and delicate, permanent mischief is more
easily produced by injudicious treatment than at any subsequent
period. In this respect, the analogy is as complete between the brain
and the other parts of the body, as that exemplified in the injurious
effects of premature exercise of the bones and muscles.

813. Scrofulous and rickety children are the most usual sufferers in
this way. They are generally remarkable for large heads, great
precocity of understanding, and small, delicate bodies. But in such
instances, the great size of the brain, and the acuteness of the mind,
are the results of morbid growth. Even with the best of management,
the child passes the first years of its life constantly on the brink
of active disease.

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810. Relate the case detailed by Sir Astley Cooper. 811. May the
increased functional action of the brain change its structure? 812. At
what age particularly is excessive and continued mental exertion
hurtful? 813. What is said of scrofulous and rickety children?

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814. Instead, however, of trying to repress its mental activity, the
fond parents, misled by the early promise of genius too often excite
it still further, by unceasing cultivation, and the never-failing
stimulus of praise. Finding its progress for a time equal to their
warmest wishes, they look forward with ecstasy to the day when its
talents will break forth and shed lustre on its name.

815. But in exact proportion as the picture becomes brighter to their
fancy, the probability of its being realized becomes less; for the
brain, worn out by premature exertion, either becomes diseased, or
loses its tone, leaving the mental powers imbecile and depressed for
the remainder of life. The expected prodigy is thus easily outstripped
in the social race by many whose dull outset promised him an easy
victory.

816. Taking for our guide the necessities of the constitution, it will
be obvious that the modes of treatment commonly resorted to ought to
be reversed. Instead of straining to the utmost the already irritable
powers of the precocious child, and leaving his dull competitor to
ripen at leisure, a systematic attempt ought to be made, from early
infancy, to rouse to action the languid faculties of the latter, while
no pains ought to be spared to moderate and give tone to the activity
of the former.

817. Instead of this, however, the prematurely intelligent child is
sent to school and