Power Through Repose

by Annie Payson Call

It will be insisted upon by many, and, strange as it may seem, by many who have a large share of good sense, that they can work better with this extra tension. "For," the explanation is, "it is natural to me." That may be, but it is not natural to Nature; and however difficult it may be at first to drop our own way and adopt Nature's, the proportionate gain is very great in the end.

Normal exercise often stimulates the brain, and by promoting more vigorous circulation, and so greater physical activity all over the body, helps the brain to work more easily. Therefore some men can think better while walking.

This is quite unlike the superfluous strain of nervous motion, which, however it may seem to help at the time, eventually and steadily lessens mental power instead of increasing it. The distinction between motion which wholesomely increases the brain activity and that which is simply unnecessary tension, is not difficult to discern when our eyes are well opened to superfluous effort. This misdirected force seems to be the secret of much of the overwork in schools, and the consequent physical break-down of school children, especially girls. It is not that they have too much to do, it is that they do not know how to study naturally, and with the real concentration which learns the lesson most quickly, most surely, and with the least amount of effort. They study a lesson with all the muscles of the body when only the brain is needed, with a running accompaniment of worry for fear it will not be learned.

Girls can be, have been, trained out of worrying about their lessons. Nervous strain is often extreme in students, from lesson-worry alone; and indeed in many cases it is the worry that tires and brings illness, and not the study. Worry is brain tension. It is partly a vague, unformed sense that work is not being done in the best way which makes the pressure more than it need be; and instead of quietly studying to work to better advantage, the worrier allows herself to get more and more oppressed by her anxieties,—as we have seen a child grow cross over a snarl of twine which, with very little patience, might be easily unravelled, but in which, in the child's nervous annoyance, every knot is pulled tighter. Perhaps we ought hardly to expect as much from the worried student as from the child, because the ideas of how to study arc so vague that they seldom bring a realization of the fact that there might be an improvement in the way of studying.

This possible improvement may be easily shown. I have taken a girl inclined to the mistaken way of working, asked her to lie on the floor where she could give up entirely to the force of gravity,—then after helping her to a certain amount of passivity, so that at least she looked quiet, have asked her to give me a list of her lessons. Before opening her mouth to answer, she moved in little nervous twitches, apparently every muscle in her body, from head to foot. I stopped her, took time to bring her again to a quiet state, and then repeated the question. Again the nervous movement began, but this time the child exclaimed, "Why, isn't it funny? I cannot think without moving all over!" Here was the Rubicon crossed. She had become alive to her own superfluous tension; and after that to train her not only to think without moving all over, but to answer questions easily and quietly and so with more expression, and then to study with greatly decreased effort, was a very pleasant process.

Every boy and girl should have this training to a greater or less degree. It is a steady, regular process, and should be so taken. We have come through too many generations of misused force to get back into a natural use of our powers in any rapid way; it must come step by step, as a man is trained to use a complicated machine. It seems hardly fair to compare such training to the use of a machine,—it opens to us such extensive and unlimited power. We can only make the comparison with regard to the first process of development.

A training for concentration of mind should begin with the muscles. First, learn to withdraw the will from the muscles entirely. Learn, next, to direct the will over the muscles of one arm while the rest of the body is perfectly free and relaxed,—first, by stretching the arm slowly and steadily, and then allowing it to relax; next, by clinching the fist and drawing the arm up with all the force possible until the elbow is entirely bent. There is not one person in ten, hardly one in a hundred, who can command his muscles to that slight extent. At first some one must lift the arm that should be free, and drop it several times while the muscles of the other arm are contracting; that will make the unnecessary tension evident. There are also ways by which the free arm can be tested without the help of a second person.

The power of directing the will over various muscles that should be independent, without the so-called sympathetic contraction of other muscles, should be gained all over the body. This is the beginning of concentration in a true sense of the word. The necessity for returning to an absolute freedom of body before directing the will to any new part cannot be too often impressed upon the mind. Having once "sensed" a free body—so to speak—we are not masters until we gain the power to return to it at a moment's notice. In a second we can "erase previous impressions" for the time; and that is the foundation, the rock, upon which our house is built.

Then follows the process of learning to think and to speak in freedom. First, as to useless muscular contractions. Watch children work their hands when reciting in class. Tell them to stop, and the poor things will, with great effort, hold their hands rigidly still, and suffer from the discomfort and strain of doing so. Help them to freedom of body, then to the sense that the working of their hands is not really needed, and they will learn to recite with a feeling of freedom which is better than they can understand. Sometimes a child must be put on the floor to learn to think quietly and directly, and to follow the same directions in this manner of answering. It would be better if this could always be done with thoughtful care and watching; but as this would be inappropriate with large classes, there are quieting and relaxing exercises to be practised sitting and standing, which will bring children to a normal freedom, and help them to drop muscular contractions which interfere with ease and control of thought and expression. Pictures can be described,—scenes from Shakespeare, for instance,—in the child's own words, while making quiet motions. Such exercise increases the sensitiveness to muscular contraction, and unnecessary muscular contraction, beside something to avoid in itself, obviously makes thought indirect. A child must think quietly, to express his thought quietly and directly. This exercise, of course, also cultivates the imagination.

In all this work, as clear channels are opened for impression and expression, the faculties themselves naturally have a freer growth. The process of quiet thought and expression must be trained in all phases,—from the slow description of something seen or imagined or remembered, to the quick and correct answer required to an example in mental arithmetic, or any other rapid thinking. This, of course, means a growth in power of attention,—attention which is real concentration, not the strained attention habitual to most of us, and which being abnormal in itself causes abnormal reaction. And this natural attention is learned in the use of each separate sense,—to see, to hear, to taste, to smell, to touch with quick and exact impression and immediate expression, if required, and a in obedience to the natural law of the conservation of human energy.