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Un des symboles suivants apparaitra sur la dernidre image de cheque microfiche, selon le cap: le symbole ^*> signifie "A SUIVRE", le symbole V signifie "FIN". Maps, p!?tes, charts, etc., may be filmed at different reduction ratios. Those too large to be entirely included in one exposure are filmed beginning in the upper left hand corner, left to right and top to bottom, as many frames as required. The following diagrams illustrate the method: Les cartes, planches, tableaux, etc., peuvent dtre filmis d des taux de reduction diffdrents. Lorsque le document est trop grand pour dtre reprodult en un seul clichd, il est film6 A partir de Tangle siip6rieur gauche, de gauche d droite, et de haut en bas, en prenant le nombre d'images ndcessaire. Les diagrtimmes suivants illustrent la mdthode. rrata to pelure, n ^ □ 32X 1 2 3 1 2 3 4 5 6 RAIN Stuffing and Forcing. ?* J By Mr. :E'JiLF:Ei:R -^ i BY DR. DANIEL CLARK, Medical Superinte/ndent of the Asylum for the Insane, Toronto. toni (>eai ■s.. ' , ' • • • . • • IpRINTED at WARWICK & SONS, 26 & 28 FROl{^>T. WEST .•;. 1887. O. ••• • /.'^ j • •• ••• ; 4> ',. By] • •. »• ••• • era- rm J Mr, ' Ii My c , suran concl the £ Much nietaf few y Y behali ^ wildei chargi y the sci ttervoj I 4ince I ;ain J20 'O ad( inbeci ' Intell JO vici * pperaf ion t( I tear ^norn r hea It nd it efer 'hich nd w JliU pi V ■^ i r '">■ f ^ PAPER v.— BRAIN STUFFING AND FORCING. By Dr. Daniel Olark, Medical Superintendent op the Asylum for THE Insane, Toronto. Mr, Chairman, Ladies and Gentlemen : It is not my intention to, inflict an elaborate essay on this Association. My object will be attained by giving hints to enlist your attention j by summarizing facts which are accumulating daily, and by simply stating conclusions which are forcing themselves with saddening emphasis upon the sensible educator, the physician and the social reformer of to-day. Much has been written on the best methods to educate children from a metaphysical and purely mental standpoint, but it is only within the last fow years that the warning voice of the physiologist has been heard on behalf of suffering childhood. So far he has been as a voice crying in the wilderness, and ridicule has pointed at him its long, gaunt finger of scom^ charging him with being a mere alarmist or a hobby rider. The voice of the scorner is now being hushed. He meets an ever increasing throng of ;iervous invalids ; he sees a change in the physical condit'on of the young ince his school days ; as a tax-payer he spends $700,000 annually to raain- iiiin the defective classes in this Province, and to-day one person in every )20 persons in Ontario is insane. This is a startling catalogue. Were I, ,0 add to this list the weakling, A^ho is a chronic drunkard ; the moral mbecile, who is a chronic criminal ; the habitual \ragrant, with limited ntellect, who is a life-long tramp ; and trace the existence of such classes ,0 vicious conditions of socie* nd to ignorance of Nature's laws in their operations on our social systems, my statement would be complete. I Let me, however, confane myself to a consideration of the brain in rela- lion to modern education and to the results which flow therefrom. ' I start by making this statemnt : the more highly organized brain will icar mental strain better than will the more simple nervous center of the ^norant, if the building-up process have been in accordance with the laws ■ health. It is also a fact that i>he educated insane recover, as a rule, more readily nd in proportionately larger numbers than do the ignorant. T do not lefer here to mere culture, but to that standard of knowledge and wisdom hich is possessed by an average all-around man, who, althougd intelligent nd well-informed, may never huve studied within the walls of a college, nor prided himself in having a university degree. Many self-made men are truly educated, and have more capacious brains and fertile minds than have many a graduate who has had the high opportunity of a scholastic training. I '^'assify the educated by the standard of healthy brain work and mental scope. The operations of the mind are bouiuhid by capacity of the organ, and we can no more elicit mental operations of a great powcT from a defective or limited brain than can a musician bring eight octavcis of music out of a six octave instrument. It is not, I repeat, the more highly organized brain which suffers the most in the mental struggle for mastery in the school ; it is the weak organization, which breaks down first in the abnormal eflbrt to keep up to an unreasonable demand made upon it. There is as much difference in brains as there is between iron and steel, and to attempt to manifest the elasticity of the former to the same extent as may be done with safety to the Ititter is only to show the weakness of the material and its lack of spring to regain its former position. To attempt to work up a 15 horse- power engine to that of a 25 horse-power engine means ruin to the machine by extra pressure, wear and tear. Applying this principle of mechanics to the equally mechanical brain, which is only a workinj^ organ i of the mind, and we are demanding of it in its chemical, vital and physical operations more than nature intended it to do. The uniformity of standard I of work for every brain means the same demand on brain dynamics, irrespec- tive of capacity. You might as well expect to be able to put a quart of water into a pint measure, as to attempt to cram into or eliminate from any brain more knowledge or mentality than its capability will allow. The attempt to get out of a Clyde horse the swiftness which is in a thoroughbred racer would be extremely ridiculous. On the other hand, to put the same load upon a swift runner which is put upon a draft horse would be equally futile. Each excels according to its kind and capacity. So to expect uniformity, capacity and mental power equally in any two I human brains is very absurd to any one who has given the matter even! ordinary consideration. There never have been, nor are there now, any two of the sons and daughters of Adam counterparts of one another in physical conformation or mental construction, and no two can bear worry, emotion and general lighting against all the untoward circumstances of life in exactly the same ratio. This is a truism which is of daily ex- perience in all our lives. Yet in the face of this appeal to ourselves we > 1 > sensolossly, .sinfully, unpatriotically, forcj) the juvoniln hraiii beyond its strength in our schools and colleges in order to produce automatic prodigies of learning in youth, and — too often — also produce insane patients or imbecile nonentities in adult life. At best, it means the thrusting out into the battle of life tens of thousands of young people whose life "gump- tion " has been used up, and to whom is left a legacy of crippled energies and curtailed possibilities. When a common standard of education is needed for all kinds and conditions of mind, then is it evident the more limited working power must suffer in the struggle towards the unattain- able. What is easy of accomplishment in one scholar may be almost im- possible in his next neighbour in the slass. Hence the benefit of options in the advanced studies. Each student can take those subjects which are in line of his aptitudes and likings. This is quite a difi'erent thing, however, from forcing a mind forward by an undue effort to keep all its powers up to their full tension in all directions. Let me repeat what I have already said in an Essay on " Health and Education :" *' As a result, the reserves of nature are called upon at the expense of growtn, brain nutrition, and the building up processes. All minds put forth energies in one direction more than another. Here our individual differences come in. None oi us are formed in the same mental mould. Even our potentialities vary, but are interdependent uj)on one another. They have a community of interests and draw resources from one another. This being the case, it is evident that the pushing forward of all the faculties at once, irre.spective of natural bias and aptitudes, means a dwarfage of indi- vidual leaning because of the dissipation of reserve energies. Let me re- pp t. The educator looks at the mind development alone as evidence of his skill and assidui^v. The physician looks upon both body and mind as objects of care, and endeavours to keei) both under healthful conditions. The educator thinks that the mind in each individual has possibilities and potentialities almost unlimited if pushed to the test. The physician knows that each person has [)Owers of growth and development beyond which such cannot go, by any amount of mental training. No forcing can go beyond the brain capacity, and that at its weakest point. This is especi- ally true, when hereditary tendencies are taken into account. We have at our disposal only a certain amount of energy. It is transferable to some extent, and if used in one direc'Jon it is lost in another. This law is seen in operation in animal life as well as in mind phenomena. Exhausted muscular force means to some extent mental loss ; violent emotion, or sudden physical shock .leans in some degree muscular and organic enfeeble- ment. To a large extent this duality co-relates with one another. This being the case, it is evident that undue forcing in any one direction afiects the whole organism. " This mind organ is delicate, simple, and easily impressed. It can be operated upon or it can be used as an instrument to envolve all mind ( I action. In otiier words, it may recoivo improsNions, or it may inherently manifest mental power. It may merely he filled with easily acquired knowledge, which may be the work of others, or it may give out its own ener((izing creations. In the former class of impre.^sions it is only recep- tive, which is merely an appeal to memory , in the latter, is exercised in mental dynamics, and brings into boing new ideas and native conceptions. To imbibe as a sponj^e gives no energy and no strength, hA to grow as a tree gives power by virtue of the oxorcise of its increasing uc<"ivity. Not only so, but this energizing entity increases th(! volume and stability of the organ, aH physical exercise increases muscular tone and fibre. Inertia means debility, for ' Labor i life. TiH thi! Htill watiT faileth.' ** On the other hand early precocity mostly means adult enteoblement. It is taxing the future by unduly straining the brain, from which it seldom recovers, and as a result we have a languid organ and a stunted intellect. Those who educate scout this idea, because their handiwork is best seem in forced cfFortand juvenile automatic memorizing. These prodigies of learn- ing astonish trustees and parents and redound to the teachers' credit. Those who teach believe that there is an unlimited capacity for thinking in all directions in every person. All the mental powers are pushed on all sides without respect to weak points. •' It is self-evident that to merely cultivate memory is one thing and to evolve thinking is quite another. Cramming means mere remembrance, and may be indulged in with no more originality than are the chatterings of a parrot. This system carried to extremps gives mental dyspepsia, be- cause there is not sufficient intellectual energy to assimilate the pabulum provided. Memory has its function, l)ut to put mere recollection in the place of education is to dwarf all originality of thought for want of mental development. The good memory is the means of carrying off all the prizes at competitive examinations, yet the best average mind will ( i, iipsa such in life's struggles for the mastery. There are, no doubt, a great many of our educated people who depend largely on remembered learning, and that many self-made men are distinguished by virtue of inherent power to oiiginate. The great are not mere receptive machines ; they put their talents out to usury ; they are not merely recording instruments, but add to the common stock of knowledge by exploring new fields and by giving their experiences and discoveries to the world. Were it not for these pioneers we would still be floundering in the slough of barbarism. (Vide " Education in relation to Health, by Dr. D. Clark)." We have the two extremes of danger. On the one hand the brain inertia, which means loose organization, and which is too often called •* mental laziness," in which extra effort means using up the limited re- serves of such feeble intellects. On the other hand we have the active mind and brain, which need to be checked in their mettlesome ambition to go ahead. Such a constitution will go at headlong speed in its race for I ± ' km Ic I* . of • T vt cei J the I W > un ma , tlu i ^J •1 # ^ vit I f i V 7 knowl(!dj,'o, until it fallH holpltma by th(! way from hIkku" cong(Mutal ) 'r, I could give a long and sad recital of caacM Itroiight to rn«> by parent, r of young people who came voluntarily in whoso luHtories, hliatt-ored nei 'e^, low vitality and fagged mental energies could be traced directly the deplor- able effects of over study, and of an unduly forced education. The nervous headaches, the sleeplessness, the loss of appetite, the low-spiritedness, the lack of energy, the hot and throbbing temples, the temporary impairment of vision, (which causes two lines on the page oi' a book to blurr into one), the partial loss of the usual facility to memorize, the lack of power to con- centrate on one study, the night swciats, the panorama of dreams instttad of the natural and profound sleep of childhood, the muscular twitchings and unusual thirst, and the morbid fancies, are only a few of the symptons of many of those afflicted with the epidemic of over study. We see what is the cause of all this physical disturbance, from one fact alone, namely, — — unless permanent injury is already clone — these signals of distress and danger disappear during vacation. I have seen the symptons intermit- tently moderate and subside during the rest of Saturday or Sunday, unless the victim is bui'donctd with heavy tasks on these days also. The writer knows whereof he ailirms in this respect. Christian and moral precepts and duties can be taught on Sundays to week day scholars without injury and it may be with much profit, but to ask young children to distinguish themselves by memorizing Biblical bio- graphy, geography and topography, in addition to week-day lessons, is a system fraught with mind-destroying peril. It is now bearing its evil fruits in our country. It is not " malice aforethought " which prompts this pressure, it is gross ignorance, which sees only evidence of good wor'' in phenomenal children, who are mentally old men and women in their childhood. The teacher — poor fellow — often says to me : "I know what you say is true, but were I not to push my scholars to the utmost of their ability, by means of this hot-house growth, I would be condemned as producing DO evidence of my diligence and capacity to teach. I must push forward, bi rapidly as possible, all my scholars from one form to another. I must prepare as many as I can for the High Schools and Collegiato Institutes. These in turn compete with one another as to how many from each can matriculate in our several Universities and carry off scholarships. These glory in the machine-made scholars sent up in shoals from these centres of education." A ^ The toachorH ar«» not alto^othor to hlaiim. Tho Hystcin is at fault. Thcic will 1)6 no rodroHH nor n'liof to tho timdor and immature briiinH of th(! riiiin^ gonoration until puMic opinion in oducatod to such a point an to demand a chock Iwinj,' put upon this dolotorious syHtom of cramming and puHhing Ixtj'ond natural domandH. In the highor hcIiooIh ^horo are auded from y«ar to year new HtudicH to tho great catalogue already in oxifltence. There is no knowing wluirc this cra'/,o of hobby riders will end. In the meantime the coming race is being sacrificed to lack of judgment anil discretion. Let the next book ' lued to the public by our educators be for the use of teachers and parents, and let it show that secret vices and public school high pressure in the education of our youths are sopjiing the foundations ( f tho Christian nations of to-day, by insidious approaches into the brain world of our womanhood ond manhood. Some apologetic and ardent school teach(!rs say to me that the children are as healthy looking and robuat as they were in our young days, or even in the times of our fathers. The testimony of those best qualified to judge is not in accord with this view. Take for granted, however, that on the s'rrface this appears to be the case with the majority of children, yet, such apologists do not know or seem to forget, that the general muscular health of an individual may be comparatively good, and at the same time the nervous and mental systems may be mere wrecks. The automatic life of the body may exist in its usual vigor when tho organ of the mind is diseased or, at least, out of tune. The majority of the chronic insane eat well, sleep well, and are in prime physical order, but who can doubt their deplorable mental condition 1 In the same way the scholar may give little evidence of the deterioration of organic life, especially the muscular, while, at the same time, the mind in its operations is daily throwing out signals of distress, to which no heed is given until serious injury is done and it is too late to mend. The warn- ings are not heeded in the foolish competitive race for scholastic supremacy, uatil a general breaking up takes place and this great evil is seen in per- manent brain disease. The majority of children thus sacrificed show failure of bodily health, but much mischief is done to them when ajiparent health exists. The brain is a long-suffer ng instrument, and — like the stomach — will endure much ill-usage before it shows any disability. When patience no longer becomes a virtue, it gives up the struggle and capitulates to the invader of its wonderful domain. Mind must of necessity suffer with it, i \ 9 as — in this life at IcuHt — they are a duality for, a. Shakospeare puts it in Kinj? L<(ar : " For wn arc not ourMflvcH, when .Viitiu'f Immiik oviircoine, Coiript'ls tin- iiiiii(i to HiitlVr with tl'f Ixtdy." If thiti is not &o, what nieatiH all ilu'He rel'uf^^eN in eclucutcd ChriHtendoni for tho iiiHan*', the idiotic, the feel>li'-ininded — in Hliokt., tlie great and ever incrt'asin^ army of defoctiveg J The likti wuh never known before in the history of our race, and moans itH utter extinction, as the same inexorable law has done when operatinj^ among thtf natioMs of anticjuity. Thfrc is great HigniHcrtn>- f in the fact that net vous discam's have increiised a thousand fold within the last half c(!iitury. I liavc in my lil>rary volume upon volume, devoted solely to tho stut in any direction you like, and that after you have strained the power of the mental medium to its utmost there is plenty of energy left for growth nutrition and repro- duction. Nothing \H more certain than that every brain has at starting just a certain potentiality of education in one tlirection and of power gener ally, and that it is far better not to exhaust that ])otentiality, and that if too great calls are made in any one direction it will withdraw energy from some other portion of the organ. These persons forget that the brain, though it has uuiltiform functions, yet has a solidarity and interdepen- dence thr. ugh which no portion of it can be injured or exhau.sted without in some way interfering with the functions of other portions. To hay that any one man could have the biceps of a blacksmith, the reasoning powers of a Darwin, the poetic feeling of aT?ennyson, the procreative power of a Solomon, and the longevity of a Parr, is simply to state a physiological absurdity. No prudent engineer sets its safety valve at the point aV)Ove whii'h the boiler will burst, and no good architect puts weight on his beam just up to the calculation above which it will break. Nature generally provides infinitely more reserve power than the most cautious engineer or architect, but the brain in its work should not be strained up to its full capacity except on extreme emergencies. Especially do these principles apply if we have transmitted weakness in any function or part of the organ ; and what child is born in a civilized country without inheriting brain weakness of some sort ? " Dr. Butler, late superintendent of the Hartford Retreat, says in one of his reports : " Over three thousand cases of insanity have now come under my direct observation and care. In a large proportion of those whose histories I could obtain, I have found that the remote and predisposing causes of insanity could be traced to malign influences on childhood. The neglect of physical training, and the imperfect physical devlopment which follows from this neglect, are strikingly evident in many of our female patients. The various causes which are reported to me as the sources of diset "un bet stan in H ' i » gUl! v: 11 fortu- hould f, and -fully point point 'xtra- tliing hear ilves f the turn oung ctois, diseane, and which are claBsified in the tables under the head of " ill health," " undue n^ental eftbrt," " domestic unhappiness," etc., may very frequently be traced in their primary influences to the one cause of a want of pliypiml stamina. We press the training of the mind by all possible hours of study in and out of school, and by the added stimulu.s of emulation, while we neglect the training of the body in di-rei{ard of that mysterious but absolute law of sympathy which compels the debility of the latter to cripple the action of the former. My own observation leads me to think this error will be found to exist more fre([uently with parents than with the inore intelligent and advanced of our teachers; and its iieinicious tenU'mcies are V»ey;inning to be better appreciated " " Prof. N. J. Bystroff has examined 7, i78 boys and girls in the St. Peters- burg schools during the last five years, and found headache in 868, that is 1 1 1 per cent. He states that the percentage of headaches increases almost in a direcf progression with the age of the children, as well as with the number of hours occupied by them for mental labour , thus, while head- ache occurred in only 5 per cent, of the children aged eight, it attacked 28 to 40 per c^nt. of the pupils aged from fourteen to eighteen. The author argues that an essential cause of obstinate headache in school children is the excessive mental strain enforced by the present educational programme, which leaves out of consideration the peculiarities of the child's natuie and the elementary principles of scientific hygiene. The over-strain brings about an increased irritability of the brain and consecutive disturb- ances in the cerebral circulation. Prof. Bystrotf emphatically insists on the imperative necessity of permanently admitting medical men to con- ferences of school boards." — (British Medical Journal.) The above is a warning voice fiom far off liussia by one of its distin- guished scientists. " We hide our defectives, our dements, and our pauper infirm in havens of refuge out of our sight. Had we not these retreats and all our mentally and physically afflicted were allowed to drift about in the community as in former times, these ever-present evils and evidences of national depreciation would frighten us. We would study more than we do the laws of health, and how best to develop and maintain moral, intellectual and national supremacy. " Look at the ever increasing demands for hospital?, asylums for insane and imbeciles, schools for feeV)le-minded, retreats for nervous complaints, almshouses for human wrecks, prisons for chronic and congenital vaga- bonds, and then say if a vicious system « if sanitation, of customs, of habits, and of education has not something to do with this state of things. This is not the Jeremiad of th«i pessimist : rather it is the :*,ory of a danger signal to wiiioh we would do well to take heed. The great restorer of brain power is profound sleep, and plenty of it to the school-going child. It stores the vital battery with mental energy. The child wants a dream- less forgetfulness to fully recuperate from its daily exhaustion. This is a physiological axiom. It is also forgotten that much depends upon the kind of exercise a scholar takes. Work of some kind is better than none, but it is not invigorating like play or some kind of amusement or enjoy- 12 / ment. These are mental tonics which have no equivalents. The boy will soon tire or weary sawing wood or weeding Hower-beds ; but let him play fox and hounds, or football, and his energy is almost tireless. The girl sees no pleasure in practising on a piano at her lessons, or washing dishes in the kitchen, but let her dance from evening till morning, or roam the woods at a picnic, or go a boating, and her endurancn is a matter of astonishment. Pleasure goes with the exercise, thus it is nature's stimulant and invigorator. When such boys and girls are approaching adolescence it is well to -^nd out their natural bent of mind, and having done so, to lead the supt-rabundant energy in the direction of woU-liked and well- directed technical, professional, or mechanical pursuits. This is the critical time when a proper choice of occupation may mean pleasure in its pursuit, or a life-long diudgery in unnatural and unpalatable employment. Brain work is needful Hnd healthful. It is a law of nature that activity is neces- sary to health, but it must be exercised in accordance with the laws of health. We are violating rightful ctmditions. Over-pressifre, undue anxiety, violent passion, worry without needful rest and fresh air, always mean a premature wearing out of the machine. A brain under such dis- advantages is heavily handicapped in the hot race of life. j " Education should be conducted somewhat as follows, viz. : — i " 1. No teaching beyond object lessons up to six years of age. ] " 2. Object lessons with reading and writing up to nine yeais of age. " 3. Keading, writing and arithmetic, in its four primary divisions, and geography up to twelve years of age. '• 4, The preceding, with primary arithmetic, history and grammar up to fifteen years of age. '* 5. From this age such studies as will assist the girl in feminine duties : and the boy to some definite employment or profession. " 6. No studies in the evening until after fifteen years of age. '* 7. Three hours daily of school time up to nine years of age, four :: hours to twelve, and six hours until fifteen years of age. " 8. After fifteen years cf age studies to be intermingled with congenial and useful mechanical work. This to apply to both sexes." — (Dr. D. Clark's Health in relation to Education.) (.'.V ■Mv-'. • . %% ^.m- II ||p|«[«nmpH^MPinn v lu. i^>«i|«wiipiii^nH^««. iikiipi im pimig.pn ^^prw^r^^i^^^Jiwii i mipi imbibihi ii_i iniiiiiu iii ii|ii)|i livuMn • •iM^«niiii|i^mm^H|iH^i«^