Education and the Good Life by Bertrand Russell

In previous chapters, I have tried to give an outline of what can be done for the young child in the way of creating the habits which will give happiness and usefulness in later life. But I have not discussed the question whether parents are to give this training, or whether it is to be given in schools designed for the purpose. I think the arguments in favour of the nursery-school are quite overwhelming -- not only for children whose parents are poor, ignorant, and overworked, but for all children, or, at the very least, for all children who live in towns. I believe that the children at Miss Margaret McMillan's nursery-school in Deptford get something better than any children of well-to-do parents can at present obtain. I should like to see the same system extended to all children, rich and poor alike. But before discussing any actual nursery-school, let us see what reasons there are for desiring such an institution.

To begin with, early childhood is of immeasurable importance both medically and psychologically. These two aspects are very closely intertwined. For example: fear will make a child breathe badly, and breathing badly will predispose it to a variety of diseases. [17] Such interrelations are so numerous that no one can hope to succeed with a child's character without some medical knowledge, or with its health without some psychology. In both directions, most of the knowledge required is very new, and much of it runs counter to time-honoured traditions. Take for example the question of discipline. The great principle in a contest with a child is: do not yield, but do not punish. The normal parent sometimes yields for the sake of a quiet life, and sometimes punishes from exasperation; the right method, to be successful, requires a difficult combination of patience and power of suggestion. This is a psychological example; fresh air is a medical example.