Chapter I: Preface

Agesilaus, king of Sparta, when asked what things boys should learn, replied, "Those which they will _practise_ when they become men." As health requires the observance of the laws inherent to the different organs of the human system, so not only boys, but girls, should acquire a knowledge of the laws of their organization. If sound morality depends upon the inculcation of correct principles in youth, equally so does a sound physical system depend on a correct physical education during the same period of life. If the teacher and parents who are deficient in moral feelings and sentiments, are unfit to communicate to children and youth those high moral principles demanded by the nature of man, so are they equally incompetent directors of the physical training of the youthful system, if ignorant of the organic laws and the physiological conditions upon which health and disease depend.

For these reasons, the study of the structure of the human system, and the laws of the different organs, are subjects of interest to all,--the young and the old, the learned and the unlearned, the rich and the poor. Every scholar, and particularly every young miss, after acquiring a knowledge of the primary branches,--as spelling, reading, writing, and arithmetic,--should learn the structure of the human system, and the conditions upon which health and disease depend, as this knowledge will be required in _practice_ in after life.

"It is somewhat unaccountable," says Dr. Dick, "and not a little inconsistent, that while we direct the young to look abroad over the surface of the earth, and survey its mountains, rivers, seas, and continents, and guide their views to the regions of the firmament, where they may contemplate the moons of Jupiter, the rings of Saturn, and thousands of luminaries placed at immeasurable distances, ... that we should never teach them _to look into themselves_; to consider their own corporeal structures, the numerous parts of which they are composed, the admirable functions they perform, the wisdom and goodness displayed in their mechanism, and the lessons of practical instruction which may be derived from such contemplations."

Again he says, "One great practical end which should always be kept in view in the study of physiology, is the invigoration and improvement of the corporeal powers and functions, the preservation of health, and the prevention of disease."

The design of the following pages is, to diffuse in the community, especially among the youth, a knowledge of Human Anatomy, Physiology, and Hygiene. To make the work clear and practical, the following method has been adopted:--

1st. The structure of the different organs of the system has been described in a clear and concise manner. To render this description more intelligible, one hundred and fifty engravings have been introduced, to show the situation of the various organs. Hence the work may be regarded as an elementary treatise on anatomy.

2d. The functions, or uses of the several parts have been briefly and plainly detailed; making a primary treatise on human physiology.

3d. To make a knowledge of the structure and functions of the different organs _practical_, the laws of the several parts, and the conditions on which health depends, have been clearly and succinctly explained. Hence it may be called a treatise on the principles of hygiene, or health.

To render this department more complete, there has been added the appropriate treatment for burns, wounds, hemorrhage from divided arteries, the management of persons asphyxiated from drowning, carbonic acid, or strangling, directions for nurses, watchers, and the removal of disease, together with an Appendix, containing antidotes for poisons, so that persons may know what _should be done_, and what _should not be done_, until a surgeon or physician can be called.

In attempting to effect this in a brief elementary treatise designed for schools and families, it has not been deemed necessary to use vulgar phrases for the purpose of being understood. The appropriate scientific term should be applied to each organ. No more effort is required to learn the meaning of a _proper_, than an improper term. For example: a child will pronounce the word as readily, and obtain as correct an idea, if you say _lungs_, as if you used the word _lights_. A little effort on the part of teachers and parents, would diminish the number of vulgar terms and phrases, and, consequently, improve the language of our country. To obviate all objections to the use of proper scientific terms, a Glossary has been appended to the work.

The author makes no pretensions to new discoveries in physiological science. In preparing the anatomical department, the able treatises of Wilson, Cruveilhier, and others have been freely consulted. In the physiological part, the splendid works of Carpenter, Dunglison, Liebig, and others have been perused. In the department of hygiene many valuable hints have been obtained from the meritorious works of Combe, Rivers, and others.

We are under obligations to R. D. Mussey, M. D., formerly Professor of Anatomy and Surgery, Dartmouth College, N. H., now Professor of Surgery in the Ohio Medical College; to J. E. M'Girr, A. M., M. D., Professor of Anatomy, Physiology, and Chemistry, St. Mary's University, Ill.; to E. Hitchcock, Jr., A. M., M. D., Teacher of Chemistry and Natural History, Williston Seminary, Mass.; to Rev. E. Hitchcock, D. D., President of Amherst College, Mass., who examined the revised edition of this work, and whose valuable suggestions rendered important aid in preparing the manuscript for the present stereotype edition.

We return our acknowledgments for the aid afforded by the Principals of the several Academies and Normal Schools who formed classes in their institutions, and examined the revised edition as their pupils progressed, thus giving the work the best possible test trial, namely, the recitation-room.

To the examination of an intelligent public, the work is respectfully submitted by

CALVIN CUTTER.

WARREN, MASS., _Sept. 1, 1852_.

TO TEACHERS AND PARENTS.

As the work is divided into chapters, the subjects of which are complete in themselves, the pupil may commence the study of the structure, use, and laws of the several parts of which the human system is composed, by selecting such chapters as fancy or utility may dictate, without reference to their present arrangement,--as well commence with the chapter on the digestive organs as on the bones.

The acquisition of a correct pronunciation of the technical words is of great importance, both in recitation and in conversation. In this work, the technical words interspersed with the text, have been divided into syllables, and the accented syllables designated. An ample Glossary of technical terms has also been appended to the work, to which reference should be made.

It is recommended that the subject be examined in the form of _topics_. The questions in _Italics_ are designed for this method of recitation. The teacher may call on a pupil of the class to describe the anatomy of an organ from an anatomical outline plate; afterwards call upon another to give the physiology of the part, while a third may state the hygiene, after which, the questions at the bottom of the page may be asked promiscuously, and thus the detailed knowledge of the subject possessed by the pupils will be tested.

At the close of the chapters upon the Hygiene of the several portions of the system, it is advised that the instructor give a lecture reviewing the anatomy, physiology, and hygiene, of the topic last considered. This may be followed by a general examination of the class upon the same subject. By this course a clear and definite knowledge of the mutual relation of the Anatomy, Physiology, and Hygiene, of different parts of the human body, will be presented.

We also suggest the utility of the pupils' giving analogous illustrations, examples, and observations, where these are interspersed in the different chapters, not only to induce inventive thought, but to discipline the mind.

To parents and others we beg leave to say, that about two thirds of the present work is devoted to a concise and practical description of the uses of the important organs of the human body, and to show how such information may be usefully applied, both in the preservation of health, and the improvement of physical education. To this have been added directions for the treatment of those accidents which are daily occurring in the community, making it a treatise proper and profitable for the FAMILY LIBRARY, as well as the school-room.

CONTENTS.

Chapter. Page.
1. General Remarks, 13
2. Structure of Man, 17
3. Chemistry of the Human Body, 25
4. Anatomy of the Bones, 29
5. Anatomy of the Bones, continued, 39
6. Physiology of the Bones, 48
7. Hygiene of the Bones, 53
8. Anatomy of the Muscles, 64
9. Physiology of the muscles, 76
10. Hygiene of the Muscles, 85
11. Hygiene of the Muscles, continued, 96
12. Anatomy of the Teeth, 105
12. Physiology of the Teeth, 109
12. Hygiene of the Teeth, 110
13. Anatomy of the Digestive Organs, 113
14. Physiology of the Digestive Organs, 124
15. Hygiene of the Digestive Organs, 129
16. Hygiene of the Digestive Organs, continued, 142
17. Anatomy of the Circulatory Organs, 154
18. Physiology of the Circulatory Organs, 164
19. Hygiene of the Circulatory Organs, 172
20. Anatomy of the Lymphatic Vessels, 181
20. Physiology of the Lymphatic Vessels, 183
20. Hygiene of the Lymphatic Vessels, 188
21. Anatomy of the Secretory Organs. 192
21. Physiology of the Secretory Organs, 193
21. Hygiene of the Secretory Organs, 197
22. Nutrition, 200
22. Hygiene of Nutrition, 205
23. Anatomy of the Respiratory Organs, 209
24. Physiology of the Respiratory Organs, 217
25. Hygiene of the Respiratory Organs, 228
26. Hygiene of the Respiratory Organs, continued, 239
27. Animal Heat, 252
28. Hygiene of Animal Heat, 261
29. Anatomy of the Vocal Organs, 268
29. Physiology of the Vocal Organs, 272
30. Hygiene of the Vocal Organs, 274
31. Anatomy of the Skin, 282
32. Physiology of the Skin, 293
33. Hygiene of the Skin, 301
34. Hygiene of the Skin, continued, 311
35. Appendages of the Skin, 322
36. Anatomy of the Nervous System, 327
37. Anatomy of the Nervous System, continued, 340
38. Physiology of the Nervous System, 346
39. Hygiene of the Nervous System, 358
40. Hygiene of the Nervous System, continued, 368
41. The Sense of Touch, 378
42. Anatomy of the Organs of Taste, 384
42. Physiology of the Organs of Taste, 386
43. Anatomy of the Organs of Smell, 389
43. Physiology of the Organs of Smell, 391
44. Anatomy of the Organs of Vision, 394
45. Physiology of the Organs of Vision, 404
45. Hygiene of the Organs of Vision, 410
46. Anatomy of the Organs of Hearing, 414
47. Physiology of the Organs of Hearing, 420
47. Hygiene of the Organs of Hearing, 422
48. Means of preserving the Health, 425
49. Directions for Nurses, 432
- - - - -
APPENDIX, 439
GLOSSARY, 451
INDEX, 463

ANATOMY, &c.