Illustrated Microsoft Office 365 and Office 2016 Fundamentals 1St Edition Hunt Solutions Manual Full Chapter PDF

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Instructor’s Manual Excel 2016 Module 7 Page 1 of 10
Excel 2016 Module 7: Creating a Worksheet
A Guide to this Instructor’s Manual

We have designed this Instructor’s Manual to supplement and enhance your teaching experience through
classroom activities and a cohesive module summary.
This document is organized chronologically, using the same heading in blue that you see in the textbook.
Under each heading you will find (in order): Lecture Notes that summarize the section, if any, Teacher Tips,
Classroom Activities, and Lab Activities. Pay special attention to teaching tips and activities geared toward
quizzing your students, enhancing their critical thinking skills, and encouraging experimentation within the
software.
In addition to this Instructor’s Manual, our Instructor’s Resources Site also contains PowerPoint
Presentations, Test Banks, and other supplements to aid in your teaching experience.
Table of Contents
Navigate a Workbook 2
Enter Labels and Values 3
Work with Columns and Rows 4
Use Formulas 5
Use AutoSum 6
Change Alignment and Number Format 7
Enhance a Worksheet 8
Preview and Print a Worksheet 9
End of Module Material 10
Module Objectives
Students will have mastered the material in Excel 2016 Module 7 when they can:
• Navigate a workbook • Use AutoSum
• Enter labels and values • Change alignment and number format
• Work with columns and rows • Enhance a worksheet
• Use formulas • Preview and print a worksheet
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Navigate a Workbook
LEARNING OUTCOMES
• Start Excel and open a blank workbook
• Identify Excel Interface elements
• Navigate a worksheet and select cells
• Add a new sheet
LECTURE NOTES
• Explain that an Excel worksheet is an electronic grid of rows and columns, sometimes referred to
as a spreadsheet.
• Using Excel, you create a file called a workbook that has an .xlsx file extension. A workbook
contains one or more worksheets. Any new workbook you create contains three worksheets. You
can switch between worksheets by clicking the sheet tabs at the bottom of the worksheet window.
• Use FIGURE 7-1 to point out all of the elements in the Excel program window, including the
worksheet window, the Ribbon, the Quick Access Toolbar, the status bar, zoom controls and View
buttons.
• Explain that the worksheet window is the grid area where you enter data. It consists of columns
and rows of cells. Explain that the intersection of a row and column is a cell. You enter data, labels,
and calculations in cells. The letters along the top of the worksheet window are called column
headings; the numbers running down the left side of the worksheet window are called row
headings.
• You refer to a cell’s location using its cell address, which consists of its column letter followed by
its row number (for example, E7).
• Point out that there are also some elements that are special to Excel, including:
o The formula bar, which is used to enter and display calculations called formulas. The
formula bar is located just above the column headings.
o The name box, just to the left of the formula bar, displays the cell address of the current or
active cell. You can tell which cell in a worksheet is the active cell by the dark border (or
cell pointer) around it.
• When you first start a blank workbook, the active cell is cell A1. You can move to a different cell by
clicking it, or by pressing the arrow keys. You can also select cells using the mouse or keyboard.
Use TABLE 7-1 to review methods for selecting cells in a worksheet.
• At the bottom of the worksheet window are three tabs on the left side labeled Sheet1, Sheet2, and
Sheet3. To display a tab, click its sheet tab. These sheets are part of any new workbook. You can
also delete sheets if you don’t need them, or simply leave them blank.
• Use FIGURE 7-2 to define a cell range as a group of cells that share boundaries and are selected.
TEACHER TIPS
Many of today’s students have never created a manual spreadsheet, so it will probably be difficult for
them to see the practical advantages of its electronic counterpart. You can really drive the point home by
showing a spreadsheet containing columns of numbers that are totaled. Change one number, then show
students how the numbers in the total column change. Ask them to imagine using an eraser to make all
the necessary changes and they’ll soon appreciate the time-saving aspects of an electronic spreadsheet.
To demonstrate the relationship between the Name box, the formula bar, and the active cell, activate
different cells, including cells containing labels and those containing values, and point out how the Name
box and the formula bar change based on the cell that is active.
Emphasize that there are more columns and rows to the worksheet data than can be seen at one time.
Students should not think that they have lost some of their worksheet just because they cannot see it on
the screen. [Ctrl][Home] will take you back to the upper left corner of the worksheet. They can use the
arrow keys or the scroll bars to navigate to any part of the worksheet.
CLASSROOM ACTIVITIES
1. Class Discussion: Ask students how many of them have already used Excel. What did they use it for?
What features did they like? What did they dislike?
2. Quick Quiz:
1. In Excel, the electronic spreadsheet you work in is called a(n) ____. (Worksheet)
2. The cell in a worksheet that has a dark border around it is called the ____. (Active cell)
3. What is the element in the Excel program window that shows the address of the selected cell?
(Name box)
4. What elements in the Excel program window are also found in the Word program window?
(Quick Access Toolbar, the File tab, a document window, Ribbon, status bar, scroll bars, View
buttons, and window sizing buttons)
5. What elements in the Excel program window are unique to Excel? (Formula bar, Name box,
row headings, column headings, cells)
6. The intersection of a column and a row is called a(n) ____. (Cell)
7. T/F The formula bar displays the active cell address. (F)
LAB ACTIVITY
1. If you plan to use Excel frequently, you can add an Excel icon to your desktop, allowing you to double-
click the icon to start the program. To create an Excel desktop icon, right-click on an empty portion of
your desktop. From the shortcut menu that displays, select New, and then select Shortcut. In the
Create a Shortcut dialog box, enter the path to your Excel program file (or click the Browse button to
locate it), then click Next. In the Select a Title for the Program dialog box, type Excel, and then click
Finish. An Excel icon will appear on your desktop. Once a shortcut is created on the desktop, using it
will save time and keystrokes. Use the desktop shortcut by double-clicking it.
Enter Labels and Values

LEARNING OUTCOMES
• Define labels and values
• Enter text and numbers in cells
• Edit cell contents
LECTURE NOTES
• Explain that you can enter both values and labels in a worksheet. A label is text that describes
values or calculations in a worksheet; values are numeric data that can be used in calculations.
• To enter data in a worksheet, click the cell in which you want to enter the data, type the data, then
press [Enter] to lock in the cell contents and activate the next cell down.
• Explain that you can also click the Enter button on the formula bar to lock in the contents of a cell.
When you use the Enter button to accept a cell entry, the active cell remains the cell where you
entered the data.
• Note that you can also use the arrow keys to lock in the contents of a cell entry.
• You can also use the [Tab] key to lock in a cell entry and activate the cell to the right. Using the
[Tab] key is a good way to enter a row of data. When you reach the end of the row and want to
move to the next row down, press [Enter]. Pressing [Enter] at the end of a row of data activates
the first cell in the next row down.
• Point out that when you enter data in a cell, the cell contents also appears in the formula bar.
• Explain that text you type in cells (labels) are automatically left aligned. Values (or numbers) that
you type in cells are automatically right aligned.
• Remind students that, just as in any Office 2016 program, they can click the Undo button on the
Quick Access Toolbar to cancel previous changes as necessary.
TEACHER TIP
Students might be confused when the contents of a cell extend into the next cell because the adjacent cell
is empty. They might conclude that the neighboring cell contains the contents, too. One way to help
students understand this is to type a long word or phrase into a cell so that the contents extends to the
adjacent cell. Then, click the adjacent cell to show that no contents appear in the formula bar.
Make sure students understand the three-part process of entering data in a cell: selecting the cell, entering
the data, and then accepting the entry. Students might become frustrated if they type data in cells and the
results are not saved because they don’t press [Enter] or [Tab], or click the Enter button on the formula
bar.
1. Class Discussion: Ask students to discuss if they think it matters if you enter labels or values first in a
worksheet. Are there situations where entering one first is better? Or should you always enter one of
these types of data before you enter the other?
2. Quick Quiz:
1. What is the difference between a label and a value in a worksheet? (A label is text that
describes data in a worksheet; a value is a number)
2. What happens if the label or value you type in a cell doesn’t fit in the cell? (It extends into the
adjacent cell, if it is empty.)
3. What happens when you press [Enter] after typing a row of data? (The cell pointer moves
down to the cell at the beginning of the next row.)
Work with Columns and Rows

LEARNING OUTCOMES
• Insert and resize columns
• Insert and resize rows
• Explain AutoComplete
LECTURE NOTES
• If data does not fit in a cell because it is too long, you can resize a column so that all of the data is
displayed.
• Point out that the easiest way to resize a column is to position the mouse pointer between the
column headings until the resize pointer (a double-headed arrow) appears, drag the column to the
right or left, and then release the mouse button. As you drag the column, a ScreenTip appears
showing the exact measurement of the column.
• Mention that you can also double-click the resize pointer between column headings to
automatically resize the column width to accommodate long cell entries. This feature is called
AutoFit.
• To improve the appearance of a worksheet, you may also want to resize row height to add or
reduce space between different rows of data. To resize a row using the mouse, position the mouse
pointer between two row headings until the resize pointer appears, then drag the pointer up or
down. As you drag, a ScreenTip appears showing the exact measurement of the row height. Use
FIGURE 7-6 to illustrate how to resize a row.
TEACHER TIP
In Step 7 of the lesson steps, students are instructed to resize row 2 to an exact height of 30.00. Students
might have trouble doing this. Reassure them that if they make a mistake, they should simply try dragging
it again. If it’s still too difficult, show them how to use the Row Height dialog box to enter a precise
measurement.
1. Quick Quiz:
1. If you want to resize a column so that it automatically resizes to the longest entry in the
column, what should you do? (Double-click the column boundary on the right edge of the
column)
2. If you want to resize a row so that it is exactly 21.00 (28 pixels) what should you do? (Drag the
row boundary until the ScreenTip reads (21.00 28 pixels) or enter the exact measurement you
want in the Row Height dialog box)
2. Critical Thinking: What are the benefits of resizing rows and columns? What are the potential
problems that can result from not resizing rows and columns?
Use Formulas
LEARNING OUTCOMES
• Create a simple formula with cell references
• Identify mathematical operators used in formulas
• Copy a formula using the fill handle
• Explain relative cell reference
LECTURE NOTES
• A formula is an equation that calculates a new value from existing values. Formulas can contain
values, mathematical operators such as (+ or –) as well as cell references, which are references to
cell addresses, such as A5 or F27.
• Make sure that students understand that the mathematical operator for multiplication is an
asterisk (*). They use the multiplication operator in Step 4 in this lesson. Mention, too, that the
mathematical operator for division is a backward facing slash (/).
• Make sure to review the order of precedence, shown in TABLE 7-2.
• All formulas must begin with an equal sign (=). You can enter a formula directly in a cell, or enter a
formula in the formula bar. Any formula you type in a cell also appears in the formula bar.
• You lock a formula in a cell by pressing [Enter] or clicking the Enter button on the formula bar. The
advantage of using the Enter button is that the cell containing the formula remains active after you
click the Enter button. This allows you to see the formula result in the cell and the formula itself in
the formula bar.
• When you enter cell references in a formula, you can either type them or click the cells in the
worksheet that you want to reference. The lesson steps only have students click the cells they
want to reference.
• After you create a formula in one cell, it’s common to want to copy the formula to neighboring
cells. To copy a formula from one cell to an adjacent cell, drag the fill handle to the new cells, and
then release the mouse button. You can use FIGURE 7-9 to illustrate how to copy a formula using
the fill handle.
• Point out that when you copy a formula containing cell references to another cell, the cell
references are automatically replaced with cell references that are in the same relative position as
those in the original formula. This is called relative cell referencing. By default, all cell references
are relative, meaning that they will change to reflect the new cell location of the copied formula.
1. Quick Quiz:
1. What character must you type first in a formula? (=)
2. How do you copy a formula to adjacent cells? (Drag the fill handle)
3. What happens to cell references when you copy a formula to a new cell? (They change to
reference the cells that are in the same relative position to the active cell as they were to the
copied cell.)
2. Critical Thinking: Think about the importance of formulas in Excel. Could Excel have been a successful
spreadsheet program without having the ability to use formulas?
LAB ACTIVITY
1. Ask students to use the spreadsheet from the lesson to experiment with changing some of the values
in the Estimated Year 1 Units column, and then observe how the values in the Year 1 Sales column
change accordingly. Instruct them not to save any of their changes.
Use AutoSum
LEARNING OUTCOMES
• Explain what a function is
• Identify arguments in a function
• Calculate totals using AutoSum
LECTURE NOTES
• Define functions and explain that SUM is the most frequently used worksheet function. Walk
students through the use of the SUM function as shown in FIGURES 7-10 and 7-11.
• Explain what an argument is and why it is important in a function’s calculations.
TEACHER TIP
Point out that you don’t have to make edits to a cell entry in the formula bar. Instead, you can press [F2] or
double-click a cell to put it in edit mode. You can tell if you are in edit mode by looking at the indicator at
the far left of the status bar. The status indicator reads Edit when you are in Edit mode. To edit cell
contents in Edit mode, press [Backspace] to delete characters or use the arrow keys to move the insertion
point in the cell.
1. Class Discussion: Ask students to discuss if they believe that it is better to edit cell content in the
formula bar or directly in the cell. Then, ask them if there is really a “better” way or it is simply a
matter of personal preference.
2. Quick Quiz:
1. What is an argument? (Information a function needs to make a calculation)
2. What are functions? (Prewritten formulas designed for particular types of calculations)
Change Alignment and Number Format

LEARNING OUTCOMES
• Change cell alignment
• Apply number formats
LECTURE NOTES
• Remind students that by default, Excel automatically left-aligns labels in a cell and automatically
right-aligns values. Explain that you can change the alignment using the alignment buttons in the
Alignment group on the Home tab.
• Explain that you can also format numbers to appear in many different standard formats such as
currency, percent, and date.
• Explain that when you set alignment or change the format of a cell value, you must first select the
cells you want to format. Explain how to select a range (a group of two or more cells) and also how
to refer to a range using a colon (for example A1:B7).
• Use the Currency Style button in the Number group on the Home tab to format a cell as a dollar
amount. Use the Percent Style button to format a value as a percent. Use the Comma Style button
to display values with commas.
• Use FIGURE 7-14 to discuss options on the Number Format list. In this lesson, students apply a new
date format. Demonstrate the other types of number categories and their different formats.
• Click the launcher in the Number group on the Home tab to open the Format Cells dialog box. Take
some time to briefly mention the uses for the tabs in the Format Cells dialog box (Number,
Alignment, Font, Border, Fill, and Protection).
TEACHER TIP
Explain that sometimes Excel formulas will return numbers with multiple decimal places. In some
instances, this might cause values not to fit in cells, and you might not want or need to see so many
decimal places in the values. To decrease the number of decimals, select the cells, then click the Decrease
Decimal button in the Number group on the Home tab. You can also increase the number of decimals
using the Increase Decimal button.
Some students might be tempted to enter dollar signs and commas into worksheet cells that contain
currency values. Remind students that cells contain data only; formatting is applied using commands on
the Ribbon or in the Format Cells dialog box.
CLASSROOM ACTIVITY
1. Quick Quiz:
1. T/F By default, Excel right-aligns values. (T)
2. T/F By default, Excel right-aligns labels. (F)
Enhance a Worksheet
LEARNING OUTCOMES
• Add a header and footer to a worksheet
• Apply a theme
• Apply cell styles
LECTURE NOTES
• Worksheet data can be much easier to read and understand when it is formatted and arranged
correctly on the page. Explain that students can make their worksheets more professional-looking
by using different fonts, font styles, and font sizes for important calculations. They can also use
borders and shading to group related worksheet data.
• Explain that formatting labels and values in cells is similar to formatting text in Word. You first
select the cells you want to format, then apply fonts, font styles, and font sizes using the buttons
on the Mini toolbar or in the Font group of the Home tab.
• You can add borders to a worksheet to draw attention to different cells using the Borders button
in the Font group on the Home tab.
• Review the process of adding a border. First select the cells around which you want to add a
border, click the Button list arrow, then select the border style you want to use or click More
Borders to open the Format Cells dialog box with the Borders tab active, make your selections on
the tab, then click OK.
• Review the process of adding shading to selected cells using the Fill Color button in the Font group
on the Home tab or the Fill tab of the Format Cells dialog box.
TEACHER TIP
When choosing a border in the Border tab of the Format Cells dialog box (as opposed to using the Borders
list arrow in the Font group), make sure that students choose a line style and color before choosing a
Preset style. If they choose a Preset style first and then choose a line style and color, the settings in the
Preview area will only show the original Preset style with the original line style.
1. Quick Quiz:
1. What dialog box do you use to apply borders and shading? (Format Cells dialog box)
2. Describe the process of adding a border to a range of cells using a dialog box. (First, select the
range, click the Borders list arrow in the Font group, click the appropriate borders choice, click
the line style you want, and then indicate what borders you want to add in the Border area.)
2. Critical Thinking: What are the benefits of formatting a worksheet using fonts, borders, and shading?
3. Critical Thinking: Are there certain parts of a worksheet that should be formatted in a particular way?
For instance, should labels be formatted differently than values? If so, how?
4. Critical Thinking: When do you think it is helpful to apply shading? When do you think it is helpful to
add borders?
Preview and Print a Worksheet

LEARNING OUTCOMES
• Preview a worksheet
• Adjust the scaling and set orientation
• Print a worksheet
LECTURE NOTES
• Make sure students understand the importance of previewing a worksheet before they print. Doing so
can save time as well as paper and promotes efficient working habits. Also, make sure students get in
the habit of saving their work before printing.
• Point out that in Backstage view the Print Preview area in Excel looks a little different than the Print
Preview area in Word. Point out that to make edits, you must return to Normal view or Page Layout
view.
• Remind students of the difference between landscape and portrait orientations.
TEACHER TIP
You may want to show students how to set and clear a print area; this is not covered in the book. Explain
that if you want to print only part of a worksheet, you can first select the cells you want to print, click the
Page Layout tab, click the Print Area button, and then click Set Print Area. This tells Excel to print only the
cells in the defined print area. Clicking the Print button prints the defined print area. To clear a print area,
click the Print Area button, and then click Clear Print Area.
1. Class Discussion: It takes time, ink, and paper to print a worksheet. Ask the class to brainstorm reasons
for wanting a hard copy of a worksheet created in Excel.
2. Quick Quiz:
1. How can you open the Print screen in Backstage view using the keyboard? ([Ctrl][P])
2. What view lets you see how a worksheet will look when printed? (Print Preview area of
Backstage view)
End of Module Material

• Concepts Reviews consist of multiple choice, matching, and screen identification questions.
• Skills Reviews provide additional hands-on, step-by-step reinforcement.
• Independent Challenges are case projects requiring critical thinking and application of the module
skills. The Independent Challenges increase in difficulty, with the first one in each module being the
easiest. Independent Challenges 2 and 3 become increasingly open-ended, requiring more
independent problem solving.
• Independent Challenge 4: Explore contains practical exercises to help students with their everyday
lives by focusing on important and useful essential skills.
• Visual Workshops are practical, self-graded capstone projects that require independent problem
solving.
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Psammoma of Dorsal Cord, 38 of Table (after Charcot).
PROGNOSIS.—The prognosis of spinal tumors is generally very

unfavorable. Syphilitic cases are of course the most hopeful, but
even in these cases it is only when they are recognized early that
much can be expected. A gumma that has grown to any dimensions
will have so compressed the cord that even when the tumor is
melted away by specific treatment its effects will remain.
DURATION AND TERMINATION.—Most cases of spinal tumor last from
about six months to three years. Occasionally death may result, as
from a rapidly-developing sarcoma, in less than six months, and
somewhat more frequently in slowly-developing tumors, or in those
which are held more or less in abeyance by treatment the sufferings
of the patient are prolonged to four or five years or more.
Hemorrhages into or around the growths sometimes take place, and
are the cause of death, or more frequently of a sudden aggravation
and multiplication of severe symptoms. Death sometimes takes
place from the complete exhaustion which results from the disease
and its accompanying secondary disorders, such as bed-sores,
pyelitis, etc. Occasionally death results from intercurrent diseases,
such as pneumonia, infectious fevers, etc., whose violence the
weakened patient cannot well withstand. Sometimes the symptoms
of a rapidly-ascending paralysis appear, probably due to an
ascending myelitis or meningo-myelitis.
COMPLICATIONS AND SEQUELÆ.—Spinal tumors are sometimes

complicated with other similar growths in the brain or the evidences
of the same constitutional infection in other parts of the body. In one
case of cysticercus of the cord sclerosis of the posterior columns
was also present.
TREATMENT.—The treatment of spinal tumors can be compressed into

very small compass. In cases with syphilitic history, or when such
history is suspected, although not admitted, antisyphilitic remedies
should be applied with great vigor. It should be borne in mind,
however, that even in syphilitic cases after destruction of the cord by
compression or softening specific remedies will be of no avail. In
tubercular cases and in those in which the system is much run down
tonics and nutritives are indicated. Bramwell11 advises an operation
in any case in which the symptoms are urgent, in which the
diagnosis clearly indicates the presence of a tumor, when there is no
evidence of malignant disease, when the exact position of the growth
can be determined, and when a vigorous antisyphilitic treatment has
failed to produce beneficial results. As some meningitis, meningo-
myelitis, or myelitis is usually present in cases of spinal tumor,
treatment for the complication will assist in relieving the torments of
the patient. Anodynes, particularly opium and its preparations,
should be used freely in the later stages of the affection. Bromides
and chloral are of little value except in association with opiates.
Operation offers even less hope than in brain tumor, but in very rare
cases should be taken into consideration.
11 Diseases of the Spinal Cord, Edinburgh, 1884.
TABLE OF FIFTY CASES OF SPINAL TUMOR.

Sex
Path. Anat. and
No. and Clinical History. Remarks.
Location.
Age.
1 M. 33. Paresis of forearms, left worse. Paraplegia, then Glioma; T. Whipham,
paralysis of all limbs; paralysis of intercostals. syringo-myelus. Trans. Path.
Contractures of hands, then of feet. Pain and Dilated Soc. London,
stiffness of neck on motion. Wasting of interossei. lymphatics. 1881, xxxii.
Diplegic contractions of legs. Only partial 8-12.
paralysis of sphincters. Sensation perfect. Bed- Entire length of
sores. Duration, thirteen months. cord, and
involving
medulla
oblongata.
Upper four
inches of cord
greatly
enlarged.
2 F. —. Constricting pains about abdomen. Paresis of Glio-myxoma. Schueppel,
legs. Persistent subsultus. Temporary Arch. d.
improvement after labor. General paralysis. In gray columns Heilk., viii.
Scoliosis. from medulla Bd., 1867
oblongata to (quoted by
cauda equina. Rosenthal).
3 M. 15. Paresis of left arm. Pain back of neck. Later, Gelatinous S. Wilks,
paralysis of left arm, and wasting of arm, tumor left side Lectures on
shoulder, and neck muscles. Slight paresis of of cord, and Dis. of
involving in Nervous
right arm. Prolonged vomiting. Constriction of some parts the System, p.
neck; dysphagia; paralysis of chest. gray matter. 266.
From medulla
to sixth cervical
vertebra.
4 M. 18. Paresis of left leg, increasing; some atrophy. Round-celled Schultze (F.),
Weakness in left arm. Later, numbness in both sarcoma or Arch. f.
legs. Contracture of fingers. Some mental glio-sarcoma, Psychiat.,
confusion. Left hand and leg livid and cold. growing from Berlin, 1878,
Hyperæsthesia of left leg; anæsthesia of right leg, ependyma of viii. 367-393,
perineum, penis, scrotum, rectum, and inguinal central canal, 1 pl.
region, and of left arm. Right arm normal. Islands causing
of heat and cold in leg, and of cold in arms. Left hydromyelia,
ankle clonus. Left pupil contracted. Vomiting. softening, and
Dysphagia. Occipito-cervical pain and contracture secondary
of cervical muscles. Leg contractures and tremor. degeneration.
Later, hyperæsthesia disappeared. Incontinence Dura mater
of urine. Patellar and skin reflexes increased. thickened.
Facial spasm. Amblyopia, optic neuritis, diplopia, Brown exudate
deafness, paralysis of left abducens; pupils in cord and
contracted. Sacral bed-sores. Thick speech. base of brain.
From medulla
oblongata to
dorsal cord.
5 F. 48. Pain in abdomen and down legs, worse on left Tumor J.
side. Tonic spasm in flexors and adductors of (psammoma), Hutchinson,
thighs. No anæsthesia. Two months before death growing from Jr., Tr. Path.
paralysis of sphincters. Great emaciation. dura mater on Soc. Lond.,
right side in 1881-82,
cervical region. xxxiii. 23, 24.
Upper part of
cervical region.
6 —— Pain in arms. Contracture of fingers of right, then Sarcoma of left E. Long Fox,
left side. Numbness in right foot, then upward, post. aspect of Bris. Med.-
then left foot. Girdle feeling. Priapism and cord; adjacent Chir. Journ.,
dysuria. Complete anæsthesia, later, up to third cord 1883, i. 100-
rib, with paralysis of legs and paresis of fingers. compressed 106, 2 pl.
Respiration diaphragmatic. Legs very jerky. Later, and soft. Belt of
arms paralyzed. yellow
substance
enveloped cord
to cauda
equina.
Between
cervical bulb
and second
cervical
vertebra.
7 F. 31. Pain, stiffness in neck; pain radiating, aggravated Gumma of dura Charles K.
by jarring. Sudden paralysis of both arms; next mater two Mills,
day paralysis of legs, incomplete. Partial inches long, Philada. Med.
anæsthesia. Marked skin reflexes in legs. Patellar with intercurrent Times, Nov.
reflexes retained, weaker on right than left. hemorrhage; 8, 1879, p.
Dyspnœa. Profuse perspiration. Cardiac flattening and 58.
irregularity. Day before death temperature in right softening of
axilla 100°; left, 102.2°. cord, with
secondary
sclerosis.
From first to
fifth cervical
vertebra.
8 M. 34. Pain in back of neck, with stiffness and torticollis. Gumma of dura Charles K.
Paresis of arms; later, of legs. Anæsthesia of mater; caries, Mills,
arms, then of legs; also paræsthesia of legs. Late probably Philada. Med.
symptoms: shortening and great rigidity of neck, syphilitic, of Times, Nov.
with choking sensation (girdle sensation at neck). vertebræ. 8, 1879, p.
Dimness of vision. Atrophy of arms and less of Abscess. Total 58.
legs. Complete paralysis of arms, almost (almost)
complete of legs. Electro-contractility preserved. transverse
Violent skin reflexes in legs. Involuntary sclerosis of
evacuations and incomplete priapism. Severe cord.
pains in knees and ankles. No acute bed-sores. Secondary
Paroxysms of dyspnœa. Average temp. for two degeneration.
weeks before death, M. 97.9°, E. 98.3°. Some softening
above and
below tumor.
Cervical nerves
compressed
and atrophied.
From second to
fifth cervical
vertebra; most
in front.
9 M. 43. Pain between shoulders. Numbness in right hand At third cervical E. H. Clark,
and arm, with weakness and swelling. Numbness vertebra, to Bost. Med.
in left arm, which spread over chest and right of front of and Surg.
abdomen. Unable at first to lie down. Felt as cord. Journal,
though encased in armor. Pain in back of neck. Destruction of 1859-60, lxi.
Tongue protruded to right. Exaggerated reflexes opposite 209-212.
in legs. Right arm and leg weaker than left. vertebra.
Vertigo. Dysphagia. Sense of constriction about
neck. Breathing impaired.
10 —— No record of symptoms especially referable to the Cysticercus in Geo. L.
cysticercus. Symptoms of tabes dorsalis. substance of Walton, ibid.,
cord. Lesions of vol. cv. p.
tabes dorsalis. 511.
On level with
third cervical
nerve.
11 M. 25. Pain in back of neck; stiffness. Numbness of left Fibro-sarcoma H. A. Lediard,
hand. Gradual loss of power of left arm. Jerking at level of fourth Tr. Path. Soc.
of arm. Paresis of left leg. Constriction of upper cervical nerves. Lond., 1881-
chest. Right limbs involved, and eventual Cord 82, xxxiii. 25-
complete paralysis of trunk and extremities. compressed. 27.
Severe headache. Last three days absolute
anæsthesia of arms and legs. No
ophthalmoscopic changes. Constipation and
dysuria.
12 F. 25. Œdema of ankles; pain in legs; afterward Fibroma, size Bernhuber,
numbness, formication, and stiffness of legs. hazelnut, under Deutsch.
Painful contractures in upper extremities. Slight pia mater. Klin., Berlin,
left scoliosis. Abdominal pains. Paresis of arms. 1853, v. 406.
Fingers flexed. Fever. Respiration became Between fourth
involved, and bowels and bladder paralyzed. and fifth
Mind clear. Died in attack of suffocation. Duration, cervical
two years and three months. vertebræ.
13 M. 16. Restlessness. Cramps in pharynx on swallowing. Sarcoma. Adamkiewicz,
Excitability. Delirium. Hallucination. Pain in the Arch. de
neck. On touching neck general cramps. Extending from Neurol.,
Grimaces. Salivation. In three days complete fifth to seventh Paris, 1882,
paraplegia. No fever. Sudden change. Pulse 120. cervical nerve iv. 323-336, 1
Pupils alternating. Blepharospasm. Irregular on antero- pl.
respiration. Pulmonary œdema. Suspicion of lateral face of
hydrophobia, because patient had been with cord,
hydrophobic dog; when offered coffee had compressing
symptoms simulating rabies. left half and
penetrating into
right half, so
that anterior
longitudinal
fissure
described arc of
circle around it.
14 F. Paresis and partial anæsthesia in all limbs for Carcinoma. J. W. Ogle,
many months, most marked on left side. Brain Tr. Path. Soc.
and special senses unaffected. Had a tumor at Tumor caused Lond., 1885,
bottom of right side of neck. Extensive bed-sore. partial 6, vii. 40, 41.
absorption of
sixth cervical
vertebra. Cord
compressed
and twisted.
Right lateral
aspect
especially
affected. Cord
atrophied.
At level of sixth
cervical
vertebra.
15 F. 34. Pain in right foot, and paresis increasing to Sarcoma, T. Whipham,
paraplegia. Paresis of arms. Contractures of legs. growing from Tr. Path. Soc.
Hyperæsthesia in both legs up to crest of ilia. dura mater; Lond., 1873,
Later, great pain; paralysis of sphincters. Bed- nerves passing xxiv. 15-19.
sores. through and
over tumor.
Cord congested
and pushed to
one side. Thin,
but not
softened.
Growth
resembled
psammoma.
Between sixth
and seventh
cervical nerves
of left side.
16 M. 57. Pain in right arm. Numbness in hand, and Myxoma from Pel (P. K.),
paresis. Paresis and coldness of left leg. Some arachnoid. Cord Berlin. Klin.
anæsthesia and wasting of right leg. Later, compressed Wochensch.,
paraplegia. Diminished reflexes. Contractures. and softened 1876, xiii.
Constriction sense about legs and abdomen. on right 461-463.
Triceps, deltoid, and serratus magnus of right postero-lateral
side paralyzed. Incontinence of urine, difficult side.
defecation, decubitus, fever. Abdominal muscles Secondary
paralyzed. Later, other muscles of arms degeneration.
paralyzed. Complete anæsthesia of legs. Some œdema
Dyspnœa, œdema of lungs. of brain.
At sixth and
seventh
cervical
vertebra on
postero-lateral
surface of cord.
17 F. 35. First, pain in right arm, weakness in right hand. Spindle-cell E. Long Fox,
Then paralysis almost complete in arms, and sarcoma, Bris. Med.-
impaired sensation. In legs paralysis complete, springing from Chir. Journ.,
sensation impaired. Alternate incontinence and arachnoid and 1883, i. 100-
dysuria. Ankle clonus and increased knee-jerks destroying cord 106, 2 pl.
and plantar reflex. Tapping biceps causes reflex by pressure,
in little and ring fingers. No atrophy or bed-sores. except posterior
Cold on one side, hot on other. Pain and little columns. Cord
swelling over sixth cervical vertebra. No eye below tumor
symptoms. Brain clear. Inability to turn head. soft.
Before death respiratory paralysis and bed-sores.
Duration, fifteen months. At sixth cervical
vertebra.
18 M. 50. Paresis in right arm. Stiffness in neck and back. Glioma in right Schueppel,
Paralysis of all extremities gradually developed. half of cord. Old Arch. d.
hemorrhages in Heilk., viii.
adjacent parts Bd., 1867
and in medulla (quoted by
oblongata. A Rosenthal).
more recent
hemorrhage in
dorsal cord.
In lower
cervical region.
19 —— Coldness, numbness, violent pains, first in left Tubercle, large Chvostek,
arm, later in both legs. Paralysis of all limbs and as hazelnut. Med. Press,
muscles of trunk. Atrophy. Reactions of Consecutive 33-39, 1873
degeneration. Violent leg reflexes. myelitis of (quoted by
adjacent parts Rosenthal).
and left anterior
horn.
In lower
cervical region.
20 M. 45. Interscapular pain. Chest-pressure and dyspnœa. Phlegmon of Mankopff
Paræsthesia and pain in legs. Spastic paralysis. dura mater, (E.), Berl.
Difficulty in stools; bloody urine and dysuria. compressing Klin.
Œdema of legs. Bed-sores. Kypho-scoliosis. Pain cord. Some Wochensch.,
on pressure over spine. Paralysis of left leg, infiltration of 1864, i. 33-
paresis of right, some anæsthesia of both. tissues of throat 46, 58, 65,
Broncho-pneumonia, fever. and mediastinal 78.
space.
From seventh
cervical to
second dorsal
vertebra.
21 M. 22. Pain in back and side of neck and in limbs. Tumor of H. C. Wood,
Marked pain in sternal region on coughing. membrane. “Proceedings
Pressure and jarring cause pain. Rapid loss of Cord beneath of
power in both arms. Feeble and slow movements compressed Philadelphia
of thighs, legs, and feet. Right deltoid and flexors and Neurological
of fingers much wasted. No paralysis of face. degenerated. Society,”
Knee-jerks exaggerated. Later, complete Medical
paralysis, including bladder and rectum. Lower cervical News, vol.
and upper xlviii. No. 9,
dorsal region. Feb. 27,
1886.
22 F. 50. Pain in neck, shoulders, and chest. Stiffness of Secondary Gull, by
neck, back, and arms. Chest fixed; breathing cancer of Wilks, in
diaphragmatic. No paralysis or altered sensation. vertebræ. Lect. on Dis.
of Nerv.
Cervical region. System.
23 F. 40. Severe pain in back. At height complete paralysis Fibro-cyst on Risdon
in legs, some paresis in arms. Variable right side, Bennett, Tr.
anæsthesia. Girdle sensation and mammary pain. between cord Path. Soc.
Lively and distressing reflexes. Contractures in and dura, and Lond., 1855-
legs. Bed-sores and paralysis of sphincter of between 56, vii. 41-45.
bladder. Toward close rigors (pyæmia?). anterior and
posterior
nerves.
Top of dorsal
region.
24 M. 30. Cough, dyspnœa, wasting, simulating phthisis. Tumor, size of Gull, in Guy's
Pain in back of neck and shoulders. Pain in joints; hazelnut, inner Hosp. Rep.,
paresis of legs and bladder. Pain in chest. anterior surface (quoted by
Paresis of arms. Later, increased paralysis, bed- of dura mater. Wilks in
sores, sweating. Flattening and Lectures on
softening of Dis. Nerv.
cord. Syst., p.
264).
Top of dorsal
region.
25 F. 43. Pain in shoulders, chest, and sides. Contractures Fibro-nucleated Gull, by
of legs; heels to nates. No anæsthesia. Later, tumor from Wilks, ibid.
retention of urine and bed-sores. Incessant pain inner surface of
in back and abdomen. dura mater.
Opposite third
dorsal vertebra.
26 F. 43. Pain in chest and shoulder, then in legs. Paresis Fibro-nucleated Wilks, Trans.
of legs. Contractures and jerking of legs. Spasm tumor, size of a Path. Soc.
of abdominal muscles. No anæsthesia. Paresis of bean, from dura Lond., 1855-
bladder and rectum. Wasting and bed-sores. mater. Cord 56, vii. 37-40.
Finally, paresis increased, but never complete compressed
paralysis. Duration, nine months. backward, and
softened.
Opposite third
dorsal vertebra.
27 M. 24. Paraplegia. Depressed reflexes; girdle symptom. Probable B. G.
Partial anæsthesia. Dysuria. Vomiting. Pulse gumma. McDowell,
weak and intermittent. Partial recovery from M.D., Dubl.
paralysis, and anæsthesia in left leg, and reflexes Middle dorsal Q. J. Med.
in right foot regained. Later, complete paraplegia, region. Sci., 1861,
anæsthesia, and bed-sores. Duration, five xxxii. 299-
months. 303.
28 F. 44. Paresis in legs. Spine hypersensitive and Alveolar G. W. H.
inflexible; least attempt at bending causes great sarcoma. Kemper,
cervico-brachial pain. Paræsthesia; sense of Journ. Nerv.
falling out of abdominal viscera through Eighth and and Ment.
abdominal walls. Pains in extremities increasing, ninth dorsal Dis., xii. No.
and involving right shoulder, intercostals on both vertebræ. 1, Jan., 1885.
sides, and lumbar region. Paralysis of right arm
(first); complete paralysis of leg. Excessive spinal
tenderness. Loss of sensation (partial) in legs,
body, and right arm. Later, dyspnœa, then
dysuria, then complete inability to empty bowels
or bladder. Great tympanites. Girdle sense above
umbilicus, and finally complete paralysis and
anæsthesia below this band. Sense of twisting of
legs and feet, so that latter seemed close to face.
Œdema. Later, paresis of left arm. One small
bed-sore.
29 F. 42. Projection of seventh, eighth, ninth, tenth, and Round-celled E. Long Fox,
eleventh dorsal vertebræ. Numbness below sarcoma. The Brit. Med.
ankles, and early girdle sensation. Peronei and anterior Journ., 1871,
anterior tibial muscles first involved; then all leg- columns soft p. 566.
muscles, then sphincters, then arms. Died in a fit. opposite tumor.
Bodies of
seventh, eighth,
ninth, and tenth
vertebræ soft.
Opposite
seventh, eighth,
ninth, and tenth
dorsal
vertebræ.
30 F. —. Ill-defined hemiplegia; later, paraplegia, with Gumma and Taylor,
contractures and rigidity. syringo-myelus. Lancet, 1883,
Small cavities p. 685.
in anterior
cornua.
At ninth dorsal
vertebra
anterior aspect.
31 M. 7. Paraplegia, except adductors and rotators of Tubercle (?). Geoghegan,
thigh. Reflex contractures; most intense from Dublin Med.
irritation of penis and scrotum. Rigidity of legs. Cord soft for Press, 1848,
Complete anæsthesia of lower half of body. Later, two inches. xix. 148-151.
anuria, incontinence of feces. Anal sphincter
reflex; figured stools. Cystitis. Pain on percussion Tenth dorsal
in dorsal region. Pain in back. Complete vertebra.
paraplegia. Very late, brain symptoms. Duration,
nine months.
32 F. 46. Fixed pain in left iliac region. Paresis in left leg, Fibroma (?) William
increasing to paraplegia. Formication. Girdle from inner Cayley, Tr.
sensation. Incomplete, increasing to complete, surface of dura. Path. Soc.
anæsthesia of legs. Spontaneous twitchings. Cord hollowed Lond., 1864-
Bladder and sphincter ani paralyzed. Bed-sores. out and 65, vol. xvi.
Duration, one year. softened. 21-23.
Interval
between tenth
and eleventh
dorsal
vertebræ.
33 M. 30. Hyperæsthesia; later, anæsthesia in legs; then Tubercle size of Chvostek,
complete paraplegia. pea. Adjacent Med. Presse,
myelitis. In 33-39, 1873
lower dorsal (quoted by
region. Rosenthal).
34 M. 31. Ataxia; stiffness of legs and cramps in abdomen Myxoma of Shearman,
and legs. Slight nystagmus. Difficulty in forming dura mater 3 Lond. Lancet,
words. Ataxia of arms. Slight wasting of legs, inches long. vol. ii. 1877,
especially of left. Lumbar pains; abdominal Dura mater of p. 161.
cramps. Dysuria. Impotence. Later, increased brain contained
spastic state of legs. Mind depressed and fluid and lymph.
emotional; attempts at suicide. Anuria. Bed-sores.
Urine albuminous. Duration, one year. Dorsal region,
left side.
35 F. 50. Pains in limbs (thought to be rheumatic). Paresis Cancer of Gull, by
in legs. Hyperæsthesia in right leg; burning pains vertebræ Wilks, Dis.
alternating with sense or coldness. (sarcoma?). Nerv. Syst.
Dorsal region.
36 F. 35. Paresis of left leg; soon of right leg. Pain in back Tumor, osseous H. Ewen, Tr.
and left side. Tonic spasms of legs. Darting pains or fibrous, Path. Soc.
in knees. Partial anæsthesia. Exalted plantar three-fourths of Lond., 1848-
reflexes. Dysuria. Later, complete paraplegia and an inch long, 50, i. 179.
anæsthesia; violent reflexes; severe pain in back. growing from
Bed-sores. Duration, seven and a half years. dura mater.
Cord flattened,
and softened
below tumor.
Lower part of
dorsal cord.
37 F. 28. Weakness in legs. Aching and shooting pains in Tubercle the S. O.
legs. Numbness and formication. Slight spasm in size of cherry, Habershon,
legs. “Felt as if ground was some distance below which had M.D., Guy's
feet.” Œdema of ankles. Later, numbness almost Hosp. Rep.,
extended to abdomen. Paralysis of bladder. obliterated London,
Hyperæsthesia in right leg. Obstinate cord. Tubercles 1872, 3d S.,
constipation. Bed-sores. Some paralysis of in lungs, xvii. 428-436.
respiratory muscles. Duration, fourteen months. bowels, and
uterus. Bed-
sore had
opened spinal
canal.
Lower part of
dorsal cord.
38 M. 63. Progressive paresis of left leg for five years. Right Psammoma Charcot,
leg then paretic. Paralysis then in left leg. Rigidity adherent to Arch. de
on extension of right leg. Paroxysms of clonic dura mater. Physiol.,
spasms in right leg. Joint pains, sciatic pains. In Cord softened. Paris, 1869,
left leg, hyperæsthesia, in right leg, anæsthesia. Ascending ii. 291-296.
Plantar reflex retained; other reflexes degeneration in
exaggerated. Diplegic contractions in right leg posterior
from irritation in left. Late symptoms: purulent columns, and
urine, with retention; chest and lumbar pains like descending
bone pain; extension changed to flexion; swelling degeneration of
of legs and ecchymosis; sacral and other lateral columns.
eschars.
In dorsal region
just above
lumbar
enlargement,
anterior left
side.
39 M. 20. Paralysis of lower extremities; tremor; Organized C. B.
exaggerated reflexes, hyperæsthesia of trunk; blood-clot Nancrede,
bed-sores. Œdema of feet. Fever. Pus in urine. exterior to dura Am. Journ.
mater. Cord Med. Sci., O.
compressed S., lxi. 156.
and softened.
Opposite lower
dorsal and
upper lumbar.
40 F. 38. Pain around abdomen, in back, and legs. Hydatid cysts of S. Wilks, Dis.
Paraplegia. Anæsthesia and tingling of feet and vertebræ (?) Nerv. Syst.,
legs. Paralysis of bladder. and spin. canal. p. 265.
Lower part of
spinal canal
(probably
lumbar region).
41 F. 23. Bronzing of skin for two years; then headache, Tumor, W. H.
giddiness, fever. Choreic movements in left arm, consisting of Broadbent,
then in leg, then general. Bronzing increased. granular matter, Trans. Path.
Vomiting after meals. Duration, two years and two with a few Soc. Lond.,
months. nerve-fibres 1861-62, viii.
and cells, 246.
springing from
centre of cord
backward to
posterior
fissure. Cord
slightly
widened.
Suprarenal
capsules large
and nodulated.
Lumbar
enlargement.
42 10 Twitching and convulsive movements of right leg. Tumor outside Arthur
ms. After removal of exterior tumor the movements of sacrum, and Johnson,
ceased. Child died of peritonitis. also protruding ibid., 1856-
through sacral 57, viii. 28,
opening. 29.
Reported to
have been
behind and
pressing upon
cord (?). Fatty
growth within
membranes.
43 F. 54. Paresis, first of left arm and leg; then paralysis of Hydatid cyst. H. S. Wood,
these and of right arm and leg. Pain in back and Cyst also in Australian
hips early; then, suddenly, darting pains and liver. Fluid Med. Journ.,
incontinence of urine. Paræsthesia of left arm and beneath 1879, N. S. i.
leg; no anæsthesia. Coma. membranes of 222.
cord and brain.
At first and
second left
sacral foramen,
opposite last
lumbar and
upper three
sacral
vertebræ.
44 M. 46. Fibrillary twitching. Increased patellar reflexes. Glioma. Lachman,
Paræsthesia and hyperæsthesia in legs, Arch. f.
disappearing. Constriction of chest (?). At filum Psychiat.,
Headache. Dysuria for two years. Straining at terminale, Berl., 1882,
stool. Indigestion. Bloody vomiting. Cardiac upper part. xiii. 50-62, 1
palpitation; intracardial murmurs; slow pulse. pl.
Swollen inguinal glands. Variations in
temperature. Bed-sores.
45 M. 38. Pain in legs. Œdema. After two years could not lie A lobulated W. W. Fisher,
down: rested on hands and knees. Paralyzed in tumor from pia Tr. Prov. M.
legs; pain in seat. Anæsthesia in legs, not mater at lower and S. Ass.,
complete in right. Paræsthesia in left. Dysuria and end of spinal 1882, x. 203-
constipation. Before death had incontinence with canal, 208.
hæmaturia, and was able to lie down. surrounded by
nerves of cauda
equina.
Structure not
made out.
At cauda
equina.
46 —— This case had symptoms of posterior spinal Myo-lipoma W. R.
sclerosis, which possibly had no relation to attached to Gowers, Tr.
growth, according to reporter. conus Path. Soc.
medullaris. Lond., 1875-
Crescentic, 76, xxvii. 19-
clasping cord 22.
from anterior to
posterior
fissure. Nerve-
roots of cauda
equina
imbedded in it.
Contained
striated
muscular fibres.
47 Und. Spina bifida (?); hydrocephalus; convulsions, Congenital W. F. Jenks,
1 yr. bloody stools; partial paraplegia. (Above sacral neuroma M.D., Trans.
symptoms came on after closing of sacral amyilinicum. Path. Soc.
opening by surgical operation.) Philada.
(1871-73),
1874, iv. 190-
192.
48 M. 30. Pain in back; abdominal girdle sensation. Pain in Aneurism, Wilks, Dis.
legs; paraplegia; nearly complete anæsthesia; eroding vert. Nerv. Syst.
paralysis of bladder; bed-sores. and
compressing
cord. Location
not given.
49 M. 54. Paralysis of both legs, of sphincter ani, and of Gumma from Delafield, N.
bladder; urine alkaline, with pus and blood. inner layer of Y. Med. Rec.,
Partial anæsthesia. Pyonephritis. dura mater and 1875, x. 131.
involving pia
mater. Location
not given.
50 Still- —— Tumor, size of Virchow,
born. head of child Monatschr. f.
two years old, Geburtsk.,
projected Berl., 1857,
between legs ix. 259-262.
from spinal
column. Nerves
of cauda equina
over anterior
part. Some
bone in tumor
(dermoid
cyst?).
INFANTILE SPINAL PARALYSIS.
BY MARY P. JACOBI, M.D.
SYNONYMS.—Essential paralysis of childhood (Rilliet and Barthez);

Myogenic paralysis (Bouchut); Acute fatty atrophic paralysis
(Duchenne); Atrophic paralysis (Ferrier); Acute anterior poliomyelitis
(Kussmaul, Erb, Seguin); Regressive paralysis (Barlow);
Tephromyelitis (Charcot).
DEFINITION.—Of all the titles which have been given to the disease it
is our purpose to describe, two alone may be considered
irreproachable. In the present state of our knowledge it is
unnecessary to argue that this disease is not essential—i.e. destitute
of characteristic anatomical lesions. Neither can the theory of its
myogenic origin be maintained; nor even is fatty degeneration
invariably present in the paralyzed muscles. Finally, the disease
cannot longer be regarded as peculiar to childhood,1 since cases in
adults have been in these last years quite numerously reported2—
four with autopsies demonstrating the identity of the lesion. But there
are two definitions in our list of synonyms which embrace between
them the most striking characteristics of the disease, yet contain no
error of fact. Atrophic paralysis describes at once the two most
salient symptoms; acute anterior poliomyelitis defines at once the
seat and nature of the lesion, classes it with the systematic
diseases3 of the spinal cord, and notes the peculiarity in the mode of
invasion by which it is so remarkably distinguished from nearly all the
organic diseases of this centre.
1 W. H. Barlow, On Regressive Paralysis, 1828. See Brain, April, 1879.
2 In Dec., 1873, I quoted 14 cases of adult spinal paralysis, as follows: Duchenne, 4

cases; Charcot and Petitfils, 3; Moritz Meyer, 2; Bernhardt (Archiv Psych., 1873), 1;
Cumming (Dublin Quart. Journ., 1869), 1; Lucas Championnière (by Hallopeau,
Archives gén., 1861), autopsy, 1; Gombault (Archives de Psych., 1873), 1; personal,
1.
In 1874, Seguin published a summary of all the foregoing cases except the last, and
added 6 personal observations, also 3 from Duchenne and 1 from Hammond. In the
enlarged edition of his essay in 1877, Séguin increased the list to 45—by new
personal cases, 3; cases related by Frey (Berlin. Wochens., 1874), 4; cases by Erb
(Arch. f. Psych. u. Nervenkrank., v.), 4; case by Cornil and Lépine (Gaz. méd., 1875),
autopsy, 1; case by Soulier (Lyon méd., 1875), 1; case by D. H. Lincoln (Boston Med.
and Surg. Journ., 1875), 1; case by Lemoine (Lyon méd., 1875), 1; case by George
M. Beard, 1; case by Leyden (Klinik Ruckenmarks Krankheiten) Bd. iv. 1; case by
Hammond (6th ed. Treatise), 4; case by Courty (Gaz. méd., 1876), 1; case by
Dejerine (Arch. de Phys., 1876), 1.
To these may be added—case by Goltdammer (Berl. klin. Wochen., 1876), 1; case by

Webber (Trans. Amer. Neurol. Ass. for 1875, vol. i.), autopsy, 1; case by Klose (Diss.

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PROGNOSIS.—The prognosis of spinal tumors is generally very

COMPLICATIONS AND SEQUELÆ.—Spinal tumors are sometimes

TREATMENT.—The treatment of spinal tumors can be compressed into

TABLE OF FIFTY CASES OF SPINAL TUMOR.

INFANTILE SPINAL PARALYSIS.

BY MARY P. JACOBI, M.D.

SYNONYMS.—Essential paralysis of childhood (Rilliet and Barthez);

2 In Dec., 1873, I quoted 14 cases of adult spinal paralysis, as follows: Duchenne, 4

To these may be added—case by Goltdammer (Berl. klin. Wochen., 1876), 1; case by

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