Herland - Charlotte Perkins Gilman (novels to improve english txt) 📗

them from a dangerous world, here they grew up in a wide, friendly world, and knew it for theirs, from the first.

Their child-literature was a wonderful thing. I could have spent years following the delicate subtleties, the smooth simplicities with which they had bent that great art to the service of the child mind.

We have two life cycles: the man’s and the woman’s. To the man there is growth, struggle, conquest, the establishment of his family, and as much further success in gain or ambition as he can achieve.

To the woman, growth, the securing of a husband, the subordinate activities of family life, and afterward such “social” or charitable interests as her position allows.

Here was but one cycle, and that a large one.

The child entered upon a broad open field of life, in which motherhood was the one great personal contribution to the national life, and all the rest the individual share in their common activities. Every girl I talked to, at any age above babyhood, had her cheerful determination as to what she was going to be when she grew up.

What Terry meant by saying they had no “modesty” was that this great life-view had no shady places; they had a high sense of personal decorum, but no shame—no knowledge of anything to be ashamed of.

Even their shortcomings and misdeeds in childhood never were presented to them as sins; merely as errors and misplays— as in a game. Some of them, who were palpably less agreeable than others or who had a real weakness or fault, were treated with cheerful allowance, as a friendly group at whist would treat a poor player.

Their religion, you see, was maternal; and their ethics, based on the full perception of evolution, showed the principle of growth and the beauty of wise culture. They had no theory of the essential opposition of good and evil; life to them was growth; their pleasure was in growing, and their duty also.

With this background, with their sublimated mother-love, expressed in terms of widest social activity, every phase of their work was modified by its effect on the national growth. The language itself they had deliberately clarified, simplified, made easy and beautiful, for the sake of the children.

This seemed to us a wholly incredible thing: first, that any nation should have the foresight, the strength, and the persistence to plan and fulfill such a task; and second, that women should have had so much initiative. We have assumed, as a matter of course, that women had none; that only the man, with his natural energy and impatience of restriction, would ever invent anything.

Here we found that the pressure of life upon the environment develops in the human mind its inventive reactions, regardless of sex; and further, that a fully awakened motherhood plans and works without limit, for the good of the child.

That the children might be most nobly born, and reared in an environment calculated to allow the richest, freest growth, they had deliberately remodeled and improved the whole state.

I do not mean in the least that they stopped at that, any more than a child stops at childhood. The most impressive part of their whole culture beyond this perfect system of child-rearing was the range of interests and associations open to them all, for life. But in the field of literature I was most struck, at first, by the child-motive.

They had the same gradation of simple repetitive verse and story that we are familiar with, and the most exquisite, imaginative tales; but where, with us, these are the dribbled remnants of ancient folk myths and primitive lullabies, theirs were the exquisite work of great artists; not only simple and unfailing in appeal to the child-mind, but TRUE, true to the living world about them.

To sit in one of their nurseries for a day was to change one’s views forever as to babyhood. The youngest ones, rosy fatlings in their mothers’ arms, or sleeping lightly in the flower-sweet air, seemed natural enough, save that they never cried. I never heard a child cry in Herland, save once or twice at a bad fall; and then people ran to help, as we would at a scream of agony from a grown person.

Each mother had her year of glory; the time to love and learn, living closely with her child, nursing it proudly, often for two years or more. This perhaps was one reason for their wonderful vigor.

But after the baby-year the mother was not so constantly in attendance, unless, indeed, her work was among the little ones. She was never far off, however, and her attitude toward the co-mothers, whose proud child-service was direct and continuous, was lovely to see.

As for the babies—a group of those naked darlings playing on short velvet grass, clean-swept; or rugs as soft; or in shallow pools of bright water; tumbling over with bubbling joyous baby laughter— it was a view of infant happiness such as I had never dreamed.

The babies were reared in the warmer part of the country, and gradually acclimated to the cooler heights as they grew older.

Sturdy children of ten and twelve played in the snow as joyfully as ours do; there were continuous excursions of them, from one part of the land to another, so that to each child the whole country might be home.

It was all theirs, waiting for them to learn, to love, to use, to serve; as our own little boys plan to be “a big soldier,” or “a cowboy,” or whatever pleases their fancy; and our little girls plan for the kind of home they mean to have, or how many children; these planned, freely and gaily with much happy chattering, of what they would do for the country when they were grown.

It was the eager happiness of the children and young people which first made me see the folly of that common notion of ours —that if life was smooth and happy, people would not enjoy it.

As I studied these youngsters, vigorous, joyous, eager little creatures, and their voracious appetite for life, it shook my previous ideas so thoroughly that they have never been re-established. The steady level of good health gave them all that natural stimulus we used to call “animal spirits”—an odd contradiction in terms. They found themselves in an immediate environment which was agreeable and interesting, and before them stretched the years of learning and discovery, the fascinating, endless process of education.

As I looked into these methods and compared them with our own, my strange uncomfortable sense of race-humility grew apace.

Ellador could not understand my astonishment. She explained things kindly and sweetly, but with some amazement that they needed explaining, and with sudden questions as to how we did it that left me meeker than ever.

I betook myself to Somel one day, carefully not taking Ellador. I did not mind seeming foolish to Somel—she was used to it.

“I want a chapter of explanation,” I told her. “You know my stupidities by heart, and I do not want to show them to Ellador —she thinks me so wise!”

She smiled delightedly. “It is beautiful to see,” she told me, “this new wonderful love between you. The whole country is interested, you know—how can we help it!”

I had not thought of that. We say: “All the world loves a lover,” but to have a couple of million people watching one’s courtship—and that a difficult one—was rather embarrassing.

“Tell me about your theory of education,” I said. “Make it short and easy. And, to show you what puzzles me, I’ll tell you that in our theory great stress is laid on the forced exertion of the child’s mind; we think it is good for him to overcome obstacles.”

“Of course it is,” she unexpectedly agreed. “All our children do that—they love to.”

That puzzled me again. If they loved to do it, how could it be educational?

“Our theory is this,” she went on carefully. “Here is a young human being. The mind is as natural a thing as the body, a thing that grows, a thing to use and enjoy. We seek to nourish, to stimulate, to exercise the mind of a child as we do the body. There are the two main divisions in education—you have those of course?—the things it is necessary to know, and the things it is necessary to do.”

“To do? Mental exercises, you mean?”

“Yes. Our general plan is this: In the matter of feeding the mind, of furnishing information, we use our best powers to meet the natural appetite of a healthy young brain; not to overfeed it, to provide such amount and variety of impressions as seem most welcome to each child. That is the easiest part. The other division is in arranging a properly graduated series of exercises which will best develop each mind; the common faculties we all have, and most carefully, the especial faculties some of us have. You do this also, do you not?”

“In a way,” I said rather lamely. “We have not so subtle and highly developed a system as you, not approaching it; but tell me more. As to the information—how do you manage? It appears that all of you know pretty much everything—is that right?”

This she laughingly disclaimed. “By no means. We are, as you soon found out, extremely limited in knowledge. I wish you could realize what a ferment the country is in over the new things you have told us; the passionate eagerness among thousands of us to go to your country and learn—learn—learn! But what we do know is readily divisible into common knowledge and special knowledge. The common knowledge we have long since learned to feed into the minds of our little ones with no waste of time or strength; the special knowledge is open to all, as they desire it. Some of us specialize in one line only. But most take up several —some for their regular work, some to grow with.”

“To grow with?”

“Yes. When one settles too close in one kind of work there is a tendency to atrophy in the disused portions of the brain. We like to keep on learning, always.”

“What do you study?”

“As much as we know of the different sciences. We have, within our limits, a good deal of knowledge of anatomy, physiology, nutrition—all that pertains to a full and beautiful personal life. We have our botany and chemistry, and so on—very rudimentary, but interesting; our own history, with its accumulating psychology.”

“You put psychology with history—not with personal life?”

“Of course. It is ours; it is among and between us, and it changes with the succeeding and improving generations. We are at work, slowly and carefully, developing our whole people along these lines. It is glorious work—splendid! To see the thousands of babies improving, showing stronger clearer minds, sweeter dispositions, higher capacities— don’t you find it so in your country?”

This I evaded flatly. I remembered the cheerless claim that the human mind was no better than in its earliest period of savagery, only better informed—a statement I had never believed.

“We try most earnestly for two powers,” Somel continued. “The two that seem to us basically necessary for all noble life: a clear, far-reaching judgment, and a strong well-used will. We spend our best efforts, all through childhood and youth, in developing these faculties, individual judgment and will.”

“As part of your system of education, you mean?”

“Exactly. As the most valuable part. With the babies, as you may have noticed, we first provide an environment which feeds the mind without tiring it; all manner of simple and interesting things to do, as soon as they are old enough to do them; physical properties, of course, come first. But as early as possible, going very carefully, not to tax the mind, we