Insanity: Its Causes and Prevention

by Henry Putnam Stearns

I have under my care at the present time a young girl, thirteen years of age, who has come to me from one of the seminaries for girls in New England. She informs me that the pupils in that institution are required to spend eight or more hours a day in study and recitation, and some portion more of every day in household work, and that she was permitted to study and recite some ten hours a day, as she was behind her class in some of the studies when she entered.

It is not surprising that in less than one year she returned to her home, suffering from headaches, cold feet, nervousness, and inability to sleep, and in a short time became so excitable and incoherent in thought and language, that it became necessary to remove her from home. After a long period of rest with appropriate treatment, she has become so strong that she will soon go into the country, where I have directed that she remain for one or two years without study, in the hope that the nervous system may regain its health under the influence of a life spent largely in the open air.[5]

A young man, standing, so far as was indicated by marks, in the front rank of his class, had strength of brain barely to graduate, and then for years was able to do but little study, and spent his time in a vain search for that health which by judicious habits in study he would never have lost. Many other cases of similar character could be cited if it was necessary to adduce additional confirmation of my views.

I desire, however, not only to call attention to, and greatly emphasize, the effects of study so far as they may manifest themselves on the individuals themselves, but the effects which these persons are certain to transmit to their posterity. The brain may and does, in many cases, so far recover that it may fairly do the work, or a work in life, but it has attained a bias—a twist,—which will be seen to manifest itself in the next generation in something more than a twist; it will be an insane diathesis—a brain constituted in so unstable a manner, that the friction of ordinary life will upset it, ending in insanity.

I have often thought that teachers are only partially to blame, as they are countenanced and encouraged by the parents in this injudicious course of mental stimulation in early life. Especially is this the case if a child happens to be so fortunate—I perhaps should rather say unfortunate—as to have in any measure a higher order of mind than his fellows; he is likely to be the theme of conversation, in relation to his studies, not only in his own home, but with all the cousins, aunts, and neighbors, until finally the child comes to form altogether a false estimate as to the importance of its own attainments and ability. It is quite possible, also, that the freedom of our educational and governmental institutions may serve to help it on. Every child is taught, at home and in school, that all the prizes of life are within his grasp, if he will only make the requisite effort, while every parent is anxious to have his child higher up in the social scale than he is. These conditions not unfrequently serve to stimulate those specially ambitious to over-exertion, while again, there is less of the controlling element, both at home and in social life, than exists under most other forms of government.

It becomes necessary here to refer to the system, so universally prevalent in our colleges, of competition in grades of scholarship. I do this with greater reluctance, knowing very well how fully men of long experience have studied the subject, and how extremely difficult it may be to devise and carry into operation any plan which may prove to be more desirable for all concerned.

In any considerable number of boys, from the ages of fifteen to twenty-two years, there will be some who realize so little the objects and benefits to be obtained through the discipline of study, that they will care little for honors or standards of scholarship, and are in no possible danger of over-exertion to obtain them. With such persons we need not concern ourselves at present.

On the other hand there are those who so fully appreciate the grand advantages resulting from an education, that they would be sure to do a fair amount of labor, and honestly employ their time, under almost any system of management. Now it is from the latter class, that come the students who are to attain to and hold the positions of influence in after-life, and too great care cannot be exercised that their characteristics of mind be judiciously brought into exercise and strength. They are, for the most part, ambitious; and in many cases this ambition stimulates them to the largest effort to carry off the prizes which may come in the way of scholarship during their college course.

These prizes frequently depend on extremely small differences in proficiency which may be obtained, in many cases, over long periods of time. It is understood that it is commonly the case that the differences in scholarship of those who obtain the highest five or six honors in college are often very small, and that these honors may be assigned to one or to another by failure or success on some point, the knowledge concerning which could by no possibility have any influence in after-life, and which must be but an imperfect indication of true scholarship and mental ability; and yet so strong is the power of ambition as to lead some few of the highest minds, in almost every class, to neglect the commonest laws of health in reference to physical exercise and sleep, that they may secure these temporary honors. The brain is stimulated to long and weary hours of study by the effects of tea or coffee, or in some cases by the use of more objectionable substances, when regard for health would require it to be in a state of repose and sleep; and this is during the period of life when it has not yet attained to its full growth, and while its substance is still in a more sensitive and delicate condition, and consequently more likely to be unfavorably affected by such treatment than in the maturity of later life.

From personal observation I am satisfied that some of the brightest minds are essentially ruined for the accomplishment of any large work in life by such a course of conduct in their education, who, under some other course of management, in which these mental tendencies could have been better understood and guided, might have been saved; and that often these are minds with the best natural endowments.