters are doing every day, you ought to be hanged; and some day, when we take a sensible view of the matter, you will be; and serve you right. The child does not stand between a good and a bad angel: what it has to deal with is a middling angel who, in normal healthy cases, wants to be a good angel as fast as it can without killing itself in the process, which is a dangerous one.
Therefore there is no question of providing the child with a carefully regulated access to good art. There is no good art, any more than there is good anything else in the absolute sense. Art that is too good for the child will either teach it nothing or drive it mad, as the Bible has driven many people mad who might have kept their sanity had they been allowed to read much lower forms of literature. The practical moral is that we must read whatever stories, see whatever pictures, hear whatever songs and symphonies, go to whatever plays we like. We shall not like those which have nothing to say to us; and though everyone has a right to bias our choice, no one has a right to deprive us of it by keeping us from any work of art or any work of art from us.
I may now say without danger of being misunderstood that the popular English compromise called Cowper Templeism (unsectarian Bible education) is not so silly as it looks. It is true that the Bible inculcates half a dozen religions: some of them barbarous; some cynical and pessimistic; some amoristic and romantic; some sceptical and challenging; some kindly, simple, and intuitional; some sophistical and intellectual; none suited to the character and conditions of western civilization unless it be the Christianity which was finally suppressed by the Crucifixion, and has never been put into practice by any State before or since. But the Bible contains the ancient literature of a very remarkable Oriental race; and the imposition of this literature, on whatever false pretences, on our children left them more literate than if they knew no literature at all, which was the practical alternative. And as our Authorized Version is a great work of art as well, to know it was better than knowing no art, which also was the practical alternative. It is at least not a school book; and it is not a bad story book, horrible as some of the stories are. Therefore as between the Bible and the blank represented by secular education, the choice is with the Bible.
The Bible
But the Bible is not sufficient. The real Bible of modern Europe is the whole body of great literature in which the inspiration and revelation of Hebrew Scripture has been continued to the present day. Nietzsche’s Thus Spake Zoroaster is less comforting to the ill and unhappy than the Psalms; but it is much truer, subtler, and more edifying. The pleasure we get from the rhetoric of the book of Job and its tragic picture of a bewildered soul cannot disguise the ignoble irrelevance of the retort of God with which it closes, or supply the need of such modern revelations as Shelley’s Prometheus or The Niblung’s Ring of Richard Wagner. There is nothing in the Bible greater in inspiration than Beethoven’s ninth symphony; and the power of modern music to convey that inspiration to a modern man is far greater than that of Elizabethan English, which is, except for people steeped in the Bible from childhood like Sir Walter Scott and Ruskin, a dead language.
Besides, many who have no ear for literature or for music are accessible to architecture, to pictures, to statues, to dresses, and to the arts of the stage. Every device of art should be brought to bear on the young; so that they may discover some form of it that delights them naturally; for there will come to all of them that period between dawning adolescence and full maturity when the pleasures and emotions of art will have to satisfy cravings which, if starved or insulted, may become morbid and seek disgraceful satisfactions, and, if prematurely gratified otherwise than poetically, may destroy the stamina of the race. And it must be borne in mind that the most dangerous art for this necessary purpose is the art that presents itself as religious ecstasy. Young people are ripe for love long before they are ripe for religion. Only a very foolish person would substitute the Imitation of Christ for Treasure Island as a present for a boy or girl, or for Byron’s Don Juan as a present for a swain or lass. Pickwick is the safest saint for us in our nonage. Flaubert’s Temptation of St Anthony is an excellent book for a man of fifty, perhaps the best within reach as a healthy study of visionary ecstasy; but for the purposes of a boy of fifteen Ivanhoe and the Templar make a much better saint and devil. And the boy of fifteen will find this out for himself if he is allowed to wander in a well-stocked literary garden, and hear bands and see pictures and spend his pennies on cinematograph shows. His choice may often be rather disgusting to his elders when they want him to choose the best before he is ready for it. The greatest Protestant Manifesto ever written, as far as I know, is Houston Chamberlain’s Foundations of the Nineteenth Century: everybody capable of it should read it. Probably the History of Maria Monk is at the opposite extreme of merit (this is a guess: I have never read it); but it is certain that a boy let loose in a library would go for Maria Monk and have no use whatever for Mr Chamberlain. I should probably have read Maria Monk myself if I had not had the Arabian Nights and their like to occupy me better. In art, children, like adults, will find their level if they are left free to find it, and not restricted to what adults think good for them. Just at present our young people are going mad over ragtimes, apparently because syncopated rhythms are new to them. If they had learnt what can be done with syncopation from Beethoven’s third Leonora overture, they would enjoy the ragtimes all the more; but they would put them in their proper place as amusing vulgarities.
Artist Idolatry
But there are more dangerous influences than ragtimes waiting for people brought up in ignorance of fine art. Nothing is more pitiably ridiculous than the wild worship of artists by those who have never been seasoned in youth to the enchantments of art. Tenors and prima donnas, pianists and violinists, actors and actresses enjoy powers of seduction which in the middle ages would have exposed them to the risk of being burnt for sorcery. But as they exercise this power by singing, playing, and acting, no great harm is done except perhaps to themselves. Far graver are the powers enjoyed by brilliant persons who are also connoisseurs in art. The influence they can exercise on young people who have been brought up in the darkness and wretchedness of a home without art, and in whom a natural bent towards art has always been baffled and snubbed, is incredible to those who have not witnessed and understood it. He (or she) who reveals the world of art to them opens heaven to them. They become satellites, disciples, worshippers of the apostle. Now the apostle may be a voluptuary without much conscience. Nature may have given him enough virtue to suffice in a reasonable environment. But this allowance may not be enough to defend him against the temptation and demoralization of finding himself a little god on the strength of what ought to be a quite ordinary culture. He may find adorers in all directions in our uncultivated society among people of stronger character than himself, not one of whom, if they had been artistically educated, would have had anything to learn from him or regarded him as in any way extraordinary apart from his actual achievements as an artist. Tartuffe is not always a priest. Indeed he is not always a rascal: he is often a weak man absurdly credited with omniscience and perfection, and taking unfair advantages only because they are offered to him and he is too weak to refuse. Give everyone his culture, and no one will offer him more than his due.
In thus delivering our children from the idolatry of the artist, we shall not destroy for them the enchantment of art: on the contrary, we shall teach them to demand art everywhere as a condition attainable by cultivating the body, mind, and heart. Art, said Morris, is the expression of pleasure in work. And certainly, when work is made detestable by slavery, there is no art. It is only when learning is made a slavery by tyrannical teachers that art becomes loathsome to the pupil.
“The Machine”
When we set to work at a Constitution to secure freedom for children, we had better bear in mind that the children may not be at all obliged to us for our pains. Rousseau said that men are born free; and this saying, in its proper bearings, was and is a great and true saying; yet let it not lead us into the error of supposing that all men long for freedom and embrace it when it is offered to them. On the contrary, it has to be forced on them; and even then they will give it the slip if it is not religiously inculcated and strongly safeguarded.
Besides, men are born docile, and must in the nature of things remain so with regard to everything they do not understand. Now political science and the art of govemment are among the things they do not understand, and indeed are not at present allowed to understand. They can be enslaved by a system, as we are at present, because it happens to be there, and nobody understands it. An intelligently worked Capitalist system, as Comte saw, would give us all that most of us are intelligent enough to want. What makes it produce such unspeakably vile results is that it is an automatic system which is as little understood by those who profit by it in money as by those who are starved and degraded by it: our millionaires and statesmen are manifestly no more “captains of industry” or scientific politicians than our bookmakers are mathematicians. For some time past a significant word has been coming into use as a substitute for Destiny, Fate, and Providence. It is “The Machine”: the machine that has no god in it. Why do governments do nothing in spite of reports of Royal Commissions that establish the most frightful urgency? Why do our philanthropic millionaires do nothing, though they are ready to throw bucketfuls of gold into the streets? The Machine will not let them. Always the Machine. In short, they dont know how.
They try to reform Society as an old lady might try to restore a broken down locomotive by prodding it with a knitting needle. And this is not at all because they are born fools, but because they have been educated, not into manhood and freedom, but into blindness and slavery by their parents and schoolmasters, themselves the victims of a similar misdirection, and consequently of The Machine. They do not want liberty. They have not been educated to want it. They choose slavery and inequality; and all the other evils are automatically added to them.
And yet we must have The Machine. It is only in unskilled hands under ignorant direction that machinery is dangerous. We can no more govern modern communities without political machinery than we can feed and clothe them without industrial machinery. Shatter The Machine, and you get Anarchy. And yet The Machine works so detestably at present that we have people who advocate Anarchy and call themselves Anarchists.
The Provocation to Anarchism
What is valid in Anarchism is that all Governments try to simplify their task by destroying liberty and glorifying authority in general and their own deeds in particular. But the difficulty in combining law and order with free institutions is not a natural one. It is a matter of inculcation. If people are brought up to be slaves, it is useless and dangerous to let them loose at the age of twenty-one and say “Now you are free.” No one with the tamed soul and broken spirit of a slave can be free. It is like saying to a laborer brought up on a family income of thirteen shillings a week, “Here is one hundred thousand pounds: now you are wealthy.” Nothing can make such a man really wealthy. Freedom and wealth are difficult and responsible conditions to which men must be accustomed and socially trained from birth. A nation that is free at twenty-one is not free at all; just as a man first enriched at fifty remains poor all his life, even if he does not curtail it by drinking himself to death in the first wild ecstasy of being able to swallow as much as he likes for the first time. You cannot govern men brought up as slaves otherwise than as slaves are governed. You may pile Bills of Right and Habeas Corpus Acts on Great Charters; promulgate American Constitutions; burn the chateaux and guillotine the seigneurs; chop off the heads of kings and queens and set up Democracy on the ruins of feudalism: the end of it all for us is that already in the twentieth century there has been as much brute coercion and savage intolerance, as much flogging and hanging, as much impudent injustice on the bench and lustful rancor in the pulpit, as much naive resort to torture, persecution, and suppression of free speech and freedom of the press, as much war, as much of the vilest excess of mutilation, rapine, and delirious indiscriminate slaughter of helpless non-combatants, old and young, as much prostitution of professional talent, literary and political, in defence of manifest wrong, as much cowardly sycophancy giving fine names to all this villainy or pretending that it is “greatly exaggerated,” as we can find any record of from the days when the advocacy of liberty was a capital offence and Democracy was hardly thinkable. Democracy exhibits the vanity of Louis XIV, the savagery of Peter of Russia, the nepotism and provinciality of Napoleon, the fickleness of Catherine II: in short, all the childishnesses of all the despots without any of the qualities that enabled the greatest of them to fascinate and dominate their contemporaries.
And the flatterers of Democracy are as impudently servile to the successful, and insolent to common honest folk, as the flatterers of the monarchs. Democracy in America has led to the withdrawal of ordinary refined persons from politics; and the same result is coming in England as fast as we make Democracy as democratic as it is in America. This is true also of popular religion: it is so horribly irreligious that nobody with the smallest pretence to culture, or the least inkling of what the great prophets vainly tried to make the world understand, will have anything to do with it except for purely secular reasons.
Imagination
Before we can clearly understand how baleful is this condition of intimidation in which we live, it is necessary to clear up the confusion made by our use of the word imagination to denote two very different powers of mind. One is the power to imagine things as they are not: this I call the romantic imagination. The other is the power to imagine things as they are without actually sensing them; and this I will call the realistic imagination. Take for example marriage and war. One man has a vision of perpetual bliss with a domestic angel at home, and of flashing sabres, thundering guns, victorious cavalry charges, and routed enemies in the field. That is romantic imagination; and the mischief it does is incalculable. It begins in silly and selfish expectations of the impossible, and ends in spiteful disappointment, sour grievance, cynicism, and misanthropic resistance to any attempt to better a hopeless world. The wise man knows that imagination is not only a means of pleasing himself and beguiling tedious hours with romances and fairy tales and fools’ paradises (a quite defensible and delightful amusement when you know exactly what you are doing and where fancy ends and facts begin), but also a means of foreseeing and being prepared for realities as yet unexperienced, and of testing the possibility and desirability of serious Utopias. He does not expect his wife to be an angel; nor does he overlook the facts that war depends on the rousing of all the murderous blackguardism still latent in mankind; that every victory means a defeat; that fatigue, hunger, terror, and disease are the raw material which romancers work up into military glory; and that soldiers for the most part go to war as children go to school, because they are afraid not to. They are afraid even to say they are afraid, as such candor is punishable by death in the military code.
A very little realistic imagination gives an ambitious person enormous power over the multitudinous victims of the romantic imagination. For the romancer not only pleases himself with fictitious glories: he also terrifies himself with imaginary dangers. He does not even picture what these dangers are: he conceives the unknown as always dangerous. When you say to a realist “You must do this” or “You must not do that,” he instantly asks what will happen to him if he does (or does not, as the case may be). Failing an unromantic convincing answer, he does just as he pleases unless he can find for himself a real reason for refraining. In short, though you can intimidate him, you cannot bluff him. But you can always bluff the romantic person: indeed his grasp of real considerations is so feeble that you find it necessary to bluff him even when you have solid considerations to offer him instead. The campaigns of Napoleon, with their atmosphere of glory, illustrate this. In the Russian campaign Napoleon’s marshals achieved miracles of bluff, especially Ney, who, with a handful of men, monstrously outnumbered, repeatedly kept the Russian troops paralyzed with terror by pure bounce. Napoleon himself, much more a realist than Ney (that was why he dominated him), would probably have surrendered; for sometimes the bravest of the brave will achieve successes never attempted by the cleverest of the clever. Wellington was a completer realist than Napoleon. It was impossible to persuade Wellington that he was beaten until he actually was beaten. He was unbluffable; and if Napoleon had understood the nature of Wellington’s strength instead of returning Wellington’s snobbish contempt for him by an academic contempt for Wellington, he would not have left the attack at Waterloo to Ney and D’Erlon, who, on that field, did not know when they were beaten, whereas Wellington knew precisely when he was not beaten. The unbluffable would have triumphed anyhow, probably, because Napoleon was an academic soldier, doing the academic thing (the attack in columns and so forth) with superlative ability and energy; whilst Wellington was an original soldier who, instead of outdoing the terrible academic columns with still more terrible and academic columns, outwitted them with the thin red line, not of heroes, but, as this uncompromising realist never hesitated to testify, of the scum of the earth.
Government by Bullies
These picturesque martial incidents are being reproduced every day in our ordinary life. We are bluffed by hardy simpletons and headstrong bounders as the Russians were bluffed by Ney; and our Wellingtons are threadbound by slave-democracy as Gulliver was threadbound by the Lilliputians. We are a mass of people living in a submissive routine to which we have been drilled from our childhood. When you ask us to take the simplest step outside that routine, we say shyly, “Oh, I really couldnt,” or “Oh, I shouldnt like to,” without being able to point out the smallest harm that could possibly ensue: victims, not of a rational fear of real dangers, but of pure abstract fear, the quintessence of cowardice, the very negation of “the fear of God.” Dotted about among us are a few spirits relatively free from this inculcated paralysis, sometimes because they are half-witted, sometimes because they are unscrupulously selfish, sometimes because they are realists as to money and unimaginative as to other things, sometimes even because they are exceptionally able, but always because they are not afraid of shadows nor oppressed with nightmares. And we see these few rising as if by magic into power and affluence, and forming, with the millionaires who have accidentally gained huge riches by the occasional windfalls of our commerce, the governing class. Now nothing is more disastrous than a governing class that does not know how to govern. And how can this rabble of the casual products of luck, cunning, and folly, be expected to know how to govern? The merely lucky ones and the hereditary ones do not owe their position to their qualifications at all. As to the rest, the realism which seems their essential qualification often consists not only in a lack of romantic imagination, which lack is a merit, but of the realistic, constructive, Utopian imagination, which lack is a ghastly defect. Freedom from imaginative illusion is therefore no guarantee whatever of nobility of character: that is why inculcated submissiveness makes us slaves to people much worse than ourselves, and why it is so important that submissiveness should no longer be inculcated.
And yet as long as you have the compulsory school as we know it, we shall have submissiveness inculcated. What is more, until the active hours of child life are organized separately from the active hours of adult life, so that adults can enjoy the society of children in reason without being tormented, disturbed, harried, burdened, and hindered in their work by them as they would be now if there were no compulsory schools and no children hypnotized into the belief that they must tamely go to them and be imprisoned and beaten and over-tasked in them, we shall have schools under one pretext or another; and we shall have all the evil consequences and all the social hopelessness that result from turning a nation of potential freemen and freewomen into a nation of two-legged spoilt spaniels with everything crushed out of their nature except dread of the whip. Liberty is the breath of life to nations; and liberty is the one thing that parents, schoolmasters, and rulers spend their lives in extirpating for the sake of an immediately quiet and finally disastrous life.