mmanders,
literary men, poets and divines. In his list of eminent painters, all
the relatives mentioned are painters save four, two of whom were gifted
in sculpture, one in music and one in embroidery. As to musicians,
Mendelssohn and Meyerbeer are the only ones in his list whose eminent
kinsmen achieved their success in other careers than music.

Havelock Ellis, who likewise studied British men of genius, throws
additional light on the subject. "Painters and sculptors," he found,
"constitute a group which appears to be of very distinct interest from
the point of view of occupational heredity. In social origin, it may be
noted, the group differs strikingly in constitution from the general
body of men of genius in which the upper class is almost or quite
predominant. Of 63 painters and sculptors of definitely known origin,
only two can be placed in the aristocratic division. Of the remainder 7
are the sons of artists, 22 the sons of craftsmen, leaving only 32 for
all other occupations, which are mainly of lower middle class character,
and in many cases trades that are very closely allied to crafts. Even,
however, when we omit the trades as well as the cases in which the
fathers were artists, we find a very notable predominance of craftsmen
in the parentage of painters, to such an extent indeed that while
craftsmen only constitute 9.2% among the fathers of our eminent persons
generally, they constitute nearly 35% among the fathers of the painters
and sculptors. It is difficult to avoid the conclusion that there is a
real connection between the father's aptitude for craftsmanship and the
son's aptitude for art.

"To suppose that environment adequately accounts for this relationship
is an inadmissible theory. The association between the craft of builder,
carpenter, tanner, jeweller, watchmaker, woodcarver, ropemaker, etc.,
and the painter's art is small at best, and in most cases is
non-existent."

Arreat, investigating the heredity of 200 eminent European painters,
reached results similar to those of Ellis, according to the latter's
citation.

Arithmetical ability seems similarly to be subdivided, according to Miss
Cobb.[42] She made measurements of the efficiency with which children
and their parents could do problems in addition, subtraction,
multiplication and division, and could copy a column of figures. "The
measurements made," she writes, "show that if, for instance, a child is
much quicker than the average in s