M. L. R.
E. H.
W. R.
It should be said in passing that the principle of healthful mental growth and activity seems to require that in education of any sort cerebral cells should be freely exercised up to the point of fatigue, but never beyond; for after this there is not only no progress, but what has been gained by previous training may even be lost. And, what is more serious, the undue depletion of the nerve cell renders its recovery extremely slow, and investigation has shown that school children when overtaxed return to their studies day after day in a fatigued condition, their energies not being fully restored until the long vacation brings the needed rest.[33] Those who train athletes realize that the fatigue limit must not be passed if possible, and this law is recognized as well in the training of racing horses,[34] One who has observed his experience in learning to ride the bicycle must have discovered that practice pursued when in a condition of exhaustion operates rather to retard than to promote facility. So in matters of the mind activity carried to excess, which point is further removed in some cases than in others, results in retardation of growth, even though no more serious consequences ensue.
II.
As might be readily inferred, even if we were lacking experimental evidence, fatigue interferes with the normal activities alike of body and mind. One of the earliest and most conspicuous effects may be observed by any one in the people about him—a decrease in the rapidity of physical action. The child depleted of nervous energy, for whatever reason, will usually be slower than his fellows in performing the various activities of home or school. If observed during gymnastic exercises it may be noticed that his execution of the various commands is delayed; in responding to signals he is behind his comrades whose nervous capital is not so largely spent. And what is here said of the child is, of course, equally true in principle of the adult; the effect of fatigue in his case will be revealed in less lively, vivacious, and vigorous conduct in the affairs of business or of society. Mosso,[35] Burgerstein,[36] Scripture,[37] Bryan,[38] and others have been able to confirm by scientific experiment what people have thus long been conscious of in a way—that cerebral fatigue renders one slower, more lethargic in his activities. It seems clear, to hazard an explanation, that when nerve cells become depleted up to the point of fatigue Nature designs that they should be released from service in order that repair may take place. This rhythm of action and repose seems to be common to all forms of life. The phenomenon of sleep is an expression of this principle, and is characterized by almost entire absence of activity.
Again, fatigue disturbs the power of accurate and sustained bodily co-ordinations, particularly of the peripheral muscles, or those engaged in the control of the more delicate movements of the body, as of the fingers. Every one must have had the experience that consequent upon a period of exacting labor (physical or mental), or worry, the hand becomes unsteady, as revealed in writing or other fine work, the voice is not so perfectly controlled as at other times, and perhaps involuntary twitchings or tics make their appearance in the face or elsewhere. Ordinarily people regard these phenomena as evidences simply of "nervousness," but, as commonly used, this term does not take account of the neural conditions responsible for these abnormal manifestations. Warner[39] points out that nerve cells in a state of fatigue become impulsive or spasmodic in their action; there is not such perfect balance as usually exists between them when in a normal, rested condition, and this results in lessened power of inhibition. Scripture[40] and others have shown by experiments in the laboratory that fatigue renders co-ordination less sustained and accurate. If, now, one observes a group of people, young or old, in which some or all have passed the fatigue limit, he can see the cause of many of those occurrences which give the teacher in the school, for example, continual trouble. The children will doubtless be moving incessantly in their seats, books and pencils may be dropping upon the floor, and various signals are responded to slowly and in a disorderly manner. The restlessness is probably due for the most part to the effort of the pupils to relieve the tension of muscles induced by overstrain, while inability to accurately co-ordinate the muscles employed in holding pencils and books causes objects to slip out of the pupils' hands upon the floor. One has but to observe his own experience, and he will soon realize that when nervously exhausted he is not so certain of retaining securely small objects which he handles. This accounts for what is sometimes regarded as carelessness in school children as well as in adults, exhibited in slovenly writing, in breaking dishes, and in similar occurrences. Any task demanding delicate and sustained adjustment of the finer muscles on the part of one fatigued will be liable to be performed in a careless manner, as we are apt to feel. Often more than not the term carelessness probably denotes impaired neural conditions, as well as consequent mental dispersion, if one may so speak, leading to inaccurate and intermittent mental and physical adjustments to duties in hand.
Cowles[41] observes that the first prominent and serious mental concomitant of nervous depletion is revealed in the inability to direct the attention continuously upon any given subject; and James has said that when one is fatigued the mind wanders in various directions, snatching at everything which promises relief from the object of immediate attention. Experiments in the laboratory upon the keenness of sense discrimination of data appealing to sight, hearing, touch, and the other senses, show that there is lessened ability in conditions of fatigue;[42] and this is accounted for probably by the waning power of attention. The mind can be held to one thing, excluding irrelevant matters. This phenomenon is further illustrated in the following simple experiment: The pupils in a large graded school in Buffalo, N. Y., were required upon three successive days, at half past nine o'clock and again at half past eleven in the morning, to trisect a line three inches long. The results, calculated for one hundred and fifty children, show that on the average they were several millimetres nearer correct in the morning trisections than in those just before the midday recess.[43] It seems that this test measured the degree of attention which pupils were able to exert at different hours during the day, and it confirmed what must in a way be known to every one—that a day's work in school reduces the energy of attention. Doubtless every instructor has remarked how much more difficult it is at half past eleven than at ten to hold the thoughts of students to the subject in hand, and if recitations in intricate studies occur late in the forenoon, progress will be slower and more errors will be made, simply because pupils are unable to attend so critically.