REMARKS ON THE POSSIBILITY OF INCREASING THE DEVELOPMENT OF THE CEREBRAL
ORGANS BY ADEQUATE EXERCISE OF THE MENTAL FACULTIES. By Andrew Combe, M.
D.
(Continued from No. 6 of this Journal, page 191.)
The next enquiry, and one of not less moment, is to discover _why the
increase does not follow in every instance_? and what are the conditions
which favour it? Multitudes of the young, engaged in the same mental
exercise, manifest no proportionate increase of power or organ; and yet,
if the rule holds good in one instance, there must be causes for every
exception, and to these I shall now direct a few remarks, but necessarily
of a crude and imperfect kind.
The first impeding cause is one already alluded to. On looking at the
analogous instance of muscular increase from muscular action, it will
be granted at once that, in some constitutions, there is a much greater
susceptibility of change than in others. In the nervous system, the
same principle of the influence of the original type undoubtedly holds
good; and while some are easily susceptible of mental impressions and
cerebral improvement, others are the reverse. Here, then, is one ground
of difference of result.
Another fact in regard to muscular development is, that while it is
favoured by due exercise, it is prevented alike by insufficient and by
excessive action, and that _what constitutes due exercise to one, may be
insufficient for another, and excessive for a third_. From this follows
the acknowledged axiom—That exercise ought to be adapted in kind and
degree to the individual constitution, otherwise it will fail to increase
either the muscles or the general strength. I have elsewhere[1] shown
that the same law applies to the brain and nervous system, and that, if
we act regardless of its existence, we inevitably fail in successfully
attaining our object. From ignorance of physiology, however, on the part
of teachers and parents, and ignorance of the connection subsisting
between the brain and the mind, this law has been utterly neglected in
practice. In our larger schools, accordingly, we have from one hundred
to one hundred and fifty boys in each class, or from five hundred to six
hundred in all, subjected to precisely the same amount of work, and to
the same general management, in so far as the period of confinement and
mental activity are concerned; and the individual powers and wants of
each constitution are as little consulted, as if the whole were cast of
the same material, and the same mould—and the result is what we behold
and lament. In some, the degree of mental exercise is adapted to their
capability, and they improve; in others, it falls much short, and their
powers languish from inaction; while in a third portion it goes as far
beyond the limit, and their minds and organs are worn out and impaired.
Healthy vigour is another essential to healthy growth, whether of the
brain or of the body; but, from general ignorance of physiology, this has
been, and still is, equally disregarded in the treatment of the young. In
our public schools, the whole pupils of a large class are set to the same
task, and undergo precisely the same confinement and absence of wholesome
bodily action. It matters not whether they be robust or weak, indolent or
vivacious, fond of play or fond of books. It never occurs to us that what
may be sport to one is a heavy burden to another; and that the length
of confinement, and absence of food, which a robust boy can withstand,
may seriously injure one of a weaker constitution. It is needless to
add, that nothing can be less in accordance with the dictates of a sound
physiology than the ordinary arrangements of our schools; and, judging
from the very inadequate results with which so much labour is repaid,
and the very indifferent health which attends it, it may be inferred,
that no discipline can be less in accordance with the laws of nature, or
less available as a means of improving the minds and brains of those who
are subjected to it. The young, on account of their growing and rapid
nutrition, stand doubly in need of a pure and bracing air, and of ample
muscular exercise out of doors; and yet, so entirely is this condition
disregarded in our plans of education, that in the winter the whole day
is spent in the close and corrupted atmosphere of the school, and the
exercise is restricted to little more than walking to and from it. It is
in vain to think that the brain is not injured in its development, and
the mind not weakened in its powers, by this neglect. The brain partakes
in the general qualities of the constitution. If the body be imperfectly
nourished and supported, the brain is weakened in common with the rest of
the system, and the mind is retarded in its progress, and often impaired
in vigour, by otherwise inadequate causes.
Another circumstance which tends in youth to impede the vigorous growth
of the brain and impair its action, and which owes its existence equally
to ignorance of the laws of physiology, is error in diet. No fact can be
more certain, or, indeed, is more generally admitted, than that the young
require wholesome nourishing food, in larger quantities and at shorter
intervals than when arrived at maturity. Accordingly, undue abstinence
is admitted to be very hurtful in early life. And yet, notwithstanding
the abstract acknowledgment of the fact, the practice of society is
diametrically opposed to it, to the manifold injury of the young. The
proper interval which ought to separate breakfast from dinner, because
that at which vigorous appetite usually returns in healthy and active
young people, is from four to five hours.[2] Beyond that time, waste goes
on without any compensating supply, and exhaustion consequently follows,
attended by weariness and a deteriorated state even of the digestive
organs. So far are we, however, from conforming to the indications of
nature in this respect, that the prevailing plan is, to make young
people breakfast early, say at eight o’clock, that they may go to school
in time; and, instead of giving them a good dinner, with an hour or
two of relaxation, about four or five hours later, their lessons are
considered more necessary than food, and while they are pushed on almost
without interruption, dinner is postponed till eight or nine hours after
breakfast, being at least three, and often five, hours after the time at
which it is wanted by nature.
From much observation I am persuaded, not only that the growth and
activity of the brain are impaired by this sad conduct, but that a
great deal of the delicacy and bad health of the rising generation,
and particularly a great deal of the increasing liability to dyspepsia
which pervades society, is owing to the same preposterous departure from
the laws of the Creator. It is no apology for the evil to say that it
cannot be helped—that there is so much to be learned that the whole day
must be given to it. When we become wiser, we shall discover that it is
easier and pleasanter to learn in accordance with, than in opposition
to, nature’s laws; and if we were once convinced of the fact, there
would be no difficulty in altering the practice. We all admit that
sleep is necessary, and that nature intended the night for repose; and,
consequently, neither parent nor teacher thinks of setting his child to
school in the night-time, however anxious he may be for its progress.
And, in like manner, let society once be convinced that food at proper
intervals is essential to the well-being of the young, and both time and
opportunity will be found for giving it.
Another cause of failure in invigorating a faculty, and increasing an
organ by its active exercise, seems to be an inadequate temperament.
What is excitement to the faculties and brain of a person of a quick
nervous or sanguine temperament, may prove utterly unexciting to the
faculties and brain of one with a low apathetic lymphatic temperament;
and, consequently, improvement in the faculty and organ may follow in
the former, while no change on either will occur in the latter. The
susceptibility will thus vary according to the nature of the original
constitution; and hence, in attempting to develope any mental power,
we can expect to be successful only when we are certain that we have
really the means of exciting and keeping up its activity. A mere passing
stimulus will not suffice to increase nutrition and growth.
Perhaps, also, we sometimes fail from applying a wrong stimulant. In
seeking to improve a faculty, common sense dictates that it should be
exercised upon its most agreeable and perfect productions. Thus, in
cultivating a _taste for music_, we ought to present to the faculty the
most beautiful and harmonious music, because that is the best calculated
to excite it to agreeable and sustained activity. Accordingly, such is
the plan by which we cultivate the taste in communities. But when we take
an individual who has naturally no great liking for music, but in whom it
is desirable that the talent should be developed, we do not stimulate the
faculty to healthful exercise by daily accustoming it to the perception
and discrimination of fine sounds, but we set him or her to labour for
hours every day in producing sounds, remarkable at first only for being
so discordant and disagreeable as to make every one keep as far from
their source as possible; and thus our aim is defeated, and the taste
injured rather than improved. It is true, that by stoical perseverance
some arrive ultimately at the power of producing sounds pleasing to
their own ears; but it will be found that it is only then that their
musical faculty _begins_ to be improved, and that its activity is felt
to be delightful. Many never arrive at that point, and, after years of
ineffectual labour, give up the attempt in despair.
I do not mean by these remarks, that _playing on an instrument_ should
be taught merely by listening to good music. Playing is a mechanical
exercise, calling other faculties into activity, and cannot be acquired
without practice. Besides, playing is not music, but only the means
by which it is produced; and, so far as regards the music alone, the
enjoyment is quite as great _whoever_ produces it, as if we ourselves
did. Often, however, the mistake is committed of thinking that we are
using the most effectual means to develope a taste for music, when we
place the young person at an old piano to rattle out discordant sounds
for several hours a day; and we are grieved and disappointed at the
ultimate failure of an experiment which, in the very nature of things,
could not possibly succeed. By assiduous practice on an instrument we
exercise the _mechanical_ faculties, and may thus develope _their_ organs
to an increased extent. But to produce the same effect on the faculty of
Tune, we must stimulate it to sustained activity, by daily accustoming it
to the hearing of exquisite music, and by guiding the judgment to the
appreciation of beauties. We may then hope to promote increased action
and growth in its organ.
I believe that in regard to some of the other faculties we commit a
similar mistake, and imagine that education fails to invigorate them and
develope their organs, when, in fact, our endeavours have been wrongly
directed, and could not be successful; but the present paper has run
already to so great a length, that I must postpone any farther remarks on
this part of the subject till another opportunity.
Before taking leave, however, I would again enforce the absolute
necessity of physiological knowledge for the successful guidance of
teachers and parents. If the size of the cerebral organs admits of
being increased by judicious exercise, and impaired or retarded by
mismanagement, it obviously becomes an indispensable qualification
for those who undertake their right direction to possess an accurate
acquaintance with the functions and laws of the animal economy; and it
is rather strange that we should have gone on to the present day without
such an obvious truth having been universally perceived and acted upon.
Having now shown, 1st, That judicious mental exercise promotes the
development of the cerebral organs in youth; 2dly, That there is strong
presumptive evidence in proof of the same effect taking place even
in mature age; 3dly, That we are still little acquainted with other
important physiological conditions which act powerfully in modifying the
results of exercise; and 4thly, That the knowledge of these conditions
would greatly extend the efficacy of moral and intellectual education,
and multiply our means of advancing the moral welfare and happiness of
the race; I do not require to add another word to induce phrenologists to
collect additional evidence on all the doubtful points, and to prosecute
the enquiry with persevering accuracy, and with a constant view to its
important practical advantage.
[1] “Principles of Physiology,” &c. 5th edit. p. 292, &c.
[2] See “The Physiology of Digestion considered with Relation
to the Principles of Dietetics.” Second edition, p. 198.
We have selected the above article from the “Edinburgh Phrenological
Journal” for the purpose of calling the attention of phrenologists in
this country to the important principles which it contains. The article
comes from the pen of a gentleman who probably understands the physiology
of the brain, and its real functions, better than any other man living.
It is unnecessary for us to dwell on the importance of correctly
understanding the above principles, as connected with phrenology, and the
desirableness of collecting additional evidence, in order to elucidate
them, and show their numerous applications to the various duties and
pursuits of life. We would therefore solicit for publication in this
Journal, facts showing the positive increase, either in _size_ or
_activity_, of any particular organ or organs; and also communications
tending to illustrate and establish more fully the truth of the enquiries
proposed by Dr. Combe, respecting the true physiological laws of the
brain.—ED.