Miss Smith: "Now, Madge, tell me, which would you rather be—pretty or good?"
Madge (promptly): "I would rather be pretty, Miss Smith; I can easily be good whenever I like to try."
[4] Mr. Herbert Gardner, President of the Board of Agriculture, afterwards Lord Burghclere.
[5] "The Revolt against Authority." Fortnightly Review, November, 1921.
[EDUCATION AND THE CHURCHES]
The passing of the old order in Education had for its chief landmark the Act of 1871, but the change admits of endless illustrations. Many of these lie outside the scope of our survey; but no treatise on the Modern Child would be complete which did not take account of Punch's contributions to this engrossing problem. To take one example, the precocious representatives of the "younger generation" in Leech's pictures are almost invariably shown as the "sedulous apes" of their elders as men of the world. In the period under review in this volume imitation gives place to independence. The precocious child of both sexes—Leech's precocious children were almost without exception boys—is sometimes pedantic, but the distinctive note is one of scepticism and revolt. The young iconoclast has "found out all about Santa Claus and is now going to look into this Robinson Crusoe business." When the Rector asks Molly would she rather be beautiful or good, Molly audaciously replies: "I'd rather be beautiful and repent." Another version of the same retort is illustrated in Mr. Shepperson's charming picture. And when Uncle George, shocked by his little niece's declaration that she hated all her lessons, asks appealingly, "Come, now, you don't mean to say you hate history?" he receives the blunt answer: "Yes, I do. To tell you the truth, Uncle, I don't care a bit what anybody ever did." In this magnificent declaration of independence Punch sought to reduce to an absurdity the new doctrine of "self-expression" as adopted by the nursery. Punch's love of children was beyond question, but he remained in substantial accord with the Greek sage who said that the roots of education were bitter but the fruit sweet; that to avoid or evade the discipline of parents and teachers was to forgo learning and virtue. The modern and already fashionable inversion of the old method, by which education was to be "brightened" and sweetened at the outset, and every study turned into a game, seemed to Punch subversive of what was not merely an old but an inevitable order, and the new science of psychological "Pædology" found in him an invariably hostile critic. Passing over a burlesque article on the "Scientific Investigation of Infancy" based on a paper in the Fortnightly in 1895, I may note the first of his rejoinders to those austere educationists who have made war on Wonderland. In that year Mr. Holman, an inspector of schools, in an address delivered before the College of Preceptors, declared that "the race has outgrown fairy-tales, and to use them for early education is practically to bring about a reversion to type. They express the ideas of a profoundly ignorant primitive man. The hero has more often than not to lie, steal and cheat and to be an ingrate to accomplish his ends." A mass meeting of fairy-tale heroes and heroines, convoked by Punch, carried by acclamation a resolution of protest against this heresy, which, by the way, has of late years been espoused by the redoubtable Madame Montessori. Punch carried the war into the enemy's camp in a revised version of Cinderella, rewritten so as to combine instruction with amusement, and based on the latest scientific, ethnological, and psychological discoveries and theories; while in "New Lamps for Old" he retold other nursery tales so as to meet the supposed requirements of the modern child. I am afraid it must be taken as a confession of the failure of his efforts that in 1911 Punch described an "advanced child" replying to his grandmother's offer to tell him a story, "Oh, no, Granny, not a story, please! They're so stodgy and unconvincing and as out-of-date as tunes in music. We should much prefer an impressionist word-picture or a subtle character-sketch."
