“Every ugly thing told to the child, every shock, every fright given him, will remain like minute splinters in the flesh, to torture him all his life long.”
If not in such an extreme form as a phobia, or other functional disease, the early fears will nevertheless make their presence felt in later life. In some men they may engender lack of self-confidence, and even a despicable cowardice; in others they may breed superstitious terrors and usages. Always, in some way, one may depend on it, they will affect the character, the intellect, the whole moral and mental make-up.
Nor will their influence be confined to the individual. Fear, as every psychologist knows, is one of the most contagious of the emotions. Socially, as well as individually, it has a useful function to perform. The presence in all civilised communities of police and fire departments, boards of health, and the like, testifies impressively to the influence of social fear working normally as a conserving agent. But there may be, and frequently is, social as well as individual abnormality of fear; as in panics, massacres, lynchings. In order to deal with this effectually, in order to keep social fear within the bounds of reason, it will always be necessary to recognise that, after all, society is made up of a mass of individuals, and can only think and feel and act as individuals think and feel and act. Train the individual properly, and society will be sane and healthy and efficient enough.
IX
A FEW CLOSING WORDS
We have now reviewed in some detail the principal results of recent psychological research and observation, so far as these bear directly on man’s mental and moral growth. Varied as is the mass of information thus brought together, we have found it pointing uniformly to one conclusion—the transcendent significance of the environmental influences of early life.
Again and again we have found confirmation of the view that what a man is and does depends, as a rule, not so much on the gifts or defects of his heredity as on the excellences or shortcomings of his childhood’s training and surroundings. If these are favourable, even the dead hand of a bad inheritance may be arrested, and he may develop surprising strength of intellect and character; if unfavourable, mental and moral inferiority may be looked for, no matter how good the heredity.
This, of course, emphasises the responsibilities of parenthood, chief among which, as would appear from the facts surveyed, are the beginning of formal education in the home, the providing of a carefully planned material environment, and the setting of a really good example. There can be no doubt, to return for a moment to the superlatively instructive case of Karl Witte, that by all odds the greatest force in the moral development of that splendid scholar and gentleman, was the unceasing inspiration he unconsciously drew from the lives of his father and mother—from their integrity, unselfishness, patience, sincerity, and courage. Parents cannot too soon learn that, to quote a cardinal clause in the elder Witte’s educational creed:
“Our children are what we are. They are good when we are good, and bad when we are bad. I would extend this assertion. With full conviction I would say, they become clever, magnanimous, modest, witty, agreeable, amiable, if these are our qualities. They become the opposite if we precede them with the opposite.”