Health and Education. Charles Kingsley

believed and trusted in God’s help—“I will make myself that which God has shown me that I ought to be and can be.”

      Ten thousand a-year, or ten million a-year, as Epictetus saw full well, cannot mend that vulgar discontent with circumstances, which he had felt—and who with more right?—and conquered, and despised.  For that is the discontent of children, wanting always more holidays and more sweets.  But I wish my readers to have, and to cherish, the discontent of men and women.

      Therefore I would make men and women discontented, with the divine and wholesome discontent, at their own physical frame, and at that of their children.  I would accustom their eyes to those precious heirlooms of the human race, the statues of the old Greeks; to their tender grandeur, their chaste healthfulness, their unconscious, because perfect, might: and say—There; these are tokens to you, and to all generations yet unborn, of what man could be once; of what he can be again if he will obey those laws of nature which are the voice of God.  I would make them discontented with the ugliness and closeness of their dwellings; I would make the men discontented with the fashion of their garments, and still more just now the women, of all ranks, with the fashion of theirs; and with everything around them which they have the power of improving, if it be at all ungraceful, superfluous, tawdry, ridiculous, unwholesome.  I would make them discontented with what they call their education, and say to them—You call the three Royal R’s education?  They are not education: no more is the knowledge which would enable you to take the highest prizes given by the Society of Arts, or any other body.  They are not education: they are only instruction; a necessary groundwork, in an age like this, for making practical use of your education: but not the education itself.

      And if they asked me, What then education meant? I should point them, first, I think, to noble old Lilly’s noble old ‘Euphues,’ of three hundred years ago, and ask them to consider what it says about education, and especially this passage concerning that mere knowledge which is now-a-days strangely miscalled education.  “There are two principal and peculiar gifts in the nature of man, knowledge and reason.  The one”—that is reason—“commandeth, and the other”—that is knowledge—“obeyeth.  These things neither the whirling wheel of fortune can change, nor the deceitful cavillings of worldlings separate, neither sickness abate, nor age abolish.”  And next I should point them to those pages in Mr. Gladstone’s ‘Juventus Mundi,’ where he describes the ideal training of a Greek youth in Homer’s days; and say,—There: that is an education fit for a really civilised man, even though he never saw a book in his life; the full, proportionate, harmonious educing—that is, bringing out and developing—of all the faculties of his body, mind, and heart, till he becomes at once a reverent yet a self-assured, a graceful and yet a valiant, an able and yet an eloquent personage.

      And if any should say to me—“But what has this to do with science?  Homer’s Greeks knew no science;” I should rejoin—But they had, pre-eminently above all ancient races which we know, the scientific instinct; the teachableness and modesty; the clear eye and quick ear; the hearty reverence for fact and nature, and for the human body, and mind, and spirit; for human nature, in a word, in its completeness, as the highest fact upon this earth.  Therefore they became in after years, not only the great colonisers and the great civilisers of the old world—the most practical people, I hold, which the world ever saw; but the parents of all sound physics as well as of all sound metaphysics.  Their very religion, in spite of its imperfections, helped forward their education, not in spite of, but by means of, that anthropomorphism which we sometimes too hastily decry.  As Mr. Gladstone says in a passage which I must quote at length—“As regarded all other functions of our nature, outside the domain of the life to Godward—all those functions which are summed up in what St. Paul calls the flesh and the mind, the psychic and bodily life, the tendency of the system was to exalt the human element, by proposing a model of beauty, strength, and wisdom, in all their combinations, so elevated that the effort to attain them required a continual upward strain.  It made divinity attainable; and thus it effectually directed the thought and aim of man

      ‘Along the line of limitless desires.’

      Such a scheme of religion, though failing grossly in the government of the passions, and in upholding the standard of moral duties, tended powerfully to produce a lofty self-respect, and a large, free, and varied conception of humanity.  It incorporated itself in schemes of notable discipline for mind and body, indeed of a lifelong education; and these habits of mind and action had their marked results (to omit many other greatnesses) in a philosophy, literature, and art, which remain to this day unrivalled or unsurpassed.”

      So much those old Greeks did for their own education, without science and without Christianity.  We who have both: what might we not do, if we would be true to our advantages, and to ourselves?

      THE TWO BREATHS.  A LECTURE DELIVERED AT WINCHESTER, MAY 31, 1869

      Ladies,—I have been honoured by a second invitation to address you here, from the lady to whose public spirit the establishment of these lectures is due.  I dare not refuse it: because it gives me an opportunity of speaking on a matter, knowledge and ignorance about which may seriously affect your health and happiness, and that of the children with whom you may have to do.  I must apologize if I say many things which are well known to many persons in this room: they ought to be well known to all; and it is generally best to assume total ignorance in one’s hearers, and to begin from the beginning.

      I shall try to be as simple as possible; to trouble you as little as possible with scientific terms; to be practical; and at the same time, if possible, interesting.

      I should wish to call this lecture “The Two Breaths:” not merely “The Breath;” and for this reason: every time you breathe, you breathe two different breaths; you take in one, you give out another.  The composition of those two breaths is different.  Their effects are different.  The breath which has been breathed out must not be breathed in again.  To tell you why it must not would lead me into anatomical details, not quite in place here as yet: though the day will come, I trust, when every woman entrusted with the care of children will be expected to know something about them.  But this I may say—Those who habitually take in fresh breath will probably grow up large, strong, ruddy, cheerful, active, clear-headed, fit for their work.  Those who habitually take in the breath which has been breathed out by themselves, or any other living creature, will certainly grow up, if they grow up at all, small, weak, pale, nervous, depressed, unfit for work, and tempted continually to resort to stimulants, and become drunkards.

      If you want to see how different the breath breathed out is from the breath taken in, you have only to try a somewhat cruel experiment, but one which people too often try upon themselves, their children, and their work-people.  If you take any small animal with lungs like your own—a mouse, for instance—and force it to breathe no air but what you have breathed already; if you put it in a close box, and while you take in breath from the outer air, send out your breath through a tube, into that box, the animal will soon faint; if you go on long with this process, it will die.

      Take a second instance, which I beg to press most seriously on the notice of mothers, governesses, and nurses: If you allow a child to get into the habit of sleeping with its head under the bed-clothes, and thereby breathing its own breath over and over again, that child will assuredly grow pale, weak, and ill.  Medical men have cases on record of scrofula appearing in children previously healthy, which could only be accounted for from this habit, and which ceased when the habit stopped.  Let me again entreat your attention to this undoubted fact.

      Take another instance, which is only too common: If you are in a crowded room, with plenty of fire and lights and company, doors and windows all shut tight, how often you feel faint—so faint, that you may require smelling-salts or some other stimulant.  The cause of your faintness is just the same as that of the mouse’s fainting in the box: you and your friends, and, as I shall show you presently, the fire and the candles likewise, having been all breathing each other’s breaths, over and over again, till the air has become unfit to support life.  You are doing your best to enact over again the Highland tragedy, of which Sir James Simpson tells in his lectures to the working-classes of Edinburgh, when at a Christmas meeting thirty-six persons danced all night in a small room with a low ceiling, keeping