Suggestions to Parents Concerning the Physical Development of Their Children

SUGGESTIONS TO PARENTS CONCERNING THE PHYSICAL DEVELOPMENT OF THEIR CHILDREN BY DR. E. G. GOWANS, JUDGE OF THE JUVENILE COURT. In our time, when vehemence is taken for strength and strenuous gesticulation so frequently hailed as. a substitute for quiet power, it is a pleasure to note the increasing number of people who are giving attention to the educational problems which seem to be at the basis of human racial development. As parents we are beginning to think of our obligations to the future, and as is characteristic of the American people, we are asking what we should do. Will we be satisfied with transmitting to the future only whatever of virility and power have come to us from the past? or must we add to that the little within us, however little it may be, toward the enrichment of the future? I take it that there could be only the one answer to these questions, if put to the readers of this magazine. Now, bearing upon the subject before me, let me say, first, that in educating a boy or girl we are dealing with the whole boy, living, active, responsive, becoming. A sound body lies at the basis of all human development. The body, since it is the tool through which the mind becomes manifest, is fundamental to such manifestation, it comes to be fully developed by carrying out the requirements of a fairly well defined law of growth — a law which in all probability applies to the race as to the individual. Dr. Donaldson says that education "consists in modifications of the central nervous system;" and Dr. Ross, the English neurologist, says: "The order of the development of the nervous system in the race has been from the fundamental to the accessory portions, and no

SUGGESTIONS TO PARENTS. , 927 one can reverse this process with impunity in that further development of the individual which constitutes education in its widest sense." Let me explain that what is meant by fundamental is that part of the brain which controls particularly the movements of the lower limbs and trunk, or more generally those movements which are executed alike by men and the higher animals, and are really vital to existence, while by accessory is meant that part which controls the smaller muscles and finer movements of the hands, tongue, face, muscles of articulation, etc. Nature's method, according to Ross and others, is to lay a solid foundation in the development of the fundamental, and then build upon that the superstructure of accessory activities.' G. Stanley Hall observes, on this point, that "nature does not finish the basis of her pyramid," but only a "part of the foundation, and after carrying it to an apex, normally goes back and adds to the foundation to carry up the apex still higher, and if prevented from so doing expends her energy in building the apex up at a sharper angle, till instability results." Which ever view is correct, this is certain, that instability and excessive irritability of the nervous system will result, if the delicate accessory mechanisms are developed at the expense of the fundamental. Another point to which attention should be called is the influence of nutrition, taken in its broad sense, upon development. Without minimizing the value of heredity, the fact should be borne in mind that in so far as your own boys and girls are concerned, the effect of nutrition upon their development is more important. By this I do not mean simply diet, but the whole nutritive environment, including, in addition to kinds and amount of food and time of feeding, the general hygiene, clothing, bathing, sleeping, ventilation, exercise, rest, recreation, and so forth. It will not do for parents to say, "I will leave these things to the school, and those interested in the welfare of school children." We must be active, and if necessary compel schools and school authorities to give attention to many of these things, for the school is loath to move forward — is inclined to get into grooves and ruts. You know, most teachers believe that "we are the people," and "that wisdom will perish with us," but the fact in the case is that the school is the most conservative thing in the

928 IMPROVEMENT ERA. total environment of the child, and much of its progress has been forced upon it from the outside. This makes it necessary that the public generally, and parents in particular, should interest themselves in all problems connected with the education of the young. What, then, can parents do that will contribute something toward the proper education of their children? First, they can do much to insure a normal development of the fundamental part of the nervous system by informing themselves upon the nature of the law of growth, and then take such a course with their own children as to conform as nearly as possible to the requirements of that law. Some facts as to growth and development may here be helpful. In early foetal life , the brain and nervous system take the lead in development over the other systems — alimentary, circulatory, respiratory, muscular and bony. This lead is maintained over the muscles up until seven or eight years of age, at which time the brain weighs very nearly as much as during adult life. During these early years, the sensory organs become well developed, and the neuro-muscular mechanisms concerned in balancing, walking, and talking, become fairly well developed. During this time the child's life should be as natural as it is possible to make, or rather permit, it to be. Left to herself, nature takes good care of this period. We violate the laws of development by putting the child one or two years earlier than the end of this period into school, where his normal physical activity is restrained, and he is compelled for several hours every day to sit on that modern instrument of torture, the school desk. And, too, the teachers seem to take special delight in giving the child work to do during these two years that tends to develop the accessory portion of the nervous system at a time when the fundamental, or necessary part of the fundamental, is as yet undeveloped. There is no surer way to produce instability of the nervous system, and sow the seeds that later bring forth St. Vitus dance, nervous irritability, sensitive nervous organization, and general decrease in normal activity of vital organs. What the child should have, at this time, is a free life, in the open air, developing the fundamental neuromuscular activities — in contact with nature in company of those

SUGGESTIONS TO PARENTS. 929 . of his own age — developing his sense organs, and engaging in such games as he shows an instinctive and inherent desire for. Writing, sewing, practicing on piano, or any other exercise which requires delicate muscular co-ordinations, bringing into play large brain areas, are entirely out of place during this period. From this time on for six, eight or ten years, there is rapid growth in height and weight. The muscular and bony systems develop rapidly. The child becomes a youth or a maiden. This is the period when the youth demands reasons — he must be shown. There can be no driving at this time — he will not permit it. He can be led, persuaded, induced, but never driven. During this time, too, there is great danger of permanent injury through bad nutrition, underfeeding, lack of exercise, or improper exercise. This is the time when rational physical education has an opportunity. Games and simple gymnastics give splendid results, if properly selected and well given, during this period of active muscular development. Boys should not be permitted to engage in strenuous contests and feats of speed, strength, or endurance, of an unusual character. To subject the boy to such, when his nervous and muscular systems are just reaching full development and growth, would certainly be injudicious . The time for these things comes later. Now in all the work that we do for children, there is one matter to be kept constantly in mind — a matter which, rightly apprehended, will have much to do with our success, and that is the fact that we are educating an individual who is to become a self-governing, selfcontrolling, independent citizen of the world. Since one thing to be accomplished by the child is self-control we must begin the work as early as possible. If we are educating an individual to be a slave, the sooner we accustom him to the attitude a slave should hold toward a master, the better; but since self-control is sought, the sooner he begins to control himself, the better. One purpose of the work in physical education is to develop self-control of the muscular system which is fundamental to selfcontrol mentally and morally as well. Hartwell says: Since physical training aims at perfecting the body as an instrument, and at rendering it the willing, prompt, and efficient servant of an intelligent mind and a sensitive and englightened soul, it cannot be gainsaid that physical training

.930 IMPROVEMENT ERA. lies at the foundation of mental and moral training, or that it enters and must enter as a more or less prominent factor into a great number of our educational procedures. The full success or failure of physical training, therefore, does not relate simply to the size or strength of the red meat we call muscles, but is measured in part by our achievements in the domain of mind and the domain of conduct. Again, you can do something towards the regulation of the time when children should enter school. I have already referred, in an incidental way, to this matter, but it is worthy of further attention. From what has been said concerning periods of growth, you will be prepared to agree with me when I say that in most cases children should not begin school work before they are eight years old. To begin school earlier is to subject the child to the artificial condition, and the restraint of the school room at a time when nature has ordained that he should be out in the open air and sunshine, developing the fundamental portion of his nervous system — just growing. There is too great a tendency to precocity, anyway. I mean mental precocity. A tardy mental development is not nearly so much to be feared as a tardy physical development. If parents generally were as solicitous concerning the development of fine, sound bodies, in their children, as many are concerning their advancement in the grades, it would be better. How frequently we hear mothers bemoaning the fact that Johnnie was not promoted, or that Mary will be a year behind her class in graduating. From personal observation, I feel quite sure that the average child would be very much favored by beginning his school work at eight, in preference to six which is permitted under the present law. Again, it is a very difficult thing for the average teacher to become interested in the dull or backward child, and she devotes" her attention to the bright, nervous child, the child who takes special promotions, and seems to take special delight in increasing the number of special promotions in her grade. As a matter of fact, the child who takes special promotions is generally the one who should be kept out of school half a year for each such promotion. I have in mind now a boy who was kept out of school till he was eight years old, in order that he might develop a good body and become somewhat robust. After beginning school he made

SUGGESTIONS TO PARENTS. 931 such rapid advancement that he gained special promotions, and each time that this happened, on my advice he was kept out of school half a year. Now I am satisfied that had he been permitted to go right on with the work, his health would have been ruined. Parents should be on the lookout for signs of beginning nervous disease. The most important of these is disturbed sleep, loss of appetite, disinclination to indulge in natural forms of exercise and play, general restlessness, headache, muscular twitchings. Children manifesting such symptoms should receive the attention of the family physician, or, if needed, a specalist, and the physician's advice should be carefully carried out. One of the symptoms named above deserves special mention — that is, disinclination to indulge in exercise, in normal play. There are many children who, if permitted will take a book and sit in a corner and read, for hours at a time without any apparent discomfort. Such a one lives too much in his thoughts, feelings and imaginations and not enough in his muscles. He should be induced to take up some form of physical activity — something that can be made attractive to him — he should not be permitted to follow his abnormal inclinations. Further, parents, mothers particularly, should make a more careful study of the subject of dietetics. There are a great many matters concerning food-values, food combination, and so forth, that could be studied with great advantage by the great majority of mothers, whether they prepare food themselves or have it prepared under their direction. How many women who preside over the dietetic destinies of a household know anything about the relative amounts of carbohydrates, fats, proteids there should be in a well-balanced diet for growing children? How many know any very great deal about what foods go well together, and what foods should never be given together? What are the food elements that are really indispensable? Is not over-eating as prolific of trouble as over-drinking? Should the diet of growing boys, and old men be the same? If not, why not? and what difference should there be? What effect does cooking have upon the digestibility of foods? When should there be moderation, and when abstemiousness, in the matter of food? Is a purely vegetable diet desirable or not? Should there

932 IMPR 0 VEMENT ERA . be a seasonable variation in the diet? Or should we eat the same foods, and in the same amounts, winter and summer? There are comparatively few diseases in which the diet is not of a great deal more importance than medicines. How many of us parents know how to regulate the diet of a patient with fever? These are just a few questions that suggest themselves on this matter of diet. Another matter — we should be active in supporting all measures which have for their purpose the suppression and prevention of the contagious diseases. Occasionally, we see those who are not active in their support of health boards and public health officers. Preventive medicine is the medicine of the future. Physicians should be paid more for preventing disease than for curing it. Considering the large number of preventable diseases and the annual mortality therefrom, it is simply astonishing how little support public health officers receive in the performance of their duties. In fact, many seem to consider such an officer as an enemy, and do all in their power to evade the regulations he imposes upon the sick, when his only purpose is to prevent others from getting sick. Let us as parents give to all individuals or boards, charged with the preservation of the public health, all the support that is possible. If we have any indication of contagious disease in our families, let us be the first to make it known, and place ourselves under the strictest regulations, in order that no one else may suffer disease or death from our lack of obedience to the law. We should be actuated by a keen sense of justice and right, in this matter as in all others. Finally, support your public school authorities, as high-minded publicspirited citizens should. The greatest institution in the United States is the public school. It is the hope of the future, and needs your support. Support the Parents' Class movement in your ward. Be an active, efficient member of the class, and try to qualify yourself for the duties of enlightened parenthood. Salt Lake City, Utah.