Nurtured by Love or Matured by Nature

Susan du Plessis

“There is nothing new under the sun,” states Ecclesiastes 1:9. This is certainly true of the nature-nurture debate, the modern name for the ageless argument about the importance of learning in the development of the child. While one side argues that the development of the child is mainly a process of maturation, with learning playing no more than a supportive role, the other side maintains that learning determines the entire course of a child’s future.

The wise king Solomon certainly supported the nurture assumption when he stated in Proverbs 22:6, “Train the child in the way he should go, and when he is old he will not turn from it.” The famous French philosopher Jean Jacques Rousseau, on the other hand, posited a natural development of the child. In fact, he wanted the child to be protected from the influences of society so that he can grow up as Nature intended him to be.

A thorough study of feral children, and children who were raised or kept in extreme isolation, makes it difficult NOT to support the nurture assumption.

FERAL CHILDREN AND WHAT WE LEARN FROM THEM

Probably the best-known story of feral children is that of the two girls, Amala and Kamala, who were raised by a she-wolf. In 1920 the reverend J. A. L. Singh saw a mother wolf and cubs, two of which had long, matted hair and looked human. After considerable preparation and difficulties, the two human creatures were captured. They turned out to be two girls whose ages were assessed by Singh at about eight years and one and a half years respectively.

The creatures were taken to an orphanage in Mindapore, India, where the Reverend and his wife were stationed. Singh described them as “wolfish” in appearance and behavior. They walked on all fours and had calluses on their knees and palms from doing so. They were fond of raw meat and stole it when the occasion presen

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Nurtured by Love or Matured by Nature
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