Thirteen million of the population of Britain are under 15 years old. When Socialism is established, that quarter of the population will cease to be financial dependants and will be owners of the means of living like everyone else. Questions about education and upbringing in Socialism frequently assume that children are still to be at the disposal of adults and will have arrangements made for them. It may not be like that.
The idea of childhood itself has altered repeatedly in different social phases. “Infancy”, which now refers to very young children, formerly meant the entire pre-adult period of life; the word is still used with this meaning in law. Adolescence was a legal division in ancient Rome, covering the period from puberty (14 for males, 12 for females) to the male majority at 25. Only in the 20th century, however, has it come to mean a physical and psychological development between childhood and adulthood. In the Middle Ages and the early capitalist era such a stage was virtually unrecognized: they were children, then they were adults.
Thus, in Tudor times upper-class boys matriculated and were sent away to universities at thirteen or fourteen. The law permitted the marriage of boys at fourteen and girls at twelve. Shakespeare’s Juliet was thirteen, and a character says early in the play: “Younger than she are happy mothers made.” Children of what are now called tender years were flogged; the Verney Memoirs has a letter expressing concern for a delicate three-year-old—“Let me beg of you and his mother that nobody whip him but Mr. Parrye”. In the working class, Defoe noted with approval in the early 18th century that children of four and five all over Britain earned their livings.
Childhood is a physiological condition, but its duration and what is expected of it are social decisions. The question “What is man?” needs a rider: “What is child?”
Work and School
The first moves to control child labour in factories, and thereby create a new conception of childhood, were made by “enlightened” members of the capitalist class during the Napoleonic Wars. One of them was Sir Robert Peel, the father of the Tory Prime Minister. G. M. Trevelyan in his English Social History indicates the nature of this enlightenment: “No doubt the good Sir Robert, who himself employed 15,000 hands, was in part anxious to restrain the unfair competition of his more unscrupulous rivals.”
At the same time, economists argued the need to withhold children from work and send them to school. Adam Smith put forward a scheme for parish schools which would provide the basis of economic activity and progress. Ricardo and Malthus both favoured education as a means of inculcating habits which would lead to family limitation, and therefore an increase in economic well-being. An anonymous pamphlet of 1856 called The Education of the Masses, Can it be Accomplished? talked more specifically of making labour-power “a much better and more trustworthy article than has hitherto been furnished”. In introducing the Elementary Education Act of 1870 W. E. Forster said: “Upon the speedy provision of elementary education depends our national prosperity.”
Childhood was defined by developed capitalism as from birth to twelve, then fourteen and after; during this time the value of labour-power would be formed and the child purposefully conditioned. Adolescence appeared as the period between that childhood and marriage, which was now delayed several years. Alongside these changes, the spread of scientific ideas and of modern popular culture installed fresh images of childhood. The decline of the social importance of the family in this century has weakened former prejudices and sanctions; in general, children today are better cared for and less restricted than ever before. Yet, as with the majority of society, the result is frustration because means and conditions are absent.
Moulding
The often-quoted claim of a Jesuit that a child raised by him up to seven years old would be his for life has been responsible for a lot of muddled thinking about upbringing and its effects. Much of what small children learn is the acquiring by imitation of social techniques. Getting food, conversation, movement, etc., are absorbed almost unwittingly from the circles in which they live. “They are very often ignorant of the possibilities of any other sort of behaviour; and the process of learning is probably as nearly effortless as any which can be studied.” (C. M. Fleming, The Social Psychology of Education.)
Responses are also learned this way: how to win admiration and to get one’s own way. This leads to the identification of learning in children with “socialization”, or conditioning them to perform as those in charge desire—the modern version of the Jesuit theory. Fortunately, it does not work. To connect the upbringing of children with the class struggle may seem far-fetched, but this is the operative factor. While their “nature” as children is laid down by and to suit the needs of capitalism, it conflicts with the notions of self- and group-interest formed in a working-class environment. The size of the gap is shown by the numerous attempts at supplementary conditioning made through youth organizations—which in turn fail, for the same reason.
Earnest radicals have often tried to oppose the “socialization” of capitalism with alternative theories of upbringing and youth organizations which try to impose a different point of view. In the nineteen- twenties and -thirties a “Left Scout Movement” was attempted called first Kibbo Kift and then the Woodcraft Folk. The founder of the latter organization, Leslie Paul, wrote later: “Despite the socialist dressing we gave to everything, and believed we believed in, every kind of future reform or revolution paled beside our concern for the content of the actual life we were living at that moment.” (Angry Young Man, 1951.) That is precisely it. For children, the proposed indoctrination is a disposable surface item; the activity, learning by doing, is what adds to the development of reasoning powers.
Games people play
Children learn rôles. Childhood itself is a rôle; if it is deemed to continue to, say, fourteen or fifteen a boy or girl will act younger at that age than if he or she is named an adolescent or an adult. The rôles are what society expects and therefore makes known to children, and their carrying-out is part of social technique.
In the last thirty years the male and female rdles practised and accepted throughout capitalism have altered. The long hair inaugurated by pop groups like the Beatles and the Rolling Stone., at the beginning of the nineteen-sixties was a sign of rejection of established masculine looks, while girls took to male trousers. Established ideas of distinct characteristic behaviour of the sexes have blurred; women make sexual demands on men, instead of the opposite. When co-education in state schools was spreading in the ’fifties it was often said to have the effect of making boys womanish, but that is no longer heard.
Previously there was no problem. Boys were conditioned from their earliest consciousness to be virile (“Be a big boy, now’’) and girls feminine. The classic toy for girls, held to be a demonstration in itself that the differences in behaviour were inborn, was a doll. However, in the last ten years one of the most popular boys’ toys has been the “action man’’, which is simply a male doll with changeable clothes. Insofar as children learn male and female rôles from what they see round them—mother doing housework and cooking, father going out to his job—the difference remains. But it is also clear that this is not destiny but a social arrangement; and the old version of it cannot be inculcated in the future.
Besides observation and instruction, children learn by play. This fact was taken up by educationalists a generation ago in "the play way”, trying to adapt play to be a means of conditioning. On the other side, before the 1914-18 war an American named Stanley Hall produced the “recapitulation” theory of play; it argued that children re-enacted the stages of man’s development—gathering, hunting, tribal wars, even (in “swapping”) the growth of commerce. Play ranges from simple imitation to the acting of fantasies, and the need for it is not confined to children. Social convention and the work-ethic say that it should be, with the result that adult occupations such as acting and professional sports are commonly regarded as evading work. Living in capitalism, we see man estranged from himself.
Something new
Again in common with adults, children need stability and affection. In memoirs of the Oneida Community (My Father's House, published in 1937) Pierrepont Noyes related how the elders of the community censured the showing of affection on the grounds that it denoted possessiveness; and the stress this put on the persons he knew. Individuals who are handicapped in this way can and do have problems ot relationships with the rest of society, which often emerge as delinquency.
However, underlying individual relationships is the structure of society as a whole. The parent-child relationship expresses material circumstances, laws and social concepts that arise from or are linked with wage-labour and capital. The protectiveness of parents is a mixture of affection with the knowledge that in the capitalist world the pursuit of a natural impulse, or a misjudgement, can be punished in the all-important material sense. This in itself makes the child a subject instead of an individual; the parent says "Do as you’re told, or it will be the worse for you” because that is how a class society operates.
Certainly, in any society children must learn. Rather than ask how it will be arranged in Socialism, it can be pointed out that capitalism prevents them learning now. Children will learn through their own activity, play and curiosity; the “problem” of literacy in capitalist society is for governments to try to instil it while keeping the social factors which obstruct it. The best-known of “progressive” educationists, A. S. Neill, insisted that children learn when and because they want to, but Neill was unable to operate his principles within the general education system of capitalism.
We look forward to the emergence of socialist man, the fulfilment of the capacities which are stifled and distorted in capitalist society. Socialist child should not be overlooked; equally, he and she will be an altogether different creature.
Robert Barltrop











