Rock climbing, nunchucks—activities once deemed high-risk by schools—have now become signature courses. On December 4, news from the Beijing Chaoyang District Education Commission revealed that Chaoyang Experimental Primary School has introduced seven “tough guy” courses, including football and rock climbing, specifically designed for boys, aiming to nurture “manly” qualities from an early age. (Xinhua Net, December 5)
It must be admitted that today’s little boys are increasingly lacking in manliness, and the phenomenon is more pronounced in cities, economically developed regions, or affluent families. At the same time, we should also note that many girls are even more “soft,” prone to tears over minor grievances, with poor resilience to setbacks; overly dependent, with weak independence, easily flustered when faced with challenges; and in poor physical condition, disliking labor and exercise, getting out of breath after minimal activity...
Boys should have a boyish demeanor and vigor from childhood, and girls should also develop strong willpower. Whether boys or girls, being too “soft” not only hinders growth but can also lead to many social problems. Therefore, we should offer both boys and girls “tough guy” classes. Of course, having girls take these classes isn’t about turning them into “tomboys.” There should be distinctions and emphases between the “tough guy” classes for girls and boys—boys’ classes could include more sports, while girls’ classes could focus more on cultivating independence.
The essence of manliness and willpower lies in courage, perseverance, independence, and responsibility. The key to shaping these qualities in children lies in educational methods. A report over twenty years ago about Chinese children losing to Japanese children in a summer camp competition still provokes deep thought—why were Japanese children at the time more resilient and possessed stronger willpower? Reports indicate that in countries like Japan and South Korea, schools often organize hardship education for elementary students—for instance, having children train shirtless in the snow or participate in wilderness survival training—using challenging situations or trials to forge strong will and manly character. What our kindergartens and primary schools lack is this model of hardship-based education, and we urgently need to make up for this shortfall.
Family education also plays a crucial role in cultivating children’s willpower. Especially in many “privileged” single-child families, our approach tends to be one of domestication—giving children whatever they want, indulging their every whim, handling everything for them, demanding only obedience and conformity, and never letting them take any risks. Under such an educational model, children’s courage and natural spirit are inevitably stifled, while their sense of independence, responsibility, and resilience to hardship are weakened. I once read a report about an American mother who took her young son on a roller coaster. Before boarding, the boy was scared, but despite his cries, the mother insisted on taking him on the ride, deliberately trying to build his courage. We should learn from this American mother—encouraging children to face appropriate risks and handle things independently. In doing so, both boys and girls will benefit from valuable character development. (Li Yingfeng, Luanan, Hebei)