It is well to bear in mind that phenomena, at first scarce and rare, may under favorable conditions become sufficiently numerous to be quite common. In fact, we may lay it down as a law that all discoveries, inventions, and changes in general, economical, political, social, mental, moral, and religious, first appear on a small scale in limited areas from which they spread in various directions. Organisms start, as variations or mutations, from minute nuclei of growth; species have their origin in small centres and restricted areas. A new species may begin with some apparently insignificant variation which may grow and develop, and which, from a certain standpoint, may be regarded as an abnormality. What at present is considered as “precocity,” and hence as an abnormality, may really be the foreshadowing of the future. The apparently precocious variation may and will turn out a normal phenomenon. The stone which the builders refused is become the head stone of the corner. Early education, precocity, is to become the corner stone of human life. _At present the preliminary period of child education is unduly retarded to the detriment of the individual and society._ The truth is, we do not realize the importance of early training. We begin education late in the child’s life, when dispositions have become formed and habits have become rigid. This delay seriously injures the growth of the child by lowering the level of mental activity. The critical points of formation of mental interests are allowed to slip by, leaving the individual irresponsive to mental, æsthetic, and moral interests. The critical turning points, when the best energies could be brought out, are not taken care of at the right moment. The mental functions become prematurely atrophied and degenerated. When we later on attempt to awaken those functions, we are surprised to find them absent. We labor under the false impression that the child is naturally inapt and deficient. To make up for this apparent deficiency we force the child’s mind into narrow channels, crippling and deforming it into mean mediocrity. The child is run into the rigid moulds of home, school, and college with the result of permanent mutilation of originality and genius. The individual is deformed, because the critical spirit of inquiry and originality is racked on the Procrustes’ bed of home and school. The unfortunate thing about it is the firm belief that the crippled spirit of the child is a congenital mediocrity. Instead of shouldering the fault, we put the burden on Heredity. Darwinism with its spontaneous variation and hereditary transmission, Austro-Germanic Mendelism, accompanied by a widespread propaganda of Eugenics, have blotted out from view the far more fundamental factors of environment and education which play such a paramount rôle in man’s life.