Heart and Soul by Maveric Post

by Victor Mapes

All those thousands of hours spent over school-books, in school-rooms, if they were not confined to that, might be devoted to other things. That is obvious and inevitable. What kind of things? If they were allowed a freedom of choice, children would want to do the things that interested them the most—things they felt like doing. And the natural feelings of each growing individual would be the dominant factor in nearly all cases. The natural feelings of a little boy, or a little girl, are nothing for any one to be ashamed of, or deplore, or wish to make otherwise. They are part of the all-wise plan, designed more profoundly and beautifully than any science of man can comprehend. And nothing is more natural than that a boy, or a girl, growing up in an atmosphere of love and sympathy and kindness, and what is right and fair and admirable, should respond to those feelings, more and more, and grow to have them, too. Some selfish instincts have to be guided and controlled by deeper and better feelings and the exercise of reason, and that is natural, too. And even the selfish instincts are just as natural and just as wisely planned as the deeper and better feelings, or the exercise of reason.

In the advanced stage of enlightenment at which we have arrived can any reasonable person fail to recognize this palpable truth? It is possible that some people might be found who have happened to overlook it; but less easy to believe that they could fail to recognize it, when it is called to their attention.

Any normal child delights in the exercise of all its faculties and instincts and feelings—whether they be of the heart and the soul, or the body and the brain. This is the natural method of their growth. And the ideal individual would be one in whom all these sides had reached their fullest development, in a perfectly balanced whole.

The vast majority of things which interest children and which they naturally like and seek to do are unconsciously in line with this endeavor. They all give exercise to some quality which is useful and proper to human nature. And the variety of interests which may act in this way is so infinitely great, that children are seldom at a loss to find something that appeals to them. Sometimes they need advice, or help from older people, but that, too, is as it should be.

If children, between six and fourteen, had at their disposal those thousands of hours which we have referred to, and did not have to bother with school or school-books—what kind of use might they be expected to put them to?

It is not at all difficult to imagine. Play, in the first place, and games—in the sunshine and open air. And if the sun isn't shining, on rainy days, more play and games—in the play-room, or about the house, or somewhere under shelter. Marbles and tops and kites; jumping rope, rolling hoops, making pin-wheels; skating, sledding, snow-balling; baseball, fishing, tennis; leap-frog, running, climbing trees; and dozens of other pastimes, too numerous to think of. The very sound of them is healthy and joyous and exhilarating and the general effect of them on a growing nature is just as wholesome.

But this is not all, by any means—only one kind of thing, chiefly of value to the physical side of development—health and strength and vitality and cheerfulness.

In addition to this, there are many other interests of a different order which may appeal to youth very strongly. A collection of postage stamps, or birds' eggs, or picture cards, may become of absorbing interest to boys and girls, with time on their hands. These may encourage patience and perseverance and observation and enthusiasm, which are most admirable as traits of character.

A boy may become deeply absorbed in a set of carpenter's tools and the things he can do with them. He can set his heart on making a pair of stilts, and a boat that will float and steer and sail, and tables and boxes and chests of drawers for his collections—all of which may develop skill and determination and an aspiration to fine accomplishment. And the interest so begun may lead to a bracket-saw and carving tools, or a turning lathe, and the fashioning of more intricate and beautiful things.

A boy, or a girl, may have a camera and learn to take pictures and develop them and print them, and encourage in this way the growth of feelings and tastes and much useful knowledge—in addition to mental training.