As far as the education of children is concerned I think they should be taught not the little virtues but the great ones. Not thrift but generosity and an indifference to money; not caution but courage and a contempt for danger; not shrewdness but frankness and a love of truth; not tact but love for one’s neighbor and self-denial; not a desire for success but a desire to be and to know.

Usually we do just the opposite; we rush to teach them a respect for the little virtues, on which we build our whole system of education. In doing this we are choosing the easiest way, because the little virtues do not involve any actual dangers; indeed they provide shelter from Fortune’s blows. We do not bother to teach the great virtues, though we love them and want our children to have them. But we nourish the hope that they will spontaneously appear in their consciousness someday in the future. We think of them as being part of our instinctive nature, while the others, the little virtues, seem to be the result of reflection and calculation and so we think that they absolutely must be taught. . . .

We usually give a quite unwarranted importance to our children’s scholastic performance. And this is nothing but a respect for the little virtue “success.” It should be enough for us that they do not lag too far behind the others, that they do not fail their exams. But we are not content with this; we want success from them; we want them to satisfy our pride. If they do badly at school or simply not as well as we would wish, we immediately raise a barrier of nagging dissatisfaction between us and them; when we speak to them we assume the sulky, whining tone of someone complaining about an insult. And then our children become bored and distance themselves from us. Or we support them in their complaints that the teachers have not understood them and we pose as victims with them. And every day we correct their homework, and study their lessons with them. In fact school should be from the beginning the first battle which a child fights for himself, without us; from the beginning it should be clear that this is his battlefield and that we can give him only very slight and occasional help there. And if he suffers from injustice there or is misunderstood it is necessary to let him see that there is nothing strange about this, because in life we have to expect to be constantly misunderstood and misinterpreted, and to be victims of injustice; and the only thing that matters is that we do not commit injustices ourselves. We share the successes and failures of our children because we love them, but just as much and in the same way that they, little by little as they grow up, share our successes and failures, our joys and anxieties. It is not true that they have a duty to do well at school for our sake and to give the best of their skills to studying. Once we have started them in their lessons, their duty is simply to go forward. If they wish to spend the best of their skills on things outside school — collecting Coleoptera [beetles] or learning Turkish — that is their business and we have no right to reproach them, or to show that our pride has been hurt or that we feel dissatisfied with them. If at the moment the best of their skills do not seem to be applied to anything, then we do not have the right to shout at them very much in that case either; who knows, perhaps what seems laziness to us is really a kind of daydreaming and thoughtfulness that will bear fruit tomorrow. If it seems they are wasting the best of their energies and skills lying on the sofa reading ridiculous novels or charging around a football pitch, then again we cannot know whether this is really a waste of energy and skill or whether tomorrow this too will bear fruit in some way that we have not yet suspected. Because there are an infinite number of possibilities open to the spirit. But we, the parents, must not let ourselves be seized by a terror of failure. Our remonstrances must be like a squall of wind or a sudden storm — violent, but quickly forgotten — and not anything that could upset the nature of our relationship with our children, that could muddy its clarity and peace. We are there to console our children if they are hurt by failure; we are there to give them courage if they are humiliated by failure. We are also there to bring them down a peg or two when success has made them too pleased with themselves. We are there to reduce school to its narrow, humble limits. It is not something that can mortgage their future; it is simply a display of offered tools, from which it is perhaps possible to choose one which will be useful tomorrow.

What we must remember above all in the education of our children is that their love of life should never weaken. This love can take different forms, and sometimes a listless, solitary, bashful child is not lacking in a love of life. He is not overwhelmed by a fear of life; he is simply in a state of expectancy, intent on preparing himself for his vocation. And what is a human being’s vocation but the highest expression of his love of life? And so we must wait, next to him, while his vocation awakens and takes shape. His behavior can be like that of a mole, or of a lizard that holds itself still and pretends to be dead but in reality it has detected the insect that is its prey and is watching its movements, and then suddenly springs forward. Next to him, but in silence and a little aloof from him, we must wait for this leap of his spirit. We should not demand anything; we should not ask or hope that he is a genius or an artist or a hero or a saint; and yet we must be ready for everything; our waiting and our patience must compass both the possibility of the highest and the most ordinary of fates.

A vocation, an ardent and exclusive passion for something in which there is no prospect of money, the consciousness of being able to do something better than others, and being able to love this thing more than anything else — this is the only, the unique way in which a . . . child can completely escape being conditioned by money, so that he is free of its claims; so that he . . . will not even be conscious of what clothes he is wearing, or of the clothes around him, and tomorrow he will be equal to any privation because the one hunger and thirst within him will be his own passion which will have devoured everything futile and provisional and divested him of every habit learned in childhood, and which alone will rule his spirit. A vocation is man’s one true wealth and salvation.

What chance do we have of awakening and stimulating in our children the birth and development of a vocation? We do not have much; however there is one way open to us. The birth and development of a vocation needs space, space and silence, the free silence of space. Our relationship with our children should be a living exchange of thoughts and feelings, but it should also include deep areas of silence; it should be an intimate relationship but it must not violently intrude on their privacy; it should be a just balance between silence and words. We must be important to our children and yet not too important; they must like us a little, and yet not like us too much — so that it does not enter their heads to become identical to us, to copy us and the vocation we follow, to seek our likeness in the friends they choose throughout their lives. We must have a friendly relationship with them, and yet we must not be too friendly with them, otherwise it will be difficult for them to have real friends with whom they can discuss things they do not mention to us. It is necessary that their search for friends, their love life, their religious life, their search for a vocation, be surrounded by silence and shadows, so that they can develop separately from us. But then, it will be said, our intimacy with our children has been reduced to very little. But in our relationships with them all these things — their religious life, their intellectual life, their emotional life, their judgment of other human beings — should be included as it were in summary form. For them we should be a simple point of departure; we should offer them the springboard from which they make their leap. And we must be there to help them, if help should be necessary; they must realize that they do not belong to us, but that we belong to them, that we are always available, present in the next room, ready to answer every possible question and demand as far as we know how to.

And if we ourselves have a vocation, if we have not betrayed it, if over the years we have continued to love it, to serve it passionately, we are able to keep all sense of ownership out of our love for our children. But if on the other hand we do not have a vocation, or if we have abandoned it or betrayed it out of cynicism or a fear of life, or because of mistaken parental love, or because of some little virtue that exists within us, then we cling to our children as a shipwrecked mariner clings to a tree trunk; we eagerly demand that they give us back everything we have given them, that they be absolutely and inescapably what we wish them to be, that they get out of life everything we have missed; we end up asking them for all the things which can only be given to us by our own vocation; we want them to be entirely our creation, as if having once created them we could continue to create them throughout their whole lives. We want them to be entirely our creation, as if we were not dealing with human beings but with products of the spirit. But if we have a vocation, if we have not denied or betrayed it, then we can let them develop quietly and away from us, surrounded by the shadows and space that the development of a vocation, the development of an existence, needs. This is perhaps the one real chance we have of giving them some kind of help in their search for a vocation — to have a vocation ourselves, to know it, to love it and serve it passionately; because love of life begets a love of life.


From The Little Virtues, by Natalia Ginzburg; translated by Dick Davis. Copyright © 1962 by Natalia Ginzburg. Translation copyright © 1985 by Dick Davis. Reprinted by permission of Arcade Publishing, an imprint of Skyhorse Publishing, Inc.