In our present state of moral disorder it would be an arduous enterprise to build up the right kind of educational milieu for the moral training we have seen to be so highly necessary. We have discussed earlier the possibility of forming small groups which could escape the bad influences of modern society by submitting themselves to a rule similar to military or monastic discipline. Such associations should be formed by those who have abandoned the sentimental fictions of Rousseau, the pseudo-science of Durckheim and
Dewey, the dogmas of Liberalism and modern amoralism and who wish to substitute rational principles of behavior for these fantasies. States would then be able to depend on such associations for the establishing of a suitable educational environment. Only the government has the necessary authority to help the successful direction of educational work. To adapt the social milieu to the necessities of education demands first of all a vast spring-cleaning. There must be effective censorship of the movies and the radio. The majority of dance halls, cabarets and bars should be closed. The periodical literature which our children and young people so eagerly devour needs to be radically transformed. Once this purifying process has been accomplished, it will be necessary to proceed to the education of parents and teachers. Parents and teachers are generally full of good will and err mainly through ignorance. From now onwards we ought to give future parents and teachers the knowledge they lack concerning the conduct of their own lives and the education of children. It is far easier to rear chickens and lambs than to bring up small human beings. Yet anyone who wants to go in for breeding animals is apprenticed on a farm or in an agricultural college. No one would be so foolish as to prepare themselves for this work by studying literature, mathematics or philosophy yet this is the very folly which young girls commit today. The majority of them know practically nothing outside their school curriculum.
They come to marriage totally ignorant of their tasks as women. It is obvious that there should be special schools where young girls would learn the facts of life and how to train their children. Such an education would take several years and would in no way resemble the teaching given in domestic science schools or child-welfare centers. What is needed is a harmonious training of all the feminine functions, physical as well as mental. These functions are just as important as the masculine ones but their character is entirely different. To give the same education to boys and girls is a superannuated notion; a survival of the prescientific era of human history.
At the time of the Renaissance men had a deeper and juster view of education than our twentieth century pedagogues. Erasmus thought that a woman should be educated for herself, for her husband and for her children. Her duty is not merely to suckle her offspring but to give them their first education and to make them fit to govern themselves. All young girls and young mothers ought to be initiated into the methods of harmoniously developing the whole of a child's mental and organic activities.