Cheraw gazette. [volume] (Cheraw, S.C.) 1835-1838, 1836-04-26
MEDICAL.
FUNCTIONS OF THE BRAIN.

Most physiologists are asreeu una. 'n. -.
different parts ofthe brain perform distinct
functions and that these functions are the
h;obest and most important in the animal
economy; but there is great discrepancy
of opinion as in what the function OF each
mart Is. and as to the best mode OF remov-
mo the obscurity in which the subject is IN
voIyed. It would be useless to examine
here the merits ofthe respective theories
and modes of inquiry, as the attempt would
lead US too far from the practical ann OF
the work. Suffice it to say, that all physl-
ologists and philosophers regard the BRAIN
as the organ of mind tnat most OF them
consider it as an aggregate Of parts, each
charged with specific function and that
a large majority, with Gall and cuvlcr at
their head, regard the anterior lobe as more
Immediately the seat of the intellectual fac
ulties. Further, by nearly universal con-
sent the brain is held to be also the seat of
the passions and moral feelings of our ma
ture, as well as ofconsciousness and every
other mental act, and to be the chief source
ofthat nervous influence which is indspen-
sable to the vitality md action ofevery organ
ofthe body. There are SO few exceptions to
the general belief of these propositions, that
Iconsider myself fairly entitled TO hold them
as established.
Many animals possess individual senses
or instincts in greater perfection than man,
but there is not one which can be COM
nared with him in the number and range of It's
faculties and, as aneccssary consequence
there is not one which approaches him in
the deyelopemcnt and perfection of its ncr-
vous system. No organ can execute more
than simple function; and, accordingly,
even the Edinburg Review admits, that IN
precise proportion as we ascend IN the scale
ofcreation, and the animal acquires sense,
a mower, or an instinct, do its nerves multi.
ply and ats brain improve in structure and
argument in volume, each ADDITION oc'nS
,nG1ked hy some addition or application Of
the po,cers of the animal, until in man re
behou it possessing some parts Of actlch am.
ma,s are destitute, and sranting none srhach
then possess" so that sac arc enabled TO
associate erery faculty 'chich gircs super1-
oritv, ,cith some addition to the nervous mass,
erea from the smallest indications Of sensa-
tion and ,riN, up to the highest degree q sen
si5izitty,. judgment, and expression. ~" ,
It is extremely important 10 bear IN mnd
this constant relation between mental pow
or and deyelopement Of brain. 1t not only
explains why capacities and dispositions
ore so different, but shows incontrovcrtibly
that the cultivation of the moral and intel.
lectual faculties can be successfully carried
ON only by acting in obedience to the laws OF
organization, and associating together those
faculties, the organs of which are slmulta-
neously progressive in their growth: 1t is a
law, for instance, that alternate periods CT
activity and repose conduce to the strength
and developement of every organ, and to
the easy performance ofits function, ami
that excess in either is alike hurttul in Its
consequences. II, therefore, in our anxiety
for the advancement of child in i favourlte
pursuit. we urge tito incessant ani unvarlcd
exertion Of the same kind for many hours
a day, VIC violate this law in neglecting the
necessary intervals Of rest, and thus run
the risk Of finiuring the health of the brain, land
entirely defeating our object. And, on the
other hand, five withdraw the child alto
sether from the pursuit. for weeks or months
at time, os happens during the vacation
ofthc school, We violate the law again, In
depriying the faculties oftheir necessary ex-
ercise. and thus run the risk of sacrificing
the improvement already gained, and Of d.
minishing the mental power. In neither
case IS the brain exercised in conformity
with the organic laws, and consequently VIC
look in vain for the same amount ofimprove-
ment which would have followed their tul,
filment; and yet, so far is the physiology OF
the brain from being considered as the only
sound basis on which the science OF educa-
ton can rest that very few teachers or
moralists arc aware that the organic laws
have any connexion with the operations oi
mind, and still fewer have ever thought OF
adapting their practice to the dictates OF
these laws; although no truth in education
or philosophy can be more clearly proved, or
more beneficially applied, than that on which
am now insisting.
In thus treating of the brain as the indis.
nensable instrument or organ of the mental
faculties, must not be understood as repre-
senting mind and brain to be one and the
same thing. Imean only that the brain is
necessarily engaged in every intellectual
and moral operation, exactly as the eye is in
every act of vision and that, as the mind
cannot see without the intervention Of the
eve, so neither CAN'T think or feel, during
tEGingburg Review. No. ycir. P. 4i2-a.