THE KALLIKAK FAMILY
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THE MACMILLAN COMPANY
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MACMILLAN & CO., LIMITED
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THE MACMILLAN CO. OF CANADA, LTD.
TORONTO
[Illustration: DEBORAH KALLIKAK, AS SHE APPEARS TO-DAY AT THE TRAINING
SCHOOL.]
THE
KALLIKAK FAMILY
A STUDY IN THE HEREDITY OF
FEEBLE-MINDEDNESS
BY
HENRY HERBERT GODDARD, PH.D.
_Director of the Research Laboratory of the Training School
at Vineland, New Jersey, for Feeble-minded Girls
and Boys_
New York
THE MACMILLAN COMPANY
1916
_All rights reserved_
COPYRIGHT, 1912,
BY THE MACMILLAN COMPANY.
Set up and electrotyped. Published September, 1912. Reprinted
February, 1913; February, 1914; September, 1916.
_Norwood Press
J. S. Cushing Co.--Berwick & Smith Co.
Norwood, Mass., U.S.A._
To
MR. SAMUEL S. FELS
A LAYMAN WITH THE SCIENTIST’S LOVE OF TRUTH AND THE
TRUE CITIZEN’S LOVE OF HUMANITY WHO MADE POSSIBLE
THIS STUDY AND WHO HAS FOLLOWED
THE WORK FROM ITS INCIPIENCY WITH
KINDLY CRITICISM AND ADVICE
THIS BOOK IS DEDICATED
PREFACE
On September 15, 1906, the Training School for Backward and Feeble-minded
Children at Vineland, New Jersey, opened a laboratory and a Department of
Research for the study of feeble-mindedness.
A beginning was made in studying the mental condition of the children who
lived in the Institution, with a view to determining the mental and
physical peculiarities of the different grades and types, to getting an
accurate record of what deficiencies each child had and what he was
capable of doing, with the hope that in time these records could be
correlated with the condition of the nervous system of the child, if he
should die while in the Institution and an autopsy should be allowed.
As soon as possible after the beginning of this work, a definite start was
made toward determining the cause of feeble-mindedness. After some
preliminary work, it was concluded that the only way to get the
information needed was by sending trained workers to the homes of the
children, to learn by careful and wise questioning the facts that could be
obtained. It was a great surprise to us to discover so much mental defect
in the families of so many of these children. The results of the study of
more than 300 families will soon be published, showing that about 65 per
cent of these children have the hereditary taint.
The present study of the Kallikak family is a genuine story of real
people. The name is, of course, fictitious, as are all of the names
throughout the story. The results here presented come after two years of
constant work, investigating the conditions of this family.
Some readers may question how it has been possible to get such definite
data in regard to people who lived so long ago.
A word of explanation is hence in order. In the first place, the family
itself proved to be a notorious one, so the people, in the community where
the present generations are living, know of them; they knew their parents
and grandparents; and the older members knew them farther back, because of
the reputation they had always borne. Secondly, the reputation which the
Training School has in the State is such that all have been willing to
coöperate as soon as they understood the purpose and plan of the work.
This has been of great help. Thirdly, the time devoted to this
investigation must not be overlooked. A hasty investigation could never
have produced the results which we have reached. Oftentimes a second, a
third, a fifth, or a sixth visit has been necessary in order to develop an
acquaintance and relationship with these families which induced them
gradually to relate things which they otherwise had not recalled or did
not care to tell. Many an important item has been gathered after several
visits to these homes. Chapter IV will throw still more light on the
method used.
If the reader is inclined to the view that we must have called a great
many people feeble-minded who were not so, let him be assured that this is
not the case. On the contrary, we have preferred to err on the other side,
and we have not marked people feeble-minded unless the case was such that
we could substantiate it beyond a reasonable doubt. If there was good
reason to call them normal, we have so marked them. If not, and we are
unable to decide in our own minds, we have generally left them unmarked.
In a few cases, we have marked them normal or feeble-minded, with a
question mark. By this is meant that we have studied the case and after
deliberation are still in doubt, but the probabilities are “N” or “F” as
indicated. The mere fact of the doubt shows, however, that they are at
least border-line cases.
To the scientific reader we would say that the data here presented are,
we believe, accurate to a high degree. It is true that we have made rather
dogmatic statements and have drawn conclusions that do not seem
scientifically warranted from the data. We have done this because it seems
necessary to make these statements and conclusions for the benefit of the
lay reader, and it was impossible to present in this book all of the data
that would substantiate them. We have, as a matter of fact, drawn upon the
material which is soon to be presented in a larger book. The reference to
Mendelism is an illustration of what we mean. It is, as it is given here,
meager and inadequate, and the assumption that the given law applies to
human heredity is an assumption so far as the data presented are
concerned. We would ask that the scientist reserve judgment and wait for
the larger book for the proof of these statements and for an adequate
discussion of Mendelism in relation to the problem.
The necessary expense for this study, as well as for all of the work of
the Research Laboratory, has been met by voluntary contributions from
philanthropic men and women, who believe that here is an opportunity to
benefit humanity, such as is hardly equaled elsewhere.
We take this means of expressing to them our deep appreciation of their
sympathy and generosity. I wish also to make special mention of the
indefatigable industry, wisdom, tact, and judgment of our field workers
who have gathered these facts and whose results, although continually
checked up, have stood every test put upon them as to their accuracy and
value.
The work on this particular family has been done by Elizabeth S. Kite, to
whom I am also indebted for practically all of Chapter IV.
I am also greatly indebted to my assistants in the laboratory, for help in
preparing the charts, keeping the records, and correcting manuscript and
proof.
To Superintendent Edward R. Johnstone, whose wisdom and foresight led to
the establishment of this Department of Research, whose help, sympathy,
and encouragement have been constant throughout the work of preparing this
study, the thanks and gratitude of the entire group of readers who find in
these facts any help toward the solution of the problems that they are
facing, are due.
HENRY H. GODDARD.
VINELAND, N.J., SEPTEMBER, 1912.
CONTENTS
PAGE
PREFACE vii
I. THE STORY OF DEBORAH 1
II. THE DATA 13
THE CHARTS 33
III. WHAT IT MEANS 50
IV. FURTHER FACTS ABOUT THE KALLIKAK FAMILY 70
V. WHAT IS TO BE DONE? 101
LIST OF ILLUSTRATIONS
DEBORAH KALLIKAK AS SHE APPEARS TO-DAY AT THE
TRAINING SCHOOL _Frontispiece_
FACING PAGE
DEBORAH AT THE SEWING MACHINE 4
DEBORAH AS WAITRESS 4
SPECIMENS OF DEBORAH’S HANDIWORK 6
DEBORAH, AGED FIFTEEN 8
DEBORAH, AGED SEVENTEEN 8
LAST HOME OF MILLARD KALLIKAK 20
ESTHER, DAUGHTER OF “DADDY” KALLIKAK 20
RUINS OF MOUNTAIN HUT BUILT BY MARTIN KALLIKAK, JR. 24
SITE OF MOUNTAIN HOME OF MILLARD KALLIKAK 24
GREAT-GRANDSON OF “DADDY” KALLIKAK 84
MELINDA, DAUGHTER OF “JEMIMA” 84
GREAT-GRANDCHILDREN OF “OLD SAL” 88
CHILDREN OF GUSS SAUNDERS, WITH THEIR GRANDMOTHER 88
THE KALLIKAK FAMILY
A STUDY IN THE HEREDITY OF FEEBLE-MINDEDNESS
CHAPTER I
THE STORY OF DEBORAH
One bright October day, fourteen years ago, there came to the Training
School at Vineland, a little eight-year-old girl. She had been born in an
almshouse. Her mother had afterwards married, not the father of this
child, but the prospective father of another child, and later had divorced
him and married another man, who was also the father of some of her
children. She had been led to do this through the efforts of well-meaning
people who felt that it was a great misfortune for a child to be born into
the world illegitimately. From their standpoint the argument was good,
because the mother with four or five younger children was unable to
provide adequately for this little girl, whom both husbands refused to
support.
On the plea that the child did not get along well at school and might
possibly be feeble-minded, she gained admission to the Training School,
there to begin a career which has been interesting and valuable to the
Institution, and which has led to an investigation that cannot fail to
prove of great social import.
The following are extracts from her history since she came to the
Institution:--
From Admission Blanks, _Nov. ’97_.--Average size and weight. No
peculiarity in form or size of head. Staring expression. Jerking
movement in walking. No bodily deformity. Mouth shut. Washes and
dresses herself, except fastening clothes. Understands commands. Not
very obedient. Knows a few letters. Cannot read nor count. Knows all
the colors. Not fond of music. Power of memory poor. Listens well.
Looks steadily. Good imitator. Can use a needle. Can carry wood and
fill a kettle. Can throw a ball, but cannot catch. Sees and hears
well. Right-handed. Excitable but not nervous. Not affectionate and
quite noisy. Careless in dress. Active. Obstinate and destructive.
Does not mind slapping and scolding. Grandmother somewhat deficient.
Grandfather periodical drunkard and mentally deficient. Been to
school. No results.
From Institution Reports:--
_Jan. ’99._--Conduct better. Counts 1-10 and 10-1. Knows at sight
and can write from memory “see,” “me,” “ran,” “man,” “rat,” “can.”
Weaves difficult mat in steps of 1 and 3, but requires much
assistance.
_Feb. ’99._--Counts 1-30; writes 1-15. Orderly. Folds neatly.
_March, ’99._--Draws circle and square. Writes 1-29. Combines simple
numbers.
_April, ’99._--Conduct quite bad--impudent and growing worse.
Transferred from Seguin Cottage to Wilbur for a while. Seems some
better.
SCHOOL. _Dec. ’00._ Disobedient. Graceful. Good in drill. Can copy.
Knows a number of words. Writes them from memory. Reads a little.
Adds with objects. Counts and knows value of numbers. Does all
ladder and pole drills nicely. Good in entertainment work. Memorizes
quickly. Can always be relied upon for either speaking or singing.
Marches well. A good captain. Knows “Halt,” “Right,” and “Left Face”
and “Forward March.” Always in step.
MUSIC. Knows different notes. Plays “Jesus, Lover of my Soul”
nicely. Plays scale of C and F on cornet.
_May, ’01._--Plays scales of C and F and first two exercises in
“Beginners’ Band Book” on cornet. She plays by ear. She has not
learned to read the notes of these two scales, simply because she
will not put her mind to it. She has played hymns in simple time,
but the fingering has had to be written for her.
SCHOOL. Excellent worker in gardening class. Has just completed a
very good diagram of our garden to show at Annual Meeting.
COTTAGE. Helps make beds and waits on table, is quick with her work,
but is very noisy.
_Oct. ’01._--Has nearly finished outlining a pillow sham. Can do
very good work when she tries.
ENGLISH. Does better in number work than in any other branch. Her
mind wanders a great deal. In the midst of a lesson, that she has
apparently paid a great deal of attention to, she will ask a
question that has no bearing on the lesson at all. Is slow to learn.
_Nov. ’01._--Is very good in number work, especially in addition.
Can add 25 and 15. Spells a few words, such as “wind,” “blows,”
“flowers.” Writes fairly well from copy if she tries. Her attention
is very hard to keep. Is restless in class. Likes to be first in
everything. The one thing she does best in school is to add numbers
with pegs. Knows about fifteen words, such as “cat,” “fan,” “run,”
“man.” She could learn more in school if she would pay attention,
but her mind seems away off from the subject in discussion. Could
play scale of C and F on cornet and would play some by ear if she
could have kept up her lessons. Was taken out on account of sore
throat.
_Nov. ’04._--Understands how to make bead chains. Has made four.
Knows how to use a sewing machine. Has made a shirtwaist. Uses tape
measure accurately. Can play on cornet four hard band pieces and
three solos, also reads at sight easy songs and hymns. Band pieces
are: “Attention, March!” “Quick Step Sterling,” “Onward, Christian
Soldiers,” and “Star-spangled Banner.” Solos are: “America,” “Old
Black Joe,” and “Onward, Christian Soldiers.” Conduct at school,
fair.
[Illustration: DEBORAH AT THE SEWING MACHINE.]
[Illustration: DEBORAH AS WAITRESS.]
_Jan. ’07._--Took the part of Mrs. Doe in “Fun in a Photograph
Gallery.”
_Feb. ’08._--Can write a fairly good story, but spells very few
words. Has little idea of the use of capitals. It is difficult for
her to separate her sentences. Drawing, painting, coloring, and any
kind of hand work she does quite nicely. In clay modeling, her idea
of form is quite good. Is much improved in conduct. Does not act so
wild in class.
In wood-carving class, she starts a thing she wants to do very
enthusiastically, but if it takes her very long, her interest flags
and she has to be spurred on by the thought of the result when well
done. This year she has made a carved book rest with mission ends
and is now working on a shirtwaist box with mortise and tenon joints
and lap joints. The top will be paneled. She can do most of her own
marking when shown how.
Has made a great improvement in “Band” during the last year. Can get
a better tone on the cornet and more volume. Reads by note all music
that she plays. Plays second cornet parts to about twenty-five
pieces.
_Jan. ’09._--Has embroidered the front of a shirtwaist and the front
gore of a skirt. She has shown a great amount of patience,
perseverance, and judgment in her work this year, has been anxious
to do her work, and has been a good girl. In wood carving she is
doing much more careful work than last year.
Has made a large “Skolcroft” chair with only a little help in
putting it into clamps. Did her own measuring and carved the wood.
She filled the wood herself before staining. This she had never done
before.
_June, ’09._--Made the suit which she had embroidered earlier in the
year, using the machine in making it. Helped F. B. put her chair
together and really acted as a teacher in showing her how to
upholster it. Will be a helper in wood-carving class this summer.
Took important part in the Christmas play of 1908 and was a “Fan
Girl” in the Japanese play given Annual Day, 1909.
_Mar. ’11._--Works just about the same in wood-carving class as she
has other years. Can work very rapidly when she tries, but does not
very often try. Does not have much confidence in herself when
marking out her work, but when urged, keeps trying until she gets it
right. Is making a large dressing case this year. Is doing very nice
work, especially in physical culture class.
_May, ’11._--Finished her dressing case, but was careless towards
the last, so it is not quite as nice as was expected. Made a very
handsome embroidered linen dress (satin stitch and eyelets), also an
embroidered corset cover. Made up both pieces under direction. Can
write a well-worded story, but has to have more than half the words
spelled for her. Knows very few of her number combinations. Retains
a great many interesting facts connected with nature work.
[Illustration: SPECIMENS OF DEBORAH’S HANDIWORK.]
The reader will see that Deborah’s teachers have worked with her
faithfully and carefully, hoping for progress, even seeing it where at a
later date it became evident that no real advance had been made. Note the
oft-repeated “She could if she would,” or “If she would only pay
attention,” and similar expressions, which show the unwillingness of the
teachers to admit even to themselves that she is really feeble-minded. In
the earlier records it was noted that Deborah was not fond of music, while
in later reports it is shown to be her one great accomplishment. To-day
she is a woman of twenty-two. The consensus of opinion of those who have
known her for the last fourteen years in the Institution is as follows:--
“She is cheerful, inclined to be quarrelsome, very active and
restless, very affectionate, willing, and tries; is quick and
excitable, fairly good-tempered. Learns a new occupation quickly,
but requires a half hour or twenty-four repetitions to learn four
lines. Retains well what she has once learned. Needs close
supervision. Is bold towards strangers, kind towards animals. Can
run an electric sewing machine, cook, and do practically everything
about the house. Has no noticeable defect. She is quick and
observing, has a good memory, writes fairly, does excellent work in
wood-carving and kindergarten, is excellent in imitation. Is a poor
reader and poor at numbers. Does fine basketry and gardening.
Spelling is poor; music is excellent; sewing excellent; excellent in
entertainment work. Very fond of children and good in helping care
for them. Has a good sense of order and cleanliness. Is sometimes
very stubborn and obstinate. Is not always truthful and has been
known to steal, although does not have a reputation for this. Is
proud of her clothes. Likes pretty dresses and likes to help in
other cottages, even to temporarily taking charge of a group.”
The children at the Training School write letters to Santa Claus asking
for such things as they want for Christmas. Here are Deborah’s requests
each year, beginning with ’99, when she was ten years old:--
“’99.--Book and harmonica.
’00.--Book, comb, paints, and doll.
’01.--Book, mittens, toy piano, handkerchief, slate pencil.
’02.--Wax doll, ribbon, music box.
’03.--Post cards, colored ribbons, gloves and shears.
’04.--Trunk, music box, Fairy Tales, games, ribbons, big doll.
’05.--Ribbons of different colors, games, handkerchiefs, music box,
Fairy Tales.
’06.--Pair of stockings, ribbons, rubbers.
’07.--Watch, red ribbon, brush and comb, paper.
’08.--Three yards of lawn, rubbers.
’09.--Nice shoes, pink, dark blue, and white ribbons.
’10.--Money for dentist bill.
’11.--Rubbers, three shirts, blue scarf, three yards linen, two
yards lawn for fancy work.”
[Illustration: AGE 15. AGE 17.
DEBORAH.]
It will be remembered that in her history, number was mentioned as being
one of her strong points. Indeed, she had a great deal of thorough drill
in this branch. In a recent testing to determine how much of this she
still retained, or whether the work had been of any value as mental
discipline, the results were negative. It was discovered that she could
neither add nor subtract, except where it was a question of concrete
objects connected with her daily life. For example, she can set a table
and wait on it very nicely. She can put the right number of plates at the
head of the table, if she knows the people who are to sit there, but at a
table with precisely the same number of strangers, she fails in making the
correct count.
At a recent test made before a prominent scientist, the question was
asked, “How many are 12 less 3?” She thought for a moment, looked around
the room and finally answered, “Nine.” “Correct,” said her questioner. “Do
you know how I did it?” she asked, delighted at her success. “I counted on
my fingers.”
Some of the questions asked her and her answers are as follows:--
_Q._ There are ten people to eat dinner. Seven have eaten. For how
many must you keep dinner warm?
_A._ Three.
_Q._ Suppose you had eight ergographs and sell six. How many would
be left?
_A._ (after twenty-eight seconds’ pondering). Two.
_Q._ Suppose you had eight Deltas and gave two away. What would you
have left?
_A._ Five.
_Q._ Suppose there are eight at the table and two leave. How many
would remain?
_A._ (after thirteen seconds). Six.
By the Binet Scale this girl showed, in April, 1910, the mentality of a
nine-year-old child with two points over; January, 1911, 9 years, 1 point;
September, 1911, 9 years, 2 points; October, 1911, 9 years, 3 points. She
answers correctly all of the questions up to age 7 except the repetition
of five figures, where she transposes two of them. She does not read the
selection in the required time, nor does she remember what she reads. In
counting the stamps, her first answer was “ten cents,” which she later
corrected. Under age 9, none of her definitions are “_better than by
use_”--“Fork is to eat with,” “Chair to sit on,” etc. She can sometimes
arrange the weights in their proper order and at other times not. The same
is true of putting the three words into a sentence. She does not know
money. Her definitions of abstract terms are very poor, in some cases
barely passable, nor can she put together the dissected sentences. She
rhymes “storm” with “spring,” and “milk” with “mill,” afterwards using
“bill,” “will,” “till.”
In the revised questions, she does not draw the design which is Question 2
in age 10, nor does she resist suggestion, Question 4 in age 12. To the
first part of Question 5, age 12, she answered, “A bird hanging from the
limb,” and to the second part, “Some one was very sick.”
This is a typical illustration of the mentality of a high-grade
feeble-minded person, the moron, the delinquent, the kind of girl or woman
that fills our reformatories. They are wayward, they get into all sorts of
trouble and difficulties, sexually and otherwise, and yet we have been
accustomed to account for their defects on the basis of viciousness,
environment, or ignorance.
It is also the history of the same type of girl in the public school.
Rather good-looking, bright in appearance, with many attractive ways, the
teacher clings to the hope, indeed insists, that such a girl will come
out all right. Our work with Deborah convinces us that such hopes are
delusions.
Here is a child who has been most carefully guarded. She has been
persistently trained since she was eight years old, and yet nothing has
been accomplished in the direction of higher intelligence or general
education. To-day if this young woman were to leave the Institution, she
would at once become a prey to the designs of evil men or evil women and
would lead a life that would be vicious, immoral, and criminal, though
because of her mentality she herself would not be responsible. There is
nothing that she might not be led into, because she has no power of
control, and all her instincts and appetites are in the direction that
would lead to vice.
We may now repeat the ever insistent question, and this time we indeed
have good hope of answering it. The question is, “How do we account for
this kind of individual?” The answer is in a word “Heredity,”--bad stock.
We must recognize that the human family shows varying stocks or strains
that are as marked and that breed as true as anything in plant or animal
life.
Formerly such a statement would have been a guess, an hypothesis. We
submit in the following pages what seems to us conclusive evidence of its
truth.