the instrument of something eternal, divine, and inevitable: you cannot evade it the moment the schoolmaster's back is turned. What confuses this issue and leads even highly intelligent religious persons to advocate secular education as a means of rescuing children from the strife of rival proselytizers is the failure to distinguish between the child's personal subjective need for a religion and its right to an impartially communicated historical objective knowledge of all the creeds and Churches. Just as a child, no matter what its race and color may be, should know that there are black men and brown men and yellow men, and, no matter what its political convictions may be, that there are Monarchists and Republicans and Positivists, Socialists and Unsocialists, so it should know that there are Christians and Mahometans and Buddhists and Shintoists and so forth, and that they are on the average just as honest and well-behaved as its own father. For example, it should not be told that Allah is a false god set up by the Turks and Arabs, who will all be damned for taking that liberty; but it should be told that many English people think so, and that many Turks and Arabs think the converse about English people. It should be taught that Allah is simply the name by which God is known to Turks and Arabs, who are just as eligible for salvation as any Christian. Further, that the practical reason why a Turkish child should pray in a mosque and an English child in a church is that as worship is organized in Turkey in mosques in the name of Mahomet and in England in churches in the name of Christ, a Turkish child joining the Church of England or an English child following Mahomet will find that it has no place for its worship and no organization of its religion within its reach. Any other teaching of the A TREATISE ON PARENTS AND CHILDREN history and present facts of religion is false teaching, and is politically extremely dangerous in an empire in which a huge majority of the fellow subjects of the governing island do not profess the religion of that island. But this objectivity, though intellectually honest, tells the child only what other people believe. What it should itself believe is quite another matter. The sort of Rationalism which says to a child "You must suspend your judgment until you are old enough to choose your religion" is Rationalism gone mad. The child must have a conscience and a code of honor (which is the essence of religion) even if it be only a provisional one, to be revised at its confirmation. For confirmation is meant to signalize a spiritual coming of age, and may be a repudiation. Really active souls have many confirmations and repudiations as their life deepens and their knowledge widens. But what is to guide the child before its first confirmation? Not mere orders, because orders must have a sanction of some sort or why should the child obey them? If, as a Secularist, you refuse to teach any sanction, you must say "You will be punished if you disobey." "Yes," says the child to itself, "if I am found out; but wait until your back is turned and I will do as I like, and lie about it." There can be no objective punishment for successful fraud; and as no espionage can cover the whole range of a child's conduct, the upshot is that the child becomes a liar and schemer with an atrophied conscience. And a good many of the orders given to it are not obeyed after all. Thus the Secularist who is not a fool is forced to appeal to the child's vital impulse towards perfection, to the divine spark; and no resolution not to call this impulse an impulse of loyalty to the Fellowship of the Holy Ghost, or obedience to the Will of God, or any other standard theological term, can alter the fact that the Secularist has stepped outside Secularism and is educating the child religiously, even if he insists on repudiating that pious adverb and substituting the word metaphysically. A TREATISE ON PARENTS AND CHILDREN Natural Selection as a Religion We must make up our minds to it therefore that whatever measures we may be forced to take to prevent the recruiting sergeants of the Churches, free or established, from obtaining an exclusive right of entry to schools, we shall not be able to exclude religion from them. The most horrible of all religions: that which teaches us to regard ourselves as the helpless prey of a series of senseless accidents called Natural Selection, is allowed and even welcomed in so-called secular schools because it is, in a sense, the negation of all religion; but for school purposes a religion is a belief which affects conduct; and no belief affects conduct more radically and often so disastrously as the belief that the universe is a product of Natural Selection. What is more, the theory of Natural Selection cannot be kept out of schools, because many of the natural facts that present the most plausible appearance of design can be accounted for by Natural Selection; and it would be so absurd to keep a child in delusive ignorance of so potent a factor in evolution as to keep it in ignorance of radiation or capillary attraction. Even if you make a religion of Natural Selection, and teach the child to regard itself as the irresponsible prey of its circumstances and appetites (or its heredity as you will perhaps call them), you will none the less find that its appetites are stimulated by your encouragement and daunted by your discouragement; that one of its appetites is an appetite for perfection; that if you discourage this appetite and encourage the cruder acquisitive appetites the child will steal and lie and be a nuisance to you; and that if you encourage its appetite for perfection and teach it to attach a peculiar sacredness to it and place it before the other appetites, it will be a much nicer child and you will have a much easier job, at which point you will, in spite of your pseudoscientific jargon, find yourself back in the old-fashioned religious teaching as deep as Dr. Watts and in fact fathoms deeper. A TREATISE ON PARENTS AND CHILDREN Moral Instruction Leagues And now the voices of our Moral Instruction Leagues will be lifted, asking whether there is any reason why the appetite for perfection should not be cultivated in rationally scientific terms instead of being associated with the story of Jonah and the great fish and the thousand other tales that grow up round religions. Yes: there are many reasons; and one of them is that children all like the story of Jonah and the whale (they insist on its being a whale in spite of demonstrations by Bible smashers without any sense of humor that Jonah would not have fitted into a whale's gullet--as if the story would be credible of a whale with an enlarged throat) and that no child on earth can stand moral instruction books or catechisms or any other statement of the case for religion in abstract terms. The object of a moral instruction book is not to be rational, scientific, exact, proof against controversy, nor even credible: its object is to make children good; and if it makes them sick instead its place is the waste-paper basket. Take for an illustration the story of Elisha and the bears. To the authors of the moral instruction books it is in the last degree reprehensible. It is obviously not true as a record of fact; and the picture it gives us of the temper of God (which is what interests an adult reader) is shocking and blasphemous. But it is a capital story for a child. It interests a child because it is about bears; and it leaves the child with an impression that children who poke fun at old gentlemen and make rude remarks about bald heads are not nice children, which is a highly desirable impression, and just as much as a child is capable of receiving from the story. When a story is about God and a child, children take God for granted and criticize the child. Adults do the opposite, and are thereby led to talk great nonsense about the bad effect of Bible stories on infants. But let no one think that a child or anyone else can learn religion from a teacher or a book or by any academic process whatever. It is only by an unfettered access to the whole body of Fine Art: that is, to the whole body of inspired revelation, that we can build up that conception of divinity to which all virtue is an aspiration. And to hope to find this body of art purified from all that is obsolete or dangerous or fierce or lusty, or to A TREATISE ON PARENTS AND CHILDREN pick and choose what will be good for any particular child, much less for all children, is the shallowest of vanities. Such schoolmasterly selection is neither possible nor desirable. Ignorance of evil is not virtue but imbecility: admiring it is like giving a prize for honesty to a man who has not stolen your watch because he did not know you had one. Virtue chooses good from evil; and without knowledge there can be no choice. And even this is a dangerous simplification of what actually occurs. We are not choosing: we are growing. Were you to cut all of what you call the evil out of a child, it would drop dead. If you try to stretch it to full human stature when it is ten years old, you will simply pull it into two pieces and be hanged. And when you try to do this morally, which is what parents and schoolmasters are doing every day, you ought to be hanged; and some day, when we take a sensible view of the matter, you will be; and serve you right. The child does not stand between a good and a bad angel: what it has to deal with is a middling angel who, in normal healthy cases, wants to be a good angel as fast as it can without killing itself in the process, which is a dangerous one. Therefore there is no question of providing the child with a carefully regulated access to good art. There is no good art, any more than there is good anything else in the absolute sense. Art that is too good for the child will either teach it nothing or drive it mad, as the Bible has driven many people mad who might have kept their sanity had they been allowed to read much lower forms of literature. The practical moral is that we must read whatever stories, see whatever pictures, hear whatever songs and symphonies, go to whatever plays we like. We shall not like those which have nothing to say to us; and though everyone has a right to bias our choice, no one has a right to deprive us of it by keeping us from any work of art or any work of art from us. I may now say without danger of being misunderstood that the popular English compromise called Cowper Templeism (unsectarian Bible education) is not so silly as it looks. It is true that the Bible inculcates half a dozen religions: some of them barbarous; some cynical and pessimistic; some amoristic and romantic; some sceptical and challenging; some kindly, simple, and intuitional; some sophistical and intellectual; A TREATISE ON PARENTS AND CHILDREN none suited to the character and conditions of western civilization unless it be the Christianity which was finally suppressed by the Crucifixion, and has never been put into practice by any State before or since. But the Bible contains the ancient literature of a very remarkable Oriental race; and the imposition of this literature, on whatever false pretences, on our children left them more literate than if they knew no literature at all, which was the practical alternative. And as our Authorized Version is a great work of art as well, to know it was better than knowing no art, which also was the practical alternative. It is at least not a school book; and it is not a bad story book, horrible as some of the stories are. Therefore as between the Bible and the blank represented by secular education, the choice is with the Bible. A TREATISE ON PARENTS AND CHILDREN The Bible But the Bible is not sufficient. The real Bible of modern Europe is the whole body of great literature in which the inspiration and revelation of Hebrew Scripture has been continued to the present day. Nietzsche's Thus Spake Zoroaster is less comforting to the ill and unhappy than the Psalms; but it is much truer, subtler, and more edifying. The pleasure we get from the rhetoric of the book of Job and its tragic picture of a bewildered soul cannot disguise the ignoble irrelevance of the retort of God with which it closes, or supply the need of such modern revelations as Shelley's Prometheus or The Niblung's Ring of Richard Wagner. There is nothing in the Bible greater in inspiration than Beethoven's ninth symphony; and the power of modern music to convey that inspiration to a modern man is far greater than that of Elizabethan English, which is, except for people steeped in the Bible from childhood like Sir Walter Scott and Ruskin, a dead language. Besides, many who have no ear for literature or for music are accessible to architecture, to pictures, to statues, to dresses, and to the arts of the stage. Every device of art should be brought to bear on the young; so that they may discover some form of it that delights them naturally; for there will come to all of them that period between dawning adolescence and full maturity when the pleasures and emotions of art will have to satisfy cravings which, if starved or insulted, may become morbid and seek disgraceful satisfactions, and, if prematurely gratified otherwise than poetically, may destroy the stamina of the race. And it must be borne in mind that the most dangerous art for this necessary purpose is the art that presents itself as religious ecstasy. Young people are ripe for love long before they are ripe for religion. Only a very foolish person would substitute the Imitation of Christ for Treasure Island as a present for a boy or girl, or for Byron's Don Juan as a present for a swain or lass. Pickwick is the safest saint for us in our nonage. Flaubert's Temptation of St Anthony is an excellent book for a man of fifty, perhaps the best within reach as a healthy study of visionary ecstasy; but for the purposes of a boy of fifteen Ivanhoe and the Templar make a much better saint and devil. A TREATISE ON PARENTS AND CHILDREN And the boy of fifteen will find this out for himself if he is allowed to wander in a well-stocked literary garden, and hear bands and see pictures and spend his pennies on cinematograph shows. His choice may often be rather disgusting to his elders when they want him to choose the best before he is ready for it. The greatest Protestant Manifesto ever written, as far as I know, is Houston Chamberlain's Foundations of the Nineteenth Century: everybody capable of it should read it. Probably the History of Maria Monk is at the opposite extreme of merit (this is a guess: I have never read it); but it is certain that a boy let loose in a library would go for Maria Monk and have no use whatever for Mr Chamberlain. I should probably have read Maria Monk myself if I had not had the Arabian Nights and their like to occupy me better. In art, children, like adults, will find their level if they are left free to find it, and not restricted to what adults think good for them. Just at present our young people are going mad over ragtimes, apparently because syncopated rhythms are new to them. If they had learnt what can be done with syncopation from Beethoven's third Leonora overture, they would enjoy the ragtimes all the more; but they would put them in their proper place as amusing vulgarities. A TREATISE ON PARENTS AND CHILDREN Artist Idolatry But there are more dangerous influences than ragtimes waiting for people brought up in ignorance of fine art. Nothing is more pitiably ridiculous than the wild worship of artists by those who have never been seasoned in youth to the enchantments of art. Tenors and prima donnas, pianists and violinists, actors and actresses enjoy powers of seduction which in the middle ages would have exposed them to the risk of being burnt for sorcery. But as they exercise this power by singing, playing, and acting, no great harm is done except perhaps to themselves. Far graver are the powers enjoyed by brilliant persons who are also connoisseurs in art. The influence they can exercise on young people who have been brought up in the darkness and wretchedness of a home without art, and in whom a natural bent towards art has always been baffled and snubbed, is incredible to those who have not witnessed and understood it. He (or she) who reveals the world of art to them opens heaven to them. They become satellites, disciples, worshippers of the apostle. Now the apostle may be a voluptuary without much conscience. Nature may have given him enough virtue to suffice in a reasonable environment. But this allowance may not be enough to defend him against the temptation and demoralization of finding himself a little god on the strength of what ought to be a quite ordinary culture. He may find adorers in all directions in our uncultivated society among people of stronger character than himself, not one of whom, if they had been artistically educated, would have had anything to learn from him or regarded him as in any way extraordinary apart from his actual achievements as an artist. Tartuffe is not always a priest. Indeed he is not always a rascal: he is often a weak man absurdly credited with omniscience and perfection, and taking unfair advantages only because they are offered to him and he is too weak to refuse. Give everyone his culture, and no one will offer him more than his due. In thus delivering our children from the idolatry of the artist, we shall not destroy for them the enchantment of art: on the contrary, we shall teach them to demand art everywhere as a condition attainable by A TREATISE ON PARENTS AND CHILDREN cultivating the body, mind, and heart. Art, said Morris, is the expression of pleasure in work. And certainly, when work is made detestable by slavery, there is no art. It is only when learning is made a slavery by tyrannical teachers that art becomes loathsome to the pupil. A TREATISE ON PARENTS AND CHILDREN "The Machine" When we set to work at a Constitution to secure freedom for children, we had better bear in mind that the children may not be at all obliged to us for our pains. Rousseau said that men are born free; and this saying, in its proper bearings, was and is a great and true saying; yet let it not lead us into the error of supposing that all men long for freedom and embrace it when it is offered to them. On the contrary, it has to be forced on them; and even then they will give it the slip if it is not religiously inculcated and strongly safeguarded. Besides, men are born docile, and must in the nature of things remain so with regard to everything they do not understand. Now political science and the art of govemment are among the things they do not understand, and indeed are not at present allowed to understand. They can be enslaved by a system, as we are at present, because it happens to be there, and nobody understands it. An intelligently worked Capitalist system, as Comte saw, would give us all that most of us are intelligent enough to want. What makes it produce such unspeakably vile results is that it is an automatic system which is as little understood by those who profit by it in money as by those who are starved and degraded by it: our millionaires and statesmen are manifestly no more "captains of industry" or scientific politicians than our bookmakers are mathematicians. For some time past a significant word has been coming into use as a substitute for Destiny, Fate, and Providence. It is "The Machine": the machine that has no god in it. Why do governments do nothing in spite of reports of Royal Commissions that establish the most frightful urgency? Why do our philanthropic millionaires do nothing, though they are ready to throw bucketfuls of gold into the streets? The Machine will not let them. Always the Machine. In short, they dont know how. They try to reform Society as an old lady might try to restore a broken down locomotive by prodding it with a knitting needle. And this is not at all because they are born fools, but because they have been educated, not into manhood and freedom, but into blindness and slavery by their parents and schoolmasters, themselves the victims of a similar misdirection, and A TREATISE ON PARENTS AND CHILDREN consequently of The Machine. They do not want liberty. They have not been educated to want it. They choose slavery and inequality; and all the other evils are automatically added to them. And yet we must have The Machine. It is only in unskilled hands under ignorant direction that machinery is dangerous. We can no more govern modern communities without political machinery than we can feed and clothe them without industrial machinery. Shatter The Machine, and you get Anarchy. And yet The Machine works so detestably at present that we have people who advocate Anarchy and call themselves Anarchists. A TREATISE ON PARENTS AND CHILDREN The Provocation to Anarchism What is valid in Anarchism is that all Governments try to simplify their task by destroying liberty and glorifying authority in general and their own deeds in particular. But the difficulty in combining law and order with free institutions is not a natural one. It is a matter of inculcation. If people are brought up to be slaves, it is useless and dangerous to let them loose at the age of twenty-one and say "Now you are free." No one with the tamed soul and broken spirit of a slave can be free. It is like saying to a laborer brought up on a family income of thirteen shillings a week, "Here is one hundred thousand pounds: now you are wealthy." Nothing can make such a man really wealthy. Freedom and wealth are difficult and responsible conditions to which men must be accustomed and socially trained from birth. A nation that is free at twenty-one is not free at all; just as a man first enriched at fifty remains poor all his life, even if he does not curtail it by drinking himself to death in the first wild ecstasy of being able to swallow as much as he likes for the first time. You cannot govern men brought up as slaves otherwise than as slaves are governed. You may pile Bills of Right and Habeas Corpus Acts on Great Charters; promulgate American Constitutions; burn the chateaux and guillotine the seigneurs; chop off the heads of kings and queens and set up Democracy on the ruins of feudalism: the end of it all for us is that already in the twentieth century there has been as much brute coercion and savage intolerance, as much flogging and hanging, as much impudent injustice on the bench and lustful rancor in the pulpit, as much naive resort to torture, persecution, and suppression of free speech and freedom of the press, as much war, as much of the vilest excess of mutilation, rapine, and delirious indiscriminate slaughter of helpless non- combatants, old and young, as much prostitution of professional talent, literary and political, in defence of manifest wrong, as much cowardly sycophancy giving fine names to all this villainy or pretending that it is "greatly exaggerated," as we can find any record of from the days when the advocacy of liberty was a capital offence and Democracy was hardly thinkable. Democracy exhibits the vanity of Louis XIV, the savagery of A TREATISE ON PARENTS AND CHILDREN Peter of Russia, the nepotism and provinciality of Napoleon, the fickleness of Catherine II: in short, all the childishnesses of all the despots without any of the qualities that enabled the greatest of them to fascinate and dominate their contemporaries. And the flatterers of Democracy are as impudently servile to the successful, and insolent to common honest folk, as the flatterers of the monarchs. Democracy in America has led to the withdrawal of ordinary refined persons from politics; and the same result is coming in England as fast as we make Democracy as democratic as it is in America. This is true also of popular religion: it is so horribly irreligious that nobody with the smallest pretence to culture, or the least inkling of what the great prophets vainly tried to make the world understand, will have anything to do with it except for purely secular reasons. A TREATISE ON PARENTS AND CHILDREN Imagination Before we can clearly understand how baleful is this condition of intimidation in which we live, it is necessary to clear up the confusion made by our use of the word imagination to denote two very different powers of mind. One is the power to imagine things as they are not: this I call the romantic imagination. The other is the power to imagine things as they are without actually sensing them; and this I will call the realistic imagination. Take for example marriage and war. One man has a vision of perpetual bliss with a domestic angel at home, and of flashing sabres, thundering guns, victorious cavalry charges, and routed enemies in the field. That is romantic imagination; and the mischief it does is incalculable. It begins in silly and selfish expectations of the impossible, and ends in spiteful disappointment, sour grievance, cynicism, and misanthropic resistance to any attempt to better a hopeless world. The wise man knows that imagination is not only a means of pleasing himself and beguiling tedious hours with romances and fairy tales and fools' paradises (a quite defensible and delightful amusement when you know exactly what you are doing and where fancy ends and facts begin), but also a means of foreseeing and being prepared for realities as yet unexperienced, and of testing the possibility and desirability of serious Utopias. He does not expect his wife to be an angel; nor does he overlook the facts that war depends on the rousing of all the murderous blackguardism still latent in mankind; that every victory means a defeat; that fatigue, hunger, terror, and disease are the raw material which romancers work up into military glory; and that soldiers for the most part go to war as children go to school, because they are afraid not to. They are afraid even to say they are afraid, as such candor is punishable by death in the military code. A very little realistic imagination gives an ambitious person enormous power over the multitudinous victims of the romantic imagination. For the romancer not only pleases himself with fictitious glories: he also terrifies himself with imaginary dangers. He does not even picture what these dangers are: he conceives the unknown as always dangerous. A TREATISE ON PARENTS AND CHILDREN When you say to a realist "You must do this" or "You must not do that," he instantly asks what will happen to him if he does (or does not, as the case may be). Failing an unromantic convincing answer, he does just as he pleases unless he can find for himself a real reason for refraining. In short, though you can intimidate him, you cannot bluff him. But you can always bluff the romantic person: indeed his grasp of real considerations is so feeble that you find it necessary to bluff him even when you have solid considerations to offer him instead. The campaigns of Napoleon, with their atmosphere of glory, illustrate this. In the Russian campaign Napoleon's marshals achieved miracles of bluff, especially Ney, who, with a handful of men, monstrously outnumbered, repeatedly kept the Russian troops paralyzed with terror by pure bounce. Napoleon himself, much more a realist than Ney (that was why he dominated him), would probably have surrendered; for sometimes the bravest of the brave will achieve successes never attempted by the cleverest of the clever. Wellington was a completer realist than Napoleon. It was impossible to persuade Wellington that he was beaten until he actually was beaten. He was unbluffable; and if Napoleon had understood the nature of Wellington's strength instead of returning Wellington's snobbish contempt for him by an academic contempt for Wellington, he would not have left the attack at Waterloo to Ney and D'Erlon, who, on that field, did not know when they were beaten, whereas Wellington knew precisely when he was not beaten. The unbluffable would have triumphed anyhow, probably, because Napoleon was an academic soldier, doing the academic thing (the attack in columns and so forth) with superlative ability and energy; whilst Wellington was an original soldier who, instead of outdoing the terrible academic columns with still more terrible and academic columns, outwitted them with the thin red line, not of heroes, but, as this uncompromising realist never hesitated to testify, of the scum of the earth. A TREATISE ON PARENTS AND CHILDREN Government by Bullies These picturesque martial incidents are being reproduced every day in our ordinary life. We are bluffed by hardy simpletons and headstrong bounders as the Russians were bluffed by Ney; and our Wellingtons are threadbound by slave-democracy as Gulliver was threadbound by the Lilliputians. We are a mass of people living in a submissive routine to which we have been drilled from our childhood. When you ask us to take the simplest step outside that routine, we say shyly, "Oh, I really couldnt," or "Oh, I shouldnt like to," without being able to point out the smallest harm that could possibly ensue: victims, not of a rational fear of real dangers, but of pure abstract fear, the quintessence of cowardice, the very negation of "the fear of God." Dotted about among us are a few spirits relatively free from this inculcated paralysis, sometimes because they are half-witted, sometimes because they are unscrupulously selfish, sometimes because they are realists as to money and unimaginative as to other things, sometimes even because they are exceptionally able, but always because they are not afraid of shadows nor oppressed with nightmares. And we see these few rising as if by magic into power and affluence, and forming, with the millionaires who have accidentally gained huge riches by the occasional windfalls of our commerce, the governing class. Now nothing is more disastrous than a governing class that does not know how to govern. And how can this rabble of the casual products of luck, cunning, and folly, be expected to know how to govern? The merely lucky ones and the hereditary ones do not owe their position to their qualifications at all. As to the rest, the realism which seems their essential qualification often consists not only in a lack of romantic imagination, which lack is a merit, but of the realistic, constructive, Utopian imagination, which lack is a ghastly defect. Freedom from imaginative illusion is therefore no guarantee whatever of nobility of character: that is why inculcated submissiveness makes us slaves to people much worse than ourselves, and why it is so important that submissiveness should no longer be inculcated. And yet as long as you have the compulsory school as we know it, we A TREATISE ON PARENTS AND CHILDREN shall have submissiveness inculcated. What is more, until the active hours of child life are organized separately from the active hours of adult life, so that adults can enjoy the society of children in reason without being tormented, disturbed, harried, burdened, and hindered in their work by them as they would be now if there were no compulsory schools and no children hypnotized into the belief that they must tamely go to them and be imprisoned and beaten and over-tasked in them, we shall have schools under one pretext or another; and we shall have all the evil consequences and all the social hopelessness that result from turning a nation of potential freemen and freewomen into a nation of two-legged spoilt spaniels with everything crushed out of their nature except dread of the whip. Liberty is the breath of life to nations; and liberty is the one thing that parents, schoolmasters, and rulers spend their lives in extirpating for the sake of an immediately quiet and finally disastrous life. End of Project Gutenberg's Etext of A Treatise on Parents and Children This text was taken from a printed volume containing the plays "Misalliance", "The Dark Lady of the Sonnets", "Fanny's First Play", and the essay "A Treatise on Parents and Children". Notes on the editing: Italicized text is delimited with underlines ("_"). Punctuation and spelling retained as in the printed text. Shaw intentionally spelled many words according to a non-standard system. For example, "don't" is given as "dont" (without apostrophe), "Dr." is given as "Dr" (without a period at the end), and "Shakespeare" is given as "Shakespear" (no "e" at the end). The pound (currency) symbol has been replaced by the word "pounds".