Power Through Repose Part 6

The study for free movement in the arms and legs should of course be separate. The law that every part moves from something prior to it, is ill.u.s.trated exquisitely in the motion of the fingers from the wrist. Here also the individuality of the muscles in their perfect co-ordination is pleasantly ill.u.s.trated. To gain ease of movement in the fore arm, its motive power must seem to be in the upper arm; the motive power for the entire arm must seem to be centred in the shoulder. When through various exercises a natural co-ordination of the muscles is gained, the arm can be moved in curves from the shoulder, which remind one of a graceful snake; and the balance is so true that the motion seems hardly more than a thought in the amount of effort it takes. Great care should be given to freeing the hands and fingers. Because the hand is in such constant communication with the brain, the tension of the entire body often seems to be reflected there. Sometimes it is even necessary to train the hand to some extent in the earliest lessons.

Exercises for movement in the legs are to free the joints, so that motions may follow one another as in the arm,--the foot from the ankle; the lower leg from the upper leg; the upper leg from the hip; and, as--in the arm, the free action of the joints in the leg comes as we seem to centre the motive power in the hip. There is then the same grace and ease of movement which we gain in the arm, simply because the muscles have their natural equilibrium.

Thus the motive power of the body will seem to be gradually drawn to an imaginary centre in the lower part of the trunk,--which simply means withdrawing superfluous tension from every part. The exercise to help establish this equilibrium is graceful, and not difficult if we take it quietly and easily, using the mind to hold a balance without effort. Raise the right arm diagonally forward, the left leg diagonally back,--the arm must be high up, the foot just off the floor, so that as far as possible you make a direct line from the wrist to the ankle; in this att.i.tude stretch all muscles across the body from left to right slowly and steadily, then relax quite as slowly. Now, be sure your arm and leg are free from all tension, and swing them very slowly, as if they were one piece, to as nearly a horizontal position as they can reach; then slowly pivot round until you bring your arm diagonally back and your leg diagonally forward; still horizontal, pivot again to the starting point; then bring leg down and arm up, always keeping them as in a line, until your foot is again off the floor; then slowly lower your arm and let your foot rest on the floor so that gradually your whole weight rests on that leg, and the other is free to swing up and pivot with the opposite arm. All this must be done slowly and without strain of any kind.

The motions which follow in sets are for the better daily working of the body, as well as to establish its freedom. The first set is called the "Big Rhythms," because it takes mainly the rhythmic movement of the larger muscles of the body, and is meant, through movements taken on one foot, to give a true balance in the poise of the body as well as to make habitual the natural co-ordination in the action of all the larger muscles. It is like practising a series of big musical chords to accustom our ears to their harmonies. The second set, named the "Little Rhythms,"--because that is a convenient way of designating it,--is a series meant to include the movement of all the smaller muscles as well as the large ones, and is carried out even to the fingers. The third set is for spring and rapid motion, especially in joints of arms and legs.

Of course having once found the body's natural freedom, the variety of motions is as great as the variety of musical sounds and combinations possible to an instrument which will respond to every tone in the musical scale. It is in opening the way for this natural motion that the exquisite possibilities in motion purely artistic dawn upon us with ever-increasing light. And as in music it is the sonata, the waltz, or the nocturne we must feel, not the mechanical process of our own performance,--so in moving, it is the beautiful, natural harmonies of the muscles, from the big rhythms to all the smaller ones, that we must feel and make others feel, and not the mere mechanical grace of our bodies; and we can move a sonata from the first to the last, changing the time and holding the theme so that the soul will be touched through the eye, as it is through the ear now in music. But, according to the present state of the human body, more than one generation will pa.s.s before we reach, or know the beginning of, the highest artistic power of motion. If art is Nature illuminated, one must have some slight appreciation and experience of Nature before attempting her illumination.

The set of motions mentioned can be only very inadequately described in print. But although they are graceful, because they are natural, the first idea in practising them is that they are a means to an end, not an end in themselves. For in the big and little rhythms and the springing motions, in practising them over and over again we are establis.h.i.+ng the habit of natural motion, and will carry it more and more into everything we do.

If the work of the brain in muscular exercise were reduced to its minimum, the consequent benefit from all exercise would greatly increase.

A new movement can be learned with facility in proportion to the power for dropping at the time all impressions of previous movements. In training to take every motion easily, after a time the brain-work is relieved, for we move with ease,--that is, with a natural co-ordination of muscles, automatically,--in every known motion; and we lessen very greatly the mental strain, in learning a new movement, by gaining the power to relax entirely at first, and then, out of a free body, choose the muscles needed, and so avoid the nervous strain of useless muscular experiment.

So far as the mere muscular movement goes, the sensation is that of being well oiled. As for instance, in a natural walk, where the swinging muscles and the standing muscles act and rest in alternate rhythmic action, the chest is held high, the side muscles free to move in, harmony with the legs, and all the spring in the body brought into play through inclining slightly forward and pus.h.i.+ng with the ball of the back foot, the arms swinging naturally without tension. Walking with a free body is often one of the best forms of rest, and in the varying forms of motion arranged for practice we are enabled to realize, that "perfect harmony of action in the entire man invigorates every part."

XIV.

MIND TRAINING

IT will be plainly seen that this training of the body is at the same time a training of the mind, and indeed it is in essence a training of the will. For as we think of it carefully and a.n.a.lyze it to its fundamental principles, we realize that it might almost be summed up as in itself a training of the will alone. That is certainly what it leads to, and where it leads from.

Maudsley tells us that "he who is incapable of guiding his muscles, is incapable of concentrating his mind;" and it would seem to follow, by a natural sequence, that training for the best use of all the powers given us should begin with the muscles, and continue through the nerves and the senses to the mind,--all by means of the will, which should gradually remove all personal contractions and obstructions to the wholesome working of the law of cause and effect.

Help a child to use his own ability of gaining free muscles, nerves clear to take impressions through every sense, a mind open to recognize them, and a will alive with interest in and love for finding the best in each new sensation or truth, and what can he not reach in power of use to others and in his own growth.

The consistency of creation is perfect. The law that applies to the guidance of the muscles works just as truly in training the senses and the mind.

A new movement can be learned with facility in proportion to the power of dropping at the time all impressions of previous movements.

Quickness and keenness of sense are gained only in proportion to the power of quieting the senses not in use, and erasing previous impressions upon the sense which is active at the time.

True concentration of mind means the ability to drop every subject but that centred upon. Tell one man to concentrate his mind on a difficult problem until he has worked it out,--he will clinch his fists, tighten his throat, hold his teeth hard together, and contract n.o.body knows how many more muscles in his body, burning and wasting fuel in a hundred or more places where it should be saved.

This is _not_ concentration. Concentration means the focussing of a force; and when the mathematical faculty of the brain alone should be at work, the force is not focussed if it is at the same time flying over all other parts of the body in useless strain of innumerable muscles. Tell another man, one who works naturally, to solve the same problem,--he will instinctively and at once "erase all previous impressions" in muscle and nerve, and with a quiet, earnest expression, not a face knotted with useless strain, will concentrate upon his work. The result, so far as the problem itself is concerned, may be the same in both cases; but the result upon the physique of the men who have undertaken the work will be vastly different.

It will be insisted upon by many, and, strange as it may seem, by many who have a large share of good sense, that they can work better with this extra tension. "For," the explanation is, "it is natural to me." That may be, but it is not natural to Nature; and however difficult it may be at first to drop our own way and adopt Nature's, the proportionate gain is very great in the end.

Normal exercise often stimulates the brain, and by promoting more vigorous circulation, and so greater physical activity all over the body, helps the brain to work more easily. Therefore some men can think better while walking.

This is quite unlike the superfluous strain of nervous motion, which, however it may seem to help at the time, eventually and steadily lessens mental power instead of increasing it. The distinction between motion which wholesomely increases the brain activity and that which is simply unnecessary tension, is not difficult to discern when our eyes are well opened to superfluous effort. This misdirected force seems to be the secret of much of the overwork in schools, and the consequent physical break-down of school children, especially girls. It is not that they have too much to do, it is that they do not know how to study naturally, and with the real concentration which learns the lesson most quickly, most surely, and with the least amount of effort. They study a lesson with all the muscles of the body when only the brain is needed, with a running accompaniment of worry for fear it will not be learned.

Girls can be, have been, trained out of worrying about their lessons. Nervous strain is often extreme in students, from lesson-worry alone; and indeed in many cases it is the worry that tires and brings illness, and not the study. Worry is brain tension.

It is partly a vague, unformed sense that work is not being done in the best way which makes the pressure more than it need be; and instead of quietly studying to work to better advantage, the worrier allows herself to get more and more oppressed by her anxieties,--as we have seen a child grow cross over a snarl of twine which, with very little patience, might be easily unravelled, but in which, in the child's nervous annoyance, every knot is pulled tighter. Perhaps we ought hardly to expect as much from the worried student as from the child, because the ideas of how to study arc so vague that they seldom bring a realization of the fact that there might be an improvement in the way of studying.

This possible improvement may be easily shown. I have taken a girl inclined to the mistaken way of working, asked her to lie on the floor where she could give up entirely to the force of gravity,--then after helping her to a certain amount of pa.s.sivity, so that at least she looked quiet, have asked her to give me a list of her lessons. Before opening her mouth to answer, she moved in little nervous twitches, apparently every muscle in her body, from head to foot. I stopped her, took time to bring her again to a quiet state, and then repeated the question. Again the nervous movement began, but this time the child exclaimed, "Why, isn't it funny? I cannot think without moving all over!" Here was the Rubicon crossed.

She had become alive to her own superfluous tension; and after that to train her not only to think without moving all over, but to answer questions easily and quietly and so with more expression, and then to study with greatly decreased effort, was a very pleasant process.

Every boy and girl should have this training to a greater or less degree. It is a steady, regular process, and should be so taken. We have come through too many generations of misused force to get back into a natural use of our powers in any rapid way; it must come step by step, as a man is trained to use a complicated machine. It seems hardly fair to compare such training to the use of a machine,--it opens to us such extensive and unlimited power. We can only make the comparison with regard to the first process of development.

A training for concentration of mind should begin with the muscles.

First, learn to withdraw the will from the muscles entirely. Learn, next, to direct the will over the muscles of one arm while the rest of the body is perfectly free and relaxed,--first, by stretching the arm slowly and steadily, and then allowing it to relax; next, by clinching the fist and drawing the arm up with all the force possible until the elbow is entirely bent. There is not one person in ten, hardly one in a hundred, who can command his muscles to that slight extent. At first some one must lift the arm that should be free, and drop it several times while the muscles of the other arm are contracting; that will make the unnecessary tension evident.

There are also ways by which the free arm can be tested without the help of a second person.

The power of directing the will over various muscles that should be independent, without the so-called sympathetic contraction of other muscles, should be gained all over the body. This is the beginning of concentration in a true sense of the word. The necessity for returning to an absolute freedom of body before directing the will to any new part cannot be too often impressed upon the mind. Having once "sensed" a free body--so to speak--we are not masters until we gain the power to return to it at a moment's notice. In a second we can "erase previous impressions" for the time; and that is the foundation, the rock, upon which our house is built.

Then follows the process of learning to think and to speak in freedom. First, as to useless muscular contractions. Watch children work their hands when reciting in cla.s.s. Tell them to stop, and the poor things will, with great effort, hold their hands rigidly still, and suffer from the discomfort and strain of doing so. Help them to freedom of body, then to the sense that the working of their hands is not really needed, and they will learn to recite with a feeling of freedom which is better than they can understand. Sometimes a child must be put on the floor to learn to think quietly and directly, and to follow the same directions in this manner of answering. It would be better if this could always be done with thoughtful care and watching; but as this would be inappropriate with large cla.s.ses, there are quieting and relaxing exercises to be practised sitting and standing, which will bring children to a normal freedom, and help them to drop muscular contractions which interfere with ease and control of thought and expression. Pictures can be described,--scenes from Shakespeare, for instance,--in the child's own words, while making quiet motions. Such exercise increases the sensitiveness to muscular contraction, and unnecessary muscular contraction, beside something to avoid in itself, obviously makes thought _indirect._ A child must think quietly, to express his thought quietly and directly. This exercise, of course, also cultivates the imagination.

In all this work, as clear channels are opened for impression and expression, the faculties themselves naturally have a freer growth.

The process of quiet thought and expression must be trained in all phases,--from the slow description of something seen or imagined or remembered, to the quick and correct answer required to an example in mental arithmetic, or any other rapid thinking. This, of course, means a growth in power of attention,--attention which is real concentration, not the strained attention habitual to most of us, and which being abnormal in itself causes abnormal reaction. And this natural attention is learned in the use of each separate sense,--to see, to hear, to taste, to smell, to touch with quick and exact impression and immediate expression, if required, and a in obedience to the natural law of the conservation of human energy.

With the power of studying freely, comes that of dropping a lesson when it is once well learned, and finding it ready when needed for recitation or for any other use. The temptation to take our work into our play is very great, and often cannot be overcome until we have learned how to "erase all previous impressions." The concentration which enables us all through life to be intent upon the one thing we are doing, whether it is tennis or trigonometry, and drop what we have in hand at once and entirely at the right time, free to give out attention fully to the next duty or pleasure, is our saving health in mind and body. The trouble is we are afraid.

We have no trust. A child is afraid to stop thinking of a lesson after it is learned,--afraid he will forget it. When he has once been persuaded to drop it, the surprise when he takes it up again, to find it more clearly impressed upon his mind, is delightful. One must trust to the digestion of a lesson, as to that of a good wholesome dinner. Worry and anxiety interfere with the one as much as with the other. If you can drop a muscle when you have ceased using it, that leads to the power of dropping a subject in mind; as the muscle is fresher for use when you need it, so the subject seems to have grown in you, and your grasp seems to be stronger when you recur to it.

The law of rhythm must be carefully followed in this training for the use of the mind. Do not study too long at a time. It makes a natural reaction impossible. Arrange the work so that lessons as far unlike as possible may be studied in immediate succession. We help to the healthy reaction of one faculty, by exercising another that is quite different.

This principle should be inculcated in cla.s.ses, and for that purpose a regular programme of cla.s.s work should be followed, calculated to bring about the best results in all branches of study.

The first care should be to gain quiet, as through repose of mind and body we cultivate the power to "erase all previous impressions."

In cla.s.s, quiet, rhythmic breathing, with closed eyes, is most helpful for a beginning. The eyes must be closed and opened slowly and gently, not snapped together or apart; and fifty breaths, a little longer than they would naturally be, are enough to quiet a cla.s.s. The breaths must be counted, to keep the mind from wandering, and the faces must be watched very carefully, for the expression often shows anything but quiet. For this reason it is necessary, in initiating a cla.s.s, to begin with simple relaxing motions; later these motions will follow the breathing. Then follow exercises for directing the muscles. The force is directed into one arm with the rest of the body free, and so in various simple exercises the power of directing the will only to the muscles needed is cultivated.

After the muscle-work, the pupils are asked to centre their minds for a minute on one subject,--the subject to be chosen by some member, with slight help to lead the choice to something that will be suggestive for a minute's thinking. At first it seems impossible to hold one subject in mind for a minute; but the power grows rapidly as we learn the natural way of concentrating, and instead of trying to hold on to our subject, allow the subject to hold us by refusing entrance to every other thought. In the latter case one suggestion follows another with an ease and pleasantness which reminds one of walking through new paths and seeing on every side something fresh and unexpected. Then the cla.s.s is asked to think of a list of flowers, trees, countries, authors, painters, or whatever may be suggested, and see who can think of the greatest number in one minute. At first, the mind will trip and creak and hesitate over the work, but with practice the list comes steadily and easily. Then follow exercises for quickness and exactness of sight, then for hearing, and finally for the memory. All through this process, by constant help and suggestion, the pupils are brought to the natural concentration. With regard to the memory, especial care should be taken, for the harm done by a mechanical training of the memory can hardly be computed. Repose and the consequent freedom of body and mind lead to an opening of all the faculties for better use; if that is so, a teacher must be more than ever alive to lead pupils to the spirit of all they are to learn, and make the letter in every sense suggestive of the spirit. First, care should be taken to give something worth memorizing; secondly, ideas must be memorized before the words. A word is a symbol, and in so far as we have the habit of regarding it as such, will each word we hear be more and more suggestive to us. With this habit well cultivated, one sees more in a single glance at a poem than many could see in several readings.

Yet the reader who sees the most may be unable to repeat the poem word for word. In cultivating the memory, the training should be first for the attention, then for the imagination and the power of suggestive thought; and from the opening of these faculties a true memory will grow. The mechanical power of repeating after once hearing so many words is a thing in itself to be dreaded. Let the pupil first see in mind a series of pictures as the poem or page is read, then describe them in his own words, and if the words of the author are well worth remembering the pupil should be led to them from the ideas. In the same way a series of interesting or helpful thoughts can be learned.

Avoidance of mere mechanism cannot be too strongly insisted upon; for exercise for attaining a wholesome, natural guidance of mind and body cannot be successful unless it rouses in the mind an appreciation of the laws of Nature which we are bound to obey. A conscious experience of the results of such obedience is essential to growth.

XV.

ARTISTIC CONSIDERATIONS

ALTHOUGH so much time and care are given to the various means of artistic expression, it is a singular fact that comparatively little attention is given to the use of the very first instrument which should be under command before any secondary instrument can be made perfectly expressive.

An old artist who thanked his friend for admiring his pictures added: "If you could only see the pictures in my brain. But--"