Child Versus Parent: Some Chapters on the Irrepressible Conflict in the Home — A Reader’s Guide

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In Category - Social Conditions
Wise, Stephen S. (Stephen Samuel), 1874-1949 Project Gutenberg 2010 Not confirmed
Parent and child Readers of public-domain and historical texts
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Words 28,796
Reading time 126 min
Text sections 3

Child Versus Parent: Some Chapters on the Irrepressible Conflict in the Home — A Reader’s Guide can be approached with a clearer sense of reading commitment from its source measurements: 28,796 words, 2 hr 6 min estimated reading time, and 3 detected text sections.

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Stephen S. Wise examines the parent-child relationship as an 'irrepressible conflict,' arguing for a democratic home where authority yields to mutual respect. Drawing on metaphors like the 'teacherless classroom' and citing figures from Goethe to Shaw, Wise advocates for self-discipline over parental command, all within a 1922 Progressive-era framework.
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There was a time when, in the speech of the Apocryphal teacher of wisdom men strove for the prizes that were undefiled. But the prizes of the card table are not only defiled but defiling. They fill the lives of women not a few with mentally hurtful and morally enervating excitement. The substitution of the delirium of the gaming table for the durable satisfactions of life that come from worth-while intellectual pursuits is ever a disaster. What manner of children are to be reared by a generation of bridge-experts, of women half-crazed with the pleasures of the card-table, to whom no prize of life is as precious as the temptation of bridge-whist. I recently heard the recital of a bit of conversation between parent and child: "Mother, is card playing terribly important?" "Why do you ask?" "Well, I went to see my aunt and she was playing cards with three friends, and, when grandmother came into the room, no one rose to meet her. So I thought that the game must be awfully important and the prizes very fine or they would have arisen when grandma entered, wouldn't they?"

Even if there were no fear of later conflict, it would still be the duty of parents to give themselves to children, that is to have something to give, to make something of themselves that their gift be worth while. And for the giving of self there can be no substitute though one may reinforce oneself in many ways. Parents cannot give themselves to children vicariously. A young woman, mother of a little one which I had expected to find with her, calmly answered my inquiry touching the child, "A child's place is with its nurse." One begins to understand the tale of the little girl who declared that when she was grown she wished to be a nurse so that she might be with her children. There may be and are times when a child's place is with its nurse if the household be burdened with one, but to lay it down as a general rule that a child's place is always apart from its mother and by the side of its nurse is to disclose the manner of maternal neglect in the homes of many well-circumstanced folk. I have said before that Lincoln is to be congratulated rather than commiserated with upon the fact that he had little schooling and no nurses, seeing that in the place of schools, teachers, nurses, governesses, he had a mother and the immediacy of her unvicarious care.

Unless parental-filial contact be direct rather than intermediate, parents cannot help a child to be as well as to have and to do, to live as well as to earn a livelihood. Parents can give a child little or nothing until they learn that a child is more than a body or intellect, a body to be fed and clothed, a mind to be furnished and trained. When parents come to remember that a child is, not has, a soul to be developed, they will cease to stuff their children's bodies and cram their minds while starving their souls. How often, alas, do parents pamper their children in their lower nature while pauperizing their higher nature, because of their failure to see that not alone were they co-authors of a child-body but that they are to be the continuing re-makers of a child's mind and spirit.

Are there quite enough parents like the father of a friend into whose young hands at leave-taking from home his father placed a Bible and a copy of the poems of Burns with the parting word,--Love and cling to both, but if you must give up the Bible cling to Burns. But verily we can give nothing more to our children than clothes and food and money until we remember to make something of ourselves. It is not easy for the stream of domestic influence to rise higher than the parental level. Time and again I have heard a father exclaim: "I am going to leave my boy so well off that he won't have to shoulder the burdens which all but crushed me." Less often have I seen a father so rear his son that he revealed his inmost purpose to be the fostering of his son's nobleness. Are there as many parents who would have their children finely serviceable as highly successful?

THE OBLIGATION OF BEING

Stephen S. Wise opens Child Versus Parent not with a lament but with a challenge: the family is not doomed, he insists, though certain views about it 'long ought to have been extinct.' The book’s title itself signals a combative framing—'irrepressible conflict'—borrowed from political rhetoric and applied to the domestic sphere. Wise immediately establishes his method: he will argue by analogy, quotation, and pointed metaphor, not by case studies or statistics. The opening chapter introduces a memorable anecdote of a boy in children’s court who wishes for 'another set of parents,' a moment that grounds Wise’s abstract argument in a concrete, almost comic, human voice.

The Rhetoric of Conflict

Wise’s diction is deliberately martial. He speaks of 'parental-filial contact' as a site of 'conflict,' 'despotism,' and 'revolt.' The word 'irrepressible' echoes the pre–Civil War political phrase 'irrepressible conflict' between slavery and freedom, repurposing it for the home. This is not accidental: Wise sees the family as a microcosm of larger social struggles. He warns against 'filial domination' as 'not less odious because of its novelty,' and dismisses parental authority as something that ought to be 'quietly chloroformed or peacefully deposited in the Museum of Natural History.' Such language is deliberately provocative, designed to jolt readers out of sentimental assumptions about domestic harmony.

The Teacherless Classroom

One of Wise’s central metaphors is the 'teacherless classroom,' a school 'without direction and without dogma ex cathedra.' This image recurs as a model for the democratic home, where parents and children 'sit as eager learners and humble teachers.' Wise borrows from Herbert Spencer the goal of producing 'a self-governing being,' not one governed by others. The metaphor is carefully chosen: it implies structure without hierarchy, learning without compulsion. Yet Wise is aware of its limits—he notes that the 'newly achieved equivalence of the home' must not result in 'parental subjection or subordination.' The classroom is not a free-for-all; it is a space of mutual discipline.

Quotation as Argument

Wise builds his case through a dense weave of citations: Canon Barnett, Goethe, Spencer, Bernard Shaw, and a 1919 Outlook article by E. M. Place. These are not decorative; they serve as authorities for his claims. For instance, he uses Place’s assertion that 'there are two kinds of despotism in the home … alike and equally intolerable: one is parental and the other is filial.' Wise does not merely agree—he amplifies, adding that 'filial domination … is not less odious because of its novelty.' The quotations are woven into his own syntax, creating a polyphonic argument that feels both learned and urgent. Readers should attend to how Wise selects and positions these voices to advance his thesis.

The Democratic Regime

Wise’s proposed solution is 'the deliberate introduction of a democratic regime' into the home. He contrasts autocracy, which 'dwarfs and represses,' with democracy, which 'develops and trains the individual.' The child is to be 'a person bent upon self-direction and self-determination through the arts of self-discipline.' Wise is careful to distinguish this from permissiveness: the goal is not to replace parental tyranny with filial tyranny but to establish a 'parliament' where truth, not victory, is sought. The closing image of the book’s surviving excerpt—'the sovereign graces of the home'—suggests that for Wise, democracy is not merely a political arrangement but a moral and spiritual discipline.

Wise’s book is best read as a series of rhetorical performances rather than a systematic treatise. Each chapter advances a single, sharply argued point, often through a striking metaphor or a telling quotation. Readers will find that Wise’s authority is not clinical but prophetic: he preaches, cajoles, and admonishes. The excerpts give a clear sense of his voice—combative, learned, and occasionally humorous—but the full arc of his argument, including his treatment of the Jewish home (Chapters XIII–XIV), remains only partially visible. Approach Child Versus Parent as a period piece of Progressive-era social thought, one that wrestles with enduring questions of authority and freedom in family life.

Reading Wise’s demand for self-rule in the home, I recalled my father’s quiet insistence on our own choices, even when he disagreed. That same tender weight surfaced in The Lushei Kuki Clans — Themes and Context, where kinship bonds held through difference rather than command—not a solution, just a familiar ache of generations learning to let go.

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