The absence of this responsive element is marked by a general sluggishness of all the mental and physical processes. The movements of the body are slow, and the brain, while it may be capable of strong thought, is correspondingly slow in action. The individual does not yield readily to the strongest impressions, and his conversation will be slow, frequently tedious. Such individuals are incapable of doing anything in a hurry, and when urged by others frequently become confused. Left to their own methods, with plenty of time, they are frequently capable of displaying great strength and delicacy of quality, both in physical and mental manifestations. The intelligent reader will readily comprehend that the best organization is that in which the elements of strength, delicacy and responsiveness are harmoniously blended. The relative predominance of each element will in all cases decide the particular class of purposes, vocations, professions or other pursuits to which the subject is best adapted, other things being equal. Quality results from a variety of causes. Like all other personal peculiarities, it is, to a certain extent, hereditary. Children are, to a greater or less extent, certain to inherit the quality of their parents and immediate ancestors. But the inherited quality of offspring is subject to great modifications. It is definitely established that the temporary condition of mind and body of the parents at the moment of conception, materially affects the permanent quality of the offspring. Thus it is possible for parents to transmit to children a much better or much worse permanent condition of quality than they themselves possess. Observation also justifies the belief that children born of loving and affectionate parents surpass in quality those born of incompatible natures. The occupation and surroundings of the parents at the time of conception, and particularly the influences brought to bear upon the mother while the offspring is _in utero_, produce a lasting effect upon the quality of the latter. Science has long since demonstrated the fact that every part of the human organization is susceptible to educational development. Quality, like every other modifying condition, is susceptible to development in either direction, and the success attending an effort to develop either strength, delicacy or responsiveness of quality in any given individual, will in all cases be commensurate with the intelligence and vigor of the efforts expended to that end. The study of quality being thus understood, I introduce you now to the most beautiful study in the curriculum of human science, the third step in the phrenological estimate of character, viz.: TEMPERAMENT.