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Nature Vs Nurture – A Sociological Approach to Feral, Isolated, and Institutionalized Children

A common question related to sociology deals with the nature of man versus the way he is raised. Is it known whether he is a boy or a girl after birth, or does he make this distinction based on the actions and words of those around him? How does prison affect a person’s functionality after he is released into the world? These questions are strongly related to nature versus nurture – does a person enter the world with a basic human function, or does he develop these functions as a result of those around him.

One topic that sociologists can study is feral children. These are children who were abandoned at a very young age, with death usually the intention of the parents, but rather were raised and cared for by animals. Sociologists have found that children raised by animals have acquired the instincts and behaviors of the species that raised them. One example of this occurred in the 1700s, when a wild child known as “the wild boy of Aveyron” was discovered by scientists of the day. He was found in France in 1798, and it was observed that he walked on all fours, did not indicate pain related to cold temperatures, and jumped on small animals – devouring them raw in a ravenous fashion. Although most sociologists will dismiss the significance of feral children due to the scarcity of cases, it still teaches us a lesson that children must learn how to act at a young age. This vital time of youth is when children develop many essential social behaviors.

A slightly more common study is about isolated children. These are children who were raised by one person or a small group of persons in an isolated area with minimal or no contact with typical society. One girl, Isabelle, was raised by her deaf, mute mother in her grandfather’s attic. After being discovered at the age of 6, it was found that she could not speak, and instead relied on gestures to communicate with her mother. She also had a disease called rickets as a result of inadequate diet and lack of sunshine. This essentially rendered her legs useless. Her behavior towards strangers, especially men, was like a wild animal. She treated them with fear and hostility—and could only make noises in the manner of strange quacks. At first she scored almost zero on an IQ test – but because Isabelle was discovered at such a young age, she was able to reach the learning level expected for her age in two years. It is possible that results of isolation can be reversed if the child is younger than twelve. The main problem, however, was a lack of language, which is basic for all human interaction. Every other interaction can be divided into subcategories to voice communication.

Those first two studies, isolated and feral children, can be viewed through one of Charles Horton Cooley’s theories of human interaction. Cooley, who lived in the late 1800s, created a theory that summarized how human development occurs, capturing the theory in the concept of “the mirror itself.” This theory had three main elements: we imagine how we appear to those around us, we interpret the reactions of others, and we develop a self-concept. The basic essence of it is that we look at those around us, and base our appearance and social interactions on what they do and what they expect. If a wild child is raised by animals, he will acquire the attributes of those animals. Likewise, an isolated child will base his actions on other isolated individuals or none, and will develop little or no basic interaction skills.

Even more common than isolated or feral children are institutionalized children. Two or three centuries ago, orphanages were much different than they are now. Children were brought up with little or no care according to a strict schedule. In addition to this, children were often beaten, ragged, and refused food. As a result, children coming from orphanages tended to have difficulty establishing close bonds with others, and to have a lower IQ. In an account of a good Iowa orphanage in the 1930s, children were raised in the nursery until about six months. They were placed in cribs that had high sides, effectively limiting vision to the world around them. No toys were hung from the cribs, no mother held them close. The interaction they got was limited to nurses who changed diapers, beds and provided them with medicine. Although everyone assumed that mental retardation was a “he was just born that way” thing, two sociologists researched and followed the lives of the children who were raised in this Iowa orphanage. HM Skeels and HB Dye began to understand that a lack of mental stimulation deprived these children of the basic human interaction skills they needed to be effective members of society. In a study, they took thirteen children who were obviously retarded and assigned them a retarded woman to take care of them. They also selected twelve children who would be raised in the orphanage in the usual way, and tested both groups on IQ. The first group was noted to develop an intense relationship with their respective “mothers”, and received much more

attention than their counterparts. While all of the children studied were still retarded, it was noted that the IQ of the first group increased by a jaw-dropping average of 28 points. In an equally surprising statistic, it was found that the average of the other group dropped by an average of 30 IQ points. This study showed the importance of human interaction at a young age.

A final lesson can be taken from deprived animals. These are animals that were deprived of their mother at a young age and raised in isolation. A famous study on this topic was done by Harry and Margaret Harlow, who raised baby monkeys in isolation. They built two “mothers” for their monkey, one that was a wire frame with a nipple on it that the monkey could nurse from, and one that was covered in soft fabric. They found that even though the first mother provided food, the baby would cling to the soft mother when frightened, showing that the monkey feels more comfortable with intimate physical contact – or cuddling.

When the monkey was introduced to a monkey community, he was rejected, and had no concept of how a normal monkey civilization was structured. He knew neither how to play normally with the other monkeys, nor how to engage in sexual relations, despite several weak attempts.

After doing this study with female monkeys, they found that those who got pregnant became bad mothers – they hit their babies, kicked them or crushed them against the floor. These were monkeys that had been raised in that isolated environment for years, and had no chance to integrate into society. Other monkeys have been observed to overcome these disabilities with increasingly positive results: a corresponding relationship with the amount of time spent in isolation. Monkeys isolated for three to six months were relatively easily integrated, while monkeys isolated for years suffered irreversible effects. When applied to people, we understand that social interaction is key to a socially effective product.

In short, society makes us human. Babies do not naturally develop into adults, and social ideas are not transmitted through DNA. Although the body can grow, isolation victimizes them to be little more than mere animals. In fact, a lack of language skills results in an inability to even grasp the relationships between people – such as father, mother, teacher and friend. To develop into an adult, children need to be surrounded by people who care about them. This process called “socialization” shows that we are created by those around us.

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