Fantasia of the Unconscious

by D. H. Lawrence

As for children, will we never realize that their abstractions are never based on observations, but on subjective exaggerations? If there is an eye in the face, the face is all eye. It is the child soul which cannot get over the mystery of the eye. If there is a tree in a landscape, the landscape is all tree. Always this partial focus. The attempt to make a child focus for a whole view—which is really a generalization and an adult abstraction—is simply wicked. Yet the first thing we do is to set a child making relief-maps in clay, for example: of his own district. Imbecility! He has not even the faintest impression of the total hill on which his home stands. A steepness going up to a door—and front garden railings—and perhaps windows. That's the lot.

The top and bottom of it is, that it is a crime to teach a child anything at all, school-wise. It is just evil to collect children together and teach them through the head. It causes absolute starvation in the dynamic centers, and sterile substitute of brain knowledge is all the gain. The children of the middle classes are so vitally impoverished, that the miracle is they continue to exist at all. The children of the lower classes do better, because they escape into the streets. But even the children of the proletariat are now infected.

And, of course, as my critics point out, under all the school-smarm and newspaper-cant, man is to-day as savage as a cannibal, and more dangerous. The living dynamic self is denaturalized instead of being educated.

We talk about education—leading forth the natural intelligence of a child. But ours is just the opposite of leading forth. It is a ramming in of brain facts through the head, and a consequent distortion, suffocation, and starvation of the primary centers of consciousness. A nice day of reckoning we've got in front of us.

Let us lead forth, by all means. But let us not have mental knowledge before us as the goal of the leading. Much less let us make of it a vicious circle in which we lead the unhappy child-mind, like a cow in a ring at a fair. We don't want to educate children so that they may understand. Understanding is a fallacy and a vice in most people. I don't even want my child to know, much less to understand. I don't want my child to know that five fives are twenty-five, any more than I want my child to wear my hat or my boots. I don't want my child to know. If he wants five fives let him count them on his fingers. As for his little mind, give it a rest, and let his dynamic self be alert. He will ask "why" often enough. But he more often asks why the sun shines, or why men have mustaches, or why grass is green, than anything sensible. Most of a child's questions are, and should be, unanswerable. They are not questions at all. They are exclamations of wonder, they are remarks half-sceptically addressed. When a child says, "Why is grass green?" he half implies. "Is it really green, or is it just taking me in?" And we solemnly begin to prate about chlorophyll. Oh, imbeciles, idiots, inexcusable owls!

The whole of a child's development goes on from the great dynamic centers, and is basically non-mental. To introduce mental activity is to arrest the dynamic activity, and stultify true dynamic development. By the age of twenty-one our young people are helpless, hopeless, selfless, floundering mental entities, with nothing in front of them, because they have been starved from the roots, systematically, for twenty-one years, and fed through the head. They have had all their mental excitements, sex and everything, all through the head, and when it comes to the actual thing, why, there's nothing in it. Blasé. The affective centers have been exhausted from the head.

Before the age of fourteen, children should be taught only to move, to act, to do. And they should be taught as little as possible even of this. Adults simply cannot and do not know any more what the mode of childish intelligence is. Adults always interfere. They always force the adult mental mode. Therefore children must be preserved from adult instructions.

Make a child work—yes. Make it do little jobs. Keep a fine and delicate and fierce discipline, so that the little jobs are performed as perfectly as is consistent with the child's nature. Make the child alert, proud, and becoming in its movements. Make it know very definitely that it shall not and must not trespass on other people's privacy or patience. Teach it songs, tell it tales. But never instruct it school-wise. And mostly, leave it alone, send it away to be with other children and to get in and out of mischief, and in and out of danger. Forget your child altogether as much as possible.

All this is the active and strenuous business of parents, and must not be shelved off on to strangers. It is the business of parents mentally to forget but dynamically never to forsake their children.

It is no use expecting parents to know why schools are closed, and why they, the parents, must be quite responsible for their own children during the first ten years. If it is quite useless to expect parents to understand a theory of relativity, much less will they understand the development of the dynamic consciousness. But why should they understand? It is the business of very few to understand and for the mass, it is their business to believe and not to bother, but to be honorable and humanly to fulfill their human responsibilities. To give active obedience to their leaders, and to possess their own souls in natural pride.