special attention, those mainly suffering from
insufficient development of one sort or another. In the last decade or
so, an endeavour to focus upon the exceptional child, exceptional
in intelligence or some special creative endowment, has started an
interesting movement. All of them have suffered from the fallacies and
troubles of the pure psychologist who would handle mind as an entity
in a vacuum.

A realization of the different physical and psychic educational
needs of various children will arrive only when we see them as built
differently. Just as shoddy and silk, cotton and wool, alone or in
combination, all possess different qualities as wearing material, so
different children have varying capacities for the wear and tear of
education. The endocrine classification of the human race, applied
to children, will here yield a harvest to the educator and to the
country. Nothing is more evident than the diversified nature of the
needs of the various internal secretion types, once they are realized
as such.

The history of a thymocentric type, for instance, is predictable from
the very first few months of his life. Difficulties in feeding, in
habit formation and adaptation, in the reaction to infections, in
social play and so on, one may expect for him. The course of events
for the other endocrine types also follow laws of their own. It will
be above all in the _understanding_ of children, their make-up,
reactions and powers, that the biologist will achieve some of his
finest triumphs.

The educator will have to take account of the state of the pituitary
in estimating the normal intelligence, or influencing the abnormal or
subnormal intelligence. As well will he have to consider the thyroid
in the child whose conduct is refractory, even though his proficiency
in his studies is excellent. And the condition of the adrenal will be
ascertained in the types that tire easily, and that seem unable to
make the effort necessary or desirable. Periodic seasonal and critical
fluctuations in the equilibrium among the hormones will have to be
taken into account in the explanation of what have hitherto been put
down to laziness, naughtiness, stupidity, or obstinacy.

A child's capacity for education, essentially its capacity for the
highest and most productive kind of life, is limited by inherent
factors. These factors are two: the quality of the nerve tissue, its
ability to make a number of associations, and the quantity of the