HEALTH NOTES.

Hawera Star, Volume XLIX, 13 August 1929, Page 8

HEALTH NOTES.

MENTAL HYGIENE. BODILY HEALTH. (Contributed by Department of Health). Tho brain is made up of nemo cellls, which are linked together and connected with one another by means of nerve processes and fibres, and if is these nei"ve fibres which form the paths of co-mmiinication between the different, parts of the brain (states the Board of Fdu.catiou. England, handbook on health education). The funetiional activity of the brn,hi depends lorgely ii|:ou the facilities foi communication between the nerve, cells; ami one of the objects; of education is fo encourage the constant formation of new nerve paths, and to secure effective co-relation and coordination of those ml ready existing. As the brain develops, the linking up of the nerve cells becomes cor respondiingly closer and more complex. No port of the muscular sysitein is unrepresented in the brain and ooammuuieation between the muscles and the brain is established by means of afferent and efferent nerves. The commvmieaition between the brain and the muscular system is thus extremely intimate, and co-ordinated movements of all kinds depend on the integrity of this harmony. By means of these motor activities, the brain cells of these centres are subject to constant growth and -development, which, does not. end with childhood. Thus normal physiological stimulation of the nerve, cells is good aiul promotes the general as well as the local devempment of the brain. It is only when tho stimulation is excessive or preiuature that harm may he done. ” lie steady land balanced growth and workinVr of the brain should be the aim. for the brain is the regulating centre of the while body.

IMPOKT ANX K OF HE A ETbIY MIND. In other articles the hygiene of the body haw been dealt with, and is ft pariunoiiiit importance. It saoulil le remembered. however, that \ne hcaltn of the mind is cquallv important-, and unless, it is sound tk wiiole hoyy. v.ili lend to degenerate. 1 bus physical hfcuess should not he advocated as annul in iitself, but as » means to promote the mental and moral health and character of the child. Ihe child is an individual with his own desire*. mnot.ions, and, propensities. the «"n> l lien tal fitness may he mged be ..ruse ill is will anlakfi. the children more menu persons in the world, better. abiC to heln otiher people, and equipped to undertake' work and to them. They should lnm bat« health is not merely a niattei o. di lSv Imt ttatii><- ’S kri lv of the name of a. healths, (bud • thy mcntallv and morally as - s physically.

KEY TO MENTAL HYGIENE. The kov to mental hygiene lies m the building up of the innate character of the- child: (1) First, there is a normal body, with particular seiiscs and sensations: secondly, there s . mind with impulses (instincts) and' emotions. The guidance and cultivation of these elemental powers . m necessary to health. The child instincts of movement, ot play, oi imitation. of curiosity, and of htc preservation call for direction Their «rowtli is aided by emotions, hy sympathy. hv sociahleness, by sex. these are the material out of which character and .conduct are. to ho built, it was Rnskiu who said that “education is not f<> teach a man to know what! he does not know, hut to behave as lie does not behave.” The task of the teacher is to take these primitive faculties and train them by inducing habits of inhibition or cultivation. (21 To do this there must be springs ot action, the desire to happiness and usefulness in girls ; the desire for risk, adventure, fame, and usefulness in hoys, (3) There must also Ire. a clear concent ion of the fundamental ends of life, beauty, goodness and truth, as expressed in an intelligent, adaptable, and reliable child, capable l of sustained endeavour. These qualities cannot conic hv chance. They are effects of causes. ' They must he constructed out of the senses, the impulses, and the, nrimitivc. emotions common to mankind. _ The decree of emotional control is an imnorlau{ index: the psychology ol fear, for examolc. shows how ramified and com plica led the child’s mental structure is. A child’s nature bar hours all the fundamental emotions that are common in adults— love, jealousy, hate, revenue, fear, shame, disgust—and re- . soond to emotional situations in much the same way as does the adult, extent that its feelings are more direct' and less controlled than in later life. The child whose conduct reacts to excessive tear or morbid terror is being wrongly brought up. A child’s feelings are the driving forces of his personality. and are a proper object to all educative efforts, which should aim at moulding them in the course of years to forms that are acceptable when judged by cultured standards. J Without sound mental development j tlier-" can lie no enduring health o" 1 freed-un from fatigue nor yet ; healthv outlook of life. o

HEALTHY OUTLOOK. To ensure that a healthy outlook is fostered in children, the prime necessity is that tho body and the mind should themselves he healthy. The child should be encouraged to interest himse'lf in the world around him; to concentrate on tile task in hand: to exert himself to overcome difficulties; t:> appreciate the value not only of his own health but the effect of his presume and personality on those around bint. Hence the importance of cheerfulness and courage. He .should gradually . assume his right share in responsibility. He may Isegin bv having certain duties iii connection with order and cleanliness oi the school: then with ‘•things going right” in the j s'hool he should learn to he, as occasion demands, either a follower or a leader. This attention of the mental health of children is by no means easy. However. of three facts we may he sure. Ihrst, that mental disorders are as common and natural as physical disorders. and are due not to “fate” '"it to definite causes, many of which arc preventable. Secondly, if we neglect the mental health of childhood ;i. 111 iot escape its results in many kinds ot mental ailment —dull, bac-k- ---" urd. neurotic, “difficult.,” or dclin"uont children. True mental defect VT' uc mindednosst. imbecility. and nh'u-'i- arc somclhing inborn; but neglect oj unsatisfactory environment, or inadcr|u;ite training and nature will assuredly lead to abnormal development. I'.a.'-li child must be watched to see that mentally lie “evinces a steady willingness (p grow up.” Unit lie is her held back bv'“lhe call of ine cradle nor misdirected Ijv Die •g.l’i <w n -no !i!e becoming too (hroatenino-, 1 lie former mav tend to inI a I*l lli^in. tlip latter to ovor-prossurr am! I lie making o! lit lie old men and

little eld maids. Thirdly, the child is so constructed of body. mind, and ; spirit that lie. cannot live at the full liei"lit of liis human capacity unless 'harmony between all three l he- attained. Insofar as it is reached he has health, wholeness. oneness, the best of which his particular body is capable.