Chapter 7

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 nobody 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 passivity, 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 class. 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 classes, 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 classes, and for that purpose a regular programme of class 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 class, 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 class. 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 class, 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 class 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--" pointing to his brain and then to the ends of his fingers--"the channels from here to here are so long!" The very sad tone which we can hear in the wail of the painter expresses strongly the deficiencies of our age in all its artistic efforts. The channels are shorter just in proportion to their openness. If the way from the brain to the ends of the fingers is perfectly clear, the brain can guide the ends of the fingers to carry out truly its own aspirations, and the honest expression of the brain will lead always to higher ideals. But the channels cannot be free, and the artist will be bound so long as there is superfluous tension in any part of the body. So absolutely necessary, is it for the best artistic expression that the body should throughout be only a servant of the mind, that the more we think of it the more singular it seems that the training of the body to a childlike state is not regarded as essential, and taken as a matter of course, even as we take our regular nourishment.

The artificial is tension in its many trying and disagreeable phases. Art is freedom, equilibrium, rhythm,--anything and everything that means wholesome life and growth toward all that is really the good, the true, and the beautiful.

Art is immeasurably greater than we are. If we are free and quiet, the poem, the music, the picture will carry us, so that we shall be surprised at our own expression; and when we have finished, instead of being personally elated with conceited delight in what we have done, or exhausted with the superfluous effort used, we shall feel as if a strong wind had blown through us and cleared us for better work in the future.

Every genius obeys the true principle. It is because a genius is involuntarily under the law of his art that he is pervaded by its power. But we who have only talent must learn the laws of genius, which are the laws of Nature, and by careful study and steady practice in shunning all personal obstructions to the laws, bring ourselves under their sway.

Who would wish to play on a stringed instrument already vibrating with the touch of some one else, or even with the last touch we ourselves gave it. What noise, what discord, with no possible harmonies! So it is with our nerves and muscles. They cannot be used for artistic purposes to the height of their best powers while they are tense and vibrating to our own personal states or habits; so that the first thing is to free them absolutely, and not only keep them free by constant practice, but so train them that they will become perfectly free at a moment's notice, and ready to respond clearly to whatever the heart and the mind want to express.

The finer the instrument, the lighter the touch it will vibrate to. Indeed it must have a light touch to respond clearly with musical harmonies; any other touch would blur. With a fine piano or a violin, whether the effect is to be _piano_ or _fortissimo,_ the touch should be only with the amount of force needed to give a clear vibration, and the ease with which a fortissimo effect is thus produced is astonishing. It is only those with the most delicate touch who can produce from a fine piano grand and powerful harmonies without a blur.

The response in a human instrument to a really light touch is far more wonderful than that from any instrument made by man; and bodily effort blurs just as much more in proportion. The muscles are all so exquisitely balanced in their power for co-ordinate movement, that a muscle pulling one way is almost entirely freed from effort by the equalizing power of the antagonizing muscle; and at some rare moments when we have really found the equilibrium and can keep it, we seem to do no more than _think_ a movement or a tone or a combination of words, and they come with so slight a physical exertion that it seems like no effort at all.

So far are we from our possibilities in this lightness of touch in the use of our bodies, that it is impossible now for most of us to touch as lightly as would, after training, bring the most powerful response. One of the best laws for artistic practice is, "Every day less effort, every day more power." As the art of acting is the only art where the whole body is used with no subordinate instrument, let us look at that with regard to the best results to be obtained by means of relief from superfluous tension. The effects of unnecessary effort are strongly felt in the exhaustion which follows the interpretation of a very exciting role. It is a law without exception, that if I absorb an emotion and allow my own nerves to be shaken by it, I fail to give it in all its expressive power to the audience; and not only do I fall far short in my artistic interpretation, but because of that very failure, come off the stage with just so much nervous force wasted. Certain as this law is, and infallible as are its effects, it is not only generally disbelieved, but it is seldom thought of at all. I must feet Juliet in my heart, understand her with my mind, and let her vibrate clearly _across_ my nerves, to the audience. The moment I let my nerves be shaken as Juliet's nerves were in reality, I am absorbing her myself, misusing nervous force, preparing to come off the stage thoroughly exhausted, and keeping her away from the audience. The present low state of the drama is largely due to this failure to recognize and practise a natural use of the nervous force. To work up an emotion, a most pernicious practice followed by young aspirants, means to work your nerves up to a state of mild or even severe hysteria. This morbid, inartistic, nervous excitement actually trains men and women to the loss of all emotional control, and no wonder that their nerves play the mischief with them, and that the atmosphere of the stage is kept in its present murkiness. The power to work the nerves up in the beginning finally carries them to the state where they must be more artificially urged by stimulants; and when the actor is off the stage he has no self-control at all. This all means misused and over-used force. In no schools is the general influence so absolutely morbid and unwholesome, as in most of the schools of elocution and acting.

The methods by which the necessity for artificial stimulants can be overcome are so simple and so pleasant and so immediately effective, that it is worth taking the time and space to describe them briefly. Of course, to begin with, the body must be trained to perfect freedom in repose, and then to freedom in its use. A very simple way of practising is to take the most relaxed attitude possible, and then, without changing it, to recite _with all the expression that belongs to it_ some poem or selection from a play full of emotional power. You will become sensitive at once to any new tension, and must stop and drop it. At first, an hour's daily practice will be merely a beginning over and over,--the nervous tension will be so evident,--but the final reward is well worth working and waiting for.

It is well to begin by simply inhaling through the nose, and exhaling quietly through the mouth several times; then inhale and exhale an exclamation in every form of feeling you can think of Let the exclamation come as easily and freely as the breath alone, without superfluous tension in any part of the body. So much freedom gained, inhale as before, and exhale brief expressive sentences,--beginning with very simple expressions, and taking sentences that express more and more feeling as your freedom is better established. This practice can be continued until you are able to recite the potion scene in Juliet, or any of Lady Macbeth's most powerful speeches, with an case and freedom which is surprising. This refers only to the voice; the practice which has been spoken of in a previous chapter brings the same effect in gesture.