Makari G J
History of Psychiatry Section, Cornell University Medical College, NY, NY 10021.
J Hist Behav Sci. 1993 Jan;29(1):8-21. doi: 10.1002/1520-6696(199301)29:1<8::aid-jhbs2300290103>3.0.co;2-e.
In the 1830s the time-honored notion that excess study could lead to madness underwent a significant change in America. Under the influence of Enlightenment pedagogy and phrenology, influential superintendents like Amariah Brigham and Isaac Ray feared that the "unnatural" overstimulation of children in schools would ruin their development. In the second half of the nineteenth century, as belief in environmental determinism waned and assumptions about what is "natural" changed, this psychiatric etiology was debated; then, overthrown. By the turn of the century, education was thought to aid, not harm, the mentally ill.
19世纪30年代，长期以来认为过度学习会导致精神错乱的观念在美国发生了重大变化。在启蒙运动教育学和颅相学的影响下，像阿马里亚·布里格姆和艾萨克·雷这样有影响力的负责人担心学校里对儿童的“非自然”过度刺激会破坏他们的发育。在19世纪下半叶，随着对环境决定论的信念减弱以及对“自然”事物的假设发生变化，这种精神病病因学受到了争论；然后，被推翻了。到世纪之交时，人们认为教育对精神病患者有帮助，而不是有害。
