ty depend, would highly interest and profit pupils of almost any age and station in society. 4. The position, structure, and uses of the salivary glands and other parts in and around the mouth, together with the structure and functions of the stomach, liver, and other organs associated with these to form the digestive apparatus, would present subjects for the school-room and family of great interest. The consideration of the anatomy and physiology of the digestive canal, would naturally be followed by the consideration of its hygiene. This would lead to an examination and discussion of those articles of food most appropriate to promote the growth and repair the waste of the system. Not only the quality of the food, but its quantity, the proper manner of taking it, the condition of the system when food should be taken, would be included in this hygienic examination. These are topics of practical interest to all; hence their discussion is proper both for schools and families. 5. The circulatory apparatus composed of the heart, arteries, and veins; its structure, the use of the several parts, and their relation to each other and to the several parts of the system, would be of intense interest to the young, as well as the old. In connection with the circulatory vessels, the blood, its composition, its formation, the conditions upon which its pure or healthy, as well as its impure or unhealthy character more or less depends, may be fully and understandingly discussed. 6. The form of the thorax (chest), normal and abnormal, the position of the organs within its cavity, the structure of the lungs, the position and movement of the ribs and diaphragm, and the function of the several portions of the respiratory apparatus may be examined seriatim. In connection with the anatomy and physiology of the respiratory apparatus, the effects of contracted chests, restricted movements of the ribs and diaphragm, and the influence of the air both pure and vitiated, could be examined physiologically and understandingly. In this way, principles and facts could be impressed upon the mind of all degrees of development, that would profit individuals and the community. 7. The skin, or cutaneous tissue, from its intrinsic importance, claims attention. In connection with its simple and beautiful structure, the function, or use of its several curious parts would command the attention and admiration of inquiring minds. In this examination would be read the physiological warrant for cleanliness of person and apparel, by frequent ablution of the skin and due change of clothing. This would have a powerful tendency to promote not only constitutional vigor and freedom from disease, but the appearance of schools, families, and communities would be improved. *6 8. And last, though not least of the organs that constitute man, I would name the nervous system. Here we find the brain, that wonderful organ through which the mind acts; the spinal cord which extends the entire length of the vertebral column, (back bone,) by the arrangement of which this portion of the nervous system is securely protected. In this connection, the relation of the nerves to the brain and spinal cord, and several apparatuses of the body may be considered. The functions of the several parts of the nervous system, the conditions upon which the health and integrity of not only these organs, but the operations of the mind depend, would be subjects of legitimate examination. Such investigation would be not only proper, but of great interest to all. 9. In addition to the topics before enumerated, the special senses, as touch, taste, smelling, seeing, and hearing, together with the function of absorption, secretion, excretion, and the generation of animal heat, would be subjects worthy the attention of the pupils of any school-room. When any new thing is proposed, many will ask, " cui bono?" what good will come of it? Some may say-Our schools are for the development and discipline of the mind, and for the acquisition of useful knowledge. True-and these are leading reasons for the introduction of Physiology and Hygiene into the common schools. In mechanical contrivance, beauty of structure, and harmony of parts, the anatomy of man exceeds all contrivances. It is this that renders the study of Physiology so admirably fitted for the development, elevation, and discipline of the youthful mind. When man was created, he was pronounced by his Creator not only good, but very good. In this affirmation of the Deity we find a safe warrant for this study by all persons. Again, the acquisition of the hygienic principles to which reference has been made, must be information of a highly useful character. The knowledge of useful principles is speedily followed by their practical application among the utilitarian American people. This would be attended by modification and improvement in the warming, ventilation, lighting, and seating of our school-rooms, public halls, and private dwellings. This would conduce to the comfort, happiness, and health of all classes in the community. In those towns of this Commonwealth where Physiology has been taught in our common schools for several years, there is a marked improvement in the appearance and construction of school-houses, compared with those in towns where this subject has received but little if any attention. Admitting the utility of this department of knowledge, in what manner shall instruction be given? A few veteran and excellent instructors give as their opinion, that as some knowl edge of the rules of health may be beneficial, therefore a few oral lessons may and should be given, but without particular reference to the structure and functions of the organs whose hygiene is discussed. Others would give instruction in the physiology, or functions of the different apparatuses of man, and to this would add the hygiene of the parts. This is all they deem necessary, neglecting the anatomy, or structure of those organs whose physiology and hygiene form topics of useful in struction. Would it not be easier, more natural, and likewise more profitable for instructor as well as pupil, to commence by giving the structure of the organ which is the subject of consideration? Though the anatomical knowledge were but elementary, a mere outline, still it would essentially aid in comprehending the func tions of the parts. The physiology may then succeed the anatomy. This may be simple, elementary, or more minute and varied; after which, the hygienic condition, or the laws upon the observance of which the free functional action of the organs depends, should be fully and understandingly discussed. A similar method is adopted in teaching Botany, so in Mechanical Philosophy. The expert teacher or engineer examines or points out the structure, then the use of the different parts of the machine. Can any good and sufficient reason be given for departing from this order when studying man physically? If no sound reason can be given for deviation, why not pursue this study in the same way as other branches of the natural sciences are taught? In the November number of "The Massachusetts Teacher," there is a valuable article signed "E." upon "Physical Education." In discussing the method of teaching Physiology, the following remarks are made. "Some prefer to teach Anatomy more minutely, and for this purpose their books describe individual muscles, and the blood-vessels, and nerves in their multiplied ramifications, and have numerous engravings to correspond." "There is something very taking in this method of teaching this science." If we study the muscles, blood-vessels, or nerves, why not investigate them separately, as we do the bones? Are not these parts of as much practical interest as the bones? What objection to the use of engravings? We use them advantageously in the study of Botany, Philosophy, and Geography why not in studying Anatomy? To test this matter, I will make an extract from a text-book on this subject. "The heart is divided into two parts, the right and the left, which have no direct communication with each other, for they are separated by an impervious wall. Each of these divisions is subdivided into two smaller apartments- the upper, called the Auricle, and the lower, called the Ventricle. There is an open passage way from the upper to the lower chamber. In the passage ways between the Auricle above, and the Ventricle below, on both sides, there are valves placed." From the above description, could a pupil get as clear ideas of the relation of the Auricles, Ventricles, and Valves, without an illustrating engraving, as with one? To answer this, I will make an extract from another treatise on this subject, which is illustrated by "numerous engravings." "The heart is situated in the chest, between the lungs. It is a double organ, or has two sides, called right and left, which are separated by a muscular sep'tum, or partition. "Each side of the heart has two cavities. The upper is called the Au'ri-cle, (deaf ear). The lower is called the Ven'tri-cle. These cavities are separated from each other by folds of membrane, called Valves. "Between the Auricle and Ventricle of the right side of the heart, there are three valves, called tri-cus'-pid. Between the Auricle and Ventricle of the left side of the heart, there are two valves, called mi-tral." "A section of the heart, showing its cavities and valves. 3. The right auricle. 4. The opening between the right auricle and right ventricle. 5. The right ventricle. 6. The tricuspid valves. 10. The septum between the right and left side of the heart. 12. The left auricle. 13. The opening between the left auricle and left ventricle. 14. The left ventricle. 15. The mitral valves." I will subjoin another extract from the article of " E.," which I think contains an error of an injurious tendency. "The common scholar can gain no advantage from learning the scientific terms of Latin or Greek, which represent objects that have common English names. This is not merely a negative evil, but it is positive; for that mental labor which might be advantageously devoted to understanding the nature and character of the windpipe, is, in part at least, taken up and wasted in understanding the meaning of trachea, when the same idea is given under this Latin name." Now this organ, technically named the trachea, is called, in some sections of the country, the windpipe, because the air or wind, in respiration, passes through it. The a-soph'a-gus (gullet) is, in some sections, called the meatpipe, because, among meat eaters, this article of food passes through it. In accordance with this principle, a gentleman in New York, who has recently made a school-book on Physiology, calls it the "meatpipe." Now, as it is more frequently used to convey water into the stomach, why not call it the waterpipe? And as the inebriate very frequently uses it to convey his potation into the stomach, with them it should be, and is, sometimes, named the "brandypipe," the "ginpipe," &c. The following, from the preface of a text-book on Physiology, contains, in our opinion, the only sound doctrine. The appropriate scientific term should be applied to each organ. No more effort is required to learn the meaning of a proper, than an improper term. For example: a child will pronounce the word as readily, and obtain as correct an idea, if you say lungs, as if you used the word lights. A little effort on the part of teachers and parents, would diminish the number of vulgar terms and phrases, and consequently improve the language of the country." The number of technical or proper terms used will depend upon the minuteness and extent of anatomical and physiological investigation. This must be determined by the age and ability of the pupil, and the time devoted to this study. It would be as absurd to discard the technical terms in Geography, as equator, latitude, or meridian, as it is to misname, for the sake of ephemeral and local popularity, the different organs of the human frame. It is not only absurd, but cruel, to burden the child's memory with the definitions of terms that must, in after life, be unlearned, to exhibit a respectable amount of information. F. A WORD TO THE SLUGGISH. LOSE this day loit'ring-'t will be the same story Goethe. |