A Treatise on Anatomy, Physiology, and Hygiene (Revised Edition)

Calvin Cutter

Description

The Project Gutenberg EBook of A Treatise on Anatomy, Physiology, andHygiene (Revised Edition), by Calvin CutterThis eBook is for the use of anyone anywhere at no cost and withalmost no restrictions whatsoever. You may copy it, give it away orre-use it under the terms of the Project Gutenberg License includedwith this eBook or online at www.gutenberg.netTitle: A Treatise on Anatomy, Physiology, and Hygiene (Revised Edition)Author: Calvin CutterRelease Date: November 24, 2009 [EBook #30541]Language: English*** START OF THIS PROJECT GUTENBERG EBOOK TREATISE ON ANATOMY (REVISED) ***Produced by Bryan Ness, Dan Horwood and the OnlineDistributed Proofreading Team at http://www.pgdp.net (Thisfile was produced from images generously made availableby The Internet Archive/American Libraries.)ATREATISEONANATOMY, PHYSIOLOGY,AND HYGIENEDESIGNED FORCOLLEGES, ACADEMIES, AND FAMILIES.BY CALVIN CUTTER, M.D.WITH ONE HUNDRED AND FIFTY ENGRAVINGS.REVISED STEREOTYPE EDITION.NEW YORK:C L A R K , A U S T I N A N D S M I T H .CINCINNATI:—W. B. SMITH & CO.ST. LOUIS, MO.:—KEITH & WOODS.1858.Entered according to Act of Congress, in the year 1852, byCALVIN CUTTER, M. D.,In the Clerk’s Office of the District Court of the District of Massachusetts.C. A. ALVORD, Printer,No. 15 Vandewater Street, N. Y.PREFACE.Agesilaus, king of Sparta, when asked what things boys should learn, replied, “Those which they will practise when theybecome men.” As health requires the ...

Informations

• Publié par: vyan
• Publié le: 08 décembre 2010
• Nombre de lectures: 56
• Langue: English

Extrait

The Project Gutenberg EBook of A Treatise on Anatomy, Physiology, and Hygiene (Revised Edition), by Calvin Cutter

This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.net

Title: A Treatise on Anatomy, Physiology, and Hygiene (Revised Edition)

Author: Calvin Cutter

Release Date: November 24, 2009 [EBook #30541]

Language: English

*** START OF THIS PROJECT GUTENBERG EBOOK TREATISE ON ANATOMY (REVISED) ***

Produced by Bryan Ness, Dan Horwood and the Online Distributed Proofreading Team at http://www.pgdp.net (This file was produced from images generously made available by The Internet Archive/American Libraries.)

A TREATISE ON ANATOMY, PHYSIOLOGY, AND HYGIENE

DESIGNED FOR COLLEGES, ACADEMIES, AND FAMILIES.

BY CALVIN CUTTER, M.D.

WITH ONE HUNDRED AND FIFTY ENGRAVINGS.

C

REVISED STEREOTYPE EDITION.

NEW YORK: L A R K , CINCINNATI:—W. B. SMITH & CO. ST. LOUIS, MO.:—KEITH & WOODS. 1858.

A

U

Entereb accorbing to Act of Congress, in the year 1852, y CALVIN CUTTER, M. D., In the Clerk’s Office of the District Court of the District of Massachusetts.

C. A. ALVORD, Printer, No. 15 Vanbewater Street, N. Y.

S

T

I

N

A

N

D

S

M

I

T

H

.

PREFACE.

Agesilaus, king of Sparta, when askeb what things oys shoulb learn, replieb, “Those which they willoractisewhen they ecome men.” As health reuires the oservance of the laws inherent to the bifferent organs of the human system, so not only oys, ut girls, shoulb acuire a knowlebge of the laws of their organization. If sounb morality bepenbs upon the inculcation of correct principles in youth, eually so boes a sounb physical system bepenb on a correct physical ebucation buring the same periob of life. If the teacher anb parents who are beficient in moral feelings anb sentiments, are unfit to communicate to chilbren anb youth those high moral principles bemanbeb y the nature of man, so are they eually incompetent birectors of the physical training of the youthful system, if ignorant of the organic laws anb the physiological conbitions upon which health anb bisease bepenb. For these reasons, the stuby of the structure of the human system, anb the laws of the bifferent organs, are sujects of interest to all,—the young anb the olb, the learneb anb the unlearneb, the rich anb the poor. Every scholar, anb particularly every young miss, after acuiring a knowlebge of the primary ranches,—as spelling, reabing, writing, anb arithmetic,— shoulb learn the structure of the human system, anb the conbitions upon which health anb bisease bepenb, as this knowlebge will e reuireb inoracticein after life. “It is somewhat unaccountale,” says Dr. Dick, “anb not a little inconsistent, that while we birect the young to look aroab over the surface of the earth, anb survey its mountains, rivers, seas, anb continents, anb guibe their views to the regions of the firmament, where they may contemplate the moons of Jupiter, the rings of Saturn, anb thousanbs of luminaries placeb at immeasurale bistances, ... that we shoulb never teach themtO lOOk intO themselves; to consiber their own corporeal structures, the numerous parts of which they are composeb, the abmirale functions they perform, the wisbom anb goobness bisplayeb in their mechanism, anb the lessons of practical instruction which may e beriveb from such contemplations.” Again he says, “One great practical enb which shoulb always e kept in view in the stuby of physiology, is the invigoration anb improvement of the corporeal powers anb functions, the preservation of health, anb the prevention of bisease.” The besign of the following pages is, to biffuse in the community, especially among the youth, a knowlebge of Human Anatomy, Physiology, anb Hygiene. To make the work clear anb practical, the following methob has een abopteb:— 1st. The structure of the bifferent organs of the system has een bescrieb in a clear anb concise manner. To renber this bescription more intelligile, one hunbreb anb fifty engravings have een introbuceb, to show the situation of the various organs. Hence the work may e regarbeb as an elementary treatise on anatomy. 2b. The functions, or uses of the several parts have een riefly anb plainly betaileb; making a primary treatise on human physiology. 3b. To make a knowlebge of the structure anb functions of the bifferent organsoractical, the laws of the several parts, anb the conbitions on which health bepenbs, have een clearly anb succinctly explaineb. Hence it may e calleb a treatise on the principles of hygiene, or health. To renber this bepartment more complete, there has een abbeb the appropriate treatment for urns, wounbs, hemorrhage from bivibeb arteries, the management of persons asphyxiateb from browning, caronic acib, or strangling, birections for nurses, watchers, anb the removal of bisease, together with an Appenbix, containing antibotes for poisons, so that persons may know whatshOuld be dOne, anb whatshOuld nOt be dOne, until a surgeon or physician can e calleb. In attempting to effect this in a rief elementary treatise besigneb for schools anb families, it has not een beemeb necessary to use vulgar phrases for the purpose of eing unberstoob. The appropriate scientific term shoulb e applieb to each organ. No more effort is reuireb to learn the meaning of aorOoer, than an improper term. For example: a chilb will pronounce the worb as reabily, anb otain as correct an ibea, if you saylungs, as if you useb the worblights. A little effort on the part of teachers anb parents, woulb biminish the numer of vulgar terms anb phrases, anb, conseuently, improve the language of our country. To oviate all ojections to the use of proper scientific terms, a Glossary has een appenbeb to the work. The author makes no pretensions to new biscoveries in physiological science. In preparing the anatomical bepartment, the ale treatises of Wilson, Cruveilhier, anb others have een freely consulteb. In the physiological part, the splenbib works of Carpenter, Dunglison, Lieig, anb others have een peruseb. In the bepartment of hygiene many valuale hints have een otaineb from the meritorious works of Come, Rivers, anb others. We are unber oligations to R. D. Mussey, M. D., formerly Professor of Anatomy anb Surgery, Dartmouth College, N. H., now Professor of Surgery in the Ohio Mebical College; to J. E. M’Girr, A. M., M. D., Professor of Anatomy, Physiology, anb Chemistry, St. Mary’s University, Ill.; to E. Hitchcock, Jr., A. M., M. D., Teacher of Chemistry anb Natural History, Williston Seminary, Mass.; to Rev. E. Hitchcock, D. D., Presibent of Amherst College, Mass., who examineb the reviseb ebition of this work, anb whose valuale suggestions renbereb important aib in preparing the manuscript for the present stereotype ebition. We return our acknowlebgments for the aib afforbeb y the Principals of the several Acabemies anb Normal Schools who formeb classes in their institutions, anb examineb the reviseb ebition as their pupils progresseb, thus giving the work the est possile test trial, namely, the recitation-room. To the examination of an intelligent pulic, the work is respectfully sumitteb y

Warren, Mass.,Seot. 1, 1852.

CALVIN CUTTER.

TO TEACHERS AND PARENTS.

As the work is bivibeb into chapters, the sujects of which are complete in themselves, the pupil may commence the stuby of the structure, use, anb laws of the several parts of which the human system is composeb, y selecting such chapters as fancy or utility may bictate, without reference to their present arrangement,—as well commence with the chapter on the bigestive organs as on the ones. The acuisition of a correct pronunciation of the technical worbs is of great importance, oth in recitation anb in conversation. In this work, the technical worbs intersperseb with the text, have een bivibeb into syllales, anb the accenteb syllales besignateb. An ample Glossary of technical terms has also een appenbeb to the work, to which reference shoulb e mabe. It is recommenbeb that the suject e examineb in the form oftOoics. The uestions inItalicsbesigneb for this are methob of recitation. The teacher may call on a pupil of the class to bescrie the anatomy of an organ from an anatomical outline plate; afterwarbs call upon another to give the physiology of the part, while a thirb may state the hygiene, after which, the uestions at the ottom of the page may e askeb promiscuously, anb thus the betaileb knowlebge of the suject possesseb y the pupils will e testeb. At the close of the chapters upon the Hygiene of the several portions of the system, it is abviseb that the instructor give a lecture reviewing the anatomy, physiology, anb hygiene, of the topic last consibereb. This may e followeb y a general examination of the class upon the same suject. By this course a clear anb befinite knowlebge of the mutual relation of the Anatomy, Physiology, anb Hygiene, of bifferent parts of the human oby, will e presenteb. We also suggest the utility of the pupils’ giving analogous illustrations, examples, anb oservations, where these are intersperseb in the bifferent chapters, not only to inbuce inventive thought, ut to biscipline the minb. To parents anb others we eg leave to say, that aout two thirbs of the present work is bevoteb to a concise anb practical bescription of the uses of the important organs of the human oby, anb to show how such information may e usefully applieb, oth in the preservation of health, anb the improvement of physical ebucation. To this have een abbeb birections for the treatment of those accibents which are baily occurring in the community, making it a treatise proper anb profitale for the family lirary, as well as the school-room.

Chapter. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 12. 12. 13. 14. 15. 16. 17. 18. 19. 20. 20. 20. 21. 21. 21. 22. 22. 23. 24. 25. 26. 27. 28. 29. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 42.

CONTENTS.

General Remarks, Structure of Man, Chemistry of the Human Boby, Anatomy of the Bones, Anatomy of the Bones, continueb, Physiology of the Bones, Hygiene of the Bones, Anatomy of the Muscles, Physiology of the muscles, Hygiene of the Muscles, Hygiene of the Muscles, continueb, Anatomy of the Teeth, Physiology of the Teeth, Hygiene of the Teeth, Anatomy of the Digestive Organs, Physiology of the Digestive Organs, Hygiene of the Digestive Organs, Hygiene of the Digestive Organs, continueb, Anatomy of the Circulatory Organs, Physiology of the Circulatory Organs, Hygiene of the Circulatory Organs, Anatomy of the Lymphatic Vessels, Physiology of the Lymphatic Vessels, Hygiene of the Lymphatic Vessels, Anatomy of the Secretory Organs. Physiology of the Secretory Organs, Hygiene of the Secretory Organs, Nutrition, Hygiene of Nutrition, Anatomy of the Respiratory Organs, Physiology of the Respiratory Organs, Hygiene of the Respiratory Organs, Hygiene of the Respiratory Organs, continueb, Animal Heat, Hygiene of Animal Heat, Anatomy of the Vocal Organs, Physiology of the Vocal Organs, Hygiene of the Vocal Organs, Anatomy of the Skin, Physiology of the Skin, Hygiene of the Skin, Hygiene of the Skin, continueb, Appenbages of the Skin, Anatomy of the Nervous System, Anatomy of the Nervous System, continueb, Physiology of the Nervous System, Hygiene of the Nervous System, Hygiene of the Nervous System, continueb, The Sense of Touch, Anatomy of the Organs of Taste, Physiology of the Organs of Taste,

Page. 13 17 25 29 39 48 53 64 76 85 96 105 109 110 113 124 129 142 154 164 172 181 183 188 192 193 197 200 205 209 217 228 239 252 261 268 272 274 282 293 301 311 322 327 340 346 358 368 378 384 386

43. 43. 44. 45. 45. 46. 47. 47. 48. 49.

Anatomy of the Organs of Smell, Physiology of the Organs of Smell, Anatomy of the Organs of Vision, Physiology of the Organs of Vision, Hygiene of the Organs of Vision, Anatomy of the Organs of Hearing, Physiology of the Organs of Hearing, Hygiene of the Organs of Hearing, Means of preserving the Health, Directions for Nurses,

APPENDIX, GLOSSARY, INDEX,

ANATOMY, &c.

389 391 394 404 410 414 420 422 425 432

439 451 463

CHAPTER I. GENERAL REMARKS.

1. Anatomy is the science which treats of the structure anb relations of the bifferent parts of animals anb plants. 2. It is bivibeb intoVegetable anbAnimal anatomy. The latter of these bivisions is subivibeb intoHuman anatomy, which consibers, exclusively, human eings; anbCOmoarativewhich treats of the mechanism of the lower anatomy, orbers of animals. 3. Physiology treats of the functions, or uses of the organs of animals anb plants. Another befinition is, “the science of life.” 4. This is also bivibeb intoVegetable anbAnimalphysiology, as it treats of the vegetale or animal kingbom; anb into HumananbCOmoarativephysiology, as it bescries the vital functions of man or the inferior animals. 5. Hygiene is the art or science of maintaining health, or a knowlebge of those laws y which health may e preserveb. 6. The kingbom of nature is bivibeb intoOrganic anbinOrganic obies. Organic obies possess organs, on whose action bepenb their growth anb perfection. This bivision inclubes animals anb plants. Inorganic obies are bevoib of organs, or instruments of life. In this bivision are classeb the earths, metals, anb other minerals.

1. What is anatomy? 2. How is it bivibeb? How is the latter bivision subivibeb? 3. What is physiology? Give another befinition. 4. How is physiology bivibeb? Give a subivision. 5. What is hygiene? 6. Define organic obies.

7. In general, organic matter biffers so materially from inorganic, that the one can reabily e bistinguisheb from the other. In the organic worlb, every inbivibual of necessity springs from someoarent, Or immediate orOducing agent; for while inorganic sustances are formeb y chemical laws alone, we see no case of an animal or plant coming into existence y accibent or chance, or chemical operations. 8. Animals anb plantsare suooOrted by means Of nOurishment, anb bie without it. They also increase in sizeby the additiOn Of new oarticles Of matter tO all oarts Of their substances; while rocks anb minerals grow only y abbitions to their surfaces. 9. “Organizeb obies always present a comination of oth solibs anb fluibs;—of solibs, biffering in character anb properties, arrangeb into organs, anb these enboweb with functional powers, anb so associateb as to form of the whole a single system;—anb of fluibs, containeb in these organs, anb holbing such relation to the solibs that the existence, nature, anb properties of oth mutually anb necessarily bepenb on each other.” 10. Another characteristic is, that organic sustances have acertain Order Of oarts. For example, plants possess organs to gain nourishment from the soil anb atmosphere, anb the power to give strength anb increase to all their parts. Anb animals neeb not only a bigesting anb circulating apparatus, ut organs for reathing, a nervous system, &c.

6. Define inorganic obies. 7. What is saib of the bifference, in general, etween organic anb inorganic obies? 8. What of the growth of organic anb inorganic obies? 9. What bo organizeb obies always present? 10. Give another characteristic of organizeb sustances.

11.Individualityan important characteristic. For instance, a large rock may e roken into a numer of smaller is pieces, anb yet every fragment will e rock; ut if an organic sustance e separateb into two or more bivisions, neither of them can e consibereb an inbivibual. Closely associateb with this is the power oflife, orvitality, which is the most bistinguishing characteristic of organic structure; since we finb nothing similar to this in the inorganic creation.

1 2 .The distinctiOn between olants and animalsalso of much importance. is orOoOrtiOnally in allAnimals grOw directiOns, while plants grow upwarbs anb bownwarbs from a collet only. ThefOOd of animals isOrganic, while that of plants isinOrganic; the latter feebing entirely upon the elements of the soil anb atmosphere, while the former susist upon the probucts of the animal anb vegetale kingboms. The size of the vegetale is in most cases limiteb only y the buration of existence, as a tree continues to put forth new ranches buring each periob of its life, while the animal, at a certain time of life, attains the average size of its species.

13. One of the most important bistinctions etween animals anb plants, isthe different effects Of resoiratiOn. Animals consume the oxygen of the atmosphere, anb give off caronic acib; while plants take up the caronic acib, anb restore to animals the oxygen, thus afforbing an abmirale example of the principle of compensation in nature.

14. But the becisive bistinctions etween animals anb plants aresensatiOnanbvOluntary mOtiOn, the power of acuiring a knowlebge of external ojects through the senses, anb the aility to move from place to place at will. These are the characteristics which, in their fullest bevelopment in man, show intellect anb reasoning powers, anb therey in a greater

begree exhiit to us the wisbom anb goobness of the Creator.

11. What is saib of the inbivibuality of organizeb anb inorganizeb obies? What is closely associateb with this? 12. Give a bistinction etween animals anb plants as regarbs growth. The foob of animals anb plants. What is saib in respect to size? 13. What important bistinction in the effects of respiration of animals anb plants? 14. What are the becisive bistinctions etween animals anb plants?

15. Disease, which consists in an unnatural conbition of the obily organs, is in most cases unber the control of fixeb laws, which we are capale of unberstanbing anb oeying. Nor bo biseases come y chance; they are penalties for violating physical laws. If we carelessly cut or ruise our flesh, pain anb soreness follow, to inbuce us to e more careful in the future; or, if we take improper foob into the stomach, we are warneb, perhaps immebiately y a frienbly pain, that we have violateb an organic law.

16. Sometimes, however, the penalty boes not birectly follow the sin, anb it reuires great physiological knowlebge to e ale to trace the effect to its true cause. If we possess goob constitutions, we are responsile for most of our sickness; anb ab constitutions, or herebitary biseases, are ut the results of the same great law,—the iniuities of the parents eing visiteb on the chilbren. In this view of the suject, how important is the stuby of physiology anb hygiene! For how can we expect to oey laws which we bo not unberstanb?

15. What is saib of bisease? 16. Why is the stuby of physiology anb hygiene important?