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.