Heart and Soul by Maveric Post Part 21

A perfectly normal boy, without any special bent for music, or art, may want to play on a drum, or a banjo--or to paint pictures with water-colors--and through the effort devoted to this want, encourage the growth of tastes and feelings, which may prove of benefit and value, all through life.

If boys and girls are not occupied and tired by forced application to school-books, there is hardly any limit to the number of things, to which they may turn their attention, with natural energy and enthusiasm, and frequently with great benefit to feelings and qualities which involve not only the body and the mind, but the heart and soul, as well.

We have named but a few of the activities to which those thousands of hours, now consumed by school-books and school-rooms, might be otherwise devoted. Whether or not those things are more important to general development of character, they certainly cannot be indulged in to anything like the same extent, if so much time and energy is daily required for school education. When children are released from the school-room, their heads and their nerves are fairly tired and their bodies longing for freedom. There is usually another period of study hanging over them, before bed-time; and although a certain number of hours are allowed them for recreation, that recreation is not apt to take the form of heart-felt interests which put an added strain on nerves and head.

With this point-of-view in mind, it may prove worth while to ill.u.s.trate by some concrete examples the kind of results that are liable to occur.

And in choosing examples, this time, it will not be necessary to rely upon conjecture or imagination. It so happens that I may refer to some actual cases where boys and girls have not been obliged to go to school, or even to open a school-book, during all those thousands of hours.

And, strangely enough, in spite of the forebodings and disapproval of many intellectual people, who always feel it their duty to protest against such a procedure, the results in all the cases I have any knowledge of, were not disastrous at all, but very much the contrary.

Let us begin with some girls--three sisters. Their parents were well-born and well-educated, the father being a man of considerable distinction and originality. From a position of comparative wealth, they were reduced by business reverses, to relative poverty, and retired to a farmhouse in an unsettled district. The mother was in delicate health, the father under the need of trying to repair his fortunes, and there was no school-house within reach. In addition to that, the father had very little belief in current school methods, or the efficacy of school books. The result was that the three girls were allowed to go without any education of the prescribed kind; but an old man who happened to be living nearby, with nothing to do, was prevailed upon to come every day and help along with their enlightenment in any way they desired, or he saw fit. This old man had once had artistic tendencies, had tried his hand at various things, and was well-read and well-travelled. He soon took a great interest in the three bright and charming girls, and came to regard himself in the light of a kindly, sympathetic companion--which is the next best thing to a mother, or a father.

He helped the girls with their flower garden, went walking with them in the fields and answered as many of their questions as he could about flowers and planting and trees and shrubs and plants, birds, snakes and bees--anything and everything they showed an interest in.

When it was raining, he played on the piano for them and showed them how to play little tunes for themselves--which they thought was great fun.

He could paint and draw very well and he brought them a box of water colors and showed them how to color pictures and draw flowers and birds and simple things for themselves. He also got some clay and played with them at modelling figures of various kinds.

In addition to that, he had one idea, which was a sort of hobby, and about which he talked to them a lot. Every girl, as she grew up, as well as every boy and man, would be called upon, sooner or later, to write letters to people she cared about, and wanted those letters to be nice and interesting. Most people didn't know how to express their thoughts.

So every day, they sat down together, indoors or out, and each wrote a letter to an imaginary friend. Little by little, the letters became easier and longer and more interesting.

Frequently he recited poetry that he knew by heart, and told them fairy tales, and stories of every description from the many books he had read.

And so the thousands of hours were spent with simple natural interests, in a most enjoyable way, without a thought of school-books, or anything distasteful, compulsory or confining.

What, in this case, were some of the results? One was that the life of their inner feelings was developed to an unusual degree. Everything was done to encourage them, and nothing to suppress, or distort them. The stories and poems made a constant appeal to their imagination, while the daily letters which they wrote became a means of reflecting and applying this appeal.

A love of beautiful things was naturally developed in them, and they naturally conceived a fondness for music and painting and modelling and poetry and story-telling. There was no pressure exerted upon them in any of these directions--merely the encouragement of spontaneous interest and the help of example.

These tastes and qualities, became the common possession of all three girls. They could all write poetry and stories; they could all draw and paint and model and play tunes on the piano--with more or less feeling and facility--and they all grew up with remarkably sympathetic and gracious personalities--which became, later on, very widely admired and commented upon.

One of the girls, the eldest, conceived a deeper liking than the others for music. As time went on, she wanted to spend more and more time at the piano--playing and practising and learning to read the notes.

The second girl, in a similar way, was more attracted to drawing and modelling and painting. The youngest one, while the other two were thus engaged, liked to sit down with pencil and paper and amuse herself in writing rhymes and stories.

The eldest daughter became a fine musician and composer of music, and a brilliant career was in sight for her at the time of her death, which occurred when she was just out of her teens.

The second daughter, won for herself a distinguished place as a painter, in Paris and in this country.

The youngest one left to her own resources, a widow with a little son to support, achieved much wealth and fame as a literary celebrity, one of the most admired of her generation.

Let us now refer to some other cases, this time to boys, where the bringing-up happened to be accomplished without any aid, or interference, of school-books or school-teaching. In some instances this procedure was due to illness and delicate health on the part of the boy, which made fresh air and freedom from confinement seem more important than the benefits of mental training. In other cases, the parents deliberately believed and decided it was better for self-development and the formation of character to dispense with what they considered the disadvantages of school methods.

As long as a boy does not know how to read, and is not taught how, it is the most natural thing in the world for him to want somebody to tell--or read--to him fairy-tales and verses and stories of every kind that he can understand. And this want is sure to be supplied, when there are loving parents to watch out for it. It may be the mother, the nurse, the father, or an aunt, or an uncle, who take turns at it.

Sooner or later, as a result of this, the child is very apt to feel a curiosity and interest and ambition to learn how to read stories for himself. In the absence of any forcing, the more he thinks about it, the more his heart becomes set on it. He asks questions about letters and words in books--surprises his mother by showing how he can print his own name, then her name and father's. Little by little, without anybody's teaching him, almost without any one's realizing it, he has learned to read. This might not happen, of course, in an unsympathetic atmosphere--if there were no story telling, and no story books lying about, to bring the inspiration. But as far as my experience goes, it has always happened, somewhere between the ages of eight and ten, if not before.

One boy I know, after learning to read for himself, in this way, in rummaging through the bookshelves, came upon a queer little book of Experimental Chemistry. It was very old and primitive and had curious wood-cut ill.u.s.trations in it. It had long ago belonged to the boy's grand-father. It was easy to read and told about simple experiments that any boy could try himself. The necessary ingredients for many of them could be found at home, or be bought for a few cents at the drug-store.

It happened to arouse his interest.

The first experiment described how to take a little powdered sugar and mix it with a little powder obtained by crushing up a tablet of chlorate of potash--such as people put in their mouths for a sore throat. That would make an explosive, as powerful as the powder used in guns. It could be set off by dropping on it from an eye-dropper one drop of a certain kind of acid, from the druggist's.

The boy procured the necessary things, then ran to his mother, and asked her if he might try the experiment. She responded to his enthusiasm and only asked permission to stand by and look on. He dropped the acid on the powder--and sure enough, the powder went off with a big flash.

Wonderful excitement and joy! The experiment had to be repeated again and again, for the amazement of the waitress and the cook--and especially for father, as soon as he came home.

That was the beginning of a new interest. The boy kept the book by him and pored over it, and set his heart upon acquiring first one thing after another, as they became necessary. As he acc.u.mulated bottles and gla.s.s tubes, and chemicals and apparatus, he made shelves and stands for them with his carpenter tools.

In due time, he got other books on the same subject and became the possessor of a very practical little chemical laboratory, which was all of his very own making. At the age of twelve, he was thoroughly at home in dozens of complicated processes and experiments.

This was only one of the many interests which he had plenty of time to follow, with the same sort of enthusiasm. At the age of fourteen, his laboratory was a thing of the past, but for all that, years after, at college, among his various other achievements, he had no trouble in winning a prize scholarship in chemistry.

Another boy, brought up in a similar way and having learned to read without teaching, first took a lively interest in automobiles. When the family car went wrong, he watched the repairs, asked questions, and was ready to lend a helping hand. Many of the troubles on a modern car are apt to be in connection with the electrical equipment--battery, lights, magneto, timer, self-starter, etc. Sooner or later, a boy who takes an interest, is apt to become more or less familiar with the principle of all these things, especially if his nerves and brain are not deadened by forced application. At any rate, this boy soon did. This led to an interest in other electrical things--the ringing of bells and buzzers about the house, and the installation of an electric motor which would run the sewing machine, or a grindstone, or a little lathe. Then he got hold of a booklet about wireless telegraphy. There is something thrilling about the idea which appeals to the imagination--the receiving of mysterious messages from afar, through the air, and sending back from your little instrument the far-flying answers.

At the age of twelve, this boy with the aid of a j.a.panese servant, had set up his own aerial and apparatus, had learned the code alphabet and was thoroughly familiar with all the delicate intricacies of detector, tuning coil, sparker and the rest of it. He had gotten in touch with certain other wireless operators within a radius of ten miles and, although he had never seen any of them, he could recognize instantly the sound of their different instruments and it was a joy and delight to hold conversations with them and call them up for a good-night, before he went to bed. And before he was thirteen, he undertook to construct with his own hands a tuning coil which would be better for his purposes than the kind he could afford to buy at the store. After much determined effort, he succeeded and installed it and had the satisfaction of finding that it was, indeed, decidedly better.

Another boy, who had never had to bother his head with school-books, but who had also learned to read, in due time got started on a new interest by a printing-press, which was given to him for Christmas. He puzzled with it and worked over it, until he learned to set up type and operate it very nicely. Then he began printing visiting cards--first for himself, then mother and father, then the servants and friends. It was great fun to take orders from them and charge them ten cents a dozen, in a business-like way. Next he got a larger press and different kinds of type, and by dint of perseverance he found among the trades-people a few kindly souls, who allowed him to print their business cards for them at so much a hundred.

Out of this interest grew a more ambitious one. How fine it would be to print and publish a little newspaper, with stories and verses and advertis.e.m.e.nts and subscriptions and everything! This appealed to the imagination and became an absorbing ambition. In this particular case, the newspaper project soon outdistanced the printing press. The newspaper must be bigger and finer than a press of that kind could possibly manage. So the boy went to a regular printer and found out about the cost and details of publishing such a paper as he had in mind.

He didn't have enough money of his own for that, but he figured out that by going again to the tradespeople and getting them to pay for advertising in his paper and by making people pay for subscriptions to the paper, the problem could be solved. He decided to limit the scope of his enterprise to the publication of six numbers, one every month. He went to different tradespeople with whom the family dealt, stated his intentions, and asked for advertis.e.m.e.nts at the rate of fifty cents a number. He was only twelve years old at the time and they naturally had doubts about his ability to carry out the project; but some were found with enough kindly sympathy to agree to pay him, when he brought them the paper containing the advertis.e.m.e.nt. In the same way, among relatives and friends and neighbors, he sought subscriptions at the rate of five cents a copy and succeeded in obtaining a sufficient number for his purpose.

He chose a name for his paper by himself but, when it came to the question of the reading matter, he did not presume to attempt much of that, at first, but felt he could do better by appealing to his mother and aunt and others for the kind of contributions he had in mind.

He carried out his project, to the letter,--six numbers, one a month--and at the end of it, he not only had the satisfaction of a fine effort well done, but he had also earned a clear profit of over fifteen dollars. Likewise, he had helped the growth of character, the taste for literary achievement, the acquisition of much useful experience and information, and considerable mental training of an admirable sort.

I might continue in this way, almost indefinitely, telling about the interests and results which may come quite naturally to boys and girls freed from the routine of school training.

Enough has been said, however, to suggest food for thought. With a feeling of interest, or enthusiasm, behind it, almost any kind of mental exercise, or physical exercise, takes on the color of gladness. Without interest, or enthusiasm, almost any kind of compulsory effort becomes drab and drear and irksome. The intellect can be a splendid friend to the feelings--it can bring all sorts of suggestions to them, and point out their usefulness and their charm--but if, for some reason which may be entirely intuitive and fundamental and all-wise, the feelings refuse to respond, or to cooperate, any further compulsion is apt to prove futile and unproductive of the right growth of character.

These are a few of the considerations which led to the remark, in connection with our boy, Bob, that the question of schools and school education is one of the most perplexing and troubling.

No loving mother is responsible for the existing school system, nor could she alter it, if she wanted to. Even if she has a little pinch of the heart at the thought of subjecting her sensitive boy to such an ordeal, how can she dare to do otherwise? Among people of all cla.s.ses, it is considered proper and necessary, for children to be sent to school.

But provided a mother has a clear understanding that her child's feelings and vitality are the most important things, it is always possible for her to seek some sort of a compromise in his favor. She can delay the time of sending him away, until nine, or ten, or eleven. If he goes to a private school, she can very often arrange matters so that he need only attend the morning session, and never be "kept in," after hours, for punishment. She can help him with the studies which he brings home, and take great pains never to scold him, or show displeasure, or disappointment, if he gets bad marks. She can explain to him that while it is only natural for a school-teacher to attach an exaggerated importance to the training of the brain, mothers and fathers care a great deal more about deeper and finer interests and the right kind of conduct.

That is about all most mothers can do,--no matter how great their love--as long as the present system remains in force. When, or how, it will ever be changed radically, is something about which it would be futile to express an opinion.

Another question which naturally arises in this connection has to do with college and the very difficult entrance examinations which a modern boy is required to pa.s.s. How is he to do that, unless he is sent to school in time to be prepared? Many mothers and fathers want their boys to have a college education.

To this objection, there is an easy and rea.s.suring answer.

Even if your boy has never seen the inside of a school-book, before the age of thirteen or fourteen, that need not prevent him from being prepared for college, just as well and at about the same time, as the average boy who has been attending school from the age of five, or six.

All of the boys I have referred to, pa.s.sed their examinations far better than the average. All those thousands of hours which were devoted to other interests, entirely apart from school-books, did not have the effect of r.e.t.a.r.ding the boys' mental development and training. It was only a different kind of training, more in accordance with the methods of nature. When these boys arrived at the age of thirteen, they had more character, more self-control, more determination and more mental equipment, than the vast majority of boys acquire at school. I think it is a fair presumption, that under favorable conditions, such a result may be expected.

It was the college question that eventually brought these boys to preparatory schools, at the ages of thirteen, or fourteen. And in order to enter a preparatory school and get used to the ways of school-books, it may be necessary for the boy to do some preliminary studying, for a few months, with some one to help him. But by that time, he has an object in view, his interest is involved, and he will seldom require the slightest urging. Without exception, the boys I have referred to attained high rank, both in school and in college.

There remains one more thing to think about in connection with the bringing up of children. What about religion? Here is also a consideration which can hardly be avoided.

If the parents are church-goers and still believe in the truth and teachings of the Bible,--that is one thing. In that case, all a mother has to do is to encourage her children in the same belief, take them to church and Sunday School, and teach them to say their prayers from earliest childhood.