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?