CHILDHOOD AND YOUTH 165 



expeditions affords, perhaps, the most important part 

 of his education. There is little or no attempt 

 made to impart instruction to the children, whether 

 moral or other, but they fall naturally under the 

 spell of custom and public opinion ; and they absorb 

 the lore, legends, myths, and traditions of their tribe, 

 while listening to their elders as they discuss the 

 affairs of the household and of their neighbours in 

 the long evening talks. They learn also the pro- 

 hibitions and tabus by being constantly checked ; a 

 sharp word generally suffices to secure obedience. 

 Punishments are almost unknown, especially physical 

 punishments ; though in extreme cases of dis- 

 obedience the child's ear may be tweaked, while it 

 is asked if it is deaf A sound scolding also is not 

 infrequent, and an incorrigible offender, especially 

 if his conduct has been offensive to persons outside 

 his family, may be haled before the chief, who rates 

 him soundly, and who may, in a more serious case, 

 award compensation to be paid by the delinquent's 

 father. But in the main the Spencerian method of 

 training is followed. A parent warns his child of 

 the ill effects that may be expected from the line of 

 behaviour he is taking, and when those effects are 

 realised, he says, ** Well, what did I tell you ? " 

 and adds a grunt of withering contempt. 



The growth of the children in wisdom and 

 morality is aided also by the hearing from the lips 

 of their elders wise saws and ancient maxims that 

 embody the experience of their forefathers, many 

 of which are possibly of Malay origin. A few 

 of these seem worthy of citation here : — 



" Never mind a drop or two so long as you don't 

 spill the whole." 



'* Better white bones than white eyes " (which 

 means — that death is preferable to shame). 



" If you haven't a rattan do the best you can with 

 a creeper." 



