Education and Innervation. 57 



than to industrial success." Again the cerebral functions 

 develop with intellectual exercise as the sensory functions 

 develop with the renewal of sensations, and just as the organs 

 of locomotion do with the exercise of voluntary movements. 

 At the same time, these exercises in different ways separately 

 and collectively expend the nervous and arterial elements of 

 nervosity. The muscular differ from the intellectual insomuch 

 as the latter cause a more enervating waste, and one that re- 

 quires for reparation more lengthened rest and sleep. Those 

 who are habitually given to violent muscular exercises require 

 more frequent aliment, and that of a more substantial and less 

 delicate character than those who devote themselves to in- 

 tellectual pursuits, while these ought to take food less frequently, 

 less copiously, and that of a more juicy character than the others. 

 It must also be borne in mind that cessation from toil is repose 

 for the muscles, while sleep is repose for the brain. Hence the 

 student requires a more refined diet and more sleep than the 

 farmer. Now, to deny the suitable food or the suitable repose 

 in either of these cases means the development of the troubles 

 of impressionability and innervation, or, in other words, the 

 act of nervous superexcitation, while the continued interruption 

 of exercises results in maintaining and increasing the super- 

 excitability of the nervous tissue in preventing the vasculo- 

 nervine development necessary to the proper circulation of the 

 blood, while the too frequent renewal or too prolonged con- 

 tinuance of them results in producing superexcitability in the 

 nervous tissues by debilitatmg them. It must, therefore, be 

 seen how important is the variation or alternation of the 

 different exercises in the proper balancing of the various 

 functions and developments of nervosity. 



And now a few words on the practical application of this to 

 modern physical training. First, I would invite you to consider 

 how those who are interested in the breeding of various animals 

 deal with such matters. Take the boy, and did you ever find a 

 boy who had never in his life kept a rabbit, a pigeon, or a 

 mouse ? Take the boy, then, who spends his pennies on his 



