Study of Physiology
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Since the mind and the soul find expression through the body, both mental
and spiritual vigor are in great degree dependent upon physical strength
and
activity; whatever promotes physical health, promotes the development of a
strong mind and a well-balanced character. Without health no one can as
distinctly understand or as completely fulfill his obligations to himself,
to his fellow beings, or to his Creator. Therefore the health should be as
faithfully guarded as the character. A knowledge of physiology and hygiene
should be the basis of all educational effort.
Though the facts of physiology are now so generally understood, there is
an
alarming indifference in regard to the principles of health. Even of those
who have a knowledge of these principles, there are few who put them in
practice. Inclination or impulse is followed as blindly as if life were
controlled by mere chance rather than by definite and unvarying laws.
The youth, in the freshness and vigor of life, little realize the value of
their abounding energy. A treasure more precious than gold, more essential
to advancement than learning or rank or riches--how lightly it is held!
how
rashly squandered! How many a man, sacrificing health in the struggle for
riches or power, has almost
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reached the object of his desire, only to fall helpless, while another,
possessing superior physical endurance, grasped the longed-for prize!
Through morbid conditions, the result of neglecting the laws of health,
how
many have been led into evil practices, to the sacrifice of every hope for
this world and the next!
In the study of physiology, pupils should be led to see the value of
physical energy and how it can be so preserved and developed as to
contribute in the highest degree to success in life's great struggle.
Children should be early taught, in simple, easy lessons, the rudiments of
physiology and hygiene. The work should be begun by the mother in the home
and should be faithfully carried forward in the school. As the pupils
advance in years, instruction in this line should be continued until they
are qualified to care for the house they live in. They should understand
the
im****tance of guarding against disease by preserving the vigor of every
organ and should also be taught how to deal with common diseases and
accidents. Every school should give instruction in both physiology and
hygiene, and, so far as possible, should be provided with facilities for
illustrating the structure, use, and care of the body.
There are matters not usually included in the study of physiology that
should be considered--matters of far greater value to the student than are
many of the technicalities commonly taught under this head. As the
foundation principle of all education in these lines, the youth should be
taught that the laws of nature are the laws of God--as truly divine as are
the precepts of the Decalogue. The laws that govern our physical organism,
God has written upon every nerve, muscle, and fiber of the body.
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Every careless or willful violation of these laws is a sin against our
Creator.
How necessary, then, that a thorough knowledge of these laws should be
imparted! The principles of hygiene as applied to diet, exercise, the care
of children, the treatment of the sick, and many like matters, should be
given much more attention than they ordinarily receive.
The influence of the mind on the body, as well as of the body on the mind,
should be emphasized. The electric power of the brain, promoted by mental
activity, vitalizes the whole system, and is thus an invaluable aid in
resisting disease. This should be made plain. The power of the will and
the
im****tance of self-control, both in the preservation and in the recovery
of
health, the depressing and even ruinous effect of anger, discontent,
selfishness, or impurity, and, on the other hand, the marvelous
life-giving
power to be found in cheerfulness, unselfishness, gratitude, should also
be
shown.
There is a physiological truth--truth that we need to consider--in the
scripture, "A merry [rejoicing] heart doeth good like a medicine."
Proverbs
17:22.
"Let thine heart keep My commandments," God says; "for length of days, and
years of life, and peace, shall they add to thee." "They are life unto
those
that find them, and health to all their flesh." "Pleasant words" the
Scriptures declare to be not only "sweet to the soul," but "health to the
bones." Proverbs 3:1, 2, margin; 4:22; 16:24.
The youth need to understand the deep truth underlying the Bible statement
that with God "is the fountain of life." Psalm 36:9. Not only is He the
originator of all, but He is the life of everything that lives. It is His
life that we receive in the sun****ne, in the pure, sweet air, in
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the food which builds up our bodies and sustains our strength. It is by
His
life that we exist, hour by hour, moment by moment. Except as perverted by
sin, all His gifts tend to life, to health and joy.
"He hath made everything beautiful in its time" (Ecclesiastes 3:11, R.V.);
and true beauty will be secured, not in marring God's work, but in coming
into harmony with the laws of Him who created all things, and who finds
pleasure in their beauty and perfection. {Ed 198.1}
As the mechanism of the body is studied, attention should be directed to
its
wonderful adaptation of means to ends, the harmonious action and
dependence
of the various organs. As the interest of the student is thus awakened,
and
he is led to see the im****tance of physical culture, much can be done by
the
teacher to secure proper development and right habits.
Among the first things to be aimed at should be a correct position, both
in
sitting and in standing. God made man upright, and He desires him to
possess
not only the physical but the mental and moral benefit, the grace and
dignity and self-possession, the courage and self-reliance, which an erect
bearing so greatly tends to promote. Let the teacher give instruction on
this point by example and by precept. Show what a correct position is, and
insist that it shall be maintained.
Next in im****tance to right position are respiration and vocal culture.
The
one who sits and stands erect is more likely than others to breathe
properly. But the teacher should impress upon his pupils the im****tance of
deep breathing. Show how the healthy action of the respiratory organs,
assisting the circulation of the blood, invigorates the whole system,
excites the appetite,
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promotes digestion, and induces sound, sweet sleep, thus not only
refre****ng
the body, but soothing and tranquilizing the mind. And while the
im****tance
of deep breathing is shown, the practice should be insisted upon. Let
exercises be given which will promote this, and see that the habit becomes
established.
The training of the voice has an im****tant place in physical culture,
since
it tends to expand and strengthen the lungs, and thus to ward off disease.
To ensure correct delivery in reading and speaking, see that the abdominal
muscles have full play in breathing and that the respiratory organs are
unrestricted. Let the strain come on the muscles of the abdomen rather
than
on those of the throat. Great weariness and serious disease of the throat
and lungs may thus be prevented. Careful attention should be given to
securing distinct articulation, smooth, well-modulated tones, and a
not-too-rapid delivery. This will not only promote health, but will add
greatly to the agreeableness and efficiency of the student's work.
In teaching these things a golden op****tunity is afforded for showing the
folly and wickedness of tight lacing and every other practice that
restricts
vital action. An almost endless train of disease results from unhealthful
modes of dress, and careful instruction on this point should be given.
Impress upon the pupils the danger of allowing the clothing to weigh on
the
hips or to compress any organ of the body. The dress should be so arranged
that a full respiration can be taken and the arms be raised above the head
without difficulty. The cramping of the lungs not only prevents their
development, but hinders the processes of digestion and circulation, and
thus weakens the whole body. All such practices lessen both physical
200
and mental power, thus hindering the student's advancement and often
preventing his success.
In the study of hygiene the earnest teacher will improve every op****tunity
to show the necessity of perfect cleanliness both in personal habits and
in
all one's surroundings. The value of the daily bath in promoting health
and
in stimulating mental action, should be emphasized. Attention should be
given also to sunlight and ventilation, the hygiene of the sleeping room
and
the kitchen. Teach the pupils that a healthful sleeping room, a thoroughly
clean kitchen, and a tastefully arranged, wholesomely supplied table, will
go further toward securing the happiness of the family and the regard of
every sensible visitor than any amount of expensive furni****ng in the
drawing room. That "the life is more than meat, and the body is more than
raiment" (Luke 12:23), is a lesson no less needed now than when given by
the
divine Teacher eighteen hundred years ago.
The student of physiology should be taught that the object of his study is
not merely to gain a knowledge of facts and principles. This alone will
prove of little benefit. He may understand the im****tance of ventilation,
his room may be supplied with pure air; but unless he fills his lungs
properly he will suffer the results of imperfect respiration. So the
necessity of cleanliness may be understood, and needful facilities may be
supplied; but all will be without avail unless put to use. The great
requisite in teaching these principles is to impress the pupil with their
im****tance so that he will conscientiously put them in practice.
By a most beautiful and impressive figure, God's word shows the regard He
places upon our physical organism
201
and the responsibility resting on us to preserve it in the best condition:
"Know ye not that your body is a temple of the Holy Spirit which is in
you,
which ye have from God? and ye are not your own." "If any man defile the
temple of God, him shall God destroy; for the temple of God is holy, which
temple ye are." I Corinthians 6:19, R.V., margin; 3:17.
Let pupils be impressed with the thought that the body is a temple in
which
God desires to dwell, that it must be kept pure, the abiding place of high
and noble thoughts. As in the study of physiology they see that they are
indeed "fearfully and wonderfully made" (Psalm 139:14), they will be
inspired with reverence. Instead of marring God's handiwork, they will
have
an ambition to make all that is possible of themselves, in order to
fulfill
the Creator's glorious plan. Thus they will come to regard obedience to
the
laws of health, not as a matter of sacrifice or self-denial, but as it
really is, an inestimable privilege and blessing.
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