The river of human life is divided into two streams; occupation and leisure--or, to express the thing more accurately, that occupation, which is prescribed, and may be called the business of life, and that occupation, which arises contingently, and not so much of absolute and set purpose, not being prescribed: such being the more exact description of these two divisions of human life, inasmuch as the latter is often not less earnest and intent in its pursuits than the former.
It would be a curious question to ascertain which of these is of the highest value.
To this enquiry I hear myself loudly and vehemently answered from all hands in favour of the first. "This," I am told by unanimous acclamation, "is the business of life."
The decision in favour of what we primarily called occupation, above what we called leisure, may in a mitigated sense be entertained as true. Man can live with little or no leisure, for millions of human beings do so live: but the species to which we belong, and of consequence the individuals of that species, cannot exist as they ought to exist, without occupation.
Granting however the paramount claims that occupation has to our regard, let us endeavour to arrive at a just estimate of the value of leisure.
It has been said by some one, with great appearance of truth, that schoolboys learn as much, perhaps more, of beneficial knowledge in their hours of play, as in their hours of study.
The wisdom of ages has been applied to ascertain what are the most desirable topics for the study of the schoolboy. They are selected for the most part by the parent. There are few parents that do not feel a sincere and disinterested desire for the welfare of their children. It is an unquestionable maxim, that we are the best judges of that of which we have ourselves had experience; and all parents have been children. It is therefore idle and ridiculous to suppose that those studies which have for centuries been chosen by the enlightened mature for the occupation of the young, have not for the most part been well chosen. Of these studies the earliest consist in the arts of reading and writing. Next follows arithmetic, with perhaps some rudiments of algebra and geometry. Afterward comes in due order the acquisition of languages, particularly the dead languages; a most fortunate occupation for those years of man, in which the memory is most retentive, and the reasoning powers have yet acquired neither solidity nor enlargement. Such are the occupations of the schoolboy in his prescribed hours of study.
But the schoolboy is cooped up in an apartment, it may be with a number of his fellows. He is seated at a desk, diligently conning the portion of learning that is doled out to him, or, when he has mastered his lesson, reciting it with anxious brow and unassured lips to the senior, who is to correct his errors, and pronounce upon the sufficiency of his industry. All this may be well: but it is a new and more exhilarating spectacle that presents itself to our observation, when he is dismissed from his temporary labours, and rushes impetuously out to the open air, and gives free scope to his limbs and his voice, and is no longer under the eye of a censor that shall make him feel his subordination and dependence.
Meanwhile the question under consideration was, not in which state he experienced the most happiness, but which was productive of the greatest improvement.
The review of the human subject is conveniently divided under the heads of body and mind.
There can be no doubt that the health of the body is most promoted by those exercises in which the schoolboy is engaged during the hours of play. And it is further to be considered that health is required, not only that we may be serene, contented and happy, but that we may be enabled effectually to exert the faculties of the mind.
But there is another way, in which we are called upon to consider the division of the human subject under the heads of body and mind.
The body is the implement and instrument of the mind, the tool by which most of its purposes are to be effected. We live in the midst of a material world, or of what we call such. The greater part of the pursuits in which we engage, are achieved by the action of the limbs and members of the body upon external matter.
Our communications with our fellow-men are all of them carried on by means of the body.
Now the action of the limbs and members of the body is infinitely improved by those exercises in which the schoolboy becomes engaged during his hours of play. In the first place it is to be considered that we do those things most thoroughly and in the shortest time, which are spontaneous, the result of our own volition; and such are the exercises in which the schoolboy engages during this period. His heart and soul are in what he does. The man or the boy must be a poor creature indeed, who never does any thing but as he is bid by another. It is in his voluntary acts and his sports, that he learns the skilful and effective use of his eye and his limbs. He selects his mark, and he hits it. He tries again and again, effort after effort, and day after day, till he has surmounted the difficulty of the attempt, and the rebellion of his members. Every articulation and muscle of his frame is called into action, till all are obedient to the master-will; and his limbs are lubricated and rendered pliant by exercise, as the limbs of the Grecian athleta were lubricated with oil.
Thus he acquires, first dexterity of motion, and next, which is of no less importance, a confidence in his own powers, a consciousness that he is able to effect what he purposes, a calmness and serenity which resemble the sweeping of the area, and scattering of the saw-dust, upon which the dancer or the athlete is to exhibit with grace, strength and effect.
So much for the advantages reaped by the schoolboy during his hours of play as to the maturing his bodily powers, and the improvement of those faculties of his mind which more immediately apply to the exercise of his bodily powers.