816. Taking for our guide the necessities of the const.i.tution, it will be obvious that the modes of treatment commonly resorted to ought to be reversed. Instead of straining to the utmost the already irritable powers of the precocious child, and leaving his dull compet.i.tor to ripen at leisure, a systematic attempt ought to be made, from early infancy, to rouse to action the languid faculties of the latter, while no pains ought to be spared to moderate and give tone to the activity of the former.

817. Instead of this, however, the prematurely intelligent child is sent to school and tasked with lessons at an unusually early age, while the healthy but more backward boy, who requires to be stimulated, is kept at home in idleness, perhaps for two or three years longer, merely on account of his backwardness. A double error is here committed. The consequences to the intelligent boy are, frequently, the permanent loss both of health and of his envied superiority of intellect.

814. How are such children usually managed? 815. What is the cause of their early promise and subsequent disappointment? 816. What mode of treatment should be adopted in educating precocious children? 817. How should the dull or less active child be treated? What is the usual course?

818. In youth, too, much mischief is done by the long daily period of attendance at school, and the continued application of the mind which the ordinary system of education requires. The law of exercise--that long-sustained action exhausts the vital powers of the organ--applies as well to the brain as to the muscles. Hence the necessity of varying the occupations of the young, and allowing frequent intervals of exercise in the open air, instead of "enforcing the continued confinement now so common."

_Observation._ It is no unusual occurrence, that on examination day, the best scholars appear indifferently. This may be the result of nervous exhaustion, produced by extra mental effort in preparing for the final examination. It is advisable for such pupils to divert their minds from close study for a few days previous to examination. During this time, the student may indulge in physical recreation, social intercourse, and a moderate amount of reading.

819. "In early and middle life, fever, an unusual degree of cerebral disorder, is a common consequence of the excessive and continued excitement of the brain. This unhappy result is brought on by severe study, unremitted mental exertion, anxiety, and watching. Nervous disease, from excessive mental labor and high mental excitement, sometimes shows itself in another form.

What are the consequences of the error? 818. What error prevails in the present system of education? Why should youths be allowed frequent intervals to exercise in the open air? Give observation. 819. What is a frequent consequence of continued and excessive excitement of the brain?

820. "From the want of proper intervals of rest, the vascular excitement of the brain has not time to subside. A restless irritability of temper and disposition comes on, attended with sleeplessness and anxiety, for which no external cause can be a.s.signed. The symptoms gradually become aggravated, the digestive functions give way, nutrition is impaired, and a sense of wretchedness is constantly present, which often leads to attempts at suicide."

_Observations._ 1st. Moderation in mental exertion is more necessary in old age than in early or mature years. In youth and manhood, the exhaustion of the brain from over-excitement may be repaired, but no such result follows over-exertion in the decline of life. "What is lost then, is lost forever." At that period, the brain becomes excited, and is soon exhausted when forced to protracted and vigorous thought. Sir Walter Scott and President Harrison afford sad examples of premature death from overtasked brains at an advanced period of their lives.

2d. If the mind is incessantly engaged in the contemplation of the same object, there is danger from over-exertion of the brain at any period of life, but more particularly in old age. The more limited the sphere of mental action, the greater the danger of the brain being over-exercised. Hence the frequency of nervous diseases in poets, mathematicians, and musicians.

820. What often manifests itself from the want of proper intervals of rest? Why is moderation in mental action necessary in old age? What is the effect if the mind is incessantly engaged in the contemplation of the same object?

CHAPTER XL.

HYGIENE OF THE NERVOUS SYSTEM, CONTINUED.

821. Having pointed out the evils arising both from inadequate and from excessive mental exertion, it remains to direct the attention to some of the rules which should guide us in the exercise of the brain.

822. _We should not enter upon continued mental exertion, or arouse deep feeling, immediately before or after a full meal._ Such is the connection between the mind and body, that even in a perfectly healthy person, unwelcome news, sudden anxiety, or mental excitement, occurring soon after eating, will impede digestion, and cause the stomach to loathe the masticated food.

823. The worst forms of indigestion and nervous depression are those which arise from excessive mental application, or depressed feeling, conjoined with unrestrained indulgence in the pleasures of the table.

In such circ.u.mstances, the stomach and brain react upon and disturb each other, till all the horrors of nervous disease make their unwelcome appearance, and render life miserable. Too many literary men and students know this from sad experience.

824. _We should engage in intense study in the early part of the day._ Nature has allotted the darkness of the night for repose, and for restoration by sleep of the exhausted energies of mind and body. In the early part of the evening, if study or composition be ardently engaged in, the increased action of the brain, which always accompanies activity of mind, requires a long time to subside. If the individual possesses a nervous temperament, he will be sleepless for hours after he has retired, or perhaps be tormented by unpleasant dreams.

822. Why should we not arouse deep feeling immediately before or after eating a full meal? 823. How are the worst forms of indigestion and nervous depression produced? What cla.s.s of men know this from sad experience? 824. What evils arise from studious application at night?

825. It is, therefore, of great advantage to enter upon intense mental application early in the day, and to devote several of the hours which precede bedtime to entertaining conversation, music, and lighter reading. The vascular excitement previously induced in the brain by study, has then time to subside, and sound, refreshing sleep is much more certainly obtained. This rule is of great consequence to those who are obliged to undergo much mental labor.

_Observation._ The idea of gathering wisdom by burning the "midnight oil," is more poetical than profitable. The best time to use the brain is during the day.

826. _The close student and the growing child need more sleep than the idler or the adult._ As steep is the natural repose of all organs, it follows that the more the brain and other organs of the system are employed, the more repose they require. The organs of the child, beside sustaining their proper functions, are busy in promoting its growth. This nutritive process is attended with a certain degree of exhaustion. The impaired health of children often results from a disregard of this principle. But, on the other hand, an excess of sleep produces feebleness, by preventing the proper exercise of the mind as well as the body.

827. _The length of time the brain may be advantageously used, is modified by many circ.u.mstances._ The power of the brain in different persons to endure action, is various. This is modified by its primary character; by development and age; by habits of action; by the health of the cerebral organ and general system; by the moral feelings and other conditions.

825. Why should we engage in intense study in the early part of the day? 826. What persons require the most sleep? Why? 827. What is said relative to the length of time that the brain can be advantageously used? Give a condition that modifies the amount of mental labor.

828. The primary physical organization of some individuals is such, that they are enabled to endure with impunity an amount of mental labor that would disorder, if not destroy functionally, the cerebral organ of others differently const.i.tuted. Napoleon Bonaparte was of this number. There can be no fixed period for mental labor, that may be adopted as a rule for all persons whose systems are maturely developed. Much less is there a proper definite period for study, that is applicable to all children.

_Observation._ The practice of retaining pupils of all ages, from five to twenty years, in the school-room the same period of time, for the purpose of study, is not predicated upon any law of physiology. An exercise of three hours, with one or two recesses of ten minutes each, may profit the eldest cla.s.s; two hours with a recess of ten minutes, the middle cla.s.s; while one hour, or one hour and a half, with one recess, would be as long a period as the youngest pupils should be retained in the study-room at one session.

829. A person who is accustomed to muscular exertion will endure a longer period of physical toil than one who is not inured to it. So it is with mental labor. If the brain has been habituated to mental action and profound study, it will not be so soon fatigued as when not accustomed to such exertions; consequently, an amount of mental labor may be performed with impunity at one time, that would exhaust and cause serious disease of the cerebral organ at another.

_Observation._ Persons that commence a course of study at a late period in life, frequently evince their zeal at the commencement by poring over their books twelve or more hours each day. The progress of such students is soon arrested by physical and mental depression. In such instances, it would be more judicious to commence with only three or four hours' vigorous application each day, and gradually protract the period of study five or more minutes every successive day, until the brain may be called into vigorous action six or eight hours with impunity.

828. Why can there be no fixed period for mental labor? What is said of the practice of retaining pupils of all ages the same period of time in the school-room? 829. Show that the action of the brain is influenced by habit, as well as the muscular system. What suggestion to those persons that commence a course of study at a late period in life?

830. The amount of mental power is greatly influenced by the general health. Such is the intimate connection of the different parts of the system, particularly the digestive apparatus, with the cerebral organs, that except there be vigor of const.i.tution, and freedom from disease, mental efforts will be feeble and of little avail.

_Observation._ The prevalent opinion, that individuals who are feeble or diseased may acquire a collegiate education, and thus become useful to themselves and the community, is very generally erroneous. Such persons should enter upon a daily and systematic course of physical training, and their labor should be in the open air, in order that the system may be invigorated and freed from disease.

831. The moral feelings exert a controlling influence over the functions of the muscular, digestive, and respiratory organs. They also exert an influence, perhaps, more powerful upon the nervous system. While fear and anxiety depress, hope and the enlivening emotions, facilitate the functional activity of the brain, and increase its power for mental exertion. By a proper and systematic education of the moral feelings, they are not only a source of happiness, and productive of right conduct, but aid in the culture of the intellect. Consequently, we should cultivate a feeling of hopeful trust in the future, and a firm reliance upon the laws which the Creator has given us for our guidance.

830. Show that the amount of mental power is modified by the general health. What is said of feeble persons acquiring a collegiate education? 831. Do the moral feelings exert a controlling influence over the princ.i.p.al functions of the system? What is the effect of a proper and systematic culture of the moral feelings?

832. _Regularity is very important in exercising the moral and intellectual powers._ Periodicity, or a tendency to resume the same mode of action at stated times, is peculiarly the characteristic of the nervous system. If we repeat any kind of mental effort every day at the same hour, we at last find ourselves entering upon it without premeditation when the time approaches. In like manner, if we arrange our studies in accordance with this law, and take up each in the same order, a natural apt.i.tude is soon produced, which renders application more easy than by resuming the subjects as accident may direct.

_Observation._ When engaged in abstruse studies, it may be found advantageous to pursue others that are less difficult. The intense application of the brain, which is requisite in the one instance, is relieved by directing the attention to a study that requires less thought. By this change, there is mental relaxation attended with invigoration of the cerebral organ. Or, it may be explained by a.s.suming, that the brain is composed of an aggregate of distinct organs, each of which is called into action in pursuing different studies.