Герберт Джордж Уэллс
Mankind in the Making
These are the first necessities, then, in the Making of Men and the bettering of the world, this courageous interference with what so many people call “Nature’s methods” and “Nature’s laws,” though, indeed, they are no more than the methods and laws of the beasts. By such expedients we may hope to see, first, a certain fall in the birth-rate, a fall chiefly in the birth-rate of improvident, vicious, and feeble types, a continuation, in fact, of that fall that is already so conspicuous in illegitimate births in Great Britain; secondly, a certain, almost certainly more considerable fall in the death-rate of infants and young children, and that fall in the infantile death-rate will serve to indicate, thirdly, a fall no statistics will fully demonstrate in what I may call the partial death-rate, the dwarfing and limiting of that innumerable host of children who do, in an underfed, meagre sort of a way, survive. This raising of the standard of homes will do a work that will not end with the children; the death-line will sag downward for all the first twenty or thirty years of life. Dull-minded, indolent, prosperous people will say that all this is no more than a proposal to make man better by machinery, that you cannot reform the world by Board of Trade Regulations and all the rest of it. They will say that such work as this is a scheme of grim materialism, and that the Soul of Man gains no benefit by this “so-called Progress,” that it is not birth-rates that want raising but Ideals. We shall deal later with Ideals in general. Here I will mention only one, and that is, unhappily, only an Ideal Argument. I wish I could get together all these people who are so scornful of materialistic things, out of the excessively comfortable houses they inhabit, and I wish I could concentrate them in a good typical East London slum – five or six together in each room, one lodging with another, and I wish I could leave them there to demonstrate the superiority of high ideals to purely material considerations for the rest of their earthly career while we others went on with our sordid work unencumbered by their ideality.
Think what these dry-looking projects of building and trade regulation, and inspection and sanitation, mean in reality! think of the promise they hold out to us of tears and suffering abolished, of lives invigorated and enlarged!
[Endnote 1
I am greatly obliged to Mr. J. Leaver for a copy of the following notice:
“DEATHS OF CHILDREN FROM BURNING
“TO PARENTS AND GUARDIANS
“Attention is drawn to the frequency with which the death of young children is caused owing to their clothing taking fire at unprotected firegrates. During the years 1899 and 1900 inquests were held on the bodies of 1684 YOUNG CHILDREN whose death had resulted from burning, and in 1425 of these cases the fire by which the burning was caused was unprotected by a guard.
“With a view to prevent such deplorable loss of life it is suggested to Parents and Guardians, who have the care of young children, that it is very desirable that efficient fire-guards should be provided, in order to render it impossible for children to obtain access to the fire-grates.
“E. R. C. BRADFORD,
“The Commissioner of Police of the Metropolis.
“Metropolitan Police Office,
“New Scotland Yard,
“January 28th, 1902.”]
IV. THE BEGINNINGS OF THE MIND AND LANGUAGE
§ 1
The newborn child is at first no more than an animal. Indeed, it is among the lowest and most helpless of all animals, a mere vegetative lump; assimilation incarnate – wailing. It is for the first day in its life deaf, it squints blindly at the world, its limbs are beyond its control, its hands clutch drowningly at anything whatever that drifts upon this vast sea of being into which it has plunged so amazingly. And imperceptibly, subtly, so subtly that never at any time can we mark with certainty the increment of its coming, there creeps into this soft and claimant little creature a mind, a will, a personality, the beginning of all that is real and spiritual in man. In a little while there are eyes full of interest and clutching hands full of purpose, smiles and frowns, the babbling beginning of expression and affections and aversions. Before the first year is out there is obedience and rebellion, choice and self-control, speech has commenced, and the struggle of the newcomer to stand on his feet in this world of men. The process is unanalyzable; given a certain measure of care and protection, these things come spontaneously; with the merest rough encouragement of things and voices about the child, they are evoked.
But every day the inherent impulse makes a larger demand upon the surroundings of the child, if it is to do its best and fullest. Obviously, quite apart from physical consequences, the environment of a little child may be good or bad, better or worse for it in a thousand different ways. It may be distracting or over-stimulating, it may evoke and increase fear, it may be drab and dull and depressing, it may be stupefying, it may be misleading and productive of vicious habits of mind. And our business is to find just what is the best possible environment, the one that will give the soundest and fullest growth, not only of body but of intelligence.
Now from the very earliest phase the infant stands in need of a succession of interesting things. At first these are mere vague sense impressions, but in a month or so there is a distinct looking at objects; presently follows reaching and clutching, and soon the little creature is urgent for fresh things to see, handle, hear, fresh experiences of all sorts, fresh combinations of things already known. The newborn mind is soon as hungry as the body. And if a healthy wellfed child cries, it is probably by reason of this unsatisfied hunger, it lacks an interest, it is bored, that dismal vacant suffering that punishes the failure of living things to live fully and completely. As Mr. Charles Booth has pointed out in his Life and Labour of the People, it is probable that in this respect the children of the relatively poor are least at a disadvantage. The very poor infant passes its life in the family room, there is a going and coming, and interesting activity of domestic work on the part of its mother, the preparation of meals, the intermittent presence of the father, the whole gamut of its mother’s unsophisticated temper. It is carried into crowded and eventful streets at all hours. It participates in pothouse soirées and assists at the business of shopping. It may not lead a very hygienic life, but it does not lead a dull one. Contrast with its lot that of the lonely child of some woman of fashion, leading its beautifully non-bacterial life in a carefully secluded nursery under the control of a virtuous, punctual, invariable, conscientious rather than emotional nurse. The poor little soul wails as often for events as the slum baby does for nourishment. Into its grey nursery there rushes every day, or every other day, a breathless, preoccupied, excessively dressed, cleverish, many-sided, fundamentally silly, and universally incapable woman, vociferates a little conventional affection, slaps a kiss or so upon her offspring, and goes off again to collect that daily meed of admiration and cheap envy which is the gusto of her world. After that gushing, rustling, incomprehensible passage, the child relapses into the boring care of its bored hireling for another day. The nurse writes her letters, mends her clothes, reads and thinks of the natural interests of her own life, and the child is “good” just in proportion to the extent to which it doesn’t “worry.”
That, of course, is an extreme case. It assumes a particularly bad mother and a particularly ill-chosen nurse, and what is probably only a transitory phase of sexual debasement. The average nurse of the upper-class child is often a woman of highly developed motherly instincts, and it is probable that our upper class and our upper middle-class is passing or has already passed through that phase of thought which has made solitary children so common in the last decade or so. The effective contrast must not take us too far. We must remember that all women do not possess the passion for nursing, and that some of those who are defective in this direction may be, for all that, women of exceptional gifts and capacity, and fully capable of offspring. Civilization is based on the organized subdivision of labour, and, as the able lady who writes as “L’amie Inconnue” in the County Gentleman has pointed out in a very helpful criticism of the original version of this paper, it is as absurd to require every woman to be a nursery mother as it is, to require every man to till the soil. We move from homogeneous to heterogeneous conditions, and we must beware of every generalization we make.
For all that, one is inclined to think the ideal average environment should contain the almost constant presence of the mother, for no one is so likely to be continuously various and interesting and untiring as she, and only as an exception, for exceptional mothers and nurses, can we admit the mother-substitute. When we admit her we admit other things. It is entirely on account of such an ideal environment, we must remember, that monogamy finds its practical sanction; it claims to ensure the presiding mother the maximum of security and self-respect. A woman who enjoys the full rights of a wife to maintenance and exclusive attention, without a complete discharge of the duties of motherhood, profits by the imputation of things she has failed to perform. She may be justified by other things, by an effectual co-operation with her husband in joint labours for example, but she has altered her footing none the less. To secure an ideal environment for children in as many cases as possible is the second of the two great practical ends – the first being sound births, for which the restrictions of sexual morality exist. In addition there is the third almost equally important matter of adult efficiency; we have to adjust affairs, if we can, to secure the maximum of health, sane happiness and vigorous mental and physical activity, and to abolish, as far as possible, passionate broodings, over-stimulated appetites, disease, and destructive indulgence. Apart from these aspects, sexual morality is outside the scope of the New Republican altogether… Do not let this passage be misunderstood. I do not mean that a New Republican ignores sexual morality except on these grounds, but so far as his New Republicanism goes he does, just as a member of the Aeronautical Society, so far as his aeronautical interests go, or as an ecclesiastical architect, so far as his architecture goes.
The ideal environment should, without any doubt at all, centre about a nursery – a clean, airy, brightly lit, brilliantly adorned room, into which there should be a frequent coming and going of things and people; but from the time the child begins to recognize objects and individuals it should be taken for little spells into other rooms and different surroundings. In the homely, convenient, servantless abode over which the able-bodied, capable, skilful, civilized women of the ordinary sort will preside in the future, the child will naturally follow its mother’s morning activities from room to room. Its mother will talk to it, chance visitors will sign to it. There should be a public or private garden available where its perambulator could stand in fine weather; and its promenades should not be too much a matter of routine. To go along a road with some traffic is better for a child than to go along a secluded path between hedges; a street corner is better than a laurel plantation as a pitch for perambulators.
When a child is five or six months old it will have got a certain use and grip with its hands, and it will want to handle and examine and test the properties of as many objects as it can. Gifts begin. There seems scope for a wiser selection in these early gifts. At present it is chiefly woolly animals with bells inside them, woolly balls, and so forth, that reach the baby’s hands. There is no reason at all why a child’s attention should be so predominantly fixed on wool. These toys are coloured very tastefully, but as Preyer has advanced strong reasons for supposing that the child’s discrimination of colours is extremely rudimentary until the second year has begun, these tasteful arrangements are simply an appeal to the parent. Light, dark, yellow, perhaps red and “other colours” seem to constitute the colour system of a very young infant. It is to the parent, too, that the humorous and realistic quality of the animal forms appeal. The parent does the shopping and has to be amused. The parent who ought to have a doll instead of a child is sufficiently abundant in our world to dominate the shops, and there is a vast traffic in facetious baby toys, facetious nursery furniture, “art” cushions and “quaint” baby clothing, all amazingly delightful things for grown-up people. These things are bought and grouped about the child, the child is taught tricks to complete the picture, and parentage becomes a very amusing afternoon employment. So long as convenience is not sacrificed to the æsthetic needs of the nursery, and so long as common may compete with “art” toys, there is no great harm done, but it is well to understand how irrelevant these things are to the real needs of a child’s development.
A child of a year or less has neither knowledge nor imagination to see the point of these animal resemblances – much less to appreciate either quaintness or prettiness. That comes only in the second year. He is much more interested in the crumpling and tearing of paper, in the crumpling of chintz, and in the taking off and replacing of the lid of a little box. I think it would be possible to devise a much more entertaining set of toys for an infant than is at present procurable, but, unhappily, they would not appeal to the intelligence of the average parent. There would be, for example, one or two little boxes of different shapes and substances, with lids to take off and on, one or two rubber things that would bend and twist about and admit of chewing, a ball and a box made of china, a fluffy, flexible thing like a rabbit’s tail, with the vertebræ replaced by cane, a velvet-covered ball, a powder puff, and so on. They could all be plainly and vividly coloured with some non-soluble inodorous colour. They would be about on the cot and on the rug where the child was put to kick and crawl. They would have to be too large to swallow, and they would all get pulled and mauled about until they were more or less destroyed. Some would probably survive for many years as precious treasures, as beloved objects, as powers and symbols in the mysterious secret fetichism of childhood – confidants and sympathetic friends.
§ 2
While the child is engaged with its first toys, and with the collection of rudimentary sense impressions, it is also developing a remarkable variety of noises and babblements from which it will presently disentangle speech. Day by day it will show a stronger and stronger bias to associate definite sounds with definite objects and ideas, a bias so comparatively powerful in the mind of man as to distinguish him from all other living creatures. Other creatures may think, may, in a sort of concrete way, come almost indefinably near reason (as Professor Lloyd Morgan in his very delightful Animal Life and Intelligence has shown); but man alone has in speech the apparatus, the possibility, at any rate, of being a reasoning and reasonable creature. It is, of course, not his only apparatus. Men may think out things with drawings, with little models, with signs and symbols upon paper, but speech is the common way, the high road, the current coin of thought.
With speech humanity begins. With the dawn of speech the child ceases to be an animal we cherish, and crosses the boundary into distinctly human intercourse. There begins in its mind the development of the most wonderful of all conceivable apparatus, a subtle and intricate keyboard, that will end at last with thirty or forty or fifty thousand keys. This queer, staring, soft little being in its mother’s arms is organizing something within itself, beside which the most wonderful orchestra one can imagine is a lump of rude clumsiness. There will come a time when, at the merest touch upon those keys, image will follow image and emotion develop into emotion, when the whole creation, the deeps of space, the minutest beauties of the microscope, cities, armies, passions, splendours, sorrows, will leap out of darkness into the conscious being of thought, when this interwoven net of brief, small sounds will form the centre of a web that will hold together in its threads the universe, the All, visible and invisible, material and immaterial, real and imagined, of a human mind. And if we are to make the best of a child, it is in no way secondary to its physical health and growth that it should acquire a great and thorough command over speech, not merely that it should speak, but, what is far more vital, that it should understand swiftly and subtly things written and said. Indeed, this is more than any physical need. The body is the substance and the implement; the mind, built and compact of language, is the man. All that has gone before, all that we have discussed of sound birth and physical growth and care, is no more than the making ready of the soil for the mind that is to grow therein. As we come to this matter of language, we come a step nearer to the intimate realities of our subject – we come to the mental plant that is to bear the flower and the ripe fruit of the individual life. The next phase of our inquiry, therefore, is to examine how we can get this mental plant, this foundation substance, this abundant mastered language best developed in the individual, and how far we may go to ensure this best development for all children born into the world.
From the ninth month onward the child begins serious attempts to talk. In order that it may learn to do this as easily as possible, it requires to be surrounded by people speaking one language, and speaking it with a uniform accent. Those who are most in the child’s hearing should endeavour to speak – even when they are not addressing the child – deliberately and clearly. All authorities are agreed upon the mischievous effect of what is called “baby talk,” the use of an extensive sham vocabulary, a sort of deciduous milk vocabulary that will presently have to be shed again. Froebel and Preyer join hands on this. The child’s funny little perversions of speech are really genuine attempts to say the right word, and we simply cause trouble and hamper development if we give back to the seeking mind its own blunders again. When a child wants to indicate milk, it wants to say milk, and not “mooka” or “mik,” and when it wants to indicate bed, the needed word is not “bedder” or “bye-bye,” but “bed.” But we give the little thing no chance to get on in this way until suddenly one day we discover it is “time the child spoke plainly.” Preyer has pointed out very instructively the way in which the quite sufficiently difficult matter of the use of I, mine, me, my, you, yours, and your is made still more difficult by those about the child adopting irregularly the experimental idioms it produces. When a child says to its mother, “Me go mome,” it is doing its best to speak English, and its remark should be received without worrying comment; but when a mother says to her child, “Me go mome,” she is simply wasting an opportunity of teaching her child its mother-tongue. One sympathizes with her all too readily, one understands the sweetness to her of these soft, infantile mispronunciations; but, indeed, she ought to understand; it is her primary business to know better than her feelings in this affair.
In learning to speak, the children of the more prosperous classes are probably at a considerable advantage when compared with their poorer fellow children. They hear a clearer and more uniform intonation than the blurred, uncertain speech of our commonalty, that has resulted from the reaction of the great synthetic process, of the past century upon dialects. But this natural advantage of the richer child is discounted in one of two ways: in the first place by the mother, in the second by the nurse. The mother in the more prosperous classes is often much more vain and trivial than the lower-class woman; she looks to her children for amusement, and makes them contributors to her “effect,” and, by taking up their quaint and pretty mispronunciations, and devising humorous additions to their natural baby talk, she teaches them to be much greater babies than they could ever possibly be themselves. They specialise as charming babies until their mother tires of the pose, and then they are thrust back into the nursery to recover leeway, if they can, under the care of governess or nurse.
The second disadvantage of the upper-class child is the foreign nurse or nursery governess. There is a widely diffused idea that a child is particularly apt to master and retain languages, and people try and inoculate with French and German as Lord Herbert of Cherbury would have inoculated children with antidotes, for all the ills their flesh was heir to – even, poor little wretches, to an anticipatory regimen for gout. The root error of these attempts to form infantile polyglots is embodied in an unverified quotation from Byron’s Beppo, dear to pedagogic writers —
“Wax to receive and marble to retain”
runs the line – which the curious may discover to be a description of the faithful lover, though it has become as firmly associated with the child-mind as has Sterne’s “tempering the wind to the shorn lamb” with Holy Writ. And this idea of infantile receptivity and retentiveness is held by an unthinking world, in spite of the universally accessible fact that hardly one of us can remember anything that happened before the age of five, and very little that happened before seven or eight, and that children of five or six, removed into foreign surroundings, will in a year or so – if special measures are not taken – reconstruct their idiom, and absolutely forget every word of their mother-tongue. This foreign nurse comes into the child’s world, bringing with her quite weird errors in the quantities, the accent and idiom of the mother-tongue, and greatly increasing the difficulty and delay on the road to thought and speech. And this attempt to acquire a foreign language prematurely at the expense of the mother-tongue, to pick it up cheaply by making the nurse an informal teacher of languages, entirely ignores a fact upon which I would lay the utmost stress in this paper – which, indeed, is the gist of this paper – that only a very small minority of English or American people have more than half mastered the splendid heritage of their native speech. To this neglected and most significant limitation the amount of public attention given at present is quite surprisingly small. [Footnote: My friend, Mr. L. Cope Cornford, writes apropos of this, and I think I cannot do better than print what he says as a corrective to my own assertions: “All you say on the importance of letting a child hear good English cleanly accented is admirable; but we think you have perhaps overlooked the importance of ear-training as such, which should begin by the time the child can utter its first attempts at speech. By ear-training I mean the differentiation of sounds – articulate, inarticulate, and musical – fixing the child’s attention and causing it to imitate. As every sound requires a particular movement of the vocal apparatus, the child will soon be able to adapt its apparatus unconsciously and to distinguish accurately. And if it does not so learn before the age of five or six, it probably will never do so. By the age of two – or less – the child should be able to imitate exactly any speech-sound. Our youngsters can do so; and, consequently, the fact that they had a nurse with a Sussex accent ceased to matter, because they learned to distinguish her talk from correct English. So in the case of a foreign nurse; the result of a foreigner’s influence would be good in this way, that it would train a child to a new series of speech-sounds, thus enlarging its ear capacity. Nor need it necessarily adopt these speech-sounds as those which it should use; it merely knows them; and if the foreigner have a good accent, and speaks her own tongue well, the child’s ear is trained for life, irrespective of expression. Experience shows that a child can keep separate in its mind two or three languages – at first the speech-sounds, later the expression. Modes of expression need not begin till after five, or later. With regard to music, every child should begin to undergo a simple course of ear-training on the sol-fa system as elaborated and taught by McNaught, because the faculty of so learning is lost – atrophied – by the age of twelve or fourteen. But, beginning early – as early as possible – every child, ‘musical’ or not, can be trained, just as every child, ‘artistic’ or not, may be taught to draw accurately up to a certain point.”]
There can be little or no dispute that the English language in its completeness presents a range too ample and appliances too subtle for the needs of the great majority of those who profess to speak it. I do not refer to the half-civilized and altogether barbaric races who are coming under its sway, but to the people we are breeding of our own race – the barbarians of our streets, our suburban “white niggers,” with a thousand a year and the conceit of Imperial destinies. They live in our mother-tongue as some half-civilized invaders might live in a gigantic and splendidly equipped palace. They misuse this, they waste that, they leave whole corridors and wings unexplored, to fall into disuse and decay. I doubt if the ordinary member of the prosperous classes in England has much more than a third of the English language in use, and more than a half in knowledge, and as we go down the social scale we may come at last to strata having but a tenth part of our full vocabulary, and much of that blurred and vaguely understood. The speech of the Colonist is even poorer than the speech of the home-staying English. In America, just as in Great Britain and her Colonies, there is the same limitation and the same disuse. Partly, of course, this is due to the pettiness of our thought and experience, and so far it can only be remedied by a general intellectual amplification; but partly it is due to the general ignorance of English prevailing throughout the world. It is atrociously taught, and taught by ignorant men. It is atrociously and meanly written. So far as this second cause of sheer ignorance goes, the gaps in knowledge are continually resulting in slang and the addition of needless neologisms to the language. People come upon ideas that they know no English to express, and strike out the new phrase in a fine burst of ignorant discovery. There are Americans in particular who are amazingly apt at this sort of thing. They take an enormous pride in the jargon they are perpetually increasing – they boast of it, they give exhibition performances in it, they seem to regard it as the culminating flower of their continental Republic – as though the Old World had never heard of shoddy. But, indeed, they are in no better case than that unfortunate lady at Earlswood who esteems newspapers stitched with unravelled carpet and trimmed with orange peel, the extreme of human splendour. In truth, their pride is baseless, and this slang of theirs no sort of distinction whatever. Let me assure them that in our heavier way we in this island are just as busy defiling our common inheritance. We can send a team of linguists to America who will murder and misunderstand the language against any eleven the Americans may select.
Of course there is a natural and necessary growth and development in a living language, a growth that no one may arrest. In appliances, in politics, in science, in philosophical interpretation, there is a perpetual necessity for new words, words to express new ideas and new relationships, words free from ambiguity and encumbering associations. But the neologisms of the street and the saloon rarely supply any occasion of this kind. For the most part they are just the stupid efforts of ignorant men to supply the unnecessary. And side by side with the invention of inferior cheap substitutes for existing words and phrases, and infinitely more serious than that invention, goes on a perpetual misuse and distortion of those that are insufficiently known. These are processes not of growth but of decay – they distort, they render obsolete, and they destroy. The obsolescence and destruction of words and phrases cuts us off from the nobility of our past, from the severed masses of our race overseas, far more effectually than any growth of neologisms. A language may grow – our language must grow – it may be clarified and refined and strengthened, but it need not suffer the fate of an algal filament, and pass constantly into rottenness and decay whenever growth is no longer in progress. That has been the fate of languages in the past because of the feebler organization, the slenderer, slower intercommunication, and, above all, the insufficient records of human communities; but the time has come now – or, at the worst, is rapidly coming – when this will cease to be a fated thing. We may have a far more copious and varied tongue than had Addison or Spenser – that is no disaster – but there is no reason why we should not keep fast hold of all they had. There is no reason why the whole fine tongue of Elizabethan England should not be at our disposal still. Conceivably Addison would find the rich, allusive English of George Meredith obscure; conceivably we might find a thousand words and phrases of the year 2000 strange and perplexing; but there is no reason why a time should ever come when what has been written well in English since Elizabethan days should no longer be understandable and fine.
