41 Sex in Education, etc., by Edward H. Clarke, M.D., Boston, 1873.
The cramming processes which are resorted to in order to force children at fixed times from the lower to the higher grades of public schools, and more especially from grammar to normal or high schools, is a fruitful source of evil in this direction. It is not always so much hard study as it is the badly-arranged and too numerous subjects of study that make the strain. I have spoken of this in another connection as follows:42 “Our children are too largely in the hands of those educationalists to whom Clouston refers,43 who go on the theory that there is an unlimited capacity in every individual brain for education to any extent and in any direction. Children varying in age and original capacity, in previous preparation, and in home-surroundings are forced into the same moulds and grooves. The slow must keep pace with the fleet, the frail with the sturdy, the children of toil and deprivation with the sons and daughters of wealth and luxury. A child is always liable to suffer from mental overwork when the effort is made to force its education beyond its receptive powers. Education is not individualized enough. The mind of the child is often confused by a multitude of ill-assorted studies. Recreation is neglected and unhealthy emulation is too much cultivated. In many communities admissions to various grades of public schools are regulated entirely by the averages obtained at examinations, instead of on the general record of the pupils in connection with proper but not too severe examinations. In consequence often, after the campaign of overwork and confusion called an examination, we see children developing serious disturbances of health or even organic disease—paroxysmal fever, loss of appetite, headache or neckache, disturbed sleep, temporary albuminuria, chorea, hysteria, and hystero-epilepsy.”
42 “Toner Lecture on Mental Overwork and Premature Disease among Public and Professional Men.” delivered March 19, 1884, Washington, Smithsonian Inst., January, 1885.
43 Clinical Lectures on Mental Diseases.
The term students' hysteria has been applied to the neuromimetic disorders from which medical students frequently suffer during their attendance upon lectures. Some years since, when engaged in examining students upon the lectures upon the practice of medicine delivered by Professor DaCosta, I saw many illustrations of this affection, some of which were very amusing. In a paper on hysteria which received the prize at the Physical Society of Guy's Hospital, P. Horrocks44 writes that during the fortnight following the death of the late Napoleon, Sir James Paget was consulted for stone in the bladder by no less than four gentlemen who had nothing the matter with them. “How many students,” says Horrocks, “are there, of one year's standing or more, who have not imagined and really became convinced that they were suffering from some disease, generally a fatal disease?” In such cases we have a combination of true psychical influence with overwork and the unhygienic surroundings for which our medical colleges are notorious.
44 Med. and Surg. Reporter, vol. xxxvii., Nov. 24, 1877.
It has been my personal experience that comparatively few cases of hysteria occur among female medical students. Not long since a thesis was presented at graduation by a woman medical student45 on the curative effects of professional training in neurasthenic and hysterical women. In this she shows that there are certain relations of mind over body which enable it to modify bodily conditions and ward off disease when other remedies appear almost powerless. She illustrates the therapeutic power of mental impressions and occupations by two cases in which a judicious and careful course of study acted to cure severe nervous and uterine troubles. One of these women, who had suffered with neurasthenia and general debility, severe nervous headaches, and other symptoms, was able during her last year at college to attend fifteen lectures a week, besides clinics, prepare for examination on five subjects, and was seldom troubled with even headache. She afterward was employed in hospital work, and could walk five miles a day without discomfort. That women medical students know when and how to take care of themselves during the menstrual period, and that they can, if they see fit, cease work or lighten their labors at that time, would partly account for their escaping from nervous break-down.
45 “The Therapeutic Value of Mental Occupation,” by Hannah M. Thompson, M.D., Medical and Surgical Reporter, November, 1883.
That any form of irritation in a patient predisposed to hysteria may act as an exciting cause in this affection has led Laségue to apply the term peripheral hysteria to certain cases. One of his cases was a girl fourteen years old, who, having suffered for a few hours with her eyes because of some sand thrown into one of them by a playmate, awoke the next morning with a spasm of the eyelid on that side, which rendered it impossible for her to open that eye; and it remained closed during four months. He considered that the irritation produced by the sand was not the immediate cause of the spasm, but that its long duration was an hysterical phenomenon. The patient afterward became the subject of hysterical manifestations. In another complete hysterical aphonia came on after a slight bronchitis. Another, after an attack of indigestion, refused to touch either food or drink for twenty-four hours, and later was troubled with regurgitation from constriction of the pharynx or œsophagus which lasted for some weeks.
Anæmia and chlorosis are frequent exciting causes of hysteria in children, particularly in girls.