The Mind and Its Education Part 4

NECESSITY FOR MOTOR ACTIVITY.--Likewise in the case of the motor areas.

Pity the boy or girl who has been deprived of the opportunity to use every muscle to the fullest extent in the unrestricted plays and games of childhood. For where such activities are not wide in their scope, there some areas of the cortex will remain undeveloped, because unused, and the person will be handicapped later in his life from lack of skill in the activities depending on these centers. Halleck says in this connection: "If we could examine the developing motor region with a microscope of sufficient magnifying power, it is conceivable that we might learn wherein the modification due to exercise consists. We might also, under such conditions, be able to say, 'This is the motor region of a piano player; the modifications here correspond precisely to those necessary for controlling such movements of the hand.' Or, 'This is the motor tract of a blacksmith; this, of an engraver; and these must be the cells which govern the vocal organs of an orator.'" Whether or not the microscope will ever reveal such things to us, there is no doubt that the conditions suggested exist, and that back of every inefficient and awkward attempt at physical control lies a motor area with its cells undeveloped by use. No wonder that our processes of learning physical adjustment and control are slow, for they are a growth in the brain rather than a simple "learning how."

The training of the nervous system consists finally, then, in the development and coordination of the neurones of which it is composed. We have seen that the sensory cells are to be developed by the sensory stimuli pouring in upon them, and the motor cells by the motor impulses which they send out to the muscles. The sensory and the motor fibers likewise, being an outgrowth of their respective cells, find their development in carrying the impulses which result in sensation and movement. Thus it is seen that the neurone is, in its development as in its work, a unit.

DEVELOPMENT OF THE a.s.sOCIATION CENTERS.--To this simpler type of sensory and motor development which we have been considering, we must add that which comes from the more complex mental processes, such as memory, thought, and imagination. For it is in connection with these that the a.s.sociation fibers are developed, and the brain areas so connected that they can work together as a unit. A simple ill.u.s.tration will enable us to see more clearly how the nervous mechanism acts to bring this about.

Suppose that I am walking along a country road deeply engaged in meditation, and that I come to a puddle of water in my pathway. I may turn aside and avoid the obstruction without my attention being called to it, and without interruption of my train of thought. The act has been automatic. In this case the nerve current has pa.s.sed from the eye (_S_) over an afferent fiber to a sensory center (_s_) in the nervous system below the cortex; from there it has been forwarded to a motor center (_m_) in the same region, and on out over a motor fiber to the proper muscles (_M_), which are to execute the required act. The act having been completed, the sensory nerves connected with the muscles employed report the fact back that the work is done, thus completing the circuit.

This event may be taken as an ill.u.s.tration of literally thousands of acts which we perform daily without the intervention of consciousness, and hence without involving the hemispheres.

[Ill.u.s.tration: FIG. 16.--Diagram ill.u.s.trating the paths of a.s.sociation.]

If, however, instead of avoiding the puddle unconsciously, I do so from consideration of the danger of wet feet and the disagreeableness of soiled shoes and the ridiculous appearance I shall make, then the current cannot take the short circuit, but must pa.s.s on up to the cortex. Here it awakens consciousness to take notice of the obstruction, and calls forth the images which aid in directing the necessary movements. This simple ill.u.s.tration may be greatly complicated, subst.i.tuting for it one of the more complex problems which are continually presenting themselves to us for solution, or the a.s.sociated trains of thought that are constantly occupying our minds. But the truth of the ill.u.s.tration still holds. Whether in the simple or the complex act, there is always a forward pa.s.sing of the nerve current through the sensory and thought centers, and on out through the motor centers to the organs which are to be concerned in the motor response.

THE FACTORS INVOLVED IN A SIMPLE ACTION.--Thus it will be seen that in the simplest act which can be considered there are the following factors: (1) The stimulus which acts on the end-organ; (2) the ingoing current over an afferent nerve; (3) the sensory or interpreting cells; (4) the fibers connecting the sensory with a motor center; (5) the motor cells; (6) the efferent nerve to carry the direction for the movement outward to the muscle; (7) the motor response; and, finally, (8) the report back that the act has been performed. With this in mind it fairly bewilders one to think of the marvelous complexity of the work that is going on in our nervous mechanism every moment of our life, even without considering the higher thought processes at all. How, with these added, the resulting complexity all works out into beautiful harmony is indeed beyond comprehension.

3. EDUCATION AND THE TRAINING OF THE NERVOUS SYSTEM

Fortunately, many of the best opportunities for sensory and motor training do not depend on schools or courses of study. The world is full of stimuli to our senses and to our social natures; and our common lives are made up of the responses we make to these stimuli,--the movements, acts and deeds by which we fit ourselves into our world of environment.

Undoubtedly the most rapid and vital progress we make in our development is accomplished in the years before we have reached the age to go to school. Yet it is the business of education to see that we do not lack any essential opportunity, to make sure that necessary lines of stimuli or of motor training have not been omitted from our development.

EDUCATION TO SUPPLY OPPORTUNITIES FOR STIMULUS AND RESPONSE.--The great problem of education is, on the physical side, it would seem, then, to provide for ourselves and those we seek to educate as rich an environment of sensory and social stimuli as possible; one whose impressions will be full of suggestions to response in motor activity and the higher thought processes; and then to give opportunity for thought and for expression in acts and deeds in the largest possible number of lines. And added to this must be frequent and clear sensory and motor recall, a living over again of the sights and sounds and odors and the motor activities we have once experienced. There must also be the opportunity for the forming of worthy plans and ideals. For in this way the brain centers which were concerned in the original sensation or thought or movement are again brought into exercise, and their development continued. Through recall and imagination we are able not only greatly to multiply the effects of the immediate sensory and motor stimuli which come to us, but also to improve our power of thinking by getting a fund of material upon which the mind can draw.

ORDER OF DEVELOPMENT IN THE NERVOUS SYSTEM.--Nature has set the order in which the powers of the nervous system shall develop. And we must follow this order if we would obtain the best results. Stated in technical terms, the order is _from fundamental to accessory_. This is to say that the nerve centers controlling the larger and more general movements of the body ripen first, and those governing the finer motor adjustments later. For example, the larger body muscles of the child which are concerned with sitting up come under control earlier than those connected with walking. The arm muscles develop control earlier than the finger muscles, and the head and neck muscles earlier than the eye muscles. So also the more general and less highly specialized powers of the mind ripen sooner than the more highly specialized. Perception and observation precede powers of critical judgment and a.s.sociation. Memory and imagination ripen earlier than reasoning and the logical ability.

This all means that our educational system must be planned to follow the order of nature. Children of the primary grades should not be required to write with fine pencils or pens which demand delicate finger adjustments, since the brain centers for these finer coordinations are not yet developed. Young children should not be set at work necessitating difficult eye control, such as st.i.tching through perforated cardboard, reading fine print and the like, as their eyes are not yet ready for such tasks. The more difficult a.n.a.lytical problems of arithmetic and relations of grammar should not be required of pupils at a time when the a.s.sociation areas of the brain are not yet ready for this type of thinking. For such methods violate the law of nature, and the child is sure to suffer the penalty.

4. IMPORTANCE OF HEALTH AND VIGOR OF THE NERVOUS SYSTEM

Parallel with opportunities for proper stimuli and response the nervous system must possess good _tonicity_, or vigor. This depends in large degree on general health and nutrition, with freedom from overfatigue.

No favorableness of environment nor excellence of training can result in an efficient brain if the nerve energy has run low from depleted health, want of proper nourishment, or exhaustion.

THE INFLUENCE OF FATIGUE.--Histologists find that the nuclei of nerve cells are shrunk as much as fifty per cent by extreme fatigue.

Reasonable fatigue followed by proper recuperation is not harmful, but even necessary if the best development is to be attained; but fatigue without proper nourishment and rest is fatal to all mental operations, and indeed finally to the nervous system itself, leaving it permanently in a condition of low tone, and incapable of rallying to strong effort.

For rapid and complete recuperation the cells must have not only the best of nourishment but opportunity for rest as well.

Extreme and long-continued fatigue is hostile to the development and welfare of any nervous system, and especially to that of children. Not only does overfatigue hinder growth, but it also results in the formation of certain _toxins_, or poisons, in the organism, which are particularly harmful to nervous tissue. It is these fatigue toxins that account for many of the nervous and mental disorders which accompany breakdowns from overwork. On the whole, the evil effects from mental overstrain are more to be feared than from physical overstrain.

THE EFFECTS OF WORRY.--There is, perhaps, no greater foe to brain growth and efficiency than the nervous and worn-out condition which comes from loss of sleep or from worry. Experiments in the psychological laboratories have shown that nerve cells shrivel up and lose their vitality under loss of sleep. Let this go on for any considerable length of time, and the loss is irreparable; for the cells can never recuperate. This is especially true in the case of children or young people. Many school boys and girls, indeed many college students, are making slow progress in their studies not because they are mentally slow or inefficient, not even chiefly because they lose time that should be put on their lessons, but because they are incapacitating their brains for good service through late hours and the consequent loss of sleep.

Add to this condition that of worry, which often accompanies it from the fact of failure in lessons, and a naturally good and well-organized nervous system is sure to fail. Worry, from whatever cause, should be avoided as one would avoid poison, if we would bring ourselves to the highest degree of efficiency. Not only does worry temporarily unfit the mind for its best work, but its evil results are permanent, since the mind is left with a poorly developed or undone nervous system through which to work, even after the cause for worry has been removed and the worry itself has ceased.

Not only should each individual seek to control the causes of worry in his own life, but the home and the school should force upon childhood as few causes for worry as may be. Children's worry over fears of the dark, over sickness and death, over prospective but delayed punishment, over the thousand and one real or imaginary troubles of childhood, should be eliminated so far as possible. School examinations that prey on the peace of mind, threats of failure of promotion, all nagging and sarcasm, and whatever else may cause continued pain or worry to sensitive minds should be barred from our schoolroom methods and practice. The price we force the child to pay for results through their use is too great for them to be tolerated. We must seek a better way.

THE FACTORS IN GOOD NUTRITION.--For the best nutrition there is necessity first of all plenty of nouris.h.i.+ng and healthful food. Science and experience have both disproved the supposition that students should be scantily fed. O'Shea claims that many brain workers are far short of their highest grade of efficiency because of starving their brains from poor diet. And not only must the food be of the right quality, but the body must be in good health. Little good to eat the best of food unless it is being properly digested and a.s.similated. And little good if all the rest is as it should be, and the right amount of oxidation does not go on in the brain so as to remove the worn-out cells and make place for new ones. This warns us that pure air and a strong circulation are indispensable to the best working of our brains. No doubt many students who find their work too hard for them might locate the trouble in their stomachs or their lungs or the food they eat, rather than in their minds.

5. PROBLEMS FOR INTROSPECTION AND OBSERVATION

1. Estimate the mental progress made by the child during the first five years and compare with that made during the second five years of its life. To do this make a list, so far as you are able, of the acquisitions of each period. What do you conclude as to the importance of play and freedom in early education? Why not continue this method instead of sending the child to school?

2. Which has the better opportunity for sensory training, the city child or the country child? For social training? For motor development through play? It is said by specialists that country children are not as good players as city children. Why should this be the case?

3. Observe carefully some group of children for evidences of lack of sensory training (Interest in sensory objects, skill in observation, etc.). For lack of motor training (Failure in motor control, awkwardness, lack of skill in play, etc.). Do you find that general mental ability seems to be correlated with sensory and motor ability, or not?

4. What sensory training can be had from (1) geography, (2) agriculture, (3) arithmetic, (4) drawing? What lines of motor training ought the school to afford, (1) in general, (2) for the hand, (3) in the grace and poise of carriage or bearing, (4) in any other line? Make observation tests of these points in one or more school rooms and report the results.

5. Describe what you think must be the type of mental life of Helen Keller. (Read "The World I Live In," by Helen Keller.)

6. Study groups of children for signs of deficiency in brain power from lack of nutrition. From fatigue. From worry. From lack of sleep.

CHAPTER V

HABIT

Habit is our "best friend or worst enemy." We are "walking bundles of habits." Habit is the "fly-wheel of society," keeping men patient and docile in the hard or disagreeable lot which some must fill. Habit is a "cable which we cannot break." So say the wise men. Let me know your habits of life and you have revealed your moral standards and conduct.

Let me discover your intellectual habits, and I understand your type of mind and methods of thought. In short, our lives are largely a daily round of activities dictated by our habits in this line or that. Most of our movements and acts are habitual; we think as we have formed the habit of thinking; we decide as we are in the habit of deciding; we sleep, or eat, or speak as we have grown into the habit of doing these things; we may even say our prayers or perform other religious exercises as matters of habit. But while habit is the veriest tyrant, yet its good offices far exceed the bad even in the most fruitless or depraved life.

1. THE NATURE OF HABIT

Many people when they speak or think of habit give the term a very narrow or limited meaning. They have in mind only certain moral or personal tendencies usually spoken of as one's "habits." But in order to understand habit in any thorough and complete way we must, as suggested by the preceding paragraph, broaden our concept to include every possible line of physical and mental activity. Habit may be defined as _the tendency of the nervous system to repeat any act that has been performed once or many times_.

THE PHYSICAL BASIS OF HABIT.--Habit is to be explained from the standpoint of its physical basis. Habits are formed because the tissues of our brains are capable of being modified by use, and of so retaining the effects of this modification that the same act is easier of performance each succeeding time. This results in the old act being repeated instead of a new one being selected, and hence the old act is perpetuated.

Even dead and inert matter obeys the same principles in this regard as does living matter. Says M. Leon Dumont: "Everyone knows how a garment, having been worn a certain time, clings to the shape of the body better than when it was new; there has been a change in the tissue, and this change is a new habit of cohesion; a lock works better after having been used some time; at the outset more force was required to overcome certain roughness in the mechanism. The overcoming of this resistance is a phenomenon of habituation. It costs less trouble to fold a paper when it has been folded already. This saving of trouble is due to the essential nature of habit, which brings it about that, to reproduce the effect, a less amount of the outward cause is required. The sounds of a violin improve by use in the hands of an able artist, because the fibers of the wood at last contract habits of vibration conformed to harmonic relations. This is what gives such inestimable value to instruments that have belonged to great masters. Water, in flowing, hollows out for itself a channel, which grows broader and deeper; and, after having ceased to flow, it resumes when it flows again the path traced for itself before. Just so, the impressions of outer objects fas.h.i.+on for themselves in the nervous system more and more appropriate paths, and these vital phenomena recur under similar excitements from without, when they have been interrupted for a certain time."[2]

ALL LIVING TISSUE PLASTIC.--What is true of inanimate matter is doubly true of living tissue. The tissues of the human body can be molded into almost any form you choose if taken in time. A child may be placed on his feet at too early an age, and the bones of his legs form the habit of remaining bent. The Flathead Indian binds a board on the skull of his child, and its head forms the habit of remaining flat on the top. Wrong bodily postures produce curvature of the spine, and pernicious modes of dress deform the bones of the chest. The muscles may be trained into the habit of keeping the shoulders straight or letting them droop; those of the back, to keep the body well up on the hips, or to let it sag; those of locomotion, to give us a light, springy step, or to allow a shuffling carriage; those of speech, to give us a clear-cut, accurate articulation, or a careless, halting one; and those of the face, to give us a cheerful cast of countenance, or a glum and morose expression.

HABIT A MODIFICATION OF BRAIN TISSUE.--But the nervous tissue is the most sensitive and easily molded of all bodily tissues. In fact, it is probable that the real _habit_ of our characteristic walk, gesture, or speech resides in the brain, rather than in the muscles which it controls. So delicate is the organization of the brain structure and so unstable its molecules, that even the perfume of the flower, which a.s.sails the nose of a child, the song of a bird, which strikes his ear, or the fleeting dream, which lingers but for a second in his sleep, has so modified his brain that it will never again be as if these things had not been experienced. Every sensory current which runs in from the outside world; every motor current which runs out to command a muscle; every thought that we think, has so modified the nerve structure through which it acts, that a tendency remains for a like act to be repeated.

Our brain and nervous system is daily being molded into fixed habits of acting by our thoughts and deeds, and thus becomes the automatic register of all we do.

The old Chinese fairy story hits upon a fundamental and vital truth.

These celestials tell their children that each child is accompanied by day and by night, every moment of his life, by an invisible fairy, who is provided with a pencil and tablet. It is the duty of this fairy to put down every deed of the child, both good and evil, in an indelible record which will one day rise as a witness against him. So it is in very truth with our brains. The wrong act may have been performed in secret, no living being may ever know that we performed it, and a merciful Providence may forgive it; but the inexorable monitor of our deeds was all the time beside us writing the record, and the history of that act is inscribed forever in the tissues of our brain. It may be repented of bitterly in sackcloth and ashes and be discontinued, but its effects can never be quite effaced; they will remain with us a handicap till our dying day, and in some critical moment in a great emergency we shall be in danger of defeat from that long past and forgotten act.

WE MUST FORM HABITS.--We _must_, then, form habits. It is not at all in our power to say whether we will form habits or not; for, once started, they go on forming themselves by day and night, steadily and relentlessly. Habit is, therefore, one of the great factors to be reckoned with in our lives, and the question becomes not, Shall we form habits? but _What habits we shall form._ And we have the determining of this question largely in our own power, for habits do not just happen, nor do they come to us ready made. We ourselves make them from day to day through the acts we perform, and in so far as we have control over our acts, in that far we can determine our habits.

2. THE PLACE OF HABIT IN THE ECONOMY OF OUR LIVES

Habit is one of nature's methods of economizing time and effort, while at the same time securing greater skill and efficiency. This is easily seen when it is remembered that habit tends towards _automatic_ action; that is, towards action governed by the lower nerve centers and taking care of itself, so to speak, without the interference of consciousness.

Everyone has observed how much easier in the performance and more skillful in its execution is the act, be it playing a piano, painting a picture, or driving a nail, when the movements involved have ceased to be consciously directed and become automatic.

HABIT INCREASES SKILL AND EFFICIENCY.--Practically all increase in skill, whether physical or mental, depends on our ability to form habits. Habit holds fast to the skill already attained while practice or intelligence makes ready for the next step in advance. Could we not form habits we should improve but little in our way of doing things, no matter how many times we did them over. We should now be obliged to go through the same bungling process of dressing ourselves as when we first learned it as children. Our writing would proceed as awkwardly in the high school as the primary, our eating as adults would be as messy and wide of the mark as when we were infants, and we should miss in a thousand ways the motor skill that now seems so easy and natural. All highly skilled occupations, and those demanding great manual dexterity, likewise depend on our habit-forming power for the accurate and automatic movements required.