A Dominie in Doubt. Alexander Sutherland Neill
prompted Macdonald.
"Or snowballs," I said. "There is more true education in making a snowball than in listening to an hour's lecture on grammar."
Mrs. Macdonald dropped her embroidery into her lap, with a little gasp at the heresy of my remark.
"You're talking pure balderdash!" said Macdonald, leaning forward to knock the ashes from his pipe on the bars of the grate.
"Very well," I said cheerfully. "Let's discuss it. You make a class sit in front of you for an hour, and you threaten to whack the first child that doesn't pay attention to your lesson on nouns and pronouns."
"Discipline," said Macdonald.
"I don't care what you call it. I say it's stupidity."
"But, hang it all, man, you can't teach if you haven't got the children's attention."
"And you can't teach when you have got it," I said. "A child learns only when it is interested."
"But surely, discipline makes them interested," said Mrs. Macdonald.
I shook my head. "It only makes them attentive."
"Same thing," said Macdonald.
"No, Mac," I replied. "It is not the same thing. Attention means the applying of the conscious mind to a thing; interest means the application of both the conscious and the unconscious mind. When you force a child to attend to a lesson for fear of the tawse, you merely engage the least important part of his mind—the conscious. While he stares at the blackboard his unconscious is concerned with other things."
"What sort of things?" asked Macdonald.
"Very probably his unconscious is working out an elaborate plan to murder you," I said, "and I don't blame it either," I added.
"And the snowballs?" queried Mrs. Macdonald.
"When a boy makes a snowball, he is interested; his whole soul is in the job, that is, his unconscious and his conscious are working together. For the moment he is an artist, a creator."
"So that's the new education … making snowballs?" said Macdonald.
"It isn't really," I said; "but what I want to do is to point out that making snowballs is nearer to true education than the spoon-feeding we call education to-day."
* * * * *
Duncan does not like me. He is a young dominie of twenty-three or thereabouts, a friend of Macdonald, and he has just been demobilised. He was a major, and he does not seem to have recovered from the experience. He has got what the vulgar call swelled head. Last night he was dilating upon the delinquencies of the old retired teacher who ran the school while Duncan was on active service. It seems that the old man had allowed the school to run to seed.
"Would you believe it," I overheard Duncan say to Macdonald, "when I came back I found that the boys and girls were playing in the same playground. Why, man, some of them were playing on the road! And the discipline! Awful!"
Poor children! I see it all; I see Duncan line them up like a squad of recruits, and march them into school with never a smile on their faces or a word on their lips. Macdonald tells me that he makes them lift their slates by numbers.
And the amusing thing is that Duncan thinks himself one of the more advanced teachers. He reads the educational journals, and eagerly devours the articles about new methods in teaching arithmetic and geography. His school is only a mile and a half away, and I hope that he will come over to see Mac a few times while I am here.
I have seen the old type of dominie, and I have seen the new type. I prefer the former. He had many faults, but he usually managed to do something for the human side of the children. The new type is a danger to children. The old dominie leathered the children so that they might make a good show before the inspector; the new dominie leathers them because he thinks that children ought to be disciplined so that they may be able to fight the battle of life. He does not see that by using authority he is doing the very opposite of what he intends; he is making the child dependent on him, and for ever afterwards the child will lack initiative, lack self-confidence, lack originality.
What the new dominie does do is to turn out excellent wage-slaves. The discipline of the school gives each child an inner sense of inferiority … what the psycho-analysts call an inferiority complex. And the working-classes are suffering from a gigantic inferiority complex … otherwise they would not be content to remain wage-slaves. The fear that Duncan inspires in a boy will remain in that boy all his life. When he enters the workshop he will unconsciously identify the foreman with Duncan, and fear him and hate him. I believe that many a strike is really a vague insurrection against the teacher. For it is well known that the unconscious mind is infantile.
* * * * *
To-night I dropped in to see my old friend Dauvit Todd the cobbler. Many an evening have I spent in his dirty shop. Dauvit works on after teatime, and the village worthies gather round his fire and smoke and spit and grunt. I have sat there for an hour many a night, and not a single word was said. Peter Smith the blacksmith would give a great sigh and say: "Imphm!" There would be silence for ten minutes, and then Jake Tosh the roadman would stare at the fire, shake his head, and say: "Aye, man!" Then a ploughman would smack his lips and say: "Man, aye!" A southerner looking in might have jumped to the conclusion that the assembly was collectively and individually bored, but boredom never enters Dauvit's shop. We Scots think better in crowds.
To-night the old gang was there. The hypothetical southerner again would have marvelled at the reception I received. I walked into the shop after an absence of five years.
"Weel, Dauvit," I said, and sat down in the basket chair. Dauvit and I have never shaken hands in our lives. He looked up.
"Back again!" he said, without any evident surprise; then he added:
"And what like a nicht is 't ootside?"
Gradually other men dropped in, and the same sort of greeting took place. The weather continued to be discussed for a time. Then the blacksmith said: "Auld Tarn Davidson's swine dee'd last nicht."
Dauvit looked up from the boot he was repairing.
"What did it dee o'?" and there followed an argument about the symptoms of swine fever.
An English reader of The House with the Green Shutters would have concluded that these villagers were deliberately trying to put me in my place. By ignoring me might they not be showing their contempt for dominies who have just come from London? Not they. They were glad to see me again, and their method of showing their gladness was to take up our friendship at the point where it left off five years ago.
The only time a Scot distrusts other Scots is when they fuss over him. The story goes in Tarbonny that when young Jim Lunan came home unexpectedly after a ten years' farming in Canada, his mother was washing the kitchen floor.
"Mother!" he cried, "I've come hame!"
She looked over her shoulder.
"Wipe yer feet afore ye come in, ye clorty laddie," she said.
But there is a garrulous type of Scot … or rather the type of Scot that tries to make the other fellow garrulous. In our county we call them the speerin' bodie. To speer means to ask questions. The speerin' bodie is common enough in Fife, and I suppose it was a Fifer who entered a railway compartment one morning and sat down to study the only other occupant—an Englishman.
"It's a fine day," said the Scot, and there was a question in his tone.
The Englishman sighed and laid aside his newspaper.
"Aye, mester," continued the inquisitive Fifer, "and ye'll be——"
The Englishman held up a forbidding hand.
"You needn't go on," he said; "I'll tell you everything about myself. I was born in Leeds, the son of poor parents. I left school at the age of twelve, and I became a draper. I gradually worked my way up, and now