THE INGENUOUSNESS OF THE CHILD
In the Bulletin of September 30, 1903, we published the work of the
pupils in the various classes of the Modern School, which had been read
on the closing day of the second scholastic year. In these writings, in
which the children are requested to apply their dawning judgment to
some particular subject, the influence of mind over the inexpert,
ingenuous reasoning power, inspired by the sentiment of justice, is
more apparent than the observance of rules. The judgments are not
perfect from the logical point of view, only because the child has not
the knowledge necessary for the formation of a perfectly sound opinion.
This is the opposite of what we usually find, as opinions are generally
founded only on prejudice arising from traditions, interests, and
dogmas.
A boy of twelve, for instance, gave the following principle for judging
the value of nations:—
To be called civilised, a nation or State must be free from the
following—
Let me interrupt for a moment to point out that the young author
identifies “civilised” with “just,” and especially that, putting aside
prejudice, he describes certain evils as curable, and regards the
healing of them as an essential condition of justice. These evils are:—
1º. The co-existence of poor and rich, and the resultant
exploitation.
2º. Militarism, a means of destruction employed by one nation
against another, due to the bad organisation of society.
3º. Inequality, which allows some to rule and command, and obliges
others to humble themselves and obey.
This principle is fundamental and simple, as we should expect to find
in an imperfectly informed mind, and it would not enable one to solve a
complete sociological problem; but it has the advantage of keeping the
mind open to fresh knowledge. It is as if one asked: What does a sick
man need to recover health? And the reply is: His suffering must
disappear. This is a naive and natural reply, and would certainly not
be given by a child brought up in the ordinary way; such a child would
be taught first to consider the will of supposed supernatural beings.
It is clear that this simple way of putting the problem of life does
not shut out the hope of a reasonable solution; indeed, the one
logically demands the other, as the same child’s essay shows:—
I do not mean that, if there were no rich, or soldiers, or rulers,
or wages, people would abuse their liberty and welfare, but that,
with everybody enjoying a high degree of civilisation, there would
be universal cordiality and friendship, and science would make much
greater progress, not being interrupted by wars and political
stagnation.
A girl of nine made the following sensible observation, which we leave
in her own incorrect language:—
A criminal is condemned to death; if the murderer deserves this
punishment, the man who condemns him and the man who kills him are
also murderers; logically, they ought to die as well, and so
humanity would come to an end. It would be better, instead of
punishing a criminal by committing another crime, to give him good
advice, so that he will not do it again. Besides, if we are all
equal, there would be no thieves, or assassins, or rich people, or
poor, but all would be equal and love work and liberty.
The simplicity, clearness, and soundness of this observation need no
commentary. One can understand our astonishment to hear it from the
lips of a tender and very pretty little girl, who looked more like a
symbolical representation of truth and justice than a living reality.
A boy of twelve deals with sincerity, and says:—
The man who is not sincere does not live peacefully; he is always
afraid of being discovered: when one is sincere, if one has done
wrong, the sincere declaration relieves the conscience. If a man
begins to tell lies in childhood, he will tell bigger lies when he
grows up, and may do much harm. There are cases in which one need
not be sincere. For instance, if a man comes to our house, flying
from the police, and we are asked afterwards if we have seen him,
we must deny it; the contrary would be treachery and cowardice.
It is sad that the mind of a child who regards truth as an incomparable
good, “without which it is impossible to live,” is induced by certain
grave abuses to consider lying a virtue in some cases.
A girl of thirteen writes of fanaticism, and, regarding it as a
characteristic of backward countries, she goes on to seek the cause:—
Fanaticism is the outcome of the state of ignorance and
backwardness of women; on that account Catholics do not want to see
women educated, as they are the chief support of their system.
A profound observation on the causes of fanaticism, and the cause of
the causes. Another girl of thirteen indicates the best remedy of the
evil in the following lines:—
The mixed school, for both sexes, is supremely necessary. The boy
who studies, works, and plays in the society of girls learns
gradually to respect and help her, and the girl reciprocally;
whereas, if they are educated separately, and the boy is told that
the girl is not a good companion and she is worse than he, the boy
will not respect women when he is a man, and will regard her as a
subject or a slave, and that is the position in which we find
women. So we must all work for the foundation of mixed schools,
wherever it is possible, and where it is not possible we must try
to remove the difficulties.
A boy of twelve regards the school as worthy of all respect, because we
learn in it to read, write, and think, and it is the basis of morality
and science; he adds:—
If it were not for the school we should live like savages, walk
naked, eat herbs and raw flesh, and dwell in caves and trees; that
is to say, we should live a brutal life. In time, as a result of
the school, everybody will be more intelligent, and there will be
no wars or inflamed populations, and people will look back on war
with horror as a work of death and destruction. It is a great
disgrace that there are children who wander in the streets and do
not go to school, and when they become men it is more disgraceful.
So let us be grateful to our teachers for the patience they show in
instructing us, and let us regard the school with respect.
If that child preserves and develops the faculties it exhibits, it will
know how to harmonise egoism and altruism for its own good and that of
society. A girl of eleven deplores that nations destroy each other in
war, and laments the difference of social classes and that the rich
live on the work and privation of the poor. She ends:—
Why do not men, instead of killing each other in wars and hating
each other for class-differences, devote themselves cheerfully to
work and the discovery of things for the good of mankind? Men ought
to unite to love each other and live fraternally. [10]
A child of ten, in an essay which is so good that I would insert it
whole if space permitted, and if it were not for the identity in
sentiment with the previous passages, says of the school and the
pupil:—
Reunited under one roof, eager to learn what we do not know,
without distinction of classes [there were children of university
professors among them, it will be remembered], we are children of
one family guided to the same end.... The ignorant man is a
nullity; little or nothing can be expected of him. He is a warning
to us not to waste time; on the contrary, let us profit by it, and
in due course we will be rewarded. Let us not miss the fruits of a
good school, and, honouring our teachers, our family, and society,
we shall live happily.
A child of ten philosophises on the faults of mankind, which, in her
opinion, can be avoided by instruction and goodwill:—
Among the faults of mankind are lying, hypocrisy, and egoism. If
men, and especially women, were better instructed, and women were
entirely equal to men, these faults would disappear. Parents would
not send their children to religious schools, which inculcate false
ideas, but to rational schools, where there is no teaching of the
supernatural, which does not exist; nor to make war; but to live in
solidarity and work in common.
We will close with the following essay, written by a young lady of
sixteen, which is correct enough in form and substance to quote in
entirety:—
What inequality there is in the present social order! Some working
from morning to night without more profit than enough to buy their
insufficient food; others receiving the products of the workers in
order to enjoy themselves with the superfluous. Why is this so? Are
we not all equal? Undoubtedly we are; but society does not
recognise it, while some are destined to work and suffering, and
others to idleness and enjoyment. If a worker shows that he
realises the exploitation to which he is subject, he is blamed and
cruelly punished, while others suffer the inequality with patience.
The worker must educate himself; and in order to do this it is
necessary to found free schools, maintained by the wages which the
rich give. In this way the worker will advance more and more, until
he is regarded as he deserves, since the most useful mission of
society depends on him.
Whatever be the logical value of these ideas, this collection shows the
chief aim of the Modern School—namely, that the mind of the child,
influenced by what it sees and informed by the positive knowledge it
acquires, shall work freely, without prejudice or submission to any
kind of sect, with perfect autonomy and no other guide but reason,
equal in all, and sanctioned by the cogency of evidence, before which
the darkness of sophistry and dogmatic imposition is dispelled.
In December, 1903, the Congress of Railway Workers, which was then held
at Barcelona, informed us that, as a part of its programme, the
delegates would visit the Modern School. The pupils were delighted, and
we invited them to write essays to be read on the occasion of the
visit. The visit was prevented by unforeseen circumstances; but we
published in the Bulletin the children’s essays, which exhaled a
delicate perfume of sincerity and unbiassed judgment, graced by the
naive ingenuousness of the writers. No suggestion was made to them, and
they did not compare notes, yet there was a remarkable agreement in
their sentiments. At another time the pupils of the Workers’ School at
Badalona sent a greeting to our pupils, and they again wrote essays,
from which we compiled a return letter of greeting. [11]