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 This Problem calls for reason. 
 "He who will not reason is a bigot; 
 He who cannot is a fool; 
 He who dare not is a slave." 
 
THE AUTHOR 
 
 IN 
 
 1879 
 
JAN294916 
 
 GLENN WIMSLOW 
 
 OPTOMI 
 
 711 SJORY >BUK.D1NG 
 :l.es. cau. 
 
Photogravure from the fine 
 steel engraving by Clark in 
 the History of South Dakota 
 
OCULO-DIDACTICS 
 
 OR 
 
 EYE CULTURE 
 
 BY 
 
 CHARLES HENRY TAYLOR 
 
 A SYSTEM OF EYE TRAINING 
 USED FOR MANY YEARS BY THE 
 ORIGINATOR AND FOUNDER IN 
 PUBLIC SCHOOLS, COLLEGES 
 AND STATE INSTITUTIONS 
 AND PRIVATE PRACTICE. ^ 
 
 PRICE ONE DOLLAR 
 
 _ 0555. 
 
 Published by v_>'l'2. 
 
 OPTOMETRY PUBLISHING COMPANY 
 
 KANSAS CITY, MO. 
 
 TpJUqV5Ry 0?-TH5; 
 LOS ANGEtES SCUtlflJ/DF QPTOMETRY 
 
 BLVD. 
 
 [f. 
 

 COPYRIGHT 1915 
 OPTOMETRY EDUCATIONAL BUREAU 
 
OPtOAA 
 CONTENTS 
 
 PREFACE n 
 
 INTRODUCTORY 13 
 
 CHAPTER I. 
 PRINCIPLES OF OCULO-DIDACTIG5 19 
 
 CHAPTER II. 
 OCULO-DIDACTICS IN SCHOOLS 27 
 
 CHAPTER III. 
 
 OCULO-DIDACTICS IN SCHOOLS— Continued 35 
 
 CHAPTER IV. 
 OCULO-DIDACTICS IN GENERAL PRACTICE 4! 
 
 CHAPTER V. 
 
 OCULO-DIDACTICS IN GENERAL PRACTICE— Continued. 51 
 
 CHAPTER VI. 
 
 OCULO-DIDACTICS IN GENERAL PRACTICE— Continued. 5 7 
 
 CHAPTER VII. 
 
 OCULO-DIDACTIC PROCEDURES 63 
 
 CHAPTER VIII. 
 GENERAL OCULO-DIDACTIC EXERCISES 69 
 
PREFACE 
 
 In 1707 Antoine Maitre-Jan gave a description of 
 complaints which he thought ''Arose from the strain 
 of the eye." In 1824 Dr. W. Kitchneti wrote of "Peo- 
 ple who required glasses, but neglected to use them." 
 In 1832 Wilier enumerated several "symptoms aris- 
 ing from strained eyes." In 1837 Sichel mentioned 
 "a group of symptoms, arising from excessive use of 
 the eye." In 1850 Piorry said that "Oscillation nerve- 
 ness had its seat in the eye." In 1867 the author as- 
 serted that he "could see no reason why the eye could 
 not be improved by proper culture, as well as any 
 other organ." 
 
 Since then the author has been much interested in 
 the technics of visual images with the result that, he 
 has become a confirmed expounder of scientific eye- 
 culture. In view of what Fauchet said: "No author 
 is so poor that he cannot be of some service," we 
 hope that this effort may not be fruitless. 
 
 "The book to read is not the one which thinks for 
 you, but the one which makes you think." This 
 contribution is not designed for lazy readers, or those 
 who require their thinking to be done for them. The 
 aim is to invite thoughtful attention to universal 
 principles, and thus prompt professionals to carefully 
 distinguish pedantries and artificialities from the real- 
 istics, so as to heed the best interests of patrons 
 without being hampered by empiric rule dictations. 
 
OCULO- DIDACTICS 
 
 s s s 
 
 INTRODUCTORY. 
 
 Pedagogic theorizing is perennial and boundless in 
 speculation for writers. But most efficient readers 
 have a philosophy of their own, so the first thing they 
 wish to know is what is the author's philosophy. A 
 writer's philosophy may not be popularly recognized, 
 nor be in unison with any technical system extant, but 
 it often has an unconscious subtlety which gives a 
 strong bias to the writer as well as to the reader. 
 
 But through it all, Dame Nature continues to oper- 
 ate exactly according to her own way of doing, before 
 which the exquisite philosophical wisdom of writer or 
 reader collapses into insignificance. One's philosophy 
 may be philosophic enough to serve somewhat as an 
 instrument with which realities may be influenced in 
 results. Yet it often serves as an anti-ingenious and 
 an anti-investigative force to impede rather than to 
 prompt inductive logic from the study of the condi- 
 tions which harmonize with nature. Perhaps, in no 
 art, is it more essential for skilled operators to obtain 
 a clear understanding of nature's conditions, and to 
 know the peculiar properties of the material they are 
 dealing with, than in didactic art, in general, or in 
 Oculo-didactic art, in particular. 
 
 Scientific eye-culture is a plain phase of didactic art 
 by which the eyes are brought to betterment accord- 
 
14 OCULO-DIDACTICS 
 
 ing to nature's mode of developing the human facul- 
 ties. Eye-culture not only benefits the normal eye 
 in its physical activities and in its accuracy in seeing, 
 but it is a means of guarding against abuses of the 
 eye, and prevents many derangements due to its 
 school and clerical uses. Many acquired troubles of 
 the eye can often be modified and some entirely coun- 
 ter-balanced by proper eye-culture. It not only pre- 
 vents much of the acquired ill results from abuse of 
 the eye, but it is a practical means for the training of 
 normal eyes, better to sustain the tax that is imposed 
 in practical life work, which requires ability to see 
 accurately and continuously. 
 
 This culture is to the eyes what physical training 
 is to the bodily structure, or in other words, it is phy- 
 sical culture applied to the eye in a suitable manner. 
 Of course deficiency in native ability is insurmount- 
 able, but by proper culture the capability of the eye 
 can be greatly improved in flexibility, power, ease, 
 harmony, endurance and proficiency, also its accuracy 
 and acuteness in vision can be greatly increased. 
 
 The author takes the position that reasonable in- 
 fluence properly exercised upon the eye may effect ex- 
 cellent results, while unfavorable influences and ad- 
 verse conditions may effect results which are detri- 
 mental to the eye and in many cases seriously affect 
 the whole being. 
 
 Many readers seem to consider it essential for a 
 writer to fully elaborate upon the application of exact 
 ways and means of doing things for the benefit of 
 those who are not so informed as to be masters of their 
 profession. But, as before indicated, the plan of the 
 writer is, first: to INVITE attention and a consid- 
 eration of principles upon which the subject is based, 
 rather than to elucidate methods of doing by rule, for 
 
OCULO-DID ACTIOS 15 
 
 rules are empiric, but principles are eternal and flex- 
 ible truths. 
 
 There is more or less hankering for superior knowl- 
 edge by rule because the understanding of principles 
 requires the exercise of wisdom to comprehend them 
 so as to use them rightly. But principle, in the sense 
 we use it, is the fundamental truth or essential ele- 
 ment used as the primary proposition of true philo- 
 sophical science, and the issue at stake is the ground 
 of justification as the means to an end in didactic re- 
 sults. The cognate problem is practical results and 
 the ransacking of nature's laws for means to attain 
 the required results. 
 
 These chapters will be mainly confined to a few of 
 the eternal principles, essentially involved for intelli- 
 gent and thoughtful professionals to consider accord- 
 ing to their own philosophy, and to make use of as cir- 
 cumstances may admit in grappling with the condi- 
 tions as found in their every-day practice. 
 
 While there is no attempt at exhaustive detailed 
 elaboration of how to do in all cases, we hope that 
 whatever the contribution may lack in serving those 
 who require their thinking to be done for them, it may 
 not cause a misunderstanding of the essential prin- 
 ciples by the more thoughtful, if what follows is cor- 
 rectly understood. And while Oculo-didactics affords 
 a wide field and a profitable one, in the mat- 
 ter of benefit to humanity, as well as the more sor- 
 did one of dollars and cents, it has its limitations of 
 utility, as well as other classifications in ophthalmic 
 science. It is a part of the specialist's duty to dis- 
 criminate and proceed according to the peculiar con- 
 ditions of each individual, and to keep within range of 
 his qualifications to serve the best interests of his 
 patrons. 
 
16 OCULO-DID ACTIOS 
 
 This brief summary of the author's reflections for 
 many years has quietly waited for an auspicious time 
 for its dedication to those professionals who realize 
 the necessity of heeding nature for results in eye con 
 ditions rather than in forcing abnormal developments 
 or mechanical "assistance". 
 
 In view of the fact that this is such an unfamiliar 
 subject in more senses than one, it seems advisable 
 to refer to a list of practical results attained by the 
 employment of this science to indicate a possible 
 range in utility by others. The list of brief excerpts, 
 culled from statements of reliable men, is to indicate 
 that this new problem is not unworthy of careful con- 
 sideration by thoughtful professionals. These testi- 
 monials are but a few from among the many in pos- 
 session of the author, relative to results of Oculo- 
 didactics, as practiced by him in the schools and col- 
 leges. 
 
 "Dr. C. H. Taylor's work has been eminently satis- 
 factory, and our records show that both health and 
 scholarship have been much improved in those who 
 have followed his teaching and system." 
 
 "Dr. C. H. Taylor's work has almost without excep- 
 tion, done great good. His general advice is excel- 
 lent." 
 
 "The students and faculty of the State Agricultural 
 College of this State have reaped great good from Dr. 
 Taylor's services during the past two or three years. 
 I believe that the eyesight and health of many stu- 
 dents have been saved by his services." 
 
 "Dr. C. H. Taylor has several times examined the 
 eyes of our students and the benefits resulting to the 
 children cannot be over-estimated. Many sad cases 
 have been cured, and others much helped by follow- 
 ing his system of Oculo-didactics." 
 
OCULO-DIDACTICS 17 
 
 "The principles of Eye-Culture are as true as any 
 taught and will live as long. I have seen it demon- 
 strated in the schools." 
 
 "Having had excellent opportunity in connection 
 with my college work to become familiar with the 
 work of some of the most noted eye specialists in the 
 West, I take pleasure in saying that Chas. H. Taylor 
 ranks among the best and most successful operators 
 I have ever met." 
 
 "I have great confidence in Oculo-didactics and am 
 very much pleased with the work here." 
 
 "Having given considerable attention to the subject 
 of ophthalmology and witnessed the work of promi- 
 nent specialists, I have become convinced that Dr. C. 
 H. Taylor's work is thoroughly original and fraught 
 with the best results of any system extant." 
 
 —2 
 
PRINCIPLES OF OCULO-DIDACTICS. 
 s s s 
 
 CHAPTER I. 
 
 It is a well-known criterion of excellence in any 
 procedure, that it depends much upon its fitness for 
 accomplishing the objective purpose, and its real value 
 is estimated by its worth to man. In considering this 
 new problem its value depends much upon unfamil- 
 iar realities which can be consistently employed so as 
 to benefit those who strive to make it pay. If there is 
 no strife to test it, then it is proportionally a waste of 
 energy. This principle may be applied to the reader 
 and the patient, regardless of its possible value to the 
 world. Therefore, the true valuation of this new 
 problem depends much upon co-operative effort. Our 
 trust and main dependence is upon the interest 
 aroused among progressive professionals who can and 
 will try to reason and make an effort to sift the mat- 
 ter carefully, so as to cull the realities to nourish 
 their own mental understanding of the universal prin- 
 ciples involved. 
 
 A correct understanding of Oculo-didatics, even to 
 those best posted in the science, cannot be reached 
 in a single bound, or brainless efforts to echo some 
 ipsi dixit dictation without understanding the uni- 
 versal principles involved, which vitalize the proced- 
 ure. The first effort is duly to consider what men- 
 tal ability is directly taxed in order to learn the re- 
 quirements in regard to the anatomical structure and 
 physiology of the eye as set forth in books — also that 
 tendency now to learn , some of the pathological 
 
20 OCULO-DIDACTICS 
 
 conditions; also the science of arithmetic sufficient 
 to understand the subject of refraction, and there- 
 by estimate the errors of, and the fellowship rela- 
 tions of the two eyes. In order to become an ef- 
 ficient master of Oculo-didactic science, it necessi- 
 tates this knowledge of optometry, combined with 
 suitable knowledge of didactics, 'physiology, atavism, 
 idiosyncrasy, and psychological sciences; in order to 
 estimate what the true discordant conditions of the 
 eyes are, when in the act of seeing, and to understand 
 how to equipoise all of the discordant relationships 
 when designing procedures, or glasses, best to enable 
 the eyes to perform their functions according to na- 
 ture, in obedience to the influence of mind and will 
 of the individual. 
 
 Hence, while Oculo-didactics is embraced in oph- 
 thalmic science, it invades a field of science, that is 
 far from being one in practice or in results. The suita- 
 bleness of either for attaining the most valuable and 
 reliable results in benefiting the afflicted is the true 
 criterion as to their relative merits. 
 
 The study of Oculo-didactics calls for the exercise 
 of unbiased reason, for, take whatever coui-se one 
 may decide upon, he has to deal directly with Na- 
 ture's laws. Therefore, an efficient operator must 
 carefully observe and reason as to causes and effects 
 in order to determine intelligently upon the most 
 probable so as to resolve upon a suitable course upon 
 which to act. The most suitable procedure in many 
 cases would be wanting in others where errors of re- 
 faction, according to optometry, appear very similar, 
 and are often fitted alike, regardless of the fact that 
 there are no two pairs of eyes exactly alike, and it is 
 irrational to attempt to treat unlike things in any like 
 manner unless it is to destroy. So we repeat: The 
 essential problem in Oculo-didactics is to decide just 
 
OCULO-DIDACTICS 21 
 
 what are the factors to be heeded in order to equipoise 
 all of influential conditions so as to derive the best 
 results. And this cannot be attained by brainless de- 
 votion to any authority, it matters not how "high" or 
 popular that "authority," or how "classic" the course 
 of one's education, because such guidance when stand- 
 ardized becomes crystallized; and any crystallized 
 guidance by rules has no elastic principle of organic 
 ability, or the real truths of Nature. Hence the key- 
 note of Oculo-didactics is in learning how to under- 
 stand each individual as a whole so as to become bet- 
 ter able suitably to co-ordinate the procedures with 
 various natures, for when harmony of Nature's con- 
 ditions is interfered with, there is a discord. 
 
 We deem it unnecessary to enter upon detailed 
 guidance for professional procedure, for specialists 
 are supposed to be posted in their particular fields, 
 and excellent works upon all of those subjects are 
 easily obtained to refresh the mind, if desired. There- 
 fore, it becomes necessary only for investigators in- 
 dependently to observe and reason so as to exercise 
 good judgment and ingenious intelligence in trying 
 to understand each individual case, and in designing 
 special procedure in this professional artistry, so as 
 to attain^ excellent results. And in this, one must act 
 independent of authority, rule, system, fondled no- 
 tion, cherished belief, confidence, prejudice, or any 
 other bias. 
 
 The power of mind to observe correctly, so as to 
 perceive the realities and to understand their har- 
 monious relationship in nature's work is the course 
 in each procedure, so as to influence or sway the nat- 
 ural forces correctly, for in all cases there must be 
 unlimited consequences which correspond absolutely 
 according to the combination of nature's forces and 
 the art employed. 
 
22 OCULO-DIDACTICS 
 
 It is an axiomatic principle in Oculo-didactics that 
 when the combined activities of the eyes are in uni- 
 son, the result is harmony in functions, and when 
 there is any discordant relation there is some inhar- 
 monious condition which tends to strain, if not to 
 enfeeble the eyes. The completeness of an optomet- 
 ric undertaking depends upon all parts being in 
 harmony with all other parts, individually and col- 
 lectively as a whole. The eye can be complete only 
 so far as all parts and powers have their full and 
 legitimate activities in complete harmony. Efficient 
 service in Oculo-didactics necessitates a careful study 
 of the make-up in alacrity of motion, pose of head, 
 shoulders and chest; the expression of mouth; ap- 
 pearance of nose; throat and ears, as well as of the 
 eyes, for they are all language of Nature, pertaining 
 to the eyes. It is also necessary to test the acuteness 
 of the senses and mental acuity so as to note any 
 demure, relaxed indications, or flabby manifestations, 
 for they are all truthful expressions of the predis- 
 posed tendency or results of eye conditions. There is 
 a peculiar degeneracy of eyes from the same cause. 
 The entire range of human quality from the strong, 
 robust and healthy organism, to the most feeble be- 
 ing, and thein experiences are factors as to the proba- 
 ble conditions of eyes, besides the mere errors of re- 
 fraction, to be heeded in glass fitting. 
 
 Physiology is an essential branch of information, 
 because all the functions are factors of the entire be- 
 ing, according to its nature and experiences, and the 
 reflexes often play a part in the eye conditions. 
 
 All the human family are not exactly alike; they 
 not only differ in size, shape, complexion, skin, hair, 
 features, head, limbs and color, but in mind and eye. 
 The "New Physiognomy or Signs of Character," by 
 Wells, is a valuable assistance in the study of man. 
 
OCULO-DIDACTICS 23 
 
 in various respects, without encroaching upon the 
 immortality songs. And what is true of physiognomy 
 resting on character is no less true of eye conditions 
 resting on physiology, for there is a universal law of 
 correspondence of effects in efficient forces. 
 
 It is well known that ''round apples grow on round 
 topped, short limbed and thick bodied trees, and ob- 
 long apples on tall, long-limbed trees." Should it 
 be incredible therefore, to say that round heads, faces 
 and eyes may be predicted of round, plump bodies, 
 and that high heads and long faces and bodies in- 
 dicate corresponding eyes. Incongruity in homogen- 
 eous organs will interrupt harmonious relationship of 
 parts and cause discord, and it is no less true in regard 
 to eye functions being harmonious with other func- 
 tions. 
 
 The law of homogeneousness wherein every part of 
 a being corresponds with every other part and with 
 the whole is so reliable and conformable that, lay be- 
 fore such scientists as Professor Owen a single bone 
 of an animal, and he can construct the entire osseous 
 frame-work and clothe it with muscles according to 
 its original structure. When a single scale of a fish 
 was placed before Professor Agassiz, he was able to 
 do the same regarding the original fish. The law of 
 homogeneousness regarding human physiology and 
 the eye function is no less true. 
 
 The growth or development of the different parts 
 or organs of the body is normally uniform, the tend- 
 ency being to keep unimpaired, or if impaired, to re- 
 store the symmetry or harmony of the work. ''Ex- 
 ercise (within certain limits), by attracting the vital 
 currents, strengthens and increases the size of the 
 organ or part exercised — therefore, when any organ 
 or part is disproportionately exercised or excited, it 
 is correspondingly developed and the harmonious re- 
 
24 OCULO-DIDACTICS 
 
 lation of the parts is impaired." And that law is 
 no less true regarding eye conditions, therefore, im- 
 portant. 
 
 It is impossible for man to contribute reliable, de- 
 tailed directions beyond universal principles; but it 
 may be said that essentials in Oculo-didactics are 
 those principles embraced in atavism, or recur- 
 rence of the original type in the progeny of its 
 varieties; in physiology, or the science which deals 
 with the phenomena of life of living beings; in psy- 
 chology, or science of mind; as embraced in the 
 science of teaching or training. Intelligent research 
 in this field of realities will soon reveal that it 
 does require a due consideration of atavism, because 
 the inherent proclivities arising from the original 
 type of ancestral nature may be a very important 
 factor in the nature of the eyes; therefore, it has to 
 be duly heeded in order to harmonize the procedures 
 with each individual nature. The eyes are a part of 
 the whole being and are subject to the same laws of 
 causation, both in the atavistic natures and their ex- 
 periences. 
 
 Atavism is defined, "the recurrence of any pecu- 
 liarity or disease from which a more or less remote 
 ancestor suffered." Atavistic proclivities from an- 
 cestral races are often as unlike as the typic natures 
 of the white, yellow, black, red and other races. The 
 word as used here embraces that instinct, as evidenced 
 in precociousness or delay in the evolution of a per- 
 son in growth and maturity; or proclivity instinct 
 as a heritage of former times, due to ancestral ex- 
 periences; or perverse instinct which is by no means 
 uncommon, and often plays an important part in the 
 adaption to environment or to eye experiences.* 
 
 **'The Mental Man," Wenzhaff, and other works 
 on Human Nature. 
 
OCULO-DIDACTICS 25 
 
 Psychology, or nature of mind, is by no means to 
 be ignored in the practice of Oculo-didactics, because 
 the individual state of mind, including the disposition 
 and the will, often plays a very prominent part in more 
 senses than in the exercise of reason; as evidenced in 
 the fact that imagination is often the most conspicu- 
 ous manifestation, and it frequently deceives the pa- 
 tient, and thereby tends to mislead the optometrist 
 who is not a master of the situation, and there are 
 many patients who are incapable of conforming their 
 notions to realities. 
 
 Psychology, in this connection, is employed to dis- 
 tinguish the rational faculties or energies, powers, and 
 functions of the human faculty of reasoning — or in 
 other words, the phenomena of the mind whenever 
 exercised in connection with conscious concepts, or 
 impressions due to sense preception. 
 
 In the originator's work he has had cases where 
 glasses were being worn — some minus and some plus 
 spheres, which did not improve the perceptive vision. 
 VVhen these eyes were tested with regular letters for 
 that work the eyes would indicate 50 to 75% — using 
 20-20 for 100%, and writing upon a blackboard in- 
 dicated nothing better. When tested with figures or 
 block designs, the vision would run up to 100% and 
 sometimes up to 120%, thus showing that these am- 
 blyopic cases were not due to refractive functions upon 
 the retina, and that lenses were not indicated. 
 
 In dealing with those "defective" pupils upon whom 
 faultless teachers failed to succeed in advancing in 
 scholarship, one finds the same principle of energy in 
 the proclivitous disposition to dispose of the percepts 
 and concepts as that of digesting food to fit their 
 peculiar natures. 
 
 The mental predispositions of these individuals 
 had much to do with their visual functions. And 
 
26 OCULO-DIDACTICS 
 
 when one takes into consideration that the infant rep- 
 resents the combination of parental forces derived 
 from parental sources, so that there can be no two in- 
 fants alike in size, shape or quality, one sees how im- 
 possible it is to take such unlike things and treat 
 them in a like manner and reasonably expect to ef- 
 fect like results. Such efforts are irrational, as evi- 
 denced upon every hand in human laws, rules, re- 
 ligions, schools, medical practice, ophthamology, op- 
 tometry, or any other procedure which strives to 
 subjugate unlike things to like rules; therefore, it 
 evidences another field of action effecting the most 
 rational results. 
 
 The human sensations are impressions made upon 
 the mental faculties through the medium of the sense 
 organs, which consist of those of touch or feeling, 
 smelling, taste and of sight; that of feeling is the 
 most reliable and that of sight is the most unreliable 
 sense organ. The acuteness of these sensations in 
 different individuals varies as widely as do the notes 
 from the strings on a violin, which range from the 
 lowest note on the D string up to the highest note 
 produced from the E string vibration. Hence, the 
 underlying source of discords and defectives, in more 
 senses than one, arise from the conditions of energy 
 which act upon the central senses, and the eyes are 
 not exempt from the volition forces traceable to men- 
 tal conditions and from which efficient eye-training 
 derives valuable assistance. 
 
 
OCULO-DIDACTICS IN SCHOOLS. 
 
 CHAPTER 11. 
 
 There is no effect perceivable tot or in man but has 
 a first cause which precedes it as a creative force. 
 Then does the education obtained in our schools lead 
 the learner's mind to inquire into the nascent state of 
 nature's conditions of doing? Or, does it skill the 
 sense faculties of students to perceive and learn how 
 to best co-operate with nature in achieving desired 
 results? Do the pupils early cultivate their sense 
 functions, and develop an unbiased skill in tracing 
 things to their genesis in order to find the true start- 
 ing point for essentials in intellectual attainment re- 
 garding natural phenomena? 
 
 If pupils were correctly educated to do those 
 things it greatly favors the presentation of scientific 
 consideration of the underlying conditions involved 
 in eye-culture. Because the eye represents generic con- 
 ditions of family qualities and condition of parental 
 existence. Upon the other hand, if one is not thus 
 skilled it exposes a weak condition for inquiring into 
 the underlying first causes which effect results. 
 
 Professional and master practitioners must realize 
 that there is always an underlying creative force from 
 which all phenomena of nature, or of art, proceed, 
 and without which they could not exist. 
 
 This inquiry in tracing phenomenon to its genesis 
 is by no means any far fetched theory because there 
 is always an underlying energy, or inherent quality 
 in human phenomena which constitutes an essential 
 element on which efficient professionals must be in- 
 
28 OCULO-DIDACTICS 
 
 formed in order to understand a pupil or patron in 
 body, or in mind, or even to understand the normal 
 functions of an organ, and the eye is by no means an 
 exception. Then would a consideration of the genesis 
 of the various conditions from which eyes may have 
 originated be beyond a reasonable limit in this matter 
 of eye-culture. This is asked because the child's eye 
 as an organ is a part of the whole organism and it 
 partakes of the individual's conditions of existence, 
 and is subject to the same laws that control the 
 entire organism. 
 
 There are some general principles that are well- 
 nigh universal in regard to human culture and the 
 principles of eye-culture are no exception. It is along 
 those general principles of human phenomena that an 
 efficient professional must begin to survey rather 
 than dive at once into the far-back genesis, or to 
 attempt empiric procedure. 
 
 Consider the fact that there have been many eyes, 
 evidently inferior to the average eye, which have been 
 used freely and they developed into excellent eyes 
 because of the conditions of usage. Then, upon the 
 other hand, there have been many other eyes ap- 
 parently better than the average eye that became 
 deranged and abnormal, instead of developing acute- 
 ness, accuracy, ease, freedom, power, and endurance, 
 as the average eye would likely do under reasonable 
 conditions. Why? 
 
 It was because they were not properly cared for 
 and exercised according to true didactic principles of 
 culture of the human faculties. If so, then can 
 teachers or specialists reasonably expect to succeed 
 in protecting eyes from injury and bring them forth to 
 betterment by proper procedure unless they begin 
 by informing themselves, and then let reason preside 
 m controlling the conditions and procedure? Is it 
 
OCULO-DIDACTICS 29 
 
 not true that unreasonable undertakings must expect 
 to meet with disappointment? Then, can the eye be 
 exempt from the universal laws of existence? 
 
 Nature has her own laws of cause and effect to 
 govern all of her products, and human undertakings 
 are successful so far as they combine nature's forces 
 according to her laws so that they act for the purpose. 
 When the combined forces act together in unison the 
 result is harmony, but when they are discordant, their 
 relations are strained and inharmonious. 
 
 The eye is but a factor of the whole being and like 
 other organs, it is subject to nature's conditions. The 
 eye is not only responsive to remote discords, but it 
 may have discordant influence upon other organs. 
 Then are professionals exempt from the necessity of 
 working in accordance with the laws of causation 
 which control the success of their procedure, or are 
 they subject to the same laws governing other arti- 
 sans in achieving desirable results? 
 
 In other lines of art efficient operators are obliged 
 to understand the peculiar qualities and nature of the 
 material they have to work with, including their own 
 ability, in order to effect results with reliability. Then 
 in dealing with eyes, is it not well at least, if not 
 essential, to reach back as far as circumstances will 
 admit in order to understand the nature of the being 
 and all the conditions of his makeup, so as to decide 
 intelligently how to treat him according to his in- 
 dividuality and to work in unison with nature? 
 
 If the eye is a part of the entire organism, is it not 
 well to understand what is attainable in its develop- 
 ment in each individual? In all systematic breeding 
 of animals, it is expected that the off-spring will em- 
 brace qualities peculiar to both male and female pro- 
 genitors. Also, when trainers of animals attempt to 
 
30 OCULO-DIDACTICS 
 
 train such offspring, it is considered essential for them 
 to take into consideration the nature and capacity of 
 each individual case as they find it. If so, where 
 does a line of demarkation exempt children from the 
 universal laws of causation in animal organism? 
 
 The nature and aptitude of different animals are 
 usually taken into consideration before proceeding to 
 train any of them to a purpose. The procedure is 
 supposed to be ordered according to their nature and 
 aptitude. It is generally considered that a trainer 
 must be at least stupid, if nothing worse, if he does 
 not consider the nature and aptitude of an animal 
 before he attempts to foresee the suitableness of pro- 
 cedure to the requirement. Then where do teachers 
 and professionals who ignore that principle belong? 
 
 Upon every hand evidence is complete to show 
 that diversity is a universal principle in all classes 
 of organic formation. Nations have their national 
 characteristics which distinguish each from all others, 
 and it is no less true in each and every individual. 
 Each and every being is an individual phenomenon of 
 those universal forces which cause and control all 
 organic and living things. Every person is connected 
 with the rest of creation and is endowed according 
 to his nature. No two can possibly see, hear, feel, 
 taste, smell, think, act, learn, or grow alike. Then 
 why do not more professionals heed the fact that 
 principles are flexible and eternal? Therefore while 
 eyes are very diverse, methods, rules and tools are 
 instruments to serve man, but not to enslave and 
 subjugate human structure to rule. 
 
 There can be no human phenomenon but is unlike 
 all others in some particular, even in eye structure 
 and function. If one will only educate his own eyes 
 to see correctly, and then carefully observe a school 
 room full of pupils, he will find that there are no two 
 
OCULO-DIDACTICS 31 
 
 whose eyes are like, or who see alike. The visual 
 images of all the pupils as they look at their teacher 
 do not embrace any two images just alike for several 
 reasons. In this way efficient teachers may obtain 
 a better understanding of the various cases by in- 
 geniously studying the pupil's perceptions carefully in 
 a great variety of ways than can be imparted to them 
 v.'ith artificial language. 
 
 The real art of true eye-culture admits of the high- 
 est degree of scientific and philosophic investigation 
 in order to clearly comprehend and appreciate the true 
 expression in different types, and to master control 
 of forces which effect results and to use them under- 
 standingly. 
 
 The constituting qualities of human existence are 
 more or less idiosyncratic. This is evidenced in 
 various ways. One of the manifestations is in the 
 odor being so distinguishable as to enable dogs to 
 easily discriminate any one person from all others. 
 And the action of like chemicals upon the flesh of 
 different individuals often effects very unlike results. 
 Also like environments do not have like effects on 
 different persons. 
 
 In human makeup there is an inherent energy or 
 force which is distributed to a multiplicity of functions 
 which normally co-operate harmoniously in their 
 activities. There are some instinctive activities which 
 come nearer co-ordinating with human interest than 
 do many of the more popular "scientific practices." 
 
 The inherent energy has its own distinguishing 
 quality to as great a degree as does the individual 
 odor, and the distribution is as varied as is the in- 
 dividual physical structure. But there is a general 
 principle of relationship as in the physical makeup 
 which characterizes animal life. 
 
 There are the forces of appetite, passion and habit 
 
32 OCULO-DIDACTICS 
 
 which characterize animated nature; then there arc 
 those of cultured mind and will activities. If appetite 
 or passion or habit becomes the stronger, it tends to 
 enslave the mind and will, to formulate excuses and 
 ways for indulgences of desires. Should cultured 
 mind energy predominate, it influences the will and 
 they proportionally control the other energies. Then 
 the individual classes with those who are guided by 
 their intelligence. 
 
 The culture of the eye energies to perceive and 
 discriminate the various phenomena of human forces 
 manifested and the judgment to properly understand 
 them is the key-note in oculo-didactic practice. 
 
 Doubtless specialists, parents, teachers and others 
 have noticed some peculiar similarity of children to 
 the peculiarity of some relative. It may be some trait 
 of character, complexion, shape, motion, temper, 
 mouth, nose, ear, chin, hand, foot, hair or the eyes 
 which strikingly resemble the kinsman. 
 
 Each child is but a representative phenomenon of 
 the combined energies of parental qualities and it 
 partakes of the ancestry for generations back. Hence 
 an efficient professional realizes how essential it is to 
 so unfold inborn qualities as to sin against none of 
 the essentials, in order to render the most efficient 
 service to pupil, patron and to the world, and this is 
 one of the key-notes in oculo-didactics. 
 
 Probably the ancestry of each individual was de- 
 veloped under very different environment from that 
 which now surrounds their offspring, therefore in- 
 volving very different conditions to be reconciled. In 
 like manner, the eye conditions are no less different 
 than their whole individuality. Hence the different 
 conditions from which eyes have sprung are influential 
 factors to heed. Influences not detrimental to some 
 family qualities may cause results on others which 
 
OCULO-DIDACTICS 33 
 
 are repugnant to reason and detrimental to human 
 interest. This is true of all eyes. 
 
 Those inborn qualities and capacities constitute the 
 pupils' amplitude or ability to become capable in 
 achievements. The inborn bequest of heredity of a 
 peculiar capacity, or instinct, often indicates original 
 possibilities quite unlike others, hence it is essential 
 to be cautious about subduing hereditary tendencies. 
 It often unnecessarily cripples ability and destroys the 
 possibilities. True, sometimes, according to the rule, it 
 seems necessary to modify certain manifest tendencies 
 in order to conform with assumed requirements. Ux)- 
 on the other hand, the most efficient professionals are 
 cautious and strive to bring forth the original ability 
 to some achievement of value to the world and in 
 no way cripple inherent capacity and power. True 
 those idiosyncratic or ideopathic qualities are often 
 calculated to tax ingenious intelligence in order to 
 meet the conditions of nature, but it is essential to 
 heed them in masterly art, in order to achieve the 
 best results. 
 
OCULO-DIDACTICS IN SCHOOLS. 
 
 s s s 
 
 CHAPTER III. 
 
 When a stranger first enters the domain of oculo- 
 didactics he begins a new life, in a new world of 
 beautiful and truthful expressions. He will be per- 
 plexed, if not almost stupified, for a time, but will be- 
 come more and more able to recognize the various 
 expressions, and will gradually learn to discriminate 
 and to know the meanings of the more common ex- 
 pressions, so that by degrees he may become better 
 able to catch the cries and songs of the human eye. 
 
 In many abnormal cases, heredity is an etiological 
 factor to consider. Some children are thus fore- 
 doomed to permanent abnormality, which calls for 
 mechanical aids, while others may have similar ap- 
 pearances, which have been acquired and can be great- 
 ly changed for the better. Generally the hereditary 
 conditions are likely to require much more persistent 
 efforts in treatment or in culture. 
 
 The eye, as with other organs, has an individual 
 vitality or life cycle, which prompts endurance to a 
 certain extent. But in all cases, there is certainly a 
 limit to their endurance when abnormally strained, 
 or subject to antagonistic influences, which tend to 
 exhaust. 
 
 All deviations from typic or assumed criterion of 
 eye, are generally considered departures which may 
 indicate defect. But it is difficult to describe all the 
 varying symptoms so that they can be clearly per- 
 
36 OCULO-DIDACTICS 
 
 ceived and correctly understood. There are conspicu- 
 ous differences that may be of very little or no im- 
 portance, and there are indications much less in evi- 
 dence to the ordinary observer which show serious 
 conditions. Often many of the latter are overlooked 
 or are misinterpreted by the average professional. 
 Then, again, if there was an undertaking to contrib- 
 ute a full description of the various conditions found 
 in schools, there are those who would attempt to 
 prescribe pet remedies or follow favorite procedures, 
 and thus cause serious results. 
 
 There is not a phase of physical or of mental con- 
 dition which is not expressed in the most truthful 
 way. It is not always in smiles, groans, or loud 
 words, or in any form of artificial designs, or with 
 any premeditated intent. It is in a language far more 
 beautiful and truthful. Therefore it is more interest- 
 ing and reliable when correctly understood. 
 
 There is no peculiarity in eyes perceivable to man 
 but has a first cause which precedes it as a creative 
 force, and there is no phenomenon of the eye but cor- 
 responds with the conditions of causation. Conse- 
 quently, inherent qualities and the conditions of ex- 
 perience may constitute some of the essential ele- 
 ments on which one must be alert in order correctly 
 to understand his subject in mind, body or eye. But 
 any attempt to set forth the various conditions from 
 which an eye may spring would carry the subject be- 
 yond reasonable limit. Nevertheless they are all 
 factors in a child's make-up as a whole. Any pro- 
 fessional who cannot correctly interpret the language 
 of symptoms must be proportionately at sea, without 
 chart or compass. 
 
 Sense-faculties vary widely. Some are quick and 
 acute in response to a given amount of stimulus. 
 
OCULO-DIDACTICS Zl 
 
 while others cannot be induced so to respond with- 
 out more stimulus and some are incapable of such 
 activity. 
 
 When children's eyes are permitted gradually to 
 unfold under reasonably favorable conditions, they 
 will more likely develop into good normal eyes, than 
 would be the case when they are ill-affected by un- 
 favorable influences and abuses. To say nothing of 
 the inherent diversity, there must be very different 
 consequences to follow the diverse influence and 
 habitual actions of different children. The transition 
 of childhood to maturity does not always develop 
 equally in all respects, but efficient optometrists and 
 teachers should understand the art of attracting chil- 
 dren's attention and exciting a desire to inspect. 
 Then, under proper guidance, the ability of children 
 to observe and to concentrate attention to details in- 
 creases. It improves the ability for research and 
 leads on toward the highway to superiority in some 
 achievement. One child may have a quick, acute 
 sight and ability to use the eyes in weak light, and 
 another one's eyes cannot respond to the will and 
 see without more light. One child may maintain 
 active use of his eyes with pleasure, and another not 
 be able to use his eyes with any delight, and only In 
 a limited degree, without becoming fatigued. Then 
 the discriminative faculty of children ranges widely, 
 so it requires ability to guide them properly. An in- 
 crease in ability to see and a growth in power to 
 identify differences enables one to acquire more deli- 
 cate and acute power of distinguishing qualities and 
 keenness in seeing. 
 
 Many children hold their attention in a spasmodic, 
 fleeting, momentary manner for immediate require- 
 ments only. Therefore it requires constant attraction 
 to hold the attention of such children. Bright lights, 
 
38 OCULO-DIDACTICS 
 
 vivid colors, striking forms, curious designs and sur- 
 prises are excellent means to induce attention in ob- 
 servation. An excellent plan is to keep a variety of 
 objects out of sight until they are brought into direct 
 use in some unlooked-for manner, to surprise and 
 awaken desire and curiosity. 
 
 The younger a child when one commences proper- 
 ly to drill sense percept, the more favorable for at- 
 taining the highest degree of excellent results. But 
 it is essential to heed the fact that a child first sees 
 very little and for a time growth is slow and cannot 
 be forced to good advantage, for in doing so, it may 
 confuse, perplex and effect a sense of dislike. 
 
 The fundamental capabilities of a child and the 
 idiosyncratic peculiarities in instinct are individual 
 qualities that must be influential factors. But the in- 
 crease in instinct, in egotistic feeling and habits are 
 also factors to be heeded, because children are strong- 
 ly disposed to measure things by their earlier impres- 
 sions, even back to those made in infancy. As one 
 advances there is more tendency to invoke intellectual 
 activity and to note differences, but there usually re- 
 mains for some time a strong inclination to copy or 
 merely try to remember without attempting to reduce 
 to logical reason. There has not been any due con- 
 sideration of the importance of any proper exercise 
 of the psychic facts which play a part in relation to 
 subsequent images, therefore much depends upon 
 primary discipline of the sense faculty. At first chil- 
 dren have small acquisition of concepts or visual im- 
 ages, calculated to aid them in understanding. But 
 one can induce repeated efforts in looking at things 
 and in this way the power to see becomes more and 
 more developed by degrees. 
 
 Many children are unable to look at objects and 
 form any clear images of them. Some children may 
 
OCULO-DIDACTICS 39 
 
 be able to obtain a crude partial image and later may 
 notice other things and begin to combine them and 
 form very distorted images. By repeated efforts a 
 child will improve its powers in seeing size, shape, 
 color, motion, distance, and direction, and a general 
 image of what its eyes survey. But when it attempts 
 to describe the things, there will appear the former 
 mental creation, which, if properly considered, reveals 
 the visual as well as the mental condition. 
 
 Constant practice in describing just what one sees 
 will improve one in accuracy, and suitable culture 
 will enable him to obtain a more correct image of 
 objects observed. Hence the primary sense culture 
 is the fundamental source of correct mental and visual 
 creation. 
 
 The visual faculty answers the inquiries pertaining 
 to objects observed according to the accuracy of op- 
 tical images, and the correctness in the mental inter- 
 pretation of the percepts. Therefore incorrect sight 
 of things tends to confusion in mind and in opera- 
 tion. 
 
 Positive results follow reiterated exercises but those 
 exercises may influence toward the desirable, or to- 
 ward the objectionable, so that either benefit or harm 
 may result. The old saying that exercise cannot do 
 harm, even if it does no good, is an unsafe axiom, as 
 is evidenced by results of present ill-advised eye exer- 
 cise in our schools. It is true that through action 
 the muscular fiber is developed in power and endur- 
 ance, and elasticity increased; as in the whole body 
 there is a chemical change, but there is a limit and a 
 suitableness to this development and change. While 
 a strong healthy, robust child can endure much abuse 
 or beneficial activity, one of chlorotic tendency and 
 general lassitude, must have more moderate exercise. 
 Fatiguing movements for fatigued muscles of chlor- 
 
40 OCULO-DIDACTICS 
 
 otics is absurd. Exercises are to stimulate and de- 
 velop, not exhaust, and it is more essential to have 
 them suitable than lengthy and frequent. Proper 
 activity will stimulate the nervous system and mus- 
 cular action, increase circulation and thus effect 
 change in sensation and assimilation, but operators 
 must always bear in mind that a stated description 
 of exercise may be fitted for a healthy, vigorous boy 
 and be harmful to a weak girl, therefore professional 
 skill is necessary in order to guide a parent or teacher 
 as to a child's interest. 
 
 Suitable exercises in eye culture are based upon 
 well known physiological laws. Therefore, the ap- 
 plication in different cases depends upon the pupil 
 and the understanding of the operator. The direc- 
 tions contained in oculo-didactic procedures to fol- 
 low, are conservative and designed for general use by 
 those of normal conditions. Deranged cases require 
 special action and may not yield as readily, therefore, 
 want of perseverance may lead to failure when contin- 
 ued efforts would insure excellent results. 
 
 It is important to impress the need of general exer- 
 cise, cleanliness, pure air, sunshine, and sleep as of 
 vital importance for health of body, mind and eye. 
 Refrain from dwelling upon diseases in your examina- 
 tion and exercises, as it often tends to excite morbid- 
 ly sensitive natures. A resourceful professional can 
 do much in showing the joy and ennobling results 
 from accurate and acute sight, and how it leads to 
 truthfulness in observation and thought, so that those 
 who learn to see best have many advantages over 
 those with ordinary sight. 
 
 
OCULO-DIDACTICS IN GENERAL PRACTICE 
 
 CHAPTER IV. 
 
 In oculo-didactics as well as in other professional 
 work, the narrower the operator's survey and per- 
 ception of Nature's universal principles, the more 
 finite and narrow will be his conclusions and his skill 
 will be proportionally limited. The broader one's 
 survey, the more favorable for evolving the ingenious 
 ability of men to meet the diverse conditions to be 
 dealt with in the problem. 
 
 Under such conditions it seems to be necessary, in 
 some manner, to arrange a background against which 
 to portray the distinguishing features that chance to 
 be evidenced in these various unfamiliar considera- 
 tions. This because the human mind is incapable 
 of distinguishing unfamiliar matter only by compar- 
 isons. 
 
 As an assumed background to illustrate, let us refer 
 to the typic ophthalmologic "normal," or complete 
 eye, which is defined as: "That state of an eye in 
 which, when accommodation is suspended, parallel 
 rays of light are brought to a focus upon the retina." 
 This expression, "when accommodation is suspend- 
 ed," means a paralyzed condition of eyes obtained by 
 the use of drugs. Under this condition, the eye, in 
 order to be "normal," must be able to distinguish 
 objects which "subtend an angle of five minutes," or 
 in other words, twenty twentieths vision as per 
 Snellen's test type. Optometry is "The Science of 
 measuring the optical state of the eye." In statutory 
 
42 OCULO-DIDACTICS 
 
 provisions, optometry is defined as "the employment 
 of any means, other than the use of drugs, for the 
 measurement of the powers of vision and the adaption 
 of lenses for the aid thereof." In Optometry, "nor- 
 mal" is that state of eyes, "which conforms to the 
 natural rule," so that when in a state of rest or re- 
 pose, without drugs, the eye is able to see twenty 
 twentieths. Is it not self-evident that these two re- 
 quirements are not in unison with any one criterion? 
 Then which of the two is the most sane and most in 
 unison with Nature? One, at least, if not both, must 
 be more or less questionable; therefore, it may sug- 
 gest the query as to whether either of these embrace 
 a true unison with Nature's conditions of a complete 
 eye? Then is there an opportunity for another cri- 
 terion that is more in unison with complete organic 
 structure? If so, is it not our duty as professionals 
 to know? And again, is it not the duty of each gen- 
 eration to progress and to improve upon the past, 
 where improvement is possible? According to oculo- 
 didactics, completeness depends upon co-ordination 
 of all parts; therefore, "the eye can be complete only 
 so far as all parts and powers have a full legitimate 
 and harmonious action." Oculo-didactics purpose to 
 equipoise and co-ordinate all discordant relations of 
 parts and powers pertaining to the eye — especially 
 the muscular complications. This line of procedure 
 has led to a conclusion that there is no natural state 
 of human muscular condition where activity is ever 
 suspended as evidenced in a so-called paralized condi- 
 tion of eye by the use of atropine. 
 
 From birth eyes have their own inherent natures 
 and proclivities, so, that some strongly adhere to 
 hereditary tendencies, while others readily yield to 
 diverse experiences, whether they are beneficial or 
 detrimental. To greater or lesser extent, the mental 
 
OCULO-DIDACTICS 43 
 
 force, nerve tone and will energy control the muscu- 
 lar action according to the nature of the peculiar state 
 of the individual, but the psychic energy and motor 
 force vary much in activity, and the sensor acuteness 
 of individuals varies widely as does also the diverse 
 physical amplitude in power and suppleness. While 
 there are certain characteristics of eye structure that 
 can be given in a generalized description much as in 
 describing the human form, the details of vision can 
 no more be set forth according to pattern or rule than 
 words can set forth diverse facial expressions by rule. 
 
 Yet we do not want our readers to in any way in- 
 fer that this problem and optometry are divorced from 
 each other, for optometric science has a wide range 
 of under-lying factors involved and it is for skilled 
 professionals to interpret as to whether the discord- 
 ant eye conditions are to be equipoised by suitable 
 activities, or by adequate glasses, or by both training 
 and glasses. These efforts have values in proportion 
 to the benefits they confer. There are often several 
 conditions to be considered which play a part so that 
 completeness depends upon the skill to co-ordinate 
 the parts, by various means. 
 
 Glass fitting is a popular theme in optometry and 
 ophthalmology and it admits of various theories, and 
 all operators are at liberty to resort to any of the 
 varius methods for measuring the eye, but the pur- 
 poses and the interpretations of measurements are 
 often at variance. The characteristic difference in 
 optometric oculo-didactic glass fitting consists in act- 
 ing directly upon the discord or strained parts, and 
 to employ the least power of lens that is consistent, 
 so as to enable as great a range of natural activity as 
 is reasonable ; or in other words, a minimum fitting 
 instead of the maximum, which subjugates the eyes 
 to the oculist's pattern or the optometrist's mechani- 
 
44 OCULO-blDAdTIClS 
 
 cal rule. Hence, oculo-didactics taxes the ingenuity 
 of the operator more than any other plan. 
 
 It matters not how "high" the "authority," or 
 "classic" the "education" from which rule guidance 
 is derived, it never embraces the true principles of 
 natural vitality. But do not understand that one is 
 to rebuke anything that is worthy of sane considera- 
 tion. Wie simply protest against so much brainless 
 servitude without any attempt to understand the uni- 
 versal principles involved, which vitalize and nourish 
 the intellectual understanding. 
 
 In regard to true professional efficiency in oculo- 
 didactic science, it is necessary to scientifically and 
 philosophically reach conclusions and then devise ways 
 and means for guiding dependent patients. In or- 
 der to do this understandingly, one must be able to 
 distinguish the inherent conditions from acquired re- 
 sults, as well as to differentiate between realities and 
 inferences and be able to recognize the forces of na- 
 ture without being hampered by theory, pattern or 
 rule dictation. Hence, it is well, at least, to keep in 
 mind the universal principles of Nature, among which 
 is that cardinal truth that the eyes see only what they 
 have been educated by experience to see, and that the 
 specialist's eyes are not exempt — especially in optom- 
 etric practice. It is essentially necessary for a special- 
 ist in optometric science to at least try very hard to 
 see things and strive to see the whole being of a 
 patient; also strive to correctly interpret all the va- 
 rious conditions in regard to the alacrity of mental 
 action and of the physical motions, for these are 
 often reliable factors that can be made helpful in de- 
 ciding upon procedures. 
 
 There is an enormous amount of eye-strain suf- 
 fering upon every hand, and much of it is prevent- 
 able to a greater or less extent, by suitable training 
 
OCULO-DIDACTICS 45 
 
 to be heeded at home and in schools, as well as else- 
 where; therefore, decide if it is not next to family- 
 duties, a civic duty of every citizen, whether a 
 teacher, or an eye specialist, to promote any and all 
 real benefits to society as a whole. In fact, does not 
 the real value of any citizen, profession or public ef- 
 fort consist in their value to man — and on the other 
 hand, any person, profession or public effort which 
 tends to injure human interest, merits condemna- 
 tion and elimination, and it is no less true in opto- 
 metric service. 
 
 Evidence of a necessity for man to learn to see 
 more is manifested in various conditions of human 
 eyes to be met with, and which have not been rec- 
 ognized in ophthalmology, or rule optometry. 
 Among which is that subnormal refractive power in 
 many children's eyes due to immature conditions of 
 childhood, and naturally outgrown during the de- 
 velopmental period. While such an eye evidences a 
 subnormal refraction, there is quite a difference be- 
 tween hypermetropia due to short eyeball, which is 
 not generally outgrown, and that childhood state 
 which is usually outgrown; but how many optom- 
 etric specialists have learned to readily see and to dis- 
 criminate between hypermetropia and aorapia. Then 
 there are various asynergic eyestrains which cause 
 much more far-reaching reflexes than has been gen- 
 erally understood, furnishing a broad field for prac- 
 tical skill in oculo-didactics, combined with the art of 
 skillful glass fitting not practiced in ophthalmology, 
 or optometry in the 'past. Discordant or non-rhythmi- 
 cal association of parts or of powers effect consequent 
 results are often far-reaching in effects, notwithstand- 
 ing they have not been seen, or recognized in oph- 
 thalmology or optometry. 
 
 The training thus far obtained in special schools 
 
46 OCULO-DIDACTICS 
 
 does not lead inquiring minds to independent re- 
 search for unbiased problems, or to develop skill in 
 tracing human phenomena to the genesis for reliable 
 data upon which to base knowledge. These are 
 stern facts which expose the weak conditions of the 
 college-bred professionals for unfolding unbiased in- 
 quiring minds necessarily required for efficient spe- 
 cialism in optometric oculo-didactics. It is because it 
 is vitally essential to deal directly with Nature ac- 
 cording to her own laws of each individual case. For 
 something of an analogous comparison in regard to 
 independent skill, let us refer to a high grade special- 
 ist in watch repairing: Does he, upon receiving a 
 delicate watch to repair, study it carefully and duly 
 consider the special construction, then inspect all the 
 relations of parts to detect any discordant relation- 
 ship which tends to cause friction, or sway the true 
 ratio of all its parts so as to disturb the harmonious 
 relationship of action to time? or, would he recall 
 bookish rules and authority, for procedure? — instead 
 of resorting to his own ingenious intelligence and 
 skill in trying to correct the defective parts, so as to 
 co-ordinate all parts in order to effect the most skill- 
 fully complete result? Repeated efforts aid one to 
 become more and more familiar and skilled, so as to 
 readily detect discordant relationship of parts, and 
 thus become better prepared to co-ordinate and rec- 
 oncile all parts with the complete whole. 
 
 It is no less true in regard to efficient skill per- 
 taining to the human eye, for the eye is but a part 
 of the whole structure; and it matters but little what 
 portion of the entire field of human organism man at- 
 tempts to reconcile and co-ordinate with the whole 
 structure, he must certainly recognize Nature's con- 
 ditions in each organism, and duly consider that any 
 and all art considerations are minor accessories which 
 
OCULO-DIDACTICS 47 
 
 play some subordinate part to serve the operator. 
 Hence, efficiency in complying with Nature's condi- 
 tions in attaining results requires more than familiar 
 skill in memorizing books, rules or precepts. 
 
 Nature's forces operate silently, actively and cease- 
 lessly, in carrying forward her orderly process of the 
 whole organism, and efficient specialists in optometric 
 oculo-didactics must, in order to become masters of 
 the work, be able to co-operate harmoniously with 
 Nature's conditions in carrying forward this process. 
 If we had been more suitably trained in tracing real- 
 ities and in recognizng ideal "truths" for just what 
 they are, in fact, there would be more of us who 
 would readily recognize that Nature's unbound vol- 
 ume is the more valuable library to ransack in order 
 to become more masterful in optometric work. Na- 
 ture's laws are not barren ideal theories for rule- 
 mongers to prattle about the patterns, rules or pre- 
 cepts, but are realities of efficient forces which are 
 the most useful agents employed in optometric 
 science. 
 
 The author is not unconscious of the prevailing de- 
 mand for exact detailed instruction and rules as to 
 procedure in Oculo-didactics. In view of this and 
 in answer to numerous inquiries from those who as- 
 pire to professional Oculo-didactics, as to whether 
 there really is a "field" for such work, in connection 
 with the practice, we will briefly survey the author's 
 eflforts in his private practice. There is most certain- 
 ly an ample opportunity for such special work 
 and an increasing demand for such service, be- 
 cause of the scarcity of aspirants with unbiased dis- 
 positions and suitable educations to grasp it readily; 
 therefore, this professional specialty will not be over- 
 run with efficient masters for considerable time to 
 come. But efficiency cannot be attained by any hop- 
 
48 OCULO-DIDACTICS 
 
 skip-and-jump course through any of the medical or 
 optometric schools as they now stand. 
 
 Early experience of the author in private practice, 
 exposed the necessity of resorting to some other way 
 than that usually followed in regard to familiar mat- 
 ter in order to convey a correct understanding of the 
 new problem. Among the various efforts, the most 
 successful one has been to personally call upon the 
 leading physicians and educators, and explain the 
 basic principles of the system and then to prove them, 
 or expose falsity by having it tested in difficult cases 
 upon which other professionals have not succeeded 
 in rendering satisfactory service. Others were ap- 
 proached in like manner, and in this way more or 
 less test cases were usually found upon which efforts 
 were made. 
 
 In general dealing with prospective patients, they 
 are frankly asked which system of eye work they de- 
 sire. This often leads to a consideration of the facts 
 which characterize the four distinct systems of pro- 
 cedures with eyes, pertaining to sight, independent 
 of pathological complications for medical interfer- 
 ence ; the characteristic facts pertaining to the oculist, 
 the optician, the rule optometrist, and the didactic 
 optometrist. 
 
 If a prospective patient prefers the oculist's skill 
 to fit the eyes with glasses, he is frankly informed 
 that we confine our efforts in that field of work, to 
 optometric science, independent of any medical treat- 
 ment or use of drugs or subjugation of eye to pattern 
 or rule. If he manifests a desire to know "how cheap 
 can he get a pair of glasses," he is referred to the 
 optician or stores where they sell glasses. If he 
 wishes to know what it will cost to have his eyes fitted 
 with glasses he is informed that it depends upon what 
 is to go with the glasses, together with the quality 
 
OCULO-DIDACTICS 49 
 
 and style. If he expresses a desire to have glasses 
 fitted, attention is called to the question whether it 
 is to simply aid vision as usually fitted by the rule 
 optometrist, and then rely upon the glasses for ef- 
 fect? In that case it will cost but little for services 
 and the price of glasses, which vary in quality and 
 style of lenses as well as in the mounting, which he 
 may see fit to order. 
 
 When patients inquire regarding Oculo-didactics, 
 they are informed that the charges depend upon what 
 the services may probably be worth in fact, providing 
 they do their part. Usually it ranges from five dol- 
 lars upward, if the patient does his duty to himself in 
 the efforts to train the eyes as suggested. The ex- 
 ceptions depend upon circumstances, for in some 
 cases where worthy individuals were in serious need 
 of assistance and could not pay for the services and 
 glasses, they have been furnished free. With those 
 who are amply able to pay, an estimate of the real 
 value of the service is given at ten, twenty-five, fifty 
 or one hundred dollars, according to the work and 
 time required. 
 
 This procedure has been sufficiently encouraging 
 so that on Jan. 1st, 1900, a system was adopted 
 for taking the signature and address of each patient 
 upon a blank, from which the record of each case was 
 entered in a book, and numbered in rotation, com- 
 mencing with number one ; and in ten years from that 
 date, the number had reached to 333.59. The most 
 encouraging feature was in the grade of the patients' 
 recognized intelligence by their professional employ- 
 ment, which challenges the world for its equal in the 
 percentage of that class of patients in any general 
 practice of optometry or ophthalmology. As to the 
 per cent of those who evidenced preference to didactic 
 optometry, the operator's opinion is that it is not less 
 
 —4 
 
50 OCULO-DIDACTICS 
 
 than 75 or 80 per cent of the entire list. The most 
 unsatisfactory feature met with, was in regard to the 
 number of those who neglected to persist in the 
 training, and the abrupt discontinuance in the use of 
 treatment glasses before it was to their best inter- 
 ests. Therefore, it became evident that it was very 
 necessary to strongly urge patients of the real need 
 of giving Nature sufficient time to effect results by 
 growth which requires time and activity. 
 
 Since January, 1910, the operator has abandoned 
 much of his former activity on account of age and has 
 taken more time to urge continuity of effort in train- 
 ing eyes. This has proven beneficial to those patients 
 who heartily and intelligently carry out instructions. 
 In addition to the foregoing undertaking, the original 
 exponent of this eye training did much work in edu- 
 cational institutions from universities to primary 
 schools, and furnshed many "Visual Test Reports" to 
 indicate eye conditions. 
 
 In this connection, it might be well to briefly pre- 
 sent a number of cases which have come under the 
 author's care and observation in his private work 
 showing results in Oculo-didactics practice, some of 
 which were most intelligently handled by the meth- 
 ods in vogue in optometry and ophthalmology, with- 
 out satisfactorv results. 
 
 THE LIBRARY DF THE 
 lOS APJGELES SCHOOL OF OPTOMETHY 
 950 W. JEFFERSDIV BLVD. 
 LOS AlVGELES 7, CALIF. * 0555 
 
OCULO-DIDACTICS IN GENERAL PRACTICE. 
 
 s s s 
 
 CHAPTER V. 
 
 Case 1. 
 
 A woman met with an accident in which she received a 
 severe sftroke upon the side of her head, after which she 
 "saw doufble." She came under Oculo-didactic training, 
 wearing a compound lens for one eye and an opaque, 
 ground lens for the other, fitted by the "best oculists/' 
 The opaque lens was removed, both eyes fitted according 
 to the refractive errors, and Oculo-didactic itraininig begun; 
 after her third treatment she was able to see with co-ordi- 
 nate fellowship of eyes. 
 
 The oculo-didactic procedure in this case consisted 
 in removing the opaque lens from before the left eye. 
 which turned upward 30 degrees, then pressing a wad 
 of cotton over the right eye and fixing the gaze with 
 the left eye upon an object. She was instructed to 
 concentrate with all of her ability, then slowly move 
 the head backward as far as possible and still see the 
 object, and repeat until the eye became tired. The 
 eye was then given a rest for a time, after which the 
 former exercises were repeated. The patient was in- 
 structed to apply hot water compresses for ten min- 
 utes before retiring and in the morning before com- 
 ing to the office. A similar exercise to that given the 
 day before was practiced the following day, and the 
 eye began to manifest improvement. The patient 
 was instructed to repeat the exercises for a few days 
 and then call again. At the third call the exercise 
 was similar, other than in commencing with the head 
 tilted well forward with a firm pressure over the 
 
52 OCULO-DIDACTICS 
 
 right eye. This was repeated until there was a sense 
 of fatigue. Diplopia had disappeared and a test sur- 
 vey indicated unison after this third treatment. 
 
 In reviewing this particular case attention is called 
 to the use of hot water. For thirty years or more 
 the author has been making use of hot compresses 
 in connection with muscular discords. After taking 
 a survey of eye conditions, hot compresses should be 
 used for ten minutes. We lay particular stress upon 
 ten m;inutes, because up to that length of time the 
 heat tends to relax and to quiet. If continued too 
 long, it becomes an astringent. Have an alcohol 
 lamp device at hand to resort to when necessary, and 
 a supply of cloths. Make frequent changes so as 
 to keep the eyes continuously hot. While it acts as 
 an anti-spasmodic it is in no sense a mydriasis. 
 
 In some of the difficult cases the eye conditions 
 after using hot compresses, are very different from 
 those indicated before resorting to the heat. Where 
 the eyes become uncomfortable from glasses an- 
 tagonizing eye-habit, the application of hot com- 
 presses often tends to relieve such discomfort. 
 
 In general care of the eyes when hot water is re- 
 sorted to at night upon retiring, make free use of 
 cold water to the eyes and back of neck in the morn- 
 ing. 
 
 Case 2. 
 
 A traveling railroad passenger agent was a nervous wreck 
 and an inveterate user of tobacco. Oculo-didactks re- 
 stored his nerves and broke him of the tobacco habit. 
 
 The patient's left eye turned upward and outward. 
 Both eyes were hyperopic with some irregular astig- 
 matism. He was fitted with compound lenses to co- 
 ordinate, and instructed in suitable movement exer- 
 cises as indicated on the Oculo-didactic chart, to de- 
 
OCULO-DIDACTICS 53 
 
 velop the insufficient muscles. The result was relief 
 from that nerve irritation which disturbed the stom- 
 ach function. 
 
 Case 3. 
 
 The president of a normal college could not distinguish 
 movements of one's fingers five feet away, with his rigtht 
 eye. He had been told from childhood thait nothing could 
 be done with that eye. After twenty-four months of Oculo- 
 didactic training, vision in that eye scaled fifteen twentieths, 
 and glasses for distant vision were discarded. 
 
 The ophthalmoscopic examination did not reveal 
 any abnormality, and by exercising, the eye soon re- 
 vealed a tendency to improve. Placing a bright red 
 lens over the right eye to stimulate, and a deep blue 
 over the left eye, revealed that the eyes did not co- 
 ordinate. Inferring that the amblyopic state was 
 largely due to suppression of eye function to relieve 
 the strained relation of the two eyes, the patient was 
 urged to practice closing the left eye and forcibly 
 concentrate his mind and will in trying to see with 
 the right. Favorable results were soon manifested, 
 and in one year the improvement in acuteness was 
 much greater than expected. In two years vision was 
 about normal. 
 
 Case 4. 
 
 A traveling salesman had taken the Hage and Keeley 
 cures for alcoholism without success. A reduction from 
 his old lenses, an addition of certain ^prisms and Oculo- 
 didactic training relieved his craving for strong drink with- 
 in 60 days. 
 
 The patient's left eye turned out and up so that at 
 times a skilled observer could detect it. He was sent 
 to a barber to have hot wet compresses applied and 
 changed often for ten minutes. The eyes were then 
 fitted with the minimum power that seemed consist- 
 
54 OCULO-DIDACTICS 
 
 ent, and the muscular discord modified by using a 
 prism, base in and down. This gave him relief from 
 the start. 
 
 In connection with the above, the patient was in- 
 structed to train the eyes according to the oculo- 
 didactic system, as outlined in suggestions to follow. 
 
 Case 5. 
 
 A postmaster couldn't read names on boxes above a verti- 
 cal line of vision. By the Oculo-didactic System he was 
 made to read at any angle with perfect ease. 
 
 This case was due to insufficiency of one superior 
 rectus, thus offsetting in the upward turn so as to 
 separate the image from slight to two distinct im- 
 ages, although there was no evidence of muscular im- 
 balance by the ordinary horizontal line tests. It was 
 only when the line of vision was deviated upward, 
 well above the 180th meridian that the discord mani- 
 fested itself. By using low power prisms and train- 
 ing the eyes this can usually be overcome, independ- 
 ent of glasses. 
 
 Case 6. 
 
 Several oculists of note failed to benefit a scihool girl af- 
 flicted with migraine. She was wearing plus lenses. Suit- 
 able Oculo-didactic training relieved her of the headaches 
 and enabled her to discard ithe glasses. 
 
 This patient had hyperopic error, but less than the 
 glasses indicated. The main trouble was a rigidity 
 of the superior of one eye and inferior rectus muscle 
 of the other eye. This muscular strain and distress 
 soon disappeared and under oculo-didactic training, 
 as indicated in Rules 4, 5 and 7, glasses were dis- 
 carded. 
 
 Case 7. 
 
 A stutterer, whose eyes had been pronounced "O. K." 
 came under Oculo-didacti'c treatment, was fitted with tem- 
 
OCULO-DIDACTICS 55 
 
 porary glasses, which with suitable Oculo-didactic training 
 enabled her to articulate without stuttering. After twelve 
 months Oculo-didactic training, she discontinued the glass- 
 es and was permanently relieved of her impediment. 
 
 While the vision of each eye was pronounced *'0. 
 K.", there was a hypersensitive spasmodic tension of 
 one of the superior recti muscles, which was relieved 
 by resorting to a weak prism, and the muscle im- 
 proved in function by oculo-didactic training. The 
 vocal functions eventually became normal. The train- 
 ing in this case was along the line indicated in gen- 
 eral Oculo-didactic Rules 1 to 10. 
 
 Case 8. 
 
 A medical doctor tried many '"regular" practitioners. 
 His distance correction was in accord with optometric find- 
 ings and the usual muscle tests showed no discord. Prism 
 segments were prescribed and Oculo-didactic training be- 
 gun. In o.ne year he discarded the segments and had no 
 further trouble. 
 
 The discord in this case was evidenced when read- 
 ing. When the eyes were put to a continued test in 
 that function they revealed an insufficient endurance 
 of one inferior rectus, which was relieved by prism 
 segments. By suitable training the muscle was de- 
 veloped to perform its function continuously, and the 
 segments discarded. 
 
 Case 9. 
 
 A woman teacher became a nervous wreck and was sent 
 to the state hosipital for the insane, after oculists and "rule" 
 optometrists had pronounced her eyes "all right." Oculo- 
 didactic training relieved certain eye strain and enabled her 
 to resume teaching. 
 
 Was due to discordant relationship of the ocular 
 muscles and hyper-nervous tension ; and by the use 
 of prisms to relieve and training to develop functional 
 
56 OCULO-DIDACTICS 
 
 activity, the nervous disturbance soon disappeared. 
 Exercises 4 to 10 were employed in this case. 
 
 Case 10. 
 
 In a village school were two cousins, both wearing + 
 .75 lenses prescrilDed by an oculist who pronounced their 
 eyes to be "exactly alike," and called "hyperopia." Accord- 
 ing to Oculo-didactics, they were both cases of Aoropia, ano 
 glasses were unnecessary beyond the temporary use of very 
 weak lenses at times when studying. One of the boys chose 
 Oculo-didactics; the other decided to "stick to his glasses," 
 as he put it. Some three years later, both boys appeared at 
 a Teachers' Institute. The Oculo-didactic boy had excellent 
 eyes in every respect. He had not used his glasses except 
 during the school year when they were fitted. The other 
 boy was wearing -f 1.25, fitted by the same oculist who fit- 
 ted the first lenses to the two boys. 
 
 These cases were tested in the usual way, but they 
 appeared rather immature for their ages. The ac- 
 commodation was tested with minus lenses and evi- 
 denced a reserve range of ciliary action ; therefore 
 the insufficiency was in the endurance of accommoda- 
 tion due to immaturity, and would naturally be out- 
 grown as the subjects matured in development. 
 
OCULO-DIDACTICS IN GENERAL PRACTICE. 
 
 s s s 
 
 CHAPTER VL 
 
 To indicate something as to the possible range 
 wherein Oculo-didactics can at times be made a fac- 
 tor in results, a brief reference to some of the ab- 
 normal conditions follow; several of these conditions 
 are often found in combination and thus become 
 more or less complicated as to the oculo-didactic 
 bearings, but the universal principles remain the 
 same. 
 
 Amblyopia or dimness of vision, may be congenital 
 or due to organic disease of eye, or acquired by toxic 
 effects of drugs, such as quinine. This condition is 
 seldom much influenced by resorting to oculo-didac- 
 tics, but there are cases in which the eyes are affeced 
 from alcoholic stimulants, tobacco, or non-use, when 
 by co-ordinating such eyes with lenses combined 
 with suitable training, vision may be partially or 
 wholly restored. 
 
 Toxic amblyopia calls for a discontinuance of the 
 drug causing the effect, and if not too far advanced, 
 suitable training may restore more or less vision. 
 
 Asthenopia may be due to the physical condition 
 of the being, discordant state of the ocular muscles, 
 or to errors of refraction. In many cases suitable 
 muscular exercises give relief. The eye is a part of 
 the entire being and cannot be strong and efficient 
 when the body is feeble; therefore, it is dependent 
 upon the physical condition. Overtaxation demands 
 rest to reinstate normal vitality, followed by suitable 
 
58 OCULO-DIDACTICS 
 
 exercise to develop muscular power and endurance, 
 so as to be better prepared to perform its functions. 
 
 Aoropia (a-o-ro'-pia) : This condition of subnormal 
 refraction due to immaturity, will usually, under or- 
 dinary experiences, be outgrown during the formative 
 period, and seldom requires any aid, other than rea- 
 sonable care and suitable use. 
 
 For many years the author has noticed numerous 
 cases of so-called ''Hypermetropia" in children's eyes, 
 due to immature or undeveloped conditions, which he 
 considers are naturally outgrown as a child matures. 
 Hypermetropia is said to be the result of abnormal 
 eyeball. The author ventures to depart from the 
 popular view and to class such refraction of children's 
 eyes as "Aoropia," to signify an undeveloped state of 
 refraction which will naturally become typic under 
 oculo-didactic training, and often under ordinary con- 
 ditions of normal development. 
 
 Aoropia so closely resembles the refraction which 
 characterizes Hypermetropia that writers have per- 
 sistently classed it as the latter. Valk says: "All 
 eyes are born hyperopic." Ely says: "Nearly all 
 children have short eyeballs." Other authorities de- 
 clare that a very small number of infants have normal 
 eyes. Valk goes on to say: "I think I have shown 
 in my remarks upon the emmetropic eye that this 
 fiat formation — or hypermetropia is congenital." While 
 the author concedes these physiological facts, he 
 takes the position that under reasonable conditions, 
 the eyes of infants are not exempt from the general 
 law of physical development, and that under proper 
 conditions a large majority of these, if not all, be- 
 come normal at maturity. The condition is admitted- 
 ly largely due to lack of development, hence we are 
 inclined to the view that this insufficiency in refrac- 
 
OCULO-DIDACTICS 59 
 
 tion is due to immature condition rather than to ab- 
 normally proportioned eyeballs, and we base this 
 opinion upon the fact that we have examined, 
 watched, and cared for the eyes of many thousands 
 of children through the Aoropic developmental period. 
 Aoropia may often be a factor combined with other 
 conditions, so as to tend to indicate a temporary 
 need for glasses; therefore good judgment should be 
 used as to procedure in fitting of temporary glasses, 
 and training. 
 
 Astigmatism, when due to inequality of curvature 
 of the different meridians of the cornea, termed cor- 
 neal astigmatism, may be greatly benefited by oculo- 
 didactics. Astigmatic conditions caused by irregular 
 muscular action which distorts the lens, classed as 
 lenticular, may also be benefited. 
 
 A gentle pressure upon the lid of a closed eye while 
 rotating the other eye, tends to modify an irregular 
 surface of the cornea of the eye pressed upon. Daily 
 repetition of such practice will in time effect a mani- 
 fest decrease of the astigmatic condition. Suitable 
 prism lenses and muscular exercises may reduce many 
 cases of lenticular astigmatism. Almost invariably 
 oculo-didactics will reduce the degree of corneal astig- 
 matism. 
 
 Asynergy, or faulty co-ordination of parts, or mus- 
 cles normally acting in unison, may impose extra tax 
 upon some part of the eye so as to cause slight or 
 serious effects. Here the best skill of the optometrist 
 is required to secure harmony and relief. Oculo- 
 didactics has been resorted to in many such cases 
 with beneficial results. 
 
 Copiopia, or eye fatigue, may be due to excessive 
 use of eyes, or muscular rigidity, or the physical con- 
 
60 OCULO-DIDACTICS 
 
 dition. Such cases may call for pathological con- 
 sideration, and skilled adjustment of glasses. Rest 
 is essential before oculo-didactic exercises. Excessive 
 rigidity of muscles may not give rise to any manifest 
 local discomfort, but is liable to lead to fatigue when 
 it involves the eye function. Cramped or rigid mus- 
 cles can usually be relieved by the application of hot 
 water for some ten minutes, previous to examination. 
 Suitable muscular training is often beneficial. 
 
 Diplopia is frequently due to a muscular imbalance 
 which deranges the relationship of the two eyes. 
 Oculo-didactic training is often serviceable. 
 
 Ophthalmagia. There are various kinds of neuro- 
 pains, such as anemic, malarial, gouty, rheumatic, 
 syphilitic, diabetic, toxic, hysteric, and reflex. Some- 
 times, when the intercostal nerve is associated so as 
 to disturb the visual function, a brisk rubbing of the 
 face and forehead, and rotary exercise of eyes, as in- 
 dicated in general oculo-didactic training to follow, 
 to stimulate circulation, can be beneficially employed. 
 
 Myopia. Excessive refraction may be due to an 
 abnormally long antero-posterior diameter of the 
 globe, whereby the focal image is formed in front of 
 the retina. It is so described in ophthalmology and 
 optometry. Oculo-didactics teaches that, to some ex- 
 tent, myopia is an over-developed refractive power 
 brought about by excessive use of eyes at short range, 
 causing myotonia tension and myopic state. Oculo^ 
 didactics will prevent this in many cases. 
 
 There are cases on record where suitable oculo- 
 didactic exercises, something like those in general 
 oculo-didactic rules, 1 and 2, to follow, have greatly 
 reduced high degrees of myopia. A professor in the 
 State University of South Dakota, was wearing a — 
 6.50 — - 2.00 ax. 180 O. U., fitted under mydriasis. The 
 
OCULO-DIDACTICS 61 
 
 vision, with this correction, when the patient first 
 came under the author's observation, was 20/30 or 
 65% normal vision. This correction was gradually 
 reduced over a period of years until his correction 
 was — 2.00 with a — 1.00 cylinder Avith vision 20/15, 
 an average of 135%. The eyes were much more com- 
 fortable than formerly, and all this w^as accomplished 
 after the age of thirty-eight, which would naturally 
 make results slower in effect. In brief, this case 
 showed an improvement in acuity of vision as 65% 
 to 135%, to say nothing of the comfort. While this 
 is an exceptional case, it serves to illustrate the range 
 that is possible in some cases. 
 
OCULO-DIDACTIC PROCEDURES. 
 
 s s s 
 
 CHAPTER VII. 
 
 There are numerous "errors" and combinations 
 which in some way, more or less involve muscular 
 fibre and nerve energy of eyes. In a large per cent 
 of muscular fibre complications, Oculo-didactics can 
 be made more or less serviceable in attaining bene- 
 ficial results. Perhaps the heterophoric class is the 
 most favorable from which to draw a clear illustra- 
 tion of the principle of applying Oculo-didactics, be- 
 cause professionals are more familiar with extrinsic 
 muscle insufficiencies. As to the mode of procedure 
 in the Heterophorias, suppose the eyes are exophoric; 
 this would indicate a spasmodic state of the external, 
 or an insufficiency of the internal rectus muscle. Then 
 comes the question as to the physical ability and the 
 potential energy of eye structure. 
 
 Asthenopia or fatigued state, would indicate a 
 palliative course with lenses to mechanically relieve 
 the muscular strain, and thus aid Nature in restor- 
 ing the natural tonus of muscular structure. The 
 period of rest will depend much upon the individual's 
 state of vitality, the amount to overcome, and experi- 
 ence. Oculo-didactic training, which in this case 
 would in part consist in closing one eye and with 
 the other, fix the line of sight upon any piece of 
 printed matter held directly in front of the eye, with 
 a firm resolve to read it correctly and as rapidly as 
 possible. Move the print toward the nose in line of 
 the weak muscle, so as to contract the muscular 
 
64 OCULO-DIDACTICS 
 
 fibres. Then proceed to rotate the print as indicated 
 on the Oculo-didactic chart, around to the starting 
 point. Commence again and turn the eye inward as 
 far as possible and then rotate as before, only in the 
 reverse direction. Repeat over one way and back 
 the other from three to five times, then change to the 
 other eye and proceed in like manner. 
 
 Thus any of the ocular muscles can be exercised 
 and by daily practice for a few moments each morn- 
 ing while the eyes are free from weariness, there will 
 surely follow results. But, it is a growth and cannot 
 be accomplished all at once. 
 
 Now, what can be efifected by such an exercise? 
 First, the eye that is open and rotated is moved by the 
 exercise of the ocular muscles and thereby increases 
 flexibility and amplitude of the muscles and thus 
 benefits the insufficient muscle. It also tends to de- 
 crease the general muscular rigidity, distress and fa- 
 tigue, which is more prevalent than generally under- 
 stood. 
 
 The gentle pressure on the lid of the closed eye will 
 increase the friction of the globe in the orbit. As the 
 open eye moves it requires more nerve energy and 
 muscular power to overcome the resistance, and there- 
 by increases the power of action. It also tends to 
 equipoise corneal curvature and thus decrease the as- 
 tigmatic tendency. In some cases it has produced very 
 marked results. 
 
 In this exercise, attention is called to the use of 
 printed matter, simply because it brings out the action 
 of mind and will, demanded to read it correctly and 
 rapidly. In all successful training one must ener- 
 getically exercise mental purpose, will energy and 
 muscular action. 
 
 Along this principle of acting upon muscle fibres 
 
OCULO-DIDACTICS 65 
 
 an efficient specialist can readily devise some suitable 
 procedure to train any desired part of the muscular 
 structure; but in ordinary training, the Oculo-didactic 
 Charts to be shown later, are convenient, as the pa- 
 tient can more readily understand in just which direc- 
 tion to rotate from the center to exercise various mus- 
 cles, and how to direct the movements as he reads the 
 letters and figures. The Charts are especially useful 
 in training the eyes of children. 
 
 To aid the less thoughtful in arriving at an under- 
 standing of Didactics as applied in eye training, the 
 general exercises are submitted. These are primarily 
 intended for eyes of normal tendency, with no mani- 
 fest defects, but may be used to advantage in connec- 
 tion with special exercises by omitting or regulating 
 the movements that tend to overtax the weaker parts. 
 
 In referring to Oculo-didactics for consideration in 
 optometric practice, the operator must consider the 
 fact that there is no one line of procedure which em- 
 braces every case. It is a universal principle that no 
 matter how valuable any one agent or mode of pro- 
 cedure may be, it becomes a fad, and at times danger- 
 ous, when blindly employed to the exclusion of all 
 other health adjuncts, and this is evidenced in the 
 tendency of ophthalmologists to use drugs or the 
 knife — or of optometrists to use lenses, without a full 
 survey of fundamental principles and conditions in- 
 volved in individual cases. 
 
 Among symptoms which should be observed by the 
 Oculo-didactic specialist — symptoms which point to 
 the need of special training, even tho' the eyes may 
 be found entirely emmetropic, and not usually con- 
 sidered when looking for refractive errors are: 
 
 A wavering and unsteady gaze. 
 
 Turning the head sidewise when fixing the gaze. 
 
 Tendency to close one eye. 
 
66 OCULO-DIDACTICS 
 
 Muscular contraction of facial muscles when look- 
 ing. 
 
 One side of the face higher than the othen 
 
 One side of the face farther forward than the other. 
 
 General manifest lack of interest when looking at 
 objects. 
 
 General aversion to study. 
 
 Watering of the eyes. 
 
 Drowsiness. 
 
 Nervousness. 
 
 Digestive disturbance when taxing the eyes. 
 
 Unreasonable dislike to certain persons or things. 
 
 Elevated eyebrows with expressionless face. 
 
 Failure of upper lids to follow eyeballs in looking 
 down. 
 
 Another important factor that can often be traced 
 to primary experiences is a tendency of individuals to 
 hesitate in a state of tension. In every muscular ac- 
 tion there are two sets of muscles exercised ; one, the 
 positive or propelling muscles — the other the negative 
 or antagonistic, to modify or govern ; and when there 
 is a state of hesitancy in action, there is usually an 
 overtension on the secondary or modifying muscles 
 which tend to rigidity and strained relationship of 
 the eye muscles. It has been the practice of the author 
 to have each patient write his name. Here this mus- 
 cular rigidity will quickly manifest itself in the cramped 
 fingers and hand. This rigidity and muscular discord 
 are evidenced in many cases of eye strain, where other- 
 wise the eyes are in excellent condition and without re- 
 fractive error. 
 
 Every varying mood of thought or of feeling has 
 an influence upon the whole being and the complicated 
 apparatus formed by the nerves and muscles of the 
 
OCULO-DIDACTICS 67 
 
 eyes, cause many times more serious eye strain than 
 all ordinary errors of refraction which can derange the 
 vision. This being true, one can better estimate the 
 benefit to be derived from Oculo-didactics or suitable 
 training when conducted under the supervision of a 
 competent Oculo-didactic specialist. 
 
 The movement exercises, like those in a gymnasium 
 for physical culture are for securing freedom and 
 power of muscular action, and nerve activity as well 
 as for increasing circulation and endurance. 
 
 Owing to pathological conditions, especially when 
 any part of the eye is over-taxed, or fatigued, there 
 needs to be discretion exercised, but when there is a 
 source of energy, lack of activity, or insufficiency due 
 to indolence, activities are a source of growth, power 
 and endurance. Hence much depends upon the na- 
 ture of the individual. Strong, robust, healthy per- 
 sons can be handled much more energetically than 
 can feeble neurotic individuals. 
 
 In animal organism, there is an inherent predispo- 
 sition to restlessness, hence action and those activities 
 independent of mind and will are the involuntary ones 
 upon which existence depends. Those activities in 
 obedience and submission to mind and will dictation 
 are voluntary and are the ones upon which eye move- 
 ments are largely dependent in their achievements. 
 
 Activities in the sense of operations to achieve 
 actuates growth of the parts brought into action and 
 promotes skill, endurance, and power, and is an im- 
 portant factor in eye-culture. The organism is cap- 
 able of great increase in strength, ease, rapidity and 
 skill in doing according to habitual exercises, when it 
 embraces quality, quantity and continuity of action 
 within the range of its aptitude. The aptitudes are 
 
68 OCULO-DIDACTICS 
 
 inherent capabilities and the developments by activi- 
 ties are a series of upheavals. 
 
 The activities cause an increase of stimuli in nerve 
 energy, and an increased flow^ of blood to the active 
 parts, thus increasing the oxidization, relieving con- 
 gestion and increasing muscular power and action. 
 Activity differs widely in results in different individ- 
 uals, but discipline of the muscular structure of any 
 organ will usually improve flexibility in extension 
 movements and power in contraction, accelerate cir- 
 culation and increase oxidizing action, while inac- 
 tion tends to weakness and atrophy of the parts in- 
 volved whether it is from forced disuse or from vol- 
 untary non-action, and this holds good in the ex- 
 trinsic and ciliary muscles of the eye. 
 
GENERAL OCULO-DIDACTIC EXERCISES. 
 
 a a a 
 
 CHAPTER VIII. 
 
 No. 1. Direct a steadfast attention upon some distant ob- 
 ject and with a determined will, strive to see all of the 
 distinguishing details correctly. Carefully and determinedly 
 exercise the judgment in estimating the size, shape, color, 
 location, distance, and all peculiarities so as to be able to 
 describe the objects accurately and fully. 
 
 This exercises the relation of mind, will and eye in 
 seeing distant things. It is a reaching out, and the 
 accommodation of parts to range of vision. It de- 
 velops greater ease, rapidity and accuracy in focus- 
 ing the eyes upon distant objects, and it also prevents 
 many cases of acquired myopia, so prevalent among 
 students. It is also a source of relief and rest to the 
 eyes as well as a relaxation of mental tension. 
 
 No. 2. Concentrate attention with will in looking at va- 
 rious Qibjects at different distances, changing from one to 
 another and range from the most remote to within a few 
 inches of the eye. 
 
 This disciplines the range and power of accommoda- 
 tion to more readily focus the eyes U'pon objects at 
 various distances. It exercises flexibility and con- 
 tractility of the muscles, and improves nerve energy 
 and circulation as well as the range of visual field. 
 
 No. 3. Fix the gaze upon some distant object directly 
 in front, then without changing the position of the head, 
 turn the eyes steadily and carefully observe distant objects 
 as the line of sight sweeps to the extreme range that the 
 eyes will turn; then reverse the course and in like manner 
 observe objects as the eyes are turned to the fullest ex- 
 
70 OCULO-DIDACTICS 
 
 tent in the opposite direction. Then exercise the eyes in 
 looking upward and downward to the fullest range of 
 view, without raising or lowering the head. 
 
 Such exercises discipline the associate relation of 
 mind, will, nerve energy, circulation and muscular ad- 
 justment. 
 
 No. 4. Hold a small object directly in front of the face, 
 say some twelve inches from the eyes. Fix the attention 
 and sight steadfastly upon the object, then turn the head 
 steadily and as far as possible in one direction, say to the 
 right, and retain a steadfast view of the object. Now turn 
 to the left. Follow the same proceeding, up and down. 
 Then rotate and swing the face in a circular motion up, 
 left, down and on to the right. Then reverse the order. 
 
 This exercise drills the involuntary adjustment of 
 the eyes and muscular action of the neck, and relieves 
 that rigidity which often leads to distress. It also 
 disciplines the associate relation of ocular muscles 
 with accommodation. 
 
 No. 5. Drill the eyes by voluntarily closing the lids of 
 each eye, while holding the lids of the fellow-eye open and 
 looking at some object with intent to see it fully. 
 
 This exercise develops independent activity of lids 
 and relieves much of the relative rigidity evidenced 
 in inability to close either eye and open the other with 
 equal ease. 
 
 No. 6. Close the lids of one eye and exercise the asso- 
 ciate eye as mentioned in exercises one, two and three, 
 then change to the other eye in like manner. 
 
 This drill develops independent eye action, secures 
 greater flexibility for associate adjustment of the two 
 eyes and tends to exercise activity of both sides of 
 brain. 
 
 No. 7. Hold the head steady, close one eye, then with 
 one hand move a small object in a circular course so as 
 
OCULO-DIDACTICS 71 
 
 to exercise a full turn of the eye ball in order to see it. 
 Then reverse the order and repeat a few times. Then 
 change to other eye and exercise in like manner. 
 
 This increases independent activity to act in obe- 
 dience to mind and will. In cases of corneal astigma- 
 tism, a gentle pressure with a wad of cotton, or some 
 other flexible -pad, upon the closed lid, as the globe is 
 rotated, tends to true the surface of the corneal, es- 
 pecially in the eyes of children. 
 
 No. 8. Hold two small objects directly in front of the 
 face and fix a continuous gaze upon them, move them slowly 
 and steadily apart, one to the right, and the other to the 
 left, and follow the right object with the gaze of right eye 
 and the other object with the gaze of the left eye. Move 
 them in various ways, and exert will to follow one object 
 with one eye, and the other with the opposite eye. 
 
 This disciplines the field of vision to perceive and 
 conceive more than one object at the same time. Ex- 
 ercise in viewing two objects at the same time tends 
 to develop ability in complex observation. 
 
 No. 9. Fix the line of sight upon some object directly in 
 front of the face, then move the hands from back of a line 
 with the ears forward slowly until the movements of the 
 fingers can be seen without changing the line of sight. 
 Then exercise similar tests from over and under the eyes, 
 also from other angles. 
 
 This stimulates the peripheral edge of the visual 
 field, which is not as acute or reliable as the central 
 portion. In this way peripheral vision can be im- 
 proved in time. 
 
 No. 10. Hold two cards, with a hole in each, in front of 
 the eyes, then move them slowly in various oposite direc- 
 tions* as far as the line of sight can be independently directed 
 through the resipective holes for each eye. 
 
 This serves to exercise independent action and per- 
 cept of each eye. 
 
CHAS. H. TAYLOR'S 
 
 Oculo-Didactic Charts 
 
 Chart No. 1 
 
 For Special Training and Exercises of Various Muscles. 
 
 q An original and unique chart for special eye 
 training and the exercise of various muscles 
 and of accommodation, jt By special letter and 
 figure arrangements the essential factors of 
 mind and will exercise urged by Dr. Taylor are 
 accomplished simultaneously, with exercise of 
 extrinsic muscles. The arrangement and di- 
 rections are so simple that by following instruct- 
 ions of the specialist a child can exercise any 
 one muscle or set of muscles. j( jt j( 
 Price 50 Cents 
 S S S 
 
 Chart No. 2 
 
 For General Eye Training. 
 
 ^ This is a 7x 1 1 chart on heavy board with 
 ten half tones from original poses, under the 
 supervision of Dr. Taylor, illustrating ten differ- 
 ent movements used by the author in general 
 eye exercises, in office, homes and schools. 
 Full and complete instructions with each. An 
 excellent and attractive chart for schools. 
 Nothing like it on the market. Jt Jt Jk 
 Price 50 Cents 
 
 FOR SALE BY 
 
 Optometry Publishing Company 
 
 KANSAS CITY. MO. 
 
OPTOMETRY 
 
 QUIZ-COMPEND 
 
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 C. WEILL TALBOT, M. D. 
 
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 KIND FOR OPTOMETRISTS. 
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SKI AMETRY 
 
 STATIC AND DYNAMIC 
 
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Fundamental Optics 
 
 BY 
 
 GEORGE A. ROGERS 
 
 A new book for beginners and students, with 
 all technical and algebraic terms eliminated. 
 Just the sort of a simplified treatise optome- 
 trists, ophthalmologists and opticians have been 
 looking for. Professor Rogers is acknowledged 
 to be one of the best posted men in the 
 United States in this phase of optics. *^ «K 
 
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