Download A Treatise on Parents and Children by George Bernard Shaw PDF

By George Bernard Shaw

George Bernard Shaw (1856-1950) was once a worldrenowned Irish writer. Born in Dublin, he moved to London whilst he became twenty. Having rejected formal education, he informed himself via self sustaining learn within the studying room of the British Museum; he additionally started his occupation there by means of writing novels for which he couldn't discover a writer. His first good fortune was once as a track and literary critic, yet he was once attracted to drama and authored greater than sixty performs in the course of his profession. often his paintings is leavened by means of a pleasant vein of comedy, yet the majority of it bears earnest messages Shaw was hoping his audiences could embody. He is still the one individual to were presented either a Nobel Prize (1925) for his contribution to literature and an Oscar (1938) for Pygmalion. between his most renowned works are: Candida (1894), palms and the fellow (1894) and guy and Superman (1902-03).

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Sample text

To illustrate this, let us consider the main danger of childish docility and parental officiousness. The Abuse of Docility 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.

We regard every child in our school as a subject for experiment. We are always experimenting with them. We challenge the experimental test for our system. We are continually guided by our experience in our great work of moulding the character of our future citizens, etc. etc. " I am sorry to seem irreconcilable; but it is the Life Force that has to make the experiment and not the schoolmaster; and the Life Force for the child's purpose is in the child and not in the schoolmaster. The schoolmaster is another experiment; and a laboratory in which all the experiments began experimenting on one another would not produce intelligible results.

What is the matter with our universities is that all the students are schoolboys, whereas it is of the very essence of university education that they should be men. The function of a university is not to teach things that can now be taught as well or better by University Extension lectures or by private tutors or modern correspondence classes with gramophones. We go to them to be socialized; to acquire the hall mark of communal training; to become citizens of the world instead of inmates of the enlarged rabbit hutches we call homes; to learn manners and become unchallengeable ladies and gentlemen.

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