The Education of the Child | Page 3

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The Education of the Child by Ellen Key

INTRODUCTORY NOTE
Edward Bok, Editor of the "Ladies' Home Journal," writes:
"Nothing finer on the wise education of the child has ever been brought
into print. To me this chapter is a perfect classic; it points the way
straight for every parent and it should find a place in every home in
America where there is a child."

The Education of the Child
Goethe showed long ago in his Werther a clear understanding of the
significance of individualistic and psychological training, an
appreciation which will mark the century of the child. In this work he

shows how the future power of will lies hidden in the characteristics of
the child, and how along with every fault of the child an uncorrupted
germ capable of producing good is enclosed. "Always," he says, "I
repeat the golden words of the teacher of mankind, 'if ye do not become
as one of these,' and now, good friend, those who are our equals, whom
we should look upon as our models, we treat as subjects; they should
have no will of their own; do we have none? Where is our prerogative?
Does it consist in the fact that we are older and more experienced?
Good God of Heaven! Thou seest old and young children, nothing else.
And in whom Thou hast more joy, Thy Son announced ages ago. But
people believe in Him and do not hear Him--that, too, is an old trouble,
and they model their children after themselves." The same criticism
might be applied to our present educators, who constantly have on their
tongues such words as evolution, individuality, and natural tendencies,
but do not heed the new commandments in which they say they believe.
They continue to educate as if they believed still in the natural
depravity of man, in original sin, which may be bridled, tamed,
suppressed, but not changed. The new belief is really equivalent to
Goethe's thoughts given above, i.e., that almost every fault is but a hard
shell enclosing the germ of virtue. Even men of modern times still
follow in education the old rule of medicine, that evil must be driven
out by evil, instead of the new method, the system of allowing nature
quietly and slowly to help itself, taking care only that the surrounding
conditions help the work of nature. This is education.
Neither harsh nor tender parents suspect the truth expressed by Carlyle
when he said that the marks of a noble and original temperament are
wild, strong emotions, that must be controlled by a discipline as hard as
steel. People either strive to root out passions altogether, or they abstain
from teaching the child to get them under control.
To suppress the real personality of the child, and to supplant it with
another personality continues to be a pedagogical crime common to
those who announce loudly that education should only develop the real
individual nature of the child.
They are still not convinced that egoism on the part of the child is

justified. Just as little are they convinced of the possibility that evil can
be changed into good.
Education must be based on the certainty that faults cannot be atoned
for, or blotted out, but must always have their consequences. At the
same time, there is the other certainty that through progressive
evolution, by slow adaptation to the conditions of environment they
may be transformed. Only when this stage is reached will education
begin to be a science and art. We will then give up all belief in the
miraculous effects of sudden interference; we shall act in the
psychological sphere in accordance with the principle of the
indestructibility of matter. We shall never believe that a characteristic
of the soul can be destroyed. There are but two possibilities. Either it
can be brought into subjection or it can be raised up to a higher plane.
Madame de Stael's words show much insight when she says that only
the people who can play with children are able to educate them.