THE EDUCATION OF THE NERVOUS SYSTEM. 353 



influenced by mental ripening. The child may be 

 precocious or backward. It is interesting to note, 

 apropos of what has been said concerning strength and 

 size, that precocity is for the most part concerned with 

 an early increase in the complexity rather than the 

 strength of the reactions ; it is a precocity of organisa- 

 tion, not of size. Moreover it is apt to appear along 

 limited lines only. Physiologically it is growth without 

 the usual sensory provocation, and as such renders 

 superfluous much of the formal training, the purpose of 

 which is to stimulate. Hence the ease with which 

 these individuals may learn some things. The best 

 studies on the subject show that precocity and genius 

 go together. 1 The same conditions which gave the 

 individual a generously planned nervous system also 

 favour its early development. In such precocious per- 

 sons it continues to grow for a longer period than 

 usual a feature which is fully as important as the 

 precocity itself. 2 It is extremely interesting to see how 

 in a series of eminent men, excluding men of action, 

 the determination of distinction follows the order in 

 which the brain normally attains the high development 

 necessary to command recognition in a particular pro- 

 fession. 



The manner in which the encephalon becomes organ- 

 ised shows that some combinations among the central 

 elements are normally completed earlier than others. 

 When, however, such sensori-motor connections are once 

 established, the time required for their perfection is com- 

 paratively short. Further, it appears that high excellence, 

 especially in the acts requiring simple sensori-motor 

 combinations, is acquired speedily or not at all ; and 

 thus prolonged exercise, though it may have value as a 

 moral training, is insignificant for technical improvement. 



1 Sully, Pop. Sci. Month., 1886. 2 Gallon, Hereditary Gem'su, 1884. 



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