Home Education (pp. 115-118)
Incessant Regeneration of Brain Tissue.—If we love, hate, think, feel, worship, at the expense of actual physical effort on the part of the brain, and consequent waste of tissue, how enormous must be the labour of that organ with which we, in fact, do everything, even many of those acts whose final execution falls to the hands or feet! It is true: and to repair this excessive waste, the brain consumes the lion’s share of the nourishment provided for the body. As we have already seen, fully a sixth or a fifth of all the blood in the body goes to repair the waste in the king’s house; in other words, new brain tissue is being constantly formed at a startlingly rapid rate: one wonders at what age the child has no longer any part left of that brain with which he was born.
The new tissue repeats the old, but not quite exactly. Just as a new muscular growth adapts itself to any new exercise required of it, so the new brain [p 116] tissue is supposed to ‘grow to’ any habit of thought in force during the time of growth—‘thought’ here including, of course, every exercise of mind and soul. “The cerebrum of man grows to the modes of thought in which it is habitually exercised,” says an able physiologist; or, in the words of Dr Carpenter, “Any sequence of mental action which has been frequently repeated, tends to perpetuate itself; so that we find ourselves automatically prompted to think, feel, or do what we have been before accustomed to think, feel, or do, under like circumstances, without any consciously formed purpose or anticipation of results. For there is no reason to regard the cerebrum as an exception to the general principle, that whilst each part of the organism tends to form itself in accordance with the mode in which it is habitually exercised, this tendency will be specially strong in the nervous apparatus, in virtue of that incessant regeneration which is the very condition of its functional activity. It scarcely, indeed, admits of a doubt, that every state of ideational consciousness which is either very strong or is habitually repeated, leaves an organic impression on the cerebrum, in virtue of which the same state may be reproduced at any future time in correspondence to a suggestion fitted to excite it.”
Artificial Reflex Actions may be Acquired.—Or, to take Huxley’s way of putting the case:—
“By the help of the brain we may acquire an infinity of artificial reflex actions; that is to say, an action may require all our attention and all our volition for its first, second, or third performance, but by frequent repetition it becomes, in a manner, part of our organisation, and is performed without volition or even consciousness.
[p 117]
“As every one knows, it takes a soldier a long time to learn his drill—for instance, to put himself into the attitude of ‘attention’ at the instant the word of command is heard. But after a time the sound of the word gives rise to the act, whether the soldier be thinking of it or not. There is a story, which is credible enough, though it may not be true, of a practical joker who, seeing a discharged veteran carrying home his dinner, suddenly called out ‘Attention!’ whereupon the man instantly brought his hands down, and lost his mutton and potatoes in the gutter. The drill had been thorough, and its effects had become embodied in the man’s nervous structure.
“The possibility of all education (of which military drill is only one particular form) is based upon the existence of this power which the nervous system possesses, of organizing conscious actions into more or less unconscious, or reflex, operations. It may be down laid as a rule, that if any two mental states be called up together, or in succession, with due frequency and vividness, the subsequent production of the one of them will suffice to call up the other, and that whether we desire it or not.
Intellectual and Moral Education.—“The object of intellectual education is to create such indissoluble associations of our ideas of things, in the order and relation in which they occur in nature; that of a moral education is to unite as fixedly, the ideas of evil deeds with those of pain and degradation, and of good actions with those of pleasure and nobleness.”
But it is the intimate interlocking of mind and matter which is more directly important to the educator—the idea which we have put broadly under the (by no means scientifically accurate) figure of [p 118] a rut. Given, that the constant direction of the thoughts produces a certain set in the tissues of the brain, this set is the first trace of the rut or path, a line of least resistance, along which the same impression, made another time, will find it easier to travel than to take another path. So arises a right-of-way for any given habit of action or thought.
Character affected by Acquired Modification of Brain Tissue.—What follows? Why, that the actual conformation of the child’s brain depends upon the habits which the parents permit or encourage; and that the habits of the child produce the character of the man, because certain mental habitudes once set up, their nature is to go on for ever unless they should be displaced by other habits. Here is an end to the easy philosophy of, ‘It doesn’t matter,’ ‘Oh, he’ll grow out of it,’ ‘He’ll know better by-and-by,’ ‘He’s so young, what can we expect?’ and so on. Every day, every hour, the parents are either passively or actively forming those habits in their children upon which, more than upon anything else, future character and conduct depend.
Outside Influence.—And here comes in the consideration of outside influence. Nine times out of ten we begin to do a thing because we see some one else do it; we go on doing it, and—there is the habit! If it is so easy for ourselves to take up a new habit, it is tenfold as easy for the children; and this is the real difficulty in the matter of the education of habit. It is necessary that the mother be always on the alert to nip in the bud the bad habit her children may be in the act of picking up from servants or from other children.
[p 119]
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