Part 4 (1/2)
NECESSITY FOR MOTOR ACTIVITY--Likewise in the case of the irl who has been deprived of the opportunity to use every ames 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 fro on these centers Halleck says in this connection: ”If we could exaion with apower, it is conceivable that we ht learn wherein the ht also, under such conditions, be able to say, 'This is the ion of a piano player; the modifications here correspond precisely to those necessary for controlling such movements of the hand' Or, 'This is the raver; and these ans of an orator'” Whether or not the s to us, there is no doubt that the conditions suggested exist, and that back of every inefficient and aard attempt at physical control lies a motor area with its cells undeveloped by use No wonder that our processes of learning physical adjustrowth in the brain rather than a si 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 sti in upon them, and the motor cells by the motor impulses which they send out to thean outgrowth of their respective cells, find their develop 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 assOCIATION CENTERS--To this simpler type of sensory and , we must add that which comes froht, and iination For it is in connection with these that the association fibers are developed, and the brain areas so connected that they can work together as a unit A simple illustration will enable us to seethis about
Suppose that I aed in meditation, and that I come to a puddle of water in my pathway I may turn aside and avoid the obstruction withoutcalled to it, and without interruption of ht The act has been automatic In this case the nerve current has passed 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 ion, 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 co the circuit
This event may be taken as an illustration of literally thousands of acts which we perform daily without the intervention of consciousness, and hence without involving the hera the paths of association]
If, however, instead of avoiding the puddle unconsciously, I do so froreeableness of soiled shoes and the ridiculous appearance I shall make, then the current cannot take the short circuit, but must pass on up to the cortex Here it awakens consciousness to take notice of the obstruction, and calls forth the i the necessary reatly co for it one of thethemselves to us for solution, or the associated trains of thought that are constantly occupying our minds But the truth of the illustration still holds Whether in the si of the nerve current through the sensory and thought centers, and on out through the ans which are to be concerned in the motor response
THE FACTORS INVOLVED IN A SIMPLE ACTION--Thus it will be seen that in the si factors: (1) The sti 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 theon in our nervousthe higher thought processes at all Hoith 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,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 environress we make in our development is accoo to school Yet it is the business of education to see that we do not lack any essential opportunity, tohave 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 stiestions to response in ive opportunity for thought and for expression in acts and deeds in the largest possible number of lines And added to thisover again of the sights and sounds and odors and the motor activities we have once experienced Thereof worthy plans and ideals For in this way the brain centers which were concerned in the original sensation or thought or ht into exercise, and their developination we are able not only greatly to multiply the effects of the immediate sensory and motor stimuli which co 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 ould 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 overning the finer er bodyup co The arer muscles, and the head and neck eneral and less highly specialized powers of the hly specialized Perception and observation precede powers of critical judgination 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 prirades should not be required to write with fine pencils or pens which deer 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 stitching through perforated cardboard, reading fine print and the like, as their eyes are not yet ready for such tasks The more difficult analytical problerammar should not be required of pupils at a time when the association 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 stiood _tonicity_, or vigor This depends in large degree on general health and nutrition, with freedoue
No favorableness of environ can result in an efficient brain if the nerve energy has run low from depleted health, want of proper nourishists find that the nuclei of nerve cells are shrunk as ue
Reasonable fatigue followed by proper recuperation is not harmful, but even necessary if the best developue without proper nourishment and rest is fatal to all mental operations, and indeed finally to the nervous syste it per to strong effort
For rapid and complete recuperation the cells must have not only the best of nourish-continued fatigue is hostile to the development and welfare of any nervous systeue hinder growth, but it also results in the foranism, which are particularly harue 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 froical 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 ress 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 froood and well-organized nervous system is sure to fail Worry, from whatever cause, should be avoided as one would avoid poison, if ould 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 systeh 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 punishinary troubles of childhood, should be eliminated so far as possible School examinations that prey on the peace ofand 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 nourishi+ng and healthful food Science and experience have both disproved the supposition that students should be scantily fed O'Shea clairade of efficiency because of starving their brains froht quality, but the body ood to eat the best of food unless it is being properly digested and assiood if all the rest is as it should be, and the right ao 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 ht locate the trouble in their stos or the food they eat, rather than in their minds
5 PROBLEMS FOR INTROSPECTION AND OBSERVATION
1 Esti the first five years and co 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 thisthe child to school?