Degeneracy: Its Causes, Signs and Results

by Eugene S. Talbot

In dealing with the question of the education of the child, the signs of fatigue expressed in the ears and face should receive attention. Attempts are being made in the schools of Chicago and elsewhere to determine these. The following schedule prepared by Colin A. Scott for the Chicago Public Schools is an excellent means towards this end:—

Eye:—Each eye should be examined separately and in a good light. Hold a card over one eye while the other is being examined. In using the optometer, find the place where vision of the dots is the easiest and most distinct. In using Snellen’s test card, place the pupil at the distance marked upon the card. Have him begin at the top and read down as far as he can, first with one eye and then with the other. He should be able to read a majority of the test type. Test with optometer, and in reporting use the number on the stem preceded by F for far-sightedness, and N for near-sightedness.

Place the card for astigmatism at the distance marked upon it. Cover one eye and ask pupil to indicate, without moving nearer, the circles which appear blacker or lighter than the others. Bring the card nearer and find at how many feet distant he still sees any of the circles darker or lighter than the others. At a sufficient distance every one betrays some degree of astigmatism, which is of consequence as a defect only when capable of detection within the distance indicated upon the card. Outside of this point astigmatism may be reckoned as absent and marked 0 in the report. Note if the pupil suffers habitually from inflamed eyelids, and inquire if he complains of tired and painful eyes or headaches after reading, studying, or using his eyes in other similar ways. Note any other defect of formation or position of either eye. Test the movement of the eyes by moving a coin to about eighteen inches of the eyes.

Test each ear with the same watch in the same place and position. Establish the normal degree of hearing for your room under these conditions. Describe each ear in the report as—(1) normal; (2) slightly hard of hearing; (3) hard of hearing; (4) considerably deaf; or (5) deaf. As a further test, place the pupil at a distance and ask him to repeat a number of words or letters. In all of these tests care must be taken to avoid the possibility of suggestion in asking questions or by other means. Note if the child is a mouth-breather, or gives other signs of adenoids or enlarged tonsils. Notice circulation in each ear.

Signs of Fatigue, &c.:—In no case should it be said in the presence of a young child that he is nervous or defective in development or nutrition.

Note the position and balance of the body in standing and sitting, and whether the movements are—(1) habitually restless and fidgety; (2) note especially the balance of the head; and (3) position and occupation of the hands, showing nervousness or not; (4) note any twitching or marked lack of motor control in any part of the body; (5) note whether the pupil flushes periodically or frequently; is the pupil (6) easily excited or (7) fatigued by task in school or at home? Inquire if the pupil has frequent “morning tire” (number of days per month) or headaches not connected with serious defects of the eyes. (8) Is he unduly irritable or irascible? Are there any other signs of lack of emotional control—for example, (9) being too easily impressed; or (10) with an undue tendency to tears, or uncontrollable laughter?

Note the general condition of bodily nutrition (this by no means depends directly upon food), and the number of signs of failure in physical development (height, weight, &c.)

Researches along this line in Germany and England have shown that the fatigue produced by studies varies, and that it is possible by arranging sequence of studies to remove fatigue produced by one study through the rest furnished by another. It has been found that biology exhausts least and mathematics and grammar most. While there is undoubtedly a spirit of emulation stirred by these last two studies which is injurious, the limited associations affected by them are further a source of fatigue as well. The numerous associations of biology afford points of rest on the one hand while not tending to emulation on the other. It is this spirit of emulation, with its attendant alternation of worry and hope, that causes so many of the acquired nervous disorders of the adult, and which hence is obviously much more potent for evil in the child.

Physical and mental training in the special asylums for imbeciles and idiots gives such splendid results that it is surprising that parents, and especially those charged with bad heredity, are not encouraged and advised by their physicians and friends to try from the first year of the child’s life special measures for their preservation. If a persevering physical and psychic management of the weak-minded gives such admirable results in asylums, it would be still better if the child could be trained from the earliest period of its life. This subject is ignored by the public, and in every case not sufficiently appreciated. First of all try to preserve patients of a nervous or of a weak constitution. They should know in what state of health they are living, they must be informed of the great danger of matrimonial union with a person of the same tendencies, and especially when consanguinity exists between them. The greatest care is to be given to children of this class. Experience has already led to the conclusion that mental and physical overwork increases this defect: hence young brains must not be over-excited with worry or emotionalism. The will of children ought to be cultivated and strengthened. Their minds should be methodically educated. The bodily functions should never be artificially stimulated in any way, to increase unduly the assimilation of the food. Development of the intelligence, the sensibility and the physical training, should be looked after in the same way. Once a plan of living is laid down it should be followed. Success depends on this. The great influence of hygienic conditions (air, light, food, dress, habitation, sleep, muscular exercise, &c.) should not be forgotten, for without them efforts made for mental training are useless. By putting these methods into execution an increase of the congenital taint is prevented, and such methods perceptibly amend the psychopathic depreciation which in the usual way of living would certainly become worse. The object very often thus secured is double; aggravation has been prevented, amelioration has been obtained.

In dealing with nervous exhaustion produced by the infectious diseases, the dangers of the convalescent period are not sufficiently taken into account. Parents are but too apt from mistaken motives of economy to dismiss the physician at the onset of convalescence. It is precisely at this period that the system hovers between permanent systemic defect and recovery. Proper diet and proper training at this time will often prevent the checking of puberty development, and hence a breakdown under the stress of that period. The same is true of the convalescent period from such diseases in adults. Many a mother has thus injured her constitution and given birth to degenerate children in marked contrast with the normality of the children born before.