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 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.
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 of sex. Those who object to it (not counting coarse people who thoughtlessly seize every opportunity of affecting and parading a fictitious delicacy) are, in effect, advocating ignorance as a safeguard against precocity. If ignorance were practicable there would be something to be said for it up to the age at which ignorance is a danger instead of a safeguard. Even as it is, it seems undesirable that any special emphasis should be given to the subject, whether by way of delicacy and poetry or too impressive warning. But the plain fact is that in refusing to allow the child to be taught by qualified unrelated elders (the parents shrink from the lesson, even when they are otherwise qualified, because their own relation to the child makes the subject impossible between them) we are virtually arranging to have our children taught by other children in guilty secrets and unclean jests. And that settles the question for all sensible people.