i.i i ;K>,\R Y UNIVERSITY OF CALIFORNIA. on Mrs. SARAH P. WALS WORTH. iOLOGY WRARY • Received October, No. 4« UBI7BRSIT7 SYSTEMATIC PHYSIOLOGY, ANATOMY, HYGIENE - •<••* BEING AN ANALYSIS AND SYNTHESIS OF THE HUMAN SYSTEM, WITH PRACTICAL CONCLUSIONS. auto tfmnjlete BT T. S. LAM.BERT, M.D SECOND EDITION. NEW YORK: WILLIAM WOOD' & C 61 WALKER STREET. 1866. • BIOLOGY LIBRARY G ENTERED, Recording to Act of Co'n^ross, in the year 1SG5, bf T. S. LAMBERT, In the Clerk's Office of the District Court for the Southern District of New York. JOHN F. TROW, PBINTKB, STERKOTYPER, AND ELICTROTTFER, No. K> Gr««ne Str««t, N«w York. CONTENTS. INTRODUCTORY REMARKS. PART I. SYSTEMATIC GENERAL ANALYSIS. CHAP. I. ANALYSIS OF MAN ; into Mind and Body, . 19 Anthropology: Psychology: Biology; Human, Animal, Vegetable. CHAP. II. ANALYSIS OF BODY ; into Members, . . . 25 First Member, HEAD; Second, Neck; Third, Trunk; Fourth, lower extremities; Fifth, upper extremities; Sixth, larynx. CHAP. HI. ANALYSIS OF MEMBERS ; into Groups or Mechanisms, ^50 G' or Mentory ; G" or Sanguificatory. CHAP. IV. ANALYSIS OF GROUPS ; into Apparatus, . . 57 Sensatory; Emotory ; Intellectory ; Motory; N. Circulatory; B. Circulatory; liespiratory ; Digestory; Lliminatory; Modifi- catory. CHAP. V. ANALYSIS OF APPARATUS ; into Organs, . 60 SEC. I. Bensatory Organs: Internal, External Organs of Sense, Nerves, Ganglia ; of Hearing, Sight, Smell", Taste, Touch, Mus- cular sense.— SEC. II. Motory Organs: Muscles, Skeleton, Nerves, Ganglia. — SEO. III.- Einotory Organs: Ganglia. — SEC. IV. Intellectory Organs: Ganglia.— SEC. V. Blood-circulat- ing Organs : Hearts, Arteries, Capillaries, Veins, Lymphatics. — SEC. VI. Nervous Circulatory Organs : Ganglia, Nerves. — SEC. VII. Respiratory Organs : Nose, Pharynx, Larynx, Tra- chea, Bronchi!, Lungs, Chest- walls, Diaphragm.— SEC. VIII. Di- gestory Organs : Food, Mouth, Salivary Glands, Pharynx, (Eso- phagus, Stomach, Gastric Glands, 2d Stomach, Pancreas, Liver, Gall-bladder, Brunner's, Lieberkiihn's, and Peyer's glands, Lac- teals, Colon.— SEC. IX. Modificatory Organs: (Lungs, Liver, In- testinal canal). Kidneys, Perspiratory, Hair, and Sebaceous glands. — SEC. X. Eliminatory Organs: Blood-cells, Lymphatic glands, Spleen, Thymus, Thyroid, and suprarenal glands. Con- clusion of Chap. V. CHAP. VI. ANALYSIS OF ORGANS ; into Tissues, Liquids, and Gases. — Properties 130 SEC. I. Tissues and their Properties : Bony, Gristly, Sinewy, Nervous, Muscular Secretory.— SEC. II. Liquids and their prop- erties. — SEO. III. Gases. Conclusion. CHAP. VII. ANALYSIS OF TISSUES AND FLUIDS; into Ele- ments, 140 Proximate or Organic Principles: Chemical Elements, Com- •r * CONTENTS. CHAP. VIII. SYSTEMATIC SYNOPSIS OF PRACTICAL SUG- GESTIONS, ........... 147 Golden Hint- Words : Personal Attractiveness. Conclusion of Part I. INTRODUCTION TO SYNTHESIS. PAET II. SYSTEMATIC DETAILED SYNTHESIS. CHAP. I. SYNTHESIS OF CHEMICAL ELEMENTS; into Principles, 151 SEC. I. Chemical Elements.— SEC. II. Proximate Principles. CHAP. II. SYNTHESIS OF ELEMENTS AND PRINCIPLES; into Tissues and Fluids, 164 Introductory .—SEC. I. Secretory Tissue: Membrane, Tubes, Cells.— SEC. II. Muscular : Striated, Non-striated.— SEC. III. Nervous: White, Grey.— SKC. IV. Sinewy : Elastic, Non-elastic, —SEC. V. Gristly or Cartilaginous.— SEC. VI. Bony or Osseous. — SEC. VII. Comparison of Tissues.— SKC. VIII. Compound Tis- sues.-SEC. IX. Liquids.— SEC. X. Gases. Practical Review. CHAP. III. SYNTHESIS OF TISSUES ; into Organs.— Prop- erties ; applied to Uses, 200 Introductory.— SEC. I. Skeleton : Bones. Cartilages, Ligaments, Synovial Membrane, Skull, Vertebral Column, Ribs, Sternum, Chest, Lower Extremities, Upper Extremities. General view, practical.— SEC. II. Muscles: of the Head, Neck, Trunk-walls, Lower Extremities, Upper Extremities. General view, practi- cal.—SEC. III. Nerves.— SEC. IV. Ganglia: Cerebral, Cerebellar, Spinal, Sympathetic.— SEC. V. Organs of Sense : Muscles, Skin, Mouth, Nose, Eye, Ear.— SEC. VI. Circulatory Organs: Capilla- ries, Veins, Hearts, Arteries, Lymphatics. — SEC. VII. Respira- tory Organs . Nose, Pharynx, Larynx, Trachea, Lungs.— SEC. VIII. Digestory Organs : Mouth, Salivary Glands, Pha- rynx, (Esophagus, Stomach, Food, Second Stomach, Pancreatic, Brunner's, Lieberkubn's, and Peyer's glands, Liver, and Gall- bladder, Colon, Lacteals.— SEC. IX. Eliininatory Organs : Kid- neys, Perspiratory, Hair, and Sebaceous glands, Nails.— SEC. X. Modificatory Organs: Blood-cells, Lymphatic, Splenic, Thyroid, Thy in us, and Suprarenal glands. CHAP. IV. SYNTHESIS OF ORGANS ; into Apparatus, . 376 SEC. I. Motion: Motory Apparatus.— SEC. II. Intellection: Intel- lectorv Apparatus.— SEC. III. Emotion: Emotory Apparatus. — SEC. IV. Sensation: Sensatory Apparatus. — SEC. V. N. Circu- lation : N. Circulatory Apparatus. — SKC. VI. B. Circulation : B. Circulatory Apparatus.- SEC. VII. Respiration: Respiratory Apparatus. — SEC. VIII. Digestion: Digestory Apparatus. — SEC. IX. Elimination : Eliminatory Apparatus.— SEC. X. Modi- fication : Modificatory Apparatus. CHAP. V. SYNTHESIS OF APPARATUS; into Groups or Mechanisms, 396 CHAP. VI. SYNTHESIS OF GROUPS ; into Members, . . 898 MEMBERS ; into Body, BODY AND MIND ; into Man. APPENDIX, 399 OF TJSI7BRSIT7 INTRODUCTORY REMARKS. " What a piece of work is a Man 1 How noble in reason I how infinite in faculties ! in form and moving how express and admirable ! in action how like an angel 1 in apprehension how like a god I" XENOPHOX, speaking of the studies that Socrates advised people to pursue, says : " He earnestly recommended those who conversed with him to take care of their HEALTH, both by learning whatever they could respecting it from men of experience, and by attending to it, each for himself, throughout his whole life, studying what food or drink, or what exercise, or what clothing, was most suitable for him, and how he might act in regard to them so as to enjoy the best health." Socrates thought health attainable. He was right; for though partly dependent on inherited constitution and the care taken of childhood, its preservation and improvement are to a great degree under the control of each person. Socrates also thought health of such great importance in daily life, that no person should wait for his own experience to in- struct him, but should avail himself pf that of others. Again he was right ; for health is a means as well as an end, to be used and enjoyed as well in the earlier as in the later periods of life. In those days, the uncertain experience of even many persons cast but a feeble light, where now the developments of science completely illuminate the laws of health. Had Socrates lived in these days of the maturity of Anatomy, Physiology, Chemistry, and kindred branches, then in infancy or even unborn, with tf INTRODUCTORY REMARKS. what earnestness would he have urged that every child should be taught the golden laws of Hygiene, be trained to practise them, and be instructed in their why and wherefore, that he might practise them intelligently, and of course more thoroughly and satisfactorily ! But there is a very marked and important distinction be- tween health and a condition best adapted for use and appear- ance ; though the latter must of course include the former. In- deed, within the boundaries of health there is a wide latitude for the activities of the different parts of the body and the dis- play of taste and refinement in its culture. Laws, therefore, which govern the use of the various parts of the body, and pro- mote personal appearance — laws of physical perfection — are evi- dently required. As they are obtained from the same sources, at the same time, and are often the same as the laws of health, they are classed under the same head. Hygiene is not, therefore, and should not be, restricted as its primary meaning would signify ; for it teaches not only how to keep the body (1st) in health, but (2d) in the best condition for desirable use and appearance. As Addition enters into every arithmetical operation, so is Hygiene elementary in every pursuit, being of hourly utility to every person and in every possible circumstance in life — really most useful to the most healthy ; and as if the Divinity had intended that what is so essential to man's welfare should be neither difficult to teach nor to learn, the mind has been so constituted and the body so constructed that a sufficient knowl- edge of Hygiene, if properly presented, can be easily acquired, and remarkably early ; for, In the first place, the mind has the greatest "natural cnri- osity " to learn the structure and use of its own body : it is the child's earliest wonder, and the old man's latest care. In the second place, no other subject has such close practical relations to life, which alone would make it intensely interesting. INTRODUCTORY REMARKS. 7 In the third place, no other subject can so fully illustrate cause and effect, so clearly show the why and wherefore, so readily exhibit evidences of rational, ingenious design, — a study above all others pleasing to the youthful mind. In the fourth place, no other subject can be so abundantly and readily illustrated, either by objects themselves or by draw- ings of them, the body itself furnishing many illustrations. In the fifth place, no other subject admits of so simple, clear, and complete a classification and arrangement, analysis and synthesis — which may be illustrated pictorially, grouped in tables and synopses, and in other striking ways — arresting and winning the attention, producing vivid and lasting impressions, and suggesting inductions and deductions; thus enabling the pupil easily to learn, remember, and apply his lessons. For instance : Plates 6 and 7 present an epitome of Anatomy, having the figures arranged in such order as will im- press the mind with a correct succession of ideas, and instantly suggest important facts and classifications ; such as, That various parts of the body are similarly constructed : for example, ( Skeleton, I Muscles, are similarly construct- j ^ erves I Skin, edof f Walls of the HEAD, 1 Neck, The -I Walls of the Trunk, I Upper Extremities, [ Lower Extremities, J [Blood-Tubes; That there are two cavities shown by the. Skeleton; one of the Head, the other of the Trunk ; That there are two centres, each connected with all parts of the body ; one the political capital, the Brain, by means of the Nerves, Fig. 3 ; the other the commercial capital, by means of the Blood-tubes, Fig. 6, Plate 6 ; That there are two great groups of organs in the body ; one Mental, Plate 6 ; the other Blood-making (Sanguific, Sanguifica- tory, or Sanguinificatory), Plate 7. (See also table page 399.) This leads to the observation that every child should study Hygiene, properly presented, because it will have a favorable 8 INTRODUCTORY REMARKS. influence upon bis mind, habituating bim to look for a cause for every effect ; to perceive that design is essential to the best re- sults ; to analyze and synthetize ; to classify and arrange sys- tematically ; to induce and deduce — in other words, to think correctly. Life, to be most useful, should be full of executed purposes. A true life may be called a great purpose compounded of many subsidiary ones. Hence the mind is constituted, and should be trained, to purpose, plan, and execute. Now, in the Divine mind there was a purpose, to execute which the human body of coordinate and subordinate parts was most exquisitely planned. In its study there must, therefore, be a starting-point and a conclusion necessarily related, and per- mitting between them a most rigid analysis and synthesis. Besides, so much is this study in accordance with the consti- tution and necessities of the mind, that, as nothing improves it more, so nothing pleases it more ; and, " to please is the first step toward instruction." What, then, can be more normal than the study of Divine purposes, plans, and executions, as written hi the human body, and exhibited by the properly arranged study of the human system ? This study is also a constant hymn to the Deity. His own works praise him silently and profoundly, impressing the mind far beyond what can be done by any words of man, and render- ing any special clauses and chapters unnecessary. " As the twig is bent the tree is inclined." Life should be computed not only by the lapse of time be- tween birth and death, but also by what is done and expe- rienced during that time. Hygiene prolongs life in a twofold manner, by adding to the number of its days, and by increasing their efficiency, both mental and physical. In this view, the effect of this study, universally and properly pursued, would be INTRODUCTORY REMARKS. 9 beyond belief. The aggregate length of human life would be much increased ; pupils would study more, but not so hard ; teachers would teach more, and with less exhaustion ; farmers, mechanics, merchants, professional men, and men of science would achieve and enjoy greater results than no\v. This would be better than adding so much to our population ; for while all good results would be correspondingly increased, the ex- penses would be diminished. Many of the same laws, also, not being restricted to man, but equally applicable to animals, (indeed, in the single item of properly providing for cattle, in the State of New York alone, the economy may not be stated, as it would appear incredible,) there is an additional reason for the study. Let every teacher, and all others interested in the educa- tion of children, give due heed and full weight to the argu- ments adduced: That health can be improved and preserved ; That the body is one of the tools every one must use in any avocation or enjoyment, and, for perfect use, must be understood and kept in perfect condition ; That Hygiene, properly pursued, induces correct methods and habits of thought ; That Hygiene is a great economist. Thoughts and arguments like these, which should induce each pupil to study and each teacher to teach this subject, have influenced the author to write this work. True, many books, and good ones too, have preceded this. Nearly thirty years ago Dr. Charles A. Lee, the pioneer in this good work, produced a text-book which at this day ranks as one of the best. The names of a score who have written since might be worthily mentioned, for every one has exhibited much merit, and some least known, the most. But the study is not yet as universal, not yet as attractive, as is desirable ; and whoever can, or thinks he can, should add his mite to the best of efforts. 1* 10 INTRODUCTORY REMARKS. Something valuable, it is thought, can be added to what is already of great intrinsic merit, by both illustration and presen- tation. This is made conclusive by the frequently and urgently expressed desire of teachers, well qualified to judge, that for their own and pupils' use the subjects should be presented in book-form, according to the methods that had given satisfaction when orally used before them and their classes. These methods are neither so novel nor so extraordinary as to render useless any previously acquired familiarity with the subject ; they merely make it more familiar by presenting known facts and ideas in a new light and with new features, in groups and relations suggesting new thoughts, removing obscurity, and exhibiting a unity and completeness highly satisfactory. The art of producing the desired and gratifying result does not consist in the use of a single idea or one means only. The first and most essential idea to be kept in mind is, that, if possible, the reasons for the existence of any part should be pointed out before its structure is described ; for, if the necessity for it, and what ought to be, is first shown, the description of the structure and its adaptation to use will be much more interesting and very easily understood. Physiology naturally precedes Anatomy in the order of constructive thought. Purpose is always antecedent to construc- tion, which is governed by and in accordance with purpose. This is the Creative idea and mode of thought, and also the most natural and delightful to the human mind. It is the key to the great charm that always abides in the study of Natural Theology. Functions are not performed because certain parts exist, but conditional parts exist because certain functions must be per- formed : function is therefore always the object in view as the result ; and how to perform it perfectly, with the greatest econ- omy of time, space, and material, is the sub-necessary question. Unfortunately, though the general purposes and the modes and results of action of the various parts of the body are known, INTRODUCTORY REMARKS. 11 in many cases it is otherwise when details are considered ; and the process of discovery that describes structures, and conjec- tures or endeavors to deduce functions therefrom, is the only course that can be taken. When, however, a purpose and the action necessary to accomplish it is understood, they should be explained first ; then the properties, structure, and arrangement adapted to fulfil the purpose should be suggested, and the student encouraged to construct mentally a part in accordance with the necessities of the case. Comparing his result with the reality, he will be delighted to observe how well he has execu- ted his own imaginary work — will be surprised at the common- sense manner in which every portion of the body has been made, and cannot but admire in the highest degree the exquis- itely perfect adaptation of every part to all, and more than all that he would have required. Thus, not only is interest excited and acquisition made rapid, but brevity is likewise gained ; for irrelevant characteristics may be omitted when description is only to correspond to purpose, while if it is unknown, every particular must be given. A second idea, arising from the first, but not of secondary importance, is, that the subjects should be studied under divis- ions and subdivisions made in accordance with the purposes or uses for which the different parts of the body were designed ; the parts being classed, not so much according to similarity as community of use, and so as to show their relations to each other, to the whole body, and to the mind. When this is done, there will be exhibited in Physiology, Anatomy, and Hygiene, an analysis and synthesis, a systematic arrangement, more natural, obvious, and complete, than can be found in any other subject. (See page 399.) Classification should not be artificial, arbitrary, accidental, fanciful, trifling, or superficial, but should exhibit the Divine purpose in organizing the human system, which in itself is prac- tical knowledge. 12 INTRODUCTORY REMARKS. By classification according to uses, it will be perceived and appreciated that the body is a unit, constructed of correlative and subordinate parts, but all having a unitary purpose ; that, commencing with man, composed of mind and body, we can de- scend, by a regular gradation of subdependent relations, through Members, Groups, Apparatuses, Organs, Textures, and Tissues, (with the addition of fluids,) to the primary elements constitu- ting the substratum of all parts, from which, by synthesis, the steps can be retraced till we find every subordinate part culmi- nate through its superior, in being a servant to the mind, for the use and development of which the body is designed — the mind and body acting and reacting on each other in every cir- cumstance in life. (See the Chart of Analysis and Synthesis, in Appendix.) It must be evident that, by the use of this natural and legiti- mate classification according to use, the labor of acquisition, retention, and application, will be in a very noteworthy degree abridged. This naturally leads to the third idea, which is, that a general and brief analysis of the uses and construction of the body should be given as an introduction to the synthetical study of details, as then the necessity for them and their uses will be more readily apprehended, since they are useful and necessary only as they are subordinate to the great purpose for which the body exists ; and their value will be more appreciated, and they will become more interesting, as their relations to those purposes are more clearly perceived. It may be added that the different parts of the body are so intimately associated with, and act and react so constantly on, each other, that a general knowledge of all is necessary to the complete understanding of any one. If, however, any teacher thinks that details should be studied first, he can adopt this plan by commencing with the synthetic view. And in many instances it will be best for him to do this, and conclude with the General Analysis, or he may have the INTRODUCTORY REMARKS. 13 class merely read the General Analysis during class-hour the first time going through the book. In the fourth place, it may be suggested that blackboard exercises should be conducted in connection with recitations. The tables or synopses should be built, or grow up, line by line, as the ideas that underlie them are unfolded, and should be allowed to remain from day to day before the pupil, and be frequently reviewed or rehearsed. Each table can be transferred, for convenience of preservation, to a large sheet of paper or of cloth. But when such sheets, exhibiting the table in full, are possessed, they should not be used till made up on the board by the pupil.* Tables should also be constructed with initials only, and in several forms, and be made, if convenient, with colored chalks, pencils, inks, or paints, and with letters of differ- ent shape and size, in order to make the distinctions of the classifications and their suggestions evident to the eye. This leads to the fifth idea, or means : The classifications should be represented by objects when possible; by models, by pictures and drawings, and by outlines and sketches on the blackboard. All such illustrations are very impressive and lasting in their effects. Many classifications of parts of the body can be illustrated by corresponding parts of animals, which al- ways proves exceedingly interesting to pupils. By illustrations and classifications something more is meant than the illustration of single and isolated parts ; it means a systematic illustration of all the classifications so far as possible — making the illustrations by themselves a complete epitome or abstract of relations. Every teacher will of course understand, without a hint, the advantage and iihportance of illustrating individual parts. * Sheets exhibiting the most important tables, in colored letters of various forms, can be had of the Publishers of this work. INTRODUCTORY REMARKS. The order in which illustrations are used is of no small im- portance: it should always be in accordance with the action, or use of parts, and have reference to the class of ideas to be pre- sented. Plate 6 is an example of an order perfect for the in- tended purpose : thus, Eye — Nerve — Brain, or, Brain — Nerve — — Eye, would each be a proper order in its peculiar case, as the eye acts upon the nerve, and the nerve upon the brain, the nerve connecting the eye and brain ; but Nerve — Eye — Brain, or, Nerve — Brain — Eye, would never be a proper order for mentioning or illustrating those parts of the body, as the eye is not between the nerve and brain, nor is the brain between the nerve and eye, either in position, or action. If plates are sus- pended in the recitation or other room, their order should be that in which the parts represented act upon or relate to each other, so that relations and uses as well as construction should be suggested. Under the preceding six headings are exhibited the most distinctive methods for producing the result that so many teach- ers have been pleased to admire and to desire to produce ; if used with other appropriate means, as complete success as that which has gratified them may be assured. It is not perfect. It is an improvement. Teachers can add to it, as by increments it has grown during many years' experience, now by a new reflec- tion, now by a new truth, now by some suggestion of a teacher, and not unfrequently by the timely question of a pupil. These methods are only one convenient part of the apparatus to be used in teaching Hygiene. In addition, it may be suggested that all ideas presented should as far as possible be illustrated by facts within the obser- vation of the pupils or drawn from the teacher's own experience, by anecdotes, and in any other way that will arrest attention or excite interest; and especially should every practical idea be enforced by illustrations of the necessity for and the results of its application. (See Appendix C.) INTRODUCTORY REMARKS. 15 It is above all things important that the teacher be persuaded, and persuade his pupils to believe the fact, that this subject is an easy one to learn. The body is not that complex apparatus it at first seems to be. This impression is induced by the manner in which its parts are packed, and as it were interwoven, in order that they may occupy a small space and present a neat appear- ance. But when the body is properly resolved into its constit- uent elements, they will be found few in number, easily compre- hended ; and a student will quickly learn how to build them up and take them down, and the correct philosophy of all the circumstances that work their harm or good. The subject sometimes appears difficult and tedious on ac- count of the many details and technical expressions with which it is encumbered. Most of these are entirely unnecessary in a work for popular use. Let teachers observe and inculcate the very marked distinction, in this respect, between popular and professional use. The latter requires a knowledge of a thousand details and a corresponding number of terms, while professional writings so abound in tech- nical expressions, that the sooner a professional student becomes familiar with them the better. "When familiar with them, and most of his knowledge has been obtained in part through their use, it will be more difficult for him to express himself other- wise, than to translate from one language to another. Hence the multiplicity of such expressions in works intended for general use. It is better for the popular student to have the translation made, however inconvenient it may be to the wri- ter ; for the expressions are often awkward, and always sound pedantic outside of professional circles. It will be difficult for him to understand their true force, and he has not the time to make himself familiar with them. The various details, and the few terms necessary or of any advantage to him, will be so evi- dently convenient, that they will neither be, nor appear to be, burdensome. Even the use of these had better be avoided in 16 INTRODUCTORY REMARKS. the general presentation, or, so to speak, plan, of new ideas, to either the popular or the professional student; as ideas are usually, though not always, more easily obtained through lan- guage that is familiar, though imperfect, than when the mean- ing of it is also to be learned. (See Appendix E.) Such an explanation as that just made will often remove a very natural prejudice from the minds of parents, and secure the favorable opinion of any professional man who would not be likely to think a few weeks of much use in his studies, or that they could be easily comprehended by young persons. That labor is not lost which will render this subject agreeable to every person. It is worthy of patience and painstaking. Not the wise, but the ignorant, need instruction, and ignorance must be removed, not offended nor opposed. But any difficulties in connection with this subject will readily melt away under the warm enthusiasm of a teacher zeal ous to discharge all his duty, and ambitious to take a high rank. in one of the most useful and deserving professions. This work was prepared — (1st) Because the study of Hygiene will promote health, pro- long life, improve personal appearance, render the action of body and mind more efficient, and much increase the sum of human happiness. (2d) Because, though the subject is well presented in many books, and well taught through their use, improvements 'upon them are desirable and attainable. A little improvement in a subject of such importance is a gain exceeding the outlay of means; even without improvement a new book will refresh and invigorate a teacher, and it will be profitable to any pupil to have more than one work on this subject. (3d) Because many persons, well qualified to judge, have de- cided that its distinctive features are superior, and desired to have a text-book prepared in accordance with them ; and '. INTRODUCTORY REMARKS. 17 (4th) Because the publishers were desirous of presenting to teachers and the puhlic a work illustrated and executed in a style worthy of the subject. The ideal plan of the work is — (1st) To show, when possible, the necessity for a part, and the properties and construction required, before describing it as it exists. (2d) To present a brief general analysis (retraced, a general synthesis) of the uses and construction of the whole body, pre- paratory to the complete study of details (synthetic, retraced analytic). (3d) To classify parts according to their uses, co-ordination, correlation, and subordination. (4th) To illustrate classifications as well as their constituent parts. (5th) To exhibit relations by tables, synopses, and black- board exercises. (6th) To present new ideas in familiar language, and supply the appropriate terms afterward. (7th) To lead the student himself, from sustaining facts, to make immediately those inductions, deductions, and inferences, that, with the -instructions of experience, constitute practical Hygiene ; to observe the constant relations between the Mind, Body, and External World, that he may not think time spent in providing for physical welfare, and in improving his surround- ings, is taken from mental advancement, but may know that the Body must be kept in a perfect condition in order that he may possess the highest capabilities. (8th) To throw into an Appendix, models of blackboard ex- ercises, charts, cuts, and other matter, which, though" relevant, explanatory, and useful, would appear to encumber the text and disturb its unity ; while the cuts, beautifully printed upon tinted paper, will be a very useful and attractive feature. (9th) To frame, as far as possible, the questions at the bot- 18 INTRODUCTORY REMARKS. toms of pages, so that they will be in part composed of the capitalized words of corresponding paragraphs, thus making the questions strikingly topical, and not liable to objections. These improved methods, in connection with the admirably illustrative cuts furnished by the publishers, will, it is hoped and believed, assist in habituating students to correctly exercise and develop their thinking powers, and enable them to become more pleasantly, rapidly, and completely acquainted with the laws of Hygiene than previous opportunities have allowed. The work is addressed to those desirous of self-improvement, and willing to take the pains necessary for it ; who value them- selves as having minds as well as bodies, the former of which can be as much improved by mental as the latter by physical gymnastics ; who think that man in his rich endowment of immortality is ennobled above all comparison with earthly distinctions, 'and worthy of his own highest respect and care; who desire to learn, therefore, not merely to recite a lesson, but to obtain knowledge, and, feeling the value of this acquisition, are willing to invest the necessary labor : — also to teachers who esteem the " laborer worthy of his hire," and demand it, yet enjoy an additional rich reward in doing that which will consti- tute the germs of exalted habits in future generations through widespread communities, and are ever ready to impart know- ledge to those desirous of learning the laws of Hygiene. In the same spirit, nothing will give the author higher pleas- ure than to assist, personally or by letter, teachers and students in ncquiring or disseminating a knowledge of the Laws of Hygiene ; and he would solicit the favor of their acquaintance, or the continuation of it, upon the ground of community of opin- ions, feelings, and interests. I7ERSIT7 SYSTEMATIC H TJ M -A- 3ST PHYSIOLOGY, ANATOMY, AND HYGIENE. PART I. GENERAL ANALYSIS. CHAPTER I. SYSTEMATIC ANALYSIS OF MAN. Composed of Mind and Body. 1. ANTHROPOLOGY, from anthropos^ a man, and logos, a discourse, treatise, or science, is the name given to a department of science that treats upon the entire nature of man. (See Appendix A.) The capitalized words commencing a paragraph" in tho text usually indicate topics, and a word or two more will, with them and an interrogation point, form a question. What is, with " ANTHROPOLOGY," and an ? will bring out the whole mat- ter of the first paragraph, Teachers can readily, therefore, ask questions without reference to those at the bottom of the page. In those, the dash before, between, or after words in questions, is to be understood as meaning the capitalized words of the paragraph correspondingly numbered. In some questions the capitalized verb must be repeated, and the order of the words changed. The Teacher may ask such questions on Ap. as is judged proper. It should be read in class. A Blackboard (B — d) should always be present at recitations ; if not, a slate or paper should serve the same purpose. — Have you read " Introductory Remarks ? "' What is the pur« port of them ? 1. What ia — ? Have you read Ap. A ? 20 GENERAL ANALYSIS. 2. MAN is COMPOSED of Mind and Body ; therefore Anthropology must be divided into two sub-sciences. 3. PSYCHOLOGY, from Psyche, the soul, and logos, is the name of that science that treats upon the nature of the human mind, and the methods of developing its powers. 4. BIOLOGY, from Bios, life, and logos, is the most correct name of that science that treats upon physical life ; that is, life exhibited by vegetables, animals, and also by man, but not including his mental life. C Human. BIOLOGY ....... -j Animal. ( Vegetable. 5. HUMAN, ANIMAL, AND VEGETABLE BIOLOGY, are the names given to the three divisions of that depart- ment; they correspond to the three general forms in which physical life is exhibited. (See Ap. A. g.) 6. COMPARATIVE BIOLOGY, is the name given to a science the object of which is to compare the three kinds of life, and the various parts of vegetables, ani- mals, and man, so as to make out analogies, discern uses, and draw instructive conclusions in respect to the use of parts. 7. EACH DIVISION OF BIOLOGY is subdivided into PHYSIOLOGY, ANATOMY, HYGIENE, Pathology, Therapeu- tics, Materia-Medica, and Surgery each classed as Hu- man, Animal, Vegetable, and Comparative, according to application. (See Ap. B.) r PHYSIOLOGY, ) ANATOMY, >• POPULAR. ( Human, ) BIOLOGY •] Animal, [• (Vegetable, ) HYGIENE, Pathology, Therapeutics, Y Professional. Materia-Medica, Surgery, 2. Of what is — ? Write Div. of Anthro. on B— d. 3. What is — ? 4. What Is — ? Write Div. of Biol. on B— d. 5. What are — ? What does Ap. A. g. state ? 6. What U — ? 7. How is — ? Write Div. and Subdiv. of Biol. on B— d. SYSTEMATIC ANALYSIS OF MAN. 21 8. PHYSIOLOGY, or Bio-Dynamics^ treats upon the purposes, uses, functions, actions, properties, results, and relations of the various parts of living things. 9. ANATOMY, or Bio-Statics, treats upon the struc- ture, viz., color, size, form, surface, position, and compo- sition of living things. 10. HYGIENE treats upon Health, what will im- prove and preserve it, what will impair and destroy it ; and also upon the means best adapted to produce and preserve a desirable condition for use and appearance in the various parts of living things. It also draws in a few practical facts from its professional co-divisions. Hu- man Hygiene treats also of the mind, so far as its condi- tion is dependent on the body. 11. PHYSIOLOGY, ANATOMY, AND HYGIENE may be treated in either a professional or a popular manner: their co-divisions, treating upon the effects of disease, its cure, the nature and use of medicines, and manual operations, are professional. 12. THE PROFESSIONAL STUDY of Anatomy, Physi- ology, and Hygiene, includes all their details and modes of expression, requiring years of time in connection with the study of their co-divisions, and, for skilful applica- tion in curing disease, much experience and disciplined observation. 13. THE POPULAR STUDY of Physiology, Anatomy, and Hygiene, includes only so much of them as is of use to all classes of persons : the whole of Hygiene, much of Physiology, and less of Anatomy. Few details are required ; few technical terms, and not one technical ex- pression (that so much abound in the professional study) ; very little of the mere mechanical, very little of drudgery : whatever is curious, whatever is interesting, whatever is instructive or practical, is appropriate. It is brief, and at once matures its fruit for use in every-day life. 8. — treats upon what? 9. — treats upon what? 10. Upon what does — ? 11. How may—? 12. What does — include? 13. What does — include ? What is appropriate to the study of Hygiene ? 22 GENERAL ANALYSIS. 14. THE MODES OF TREATING Human Physiology, Anatomy, and Hygiene are numerous; indeed, there hardly seems to be any method, or approach to unanim- ity of treatment) as in other sciences ; but they may all be classed as the disjunctive and the systematic, which will correspond to professional and popular use. "-™- I 15. BY THE DISJUNCTIVE OR DISCRETE METHOD, Human Anatomy, Physiology, and Hygiene are treated upon separately, and their divisions even independently ; it is not therefore adapted to popular, but to professional use ; if not the better for that use, there are at least rea- sons why it is adopted, and may be with propriety, espe- cially if the popular precede the professional study, as ought always to be the case. 16. BY THE SYSTEMATIC OR CONCRETE METHOD, Hu- man Physiology, Anatomy, and Hygiene are treated as the topics of a subject so intimately and systematically related throughout its divisions and subdivisions, that, for popular use, neither can, independently, be fully and practically discussed. By this method, as far as possible, the structure or Anatomy of parts is treated as secondary to their rela- tions and uses, or Physiology, on account of which the peculiarities of their structure are required, and the best condition for which, it is the province of Hygiene to point out. By this method the body is treated as a system of sub-systems, well denominated The Human System — a whole composed of dependent and sub-dependent parts, but all working together harmoniously, their proper and only correct classifications being thus naturally indicated by their uses and relations. 17. Inf. — USES AND RELATIONS are, therefore, the 14. What are — ? Write Div. of Methods on B— d. 15. How — are ? 16. - how are ? How by this method ia Anatomy treated ? How is the body treated ? 17. — are what? SYSTEMATIC ANALYSIS OF MAN. 23 keynote to the systematic method, and to the interest, brevity, practical character, and completeness that dis- tinguish it. 18. ANALYSIS, from two Greek words, signifies the separation of a compound into its constituent elements. 19. BY ANALYSIS, ACCORDING TO THE SYSTEMATIC METHOD, the Human System is resolved into Members, Groups, Apparatus, Organs, Tissues and Fluids, Ana- tomical Elements and Chemical Elements, each a subdi- vision of that which precedes it, the whole exhibiting a perfect hierarchy of parts. M,™ Appa- n Fluids Anat. Chem. Body = ^m- =Groups= ra- =^= & = Ele- = Ele- tus San> Tissues mentg 20. SYNTHESIS, from two Greek words, is the oppo- site of Analysis, and signifies the uniting together of elements to form a compound. 21. BY SYNTHESIS, ACCORDING TO THE SYSTEMATIC METHOD, from the thirteen essential, fundamental, Chem- ical Elements, through the successive steps of construct- ing Anatomical Elements, Fluids and Tissues, Organs, Apparatus, Groups, and Members, the Human System is built up a complete unit, all its parts working systemat- ically together for a common purpose, the development of the mind. (See page 399.) Chem. Anat. . Fluids . Or . Appa- M , Groups , *J£ , Body. merits ments Tissues ' tus METHOD , . .. 22. Inf. — SYSTEMATIC ANALYSIS AND SYNTHESIS thus triumphantly prove that man is composed of mind and body, the latter secondary — the servant, yet an instru- ment essential to the development and activity of the mind, and also the active channel through which the mind exerts influences upon, and receives them from, the great world external to the body. 18. What is — ? 19. — how is System resolved? Write Anal, of System on B-d. 20. What is -? 21. — how System built ? Write Synth. System on B~d. 22. What does — prove? Write Div. of man on B— d. GENERAL ANALYSIS. MAN . \ BODY. 23. Inf. — THE WELFARE OF MAN requires a know- ledge of, and the training of, the entire MAN — not of the mind alone, not of the body alone; but the education of the former, and the exercise of the latter. TRAINED MAN , \ Educated Mind. ( Exercised Body. ^24. Inf.— THE ENTIRE WELFARE OF MAN also re- quires the proper arrangement of the external world, that it may act favorably upon the body, and through it upon the mind. (See Ap. D.) ( Mind Educated. WELFARE OF MAN •] Body Exercised. ( World Arranged. 25. ^/—SYSTEMATIC HUMAN PHYSIOLOGY, AJSATO- MY, AND HYGIENE, presented Analytically and Synthet- ically, is, according to the meaning given of those words, the appropriate title to a work that proposes, with distinctness, brevity, and completeness, to treat upon whatever in the Human System is curious, interest- ing, or practical, for popular use. Analytic, ) Systematic, Synthetic, f Popular, Disjunctive, Professional, Phys. Anat. Hyg. Psychology, .j Human |Biology , 1 J FOLOGT. (It is not necessary to introduce in the title the word popular, as the idea is expressed in systematic ; neither is it necessary to refer in it to the mind, nor to the Exter- nal World, since they are only treated incidentally, as intimately related to the body, as beneficent or injuri- ous influences, or, as exhibiting the rationale of its structure and action. Neither is it necessary in the title to express the ideas of Induction, Deduction, or Inference, as Analysis and Synthesis essentially include those ideas, especially if the Analysis and Synthesis is developed by a natural progress from one division to another, which is a point of prime importance.) (See Ap. F.) 28. What does — require? What has a trained man? Write table on B— d. 24. What does — require ? Read Ap. D. Write table of Welfare. 25. What is — ? Write synthetic table on B— d. Read Ap. F. CHAPTER II. SYSTEMATIC ANALYSIS OF THE BODY. Members. 26. THE MIND AND BODY ARE UNITED in a manner unknown. It is one of the mysteries of science, not as yet to the slightest degree fathomed. As how the mind acts or is acted upon is not known, no reason can be given why it must be associated with any peculiar structure, nor why the peculiar structure is adapted to its purpose. 27. THE MIND is NOT ASSOCIATED DIRECTLY with all parts of the body ; for large portions of it may be dis- eased or removed without immediately, if at all, affecting the powers of the mind. 28. THE SEAT OF THE MIND MUST BE CONNECTED with all parts of the body, because the influences of the mind are exerted upon all parts. 29. THE BRAIN on THE HEART MUST BE THE SEAT OF THE MIND, since they are the only parts of the body con- nected with all the rest — the heart by means of the blood-tubes, and the brain by means of the nerves. But the heart and blood-tubes have one office to perform, the circulation of the blood; and they are also under the in- fluence of the brain and nerves. Fig. 43, on the following page, is a plan of the Brain, Spinal Cord, and Nerves, supposing the body to be transparent and no parts visible, except the nervous system, which is not in a plane, but extends backward and forward, terminating in the skin as well as other parts throughout the body. Though the branches appear to be numerous, not one in a thousand of 26. How are —'! 27. With what is -? 28. With what must — ? 29. Why must — ? 26 GENEKAL ANALYSIS. FIG. 43 the minute nerves can be shown. The same is the case with the blood- tubes of Fig. 44. There is not a portion of the body as large as a pin's head that does not have both a nerve and a blood-tube commencing in it Describe Fig. 48. Where