Criminal Psychology; a manual for judges, practitioners, and students Part 27

is as much weaker than man's as her intelligence is smaller. Her morality is of a different sort, her ideas of right and wrong are different, being always on this or that side of justice, and never requiring any equivalence between rights and duties which are such a painful necessity to man." Spencer says,[1] briefly, that the feminine mind shows a definite lack with regard to the sense of justice.

These a.s.sertions show that women are deficient in justice, but do not show why. The deficiency is to be explained only in the super- abundance of emotional life. This superabundance clarifies a number of facts of their daily routine. We have, of course, to make a distinction between the feeling of a gentlewoman, of a peasant woman, and of the innumerable grades between the two, but this distinction is not essential. Both n.o.ble and proletarian are equally unjust, but the rich emotion restores a thousand times what may be missing in justice, and perhaps in many cases. .h.i.ts better upon what is absolutely right than the bare masculine sense of justice. We are, of course, frequently mistaken by relying on the testimony of women, but only when we a.s.sume that our rigorously judicial sentence is the only correct one, and when we do not know how women judge. Hence, we interpret women's testimonies with difficulty and rarely with correctness; we forget that almost every feminine statement contains in itself much more judgment than the testimony of men; we fail to examine how much real judgment it contains; and finally, we weigh this judgment in other scales than those used by the woman. We do best, therefore, when we take the testimony of man and woman together in order to find the right average. This is not easy, for we are unable to enter properly into the emotional life of woman, and can not therefore discount that tendency of hers to drag the objective truth in some biased direction. It might be theoretically supposed that a n.o.ble, kindly, feminine feeling would tend to reflect everything as better and gentler, and would tend to excuse and conceal. If that were so we might have a definite standard of valuation, and might be able to discount the feminine bias. But that is so in perhaps no more than half the cases that come before us. In all others woman has allowed herself to be moved to displeasure, and appears as the punis.h.i.+ng avenger. Hence, she fights with all her strength on the side that seems to her to be oppressed and innocently persecuted, irrespective of whether it is

[1] Introduction to the Study of Sociology.

the side of the accused or of his enemy. In consequence, we must first of all, when judging her statements, determine the direction in which her emotion impels her, and this can not be done with a mere knowledge of human nature. Nothing will do except a careful study of the specific feminine witness at the time she gives her evidence. And this requires the expenditure of much time, for, to plunge directly into the middle of things without having any means of comparison or relation, is to make judgment impossible or very unsafe. If you are to do it at all you must discuss other things first and even permit yourself the dishonesty of asking about matters which you already know in order to find some measure of the degree of feminine obliqueness. Of course, one discovers here only the degree of obliqueness, not its direction-in the case selected for comparison the woman might have judged too kindly, in the case in hand she may just as well be too rigorous. But all things have a definite limit, and hence, much practice and much goodwill will help us to discover the direction of obliqueness.

When we inquire into the emotional life of the simple, uneducated women, we find it to be fundamentally the same as that of women of other cla.s.ses, but different in expression, and it is the expression we have to observe. Its form is often raw, therefore difficult to discover. It may express itself in cursing and swearing, but it is still an expression of emotion, just as are the mother's curses or beatings of her child because it has fallen and hurt itself. But observe that the prevalence of emotion is so thoroughly a feminine condition that it is clearly noticeable only where femininity itself is explicit- therefore, always weaker among masculine women, and in the single individual most powerful when femininity is most fully developed. It grows in the child, remains at a constant level when woman becomes completely woman, and decreases when, in advanced age, the differences in s.e.x begin to disappear. Very old men and very old women are also in this matter very close together.

Section 77. (e) Weakness.

"Frailty, thy name is woman," says Shakespeare, and Corvin explains this in teasing fas.h.i.+on: "Women pray every day, `Lead us not into temptation, for see, dear G.o.d, if you do so I can't resist it.' " Even Kant[1] takes feminine weakness as a distinguis.h.i.+ng criterion: "In order to understand the whole of mankind we need

[1] Menschenkunde. Leipzig 1831.

only to turn our attention to the feminine s.e.x, for where the force is weaker the tool is so much the more artistic." Experienced criminalists explain the well-known fact that women are the chief sources of anonymous letters by their weakness. From the physical inferiority of woman her mental inferiority may be deduced, and though we learn a hundred times that small, weak men can be mentally stronger than great and strong ones, it is, of course, natural, that as a rule the outcome of a powerful body is also a powerful mind. The difficulty is to discover in what feminine weakness expresses itself. The frequently joked-about hen-pecking of men has been explained by Voltaire as the fulfilment of the divine purpose of taming men through the medium of the specially created instrument-woman. Victor Hugo calls men only woman's toys. "Oh, this lofty providence which gives each one its toy, the doll to the child, the child to the man, the man to the woman, the woman to the devil." The popular proverb also seems to a.s.sign them considerable strength, at least to aged women. For we hear in all kinds of variations the expression, "An old woman will venture where the devil does not dare to tread." Nor must we underestimate the daily experience of feminine capacity to bear pain. Midwives of experience unanimously a.s.sure us that no man would bear what a woman regularly has to, every time she gives birth to a child; and surgeons and dentists a.s.sure us similarly. Indeed the great surgeon, Billroth, is said to have a.s.serted that he attempted new methods of operation on women first because they are less subject to pain, for like savages they are beings of a lower status and hence better able to resist than men. In the light of such expressions we have to doubt the a.s.sertion that women are distinguished by weakness, and yet that a.s.sertion is correct. The weakness must, however, not be sought where we expect to find it, but in the quite different feminine intelligence. Wherever intelligence is not taken into consideration, woman is likely to show herself stronger than man. She is better able to stand misfortune, to nurse patients, to bear pain, to bring up children, to carry out a plan, to persevere in a plan. It would be wrong to say that feminine weakness is a weakness of will, for most examples show that women's wills are strong. It is in matters of intelligence that they fail. When somebody has to be persuaded, we find that a normally-organized man may agree when he is shown a logically-combined series of reasons. But the feminine intelligence is incapable of logic; indeed, we should make a mistake in paying honor to the actual feminine in woman if she

were capable of logic. She is rather to be persuaded with apparent reasons, with transitory and sparkling matters that have only the semblance of truth. We find her too ready to agree, and blame her will when it is only her different form of intelligence. She persuades herself in the same way. An epithet, a sparkling epigram, a pacifying reflection is enough for her; she does not need a whole construction of reason, and thus she proceeds to do things that we again call "weak." Take so thoroughly a feminine reflection as this. "The heart seems to beat-why shouldn't it beat for somebody?" and the woman throws herself on the breast of some adventurer The world that hears of this fact weeps over feminine "weakness," while it ought really to weep over defective intelligence and bad logic. That the physiological throb of the heart need not become significant of love, that the owner of a beating heart need not be interested in some man, and certainly not in that particular adventurer, she does not even consider possible. She is satisfied with this clean-cut, sparkling syllogism, and her understanding is calm. The judge in the criminal court must always first consider the weakness of the feminine intelligence, not of the feminine will.

It is supposed to be weakness of will which makes woman gossipy, unable to keep a secret. But here again it is her understanding that is at fault. This is shown by the fact, already thoroughly discussed by Kant, that women are good keepers of their own secrets, but never of the secrets of others. If this were not a defect of intelligence they would have been able to estimate the damage they do. Now, every one of us criminalists knows that the crime committed, and even the plan for it, has in most cases been betrayed by women. We can learn most about this matter from detectives. who always go to women for the discovery of facts, and rarely without success. Of course, the judge must not act like a detective, but he must know when something is already a matter of discussion and its source is sought, where to look. He is to look for the woman in the case.

Another consideration of importance is the fact that women who have told secrets have also altered them. This is due to the fact that because they are secrets the whole is not told them and they have had to infer much, or they have not properly understood what was told. Now, if we perceive that only a part of the revealed secret can be correct, the situation may be inferred with complete safety, but only by remembering this curious trait of feminine intelligence. We have only to ask what illogical elements does the matter contain? When these are discovered we have to ask, what

is their logical form? If the process is followed properly we get at the truth that what happens happens logically, but what is thought, is thought illogically even by women.

When we summarise all we know about woman we may say briefly: Woman is neither better nor worse, neither more nor less valuable than man, but she is different from him and inasmuch as nature has created every object correctly for its purpose, woman has also been so created. The reason of her existence is different from that of man's and hence, her nature is different.

Section 78. (b) Children.

The special character of the child has to be kept in mind both when it appears as witness and as accused. To treat it like an adult is always wrong. It would be wrong, moreover, to seek the differences in its immaturity and inexperience, in its small knowledge and narrower outlook. This is only a part of the difference. The fact is, that because the child is in the process of growth and development of its organs, because the relations of these to each other are different and their functions are different, it is actually a different kind of being from the adult. When we think how different the body and actions of the child are, how different its nourishment, how differently foreign influences affect it, and how different its physical qualities are, we must see that its mental character is also completely different. Hence, a difference in degree tells us nothing, we must look for a difference in kind. Observations made by individuals are not enough. We must undertake especial studies in the very rich literature.[1]

Section 79. (I) General Consideration.

One does not need to have much knowledge of children to know that as a rule, children are more honest and straightforward than adults. They are good observers, more disinterested and hence unbiased in giving evidence, but because of their weakness, more subject to the influence of other people. Apart from intentional in-

[1] Tracy: The Psychology of Childhood. Boston 1894.

M. W. s.h.i.+nn: Notes on the Development of a Child. Berkeley 1894.

L. Ferriani: Minoretti deliquenti. Milano 1895.

J. M. Baldwin: Mental Development in the Child, etc. New York 1895.

Aussage der Wirklichkeit bei Schulkindern. Beitrage z. Psych. d. Aussage. II.

1903 Plschke: Zeugenaussage der Schler: in Rechtsschutz 1902.

Oppenheim: The Development of the Child. New York 1890.

fluences there is the tremendous influence of selected preconceptions. If a child is an important witness we can never get the truth from him until we discover what his ideals are. It is, of course, true that everybody who has ideals is influenced by them, but it is also true that children who have adventurous, imaginative tendencies are so steeped in them that everything they think or do gets color, tone, and significance from them. What the object of adventure does is good, what it does not do is bad, what it possesses is beautiful, and what it a.s.serts is correct. Numerous unexplainable a.s.sertions and actions of children are cleared up by reference to their particular ideals, if they may be called ideals.

As a rule, we may hold that children have a certain sense of justice, and that they find it decidedly unpleasant to see anybody treated otherwise than he deserves. But in this connection it must be considered that the child has its own views as to what a person's deserts are, and that these views can rarely be judged by our own. In the same way it is certain that, lacking things to think or to trouble about, children are much interested in and remember well what occurs about them. But, again, we have to bear in mind that the interest itself develops from the child's standpoint and that his memory constructs new events in terms of his earlier experiences. As a rule, we may presuppose in his memory only what is found already in his occupations. What is new, altogether new, must first find a function, and that is difficult. If, now, a child remembers something, he will first try to fit it to some function of memory already present and this will then absorb the new fact, well or ill, as the case may be. The frequent oversight of this fact is the reason for many a false interpretation of what the child said; he is believed to have perceived falsely and to have made false restatements, when he has only perceived and restated in his own way.

As children have rarely a proper sense of the value of life, they observe an undubitable death closely without much fear. This explains many an unbelievable act of courage or clear observation in a child in cases where an adult, frightened, can see nothing. It is, hence, unjust to doubt many a statement of children, because you doubt their "courage." "Courage" was not in question at all.

Concerning the difference between boys and girls, Lbisch[1] says rightly, that girls remember persons better, and boys, things. He adds, moreover: "The more silent girl, who is given to observe

[1] Lbisch: Entwicklungegeschichte der Seele des Kindes. Vienna 1851.

what is before her, shows herself more teachable than the spiteful and also more imaginative boy who understands with difficulty because he is intended to be better grounded and to go further in the business of knowing. The girl, all in all, is more curious; the boy, more eager to know. What he fails in, what he is not spurred to by love or talent, he throws obstinately aside. While the girl loyally and trustfully absorbs her teachings, the boy remains unsatisfied without some insight into the why or how, without some proof. The boy enters daily more and more into the world of concepts, while the girl thinks of objects not as members of a cla.s.s, but as definite particular things."

Section 80. (2) Children as Witnesses.

Once, in an examination of the value of the testimony of children, I found it to be excellent in certain directions because not so much influenced by pa.s.sion and special interest as that of adults, and because we may a.s.sume that children have cla.s.sified too little rather than too much; that they frequently do not understand an event but perceive instinctively that it means disorder, and hence, become interested in it. Later the child gets a broader horizon and understands what he has not formerly understood, although, possibly, not altogether with correctness.

I have further found that the boy just growing out of childhood, in so far as he has been well brought up, is especially the best observer and witness there is. He observes everything that occurs with interest, synthesizes events without prejudice, and reproduces them accurately, while the girl of the same age is often an unreliable, even dangerous witness. This is almost always the case when the girl is in some degree talented, impulsive, dreamy, romantic, and adventurous,-she expresses a sort of weltschmerz connected with ennui. This comes early, and if a girl of that age is herself drawn into the circle of the events in question, we are never safe from extreme exaggeration. The merest larceny becomes a small robbery; a bare insult, a remarkable attack; a foolish quip, an interesting seduction; and a stupid, boyish conversation, an important conspiracy. Such causes of mistakes are well-known to all judges; at the same time they are again and again permitted to recur.

The sole means of safety from them is the clearest comprehension possible of the mental horizon of the child in question. We have very little general knowledge about it, and hence, are much indebted to the contemporary attempts of public-school teachers to supply

the information. We all know that we must make distinctions between city and country children, and must not be surprised at the country child who has not seen a gas-lamp, a railroad, or something similar. Stanley Hall tried to discover from six year old children whether they really knew the things, the names of which they used freely. It seemed, as a result, that 14% of them had never seen a star; 45% had never been in the country; 20% did not know that milk came from a cow; 50% that fire-wood comes from trees, 13% to 15% the difference between green, blue and yellow; and 4% had never made the acquaintance of a pig.

Karl Lange made experiments (reported in "ber Apperzeption," Plauen, 1889) on 500 pupils in 33 schools in small towns. The experiment showed that 82% had never seen sun-rise; 77% a sunset; 36% a corn field; 49% a river; 82% a pond; 80% a lock; 37% had never been in the woods, 62% never on the mountains, and 73% did not know how bread was made from grain. Involuntarily the question arises, what must be the position of the unfortunate children of large cities, and moreover, what may we expect to hear from children who do not know things like that, and at the same time speak of them easily? Adults are not free from this difficulty either. We have never yet seen a living whale, or a sandstorm in the Sahara, or an ancient Teuton, yet we speak of them confidently and profoundly, and never secure ourselves against the fact that we have never seen them. Now, as we of the ancient Teuton, so children of the woods; neither have seen them, but one description has as much or as little value as the other.

Concerning the integration of senses, Binet and Henri[1] have examined 7200 children, whom they had imitate the length of a model line, or pick out from a collection of lines those of similar length. The latter experiment was extraordinarily successful.

The senses of children are especially keen and properly developed. It is anatomically true that very young children do not hear well; but that is so at an age which can not be of interest to us. Their sense of smell is, according to Heusinger, very dull, and develops at the time of p.u.b.erty, but later observers, in particular those who, like Hack, Cloquet and others, have studied the sense of smell, say nothing about this.

Concerning the accuracy of representation in children authorities are contradictory. Montaigne says that all children lie and are

[1] Le Dveloppement de la Mmoire Visuelle chez les Enfants. Rev. Gen. des Sciences V. 5.

obstinate. Bourdin corroborates him. Maudsley says that children often have illusions which seem to them indubitably real images, and Mittermaier says that they are superficial and have youthful fancies. Experience in practice does not confirm this judgment. The much experienced Herder repeatedly prizes children as born physiognomists, and Soden values the disinterestedness of children very highly. According to Lbisch, children tell untruths without lying. They say only what they have in mind, but they do not know and care very little whether their mental content is objective and exists outside of them, or whether only half real and the rest fanciful. This is confirmed by legal experience which shows us, also, that the subjective half of a child's story may be easily identified. It is characteristically different from the real event and a confusion of the two is impossible.

We must also not forget that there are lacunae in the child's comprehension of what it perceives. When it observes an event, it may, e. g., completely understand the first part, find the second part altogether new and unintelligible, the third part again comprehensible, etc. If the child is only half-interested, it will try to fill out these lacunae by reflection and synthesis, and may conceivably make serious blunders. The blunders and inaccuracies increase the further back the event goes into the child's youth. The real capacity for memory goes far back. Preyer[1] tells of cases in which children told of events that they had experienced at thirty-two, twenty-four, and even eighteen months, and told them correctly. Of course, adults do not recall experiences of such an early age, for they have long since forgotten them. But very small children can recall such experiences, though in most cases their recollection is worthless, their circle of ideas being so small that the commonest experiences are excluded from adequate description. But they are worth while considering when a mere fact is in question, or is to be doubted (Were you beaten? Was anybody there? Where did the man stand?).

Children's determinations of time are unreliable. Yesterday and to-day are easily confused by small children, and a considerably advanced intelligence is necessary to distinguish between yesterday and a week ago, or even a week and a month. That we need, in such cases, correct individualization of the witness is self-evident. The conditions of the child's bringing-up, the things he learned to know, are what we must first of all learn. If the question in hand

[1] W. Preyer: Die Seele des Kindes: Leipzig 1890.

can fit into the notion the child possesses, he will answer better and more if quite unendowed, than if a very clever child who is foreign to the notions of the defined situation. I should take intelligence only to be of next importance in such cases, and advise giving up separating clever from stupid children in favor of separating practical and unpractical children. The latter makes an essential difference. Both the children of talent and stupid children may be practical or unpractical. If a child is talented and practical he will become a useful member of society who will be at home everywhere and will be able to help himself under any circ.u.mstances. If a child is talented and unpractical, it may grow up into a professor, as is customarily expected of it. If a child is untalented and practical, it will properly fill a definite place, and if it has luck and "pull" may even attain high station in life. If it is untalented and unpractical it becomes one of those poor creatures who never get anywhere. For the rle of witness the child's practicality is the important thing. The practical child will see, observe, properly understand, and reproduce a group of things that the unpractical child has not even observed. Of course, it is well, also, to have the child talented, but I repeat: the least clever practical child is worth more as witness than the most clever unpractical child.

What the term "practical" stands for is difficult to say, but everybody knows it, and everybody has seen, who has cared about children at all, that there are practical children.

Section 81. (3) Juvenile Delinquency.

There have never lacked authors who have a.s.signed to children a great group of defects. Ever since Lombroso it has been the custom in a certain circle to find the worst crimes already foreshadowed in children. If there are congenital criminals it must follow that there are criminals among children. It is shown that the most cruel and most unhuman men, like Nero, Caracalla, Caligula, Louis XI, Charles IX, Louis XIII, etc., showed signs of great cruelty, even in earliest childhood. Perez cites attacks of anger and rage in children; Moreau, early development of the sense of vengeance, Lafontaine, their lack of pity. Na.s.se also calls attention to the cruelty and savagery of large numbers of children, traits shown in their liking for horror-stories, in the topsy-turvy conclusion of the stories they tell themselves, in their cruelty to animals. Broussais[1]

[1] "Irritation et Folie."

says, "There is hardly a lad who will not intentionally abuse weaker boys. This is his first impulse. His victim's cries of pain restrain him for a moment from further maltreatment, if the love of bullying is not native with him. But at the first offered opportunity he again follows his instinctive impulse."

Even the power of training is reduced and is expressed in the proverb, that children and nations take note only of their last beating. The time about, and especially just before, the development of p.u.b.erty seems to be an especially bad one, and according to Voisin[1] and Friedreich,[2] modern man sees in this beginning of masculinity the cause of the most extraordinary and doubtful impulses. Since Esquirol invented the doctrine of monomanias there has grown up a whole literature, especially concerning pyromania among girls who are just becoming marriageable, and Friedreich even a.s.serts that all p.u.b.escent children suffer from pyromania, while Grohmann holds that scrofulous children are in the habit of stealing.

When this literature is tested the conclusion is inevitable that there has been overbold generalization. One may easily see how. Of course there are badly behaved children, and it is no agreement with the Italian positivists to add, also, that a large number of criminals were good for nothing even in their earliest youth. But we are here concerned with the specific endowment of childhood, and it is certainly an exaggeration to set this lower than that of maturity. If it be asked, what influence nurture and training have if children are good without it, we may answer at once, that these have done enough in having supplied a counterbalance to the depraving influences of life,-the awakening pa.s.sions and the environment.

Children who are bad at an early age are easily noticeable. They make noise and trouble as thousands of well-behaved children do not, and a poor few of such bad ones are taken to be representative of all. What is silent and not significant, goes of itself, makes no impression, even though it is incomparably of greater magnitude. Individual and noisy cases require so much attention that their character is a.s.signed to the whole cla.s.s. Fortune-telling, dreams, forewarnings, and prophecies are similarly treated. If they do not succeed, they are forgotten, but if in one case they succeed, they make a great noise. They appear, therefore, to seduce the mind

[1] Des Causes Marales et Physiques des Maladies Mentales. Paris 1826.

[2] System der Gerichtlichen Psychologie. Regensburg 1852.