Women, Children, Love, and Marriage

by C. Gasquoine Hartley

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.