As soon as the child is born, there is a real severance. The contact of touch is interrupted, it now becomes occasional only. True, the dynamic flow between mother and child is not severed when simple physical contact is missing. Though mother and child may not touch, still the dynamic flow continues between them. The mother knows her child, feels her bowels and her breast drawn to it, even if it be a hundred miles away. But if the severance continue long, the dynamic flow begins to die, both in mother and child. It wanes fairly quickly — and perhaps can never be fully revived. The dynamic relation between parent and child may fairly easily fall into quiescence, a static condition.
For a full dynamic relationship it is necessary that there be actual contact. The nerves run from the four primary dynamos, and end with live ends all over the body. And it is necessary to bring the live ends of the nerves of the child into contact with the live ends of corresponding nerves in the mother, so that a pure circuit is established. Wherever a pure circuit is established, there occurs a pure development in the individual creation, and this is inevitably accompanied by sensation; and sensation is the first term of mental knowledge.
So, from the field of the breast and arms, the upper circuit, and from the field of the knees and feet and belly, the lower circuit.
And then, the moment a child is born, the face is alive. And the face communicates direct with both planes of primary consciousness. The moment a child is born, it begins to grope for the breast. And suddenly a new great circuit is established, the four poles all working at once, as the child sucks. There is the profound desirousness of the lower center of sympathy, and the superior avidity of the center of will, and at the same time, the cleaving yearning to the nipple, and the tiny curiosity of lips and gums. The nipple of the mother’s breast is one of the great gates of the body, hence of the living psyche. In the nipple terminate vivid nerves which flash their very powerful vibrations through the mouth of the child and deep into its four great poles of being and knowing. Even the nipples of the man are gateways to the great dynamic flow: still gateways.
Touch, taste, and smell are now active in the baby. And these senses, so-called, are strictly sensations. They are the first term of the child’s mental knowledge. And on these three cerebral reactions the foundation of the future mind is laid.
The moment there is a perfect polarized circuit between the first four poles of dynamic consciousness, at that moment does the mind, the terminal station, flash into cognition. The first cognition is merely sensation: sensation and the remembrance of sensation being the first element in all knowing and in all conception.
The circuit of touch, taste, and smell must be well established, before the eyes begin actually to see. All mental knowledge is built up of sensation and of memory. It is the continually recurring sensation of the touch of the mother which forms the basis of the first conception of the mother. After that, the gradually discriminated taste of the mother, and scent of the mother. Till gradually sight and hearing develop and largely usurp the first three senses, as medium of correspondence and of knowledge.
And while, of course, the sensational knowledge is being secreted in the brain, in some much more mysterious way the living individuality of the child is being developed in the four first nuclei, the four great nerve-centers of the primary field of consciousness and being.
As time goes on, the child learns to see the mother. At first he sees her face as a blur, and though he knows her, knows her by a direct glow of communication, as if her face were a warm glowing life-lamp which rejoiced him. But gradually, as the circuit of touch, taste, and smell become powerfully established; gradually, as the individual develops in the child, and so retreats towards isolation; gradually, as the child stands more immune from the mother, the circuit of correspondence extends, and the eyes now communicate across space, the ears begin to discriminate sounds. Last of all develops discriminate hearing.
Now gradually the picture of the mother is transferred to the child’s mind, and the sound of the first baby-words is imprinted. And as the child learns to discriminate visually, objectively, between the mother and the nurse, he learns to choose, and becomes individually free. And still, the dynamic correspondence is not finished. It only changes its circuit.
While the brain is registering sensations, the four dynamic centers are coming into perfect relation. Or rather, as we see, the reverse is the case. As the dynamic centers come into perfect relation, the mind registers and remembers sensations, and begins consciously to know. But the great field of activity is still and always the dynamic field. When a child learns to walk, it learns almost entirely from the solar plexus and the lumbar ganglion, the cardiac plexus and the thoracic ganglion balancing the upper body.
There is a perfected circuit of polarity. The two lower centers are the positive, the two upper the negative poles. And so the child strikes out with his feet for the earth, presses, and strikes away again from the earth, the two upper centers meanwhile corresponding implicitly in the balance of the upper body. It is a chain of spontaneous activity in the four primary centers, establishing a circuit through the whole body. But the positive poles are the lower centers. And the brain has probably nothing at all to do with it. Even the desire to walk is not born in the brain, but in the primary nuclei.
The same with the use of the hands and arms. It means the establishment of a pure circuit between the four centers, the two upper poles now being the positive, the lower the negative poles, and the hands the live end of the wire. Again the brain is not concerned. Probably, even in the first deliberate grasping of an object, the brain is not concerned. Not until there is an element of recognition and sensation-memory.
All our primal activity originates and circulates purely in the four great nerve centers. All our active desire, our genuine impulse, our love, our hope, our yearning, everything originates mysteriously at these four great centers or well-heads of our existence: everything vital and dynamic. The mind can only register that which results from the emanation of the dynamic impulse and the collision or communion of this impulse with its object.
So now we see that we can never know ourselves. Knowledge is to consciousness what the signpost is to the traveler: just an indication of the way which has been traveled before. Knowledge is not even in direct proportion to being. There may be great knowledge of chemistry in a man who is a rather poor being: and those who know, even in wisdom like Solomon, are often at the end of the matter of living, not at the beginning. As a matter of fact, David did the living, the dynamic achievement. To Solomon was left the consummation and the finish, and the dying down.
Yet we must know, if only in order to learn not to know. The supreme lesson of human consciousness is to learn how not to know. That is, how not to interfere. That is, how to live dynamically, from the great Source, and not statically, like machines driven by ideas and principles from the head, or automatically, from one fixed desire. At last, knowledge must be put into its true place in the living activity of man. And we must know deeply, in order even to do that.
So a new conception of the meaning of education.
Education means leading out the individual nature in each man and woman to its true fullness. You can’t do that by stimulating the mind. To pump education into the mind is fatal. That which sublimates from the dynamic consciousness into the mental consciousness has alone any value. This, in most individuals, is very little indeed. So that most individuals, under a wise government, would be most carefully protected from all vicious attempts to inject extraneous ideas into them. Every extraneous idea, which has no inherent root in the dynamic consciousness, is as dangerous as a nail driven into a young tree. For the mass of people, knowledge must be symbolical, mythical, dynamic. This means, you must have a higher, responsible, conscious class: and then in varying degrees the lower classes, varying in their degree of consciousness. Symbols must be true from top to bottom. But the interpretation of the symbols must rest, degree after degree, in the higher, responsible, conscio
us classes. To those who cannot divest themselves again of mental consciousness and definite ideas, mentality and ideas are death, nails through their hands and feet.
CHAPTER VII
FIRST STEPS IN EDUCATION
The first process of education is obviously not a mental process. When a mother talks to a baby, she is not encouraging its little mind to think. When she is coaxing her child to walk, she is not making a theoretic exposition of the science of equilibration. She crouches before the child, at a little distance, and spreads her hands. “Come, baby — come to mother. Come! Baby, walk! Yes, walk! Walk to mother! Come along. A little walk to its mother. Come! Come then! Why yes, a pretty baby! Oh, he can toddle! Yes — yes — No, don’t be frightened, a dear. No — Come to mother — ” and she catches his little pinafore by the tip — and the infant lurches forward. “There! There! A beautiful walk! A beautiful walker, yes! Walked all the way to mother, baby did. Yes, he did — ”
Now who will tell me that this talk has any rhyme or reason? Not a spark of reason. Yet a real rhyme: or rhythm, much more important. The song and the urge of the mother’s voice plays direct on the affective centers of the child, a wonderful stimulus and tuition. The words hardly matter. True, this constant repetition in the end forms a mental association. At the moment they have no mental significance at all for the baby. But they ring with a strange palpitating music in his fluttering soul, and lift him into motion.
And this is the way to educate children: the instinctive way of mothers. There should be no effort made to teach children to think, to have ideas. Only to lift them and urge them into dynamic activity. The voice of dynamic sound, not the words of understanding. Damn understanding. Gestures, and touch, and expression of the face, not theory. Never have ideas about children — and never have ideas for them.
If we are going to teach children we must teach them first to move. And not by rule or mental dictation. Horror! But by playing and teasing and anger, and amusement. A child must learn to move blithe and free and proud. It must learn the fullness of spontaneous motion. And this it can only learn by continuous reaction from all the centers, through all the emotions. A child must learn to contain itself. It must learn to sit still if need be. Part of the first phase of education is the learning to stay still and be physically self-contained. Then a child must learn to be alone, and to adventure alone, and to play alone. Any peevish clinging should be quite roughly rebuffed. From the very first day, throw a child back on its own resources — even a little cruelly sometimes. But don’t neglect it, don’t have a negative attitude to it. Play with it, tease it and roll it over as a dog her puppy, mock it when it is too timorous, laugh at it, scold it when it really bothers you — for a child must learn not to bother another person — and when it makes you genuinely angry, spank it soundly. But always remember that it is a single little soul by itself; and that the responsibility for the wise, warm relationship is yours, the adult’s.
Then always watch its deportment. Above all things encourage a straight backbone and proud shoulders. Above all things despise a slovenly movement, an ugly bearing and unpleasing manner. And make a mock of petulance and of too much timidity.
We are imbeciles to start bothering about love and so forth in a child. Forget utterly that there is such a thing as emotional reciprocity. But never forget your own honor as an adult individual towards a small individual. It is a question of honor, not of love.
A tree grows straight when it has deep roots and is not too stifled. Love is a spontaneous thing, coming out of the spontaneous effectual soul. As a deliberate principle it is an unmitigated evil. Also morality which is based on ideas, or on an ideal, is an unmitigated evil. A child which is proud and free in its movements, in all its deportment, will be quite as moral as need be. Honor is an instinct, a superb instinct which should be kept keenly alive. Immorality, vice, crime, these come from a suppression or a collapse at one or other of the great primary centers. If one of these centers fails to maintain its true polarity, then there is a physical or psychic derangement, or both. And viciousness or crime are the result of a derangement in the primary system. Pure morality is only an instinctive adjustment which the soul makes in every circumstance, adjusting one thing to another livingly, delicately, sensitively. There can be no law. Therefore, at every cost and charge keep the first four centers alive and alert, active, and vivid in reaction. And then you need fear no perversion. What we have done, in our era, is, first, we have tried as far as possible to suppress or subordinate the two sensual centers. We have so unduly insisted on and exaggerated the upper spiritual or selfless mode — the living in the other person and through the other person — that we have caused already a dangerous over-balance in the natural psyche.
To correct this we go one worse, and try to rule ourselves more and more by the old ideas of sympathy and benevolence. We think that love and benevolence will cure anything. Whereas love and benevolence are our poison, poison to the giver, and still more poison to the receiver. Poison only because there is practically no spontaneous love left in the world. It is all will, the fatal love-will and insatiable morbid curiosity. The pure sympathetic mode of love long ago broke down. There is now only deadly, exaggerated volition.
This is also why general education should be suppressed as soon as possible. We have fallen into a state of fixed, deadly will. Everything we do and say to our children in school tends simply to fix in them the same deadly will, under the pretence of pure love. Our idealism is the clue to our fixed will. Love, beauty, benevolence, progress, these are the words we use. But the principle we evoke is a principle of barren, sanctified compulsion of all life. We want to put all life under compulsion. “How to outwit the nerves,” for example. — And therefore, to save the children as far as possible, elementary education should be stopped at once.
No child should be sent to any sort of public institution before the age of ten years. If I could but advise, I would advise that this notice should be sent through the length and breadth of the land.
“Parents, the State can no longer be responsible for the mind and character of your children. From the first day of the coming year, all schools will be closed for an indefinite period. Fathers, see that your boys are trained to be men. Mothers, see that your daughters are trained to be women.
“All schools will shortly be converted either into public workshops or into gymnasia. No child will be admitted into the workshops under ten years of age. Active training in primitive modes of fighting and gymnastics will be compulsory for all boys over ten years of age.
“All girls over ten years of age must attend at one domestic workshop. All girls over ten years of age may, in addition, attend at one workshop of skilled labor, or of technical industry, or of art. Admission for three months’ probation.
“All boys over ten years of age must attend at one workshop of domestic crafts, and at one workshop of skilled labor, or of technical industry, or of art. A boy may choose, with his parents’ consent, his school of labor, or technical industry or art, but the directors reserve the right to transfer him to a more suitable department, if necessary, after a three months’ probation.
“It is the intention of this State to form a body of active, energetic citizens. The danger of a helpless, presumptuous, news-paper-reading population is universally recognized.
“All elementary education is left in the hands of the parents, save such as is necessary to the different branches of industry.
“Schools of mental culture are free to all individuals over fourteen years of age.
“Universities are free to all who obtain the first culture degree.”
The fact is, our process of universal education is to-day so uncouth, so psychologically barbaric, that it is the most terrible menace to the existence of our race. We seize hold of our children, and by parrot-compulsion we force into them a set of mental tricks. By unnatural and unhealthy compulsion we force them into a certain amount of cerebral activity. And then, after a few years, with
a certain number of windmills in their heads, we turn them loose, like so many inferior Don Quixotes, to make a mess of life. All that they have learnt in their heads has no reference at all to their dynamic souls. The windmills spin and spin in a wind of words, Dulcinea del Toboso beckons round every corner, and our nation of inferior Quixotes jumps on and off tram-cars, trains, bicycles, motor-cars, buses, in one mad chase of the divine Dulcinea, who is all the time chewing chocolates and feeling very, very bored. It is no use telling the poor devils to stop. They read in the newspapers about more Dulcineas and more chivalry due to them and more horrid persons who injure the fair fame of these bored females. And round they skelter, after their own tails. That is, when they are not forced to grind out their lives for a wage. Though work is the only thing that prevents our masses from going quite mad.
To tell the truth, ideas are the most dangerous germs mankind has ever been injected with. They are introduced into the brain by injection, in schools and by means of newspapers, and then we are done for.
An idea which is merely introduced into the brain, and started spinning there like some outrageous insect, is the cause of all our misery to-day. Instead of living from the spontaneous centers, we live from the head. We chew, chew, chew at some theory, some idea. We grind, grind, grind in our mental consciousness, till we are beside ourselves. Our primary affective centers, our centers of spontaneous being, are so utterly ground round and automatized that they squeak in all stages of disharmony and incipient collapse. We are a people — and not we alone — of idiots, imbeciles and epileptics, and we don’t even know we are raving.
And all is due, directly and solely, to that hateful germ we call the Ideal. The Ideal is always evil, no matter what ideal it be. No idea should ever be raised to a governing throne.
Complete Works of D.H. Lawrence Page 934