ARTICLE IV.
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.