HYGIENE OF THE NERVOUS SYSTEM, CONTINUED.
821. Having pointed out the evils arising both from inadequate and
from excessive mental exertion, it remains to direct the attention to
some of the rules which should guide us in the exercise of the brain.
822. _We should not enter upon continued mental exertion, or arouse
deep feeling, immediately before or after a full meal._ Such is the
connection between the mind and body, that even in a perfectly healthy
person, unwelcome news, sudden anxiety, or mental excitement,
occurring soon after eating, will impede digestion, and cause the
stomach to loathe the masticated food.
823. The worst forms of indigestion and nervous depression are those
which arise from excessive mental application, or depressed feeling,
conjoined with unrestrained indulgence in the pleasures of the table.
In such circumstances, the stomach and brain react upon and disturb
each other, till all the horrors of nervous disease make their
unwelcome appearance, and render life miserable. Too many literary men
and students know this from sad experience.
824. _We should engage in intense study in the early part of the day._
Nature has allotted the darkness of the night for repose, and for
restoration by sleep of the exhausted energies of mind and body. In
the early part of the evening, if study or composition be ardently
engaged in, the increased action of the brain, which always
accompanies activity of mind, requires a long time to subside. If the
individual possesses a nervous temperament, he will be sleepless for
hours after he has retired, or perhaps be tormented by unpleasant
dreams.
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822. Why should we not arouse deep feeling immediately before or after
eating a full meal? 823. How are the worst forms of indigestion and
nervous depression produced? What class of men know this from sad
experience? 824. What evils arise from studious application at night?
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825. It is, therefore, of great advantage to enter upon intense mental
application early in the day, and to devote several of the hours which
precede bedtime to entertaining conversation, music, and lighter
reading. The vascular excitement previously induced in the brain by
study, has then time to subside, and sound, refreshing sleep is much
more certainly obtained. This rule is of great consequence to those
who are obliged to undergo much mental labor.
_Observation._ The idea of gathering wisdom by burning the "midnight
oil," is more poetical than profitable. The best time to use the brain
is during the day.
826. _The close student and the growing child need more sleep than the
idler or the adult._ As steep is the natural repose of all organs, it
follows that the more the brain and other organs of the system are
employed, the more repose they require. The organs of the child,
beside sustaining their proper functions, are busy in promoting its
growth. This nutritive process is attended with a certain degree of
exhaustion. The impaired health of children often results from a
disregard of this principle. But, on the other hand, an excess of
sleep produces feebleness, by preventing the proper exercise of the
mind as well as the body.
827. _The length of time the brain may be advantageously used, is
modified by many circumstances._ The power of the brain in different
persons to endure action, is various. This is modified by its primary
character; by development and age; by habits of action; by the health
of the cerebral organ and general system; by the moral feelings and
other conditions.
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825. Why should we engage in intense study in the early part of the
day? 826. What persons require the most sleep? Why? 827. What is said
relative to the length of time that the brain can be advantageously
used? Give a condition that modifies the amount of mental labor.
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828. The primary physical organization of some individuals is such,
that they are enabled to endure with impunity an amount of mental
labor that would disorder, if not destroy functionally, the cerebral
organ of others differently constituted. Napoleon Bonaparte was of
this number. There can be no fixed period for mental labor, that may
be adopted as a rule for all persons whose systems are maturely
developed. Much less is there a proper definite period for study, that
is applicable to all children.
_Observation._ The practice of retaining pupils of all ages, from five
to twenty years, in the school-room the same period of time, for the
purpose of study, is not predicated upon any law of physiology. An
exercise of three hours, with one or two recesses of ten minutes each,
may profit the eldest class; two hours with a recess of ten minutes,
the middle class; while one hour, or one hour and a half, with one
recess, would be as long a period as the youngest pupils should be
retained in the study-room at one session.
829. A person who is accustomed to muscular exertion will endure a
longer period of physical toil than one who is not inured to it. So it
is with mental labor. If the brain has been habituated to mental
action and profound study, it will not be so soon fatigued as when not
accustomed to such exertions; consequently, an amount of mental labor
may be performed with impunity at one time, that would exhaust and
cause serious disease of the cerebral organ at another.
_Observation._ Persons that commence a course of study at a late
period in life, frequently evince their zeal at the commencement by
poring over their books twelve or more hours each day. The progress of
such students is soon arrested by physical and mental depression. In
such instances, it would be more judicious to commence with only three
or four hours' vigorous application each day, and gradually protract
the period of study five or more minutes every successive day, until
the brain may be called into vigorous action six or eight hours with
impunity.
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828. Why can there be no fixed period for mental labor? What is said
of the practice of retaining pupils of all ages the same period of
time in the school-room? 829. Show that the action of the brain is
influenced by habit, as well as the muscular system. What suggestion
to those persons that commence a course of study at a late period in
life?
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830. The amount of mental power is greatly influenced by the general
health. Such is the intimate connection of the different parts of the
system, particularly the digestive apparatus, with the cerebral
organs, that except there be vigor of constitution, and freedom from
disease, mental efforts will be feeble and of little avail.
_Observation._ The prevalent opinion, that individuals who are feeble
or diseased may acquire a collegiate education, and thus become useful
to themselves and the community, is very generally erroneous. Such
persons should enter upon a daily and systematic course of physical
training, and their labor should be in the open air, in order that the
system may be invigorated and freed from disease.
831. The moral feelings exert a controlling influence over the
functions of the muscular, digestive, and respiratory organs. They
also exert an influence, perhaps, more powerful upon the nervous
system. While fear and anxiety depress, hope and the enlivening
emotions, facilitate the functional activity of the brain, and
increase its power for mental exertion. By a proper and systematic
education of the moral feelings, they are not only a source of
happiness, and productive of right conduct, but aid in the culture of
the intellect. Consequently, we should cultivate a feeling of hopeful
trust in the future, and a firm reliance upon the laws which the
Creator has given us for our guidance.
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830. Show that the amount of mental power is modified by the general
health. What is said of feeble persons acquiring a collegiate
education? 831. Do the moral feelings exert a controlling influence
over the principal functions of the system? What is the effect of a
proper and systematic culture of the moral feelings?
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832. _Regularity is very important in exercising the moral and
intellectual powers._ Periodicity, or a tendency to resume the same
mode of action at stated times, is peculiarly the characteristic of
the nervous system. If we repeat any kind of mental effort every day
at the same hour, we at last find ourselves entering upon it without
premeditation when the time approaches. In like manner, if we arrange
our studies in accordance with this law, and take up each in the same
order, a natural aptitude is soon produced, which renders application
more easy than by resuming the subjects as accident may direct.
_Observation._ When engaged in abstruse studies, it may be found
advantageous to pursue others that are less difficult. The intense
application of the brain, which is requisite in the one instance, is
relieved by directing the attention to a study that requires less
thought. By this change, there is mental relaxation attended with
invigoration of the cerebral organ. Or, it may be explained by
assuming, that the brain is composed of an aggregate of distinct
organs, each of which is called into action in pursuing different
studies.
833. Effective study is impossible if the powers of the brain are
depressed. When the cerebral organ has been temporarily debilitated by
protracted intellectual efforts, it is ineffectual to attempt any
concentrated mental exercise. This condition of the nervous system is
indicated by confusion of thought and inability to attain results that
usually follow similar efforts. Mental rest in these cases is
required.
_Observation._ Students frequently fail in solving mathematical
problems when the mind is prostrated by continued and excessive effort
to obtain a solution. Not unfrequently after a night's rest the
problem is quickly solved, and the pupil thinks he "dreamed it out."
The true explanation is rest invigorated the exhausted brain, which
fitted it for vigorous and successful thought.
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832. Why is regularity of great importance in exercising the moral and
intellectual powers? What suggestion when pursuing abstruse studies?
How explained? 833. When is effective study impossible? How is this
condition of the nervous system indicated?
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834. _The intellect should not be cultivated to the neglect of the
moral and physical powers._ All the faculties require for their
development regular exercise, alternated with intervals of rest. This
is as necessary to the due development of the moral feelings of a
child as in physical training and mental culture. Consequently, those
schools are to be preferred in the education of youth, where the
physical, intellectual, and moral faculties receive each day a due
share of attention and culture.
835. The continuance of healthy and vigorous action in the matured
physical, mental, and moral powers, requires frequent and regular
action, alternated with rest, as much as in their development.
Consequently, those who cultivate one or two of these faculties, to
the neglect of the others, exhibit a marked deficiency of acuteness
and vigor in those not exercised. This defect reacts on the powers
that are vigorous, diminishing the energy and deteriorating all the
other faculties of man.
_Observations._ 1st. If the principles before mentioned are true, the
adult, as well as the child, should spend a part of each day in some
proper physical employment; another portion should be appropriated to
intellectual pursuits; while another should be sedulously devoted to
the cultivation of the moral feelings.
2d. Disease of the corporeal system more frequently occurs when only
one set of faculties is used than when all are equally employed. This
is particularly true of nervous and mental disease, which follows and
is caused by either high intellectual action, or intense moral
emotions, without a due amount of physical exercise.
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How is the "dreaming out" of problems explained? 834. What is said of
the culture of the intellect? What schools are preferable in the
education of youth? Why? 835. What is the effect of cultivating only
one faculty of the mind? Give observation 1st. Observation 2d.
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836. _The brain can exercise its full force upon only one object at a
time._ If its energies are directed to two or more operations, neither
will receive that full power of exertion that it would if only one
object had engaged the mind. Although the brain will direct several
operations at the same time when only slight mental effort is
required, yet when one operation becomes difficult, or demands special
attention of the mind, the other will be suspended. This is
illustrated in social conversation while walking. Let it become
necessary to concentrate the nervous power upon the motor organs, and
the conversation declines or ceases.
837. In acquiring an education, or in pursuing any profession or
trade, none of those influences that promote the proper functions of
the body, and tend to increase physical ease, should be neglected.
For, if the brain is occupied with disagreeable sensations, it cannot
concentrate its power as effectively in the various employments of
man.
_Observations._ 1st. The situation, ventilation, light, and warmth of
a school-room, together with the arrangement of the benches, do much
to influence the concentration or distraction of the operations of the
mind. Let there be attached to the school-house a spacious yard
planted with trees; let its architecture be attractive; let the
windows be arranged with regularity, and not with the elevation of a
convict's cell, and the benches, in every respect, be adapted to the
different scholars, so that the position of each may be comfortable,
and we mistake if there is not a greater improvement, in a given
time, in such a school, than where there is an apparent disregard to
the pleasure or comfort of the scholars.
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836. What is the effect if the brain concentrates its energies on more
than one object at a time? How illustrated? 837. What should be
regarded in pursuing any employment? Why? What is said in reference to
the arrangement of school-rooms?
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2d. Mechanics' shops should receive as much attention, relative to
their situation, light, warmth, &c., as school-rooms. If these are
duly observed, the nervous influence transmitted from the brain to the
muscles will be more stimulating, as well as more abundant;
consequently, labor will be performed with less exhaustion.
838. _Repetition is necessary to make a durable impression on the
mind._ "The necessity of judicious repetition in mental and moral
education, is, in fact, too little adverted to, because the principle
which renders it efficacious has not been understood. To induce
facility of action in the organs of the mind, practice is as essential
as it is in the organs of motion.
839. "In physical education we are aware of the advantages of
repetition. We know that if practice in dancing, fencing, skating, and
riding, is persevered in for a length of time sufficient to give the
muscles the requisite promptitude and harmony of action, the power
will be ever afterward retained, although little called into use;
whereas, if the muscles have not been duly trained, we may reiterate
practice at different intervals, without proportionate advancement.
The same principle applies equally to the moral and intellectual
powers, because these operate by means of material organs.
840. "According to this principle, it follows, that in learning a
language or science, six successive months of application will be more
effectual in fixing it in the mind and making it a part of its
furniture, than double or treble the time, if the lessons are
interrupted by long intervals. Hence it is a great error to begin and
study, and then break off, to finish at a later period. The fatigue
is thus doubled, and the success greatly diminished.
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Of mechanics' shops? 838. Is repetition necessary to make a durable
impression on the mind? Why? 839. How is it with physical education?
840. What follows, according to this principle?
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841. "The best way is to begin at the proper age, and to persevere
till the end is attained. This accustoms the mind to sound exertion,
and not to _fits_ of attention. Hence the evil arising from long
vacations; and also the evil of beginning studies before the age at
which they can be understood, as in teaching children the abstract
rules of grammar, to succeed in which, implies in them a power of
thinking, and an amount of general knowledge, which they do not
possess."
842. _The skull is susceptible of fractures from slight blows._ This
occurs most frequently when the blow is given on the side of the head
above and anterior to the ear. Here the bone is very thin, and often
quite brittle. For these reasons, no instructor, or any person, should
punish a child by striking upon any portion of the head.
_Observation._ A few years since, a teacher in one of the Middle
States gave a pupil a slight blow upon the head. It fractured the
skull and ruptured a blood-vessel of the brain, causing a loss of
consciousness, and finally death.
843. _Concussion of the brain may be produced by blows, or by
violently shaking a person._ As the brain is of pulpy consistence, the
atoms of which it is composed, and the circulation of blood in its
minute vessels, may be disturbed by the vibration from a blow on the
exterior of the skull-bones. This disturbance of the cerebral organ is
attended with unpleasant sensations, dizziness, loss of memory and
consciousness. These may be followed by headache and inflammation of
the brain. Concussion of the brain, and the results above mentioned,
may be produced by the sudden motion attendant on the violent shaking
of a scholar. Consequently, a child should never be seized by the arm
and shaken violently as a method of chastisement.
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841. What is the best way of learning the sciences? 842. Why should
not a child be struck upon any portion of the head? What observation
in this connection? 843. How may concussion of the brain be produced?
What is the effect of each upon the brain of the child?
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_Observation._ Most persons have experienced a disagreeable sensation
and dizziness, caused by falling from a slight elevation, or by
jumping from a carriage. This is the result of a moderate concussion
of the brain.
844. In injuries of the brain, from blows and falls, the symptoms
are usually alarming, and all should possess some information for
such contingencies. In general, such accidents are attended by
insensibility; the skin and extremities are pale and cold, the
pulse is very weak and feeble, and the circulation is less vigorous;
the respiration, also, is less frequent and full.
845. When these symptoms exist, the individual, in the first instance,
should be placed in pure air, and friction and dry warmth should be
applied to the pallid and cold skin. This should be assiduously
persevered in until heat and color are restored to the skin and limbs,
and due action of the heart and arteries has been established. Mild
stimulants may also be used internally, with much advantage. The
sympathizing friends should not be permitted to stand about the
patient, as they vitiate the air. There should be no bleeding until
the skin and extremities become warm. Send for a surgeon without
delay.
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Give an instance where moderate concussion of the brain is produced.
844. What are the symptoms when the brain is injured from blows and
falls? 845. What treatment should be adopted?
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