Heart and Soul by Maveric Post Part 20

"But," exclaims the up-to-date woman, of enlightened intellect, "what kind of old-fas.h.i.+oned, benighted mother are you prating about! This is the era of woman's rights and woman's emanc.i.p.ation! What time would a woman have for her own affairs--for the exercise of her rights, which have been won with so much effort--if she had to keep bothering her head with that sort of thing?"

That is true. It would seem as if we had forgotten about the self-interest and selfishness of the modern movement, which is there on all sides to poke its tongue at a mother's devotion to her sacred cause.

Indeed, we have no answer to give to that kind of selfishness. The essence of our thought is love and faith in the love of motherhood.

There is no selfishness in it and the language it uses is not translatable into terms which the rule of reason can hope to understand.

But to those mothers whose hearts are still in the right place, even if their heads have become more or less confused by the shouting and example of intellectual leaders, there is a very simple observation to suggest, as an answer to such objections.

Is it of much importance or benefit to you, yourself, or to anybody, or any thing, that you should spend so much of your time in gambling at the bridge table? Or gossiping at an afternoon tea? Or attending a meeting at the woman's club? Or at the hair-dresser's and manicure's? Or in intellectual pursuits of any kind? Is it not more important to you and to your family and to the future of your race and kind, to devote a considerable amount of your time and energy to the children, who love you and need you and can profit greatly by your help?

Is not that ent.i.tled to the best you can give, not only because it is the most important of all earthly occupations, but because by doing it you set the blessed example of thinking first and most of others, and last and least of self?

After the children are tucked in their beds, peaceful and happy in the land of dreams, then it is time enough for you to turn your thoughts to personal distractions and pleasures, which are proper and wholesome for a human being when the daily work of life is done. n.o.body will begrudge it to you, and you need not begrudge it to yourself. It is what distractions are for. It is also what the great majority of husbands and fathers and grandfathers have been doing since the beginning of time--working to the best of their ability for the good of home and family--content with their recreation, after the work is done?

How can any true mother in her heart and soul be so disturbed and misguided by intellectual enlightenment that she could be led to desert her eternal responsibility for the pursuit of selfishness--or the agitation of _isms_?

It ought to be reasonably clear that if a mother does desert her responsibility, and leaves to the care of a hired employee the development of her child's moral and spiritual feelings, the results are liable to be very unsatisfactory. It is the same story over again, which we took account of in connection with the heart feelings. Nagging, scolding, lack of sympathy, false standards, superst.i.tions, threats, deceptions, bug-a-boos--are all apt to take a hand in forcing a necessity for discipline and deforming character. The tangles of temper, fear, deception, resentment, will never be unravelled and patiently straightened out. In their wake, are pretty sure to come, sooner or later, scenes with mother and father--hypocritical or defiant, cajoling, whining, or tempestuous--in which harsh and ugly words will sometimes play a part.

And one fine day, the mother will probably vouchsafe the remark, as so many modern mothers have done in my presence, that when certain boys, or girls, reach a certain age, they get so that it is quite impossible to do anything with them at home and the only sensible way is to s.h.i.+p them off to a boarding-school.

How much of a mother's time is required for the right kind of care for her children? Who can judge of each case, but the right kind of mother?

Whatever the child has need of, that is for her to watch over and give, to the fullest of her capacity.

And what of the role of a father in this most vital of responsibilities?

It is essentially that of a help-mate--to bring cheer and comfort and courage, and the tenderest of protection and support. "The hand that rocks the cradle is the hand that rules the world"--so says the old adage. In any case, it is upon the sanct.i.ty and devotion of mother love that the future of our race depends--and the deepest feeling of a manly man has never doubted it.

There is much, much more that might be said about the relations.h.i.+p of a father to a mother, and of a mother to a father. The right foundation for it should be the deepest of moral and spiritual feelings. The true significance of it cannot help being eternal, not temporary. In no department of life, has the scientific principle of self-interest and the rule of reason had a more confusing, corrupting, and destructive influence. To attempt to translate the meaning of a marriage into terms of a business partners.h.i.+p is a ghastly mockery.

This subject is too big and the discussion of it would carry us too far afield, to be undertaken in the present connection. Our attention has been confined, for the time being, to mother love and the formation of character for the next generation.

And the next question which confronts mother love is the question of schools and school education--one of the most perplexing and troubling of all, and yet unavoidable.

Let us suppose that our mother is an ideal one--that she has gladly responded with the best that is in her to her love and responsibility--that she has cherished and nourished every tender little bud in the heart and soul of her boy--that the twig of character is rising up straight and beautiful, in every respect.

Then comes the day when Master Bob must go off to school--a day school, or a boarding school, or first one and then the other.

Why does he have to do this? In the first place because it is the custom every boy is supposed to do it, when he arrives at a certain age--and then, to receive proper instruction, his brain must be taught, his mind enlightened.

So off to school he must go, and when he gets there, a new and different atmosphere surrounds him, a new influence is brought to bear on the little character, so tenderly forming, and in the main the nature of this influence is two-fold. First, there is the school-room and the school books and the teaching of teachers--and second, there is the companions.h.i.+p, intimacy, teaching, of the other boys with whom he is thrown into contact.

As the action of this latter influence is usually the more immediate, direct, and compelling, we may as well give it the foremost place in our consideration. And let us be careful to state frankly and bear constantly in mind that all cases are by no means alike. The conditions to be met with may be largely accidental and differ materially in degree or kind. And the consequences, for any particular boy, may depend very largely upon accidental circ.u.mstances, or inherited tendencies. A boy, who is naturally warm-blooded and very impulsive, may not react in the same way as another boy, who is inclined to be reserved and reflective.

If I am led by my observations to make use of extreme or exceptional examples it is not my intention to imply that they are the rule, but merely to bring out clearly a point, or meaning, which, in less degree, may have a more general application.

We have already had occasion to refer repeatedly to the force of example in shaping the conduct and ideas of a vast majority of people. Nowhere is this force more rapidly effective, than in the case of growing children. It is their instinct to absorb and imitate, consciously or unconsciously, and so adapt themselves to new conditions of development.

And this instinct is sure to be very much alive, more than ever alive, when boys and girls find themselves removed from the family influence, amid new conditions and new companions of the school.

Before we follow our boy, Bob, so far, let us pause for a moment and consider this question of companions.h.i.+p with other boys and the influence of example, as it may have applied to him, while mother was still at hand to watch over him. Any boy or boys that Bob might come into contact with, or make companions of, would also come under mother's eye. Not only that, but Bob would repeat to her, spontaneously and gus.h.i.+ngly, every new thing that they said, or did. And if Bob still had a nurse hanging about, she would have an eye and an ear and something to say to mother, too. If one of these boys happened to be tricky and deceitful, resentful and cruel, mother would be sure to know about it very quickly. She could straighten out Bob's feelings with regard to any of those things before real damage occurred; and she could see to it that such contamination was kept away from him. As long as a boy remains under the home influence, it is part of mother's responsibility to guard against just such things.

As soon as he goes away to school, and gets under the new influence, it is no longer possible for her to do so. Of all the various kinds of boys to be found at any school, which ones Bobby is destined to have as closest companions, to exchange confidences with constantly, and have set him the example, is largely a matter of luck, or accident. It may come about through adjoining seats in cla.s.s, or though proficiency in the same games, or a common interest in collecting bird's eggs, or postage stamps, or through being room-mates, or sleeping in the same corridor at boarding-school, or one of a dozen other haphazard reasons.

Let us imagine that by chance, in this way, Bobby's closest companions turn out, in due time, to be four in number. And for the sake of emphasizing our meaning and the principle involved, let us imagine that the accident, in this particular case, is more extreme than usual.

The first boy, Ed, has been brought up chiefly by a stern and rigidly moral father of the old school, who has reprimanded, disciplined, chastised, most consistently and thoroughly. The second boy, Sam, has a society mother, somewhat of a belle, and so feverishly absorbed in her vanities and distractions, that his up-bringing, from the cradle, has devolved entirely upon a series of Irish, Swedish and German nurses. The third boy, Bill, has a very intellectual mother, an ardent devotee of woman's rights, and an active worker in various up-lift and educational movements. She laid out a plan of mental development for him, in early childhood, in accordance with the latest scientific books, but not having the time to attend to it herself, and having had constant rows with her nurses, she has ended up by heaping the blame on the natural stupidity and stubbornness of the boy, which could only have been inherited from his father. The fourth boy, Hal, is the most up-to-date of all. His mother and father were both divorced and both remarried and both have new families, for which his only feeling is mild resentment and disdain.

These boys are hardly to blame if, as a result of such home training, the growth of their characters has already become tangled and somewhat over-run by the weeds of selfishness and calculation. If they were only mischievous, high-spirited and lacking in respect, the harm might not be great; but there is also a deficiency of the generous feelings of sympathy and affection, of moral standards, and of any abiding faith in what should be. Their bodies and their brains may be well developed; but not their hearts and souls.

They may find it to their interest to display perfect discipline in the school-room and receive high marks and commendation from their teachers; they may also excel in the various games and win prizes on the athletic field; but this in no way prevents them from setting an insidious example to a less precocious companion.

For practical purposes, the point-of-view and controlling motives of these four boys is in fairly complete accord. They think it is very smart to do things which are against the rules; but they think it is very stupid to get caught. They believe in using their wits to get the best of other people--especially older people, like parents and teachers. They believe in practising concealment, dissimulation and insincerity; but they are very wary of getting saddled with a downright lie. They have the utmost contempt for a "tell-tale," and they include in this opprobrium any boy who hasn't sense enough to keep from older people an inkling of any sort, as to what he himself may have been up to, as well as any others of the crowd. Nothing is half so bad as blabbing what you know--not even the risk of getting caught in a lie.

They laugh at scruples of conscience; and they place little dependence on mother love, or father love, or any kind of love which isn't self-centered and decidedly material. They also have little use for high-flown sentiment, poetry, old-fas.h.i.+oned prejudices and pretences of romance; and if they do have time to read a book, they want it to be something up-to-date and exciting--a detective story, for instance, with a master thief and vampires. In addition to this, they have a number of other precocious and undigested notions about a variety of things, which they are ready to pa.s.s out confidentially, in almost any connection.

Again we repeat that it is not to be inferred that all the boys in any school, or any great proportion of them, are necessarily of this sort.

But in almost any school, some of them are liable to be met with--more so to-day than ever, for reasons which have been amply explained. There is no way of telling, at school, what certain boys may be thinking and saying and doing, when they are out of sight and hearing. If our boy, Bob, is unfortunate enough to be thrown in close and constant contact with that kind, it is unreasonable to imagine that he is at all to blame. His natural effort is to try and adapt himself to conditions as he finds them; he sees and feels that he is but a tiny part of a big system, in which most matters are determined for him, by the system itself. Aside from which, his nature is very trusting and sensitive, rather shy at first, and totally without experience of this new and perplexing world.

The feelings and ideals which have been growing so tenderly in his little heart and soul are not robust enough to offer much resistance to repeated and covert attacks. They are in as great a need as ever, of guidance and encouragement and nourishment and the sunlight of loving sympathy. The formation of character was proceeding in a beautiful and promising way, but it may not be safely a.s.sumed that the results are complete and permanent at such an early age--the customary age which most parents accept for sending their children to school. And where, in the chance companions.h.i.+p of school life, is a fitting subst.i.tute to be found for the right kind of family influence and the devotion of mother love?

It is sad to say it, but I have, in my own experience, known a number of cases, where the havoc caused in a promising character was directly traceable to the influence and bad example of youthful a.s.sociates.

A practical, up-to-date mind might say complacently that such characters must have been so weak that they would probably have gone that way, anyhow. But that is merely to close one's eyes to the understanding of a vital principle, the inner feelings of heart and soul which play such a large part in the formation of character, are subject to growth and alteration, like all other living things; and until they are given a fair chance to become strong, by development and exercise and proper care, why should anything more than a relative weakness be expected of them? If you abandon them too soon to blighting influences, there is always danger of their being more or less spoiled.

The other side of the school question relates to the school-books and school-rooms and the teaching of the teachers.

When we stop and consider that the average little boy, or girl, between the ages of six and fourteen, spends thousands upon thousands of hours, in a more or less dreary and distasteful and uninspiring way, over school-books, in school and out, it might seem as if we had a right to ask ourselves: Does the result justify the means? Does any one claim, or imagine, that school-books contain much nourishment for the heart and soul, or the moral feelings, or love of beauty? Upon what grounds, does any one claim, or imagine, that such things are less important to the growth of character, and a cheerful disposition, and fine standards of conduct, than the training of the intellect? If we are perfectly satisfied that the method employed to train the intellect does not and need not interfere with a corresponding development of those other sides of human nature--that is one thing. But let us not be satisfied to take so much for granted, without giving it a little thought. That is the first point to get clear.

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 suns.h.i.+ne and open air. And if the sun isn't s.h.i.+ning, 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, fis.h.i.+ng, 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 fas.h.i.+oning 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.

Boys and girls may set their hearts on building a beautiful snow fort--and work and slave and overcome obstacles--until they have given themselves a fine lesson in industry, and the rewards of successful accomplishment.

A boy may become interested in a printing press, or a steam engine, or an electric machine of some sort, and acquire by means of it, not only a lot of worthy satisfaction and pleasure, but the enthusiasm of deep, spontaneous feelings--in addition to useful information and mental training.