A Treatise on Parents and Children
The Abuse of Docility
George Bernard Shaw
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_ Docility may survive as a lazy habit long after it has ceased to be a beneficial instinct. If you catch a child when it is young enough to be instinctively docile, and keep it in a condition of unremitted tutelage under the nurserymaid, the governess, the preparatory school, the secondary school, and the university, until it is an adult, you will produce, not a self-reliant, free, fully matured human being, but a grown-up schoolboy or schoolgirl, capable of nothing in the way of original or independent action except outbursts of naughtiness in the women and blackguardism in the men. That is exactly what we get at present in our rich and consequently governing classes: they pass from juvenility to senility without ever touching maturity except in body. The classes which cannot afford this sustained tutelage are notably more self-reliant and grown-up: an office boy of fifteen is often more of a man than a university student of twenty. Unfortunately this precocity is disabled by poverty, ignorance, narrowness, and a hideous power of living without art or love or beauty and being rather proud of it. The poor never escape from servitude: their docility is preserved by their slavery. And so all become the prey of the greedy, the selfish, the domineering, the unscrupulous, the predatory. If here and there an individual refuses to be docile, ten docile persons will beat him or lock him up or shoot him or hang him at the bidding of his oppressors and their own. The crux of the whole difficulty about parents, schoolmasters, priests, absolute monarchs, and despots of every sort, is the tendency to abuse natural docility. A nation should always be healthily rebellious; but the king or prime minister has yet to be found who will make trouble by cultivating that side of the national spirit. A child should begin to assert itself early, and shift for itself more and more not only in washing and dressing itself, but in opinions and conduct; yet as nothing is so exasperating and so unlovable as an uppish child, it is useless to expect parents and schoolmasters to inculcate this uppishness. Such unamiable precepts as Always contradict an authoritative statement, Always return a blow, Never lose a chance of a good fight, When you are scolded for a mistake ask the person who scolds you whether he or she supposes you did it on purpose, and follow the question with a blow or an insult or some other unmistakable expression of resentment, Remember that the progress of the world depends on your knowing better than your elders, are just as important as those of The Sermon on the Mount; but no one has yet seen them written up in letters of gold in a schoolroom or nursery. The child is taught to be kind, to be respectful, to be quiet, not to answer back, to be truthful when its elders want to find out anything from it, to lie when the truth would shock or hurt its elders, to be above all things obedient, and to be seen and not heard. Here we have two sets of precepts, each warranted to spoil a child hopelessly if the other be omitted. Unfortunately we do not allow fair play between them. The rebellious, intractable, aggressive, selfish set provoke a corrective resistance, and do not pretend to high moral or religious sanctions; and they are never urged by grown-up people on young people. They are therefore more in danger of neglect or suppression than the other set, which have all the adults, all the laws, all the religions on their side. How is the child to be secured its due share of both bodies of doctrine? _