Education of Girls, Connected with Growth and Physical Development
205 Art. III.? * :Author: Nathan Allen, M.D., Lowell, Mass., Commissioner in Lunacy to the Commonwealth of Massachusetts
The question may be asked, What more can be said upon female education that is new or important ? Suppose the same question had been asked twenty-five years ago, would not the changes since that period present a most satisfactory answer? As one contemplates the great improvements made during these years, he is surprised that educators were content to tolerate the state of things that once existed ; so will the next generation, when still greater and more important changes shall have been introduced, look back upon this, and wonder that it was so well satisfied with its own methods.
Twenty-five years ago very little attention was paid to the matter of health or to the claims of the body, and as to ” the higher education of woman” or the “co-education” of the sexes, these questions had received scarcely any consideration. In taking a survey of the past we see that many improvements have been made; but in forecasting the future it is not so easy to realise that still greater changes are in store. It may require time for their development and completion, but they are sure to come, as discoveries in science and the application of new principles never go backward.
CHANGES IN EDUCATION.
There must be, in the very nature of things, radical changes in the whole system of education. As it is now conducted, the whole process is in a great measure empirical, experimental, not being based strictly upon either the laws of the body or of the mind. The old systems of metaphysics, which, as presenting anything like a correct system of mental philosophy, are discarded in most of the colleges and universities of the present day, still prevail as guides in almost every department of elementary in- struction. How can we properly cultivate the mind, train and discipline its faculties, and educate them to their highest extent, until we understand more correctly and definitely what these faculties are, and the laws that govern them ? We need here a true system of mental science based upon physiology?upon the functions of the brain?and the laws that govern the physical system; and until we have such a system of mental science, all education must be more or less partial, imperfect, and empirical. That there are serious evils and defects in the present methods of teaching is very evident from a growing dissatisfac- tion with our public school system among the best educators and most sagacious writers in our country. The conviction in many minds is becoming stronger and stronger every year that, considering the amount of time, labour, and expense bestowed upon our schools, the fruits do not correspond with the immense outlay, or, in other words, they fail too frequently in ‘practical results. Nowhere is this failure more striking, and its effects so injurious, as in the education of girls. The most marked feature in this failure, or, injury, growing out of the present modes of teaching, is its effects upon health and the physical svstem. It is found that great numbers break down while en- gaged in study, others soon after completing their education, and many others still become physically disabled for discharging the duties, labours, and responsibilities of life. Such results constitute evils of no small magnitude.
It is true these evils do not originate wholly in the school, and, in many instances, it is not at all responsible; they start in the family and grow out of the present state of society, and while it may be difficult to point out all the sources, an impor- tant cause, the most fruitful agency, is connected with the system of education. The evil is not confined, however, to the school or the seminary, but extends, more or less, to the general views and practices on education as adopted and carried on by parents, school committees, and boards of education.
Fifty years ago, or more, scarcely any attention was paid in education to the physical system ; the body was not recognised as of any account in mental improvement. But as the principles of physiology became better understood in their practical appli- cations, it was found that they sustained most intimate relations to education; and the more thoroughly this science is understood, the more profoundly one is convinced of the importance of observing the laws of the physical system in their connection with mental culture.
Great advances have been made in the physical sciences, and in the application of sanitary law to prevention of disease, to the preservation of health, and to human welfare ; but in e!.er^ stage and department of education the importance of physical development in its relation to mental culture is alto- get lei underrated. When it becomes fully understood that education, in all its manifold parts and applications, is dependent upon the brain, and that the functions of this organ are very dependent upon the condition and development of the body, then it will be seen that there is a right and a wrong way in all attempts at mental improvement, and that, in order for the greatest success, an observance of physical laws is indispensable. The term education, used in its broadest sense, is not con- fined to the intellect, to the emotions, or the moral sense, but belongs equally to the physical system, to the whole being, mind and body. Such is their relation and the laws that govern them, that the culture of the former cannot be properly or suc- cessfully carried on without that of the latter.
Physiology is a modern science, and its principles, in their practical application, may very justly be said to be in their infancy. In process of time they are destined to have a powerful influence, not only upon human welfare generally, but especially upon education. As it is now conducted, much labour and study are wasted or lost; it is one-sided, or bounded by narrow limits; it is not made practical or useful; it is not adapted to the par- ticular talents of the individual, or to develop harmoniously his faculties; it does not enlist and direct all the forces of the human system in a manner to secure the highest physical and mental culture. To do this, the laws of health must be observed; the relations of the body and all its parts to the brain must be understood; and this must be commenced in childhood, and followed closely through all the years of youth. Some of the greatest failures and mistakes in education commence in early life. This arises from an almost total neglect of the laws that pertain to the growth and development of the body, which neglect is not discovered till too late for remedy.
FIXED PRINCIPLES NEEDED.
One of the chief causes of failure in education is the want of fixed principles as guides. In all matters appertaining to the welfare of the mind or the body, we should always have some definite principles to direct and guide us. The Creator has established such laws in the human system for the proper de- velopment of every faculty of the mind, as well as organ in the body. It is the province of physiology to unfold the nature and character of those laws in their various applications. There is one general law in this science which should be better under- stood. In the whole process of education a most important change is constantly taking place in the physical system which is but little noticed, viz., growth. There is not only the regular law of supply and waste going on to support life, but, in addition, nature demands that provision should be made for the increase of growth of every part of the body. This law commences its operations with life, and continues to adult age, though the changes which nature makes at particular periods are greater than some others. An observance of this law of growth is of the highest importance in the whole course of education.
NORMAL STANDARD.
But before noticing these laws and changes, let us inquire if nature has not established some general or normal standard to which we may always appeal. In considering any subject there are great advantages in having before us some perfect model or pattern, by which every part can be tested. In the organic world, we believe, there is everywhere such a standard, though it may be difficult to find perfect examples of it. In physiology there is a normal standard, and it consists in perfection of structure and function?that is, that every organ should be sound in formation and capable of performing its legitimate functions. Thus in the human body all its parts must be sound and well developed, and each must perform its own proper functions, without interfering with that of others. The human body may be compared to a complicated machine, where every part has a specific work to do. Hence it will be seen at once the importance of having the balance or harmony kept up, so that the “wear and tear” shall come equally upon every part. The wisdom of such construction and operation is very obvious.
The most thorough researches into both the sciences of anatomy and physiology demonstrate that there is such a standard of organisation; and upon this foundation is based the law of health and life. It is a normal standard?a universal law ; and the nearer all parts of the body can approximate toward it, the greater will be found the aggregate amount of health and the longest human life. In the growth and changes, therefore, that take place in the body, it is of the highest importance that this standard or law should be kept constantly in view. Among the Greeks and Romans, where physical organisation was made of great account, we find models set forth corresponding to this standard. In the ” Apollo Belvidere” and the ” Venus de Medici ” we find perfect illustrations of development in all parts of the body. Experience and observation taught the Greeks and Romans that such standards of organisation, of all others, were the most desirable; but the principles of physiology not only demonstrate the fact, but explain the reasons for it and the modes by which it is obtained.
.The organisation here described furnishes the foundation not only tor the laws ot health and longevity, but presents the true standard of beauty, where symmetry, proportion, figure, and outline are exhibited in their highest perfection. There is still another principle involved in this same organisation, more important than either or all the others?that is, the law of multiplication and continuance of the race. A volume might be written upon each of these topics, and the object of making these general statements here is more particularly to show what may be the effect in education of deviations from this normal standard of organisation. It is true we shall find no perfect examples, only approximations towards them, composed of an almost endless variety and character. If these deviations from the normal standard are very marked, they are attended with more or less unfavourable results. This depends very much upon what organ, or class of organs, are included in the deviation.
PHYSICAL ORGANISATION.
It may be said that we cannot change the physical system materially?that this is beyond the power of individual choice and agency. To a certain extent this is true. There is a fixed type, or there are marked features in the organisation of some races, like those of the Jews, which continue for ages. It is so, though to a much less extent, in some families, where their leading characteristics are transmitted for generations. But in both these instances the natural relations are generally confined to the same classes, for just in proportion as this relation ex- tends beyond kinship or race will there be changes in the sameness of organisation.
While the principal features in organisation grow out of the laws of inheritance, radical changes in which must require two or three generations, still many important changes do take place in the life of an individual. If the laws of growth and change were better understood and observed, it would be found that we have far greater power over the physical system in development than is generally supposed.
It is an established fact that every part of the body is con- stantly changing, so that in the course of seven years it is esti- mated that the whole system is entirely changed, not a particle ?f the same matter remaining at the end of that time. And although these changes are carried according to certain fixed laws in chemistry and physiology, we have the power, to some extent, of directing and modifying their results. The two prin- cipal agents in effecting these results are nutrition and exercise. Careful examination shows that these two great agencies are controlled very much by our own choice and power.
GROWTH OF TIIE BODY.
The human body is made up of infinitely small cells, and the various changes it undergoes are very properly called cell- ular development. The principle of ” waste and supply ” is here admirably brought into exercise. While nutrition from food and air is continually furnishing the means, a set of vessels is provided to carry off all waste matter. These vessels or car- riers are called the capillary system, and though at times they are exceedingly busy, yet they never cease their work night, or day.
The cells composing the primary elements of the body con- sist of different orders, and vary in form and size. The bones, muscles, ligaments, nerves, brain, &c., are all built up by cells, and nourished by cells, formed from food and absorption out- side through the lungs and the skin. Different kinds of food are, to a certain extent, designed to make a particular class of cells?for instance, some form muscular fibre ; others, nerve tissue ; and others, adipose matter. The capillary system, which is the agent in these changes in cell-life, is composed of exceed- ingly small blood-vessels, and is distributed everywhere through the body. They act as connecting links between supply and waste, as messengers carrying nutritious cells and removing those that are waste and decaying. In the whole process of digestion they act as agents, after the food has passed through certain changes, in carrying the nutrition to its place of des- tination, and then of removing the waste matter; they form an important connection between the arteries and the veins, ex- changing pure blood for that which has become impure, extend- ing to the purification of blood through the lungs.
Without entering too minutely into physiological questions, our object is to show briefly what are some of the laws of growth and change in the human system, and that these are, in a great measure, dependent upon human agency. While we may not at once be able to understand all the points or principles in- volved in the subject, enough may be seen to show how impor- tant they are, and that they should be far better understood. While we cannot draw the line between the kinds of food as to their adaptation to build up this or that tissue, it is well un- derstood there is a great difference in their adaptation, and that selections can be made with special reference to developing the muscles, or strengthening the nervous system, or increasing the lymphatic temperament. If all children possessed the same organisation throughout, the same kinds of nourishment would be adapted to all alike; but as there are exceptions to this general rule, greater care should be exercised in their cases. The time will come when this whole subject will be better un- derstood, and the laws of nutrition, as applied to all cases, will be more carefully observed.
Connected with the laws of growth and support, the prompt removal of all waste matter, or the secretions, is highly impor- tant. Unless it is done, this effete or decaying matter poisons the parts surrounding it, or re-enters the circulation, and be- comes the cause of much disease. Nature has made ample pro- vision for this work, but its operations are often thwarted by human agency. For illustration, we may refer to the impor- tance of cleanliness of the skin, or to the normal action of the alimentary canal. Another illustration may be given, in at- tending to the healthy action of the lungs, that they be not only supplied with an abundance of pure air, but that the im- purities generated by internal action should not be retained by compression or want of exercise, and when once expelled, the smallest particles should never be allowed, if possible, to re- enter the lungs again. In the early stages of education, when the individual has no knowledge on the subject, and is entirely dependent upon a parent or teacher for guidance, it is highly important that these rules be applied, as they are then most needed and will do the greatest good.
In providing suitable food for the body many things must be taken into account, and this is far more important to young persons while growing than those who have reached adult life.’ Attention should be given to the demands of nature in the adaptation of food, that all parts of the body should receive those kinds most appropriate for their growth and development. It is not the mere kind or quality alone, but there must not be deficiency in quantity, neither should it be taken in excess. Then there is the preparation, the cooking part, which is vastly more important in the case of young persons than is generally considered. The health, growth, and constitution of children depend greatly upon the proper preparation of their food. Then the manner and times of taking food should receive careful attention ; the food should be taken slowly and be well masticated; should be consumed at regular set times?at in- tervals of five or six hours, and nearly in equal portions, unless at the last meal; care being taken to preserve always a good appetite.
In the application of the principles here presented there are several important considerations. From the age of 5 to 20 the growth and development of the body should receive special attention, whereas the practice at the present day is reversed. In the matter of education the mind absorbs all attention, but the claims and interests of the body are regarded as only of little consequence. What are the teachings of physiology upon this subject? The principles of this science, and the lessons taught by experience, should be the guides. It is very obvious that the mind, or the brain, upon which all mental manifestations are dependent, embracing so small a portion of the physical system, should not receive all the attention. From the age of 5 to 20 nature provides especially for the growth of the body, so that all parts of it should obtain at 20, or soon after, a healthy and complete development. After this period there is no natural growth of the body as a whole, but changes may occur in different organs, and especially the brain. During all these years the main object of nature in the organisation seems to be preparatory work?growth, training, development, strength, &c.
From this general law we should infer that no one part of the body should be exercised at the expense of other parts, so that there becomes a premature development. The indication is clear, that if the exercise is carried beyond the laws that regulate its healthy growth, and interferes with the normal development of other parts of the body, the result must be exceedingly injurious. Physiology teaches unmistakably that the normal standard is based upon a sound, well-balanced organisation; and the nearer the approximation, in the de- velopment of all the organs of the body, the larger the amount of health, the longer the life, and the greater the human achievement and happiness.
THE TEMPERAMENTS.
This principle may be illustrated by the doctrine of tem- peraments. For the sake of convenience, we take the most simple division, viz.?1. The Muscular, or motive, made up of the bones and muscles generally; 2. The Sanguine, including the heart, lungs, arteries, veins, &c.; 3. The Lymphatic, com- posed of the lymphatics, absorbents, and glandular system ; and 4. The Nervous, including the brain and nerves throughout the body.
Now, the more evenly balanced these several temperaments are, the more healthy and perfect is the organisation. Each organ is better able to perform its own Specific duty, and, of course, there are greater harmony and less friction in all their operations. In such an organisation there is far less chance for weakness or disease to obtain a foothold.
If there were slight deviations in the balance of the tem- peraments, it would make but little difference in the health or strength of ail individual. But if any one of these tempera- ments becomes altogether predominant, it will he accompanied with serious disadvantages, especially if this should happen to he the Muscular or Nervous; for these temperaments consti- tute the leading agents in the development of the organs embraced in the other two. The muscles involve the motive power, the law of exercise, which lies at the foundation of growth and health; the nervous temperament includes the brain, the organ of will and thought, which of course must have a powerful influence in directing and shaping the develop- ment of the whole system.
It may be said we have no power to change these tempera- ments?that we cannot change or mould the organs of the human body at will. It is true there are bounds or limits in the changes of organic matter beyond which we cannot go; but then, by commencing early in life and persevering in the use of proper means, there is abundant evidence that great changes can be effected. The size and strength of certain parts or organs in the body have been, in many instances, materially changed. Illustrations of this character could easily be given, where the size of muscles have been greatly enlarged, and where the power of the lungs and other organs has been surprisingly increased. The fact is, no attempts have been systematically and thoroughly made for the improvement of the young in this direction. It will never be known what can be done in this way until the trial is actually made; and before any radical changes or reforms can here be effected, we must understand better the evils now existing. We can notice only the more obvious of these evils, with a few suggestions as to their remedies.
EVILS AND REMEDIES.
One of the most encouraging signs of the times is that the attention of the public is being directed more and moie to physical improvement. There are undoubtedly serious ob- jections to some of the ways in which this interest is manifested, especially as connected with athletic sports and games. The matter here may be carried too far for the physical and moral interests of those engaged in them. “A’ here this improve- ment is most needed is in early training in the family, com- bined with an educational system. Physical improvement should become a leading object both in the family and in the school, and through all the stages of education the culture of the body should go hand in hand with that of the mind. It should be made to apply especially to those who need it most, whose organisation is weak or defective ; where some parts are imperfectly developed or not well balanced, and there is want of strength and harmony of function. There should he in all schools a system of gymnastics or physical exercises of some kind, wisely adapted to the varied wants of the pupils. In advocating a more strict observance of the laws of health and life, and objecting to the present modes of education, it should be distinctly understood that no one department of mental culture, no particular mode of teaching, neither the higher education of woman nor co-education, are here singled out for criticism; neither is it intended to oppose or object at all to female education; but, on the other hand, we advocate the highest possible mental culture for girls that is compatible with their whole organisation?that harmonises both with the physical and mental systems. This constitutes the only sure basis or foundation for all true culture, and its laws are the certain tests of its correctness and success?for, guided by these laws, there is no theory, no experiment, no failure. In making application of the principles here laid down, reference will be made more especially to girls, as both in the family and in the school they are less provided with the means for physical development than boys ; while, considering the nature and objects of their organisation, it is far more im- portant for girls. Within a few years the education of girls has everywhere been pressed harder and harder, especially in New England. In cities and large villages girls are sent annually to school from five years of age to sixteen or seven- teen, with the exception of ten or twelve weeks’ vacation each year. In small towns and rural districts the amount of schooling is less, perhaps from half to two-thirds as much as in cities. While great stress is laid upon the kind and number of studies, and the standard is raised higher every year, scarcely any attention is given to the growth and development of the body. With rare exceptions, there is no system of gymnastics or calisthenics provided in schools for girls, and, generally speaking, no exercise outside of work or play that is adapted to ‘promote their highest physical development.
DOMESTIC TRAINING.
Once it was customary for the girls in our New England families to do much domestic labour, commencing quite early in life. They were trained up to it, year after year. Some part of this labour was hard, and its performance made a severe tax upon the muscles. In this way the constitution of girls became strong and vigorous, capable of much endurance. Besides, schools were formerly continued only about half the year, and then, in the intermediate time, girls found an abun- dance of exercise in work. One of the most unfortunate events or sentiments that ever befell any people was the change in feeling and opinion that came over our New England women, in regarding domestic work as menial and degrading. Had this notion been confined to hired service?for that only which received regular pay?this injury would not have been so great. But the notion or sentiment has gradually been taking possession of the minds of our New England women, especially girls, that domestic labour, wherever performed, is degrading? is not fashionable?and that any other kind of work or business is preferable.
These views have not been confined to the city, or to families ” well to do in the world,” but have pervaded all classes every- where ; so that very few of our New England girls are trained up to thorough domestic work. Now, no exercise or employment can be found which is so well calculated to develop strong, vigorous, and healthy constitutions in girls as household work, commenced early and persevered in, even the more laborious parts of it. At the present day it is only the lighter kinds of domestic work that girls are called upon to do, and not those harder portions that develop and strengthen the muscles, that harden and toughen the constitution. As girls are now sent to school after six or seven years of age, and kept there five or six hours a day, with lessons imposed which they are obliged to learn more or less at home, there is but little chance or time to attend to household duties. Education is considered by parent and teacher as paramount to everything else; the growth and development of the body, strong and vigorous muscles, a sound and healthy physical system, are practically regarded as of but little consequence.
What, now, are some of the results of this neglect of physical exercise and supreme devotion to mental pursuits ? Let us inquire what are the teachings of physiology on the subject. A fundamental principle of this science is, that growth and strength depend upon exercise, and of course those parts or organs which are most exercised will receive most nutrition. Exercise is a primary law of existence. There may be some growth in some parts of the body without much exercise, but it cannot be continued long in a vigorous and healthy manner.
NORMAL GROWTII.
There is what may be called a normal growth?a regular order?in which all parts of the body should be so exercised and nourished, that every part, in its own time, may be in- creased in vitality and strength. If the laws regulating this divine order?this natural growth ?are not observed ; if certain parts are unduly cultivated, while others are greatly neglected, the consequences must be very injurious, and perhaps ultimately disastrous. This is very well expressed by a distinguished female writer in the following language: ” During youth the development of the body must be the first care; its strength, its beauty, the complete establishment of every function, the first conditions for its harmonious growth, must be our ruling principle. There is no possibility of avoiding this necessity?- this primary predominance of the material organisation; it is Divine law: every violation will bring its own punishment: and woe to the people or the race where this order is syste- matically inverted; disease, vice, and rapid degeneracy will inevitably mark its history,” Because these evils do not follow at once, their danger does not seem to be apprehended. Such is the nature of those evils, resulting from the violation of physical laws, that their effects are not fully witnessed in one generation, but. are developed more and more by the laws of inheritance. It may take several generations for their develop- ment, but unless the causes are removed, these evils are certain to come, just as surely as any penalties attached to the violation of the laws of the Almighty.
PHYSICAL EDUCATION OF GIRLS.
That we may then have a better understanding of the sub- ject, let us inquire more particularly what are the relations of physiology to the education of girls as now conducted. What are the facts ?
From 6 to 16 years of age girls are confined closely to school, except about twelve weeks’ vacation each year. No syste- matic provision for physical culture is made at the school, neither is there sufficient exercise taken outside for a proper and healthy development of the body. These ten years constitute also the principal time in lite for the growth and development of all parts of the system. The period from 12 to 16 is especially a critical time in the growth and health of girls. These years in the high school or seminary are crowded with most difficult studies, combined with examinations, reviews, and exhibitions, which make a ruinous strain upon the brain and the nervous system.
In examining the effects of such a course of study the laws of physiology must be our guide. If we should consider, in all its bearings, the relation of the mind to the body through life, it would seem as though the latter should receive as much if not more attention, during these ten years, than the former. It is a question whether by such a course the great objects of existence might not in a large measure be secured. It is a fact that great numbers of young people who grow up in the country, with very limited schooling, excel in scholarship and attainment those trained in the schools of the city. It is also a fact that, where the half-time system of schools has been conducted a long series of years, the pupils (working half the time) have made as much progress in learning as those attending school all the time.
That we may obtain more definite views of the effects of education as now conducted, let us consider some of the phy- siological changes produced by it. The muscles and the brain constitute the two leading forces in the human system, and may be represented by the motive and nervous temperaments. It is of the highest importance that these two temperaments should both be fully developed and made prominent in the growth of the body; otherwise the organs included in the other two temperaments will never attain their proper growth and complete development.
The muscles constitute by far the larger portion of the body; they grow only by exercise, and become strong and healthy only by a great deal of exercise. Ihus they receive their proper share of nutrition, increase in size and strength, and gradually obtain that most important quality?fitness for work and power of endurance. This exercise of the muscles must commence early, and be continued year after year, so that the fibres of the muscles, by repeated exercise and contraction, become hardened and toughened; their possessor can then work, and hold on without being tired?will have what is called yveat poiver of endurance.
On the other hand, where there is deficient exercise and a want of proper growth and development of this temperament, the muscles are pale and weak, soft and flabby, have not suffi- cient vitality and strength to carry on, in a healthy and vigoious manner, the machinery of the whole system. Ihe musculai temperament, when well developed, receives a large supply of blood, and constitutes the leading agency in causing a free and equal circulation of blood through the whole system ; whereas, when the muscular power is weak, there is a great tendency to frequent congestion of blood, especially in the internal organs, which prepares the way for much weakness and many diseases. Besides, this muscular power, in large supply, is needed to obtain good blood by a more vigorous action of the lungs and stomach ; no one thing is more important for good health than a free and equal circulation of the blood. This muscular power can be obtained only by a great deal of exercise when young ; and no substitute, by friction, stimulants, or other human devices, can be found to replace it. Individuals deficient in this power labour through life under great disadvantages.
AGENCY OF HEAT.
One of the most important agencies in producing changes in the system is heat. While the primary source of heat arises from combustion produced in the process of converting nutrition into blood, the muscles have much to do with it in two ways :? 1st, in an active circulation of the blood through all parts of the body, thus diffusing warmth with the blood. The greater the muscular power, the better the circulation. And 2nd, by the muscles themselves acting as generators of heat in their power of extension and contraction, called animal heat or electric cur- rents. The larger the muscular development is, and the more highly vitalised it is, the greater is the amount of heat produced by exercise. Such an organisation is very important to a people living in a cold climate or one subject to sudden changes of tem- perature. What inconveniences, what disadvantages, what suf- ferings must individuals be subjected to through life who have not, within, their own persons, such powerful generators of heat and warmth ! Clothing to any extent, and artificial heat, from whatever sources, afford poor substitutes. Nature, in its normal state, makes the best provisions for warming the body.
BRAIN AND NERVOUS SYSTEM.
There is another agency holding an intimate relation to the muscles which is of vital importance. The nervous system has three great centres in every individual, where nerve force is generated. The brain is the nervous centre for the mind, the spinal marrow is the centre for the muscles, and the ganglia, so-called, forms the nervous centre for the internal organs. Nervous influences emanate from each of these centres, and while each class of nerves has its own specific work to do, and the functions of one cannot be transferred to another, they hold, indirectly, to each other, most intimate relations. There is this peculiarity in the nerves that have their seat in the spinal marrow, they are composed of two classes?nerves of motion and nerves of sensation, which extend to every part of the sys- tem. These nerves are constantly brought into action in all kinds of exercise, and as the muscles compose so large a portion of the body, these nerves are very abundant; the motor nerves are indispensable to anything like healthy organisation. It is by the use of these agents that motion and life are kept up in the body.
Suppose now that for a series of years the individual takes hut little physical exercise, these motor nerves soon lose their strength and power, and the balance between the nerves of motion and sensation is destroyed. And not only this, but as the nerves centring in the spinal marrow drop down in vitality, while the activity of the nerves centring in the brain and ganglia is constantly increasing, the balance of power between these different classes is also destroyed. Whenever this balance or harmony of function is once lost, it is not easily regained. As the strength and power of these voluntary nerves become much lessened from inactivity, the individual is subjected more and more to the influence of the nerves of sensation, which have been over-exercised, and not unfrequently become morbid and irritable. The ganglia, the sympathetic nervous system, under whose influence the organs of the body grow and live, will share also in the undue activity imparted to the other centres by the inaction of the muscular system. No description or language can express fully the terrible effects of these changes in the nerves, from a healthy and normal state to one artificial and diseased. But what are some of the direct effects of the present modes ?f education on the brain and nervous system ? According to the laws of physiology, those portions of the body most exercised receive the most nourishment. If all other parts of the system were exercised equally at the same time, or had received their full growth, such continuous exercise of the brain might not be injurious; but when both these conditions are wanting, the changes that take place in the brain, in its relations to the physical system, from such a course of training, are decidedly unfavourable. In many cases the brain is over-taxed the development is premature. Such persons break down early some living many years, suffering with weakness and sickness, while others sink into premature graves.
Many girls may go through the whole course of education the high school, the seminary, and the college may shine as scholars in every department of learning, but what can we say their constitutions, of their physical stamina? Has not the mind or brain been educated too much, altogether at the ex- pense of the bodv ?
These evils are of such a character that physicians only can judge fully of their nature and extent. It is a fact that there has been, within twenty or thirty years, a great increase of diseases among New England women, of such type and character as would originate only from an excess of nerve tissue or the want of a well-balanced organisation. Headaches and neuralgia, in all their diversified forms, hysteria and neurosis in great variety and intensity, have multiplied. Some of these com- plaints are accompanied with excruciating pain and long suffer- ing, as they are found difficult to treat and almost impossible to cure. When a person of an intense nervous temperament breaks down in health, it is apt to continue months or years, and sometimes for life. With such an organisation, combined with a want of physical stamina, medicines and sanitary agencies do not so readily afford relief; neither can we call to our aid so fully the recuperative powers of nature. There is no class of complaints so complicated in their nature, so obstinate in treat- ment, and so doubtful of cure, at the same time accompanied with so much suffering, as nervous diseases.
It may be that here and there a young woman will devote all her early years to thorough courses of study, and become highly educated, as it is said, in every branch of knowledge, without injury to her health or constitution; but these are the exceptions. If a comparison could be instituted between the physiology of the educated girls of the present day and that of the young women from the same class of families fifty years ago, or with that of the young women now living who have been trained up to physical labour, we shall find in these classes a surprising difference. The brain and nervous system will alto- gether predominate in the former, while the muscular and san- guine temperaments will take the lead in the latter. The former may be far more refined in manner, attractive in accomplish- ments, and excel in all kinds of knowledge, but can bear no comparison to the latter classes in physical strength, vigour of constitution, and power of endurance. But the differences are more striking than what are indicated by outside ‘appearances. Upon careful examination, the internal evils growing out of the former organisation are far greater than what would at first be supposed.
There are one or two features connected with this extreme development of nerve tissue which call for special notice. It happens not unfrequently with persons possessing this organisa- tion, that when all their wants are not gratified, when overtaken with disappointment or overcome by trials, the nervous system becomes irritable and morbid; the disposition and temper of mind are at the same time changed. Without sufficient mus- cular force or the control of the voluntary nerves, such persons become anything but pleasant or agreeable companions. Another feature in such an organisation is its strong ten- dency to mental derangement. The reason and the will have no controlling influence; the balance in the mental faculties is destroyed; and the individual, composed, as it were, of a bundle of nerves, is governed by mere caprice, whims, or the delusion of ail emotional nature. Our lunatic hospitals contain at the present day many just such persons.
Again, we have stated that when in the course and as a result of education there was a great predominance of the nervous temperament and a want of the muscular, the internal organs of the body do not stand so good a chance for growth and development. As a consequence, these same organs suffer in weakness and greater liability to disease; the lungs, from consumptive complaints; the stomach, from indigestion and dyspepsia; the bowels, from costive habits; and the reproduc- tive organs, from a variety of weaknesses sand diseases. The heart also suffers in action for the want of muscular power, and, in case of weaknesses and diseases in different parts of the body, it cannot force the vital currents so well throughout the whole system.
The weaknesses and diseases of all these organs originate more or less from the want of muscular power, and then this defect comes from neglect of the kind and amount of physical exercises which should have been taken while the body was in a state of growth and development. But an excessive cultiva- tion of the brain or the mind has, directly and indirectly, done its full share in producing these evils.
To confirm this statement we might summon a great number of witnesses, but must be content with the following:? Mary J. Studley, M.D., now connected a long time with the State Normal School for Girls at South Framingliam, Mass., writes thus: ” It has been my privilege, for more than twenty- five years, to be intimately associated with young women, either as teacher in the school-room, in the earlier years, or as medical practitioner, or teacher of hygiene, during the latter ones, and every day’s added experience only confirms me in the position I have occupied from the first relative to the various forms of nervousness which characterise our sex. That position affirms that the best possible balance for a weak, nervous system is a well-developed muscular system. Weak, shaky, hysterical nerves always accompany soft, flabby muscles, and it is a mournful fact that the majority of the young women whom I meet in schools are notably deficient in muscular develop- ment.” In the normal school we should rather expect to find more physical stamina, as it embraces only those girls that are pledged to become teachers.
One feature alluded to in this quotation may be thus accounted for : this ” nervousness” comes partly from a pre- mature development of the brain, and partly from over-stimu- lating the mind by appeals to emulation, and other motives or objects that are decidedly unwholesome in their influence. By these and other means the whole system is brought into an unnatural and morbid condition, which is anything but com- fortable or hopeful, either as far as the individual or her friends are concerned.
The fact here stated brings us to one of the most serious evils in the present modes of education. While it cultivates the mind and stores it with knowledge, training the mental faculties to their highest extent, and capacitating them for the greatest happiness, it develops, at the same time, an organisa- tion which, unless it has health, the means and ability to be gratified, becomes susceptible of immense suffering both of body and mind. It may be said that such a result cannot be prevented, especially in some cases, but, alas, they are altogether too common, and are likely to increase more and more unless some radical reforms are effected.
IMPORTANCE OF GOOD HEALTH.
There is scarcely any complaint that a physician hears oftener from young women than this?a tired feeling, a want of strength, some weakness here or there, general debility, &c. Such complaints may come sometimes from weak, frail bodies by birth, or from local disease, but more generally they originate from the early neglect of physical exercise and from a want of muscle, which gives power of endurance. We cannot describe this want better than in the language of one who was the first woman in this country to study anatomy thoroughly in the dissecting-room with reference to professional life. This occurred over thirty years ago in Philadelphia, and the indi- vidual has been for a long time a successful practitioner of medicine in London.
In describing the defective organisation of American women, says Elizabeth Blackwell, M.D., ” We need muscles that are strong and prompt to do our will, that can run and walk indoors and out of doors, and convey us from place to place, as duty or pleasure calls us, not only without fatigue, but with the feeling of cheerful energy; we need strong arms that, can cradle a healthy child and toss it crowing in the air, and backs that will not break under the burden of household cares?a frame that is not exhausted and weakened by the round of daily duties. We need muscles so well developed that shall make the human body really a divine image, a perfect form, rendering all dress grace- ful, and not requiring to be patched, and filled up, and weighed ( own with clumsy contrivances for hiding its deformities ; bodies t lat can move in dignity, in grace, in airy lightness or conscious s length; bodies erect and firm, energetic and active; bodies that are my sovereign in their presence, expressions of a sovereign na uie. Such are the bodies we need, and exercise, the means by which the muscular system may be developed, assumes then its true position as of primary importance during- the period of youth. It is the grand necessity to which everything else should submit.” This is strong language, but none too much so; the description will be heartily approved by all medical men who comprehend fully the powerful influence of the muscular system.
Such an organisation as is here described has two great advantages: 1 st, The self-possession and conscious power which it gives a woman ; and 2nd, The commanding influence which such a physique everywhere has over others. There is a power, a charm, a magnetism in the female form or organisation, when clothed with all the elements of beauty, which no language can describe.
But such a development of the whole person is not easily obtained ; it certainly cannot be by performing the lighter kinds of housework, by a short walk now and then, by occasional gymnastic exercises, by a little croquet playing, or by any amount of piano playing, or attention to music, to embroidery, drawing, painting, &c.
In no part of female education is there so much need of reform as in that of physical culture. If the standard of scholar- ship is to be raised higher and higher in all our schools for girls, and no greater attention is to be paid to the laws ot health and life, grave consequences may well be apprehended. If this educational pressure was confined to a few individuals there would not be the same danger, but when the great majority of our New England girls are thus crowded, its effects become widely extended and far-reaching into the future. The remark has been made, ” Educate a woman, and you educate a race.’’ This saying is full of meaning, and capable of different interpretations. Its meaning or application must depend upon the term ” educate “?how and in what way it is done. 1 his ” educating ” should have reference to the future as well as to the present, to the body as well as to the mind; for the highest developments of brain and nerve tissue alone will never go far towards educating a race?in fact, it will inevitably run out. Grod lias established most intimate relations between one generation and another by the laws of inheritance. As yet these laws are very imperfectly understood, but enough is known to show that these laws depend upon certain conditions, which must be carefully studied and taken into account. These con- ditions and laws cannot always be ignored or set aside with impunity.
while it may require several generations for the full de- velopment of these laws, the first links in the chain seem the more important. If an education that breaks down and im- pairs the physical energies of the system, tends to defeat the wise operations of those laws?if this supreme devotion of mental culture alone, combined with other influences in society, is calculated to establish generally a standard of living so high and expensive that the great majority of young people have neither the means nor the physical strength to adopt and carry it out?if such is the result of this state of things, that it must and does interfere directly with the duties of domestic lite and the objects of the marriage institution, is it not time to pause and consider whither, as a people, we are drifting ? It may be said that education is not the cause of such a state of things or condition of society and the evils that threaten, but it constitutes the leading, if not the most powerful, agency in society. This education commences early with the girl?shapes her habits and character for life, and the influence of woman dictates the fashions of the day and moulds our domestic insti- tutions.
This high pressure of educational influences does not extend much farther back than one generation, and as a people we are just entering upon the second, but we find already unmis- takable signs of physical degeneracy. The registration and census reports are bringing to light startling facts in respect to decline in the birth-rate, to the diminution of marriages, to the permanence of the family institution and changes in popu- lation, &c. Should the same causes continue and increase, as they may, corresponding results will follow, and the next generation will witness in those matters still greater changes. Inasmuch as a primary cause of the evils that have been alluded to is, we believe, closely connected with the school system, we would earnestly call the attention of teachers and the friends of education to consider if some reform cannot be effected, and especially to the importance of physical culturc, in the case of girls. Said President Eliot a few days since, in addressing the alumni of Harvard University :?” Now every- thing depends with us and in the learned professions upon vigour of body. The more I see of the future of young men that go out from these walls, the more it is brought home to me that professional success, and success in all the learned callings, depends largely upon the vigour of the body, and that the men who win great professional distinction have that as the basis of their activity.” Now, if young men must depend for success in life upon the ” vigour of the body,” is it not equally important for young women, who are to be their competitors in t le learned professions, and in various departments of business, ut what is still more important, who are to be, in the broadest and fullest sense, the “educators of the race”?
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