Child and Firearm

The short answer: as soon as a child shows interest and is ready to learn, we should begin - with responsibility, care, and purpose.

Now, let’s explore this in more detail.

Across history, there is virtually no society, tribe, or nation that has not developed weapons or martial practices or adopted those of others. Weapons, like armor, are deeply intertwined with human civilization. In many ways, they are as essential to our history and survival as agricultural tools, musical instruments, or kitchen utensils.

If a child begins using a fork and knife around the age of 3–4, starts playing musical instruments at 5–6, and begins handling basic tools like axes, sickles, or hammers by age 8–10, then there’s no reason we can’t begin to teach the safe and proper use of firearms with the same thoughtful approach. Especially in a country like Georgia—with thousands of years of martial heritage and a well-documented tradition of responsible weapons use—we have both the cultural foundation and moral responsibility to pass this knowledge on correctly.

According to the Association of Gun Owners, one of the most important aspects of raising responsible citizens is forming the right attitude toward weapons. A firearm is not a tool for oppression. On the contrary, when handled by trained, confident, and law-abiding citizens, firearms contribute to a safer and more stable society—despite the widespread modern myth that guns inherently bring violence.

Depending on the child’s curiosity and capacity, training can begin as early as age 5 or 6. At this stage, it’s not about live fire or technical complexity—it’s about building basic safety habits:

• Holding a (toy) weapon properly

• Keeping their finger off the trigger

• Always pointing in a safe direction

• Respecting where and how a weapon is stored

Just as we don't expect a child to master a musical instrument the first time they pick it up, we should not expect them to become sharpshooters overnight. The goal is to nurture a healthy, respectful interest in firearms—as both engineering marvels and tools with historical and cultural significance.

A Glimpse Into Our Past. Let us recall the 17th-century observations of Arkangelo Lambert, who described Mingrelian (Western Georgian) boys with admiration:“The children carry weapons, shields, and bows as if born to the battlefield. They prepare for campaigns with diligence, keeping every item in perfect readiness. Even in rest, they place their weapons—bow, arrows, shield, sword, and armor—by the table, ready to rise at the prince’s call. Even in the harshest winters, boys go barefoot through the snow, hunting in the cold, sometimes diving into icy rivers. They do this to toughen themselves—to become tskvits and mards—men of grit, fit for the rigors of war.” This legacy isn’t one of recklessness or brutality—it’s one of resilience, preparedness, and deep national pride.

One of the greatest obstacles to legal civilian arms ownership in Georgia has been the enduring influence of Russia—a country deeply invested in preventing organized resistance in its neighboring territories. After occupation, under the guise of "protection," Russia banned traditional boxing in Georgia—an activity that once featured at nearly every public celebration and served as a pillar of communal strength and readiness. Weapon ownership, training, and discipline are not threats to peace—they are expressions of sovereignty, responsibility, and freedom.

Looking Ahead we remain hopeful and committed to the idea that Georgia will one day soon develop and implement age-appropriate educational programs in schools—initiatives designed to teach not just the mechanics of firearms, but the values of discipline, safety, and national heritage that go with them. Let us pass on the torch of responsibility, not fear.