Theory Bites 1: The Child and its Enemies Works in Theory

We're trying something new this month! Today's episode is about youth liberation, and Elysha, Nate, and Tom discuss Emma Goldman's The Child and Its Enemies.
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Transcript:
Works in Theory - Theory Bites - The Child And Its Enemies
[00:00:00] ELYSHA: Hello, and welcome back to Works In Theory Podcast, we've got a new section that we're trying out on the show this week. We're calling  Theory Bites because it bites, but they're also small. We're going to be doing shorter essays and articles rather than entire books to try and give you a little bit more variety and us a little bit more variety in the show that we're putting on.
So, we're hoping that these theory bites can be enjoyed on their own or as part of a well-rounded meal with some of the longer Works In Theory episodes. As usual, I'm Elysha and I'm here with Nate and with Tom.
TOM: Hello!
ELYSHA: And today our first Theory Bite is on an essay by Emma Goldman called The Child And Its Enemies.
TOM: Yeah, this is written in 1906. And I thought it was really good. It had a lot of really just well-written like the language that Goldman uses. You can tell that Goldman writes, [00:01:00] right? It's not It's not a strictly, in service of getting a point across, but it's done really well.
NATE: Yeah, definitely. I don't know if it's just people wrote better back in like the 19th century or something, or if she's in particular a good writer, but yeah, it was really a joy to read. It makes me look forward to reading more Emma Goldman stuff. 
ELYSHA: I think there are plenty of writers who wouldn't be looked at with such praise by at least me from the early 1900s. So I think Emma Goldman is a great writer.  
NATE: So the piece again is called The Child And Its Enemies. This is going to be the first of a couple of pieces we're going to read on the general topic of youth liberation and very early on, she's got a quote that sort of like sums up her thesis in this she says: 
"Is the child to be considered as an individuality or as an object to be molded, according to the whims and fancies of those around This seems to me to be the most important question to be answered by parents and educators."
And so that's sort of, where she's going to be going with [00:02:00] this. The idea is she's obviously going to come down on the side that like children are human beings. They have, you know, their own intrinsic drives. They have their own personhood and autonomy and a lot of the institutions of our society, especially the school try to. Turn the child into an object don't they don't treat the child as a person, but as a commodity or again, an object. 
ELYSHA: And not just any object, but one who needs to fit within the restraints and respectability of that social era and society.
NATE: That's right. She says, 
"Every institution of our day, the family, the state, or moral codes sees in every strong, beautiful, uncompromising personality, a deadly enemy."
ELYSHA: Yeah, that's a powerful line for sure.  Bringing back the idea that education isn't benign. It's not just about teaching basic skills like reading or math or whatever else you [00:03:00] learn in school. It's a very critical piece of our like formation as young people  and our experiences in school. The way that these skills are presented, the way that like our aptitudes or whatever are measured or like the way that we're treated in school makes a big difference. Probably in how the rest of our life goes.
TOM: Yeah, there's a lot of you know, talk from people about children and their future. And like, this is when people are molded and when they're most like when people get their most I guess are instilled with ideas. Right? But we don't really talk about that we structure things in a way that  really put