a treatise on parents and children(父母与子女专题研究)-第9章
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and Doctoress Montessoris would you be likely to get on these terms even
if they occurred much more frequently in nature than they actually do？
No： I cannot be put off by the news that our system would be perfect
if it were worked by angels。 I do not admit it even at that； just as I do not
admit that if the sky fell we should all catch larks。 But I do not propose
to bother about a supply of specific genius which does not exist； and
which； if it did exist； could operate only by at once recognizing and
establishing the rights of children。
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A TREATISE ON PARENTS AND CHILDREN
What We Do Not Teach； and Why
To my mind； a glance at the subjects now taught in schools ought to
convince any reasonable person that the object of the lessons is to keep
children out of mischief； and not to qualify them for their part in life as
responsible citizens of a free State。 It is not possible to maintain freedom
in any State； no matter how perfect its original constitution； unless its
publicly active citizens know a good deal of constitutional history； law；
and political science； with its basis of economics。 If as much pains had
been taken a century ago to make us all understand Ricardo's law of rent
as to learn our catechisms； the face of the world would have been changed
for the better。 But for that very reason the greatest care is taken to keep
such beneficially subversive knowledge from us； with the result that in
public life we are either place…hunters； anarchists； or sheep shepherded by
wolves。
But it will be observed that these are highly controversial subjects。
Now no controversial subject can be taught dogmatically。 He who knows
only the official side of a controversy knows less than nothing of its nature。
The abler a schoolmaster is； the more dangerous he is to his pupils unless
they have the fullest opportunity of hearing another equally able person do
his utmost to shake his authority and convict him of error。
At present such teaching is very unpopular。 It does not exist in
schools； but every adult who derives his knowledge of public affairs from
the newspapers can take in； at the cost of an extra halfpenny； two papers of
opposite politics。 Yet the ordinary man so dislikes having his mind
unsettled； as he calls it； that he angrily refuses to allow a paper which
dissents from his views to be brought into his house。 Even at his club he
resents seeing it； and excludes it if it happens to run counter to the
opinions of all the members。 The result is that his opinions are not worth
considering。 A churchman who never reads The Freethinker very soon
has no more real religion than the atheist who never reads The Church
Times。 The attitude is the same in both cases： they want to hear
nothing good of their enemies； consequently they remain enemies and
suffer from bad blood all their lives； whereas men who know their
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A TREATISE ON PARENTS AND CHILDREN
opponents and understand their case； quite commonly respect and like
them； and always learn something from them。
Here； again； as at so many points； we come up against the abuse of
schools to keep people in ignorance and error； so that they may be
incapable of successful revolt against their industrial slavery。 The most
important simple fundamental economic truth to impress on a child in
complicated civilizations like ours is the truth that whoever consumes
goods or services without producing by personal effort the equivalent of
what he or she consumes； inflicts on the community precisely the same
injury that a thief produces； and would； in any honest State； be treated as a
thief； however full his or her pockets might be of money made by other
people。 The nation that first teaches its children that truth； instead of
flogging them if they discover it for themselves； may have to fight all the
slaves of all the other nations to begin with； but it will beat them as easily
as an unburdened man with his hands free and with all his energies in full
play can beat an invalid who has to carry another invalid on his back。
This； however； is not an evil produced by the denial of children's rights；
nor is it inherent in the nature of schools。 I mention it only because it
would be folly to call for a reform of our schools without taking account
of the corrupt resistance which awaits the reformer。
A word must also be said about the opposition to reform of the vested
interest of the classical and coercive schoolmaster。 He； poor wretch； has
no other means of livelihood； and reform would leave him as a workman
is now left when he is superseded by a machine。 He had therefore better
do what he can to get the workman compensated； so as to make the public
familiar with the idea of compensation before his own turn comes。
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A TREATISE ON PARENTS AND CHILDREN
Taboo in Schools
The suppression of economic knowledge； disastrous as it is； is quite
intelligible； its corrupt motive being as clear as the motive of a burglar for
concealing his jemmy from a policeman。 But the other great suppression
in our schools； the suppression of the subject of sex； is a case of taboo。
In mankind； the lower the type； and the less cultivated the mind； the less
courage there is to face important subjects objectively。 The ablest and
most highly cultivated people continually discuss religion； politics； and
sex： it is hardly an exaggeration to say that they discuss nothing else
with fully…awakened interest。 Commoner and less cultivated people；
even when they form societies for discussion； make a rule that politics and
religion are not to be mentioned； and take it for granted that no decent
person would attempt to discuss sex。 The three subjects are feared
because they rouse the crude passions which call for furious gratification
in murder and rapine at worst； and； at best； lead to quarrels and
undesirable states of consciousness。
Even when this excuse of bad manners； ill temper； and brutishness （for
that is what it comes to） compels us to accept it from those adults among
whom political and theological discussion does as a matter of fact lead to
the drawing of knives and pistols； and sex discussion leads to obscenity； it
has no application to children except as an imperative reason for training
them to respect other people's opinions； and to insist on respect for their
own in these as in other important matters which are equally dangerous：
for example； money。 And in any case there are decisive reasons； superior；
like the reasons for suspending conventional reticences between doctor
and patient； to all considerations of mere decorum； for giving proper
instruction in the facts
