SYSTEMATIC ANALYSIS OF THE BODY. 



49 



the same in all the members ; they therefore require the 

 same treatment in all the members. The following table 

 exhibits this important practical idea more clearly : 



HEAD-walls, 



Neck, 



Trunk-walls, 



lower extremities, 



upper extremities, 



larynx, 



CONTENTS of Head-walls. " 



Contents of Trunk-walls. 



105. Inf. TO LEARN THE ESSENTIAL CHARACTERIS- 

 TICS OP ONLY FIVE KINDS OF ORGANS IS to become aC- 



quainted with, and understand how to provide for the 

 welfare of, much the larger part of the body.* 



BODY 



f Skeleton. 



Muscles. 

 = \ Nerves. 



Skin. 

 [Blood-tubes. 



* The Teacher can now present the sheets exhibiting the Tables of this chapter, 

 if he have them, or cause the pupils to produce them, and also suspend Anatomi- 

 cal Plates, outline diagrams, or whatever will be illustrative, bearing in mind that 

 some truths become impressed by the constant action of their illustrations ; and 

 on the other hand, that the minds of youth are always awakened by something 

 new. Therefore arrange and rearrange the old, and keep always something in re- 

 serve, to be brought out little by little at each exercise, especially if it is a review. 

 It is a lamentable fact that pupils often study through a book on Hygiene, making 

 good recitations at each lesson, yet in a short time know very little of the subjects 

 they have studied. This is for want of a linked chain running through the whole, 

 and binding the parts together. If this chain is fixed in the student's mind, it is 

 not necessary for him to try to remember the details, as they will suggest them- 

 selves in connection with the appropriate link of the chain whenever he reviews the 

 subject. To make ideas practical, they must, so to speak, become incorporated in the 

 mind, which does not occur until they have been again and again presented before 

 It in various aspects ; after they have once been thus fairly introduced, they never 

 cease to exert their leavening influences. It is of so great importance that a pupil 

 should be familiar with the ideas of the correct classification and relations of parts, 

 that it is hardly possible for him to analyze and synthesize the divisions over which 

 he passes too many times. The object is to have him, when through the work, 

 thoroughly understand the subject, not only what exists, but the rationale of it as 

 far as possible ; and where that cannot be, to know precisely where the line of clear 

 knowledge is, and where he must begin to search for that yet undeveloped. Let 

 the Teacher make sure, therefore, that every pupil in the class understands not only 

 that there are six members, but why there can be neither more nor less than six. 

 Let him also be assured, that each pupil understands what parts are composed of 

 the five general organs, and why there can be neither more nor less than five. The 

 relative location of the five general organs, which are at the surface, which the 

 deepest, and which in the midst of the-others, should be made so familiar to the 

 student by varied questions upon the structure of members, that the Body shall 

 be before his mind's eye like a transparent structure. 



99. Can nerves ever be classed by members? 100. How may? 101. How 

 may Blood-tubes be classed? 102. Where are located? 103. How would 

 divide the body ? 104. What do ? Write table of. 105. is what ? 



