"No," said Jabez viciously.

"What"s wrong with it?"

"It"s too respectable for me," said Jabez, and his eyes wandered to the table. "Them fancy cups and saucers! Wot"s the good o" things like that to me? I"d like to smash the whole lot o" them."

Lane rose from the table, walked to the fireplace, took up the poker and handed it to Jabez.

"Smash them," he said.

Jabez had all eyes turned towards him. He seized the poker and smashed his cup and saucer.

"Excellent!" cried Lane, "Jabez is making the Commonwealth a better place," and he pushed forward another cup and saucer. These were at once smashed, and Lane proceeded to shove forward the other dishes.

But by this time Jabez was beginning to feel queer. Breaking dishes was good fun when you were breaking laws, but here there was no law to break, and Jabez felt that he was doing a foolish thing. He wanted to stop, but he could not see how he was to stop with dignity.

Fortunately one of the other inmates of the cottage came to his aid.

"It"s all very well for you, Mr. Lane," she said, "but this isn"t your cottage, and you are making Jabez break our dishes."

Jabez hailed the idea with delight; he now had an excellent excuse for stopping.

"Right you are!" cried Lane cheerfully, "Jabez will break something else," and he took out his gold watch and placed it on the table.

"Smash that, Jabez."

"No," said Jabez, "I won"t smash your watch."

Now Jabez had a saying that if a man were dared to do a thing and he didn"t do it he was a coward.

"I dare you to smash the watch."

Jabez seized the poker again.

"What! You dare me!"

"Yes, I dare you."

He looked at the watch for a few seconds; then he threw down the poker and rushed from the room.

Poor Jabez was killed in France. I saw the letters that he wrote to Lane from the front, and they were the letters of a decent, good boy.

The early history of Jabez was one of constant suppression. Authority was always stepping in and saying: "Don"t do that!" As a result Jabez at the age of seventeen was psychically an infant. The infantile desire to break things was suppressed, but it lived on in the unconscious, and years later Jabez found himself behaving like a child of three. The cure was to encourage him to act in his infantile way; by smashing a few cups Jabez got rid of his long pent up infantile wish to destroy. Discipline would have kept the childish wish underground; freedom led to the expression of the wish.

Homer Lane is the apostle of Release. He holds that Authority is fatal for the child; suppression is bad; the only way is to allow the child freedom to express itself in the way it wants to. And because I count among my friends boys and girls who once went to the Little Commonwealth as criminals, I believe that Lane is right. I also believe that the schools will come to see that he was right . . .

somewhere about the year 2500.

Conversation to-night in Dauvit"s shop turned on Spiritualism. Dauvit is a firm believer, and he often goes to Dundee and Aberdeen to attend seances.

"It"s just a lot o" blethers," said Jake Tosh contemptuously. "When ye"re deid ye"re deid, and that"s a" aboot it. Na, na, Dauvit, them that sees ghosts is either drunk or daft."

"That"s just yer ignorance, Jake," said Dauvit. "Do ye ken whaur Brazil is?"

"Wha is he?" asked Jake puzzled.

"It"s no a he; it"s a place. I asked ye that question just to prove that a man that doesna ken his ain world canna speak wi" ony authority o" the next world. Yer mind"s ower narrow, Jake; ye"ve no vision."

"Na, na, Dauvit," laughed Jake, "it winna do. Spooks and things is just a curran nonsense, and no sane man wud believe in them. What do you say, dominie?"

"I am willing to believe that the dead do communicate," I said.

Jake was thoroughly amused.

"It"s a queer thing," he said musingly, "that the more eddication a man has the more he believes in rubbish. Here"s Dauvit here, a man that reads Shakespeare and Burns and Carlyle, and the dominie there that went through a college, and the both o" you believe things that I stoppit believin" when I was sax year auld. Then there"s Sir Oliver Lodge, and Conan Doyle. Oh, aye, the Bible was quite richt when it said: Much learning hath made them mad."

"What do you think happens to the dead, Jake?" I asked.

"As the tree falleth so it lies," quoted Jake. "There"s only the twa places after death; if ye"re good ye go to Heaven; if ye"re bad ye go to h.e.l.l. And that"s why I say that thae messages from the deid are rubbish, cos if a man"s in Heaven he"s no going to leave a place like that to come doon to speak to a daft auld cobbler like Dauvit in a wee room doon in Dundee. And if a man"s in h.e.l.l the Devil will tak good care that he doesna get oot."

I wondered to find that Dauvit had no answer to this. I guessed that Dauvit"s silence was due to his early training. He was brought up in the old stern Scots way, and although he has now rejected the old beliefs intellectually, his unconscious still clings to them emotionally. I fancy that if I were very very ill I might go back to my childish fear of h.e.l.l-fire, for, in illness old emotions return, and intellect flees. Dauvit would no doubt react in the same way.

Many people seem to have a decided fear of psycho-a.n.a.lysis. A mother writes me from London saying that she would like to send her girl to my new school, only she is afraid that I shall attempt to a.n.a.lyse the children.

The fear of psycho-a.n.a.lysis comes from the general belief that Freud traces every neurosis to early s.e.x experiences. Whether Freud is right or not does not concern the teacher; he deals with normal children, and to try to a.n.a.lyse a normal child appears to me to be unnecessary. The teacher"s job is to see that the children are free from fear and free to create; if he does his task well he is preventing neurosis.

A neurosis is the outcome of repression; the neurotic is a person whose libido or life force is bottled up; he can be cured only by letting his pent up emotions free. The aim of education is to allow emotional release, so that there will be no bottling up, and no future neurosis; and this release comes through interest. The boy who hates algebra and has to work examples is getting no release whatever, for his mind is divided; his attention goes to his quadratic equations, but his interest is elsewhere.

Hence I do not think a.n.a.lysis is necessary when children are being freely educated. In an exceptional case a little a.n.a.lysis will do good. If I see a child unhappy, moody, anti-social, a thief, a bully, I consider it my job to make an attempt to find out what is at the back of his mind. With a young boy it is not advisable to tell him the whole truth about himself; the teacher discovers the truth by watching the child at play, by studying his wishes as expressed in his writing, by noting his att.i.tude to his playmates. When he has made his diagnosis the teacher can then make the necessary changes in the boy"s environment.

I recall the case of Tommy, aged ten. His cla.s.s was constructing a Play Town after the fashion set by Caldwell Cook in his delightful book _The Play Way_. Tommy worked with enthusiasm, too much enthusiasm, for he pinched the girls" sand for his railway track. The girls objected, and a regular wordy battle took place. Tommy felt that he was beaten, and he ceased work.

I was not very much surprised when the girls came and told me that Tommy was shying bricks at the railway line he had been so keen on constructing. Tommy was brought up before the a.s.sembled cla.s.s, and they voted unanimously that he be forbidden to approach within ten yards of Play Town. Tommy grinned maliciously. That night the town appeared to have been the victim of an earthquake.

I went to Tommy.

"Why don"t you like the Play Town?" I asked.

"Because the girls are too bossy," he said. "It was my town; I began it, and I don"t see why they should be in it at all."

"And you want a Play Town all to yourself?" I asked.

"Yes."

"Right ho," I said easily. "Why not start to build one?"

His eyes lit up, and away he ran to lay his foundations. He worked eagerly all day, but at night he seemed dissatisfied.

"I haven"t got any railway or houses; Christo won"t lend me a bit of his railway, and Gerda has all the houses."