Quite the saddest thing I have come across for some time
is the account of the suicide from remorse of a widow, who
drowned herself in utter misery; her body being found near
the spot where a fortnight before that of her son, aged eleven,
had been discovered. The boy, it seems had committed
suicide after being accused of stealing money belonging to his
mother.
Even from the bare outline of what happened there stands
out stark, like some haunting fiend of pain, the agony suffered
by this boy and mother before each sought the merciful quietness
of death.
I find myself conscious of emotion stronger and more vexing
than the strangling sense of pity. I am angry at the waste
of two lives, and especially of the fine young life so grievously
destroyed. Why, I ask myself, do we torture children by
forcing on their sensitive natures punishment for failure in
right conduct, while we make no attempt to understand the
hidden struggles and unexplained emotions that almost always
are the cause? How is it we fail to remember so completely
our own growth, the mistakes we made, the undiscovered sins
that now we have forgotten?
This boy stole from his mother. A thief you call him—a
bad and ungrateful son.
But wait—think! Why did he steal?
An easy question, perhaps, you will say to answer. He
desired to buy sweets, wished to visit the cinema; he had been
betting with his marbles and getting into bad habits; or he
wanted to swagger as a capitalist among his friends. Yes,
that sounds probable enough; some such were, I expect,
the reasons given by the mother, probably believed in by the
boy himself. For so often we force the acceptance of our
adult stupidities upon our children. The poor boy counted
himself a thief, believed that he had sinned; he felt that he had
wronged the mother whom he loved so much. He did not
know, for there was no one to tell him, that he did not care
at all for the money he stole for these trivial reasons. No,
he did not know. But underneath, hidden in the darkness
of his young soul, there was a stronger driving imperative,
unknown and unsuspected by any one, most of all by the boy
himself, which was the irresistible force that caused him to
steal.
The reason of his action is really simple and would be recognised
at once by any psychologist. It must be sought in the
relation of the boy to his mother. He was not loved enough.
At least, in some way, he was unhappy in his home relationship—at
conflict in his innermost nature. He stole money,
though, he did not know it, because he wanted love.
Of his life, through his eleven years, I lack the information
that would provide us with the necessary details of proof.
It is exceedingly improbable that the details will be forthcoming,
for this boy was unknown and his death even at the
time, caused no stir. But it is a very certain inference from
the evidence of the excessive remorse that drove him to take
his own life that, sometime in his earlier years, he had suffered
some shock of jealousy or stress of misery in relation to his
mother, that initiated the trouble, which later had to force an
expression by means of his thefts.
I hope that I make my meaning clear. The idea of “transferring”
a feeling into a quite different action may be a little
strange to you. Yet everyone knows that, if you are angry
with someone and dare not show it, you may gain relief from
some kind of violent action entirely unconnected with the
cause of the angry feelings. The boy who is afraid of his
father, or is otherwise unhappy in his home, is very likely to
be a “bully,” he takes what he has suffered out of someone
weaker than himself. And it is the same process when the
suppressed painful feelings of jealousy or other unhappiness
take the form of spending money. The impulse is so powerful
that if the money cannot be got in any other way, it will be
stolen.
In many children there arises jealousy in connection with
their home relationships, often without reason, but none the
less real to the childish imagination, and this causes them to
doubt the parental love that is as necessary to them as the sun
to the flower. In its mild and practically harmless form this
feeling of being neglected, which few children quite escape,
is only occasionally active and remains unrecognised, though
it is the frequent cause of irritability, of minor sicknesses and
faults in behaviour. The results in aggravated cases are far
more important, and cause, not infrequently, such a desperate
consciousness of inferiority, with an always pressing sense
of wanting something, that there arises an overpowering
physical and spiritual necessity for the liberation of the hidden
trouble. This relief is found usually in acts of violence, frequently
in stealing.
In the case we are considering we see the boy, beyond all
shadow of doubt, over-sensitive, the symptoms of the unconscious
trouble expressing themselves, on the one side, in an
exaggerated feeling of inferiority, and, on the other, in a compelling
need to find opportunity for the assertion of power.
I do not know just how it happened. Maybe, his mother, who
has paid with her life in passionate remorse, was too hindered
with the troublesome details of life to be able to cultivate
and pick the flowers of love. I cannot know, but I do know
that in the tender psyche or soul of that poor boy was some
terrible need for his mother’s love—a want which he did not
understand, indeed, of which he was probably wholly unaware.
He may even have been in outward rebellion, have thought
he was indifferent to his mother, but such a state would but
furnish further witness to the trouble within. Had he known
what it was he wanted, he would not have done what he did.
But the ever-disturbing need, causing confusion in his soul,
drove him to steal the most obvious thing that he was without
and his mother possessed—that was money.
I do not hesitate to state that in the great majority of cases
of boyish thieving the reasons for the act must be sought in some
deeply hidden cause, marking some inner disturbance, with a
feeling of wanting something which the boy does not understand.
The taking of small sums of money or other pilfering
acts is a covering-mask, and has no connection with crime.
There is one thing further that it is necessary to remember.
Though the fault of boyish thieving is not in itself a sign of any
moral failure in the character, our treatment of such small
thefts—our adult stupidity in understanding the difficulties
and seeking out the concealed unhappiness of the young soul,
often hounds on the stealing boy into the thief.
We make criminals of the young because we are blind and
hardened with our own failures and minor struggles. We
also cause, as in the case of this boy who killed himself, the
most heart-breaking tragedies. It is appalling even to contemplate
the suffering brought quite uselessly upon boys and
girls by grown-up foolish ignorance.
We show too little imagination in our treatment of the
child who does wrong. We rarely remember his almost
terrible sensitiveness, nor do we consider the unusual advantage
(from the point of view of the child) that we possess just in
being grown-up. And nothing, as I have said before, is to the
boy plainer as a sign of this grown-up freedom than the power
we have (or rather that they think we have) to spend money
how we like and when we like. That is why the taking of money
is one of the most common symbolic acts for a boy’s wish
for love or power.
That boyish theft is often pathological is proved by the fact
that the objects stolen are often useless to the boy, that they
are hidden away, and, as a rule, forgotten, and further that the
boy forgets, or almost forgets, what he has stolen or how he
took them. Some boys have a passion for stealing certain
objects which they will take over and over again. Those who
have had anything to do with delinquent children well know
these symptoms.
In nearly all cases the thieving is repeated over long periods;
although each act may be followed by violent remorse. Parents
and all those who have to deal with these childish wrong doers,
should know that this sorrow, especially if it is emotionally
excessive, serves only to increase the tendency to a fresh repetition
of the theft. For remorse fixes the boy’s attention
on his stealing, and, still more, on the pleasurable feelings
that unconsciously to himself are connected with the act.
He remembers these, though he does not know it, whenever
he thinks of his wickedness in stealing. And this fixity of
attention in itself is a kind of rehearsal of the act, that is very
likely to lead to an actual performance of it. Boyish remorse
is, no doubt, gratifying to parents, but, almost invariably,
it is harmful to the boy.
Whenever the boy thinks how bad he is, how wrong and
disastrous an act would be, he is in danger of being compelled
to perform that act. Most of us have experienced this, but
we forget its application to the moral conduct of the young.
Once think how terrible it would be to fall down the precipice,
and the idea of jumping down approaches.
Remorse is a form of temptation. And all forms of temptation
should, if possible, be avoided in dealing with the misconduct
of children. If your boy steals money do not leave
money lying about. Also, even if he has stolen money several
times, express no faintest suspicion as to his not using honourably
any money entrusted to him, for some necessary purpose,
such as paying railway fares or buying a school book. Never
be suspicious over the change such a child brings you. As he
steals from a feeling of inferiority, and, in particular, because
through jealousy, whether imagined or real, he feels himself
less blessed with the love of those about him than other more
confident children, any sign of your not being able to trust him,
must render him more liable to err.
If the thieving boy were treated with sympathy and understanding,
and loved and helped, instead of being blamed and
often cruelly punished, there would be fewer grown-up thieves.
Every child suffers sometimes from a feeling of inferiority.
He is so much smaller and weaker than the grown-ups who
control his play and his work that he feels uncomfortably
helpless against their authority, which to him seems often to be
exercised in an arbitrary and unkind way.
There are times when this consciousness of being little and
weak is so overwhelming that the child is bound to do something
to convince himself of his own powerfulness.
It is then that he becomes naughty. For the very easiest
way to command the attention of his mother, and the other
adults who are with him, is by being naughty. Good, he is
left alone. The grown-ups go on with their own occupations.
He feels neglected. At most he is mildly praised. “Johnnie
is a nice quiet boy to-day.” But this is very different from
the attention he commands when he is naughty. He defies
authority. For a short time he becomes a despot, ruling the
grown-ups who usually rule him. His sensation of power is
intensely enjoyable. And the more disturbance he makes
in the nursery life the deeper is his satisfaction. Of course,
he is sorry afterwards. But his sorrow is not really for the
first period of successful rebellion, but for the following time
after his power fails.
Now, it is very important for the mother to understand this.
The real problem is to minimise as much as can be of the
child’s enjoyment of naughtiness.
Any unwisdom on the mother’s part such as her being too
emotionally concerned, indulging in nagging or violent anger,
may have very serious results. Inevitably the child feels
as he sees his mother’s tears and want of control, “I have
caused this.” Instead of being weak he is master of his
mother. That is why usually he is good after he has been
naughty.
But this kind of nursery behaviour is disastrous to the child’s
character.
Let me tell you a rather striking story to illustrate this.
A young boy, very naughty, was sent to bed. His mother,
greatly troubled, went some hours later to his room. He was
kneeling, praying. She thought he was asking God to forgive
him. But this was what she heard: “Please, dear God,
forgive my bad mummy for being so unkind to poor little
Freddy.” The boy grew up in the most unfortunate way.
I cannot give the details and there were, of course, several
causes. Yet certainly his character suffered the first wrong
in the nursery from an unwise emphasising by his mother of his
own importance.
The naughty child is always the child over-occupied with
thoughts of himself. And his feelings are unhealthily important
to him just because he finds himself for some cause at
a disadvantage. Parents, unconsciously, but very foolishly,
emphasise their children’s inferiority; they speak of their
weakness, tell them they are too little to do this or that, never
realising the danger of what they are doing.
Children must not be subjected to conditions of emotional
stress, which increase unnecessarily their inevitable consciousness
of inferiority in an adult world. If the parents do not
find out and remedy the cause of these feelings (which they
ought to know are invariably present whenever a child is
naughty) and provide an expression by which the desired
power is gained in a right way, let me warn them that they are
dangerously limiting their children’s chance of a successful
and happy life. By connecting pleasure with bad conduct,
they are certainly, though they do not know it, making the way
easy for every kind of future bad conduct.
The fate of all children is decided in the nursery; criminals
are made there as well as saints and heroes.
In the life of every girl and every boy there come times
when they must, and should, free themselves from the thraldom
of the home.
This may sound hard to parents, who desire almost always
to keep their children in tutelage, and cannot often even think
of them except as belonging to the home and to themselves.
Yet the young must rebel, must escape from this too-closely-binding
yoke of love. They have to break away from the
moorings of safety; to adventure; to find a place for themselves;
to get into the world and to establish their own lives
as women and men.
We should hear much less of trouble between parents and
children if fathers, and especially mothers, could be made to
understand that the conflict with their growing boys and
girls is not a personal conflict; that it has nothing, or at least
very little, to do with the actual situation, and is not directly
dependent on anything that either the parents or the children
may do or may not do. And this is comforting to parents—it
does not mean that their children love them less.
No, the conflict is based on an inescapable psychological
opposition. It is the necessity of the young to escape from the
tyranny of the old.
The parent’s hand is needed to steady the child, while it is
unable to stand firmly on its own feet or to guide its own steps;
but as the child grows older, it must learn to walk alone.
If the mother persists in holding out a hand, never lets the
child fall down, she destroys a proper independence and the
hand held-out-too-long is used to satisfy the mother’s selfish
desire; to give her the pleasure she gains from the child’s
dependence on herself, and not because of any need of the
child for help.
You will see the application of this illustration.
Many mothers prolong the years of childish helplessness
and absence of initiative because they do not want their
children to grow up. Especially they check the boy’s or
the girl’s independent feelings and impulses by persistently
guiding them.
There is an immense, but usually unrecognised, selfishness
in the apparently devoted parent. Such devotion ignores
the right of the young to discover for themselves.
The separation between parent and child needs to be more
than a mere separation in space. Sending a boy or a girl away
to school or elsewhere does not separate it from the home ties;
often such a separation but serves to bind them more fixedly.
What is needed is a psychological separation—an emotional
freedom from the too-crippling dependence of childhood.
There is the need to take the home standards and compare
them with other standards of the world; the getting rid of the
old excessive reverence for the parents. They, too, must be
criticised and judged.
This process of liberation is difficult and very painful to the
child; that is why so often there is rebellion and unkindness.
And the danger is greater because, at this period, the boy or the
girl is so easily discouraged, turns back so readily with kindness
to the old safety. And if this is countenanced by the parents,
who continue to offer a too-protective affection, the character
of the boy or the girl is weakened so that in after years they
will not be able to meet the necessities of adult action.
The too fond mother or father perpetuates the childhood
of their sons and daughters. They are a far more real danger
to their children than neglectful or careless parents.
It is worthwhile considering some of the reasons why parents
do too much for their children; are too careful to keep them
bound to the home and within the protection of parental love.
The parents who have failed in satisfying their own desires
see in their children a new opportunity. They hope for
vicarious satisfaction. And for this reason, rather than for
the reasons of unselfish love which they believe rule their
conduct, they will sacrifice themselves so that their children
may achieve what they have failed in gaining. They are to
hand down and maintain their name, to keep in the world
their family, and all that seems of value in themselves—all
that would be lost by their approaching extinction.
If we stop to think, we shall see how common and easy
it is for parents to use their children as instruments of satisfaction.
Wherever one or other parent is unhappy, suffering
under some unsatisfied desire, they seek to satisfy these desires
through their children. Do we not know that the wife, and
sometimes also the husband, not happy in their own marriage
concentrate their hopes of a satisfying life on their children.
The mother wants her daughters to be literally, wholly devoted
to her; she loves again in her love for her sons; or the father
compensates himself with his devotion to his daughters, while
he seeks to satisfy his desire for power by completely directing
the life of his sons.
All this is quite wrong. It breaks the power of the young;
turns them into dutiful automatons, instead of rebellious
adventurers. Constantly thwarted, too much protected,
they become necessarily less capable of effort, with a weakened
power for action. The model boy or girl of parents and schoolmasters
is almost always a failure in life.
Such parents love their children too selfishly and too possessively.
Seeking emotional relief, they drain for themselves
the storehouse of energy which their children ought to preserve
for their own lives.
The danger is deep and far reaching, a too great and unhealthy
attachment to either parent may, and often does,
cause an inability to transfer an adequate share of loyalty
and affection from the parent to the wife or husband. It
may check the desire to marry. The man’s choice of a life
partner is guided by an infantile vision of his idealised mother;
and then, after marriage, he will seek from his wife the feelings
of a mother. That is, he will want to be helped and mothered
instead of wishing to guide and protect.
This is a very frequent cause of unhappiness in marriage.
Strange as this may seem, the true Don Juan owes his
incapacity to find satisfaction in love to the fact that he searches
unconsciously for what he can never find, the lost features
of his childhood’s mother. He is unfaithful to all women
because he is faithful to one woman.
Again the girl may feel towards her husband as she did
towards her father; she may be too obedient, too uncritical
to be a true helpmate; or, and this is much more serious, a
too excessive identification with the mother may render
difficult and even impossible the right response to love.
It is not too much to say that, wherever there is this over-attachment
and persistence of the childhood attitude, or where
the conflict to break from the too heavy tyranny is very severe,
the whole career and the whole love-history of the adult life
is settled and decided—damned and fated to disaster from the
start. Indeed the seed of failure, of unhappiness, even of
crime and vice, often is set in helpless children by the selfishness
and ignorance of over-affectionately helpful parents, whose
too much interference, too emotional solicitude, blocks the
narrow passes that lead on to open and independent life.
In many homes, where there are children, the father seems
a stranger—almost an intruder.
The central figure in the family is the mother. All the
details of her life are familiar to the children; she is seen
shopping, cooking, looking after the home. The father is a
little mysterious; he goes adventuring in the unknown world.
He is picturesque and wonderful; an exciting figure that
arouses nursery admiration—but he is unnecessary.
At first the mother occupies all the child’s attention.
She supplies food, comfort, shelter, teaching and brings happiness
to the nursery. She is the first love-object and of supreme
importance; the starting point of all those interests of the
children which lie outside of themselves.
But the other parent—the superfluous father, comes both
as interrupter and friend into this mother-child circle. He
plays with the children, opens up new delightful ways of
interest, brings the movement that children love. But also
he is a disturber. He absorbs the mother, draws her attention
and care from the children. He upsets the order and balance
of the nursery. He almost dethrones the baby.
Thus at a very early age jealousy of the father begins to
stir and unsettle the nursery peace. Usually we either treat
this childish jealousy as a joke or refuse to admit its presence,
but it is deadly earnest to the child itself. If the mother is
capricious, varying in her attentions to her husband and to her
children, or if she is over-tender and too demonstratively
affectionate, this jealousy may, and indeed, must work great
and permanent evil.
You see, it imposes a conflict in the exquisitely responsive
child, between the emotions of hate and anger and envy born
of jealousy, and the emotions of love and admiration and
obedience dependent on a sense of the benefits conferred by the
father.
It is the duty of the mother so to balance her favours and her
love that the rights of the husband and the children are both
maintained, and neither side is tempted to be a monopolist.
For it is not only the children who are jealous of the father.
Often the father is jealous of the children. And often he has
cause. Some women, when once the child is born, regard
their husbands solely as the person for providing money
necessary for the maintenance of the home. In any other
capacity she has ceased to desire him, frankly he is in the way.
The mother type often ceases, after motherhood, to be
the loving mate—the wife. There is so little time for love making
in a nursery home. The man becomes a superfluity,
his demands tend to be delegated to holidays that are planned,
but do not often occur.
Nature herself seems to condemn the man in his capacity as
father. So delicate is the bond which attaches him to the
child as compared with the unbreakable bindings which
hold the child to the mother; so readily can he be pushed
outside the circle of the family, where, as a member apart,
he will inevitably seek his own interests and pleasures.
Now, whether this complete severance happens or not,
some conflict between the father and his children, especially
between father and sons is almost bound to occur. This is
a war which is normal and, indeed, inevitable—far more so
than any class-war, any opposition and struggle between the
nations.
Have we not read of the solitary polygamous father of
the past, the Old Man of the Tribe, who drove his sons out
of the horde as they grew up, because in his greed he wanted
all the women to be his wives? Much time has passed since
then, but these emotions are very old and very strong. Pity
and the gentler feelings of civilisation enable the father to
accept the son as a member of the family and as a companion
instead of a rival. But echoes remain of the old instincts of
jealous rivalry.
No science is so difficult or so important as psychology. It
is because parents do not understand their own minds or the
minds of their children that they make such mistakes. They
do not see that some jealousy and opposition in family relationships
are inevitable and, in fact, useful. Else the child
would never grow up, would always be overwhelmed by its
parents.
So do not let us be too alarmed if sons oppose fathers, or
if fathers are wanting in sympathy with their sons.
Yet it must be remembered finally, on the other side, that
the authority of the father has to be maintained. Superfluous
in the family, from one point of thought, his influence is nevertheless
of the most urgent importance. Without it a too
great dependence on self is fostered at too early an age, which
sets up an intolerant and unreasoning hatred of all authority
and an inability to suffer any kind of restraint.
The father thus needs to preserve his rights and duties
within the home. If women have had to fight for the Vote
and the open door to the profession, the father may have to
fight for the love of his children and the key to the nursery.
He must refuse to be regarded as superfluous.
A few weeks ago a shower of sudden rain brought me for
shelter into the house of a kindly stranger, who beckoned me
in from the position I had taken under the thickly foliaged
trees, bordering her garden. She was a woman who exuded
kindness. You know the type—opulent in figure, wholesome
and ripe, her face beaming in wide wrinkles of pink flesh.
The sudden generous smile of the big mouth showed her
the possessor of a real charm. Her eyes had a blue twinkle
that attracted laughter. Quite plainly she would be delightful
as a mother. For about her was something that conjured
visions of nursery fires, of warm, sweet bread-and-milk, of
sugar plums after nasty powders, and of kisses and forgiveness
given for childish wrong doing, without any unfair bargaining
for repentence.
But this woman had no child. Nature does not always,
in this matter, act as intelligently as she might. We all know
of many Betsy Trotwoods. On the other hand, we find
children lavished wastefully—yes, children, swarming in the
cold homes of mothers who do not want them—women without
understanding of children or any trace of parental passionateness.
Do you not recall many modern prototypes of Mrs.
Jellaby?
I felt my bowels ache for this woman with her rich and
wasted motherhood. Her opulent affections were lavished
not, as they should have been, on the tender warm bodies
of little children, but on dogs.
Never have I seen so many dogs: they were placed all
over the rather small room. Both easy chairs were occupied
by a canine seater. There was a mother with new baby-pups
in a lined basket before the great fire. Another dog
who was sick was in another basket, wrapped in a shawl,
on the other side of the fire. The room was stifling, and had a
sick, close, doggy smell. And though I am a lover of dogs,
I felt disgusted. I really hated those pampered toys, that
snarled and snapped and grumbled at me in the most horrible
way. Believe me, I am not exaggerating. You could not
speak. The whole room was dogs. Enough! Let us leave
them and get on to something of greater value.
It was that thought which caught and gripped my attention.
This woman’s unfilled life. I could not forget it: it stayed
with me long after I had left the house—a memory not to be
obliterated.
She was forlorn among her dogs. It was a tragedy of waste.
I have had so many dreams of the perfect mother that I was
stung to anger and impatience to find her, at last here, squandering
her affections on a canine brood.
The situation was so plain. This woman needed children,
if not of her flesh, then adopted and made her own by the rich
fullness of her motherhood.
It was a short time after I had found “the perfect mother”
thus wasted, that there came into my hands the “White
Paper” which gives in full the wise and interesting Report of
the Committee on Child Adoption. I knew that here was just
the very thing that was wanted. Here was shewn the means
by which the motherly childless woman and the motherless
child could be brought together.
The desire for child adoption has never been stronger than
it is at the present time. But I do not hesitate to say that,
in the present absence of any law to regulate and safeguard
adoption, the position is so set about with difficulties and so
pressed with continuous dangers that the practice ought to be
actively discouraged. It is dangerous for the adopter and,
what matters even more, it is dangerous for the child.
The emphatic and unanimous decision of the Committee
was that there is immediate necessity for a change in the law
to make the adoption of children legal in this country. Every
one who gave evidence was unanimously in favour of adoption
in all cases where, for one reason or another, any child could
not have the care of its own parents. It is much better for
every child to be brought up in a home than in an institution.
Not only is it cheaper, but the child benefits far more. But
adoption needs to be regulated and legalised. The child
is too precious a possession to leave to anyone to do with as
they desire.
The report recommends:—
1. That after obtaining the consent of the real parents
and the adopting parents, as well as the consent of
the child, if he (or she) is over fourteen, all adoption
shall be sanctioned by a judicial authority.
2. That confidential official inquiries shall be made from
time to time, as to the child’s progress and happiness
in the adopted home.
3. That the child shall take the adopter’s name, and shall
have, as far as is possible, the position of a natural
child.
This Report was presented in June, 1921. Yet nothing
has been done. And what I wish to emphasize with all the
power that I have, is the crime of this delay and the urgent
need there is for immediate legislation. Children are waiting
to be adopted; childless people are waiting to adopt. Surely
it ought not to be difficult to frame a simple law that would
safeguard the interests of both.
There is little wonder that hitherto adoption has not been
popular in this country. One strong reason that has prevented
the far-sighted from attempting it is that in England there is
no legal method by which adoption can be carried out. And
because of this there is, as I have said, too much danger connected
with it, as well as not enough certainty of its continuance.
For the law grants the foster-parent no recognised control
over the child.
There is the ever present fear, increasing as the years pass
and the child grows up, lest the natural parent shall come
one day and claim the right to take the child away—an injustice
specially likely to happen as the child becomes older
and is able to earn money.
Then there is, on the other side, the possibility (often realised)
of the adoption being a commercial transaction between the
parent (most frequently an unmarried mother) and a foster-parent,
by which the latter receives a sum of money and takes
over an unwanted child, who most frequently dies. It is
horrible to contemplate.
But indeed, always, there is the dangerous position of the
adopted child, who has no settled position, no legal claim on
the foster-parents, who may adopt a child in the most solemn
manner and keep it all through the attractive years of childhood,
then, when the less attractive years of adolescence
begin, or when any change in circumstances makes the adopted
child no longer wanted, they can calmly withdraw their protection
and turn the child out of their home. Again, I say,
it is horrible to contemplate. The destiny of the adopted
child is controlled throughout the unprotected years of childhood
and of youth by the whim and caprice, both of the natural parent
and the adopted-parent.
And do not comfort yourself by believing that these are
merely imaginary troubles. They occur every day as every
one knows who has any knowledge of the practice and results
of child adoption in this country. I personally know of
many cases of injustice that have brought disaster and unhappiness
to the child. Let me tell you one. A boy was
adopted by a man, unmarried, a minister of God, who was a
social worker and greatly attached to children. But later
in his life the man married. Under pressure from his mother,
accounted as a religious and good woman, the adoption was
cancelled, the boy, wanted no longer, was sent to a home
for homeless children. No one troubled about him. Or
take another case where an illegitimately born child—a baby
girl, was abandoned and afterwards reclaimed three times
during the first five years of her life! Each time the mother
took her away from a happy home with foster-parents who
loved and cared well for her. Then after a few months of
neglect the mother again abandoned her. They had no
legal remedy against the caprice of the mother.
These unguarded children belong to nobody. Here is
an amazing gap in our law. It is worse than that—it is an
amazing gap in our consciousness and sense of social responsibility.
“Nobody’s children!” the phrase has a pitiable
and stinging significance. Yet it is just this state of things
we are countenancing with our lazy and callous indifference.
There are tens of thousands of little ones for whom to-day
it is bitter truth that they belong to no one. Orphaned, or
unwanted by their natural-parents, many of them are being
adopted in the worst and most casual manner—handed out
“on probation” like a cat or a dog.
And if you doubt the truth of this statement, listen to the
judgment of the Committee on Child Adoption as to the disgraceful
carelessness with which adoption is being carried
on in this country;
“We believe that the absence of proper control over
the ‘adoption’ of children over seven years of age and
under that age unless payment is made, results in an
undesirable traffic in child life with which no one can interfere,
unless proceedings are taken against the adopting
parent for cruelty or neglect; children may be handed
from one person to another, with or without payment,
advertised for disposal, and even sent out of the country
without any record being kept. Intermediaries may
accept children for ‘adoption’ and dispose of them as and
when they choose. Homes and institutions for the reception
of the children exist which are not subject to any
inspection.” (Paragraph 61, page 10 of the Report.)
The italics in this passage are mine; will you try to think
what these conditions, which you are permitting, mean? Think
of them with your hearts, not with your heads! And if you
have a child of your own, passionately dear to your life, try
to realise the abominable position—the cruelty that can hardly
be escaped, as if it were your child, who was thus being handed
callously from one person to another, without protection,
without any form of legal guardianship.
We talk much of the nation’s care for children. Would
it not then seem a necessary step to have some just provision
of our law to protect the helpless unwanted child, who at
present belongs to nobody? Humanity, and even good sense
answers, “Yes.” The Common Law of England has
hitherto always said most emphatically, “No.” Except
for a reference to adoptions which has managed to slip into a
marginal note of a Finance Act, there is no recognition of adoption
in our laws.
The right thing to do is the simple thing. We have on the
one hand, these homeless children, whose numbers have
become much larger in these last years and with the change
and slackening in responsible conduct, while on the other
hand, we have, an increased number of women who are childless
and will never be able to marry. The problem, at its
simplest, is this: What can be done to bring together the
childless woman with a mother’s nature and the motherless
child?
I am not forgetting the Institutions that are already in
existence. There are two agencies for arranging adoption,
as well as other religious and social societies, and many homes,
from which children can be adopted. These agencies are doing
admirable work, but they cannot do a tenth part of what
ought to be done. And the very worst cases, in which the
child most urgently needs protection, often cannot be reached
at all. This problem is too big to be muddled through privately.
It is the concern of the whole nation.
The first necessary step is to legalise adoption. Until that
is done, nothing can be done.
At present as I have told you, the position is one of very
great danger. The law grants the foster-parents no recognised
legal control over the child. The mother, or her relatives,
unless obviously immoral and unfit persons, may at any time
claim back the child.
Even in the most favourable circumstances there is danger,
and a never-ending uncertainty that cuts at the very root of
the adopted relationships. I repeat: neither the foster-parent
or the child has any security. And at any time, and for
any reason, the child may be taken from his home. Directly
he (or she) grows up and is able to earn money, the needy
relatives, with an eye on those small earnings or on the much
larger sums squeezable from the foster-parents, may prove
an ever-threatening nuisance. If the foster-parent acts
boldly and resists such claim, the relative may apply for a
writ of Habeas Corpus in the High Court, when (under the
Custody of the Children’s Act, 1891) the case is decided at the
discretion of the Court. As a rule, the interests of the child
are considered, and, in this respect, matters have much improved
of late years. But even if the decision is given in
favour of the foster-parents so that the child remains in the
home in which it has been reared and is loved, there is a period
of ceaseless anxiety; and, that the decision will be favourable
is certain only when the character of the claiming relative
can be proved to be bad.
So curious is the law that it is safer to adopt the child of bad
or doubtful parentage (where this can be proved) than the child
of good and respectable people.
The other side of the position has also to be considered.
As is evident, the foster-parents may be bad. This we have
seen. And what I want to emphasise further is that here too
the danger threatens the unprotected child. Just as the law
gives no recognised protection to the good foster-parents,
so it affords no protection to the child against a bad foster-parent.
All the time I am trying to drive into your consciousness
the terrible position of the child that has no legal claims;
no kind of safeguard. He (or, of course, she, and the girl
babies are adopted much oftener than boys) may be adopted
simply as playthings, or to satisfy deeply unconscious instincts
of cruelty, or as an investment for the time when they can
earn money. Also they can be cast off at the caprice of their
adopters.
A further and permanent injustice, operative even under
happy conditions and in a good home, arises from the fact
that the adopted child is without rights of inheritance. If his
foster parents, however rich, die intestate, he has no share
in the family property. At any time in his life he may be
left penniless and friendless, without recognition that he
belongs to anyone.
Such uncertainty is awful. Try to realise the suffering
which it must bring to the child, ever dogging his footsteps
like a menacing shadow.
Our sluggard imaginations must surely be stirred now
our attention has been directed to this gap in our law. I wish
that my pen had greater power to bring home to everyone
concerned—and everyone who cares or professes to care for the
welfare of children is concerned—the iniquity of allowing the
continuance of conditions that must bring nothing less than
tragedy into the lives of these unfortunate and unprotected
little ones.
This is almost the only country which does not recognise
and legalise adoption: all that needs to be done is to bring
our law up to the standard which prevails in other lands.
We alone are neglectful. It is one of the many social matters
concerning children on which Great Britain has seriously
fallen behind the example of its own daughter States. The
United States, Australia and New Zealand have all gone far
ahead of the Mother Country in their legislation in regard to
child adoption. All the forty-eight States of the Union have
now Acts regulating adoption. But perhaps the Model Act
is that of Western Australia, passed in 1891. It provides
for the complete and careful guardianship of all adopted
children. The Act has worked admirably, and with a very
few alterations could be adopted to the needs of this country.
And it must not be thought that all this recognition and protection
of adoption is a new thing, and, as such, possible to
dismiss as unnecessary, belonging to an over-protective and
grandmotherly system of law. Such a belief would be far
from the truth. Students of history know how almost universal
was the practice of adoption in older civilisations. Roman
law recognised the custom and adoption was extremely common.
I could give many other examples. Especially interesting
is the custom in India, where among the Hindoos, when a
child is adopted into a new family, it goes through the religious
ceremonies belonging to death before quitting the home in
which it was born, and afterwards goes through the religious
ceremonies belonging to birth on reaching the new home.
The old bond is completely severed and a new social, religious
and legal bond created.
I would ask your attention to this wise provision made
by one of the oldest civilisations, which often understood
so much more practically and simply the needs of a social
situation.
If the full necessary security is to be given to the practice
of adoption there must clearly be a complete passing over of
the duties and rights of the natural-parents to the adopting parents.
Adoption ought to be undertaken only solemnly
and with due understanding of all the difficulties, and the
necessary precautions. The closest enquiries, in every case,
need to be made as to the bona fide intentions and complete
suitability of the adopting parents: guarantees must be given
of their intentions and ability to bring up and care for the child.
It would also be equally necessary, except in exceptional
cases of proved cruelty and unfit parentage, to ascertain the
reasons why the parents—or parent in the case of an illegitimately
born child—desired to give up their rights of guardianship.
But when once this has been done, and any order of
adoption made, the parental relationship ought to be transferred
completely from the natural to the adopting parents.
And in the interests of the child, I would have this transference
carried out with the severest restrictions. I would
not allow a parent, or parents, who once gave up the guardianship
of the child any rights of visitation. Such visits, even
under the happiest circumstances cause disturbance, remind
the child unceasingly of its difficult position as an adopted
child. They tend to create confusion, with feelings of dissatisfaction
and jealousy; comparison between the old home
and the new home; conflicts between the affection for the
adopted-parents and the very possible drawing back of natural
affection for the real parents.
All ways adoption must be difficult.
Science has shewn us how terribly the future of the child
depends on its early relationships in the home; its relation
to its mother, on whom it depends for the first childish satisfactions,
its relations to its father, to its brothers and sisters.
The adopted relationships can never be quite the same as the
natural relationships. We now know how easily jealousy
and unhappiness can arise in the heart of even the youngest
child, and what havoc to the after life these feelings may bring.
If we remember this, we shall realise better the disturbing
emotions likely to be aroused when one parent is lost and replaced
by another. That is why everything possible needs
to be done to give to adopted parenthood the strongest stability.
The adoption of a child ought never to be undertaken lightly.
It is, perhaps, the most binding and the most solemn, and the
most fatefully responsible of any human relationship.
A righteous law of adoption needs to guard the adopted
child so that the voluntary relationship is as binding in every
way and as permanent as the natural relationship. For this
reason the adopted child should, in my opinion, have the
same rights of inheritance as all other children. Nothing
short of this can do justice to the adopted child.
We talk a great deal to-day about children and their rights,
but very few of us realise at all practically and fully the change
of attitude, in particular in connection with property and the
rights of inheritances, that are likely to be necessary, if, in all
circumstances, our theories are to be expressed in our daily
conduct.
The whole question is complicated and very difficult, there
is, indeed, no easy way out.
I was attending a conference to consider the best steps to
be taken to aid mothers and to stop the sacrifice of the lives
and health of little children. All kinds of suggestions were
made. We talked much, we proposed and discussed, but none
of us seemed able to agree what ought to be done.
Then a strong man, an observant lawyer, rose. He spoke
with the biting American twang. His words were few:
“Why don’t you pay poor mothers?”
The brilliant simplicity of this question stirred at once our
powers of understanding.
It was Judge Neil who spoke. In brief phrases he told us
what had been done in America. Mother’s pensions, which
are in reality children’s pensions, have been established in
most of the forty-eight States of the Union. They are
granted until the children are fourteen, or, in the case of delicate
children, until sixteen. State-appointed supervisors watch
over the welfare of the children to ensure that the money
given is well spent by the mother.
As Judge Neil placed the facts before us, this plan of paying
mothers instead of forcing them to go out as workers, possibly
at “sweated” wages, and then paying other people in an
institution to do their work, seemed so simple that I was filled
with wonder that we had not long ago thought of so easy and
obvious a reform. It is strange that it is so often the most
simple things that we never think of doing. I believe it is
because we think of reforms intellectually; we are not human
enough to feel.
Now, it is just Judge Neil’s humanity that set his feet upon
the right way. Listen to the story of how first he came to
think of mother’s pensions:—
In 1911, a poor widow, broken by the burden of supporting
her family, was condemned to have all her five children taken
from her.
“Better to shoot her than take away her children.” said
Judge Neil. He then asked how much it would cost to maintain
the children in a State institution.
“The country pays the institution 10 dollars a month for
each child,” was the answer.
“Why not give the 10 dollars to the mother and let her
keep her children?”
Such was Judge Neil’s humane and practical solution of the
problem. Thus the scheme for pensioning mothers was born.
The responsibility of the State for children ill-cared-for is
admitted in most countries. It is, therefore, a question of
ways and means, not a question of high principle, how best
to carry out this intention and prevent child poverty.
Surely grants to good mothers are better than grants to
institutions. Even the best Poor Law schools must have the
faults that are inherent in institutions.
I can hardly express too strongly my own want of faith in
“expert child-trainers.” I have found always that they
regard the child mainly, if not entirely, as something to be
improved and instructed on a definite plan. The “expert”
is never human, and a child has need of all the human treatment
it can get.
Every child has absolute need of its mother. All experience
shows us that the home, with its sympathetic relationships
of mother and child, sisters and brothers, cannot be replaced.
We must insist on reforms that will make home life possible.
The child has to accept the arrangements we make; that
is why this question is of such immense importance. If the
matter could be fixed by the will of the children I should have
no fear. The child has not lost the true values of life.
There is another fact to consider—one that will appeal to
ratepayers. Grants to mothers are cheaper than grants to
institutions. In the United States the payment made to a
mother works out at about one-third the cost of maintaining
a child in an institution. So we can do the best thing for the
child and its mother and at the same time save our pockets.
Much disturbing evidence on such a grave question as
the bad behaviour and consequent punishment of boys and
girls, in institutions, and in prisons, is made public, from time
to time, to rouse the consciousness of all those who have
concern for the welfare of the young. Sometimes the events
recorded are of a more serious character. The attempted
suicides and continued escapes of young prisoners certainly
afford a rather tragic witness of some failure in our reformative
efforts. Even under the Borstal system of prison life—a
system that is primarily intended to be humane and educative,
and not brutal and primitive, the results obtained are far
from being satisfactory. We cannot feel that we are achieving
anything like what ought to be done in the difficult, but necessary,
duty of reclaiming these young lives that, for one cause
or another, have fallen to disaster.
If we believe, as believe we must, that the old are responsible
for the young—that the one generation must stand as guardian
to the next—this problem of delinquency is one that we may
not thrust aside. It is bigger than its immediate application
in connection with reclaiming the individual boy or the individual
girl: it touches the very deepest of our duties—our
duty to the future. It is for us to ask many questions of
ourselves, and of all those who are in any way connected with
the young; questions to which it is not easy always to find
satisfactory answers.
It is obvious that something is wrong.
I do not wish to harrow you with painful statistics, or by
reminding you of unfortunate incidents in connection with
young prisoners that you ought not to have forgotten. You
would not have forgotten if you had cared as you ought to care.
I do not deny that “much is being done; that conditions
are better far than they were in the past.” But this does
not cover our failures or lessen our responsibilities. I plead
for greater attention to, and more understanding of, the
delinquent child. It is not, and never can be, a question that
can be fixed or finally decided: the child is an individual;
and, in each case, the problem of dealing with him must be a
separate problem. This is certain—only by understanding
the child who fails, his own difficulties and his own failure—can
we advance. By this way only can we give aid to these
young offenders, who, with a burden of ancient instincts and
uncontrolled impulses, come into a world filled with undesirable
examples, where they have to face manifold temptations.
Let us try, then, to consider the delinquent boy and girl,
bearing these truths in our thoughts. And first we must
acknowledge the complexity and terrible difficulty of the
problem. Delinquency in the young cannot be explained
by obvious superficial causes. The motivating impulse to
naughtiness and bad conduct always lies outside of consciousness.
I mean that the boy or girl who continuously does wrong,
fails altogether in good conduct, whether in a reformatory, in a
prison, or a Borstal institution is acting in this way from a
reason which is deeply hidden, and which they do not themselves
understand; while further, the present misbehaviour
is connected with some experience of the past that now they
have forgotten. They are driven by this inward urge into
rebellion and insubordinate conduct. And the help they ought
to have is one of re-education, by clearing up what was wrong
in the past, and this help must be given to them by those who
are specially trained to understand.
They cannot, unaided, help themselves. The things they
do wrong—the breaking of rules, the failures in work, the
violent conduct, the attempted escapes—in the vast majority
of cases, are a defence against unhappiness that stalks as a
deadly shadow, following their young lives.
Their treatment is a medical as well as a social and ethical
problem. The young do wrong because their souls are sick.
Such a statement is not fantastic, it is seriously true. To
understand the meaning of the present bad conduct of anyone,
but especially of the delinquent boy or girl, it is absolutely
necessary to find out the motive which makes them want
to behave badly. Always we have to search to find “a reason
why.” To discover, as far as we are able, what it is causing
the rebellion or the bad conduct, we must have wisdom to
give up the old ignorant ideas as to its being possible to cure
bad conduct, in any way that matters, by scoldings, by punishments
or, indeed, any kind of direct attack.
The fault that distresses those in authority in the present
must be regarded as the sign of a hidden conflict that has
distressed the child in the past. It is this conflict, then, that
must be discovered and dealt with. Never in any case can
the lazy adult view be accepted that the delinquent child does
wrong because of original sin.
The young do wrong when they suffer, usually through
the blunders of those who are supposed to train them; their
faults in behaviour are a relief for pain they find too intolerable
to bear. If the boy or girl is happy in harmony with his
or her world, then that boy or girl is good.
To find the real cure for this unhappiness of soul is, of course,
a most difficult task. It can be accomplished completely
only by those specially trained in understanding and analysing
the child mind. But much good, and a return to healthy
happiness can often be gained, by a little helpful understanding
of the special problems of the individual boy or girl. It is the
educator’s duty to try to pour daylight on the hidden plague
spots of the soul.
This can never be done by cruelty or any form of coercive
treatment which arouses fear—the most deadly enemy to right
conduct. The way to educate the abnormal, the difficult
boy or girl, is not to be shocked or to punish them, but to
show them sympathy, directed by knowledge.
Teach these girls and boys that they have failed in good
conduct, not because they are bad or different really from other
more fortunate young people, but because they have been
unhappy—ill with feelings of insecurity, of deficiency, of
loneliness, of failure; help them to understand the causes
that have brought about this condition, why they have felt
inferior, been unhappy; and then build up their characters
by giving them new opportunities of finding happiness in their
work and in their play, providing new interests and creating
opportunities for new responsibilities. These young people
want kindness and to be taught to be sociable. Moral conduct
is never easy. We all want what we do want. We surrender
our wishes only because we find we satisfy other desires by
so doing. We are praised and rewarded for good conduct
and for preferring to give up to others what we want to do
ourselves. And a very practical lesson in our training of
delinquents depends upon this. The educators must take the
greatest possible care that bad conduct does not give greater
pleasure than good conduct. Doing wrong so often opens
for the young the widest and easiest door to gain excitement.
If boys and girls in Borstal institutions and in reformatories
are left unnoticed and never praised when good they quickly
feel neglected. And though they do not recognise these
disappointed feelings they act very strongly in setting them
to seek for some kind of relief. And if allowed to enjoy power
when they become rebellious, through the notice that is bestowed
upon them and the upsetting of the usual regime of
the school or the prison workshop, they will continue to indulge
in bad conduct whenever they are bored or, for any reason,
crave some form of emotional relief.
Bad conduct is primitive, infantile conduct, and one of its
strongest characteristics is the tendency to proceed more
directly, more unthinkingly, and more selfishly to the goal
of the wishes than is usually done by the reasonable adult.
The little child wants something, grabs at it, and when
it does not at once get it, screams and breaks into a passion.
Now this is just what is done by the delinquent boy or
girl, whose conduct must be regarded as infantile, frankly
selfish, and regulated only by doing what one wants and
getting what one wants. Such conduct points to a condition
of retarded growth; and usually can be traced back to some
mistake in the early training, which has prevented an adaptation
of the character to grown-up conditions, so that the boy
or girl of seventeen or eighteen acts still like the young child
of four or five years of age.
Every child, who is to grow into a successful and happy
adult, has to grow out of this primitive behaviour and to
learn social standards of conduct—to think what other people
want and to measure their own conduct in its relation to
others.
Thus the real problem of the education of the delinquent
boy or girl is to help them to grow up. And the very first
step is to teach them to stop thinking about themselves. They
have to learn to turn outwards towards others and away from
their own wishes and hidden desires, that are the real cause
of their unhappiness and bad conduct.
And for this reason, even if for no other, there could be no
possible form of treatment as harmful, and also I may add so
silly, as that adopted (as still so often it is) in reformatory
institutions of placing insubordinate prisoners in solitary
confinement, even sometimes with the use of irons. No other
form of punishment could be more disastrous to a boy or girl.
To permit this cruelty is assuredly to increase the faults of
character that are the cause of the bad conduct. By such
insane punishment the young offenders are separated from their
companions, perhaps bound, and left without occupation to
sit alone, brooding over their unhappiness; their thoughts
necessarily fixed upon themselves. They cannot fail by means
of this unhealthy process to be sent more backwards into
childish and bad behaviour—driven further away from adult
and social conduct.
Few of us, I think, understand sufficiently how continuous
and almost unspeakably hard, are the efforts that the delinquent
has to make in order to achieve re-education. He is overwhelmingly
conscious (however much he may seem to be
indifferent) of his own inferiority. All such boys or girls,
who frequently become aggressive and insubordinate, need to
be treated in such a way as will increase their confidence
in themselves. This may seem contradictory, but it is true.
If the young offenders are punished and discouraged the trouble
from which they suffer is sure to increase by making stronger
the sense of self-depreciation. Too often the devastating
feelings are driven back into the obscure places of the mind—the
unseen office of the directing forces that in secret issue the
supreme commands that control conduct. It is in order the
better to overcome the truths that would stab him about
himself if he recognised them, that such a wrong-doer becomes
aggressively self-assertive, indulges in foolish acts and marked
insubordination. Such boys and girls are without courage,
and all their pride boils up behind a maimed and timid character.
The important thing to remember is that, though bad
conduct comes from what seems insubordination, “the
characteristics of bad conduct” arise from the state of the
boy’s or girl’s mind, and that state depends very much on the
treatment he (or she) receives.
If you cure the particular fault for which the punishment was
inflicted, and the boy or girl loses his (or her) soul, you have
done more harm than good. But the real position is worse
than that, for if you hurt the young soul, you give up for ever
the opportunity of re-educating the boy or girl for good conduct.
I remember once seeing in “Punch” a picture that has always
retained in my memory the vividness of the first impression.
It is a long time ago, yet I can see it now exactly as I saw it
then. A father, at a children’s Christmas party, was personating
a bear. Filled with the adult’s joy of being allowed to
be a child, he was roaring loudly, as he crawled upon the floor
covered with a woolly hearth-rug. So much for the father.
Certainly he was enjoying it. But what about the children.
What was their view of this performance?
They were all looking bored. Even the tiny ones shewed
no enthusiasm. In the corner of the room as far withdraw
as space permitted was a group of young school boys, very
stiffly correct in Etons and immense white collars. They were
disgusted. One, who had ostentatiously turned his back on
the performing father, was plainly angry. Even his back
was eloquent of disapproval and gloom surrounded him.
His companion, standing next to him, attempted to cheer him
in this way: “Never mind, Brown major, you know its not
your fault if your pater is a blooming fool!”
It is, indeed, a different aspect of the situation. The son
ashamed of the father! The young generation condemning
the old! It is fitting that we should take notice and remember
the lesson that is taught.
For this picture of appraising youth carries a very real
moral that should be considered by those modern educational
enthusiasts, who are always talking about amusing the child—as
if that were the one thing which mattered. There is no
subject, I believe, on which greater nonsense is talked than
on this one of interesting children. Personally I am sceptical
whether children are ever greatly interested in the entertainments
that the adult provides for their amusement. What they
find interesting are the things they provide for themselves.
That is one reason why there must be so great an element of
falsity in modern educational theories, which aim at making
lessons so interesting that they become like play.
It cannot be done.
Much of this kind of talk sounds admirable from the point
of view of the adult, but what I always want to know is the
view taken by the child—by the boy or the girl. I do not think
they are quite so fond of being amused as we are apt to believe.
Nor do I think they can be, or indeed, ought to be, interested
(which is the same really as being amused) to adult orders.
I mean that to be truly effective and liberating to the child,
this interest must be dependent on what he has to do for
himself. The work cannot be done for him. That is why
I am afraid of the incursion into the schoolroom of the too
anxious and amusement-providing spirit of the home. It
causes too much indirect interference. It supplies too many
appliances. It is over-occupied with arrangements and the
smoothing away of difficulties. In a word it does not leave the
child sufficiently to himself to learn his own lessons, to satisfy
his own needs in his own way.
It proposes, of course, to do this, but it is just here that
enormous mistakes occur.
I can fancy a group of boys and girls who, if they said what
they really felt about their own education and our ceaseless
experiments and efforts to make their lessons interesting and
more acceptable to them, would pity us as fools.
The point of view of the child (also of the boy and the girl,
but especially, I think, of the boy) is always so utterly different
from the point of view of the adult. You see they are judging
the situation personally, while we are judging it vicariously
and ethically.
The ever-pressing idea of the educationalist to-day is to give
the child freedom. But what is freedom? That is a question
to which we have not yet found an answer. Do we consider
sufficiently, if what means freedom to us, really gives freedom
to the young? And a second question—Are we not, perhaps,
in our nervous over-anxiety, imposing upon them something
they do not want?
There is a great deal said about self-development and the
necessity of the teacher respecting the child’s individuality.
We are continually hearing of interesting experiments made
in free schools and are told of children who, even when quite
young, if left to choose their own tasks, will be so interested
in writing, in reading, and also in arithmetic, that they will
not want to give up their work even when school-hours are
over!
Still I am unconvinced. I would rather have the boy or
the girl waiting in eagerness for the bell to ring to free them
from the school.
We are apt to over-estimate our grown-up power. We do
this because we like to do it. It flatters adult egotism. We
find a delicious sense of power in realising ourselves in so many
new ways as potters to mould the clay of the child’s mind.
I often feel that we worry about this question of education
much more to please ourselves than to help the young.
But this continuous occupation with the child is bad for
the child, however gratifying it is to ourselves. By the provision
of too many appliances and “helps to learn,” and by
continual experiments that are too often changed, we tend to
check creative originality, and thereby we destroy the interest
we are labouring to stimulate. It is better for the child if
we are less occupied with his needs. If we do not provide
him with interests he will find them for himself. In this case
they will mean more to him—do more for him. I dislike
exceedingly all contrivances that make things easy. I believe
the child dislikes them too. That is one reason why he tires
so soon of all the appliances you provide. They do not stimulate
interest and effort, except quite temporarily, indeed, they
destroy both.
This applies to children’s play quite as much as to their
schoolwork. Most children to-day are given too many and
too elaborate toys. Perhaps nothing is more mentally destructive.
The child will invent his own amusements. He
wants to fight giant lamp-posts and to go to sea in an inverted
table. To fasten his imagination to your adult suggestions
is to destroy his vigour.
Know then this truth. You can teach the child lessons
and you can discipline him by your grown up authority,
but you cannot by your ready-made devices successfully interest
him or give him freedom. That he must find for himself. He
cannot develop fully and be reliant, unless by himself, and
very often against your will, he travels on his own road.
There is the very greatest delusion about this idea of freedom
in the school room. And it is open to question whether the
children in the free school, left mainly to choose their own tasks
and take their own time in performing them, are really freer,
in any true sense, than the disciplined and directed children
in the master-ruled schools who have, in my experience, much
better opportunities in the out-of-school hours of developing
personality. The discipline of the school does help them by
giving them more rest. I think they are less influenced by
their teacher. For always there is, and must be, whatever
the educational plan and however free from apparent compulsions,
behind the pupil the will of the teacher indirectly,
if not directly, guiding. And I am not sure if this indirect
coercion of suggestion is not worse, from the point of view of
the child, than the old-fashioned methods of direct command.
I will even go further and state my belief that its claims are
heavier, and bind the boy or girl more permanently in the
prison of obedience.
For one thing, such indirect coercion does close for the pupils
the splendid liberating door of being rebellious.
I can still remember the excitement and real health-giving
joy I obtained when, as a child, I once out-witted my instructor
and escaped from my lessons, which I heartily detested, to
go to a fair we had all been forbidden to visit. There was a
glorious fat woman, and a man who swallowed swords! Wonderful!
And there was a delicious sweet in a long roll of
twisted pink and white, with inside a picture of Roger, the
Claimant. It was the time of the Tichbourne trial. If you
could find one tiny piece of the sweet without the picture,
a whole immense bar, much bigger than those which were
ordinarily sold, was to be forfeited and given to you free!
Think of it! The possibility! The excitement! Every
penny I had was spent—and it was worth it! Yes, a thousand
times worth it! Of course, what I did brought punishment.
For I had to confess my misdeeds. Those sweets
made me very sick. What did that matter? I did gain the
joy and liberty I was seeking. This was one of the really
educating experiences of my childhood.
Seriously, I am deeply afraid that to-day in our very
eagerness to help children, we may often be acting in an exactly
opposite direction as a hinderance to their self-development,
and future happiness. I believe we are trying to achieve
something that is impossible.
One thing I am certain we ought to accept. It is the inescapable
barrier between the generations—between the parents
and the children, the teachers and the pupils. The young
ought to be separated from the old. I think this biological
fact is forgotten by many advocates of freedom and new ideals
in education.
I believe also that the young want—and by “want” I
mean both desire and need—the direction of the old. They
want the authority that marks the division between the two
generations, for this opens up opportunities to rebel. Instinctively
they know they can find more liberty under
authority, than when left with the pressing burden, often too
heavy for their young inexperience, of deciding at school,
as well as at home, almost everything for themselves.
Nor do I very much believe in the over-worrying conscientiousness
of the modern teachers. Again I must insist
upon this. The increasing pre-occupation with the child;
the constant trying of different educational experiments, is
almost certain to exercise an adverse influence. There may
be a tyranny of solicitude and kindness that is harder to
bear than scoldings and punishments. To me there is something
mournful in this chorus of uncertainty, in which it is not
difficult to detect the poverty of our faith. It tells a tale of
infirmity both of life and purpose. So small a thing staggers
us. We are without confidence in ourselves or in life. Why
is this?
Do we, I often ask myself, know at all, what the child wants
to find the freedom that gives liberty to the young soul—the
only freedom that matters? How can we give the gifts of
life unless we have ourselves firmer confidence? If anything
can destroy the soul of a child, it is want of security. Our
irresolution is our great danger. That is why so often our
efforts are barren. It is a sign of a nervous disorder of the
soul. We seek to gain from outside things what we should
find within ourselves. And the child must suffer. For the
child is so helplessly dependent, so inarticulate, so unable to
express his own feelings and deeper needs.
There is still the most amazing blindness in regard to the
effect of adult conduct on the child. I know of one small
boy who was taught in a free school, where the idea of authority
was held in abhorrence. Yet this boy of eight was found one
night sobbing bitterly. His mother questioned him. It
appeared he had been idle at school, rude, and generally
naughty. He had not been scolded, and, of course, not
punished. He had been reasoned with and told the foolishness
of behaving in this way. Apparently all ought to have been
well. Yet it was just in this reasonable gentleness of his headmaster
that his trouble rested. He knew he had been naughty.
He wanted the punishment that would have wiped out his
own consciousness of wrong doing. He sobbed out his complaint
to his mother, “if only he (his teacher) had punished
me or been cross and nasty I could have forgotten. It would
have been all over. But now I keep on thinking about it,
and I feel all twisted up inside.”
Now this young boy understood his own needs much better
than did his master, who was making the very common mistake
of judging the child by himself. The needs of the child are
entirely different from the needs of the adult. The child
wants security, he wants firmness, he desires authority, he
even wants punishment.
Let me tell you another story to help to bring home these
forgotten truths. This time it was a little girl of the tender
age of six years, who had done wrong, was rude and very unkind
to her governess. The occasion was a birthday party. Over-excitement
was the outside cause of her bad behaviour. No
one minded the rude remarks except the child herself. We all,
including the insulted governess, understood the reason.
Our mistake was, we understood too well, or rather, we judged
from the outside and from our grown-up point of view, forgetting
that it was not that of the child. We all tried to comfort
the little one’s distress, assuring her we understood and
knew she did not mean what she had said. In vain. The
child would not be comforted. I can never forget the fatalism
of her remark, “It does not matter that Miss —— and all of
you forgive me, what matters is that I did it.”
Again it was the child, not we—the grown-ups, who understood
the situation as it really was. And what I want to
impress upon you, is the suffering unwittingly imposed on
both these children. If they had been punished they would
not have felt this paralysing sense of wrong doing—a suffering
of the soul, fitting perhaps for the adult, but not for the child.
With punishment or even with scolding, the penalty would
have been paid, and the relief would have been gained of self-forgiveness—a
relief so much more necessary to happiness
than the forgiveness of others.
Of course, it may be argued that morally such self-accusation
which does follow from this method of adult forgiveness, with
its sentimental treatment of wrong doing, is good for children.
I do not think so. Certainly it makes them suffer—suffer
intolerably and to an extent that few adults are sufficiently
discerning to realise. But the burden placed on the untried,
unhardened and sensitive child-soul is, I am certain, too heavy
for them to bear safely at this stage of their psychic growth.
Punishment would, in almost all cases, be far easier and more
acceptable. It would also be far healthier. There is always
the gravest danger in placing the immature child in any position
that forces an emotional response in advance of the stage
of development which has been reached. We have to see
these problems as the child feels them, not as we think about
them with our grown-up experience and adult deadness.
To the theoretical teacher or parent eager to reform the
world on paper, it may seem easy to introduce sex education
into the nursery training of the home, and into the curriculum
of our schools. It appears a comparatively easy matter to
tell the little child the truth about its own body, and as it
grows older, to give carefully prepared lessons about plants
and animals, which shall lead it slowly and beautifully into
the way of knowledge.
Text books have been written, pamphlets officially issued,
schemes drawn up for home and school instruction, and rules
laid down—new finger-posts to right conduct, whereby the
younger generation may be enlightened and (as we hope)
by this means saved from making the mistakes that we ourselves
have made.
I wish it were as simple as this. That sex instruction could
be taken from books.
Of late various attempts have been made to focus attention
on this aspect of the question or on that; we have been told
how this teaching should be given, and with still greater
assurance how it should not be given; this must be done and
that must not be done; this said and that left unsaid. And
groups of earnest-minded parents and teachers, in almost
every town, have met together to discuss and decide debatable
points; lecturers have been applied for, and their utterances
have been listened to as a new gospel; yet I venture to think
that, as in all other experimental and debatable questions, the
very multitude of counsel and the earnestness that is expended,
indicates the uncertainty of our knowledge and the doubtful
value of many of our affirmations.
I find a tendency amongst most grown-ups, and especially
teachers and advanced parents who ought to know better, to
place too firm a reliance on their own power to educate the
young in sex. I myself have done this. Like those drowning
in deep water where they cannot swim, we have clutched at
any plank of hope. You see so many of the old planks—religion,
social barriers, chaperones, home restrictions, and so
many more, on which our parents used to rely, have failed us;
been broken in our hands by the vigorous destroying grasp
of the young generation; and, therefore, we have clutched
with frantic fingers at this new fair-looking life-raft, in pursuit
of the one aim, to protect our children.
But will it save them? I doubt if it will except in a limited
and very different way from what is usually accepted. We
cannot help the young very far or deeply by any of our teaching.
Not only do they want their own experience, not ours, but it
is right for them to have it. The urge of adolescence carries
them away out of our detaining hands. And I think it may
be well that at once we realize and acknowledge the very
narrow limits of our power.
Thus I have nothing new or very striking to bring to the
solution of this difficult problem. I shall endeavour, however,
to look at the matter broadly and practically, and attempt
to indicate in what direction, as it seems to me, further progress
may be made at the present stage of our very faulty
knowledge.
One of the most disturbing features that we have to recognise
in relation to the child is the very early age at which sex
manifests itself. It was formerly supposed that the sex-life
began at the age of puberty. Nothing is more untrue. Every
child is born with instincts and desires—feelings of love, of
hate, of jealousy, which furnish the motives of conduct, and
are accompanied by physical manifestations of pleasure or
discomfort which express themselves, often in a veiled way,
as wishes and cravings, that find relief in action, and must
therefore be yoked either to some burden of utility or to some
car of vanity.
It should be noted, however, that the word sexual is somewhat
ambiguous, because I want to stretch it to include
the very germs that afterwards blossom into the adult sex-life.
The little girl with her doll is maternal, and the boy with a
tin sword is showing the crudest manifestation of the male
protective instinct.
The baby whenever it enjoys the satisfaction of realising its
infantile wants gurgles with delight. “Every nurse, and every
mother who tends her child herself knows this, and recognises
as a necessary task in the training of the child, almost from
the day of its birth, the winning of it away from this egocentric
concentration on its own body.”2
We are always trying not to admit that we have to recognise
in relation to sex the very early age at which it manifests
itself. We do not believe this, because we dislike to believe
it. Our fear causes us to neglect in a quite wrong way the
deeply affective results of the early childish emotions.
To the uninstructed eye, early desires and feelings connected
with sex are often so unlike their final form that they pass
unrecognised. But the mother who has eyes to see and
knowledge to understand knows that the child can hide no
secret. When the lips speak not, the faces in twitching mouth
and blinking eyes; the hands, in telling gestures; the biting
nails; the sucking thumb; the shuffling feet; the toes that
are played with and sucked—all these utter the truth; and
betrayal escapes out of every nervous movement of hands,
and feet, and face.
We will not see and acknowledge the presence of these
early emotions because we want to see the child an angel.
We cannot surrender the picture of childhood as a period of delightful
ignorance and innocence.
The very reverse is the truth. The child has brought with
it much from more primitive times; just in the same way as
its body still shows traces of earlier developments in life, so
its emotions, its instincts, its wishes and desires, revert back,
in many particulars, to lower stages of growth. Always the
child has to fight its way upwards, and indeed, it has no easy
task to find and keep the right path, in its short journey of
discovery to reach from the savagery of the babe to the level
of a civilised social man or woman. If we do not help it, the
way becomes doubly hard and often the path is lost or, in
other words, the savage triumphs.
We are now in a better position to answer the question,
so much debated, as to the age at which the sex education
of the child should begin. Instead of this being a matter
that can be put off until the child is older, and the angel innocence
has been sullied by contact with an evil and ugly world,
it becomes overwhelmingly important that no time whatever
should be lost. Every effort must be made to educate from
the very hour of birth these primitive instincts, which, though
permissible in the savage and the little child, are wholly wrong
if allowed to remain active in the later adult years. Delay is
fatal. Time lost now never can be regained: mistakes made
cannot be put right. A wrong direction may most easily be
given by a careless act. I cannot emphasise this too strongly,
or too often. The character, the life history and the entire
fate of every child is fixed in the nursery.
The mistake we have been making for so long is in regarding
this instruction in sex as something we can impart to children
or with-hold from them; a subject we may teach or not teach;
enlightenment we may give to them or conceal from them.
This view is entirely erroneous. In one sense, the whole
matter really lies outside of our wills. Sex education cannot
be omitted by any parent or any teacher from the training
of any child, for it is given by not being given, just as surely
as the other way about. There is no escape for anyone who
has to do with a child.
You will see what I mean. It is not the good and wise
lessons you may give, of nicely arranged explanations, with
flower illustrations or stories of the mating of birds and animals;
still less is it warnings or goody-goody talks about purity;
nor is it any kind of formal or even conscious instruction that
will have the true moulding influence on the character and
emotional state of the child; but what most influences him,
or in other words, teaches him, and helps or hinders him, is
the peculiarly affective state—I mean, the emotional attitude—which
usually is totally unknown to the parents and educators,
and is also quite incomprehensible to the child himself. It is
all the things that the grown-ups are trying hardest to hide
from the children and perhaps also covering away from themselves
that are the real directing forces in their character.
The concealed enmity, or even small disharmonies between
the parents, the repressed tempers, the strangled temptations,
the secret longing of one or other parent, the miseries that
are hidden—all these inevitably arouse a response in the
children, which acting continuously and unconsciously bring
them to a state corresponding with that of the parents. Their
shame and want of joy in sex will become the children’s shame
and want of joy; their unhappiness in love will be the children’s
unhappiness; their most hidden wishes will escape to create
disharmonies in these young and tender souls.
The parents, and especially the mother, impress deeply
into the child’s being the seal of their characters, and the more
sensitive and mouldable the child the deeper is the impression.
Take, for instance, the only or favourite child, who suffers
under an anxious excess of tenderness, so that his love is so
fixed on the mother, that not only does he become restless
with too heavy a burden of emotional stress, and often really
ill, but in later life he has the greatest difficulty in establishing
his own character, freeing himself from the mother’s influence,
or finding his own love-mate. Again, in the exact opposite
position, there is the neglected and unwanted child, who,
missing his rightful possession of love, suffers from a sense of
inferiority, which dark and hindering shadow dogs his footsteps
through life, finding a positive expression in shyness and incapacity
for action, or a negative expression in bombastic
and disagreeable self-assertion. So I might continue with
countless examples. Adult traits can, in almost all cases,
be traced back to the child’s early experiences in connection
with its parents and in its home.
The child is like a flower, and the banks where it grows are
its world—its home and the friends with whom it comes in
contact; the sky above is the surrounding love on which it
is dependent, and to which it looks up as the flower to the sun
for gladness and for life. What I mean is this: the child
has desires and impulses of its own, but it reflects the changing
needs and atmosphere of the small world in which it lives,
and is terribly dependent on that world. It is forming and
selecting a character. It very largely tries what the effect
is of different kinds of conduct—different characters. The
child does not itself know what it is or would wish to be.
Whenever there is, as often there must be, a mistake made,
a wrong step taken—a conflict inevitably occurs, and must find
some quick response in childish naughtiness; otherwise
dullness and unhappiness will arise; and this, if continued,
will tend to bring the dangerous condition of the repressed and
introverted child.
We have established now that the love-life of the child
starts at a very early age; it begins in the home, and I want
to investigate this love-life. To do this we must examine
with some care the child’s emotional relationships to the
members of his family.
These relationships are not as amicable or peaceful as at
first sight would appear. At a very early age jealousy as
well as love stirs in the baby’s soul. This may surprise you.
But I would ask you for a moment to consider the baby’s
position. The child is in a small shut-up world with its
mother. At first she occupies all its life. She is the earliest
love object and of supreme importance in the infantile constellation.
Everything starts from her. She is the source
of nutrition and as such the first object towards which the
hunger-wish is directed. She is also the supplier of warmth,
of comfort, of rest—the personification of shelter and happiness—the
starting point of all those interests of the child which
lie outside its own body. Who can wonder at the child’s
possessive feelings in relation to its mother. But we have
seen already, in an earlier essay, how the superfluous father
comes as an intruder into this mother-child circle. And
it is in this way jealousy begins to awaken, at a very early
age, and sometimes is almost unbelievably active in the baby
soul. For these feelings will increase if the baby is a boy,
and the love of the mother may grow to great intensity, which
coupled with the jealousy of the father may work great evil,
especially if the mother is unwise, too tenderly solicitous,
too possessive in her love, herself neurotic. In the case of
the girl the position is different. The baby fixation upon the
mother is, as a rule, relieved with growth, as a part of the
love-fund is transferred to the father. Sometimes this does
not happen, especially when the jealousy of the little girl is
roused, usually by a brother or sister more loved by the mother
than herself. Then, indeed, a fixation happens, either in
a too passionate tenderness for the mother, which, persisting
acts as an insurmountable hindrance in the later life in preventing
the normal out-going of love to a member of the opposite
sex. I know of one such case and it may make my meaning
plainer if I tell it to you. A little girl was born in a home
where there was already a brother, passionately loved by a too
good mother. The little girl soon felt, for no one feels so
quickly as a little child, that the brother had a place of greater
importance than herself. She did not hate outwardly this
brother, had she done this all might have been well, as she
would have gained relief in expression. She developed the
usual device of the unhappily jealous child and took to phantasy
making—pretending that she had another mother, or, at
other times, that she was doing some wonderful deed, being
very clever, very good, very beautiful, so as to gain the love
and admiration of her mother. This was the inner life of
make-believe. The outer life was one of continuous nervous
trouble, which culminated in St. Vitus’s Dance. What is,
however most interesting, is the later love-life and the startling
way it reflects this early emotional conflict. This child is now
a woman nearing thirty, very charming, very nice-looking;
but she is utterly unable to settle on her love-mate. Engagement
has followed engagement, in each case the lover has been
discarded for no adequate reason. In all other connections
of life capable and good, she behaves in her love affairs with a
capricious unkindness, very difficult to pardon if one did not
understand.
It may be worth while to refer to another case known to me.
Two daughters, with a mother and father between whom
there was trouble, the father having an affection for another
woman. Though the trouble was most carefully hidden from
the little girls it formed the decisive factor in their lives. It
is not clear to me whether the love-object was the father,
though I think that this was so. It was, however, the mother
who was, as, indeed, usually she is, the central figure in this
nursery drama. Both children suffered jealousy, probably
of the lady loved by the father, transferred to the mother.
The effect was directly opposite on each daughter. The elder,
stronger and more forceful charactered girl developed a passionate
rebellion against the mother, a specially sweet and long-suffering
woman, of so violent and unreasonable character
that she could not live at home; while the other child was
the absolute type of the perfect daughter, self-sacrificing and
passionately loving. But why this case is interesting is that
it was the good child who suffered while the bad child triumphed.
The rebellious daughter was able to establish her own adult
life, to work successfully and to marry happily; the dutiful
daughter lost her own power to live and to love, and was not
liberated even by the death of the mother. I would ask you
to note this very specially as it is exceedingly important.
A too great devotion and anxious excess of tenderness on the
part of any one, but especially on the part of a child to a
parent, covers always, and even under the most improbable
circumstances, as when it appears that there is the closest
sympathy and harmony of will, an intense hostile tendency.
And because vice will not be choked by virtue, this over
submissive state is much more dangerous and likely to destroy
the springs of life than open hostility.
We have much less need to be afraid of the future for the
rebellious, even the unkind and ungrateful child, than for the
good and devoted child who apparently knows no will but ours,
and lives in outward perfect submission. Every parent who
is wise will recognise such a state as one of the greatest danger,
and at any cost to herself will separate herself from the child.
Mind, I do not mean send the child away. That plan may,
indeed, be tried, but often, especially with sensitive children,
the absence will but forge the fetters firmer. Something like
this happens whenever a child who goes to school, is continuously
homesick and becomes ill, not necessarily with a specified
illness, but grows nervous, fails in work and in play. Such
a mother has before her, perhaps the hardest task in parenthood.
She has to take the child home and dissipate and send from
herself the over-tender love, accepting in its place the rebellious
hatred that it covers. Does she fail in this task of sacrifice,
made necessary, remember, by some early mistake in the
management of the child, she is simply using up for herself
the energy of love, which her child ought to have to use for
its own life.
I trust these two cases will have made plainer to you the
kind of difficult problems that have to be met by parents.
I do not think there is any family where they are not present.
There are many variations, and the strength of the difficulty
as well as the permanent nature of the harm suffered by the child,
depends almost wholly on the wisdom and the knowledge
of the mother, and, even more, on the extent to which she has
been able to understand her concealed wishes and her own love-history
from her childhood’s days and free herself from its
heritage. You will see, I think, without my waiting to point
out how complex the position is, and how hard is the task of
the mother to guide the early emotional life of her children.
It is obvious how easily mistakes may be made.
Hardly less difficult is the position of the father, who is at
once the intruder in the family and the supporter of it. To
the child, in the ordinary home, he is the final authority.
He occupies the position of a god or a ruler. He is feared and
rebelled against, also he is reverenced. Any omission of
these qualities, and especially the last, is fatal to the child.
Without this father reverence, and in absence of his needed
authority, there arises an arrogant disposition that controls
all the later character. As has been recognised by all modern
psychologists, there is much of the childish attitude of the boy
to his father in the later relations of the follower to his ruler,
of the worshipper to his god, of the schoolboy to his school-master.
Every boy looks forward to the day when he can escape the
rule of the father and himself usurp his power. I think you
will find here the secret spring of all later rebellion against
authority, either in the boy or in the man. I must give another
warning. Again, it is when these childish feelings of rebellion,
jealousy and hate are hidden, and work in the child’s soul
without his knowledge, that the greatest harm is done.
In this connection, I may recount the case of a boy who
grew out of babyhood shewing unusual affection for his step-father.
He was also too much attached to his mother—being
in that most unfortunate position of an only and too-much-considered
child—and in consequence suffered from strongly
jealous feelings towards the step-father. In this way a conflict
was aroused between love and hate, and serious nervous
symptoms arose. The origin of the trouble was first discovered
at about ten years, when the boy developed a very passionate
hatred against God. He was overheard one day swearing
on his toy sword to devote his life to killing God. As he had
not been brought up in an over-religious home, and had hardly
ever been taken to Church, this vehement hatred, which continued
for some time, was noticed as unusual. Now the
specialist consulted about the nervous symptoms at once
found in this God-hatred a projection of the very common
boyish hatred to the father. The parents learnt that this was a
sign of health, an effort the boy was making to rid himself of an
unbearable inward trouble.
I would emphasise the necessity of parents having the
right knowledge and the love that will enable them to recognise
what is important in the development of character. Too little
attention is given by parents to the spontaneous utterances
of children: it is these that will give the clue to what is troubling
the child. Questions never get direct and real answers. It
is what the child brings out unconsciously that should be
noted; his wishes hidden, as a rule, under some symbol, that
the parent unaided, may find very difficult to interpret. We
are too apt—and in this mothers are the worst sinners—to
consider their children as unthinking beings. Always, I
believe, children know more than we credit to them. This
is true, in particular, of all emotional states. As I have tried
to make plain, it is these emotions acting and interacting in
connection with the home relations which are of lasting importance.
Mothers who even in the nursery overforce the
emotional growth of their little ones, with the unceasing
demands of an over-demonstrative and unhealthy tenderness;
fathers, who, themselves too arrogant for power, allow their
boys and girls no independent possession of their own lives—such
parents are the destroyers of their children. Their
thoughtlessness and ignorance create problems that are
tragedies of pain to children, and leave them marred, and
often maimed, for their conflict with life.
I am prepared for an objection. You may some of you
be thinking that this picture I have drawn for you of nursery
tragedies is coloured from my imagination and without sufficient
relation to truth. “Little children,” you may be saying,
“cannot feel these devastating adult passions. You are
projecting on to them evils created by your own diseased mind.”
And you turn back to your “angel innocence” belief, which
must be true, at any rate, you are convinced in the case of your
own child.
But may I tell you this: you must not come to these problems
of the child with an already fixed conviction that they
do not exist; because this may well be, not because they are
not there—active even in your own nursery—but because
you shut your eyes determined not to see them. You think
this about their not being present, because you want to think
it, not because it is true. Also it is very easy even for the
wisest parent to be led astray; for the child is the most accomplished
actor, and is always hiding its real self from you.
You see the child has truly a very hard part to play, a part
it can lay down only when no grown-ups are by. In surroundings
very opposed to its own desires or its primitive needs,
while still a savage in emotions, it has to pretend to be what
you think it is, to do what you think it ought to do, and like
what you think it ought to like. It has filled me often with
wonder and admiration to see the really brilliant way in which
even the youngest children play up to the angel-role forced
upon them by grown-ups. Much naughtiness and many
violent unexplained tempers are really a breakdown in this
part. The right cue is forgotten at the right moment, or the
correct entrance is missed. And I feel it very necessary to
emphasise to you that the naughty child is not so much being
naughty as being himself. He rushes at you with a knife,
not because he is in a temper, but rather the temper is the
liberating key which allows his real desire to kill you to break
through the barricade of civilised desires that you are building
around him. And it is very necessary for the grown-up to
understand the intense satisfaction of creative strength which
the child gains by this breaking out of his real self—a satisfaction
that is greatly marred, it is true, and even turned to
pain, by the consciousness of knowing he has broken adult
rules of behaviour, been a naughty boy and grieved you.
Always there is this conflict going on between his primitive
egocentric desires and the demands of the adult world in which
he has to learn to live. It is this conflict, and his success and
failure in it, which determines his growth. More and more
he has to learn to give up his own desires and subordinate
his own will. Yet, I am not sure if his repentence, when he
fails, is altogether good for him. Certainly, if it is excessive,
and if it occurs too frequently, it weakens the force of life.
And it is most urgent of all to remember that the parent, or
nurse, or teacher, by constantly requiring from the uncivilised
child the standard of conduct right for the civilised adult may,
and most frequently does, produce a strain which turns the
creative force of life back upon itself. It is ever thus in life
when we draw back too hastily or too much coerced, from any
spontaneous expression of emotion; the energy gathered for
the direct expression flows back impotent. I believe that many
a creative artist is destroyed in the civilising process of the
child being turned into the good boy or girl.
And this brings me to a question of the most urgent importance
to all parents and teachers who attempt to guide the
emotional development of a child; to go slowly, and never to
force an outward practice of virtue from the child, if that
particular stage of virtue has not been reached. We do not
expect the child to read until it has learnt to read, nor to
calculate and work sums before it understands the use of
figures; we do not expect it to walk until it has stumbled
and fallen many times, nor to use its tiny hands with precision
until it has broken many objects. Why then should we expect
it to be good without learning to be good? And especially,
I ask, why should we demand a standard of emotional behaviour
much in advance of anything to which we ourselves have
attained?
For in truth every child has a twisted and most difficult
path to travel in order to reach the standard of conduct expected
by the adult world. Few parents realise at all the harm that
so readily may be done, from any over-hastening on the road
to virtue, to the child, sensitive, responsive to every suggestion,
most liable to injury; who is always balanced between the
desire to be a dirty, little savage, like himself, or a clean well-behaved
person, like a grown-up. For what gives every adult
so tremendous a hold over the child is his never ceasing desire
to push forward to a stage above what he is at. Always he
is pulled in two directions, forward to effort and good conduct
and the real world of action and of grown-ups, and backward
towards ease and self-pleasing and the dream-world of the
child, in which he thinks only of what he wants himself. If we
hurry him too much there will be a regression: the uncivilised
trait that has not been got rid of by experience of its uselessness
and voluntarily been cast aside, will be thrust down deep into
the psyche, where its unrealised power sends up primitive
and uncivilised wishes, which will certainly mar the adult
life, even if they do not wreck it.
It is not from sheer “contrariness” or “nastiness” that
children develop “bad habits,” that they pick noses, bite
nails, stammer, and other much worse things, or later are too
shy or too boisterously self-assertive, or develop illness and
morbid fears.3 Such symptoms may be replacements of
infantile curiosities and interests which were denied their
satisfaction by the mother’s warning, often harmful, however
gently given, “that is not nice, darling.” In particular
harm is caused by a too early checking of the child’s delight
in messy things, making mud pies, playing with water, using
hands instead of knife and fork, and other nasty messy habits.
The particular habit may, and usually does, disappear, but the
checked and thwarted energy is still potent and at any time
in after life may re-appear clothed in a fresh dress of concealment.
All that can be done with the bad habit is to turn it into new
directions of rightful energy. As, for instance, the messy
child should be given heaps of plasticine or wax, and sand to
play with. Similarly with the desire to play with water:
this is a symbolic action by which the young child frees itself
from some inner hidden trouble. I know of one case where a
child until quite an advanced age, always after a relapse into
bad and primitive behaviour, had a curious way of blowing
water through long tubes. The result was highly satisfactory
and never failed to bring the child back to good and social
behaviour. As an example of the terrible harm that may be
done by an over fastidious niceness of behaviour, I may cite
a rather curious case I happen to know, where a mother, was
so afraid of nakedness, and disliking the sight of her own body,
that she actually put on a bathing dress when she had a bath
even in the privacy of her own bath room. This mother had
a son whose adult life was rendered miserable and his happiness
to a great extent injured, by horrible and haunting obscene
visions. Here, in very truth, the cleanness of the mother
became the uncleanness of the son.
I must hasten on. I am bound to leave out much that
might well be noticed, for the subject is very difficult and very
wide. I hope, however, I have made clear to you the following
truths:—
(1) That any education of children in sex that is to result
in success in the after life cannot be fulfilled by the imparting
of set and fixed lessons on sex-enlightenment, given either
in the home or in the school. (2) That this education is
concerned with the entire emotional life of the child. (3)
That it is continuous and unceasing. (4) And that it is a
work of such complexity that for even the wisest mistakes are
certain and success uncertain.
Above all else, I am sure we have to avoid an easy and lazy
optimism.
And with such perils awaiting the incautious, is it any wonder
that the chief element of safety often is a negative one—non-interference?
By non-interference the two chief factors
leading to emotional disturbance and ill-health may almost
certainly be avoided; thwarted wishes are not thrust back,
and repressed to work harm in the psyche, causing mental and
bodily ill-health which often does not manifest itself for many
years; development is not hurried on too rapidly, so that
necessary primitive stages of growth are omitted or hastened
over too quickly, causing, not infrequently, in the later years
of life, a regression backwards to primitive and uncivilised
conduct.
When interference becomes necessary it must be given
wisely and with due understanding of the child’s position.
I mean it must be the right instruction for the special child
at that stage of its growth—not at all what the adult thinks
it ought to be taught or would like to teach it. There can be
no fixed rules as to sex teaching; no maxims laid down
that can safely be always followed.
Take, for instance, the one apparently simple matter of
satisfying the child’s certain and right curiosity at the
different stages of its growth, by telling it the facts of birth,
and, as it grows older, explaining the difficulties that most
certainly will arise in the mind of every boy and girl in regard
to these questions. So far I have said little about this matter
because most people say much; holding it as the one thing
implied by sex education, whereas I regard it, as I have tried
to make plain, as a limited, though certainly important duty
in connection with that education, which should be fulfilled
by parents, and within certain limitations, by teachers in the
schools.
But here, again, I am bound to utter warnings. There
must be no over-forcing of knowledge not sought for by the
child, this is at least as injurious to the emotional growth as
over-forcing is to the intellectual growth. Any one who has
read Jung’s account of his analysis of little Anna, will know
what I mean. Little Anna became troubled and nervous,
worried about the birth of a little brother or sister (I forget
which). Telling her the truth did not help her, and it took
Professor Jung many months of patient work with the child
to get to the bottom of exactly what was troubling her. The
most urgent rule for the mother in this matter is this: never
to arouse sexual curiosity but to watch for its spontaneous
expression and always satisfy it when it is present. This
of course is the same as saying, always tell the child all the
truth it wants to know. The difficulty here, of course, is
that so rarely is the child able to ask for the knowledge he
(or she) wants.
What above all else it is necessary is for the mother to
watch for the child’s unconscious betrayal of its own curiosity.
I mean by this, that some unconsidered remark or act is the
surest hope of finding just what part of the problem is troubling
him (or her) at that time; in almost all cases there is a personal
element of jealousy, unknown to the child or carefully hidden,
which is directed against one or other parent, usually the father,
or against some brother or sister. This is why the intellectual
teaching of the facts of birth, though necessary, does not help
very much and often disastrously fails.
As I am trying all the time to force upon you, the real sex
education is an emotional education, that is why it is so difficult.
I may make this plainer by means of an illustration which I
give in my book on “Sex Education and National Health.”
It was told me by a very wise mother of her way of dealing
with her son, who was, I think, about fourteen years old.
This son showed he was thinking, and was evidently worried,
about the very small families of one or at the most two children,
or the childless marriages, common among his mother’s friends.
He did not, however, speak of his trouble directly; instead
he beat round the question, somewhat in the manner of a shying
horse. After this had gone on for some time, he one day asked
his mother if her friends were more delicate (meaning, of course,
more refined) than other people. His mother was aware of
what was troubling him; she knew what he really wanted to
know was whether married people lived in celibacy when they
had not children. She wisely told him the plain facts and for
him at that time curiosity was quieted.
A boy of nine had a dream which he told his parents. His
mother was in a shop, and a man on a bicycle, dressed as an
officer came along the road; he, the little boy, rushed to the
bicycle, stopped it, flung the man off, and killed him. In
telling the dream the boy said, “I prevented him getting to
mother.” This dream is so clear that I need not wait to
interpret it beyond saying that the father of the boy was an
officer. It will cause no surprise to anyone, with even a rudimentary
knowledge of the emotional troubles of children,
to know that this boy developed serious nervous symptoms.
It has seemed worth while to record these two instructive
little stories, as a means of illustrating the kind of incident
which furnishes the guide with regard to the nature of the
trouble to be looked for, and shows in the first case as well the
kind of help a watchful and instructed parent can give to
relieve the trouble prevailing in the minds of the young.
Dreams should always be noted, they throw the sharpest light
on the child’s emotional conflicts. I must again urge the
necessity of the parent paying the closest attention to the
child’s prattle, to watching carefully his games and his behaviour,
for in this way only can the clue be found to make
it possible to give the kind of instruction or treatment that is
wanted. I may give a few instances. Such things as the
frequent childish desire to sit up with father and mother, the
calling for the mother at night under the plea of fear are very
certain signs of active jealousy. Again the very usual unwillingness
of the child to grow up arises out of the inability
to meet the necessity of separating the self from the protective
tenderness of the mother. The child is always tending to
turn back to safety, and, if this is encouraged by the mother,
the child in after life will be unable to meet the necessities of
adult action. The too fond mother perpetuates the childhood
of her son or her daughter.
What the parents can do is to watch the child, and to learn
themselves, in order to have the knowledge to clear up difficulties
as these appear, and then it may be possible to remove
obstructions to growth. Further, they can place within
the child’s reach the materials—the sand and clean messy things
to play with—machines to pull to pieces, swords to fight with,
dolls to play with—every child will need different materials,
by which, to a certain extent, liberation can be found from
their primitive instincts, by giving them a free and harmless
expression. In fact the real work of the parent may be
likened to that of the stage scene-shifter and property manager.
Parental power guides the early years of the child like a
higher controlling fate. But when the boy or girl begins to
grow up there begins also the conflict between the home attachments
and the need to break away in order to free the growing
soul from the spell of the family. It is the war between the
generations. The frequent and often very deep depression
of puberty arises from this struggle. And there are the many
other, and often very disturbing, symptoms, which are rooted
in the difficulty of the new adjustments. The boy or girl
tries often to separate himself (or herself) as much as possible
from his family; he (or she) may even estrange themselves
from their parents but inwardly this only binds them more
firmly to the family ties. The outward break must be regarded
as a dangerous sign of the inner conflict which the unselfish
wisdom of the parents ought to be able to aid.
I cannot follow this important matter further. But I
would wish to say that this is the time for the teacher to step
forward and take up the work begun by the parent. The
parents at this period are often hindrances to the child, they
must push their children away from them in order to help
the growing souls to gain their liberation.
The uncertain and, as I fear they may seem, unsatisfactory
conclusions that must result from any honest inquiry into this
difficult question of helping the young at the start of their
life’s journey, is due in part to the fact that, even yet, and in
spite of all the new knowledge that has been gained in the
last few years, we know very little about the child’s emotional
processes. Unfortunately our knowledge is not sufficient
to make it possible for any dogmatic statements to be placed
even tentatively before parents. There can be no ready-made
prescriptions, no certain cures. We do not even know where
the greatest trouble lies, whether it is in the parents and the
teachers—the adults who fail to understand the child; or in the
child, who fights away from the understanding that those who
love and train him are able to offer. We do know, however,
that the difficulties on the part of the child are very great—much
greater than most of us (whether we are parents or
teachers)—satisfied in an easy grown-up optimism, have cared
to realise. In many ways we—the adults—the parents and
the teachers, we who are a generation behind the children
and already have been through the long, struggling, upward
journey, by which they are now travelling, ought to manage
our love and our training for them more carefully, more sympathetically,
and more intelligently. I say intelligently,
because the sins committed in love against children are more
lastingly harmful than many of the sins committed under
neglect or even under unkindness.
Thus, the final word I have to say to parents in regard to
their children is this:
Do not love your children too possessively.
Try to understand and respect them—realise their existence
as individuals with interests and needs apart from yourself.
If necessary send them from you. Do not love your children
for your own satisfaction, but for their good, and to help them
to establish, with as little disaster as possible, their own lives.
A story is recorded of a father and mother in ancient Greece,
who, being concerned for the welfare of their only son, went
to a renowned teacher and asked him to educate and take full
charge of their child. “How old is your son?” questioned
the teacher.
“Just three!”
The sage shook his head. “I am sorry but you have come
to me too late: the boy’s character is decided already.”
I was reminded of this most instructive story as I read the
account of the evidence given by the Rev. the Hon. Ed.
Lyttelton, before the Birth Rate Commission of the National
Council of Public Morals. For while I agree wholeheartedly
with the late headmaster of Eton College as to the necessity
of instructing the young in the facts of sex, I disagree, with his
view as to the method of the teaching and, even more I disagree
emphatically, as to the age at which instruction should begin.
Dr. Lyttelton holds that the first lessons should be given
at the age of nine years, when the boy ought to be taught the
facts of maternity, this knowledge to be supplemented by
further teaching at the age of twelve or thirteen explaining
the even more important (for the boy) facts of paternity.
Now it is here that I venture to disagree, and think that
Dr. Lyttelton has fallen into the very common error of underestimating
the child’s intelligence and boundless curiosity.
It is in the very early nursery days that sex education is most
urgently needed. To wait until the age of nine years has been
reached is often to wait too late. In a vast number of cases,
it is locking the stable door after the horse has been stolen.
In all children the activity of the intelligence begins to
work at a very early age, and parents, who are not willfully
blind, must know that this activity tends to manifest itself in
an inquisitive desire to know many elementary facts of life,
which are dependent upon sex. The primary and most
universal of these desires is the desire to know where “the
new baby comes from.” A child of four or even younger,
may begin to ask questions on this matter quite simply and
spontaneously. The degree of curiosity, as also the frankness
with which it is expressed, will differ, of course, in different
children, but I am certain this curiosity is present and at times
active in all children. If they do not question their elders,
they will certainly puzzle over the matter themselves; often
they will talk with older companions, and gain the information
they are seeking in the worst possible way.
Thus the first teacher of the child must be the mother,
the one who is most constantly with the child, tending him in
washing, undressing, and in all the daily needs of his little
body. It is the mother who ought to be the child’s supreme
trainer.
Few of us understand the confusion and hurt that may be
caused by a mother’s stupid silence and even more stupid hints
and evasions and made-up fables. The false stories of babies
brought by the doctor or the stork, or a little sister or brother
found under the gooseberry bush are never believed. While
the fantastic ideas of birth, that the child makes up for himself,
fix their untruth into the immature minds. And afterwards
they cannot be checked, owing to childish concealments,
which always spring up so rapidly to meet any expression
of adult reticence. These birth-fantasies, though the child
seems to out-grow them, are not really forgotten but remain
active in the unconscious mind. In this way, trouble is often
started that will be determinative of the gravest evils in the
later adult life.
Parents are greatly to blame for not answering the questions
of their children, and being blind to their natural curiosity.
And I would emphasise again that this curiosity is present even
when no questions are asked. There need be no spoken words
to make the child feel that its questions are discouraged. All
adults are surprisingly ignorant of the affectability of children—their
quick response to every kind of influence.
In the case of the birth of another child—an usurper who
takes the older child’s place—this affectability is exceedingly
acute on account of the emotional disturbance, in excitement
and possible jealousy. And by means of the adult attitude,
the very certain interest and investigation of the child into
what is happening may so easily become confused and connected
with what is shameful and wrong; and the trouble is
aided, and usually in the worst possible manner, by the sharpest
observations and deductions made by the child from unconsidered
actions and overheard remarks of parents, and of servants
and other adults—none of whom have any idea of the child’s
watchfulness or his curiosity in this matter.
We think little children are not interested in birth because
we do not want them to be interested. And they, with the almost
uncanny sagacity which children show, understand this desire
only too well and too quickly.
I had a striking illustration of this curious adult blindness
quite recently. Two mothers, who were sisters, were pregnant
at the same time. Each mother told me privately that
her children were not interested in the event or in any way
curious, but that her sister’s children were curious and wanting
to find out what was happening. It would have been useless
to tell these mothers the truth. Yet both of them were intelligent.
They believed that their own children had no
curiosity because they wished to believe this, not because it was true.
Thwarted curiosity is one of the most frequent causes of
emotional disturbance in the first years of life. Do we not all
know children who as they get older exhibit an unreasoning
curiosity about everything, opening drawers, looking into the
envelopes of other people’s letters, searching excitedly for what
they do not want. We want to ask the question: Why does
the child do this? What is it that urges him to act like a
“Peeping Tom?” For he is urged. You will find this habit
of needless prying almost impossible to check. It may persist
into adult life. Do not we all know grown-ups who cannot
refrain from prying, always curious, they are, on all occasions,
seeking for knowledge they do not want.
This seeking action is symbolic. It implies that the search
for the thing that is not wanted, the curiosity over something
of no interest at all, is a substitute action for something that
at one time was wanted—something about which knowledge
was desired, and desired so much that it would not be denied.
It was a curiosity so real that the thwarting of it has started
emotional trouble of which these searching acts and persisting
curiosity are the symbol or sign.
This substitute formation is one of the commonest emotional
processes in children. The child pries, open drawers and
letters, collects useless objects, aimlessly searches for knowledge
he does not want because there is some knowledge he wants
tremendously badly, but cannot speak about. That is why he
persists in his habits of peeping and prying in spite
of your scoldings and punishments. He must persist, unless
you deaden his character so terribly by your ill-judged repression
that even this substitute relief is closed. Your
child will then, probably, find some other make-believe
comfort; he will bite his nails, pick his nose, or other much
worse habits may begin, or again the emotional disturbance
may be so acute that it becomes impossible for the child to face,
so that he fails in achieving any kind of symbolic replacement.
The thwarted and emotionally over-charged curiosity is thrust
back into the psyche where it remains a cause of ill-health
of body and uncleanness of mind, until that time in the adult
years, when the harvest of tares is reaped from the bad seed
that has been sown.
The parents have the greatest responsibility, as I have
said already. A child of four or even younger may begin to
ask questions of its mother, simply and spontaneously. It
is the child who must guide the parent. But again I would give
warning. The mother must not be over-eager, or she will
fall easily into the error of stimulating instead of quieting the
child’s restless inquiring mind. The child at the age when
such questions will first be asked and should be answered,
will very quickly tire of any information that may be given
to it. It will break off to run away and play and will interrupt
the most beautiful and carefully prepared lessons. And if
the mother is wise she will never go beyond the interest of the
child, or the satisfying and nothing further, of the special
curiosity which at that special time is occupying the child.
If this course is pursued the child will probably continue to
ask for information—though there can be no certainty that
this desirable result will follow. But where such opportunities
arise the right kind of sex instruction can be attempted.
For the mother will be able to give answers in natural conversation,
which will not force information not sought for
by the child. When so treated, it will be found that children
are not over-burdened by the subject, they will interrupt and
break away from the answer to the question they have asked
to speak about toy soldiers or dolls. This, to me, is the immense
value of this form of teaching: the child has the information,
and yet does not trouble about it when it is not
to the point. Such a result can never be gained by means of
set talks or fixed lessons, especially if these are mixed up with
warnings, and much vague talk of things that the child neither
cares for or understands.
I should, however, be giving a wrong impression if I left
the matter here, so that this answering of children’s questions
seemed to be a simple matter. It is not simple. For each
child, as for each adult the problems of sex are personal problems.
And the child whose problem is the hardest—who most
urgently needs help, will hardly ever ask questions. Instruction
in sex is not and never can be like teaching the child about
other things. That is what so many of the modern advocates
of sex education so entirely forget.
In every child, as I have tried to show you there are hidden
conflicts of jealousy, of love, of hate, which determine beforehand
its response to the teaching that is given by the parents.
I cannot here treat at all adequately this difficult question;
it is one on which I have written elsewhere (Mother
and Son, Sex Education and National Health, The Mind of the
Naughty Child) I can say only what I have emphasised
already that from the start to the end, sex education is an
emotional education. That, of course, is why it is so difficult.
There is, in my opinion, too firm a belief in the efficacy of
formal instruction. The way is not so easy as this to discharge
our debt to the young. And sometimes I fear that parental
talks about sex, in particular when such talks are delayed until
the boy or the girl is reaching puberty, or until the time when
the dangers of school life have to be met, involving, as it must,
a sudden breaking through of the silence of years, may work
for harm instead of for good. That this is so in the case of
some boys and girls I know to be true. You see you cannot
grow flowers in a soil choked already with weeds.
A day or two ago I was passing one of the great London
schools at the afternoon hour when the boys were released.
I write “boys,” but among them were many of sixteen, seventeen,
or even eighteen years who looked almost men.
On the street side, two flappers, quite young—not more,
I should judge, than fifteen, stood with their faces pressed
between the iron rails and watched the exit of the boys. Certainly
they were not nice girls; they invited with smiles,
they giggled, they ogled, they gestured. There could, I
think, be no mistake as to the purpose of the girls.
I am glad to record that no single boy took the slightest
notice of them.
Now this very unpleasant incident has set me thinking.
I am oppressed with feelings of responsibility; yes—and also
of shame. If I am to be honest I must accept here, as in all
relations between the two sexes, the validity of the mans’
plea that rings—yes, and will continue to ring—through the
centuries: “The woman tempted me!”
Now, though we may accept this responsibility in theory,
most often we repudiate it in practice. From time to time—and
the intervals are not long apart—efforts are made to pass
new laws which are supported by many virtuous people—laws,
whose one purpose is to increase the punishments of men
for offences against young girls.
I am in whole-hearted sympathy with any changes in our
law that will afford greater protection to young girls. I
cannot, however, refuse to see the reverse side of the question.
It is proposed to raise the age of consent for girls, while at
the same time a woman is not to be held responsible for seducing
a boy who is much younger than herself. This is unjust.
Why should we afford a period of protection longer for
the girl than for the boy?
It may, of course, be argued that the boy is better able to
look after himself. This is not true.
The girl grows up more quickly always than the boy;
emotionally she is far more developed, and, therefore, should
be more, and not less, responsible than he is. I have no doubt
about this at all.
No boy knows very much about love until some girl or woman
has taught him.
Of course, the view of the evil nature of men, and of women
as always the victim, is one that can hardly fail to be pleasing
to women, depending, as it does, on their moral superiority,
which stamps them as Amazons of Purity, on the glorious
mountain heights of virtue, from where they must send down
climbing ropes and ladders, in the form of prohibitions and
regulations and new laws, to pull men up out of the deep
valleys of vice.
But if we inquire more honestly into this question of men’s
sins, we shall find that it is not they who are wholly responsible.
There is little difference between men’s virtue and women’s
virtue.
Almost unceasingly in our streets women are tempting men.
Always there is the invitation near: “Come and make
love to me.” To be provocative is the one simple rule of many
women’s lives. Men’s admiration is a necessity to their
very existence.
True, in the after results, the woman may be, and, indeed,
often is, the victim—has to pay the heavier price; but at the
start she is the leader of the assault.
The essential fact in every relationship of the sexes is the
woman’s power over the man, and it is the misuse of this
power that is the beginning of sin.
Do not think I am unfair. Most men, I know, are not
only tolerant of women’s wiles; they like them. But most
men succumb, I believe, against their will, and often against
their inclination, to the tyranny of their own aroused passions.
Men’s chivalry, as well as their pride, has woven a cloak
of silence on this question of the temptation they are so frequently
called upon to resist and this silence has protected
women—even the worst.
Let us alter our laws to help girls by all means. Yet, let
us be just. There is such a thing as too much temptation
for a boy—temptation that a woman has no right to give.
It is sometimes difficult to have patience with the proposals
that are brought forward, so frequently and with such persistent
zeal, to amend our Criminal Law. One cannot doubt
the sincerity of these efforts to improve our disordered moral
conditions. But something more than good-will is required.
There is such a thing as over-haste in righteousness.
Besides, the attitude taken by these scavengers of conduct
is almost always sentimental and one-sided. It is also dishonest.
I say so, because almost without exception, they
fail entirely to meet the true facts of the evils they attempt to
cure. As reformers they seem to have but one idea; if they
have more, they keep them secret, for they agitate but for one
object.
Morality is a word that has been wrested from its true
meaning of the whole duty of man in his social character and
limited to the one narrow application of sexual conduct.
It is curious and significant. It is as if we transferred to
others some judgment which unconsciously was imposed from
within.
Yet obviously the strongest impediment against effective
reform lies just here—in this blindness to reality; this separation
from the truth. I need not wait to enlarge upon this
further, it is impossible to contradict. To judge blindly
is to judge upon a lie.
Would you ask me to give you examples?
There is, to take one illuminative instance, the long continued
and still unsettled agitation for raising the age of consent
for girls. Those who are chiefly eager for this reform invariably
evince frenzied zeal, combined with the most curious
and deplorable ignorance of the real facts. I cannot for a
moment believe that they are in the least degree, consciously
blind. But that does not alter the fact that they are blind.
Instead of facing the situation squarely with knowledge and
due consideration of all the complicated conditions, they ignore
every thing they do not want to see. They wallow in sex-righteousness.
Consider again the controversy that raged now sometime
back, with regard to the White Slave Traffic. The sudden
frenzy. The unproved stories of the trapping of girls! The
clamour for legislative measures! Every moral reformer
became obsessed.
The instinctive attitude of the one-ideaed reformer had
a unique chance of displaying itself, and one marvelled at the
almost curious enthusiasm, mated to inexperience, with which
the subject was approached. While the most offensive feature
of the agitation was the sex-obsession, which gave rise to the
silly notion of the helpless perfection of women and the dangerous
opposite view of the indescribable imperfections of men.
It is no exaggeration to say that every sense of reality was lost
in white clouds of virtue.
I would wish to make it plain that I am not judging these
questions either on one side or the other. What I desire to
show is the danger of a prejudiced view. And the danger is
particularly active in connection with all these attempts at
changing the law, in order to give greater protection to women
and girls, while, at the same time, boys are left unprotected.
This unpopular view of the need to protect the boy from
the girl—the man from woman—the temptress of man—is not
usually brought forward. Yet, it is a view of the situation,
seen from a different side, that cannot be neglected. The
evidence is overwhelming of girls of sixteen years and even
younger tempting boys of the same age as well as those
older than themselves. If in such cases the boy is to be
punished and the girl treated as a wronged and helpless
victim, not only will a great unjustice be done, but there
will be a very certain danger of graver demoralisations.
This truth of the woman’s power, which depends upon
Nature and not upon law, the supporters of a one-sided alteration
of our criminal law too often fail to face.
I am reminded here of a little incident that happened many
years ago. I had quarrelled seriously with a man, who before
I had always liked and respected, for what I then considered
was his light treatment of a certain girl who was my friend.
She had written and told me her side of this occurrence.
Very well I recall what he said: “You don’t understand.
She asked for it.” Then, when I pressed him further, he
went on. “A man always treats a girl in the way she wants
him to do.”
Now, one of the greatest troubles in connection with all
sex-legislation to-day arises from this fact that women do not
understand. They are inexperienced and in too great a hurry.
They think they can cure old evils with quick penny-in-the
slot reforms. There is still a chivalry that protects women and
shields their ignorance. These illusions are maintained, even
by men of the world, who are acquainted with all the complex
difficulties. It is the romantic view, a kind of male blindness
that nothing seems to cure. Women must be protected from
men, who are the great offenders in all sexual sins. Often
I have marvelled at the acceptance by men of a view of the
sex-conflict so highly untrue, though flattering to women,
depending as it does on their entirely unproved moral superiority.
And here I wish to ask your attention to a consideration
of the question that is very rarely appreciated. I regard it as
exceedingly important. Those who are possessed with a
frenzy for protecting girls ought to remember that there is
still greater necessity to protect boys. It is forgotten that the
young girl is not usually in constant close relations with other
men than her father and brothers. She has to be guarded
only from the outside lover, whom in the first beginning of
intimacy she could, if she wished, easily repel.
The reverse is the case with boys. In a sense, they cannot
escape from situations of danger. At school, in lodgings,
even at home, in sickness and also in health; on every occasion
opportunities are provided that make abuse exceedingly easy.
The part played in the sexual initiation of boys by servants, by
lodging and boarding-house keepers, and by other women who
have to tend, and feed and mend for them is much larger than
is credited. It is folly to close our eyes to the evils that so
often arise. Probably every man who is a seducer of women was
himself first seduced by a woman.
In spite of the emancipation upon which women pride
themselves, in spite of much theoretical knowledge, yes, in
spite of social and rescue work—where, it should be noted,
they hear the woman’s story but only in the rarest cases the
man’s story—almost all women lead a shielded life. Much
that happens is outside their experience—as long as they are
virtuous. This sets definite limits to their knowledge and
their power of comprehension. And this again explains the
continued belief in the woman’s notion that, in all cases, the
girl is the victim of the man.
It would be nearer the truth to reverse the position. Girls
need to be taught their great and unavoidable responsibility.
They should be trained to be protectors rather than to seek
protection. Men will treat them as they want to be treated.
Let us now, for a moment, be practical and consider if
there is any reason we can discover, which will explain why we
hear so much more about the seduction of girls and the sins
of men than we ever do about the other side—the tempting
by women and girls, and the seduction of boys. The answer
is simple. The boy will not talk about what happens to him
if he is led into a sexual offence at an early age. This is true
also to a large extent of the man. But the boy especially
considers he ought to have known: also he is much more
self-conscious. Then he expects to be blamed for not resisting,
whatever the circumstances. He will probably not tell anyone,
unless the girl does so, until years afterwards.
I know a schoolboy who was seduced by a woman relation
years older than himself, in a very shameful way. This boy
was of high character and very sensitive; he suffered in ways
impossible to relate here, but he never told anyone until about
ten years afterwards, when he told the woman he was to marry.
Now, if this case had been reversed and a young schoolgirl
had been the victim of a male relative, I am fairly confident
the fact would not have been concealed. Girls, even if not
wholly innocent, almost always will tell, because it has at
all times been allowed to them to blame the man. They thus
can count on sympathy. This means much more than usually
is reckoned with.
Let me give a less tragic instance of a different and humourous
character. A schoolboy, about seventeen years old, was
waiting for a motor-bus in which he was going home. He was
a dreamy boy and a bus came up and, lost in his thoughts,
he did not take it. He was brought back to reality by a girl
accosting him. “I waited, too,” she said. “You, are glad
arn’t you? You would like me to go in the bus with you.”
She smiled up at him: but he was not to be caught.
“I don’t care, the hell, what you do as long as you don’t
expect me to pay your fare!”
That silenced her and sent her away. But how easily,
had the boy been a less confident type, the incident might have
taken a different course. And then, if disaster had followed,
the boy would be blamed, the girl would be pitied. There is
an enormous amount of sex unfairness.
I could recount many further cases in proof of how almost
always it is the girl (or the woman) who takes the first steps
in forming these friendships. Men, at least, will know that
I speak the truth. And yet this fiction of the greater virtue
of the woman is persistently maintained: while the man is
condemned as being nearer the devil and the beast.
I know that the many horrible cases of criminal assault upon
children will be quoted against me, in proof of the justice of
this heavy condemnation of men. Please do not think that
I am in any way unaware of the awfulness of these crimes.
The protection of little children is the one matter on which
I feel most deeply. But there can be no fair comparison
between this class of crime and the ordinary cases of seduction,
whether we believe it is the man who seduces the woman, or
the other way round, the woman who tempts and excites the
boy or the man. In the one case an unhappy and terrible
degenerate is passion-driven into the commission of an atrocity,
in the other there is, and, indeed, must be to some extent, a
mutual purpose, usually with some calculation and a certain
deliberate choice.
That is why it is so false to reality to regard the one partner
as a helpless victim. It is really a position that is impossible
and ridiculous. Are we to believe that all women are impotent
and imbecile weaklings incapable of resisting men? The truth
is that in slandering men we only slander women with the backward
swing of the same blow.
Quite recently an action has been brought in the High
Courts by a wife against a woman for the seduction of her
husband. It is the first time a charge of this kind has been
heard in an English court of law, though, I believe, such actions
are not unknown in the newer lands of America and Canada.
The case is one of very special interest, and opens up many
questions that go right down to the deepest problems of the
relationships of men and women.
As we should expect, the action failed. It was held that
the man had not been seduced. He was not enticed away from
his wife by “the other woman,” rather, it was the other way
round. The man, not the woman, must be held responsible;
she had yielded to him only at his desire, after persuasion and
against her will.
But is this true?
As already in the two previous essays I have emphasised,
perhaps over-emphasised, the accepted, very sentimental and
peculiar judgment in all these cases. The woman the victim:
the man the seducer. He the active sinner: she the passive
sufferer. All the blame to be heaped on to him: all the pity
to be given to her.
Really it is difficult, as so frequently I have stated, to have
patience at this shelving of the real facts. It seems to be
forgotten entirely how tremendous is the power of the woman
in all love relationships. Why a man under the influence
of a woman he loves is as easily led and as devoid of all will-power
as a young child. Indeed, he becomes the child of the
woman, as soon as, and for as long as, he loves her. He is
her’s to make or to destroy. She strengthens him enormously
or irreparably injures and weakens his resistance. She can
hold him to the hardest duty and keep him in the fine path of
right doing. It is she leads him, not he who leads her, into
the easier ways of love.
Yes, it is women who shape the souls of men as it is women
who gave them birth.
That is why this view of the man’s responsibility in love
being greater than the woman’s is so singularly untrue. If we
inquire at all truthfully into this question of seduction, it is
obvious that not the man but the woman is the more responsible.
For one thing, she knows so much more about love, from the
beginning, and without being taught, than a man ever knows.
Most often it is the woman who takes the first step, breaks down
the first barrier. Always there is the invitation which unceasingly
she gives, whether consciously or unconsciously
expressed—“Come and love me.”
Her dress, her movements—all invite love. To be provocative
is however, little she knows it, the one fixed simple rule
of her life. In the end, and indeed, sometimes very soon the
position may be reversed, but at the start assuredly the woman
holds the cards and can make the first move in the love-game.
She is the pursuer, far more often and far more truly, than the
pursued. Too often she directs a continuous attack.
Her relation to the man is comparable to that of a magnet
to a heap of iron filings.
Love to a woman so often, when she is young, is less an affair
of passion than of excitement. It gratifies her insatiable
desire for power. The boy or the man more certainly is
driven by love. This is his principal motive. While the girl
often starts on the adventure for the sake of experiment and
because she wants amusement. She pursues love almost as a
game. Passion plays a part only in the second degree. Not
infrequently, in the midst of love, the coldness of her heart
is plainly apparent.
This may seem a hard saying. I believe it is true.
Seduction as the crime of the man alone cannot, I am convinced,
be accepted, in any case without great caution. It
is, as I have said several times already, so comfortable to place
the sins of sex on men. But I doubt very much if any woman
can be seduced against her will.
I must insist again that excitement and escape from dullness,
as also the joy in receiving presents and having “a good time,”
are the principal motives that first lead girls into illegal relations.
Sometimes it is worse than this.
Many women, seducers of men—women who draw men from
their wives and their homes, and their duty, are nothing but
cold experimentors. They are speculators in love. They
do this for delight of power, in the same way as men are speculators
in business.
Perhaps the position is unavoidable.
The subjection of man is a necessity to some women’s existence.
Love is to them a similar feeling to love of the chase.
They cannot keep from pursuing men. It is, as I have said,
an expression of the ever increasing demand for excitement.
Conquest in love gives to women the opportunities for the
fulfilment of themselves, which men gain in many different
departments of life.
But no man, I think, could satisfy completely the craving
for dominion, which the delusive humility of his desire awakens
in this type of woman. Then when she commits the error,
from a womanly point of view, of hunting down her man;
leading him on by helping him too much—seducing him,
instead of waiting for him and drawing him slowly and unconsciously
by her love, she awakens the same instinct for
dominion and thirst for excitement in the man. It is then
that the man becomes a seducer of other women. It is the
lust to devour, to crush, quickened into being by suggestion.
It explains, I believe, the cruelty of all wild love.
Many girls to-day try deliberately to keep love light. Shrewd
enough to understand the heavy claims of serious love affairs
that lead to marriage, they prefer flirtations of weeks only—episodes
that are a secret and, as it were, detachable part of
their lives.
It is a dangerous state.
Emotional power and the enjoyment of the simple pleasures
of life are dried up by such constant stimulation. A new diet
of excitement must always be provided. The object of life
is to cheat time and to crowd out boredom. Whatever is
going on they must be in it from a jazz dance or river picnic
to a church bazaar.
In the old days it used to be only duties for girls—now
it is rights and pleasure with the demand to be left to make their
own lives. There is a turning away from duty; a hatred of
anything dull.
Girls as I have just shown you want love as an experience
and to provide the always desired excitement. They do not
want to marry and to settle down.
Thus while condescending to fascinate men, while deliberately
seeking attention these young women still hold themselves
in hand. Intending to exploit life to the uttermost they find
love amusing, but they fight always against its being a vocation.
There is calculation and dangerous hardiness in their attitude
to their lovers.
Their transitory love affairs are, indeed, regarded in very
much the same way as formerly they were regarded by the
average young men—as enjoyable and thrilling incidents of
which they are ashamed only when they are talked about and
blamed.
With no sex conscience, these wantons of excitement have
no consciousness of womanly responsibility. Each new affair
affords an eagerly snatched tribute to a colossal and restless
vanity.
This is one type of woman who to-day plays with love.
There are as well other girls of a different character, less
concerned with pleasure, less consciously vain, more emotional,
and to men more interesting. They are incessantly thinking
of their own personalities; and, for this reason, they are equally,
even if not more, harmfully destructive in the utter misery
they often create.
These are the girls who are always emotion hunting.
Impossible to tell what are their pseudo-feelings. A
sort of sterile passion, which expends itself in their failure
to know, and find, what they want.
They do not wish consciously to escape the responsibilities
of marriage; indeed they seek unceasingly the perfect man to
whom they may surrender their freedom. But they suffer
from a formless discontent that rots into every love and prevents
them finding satisfaction.
Consumed with haggard restlessness, such girls pass their
days in a dangerous state of expectancy and nervous tiredness.
Eternally they are unsatisfied without knowing why.
Born spiritual adventurers, these worshippers of emotionalism,
attitudinising and thinking perpetually of themselves,
desire at all cost a position in the limelight. They love romantically,
but rarely are they strong enough to obey their inclinations.
Such girls are out on an eternal quest; and, every
now and again, they believe they have found the ideal man they
are seeking. Then they discover they have not found him,
so their search is taken up anew. While often their insistent
egoism, which causes them to ignore the rights of others and
all social obligations, drives them into dangerous corners;
does not give them a chance; turns them to use mean weapons
of deceit; forces them into false situations that too often
close around them like a trap.
Many other nobler types, besides these two, have been
playing with love.
Girls of profound and steadfast emotional nature are rare.
The great majority of girls certainly are not entirely light-minded,
but they are less serious, more noisily determined to
do what they want, to get what they can both out of men and
out of life. They are very like children, playing at desperate
rebels, who take up weapons to use far more deadly than they
know.
All this playing with love is detestable—all of it. It bears
witness to a poverty of emotion and a shameful shirking of
responsibility.
Women are the custodians of manners in love. The future
rests with them. And this responsibility cannot safely be set
aside, dependent as it is on forces active long before human
relations were established—forces which press on women back
and back through the ages.
Yes, woman has laid upon her the sacred necessity of seriousness
in all that is connected with Love. It is a duty imposed
upon her by Nature, and one that she cannot escape. That
is why there is so much danger in these restless neurotic years,
when girls are too excited to be serious.