PRECOCITY, pre-laisl-ti, an early mental development, surpassing the normal. Generally speaking the precocious child differs from the prodigy in that his attainments constitute an act ual acquirement rather than an intuitive posses sion of knowledge; and the precocious child presents a general development of the mental faculties instead of a supernormal development in a special line, as music, mathematics or other arts and sciences. Precocity may be the result of either training or natural endowment and the course of the educator toward it is usually that of fostering a general development, at the same time exercising care in avoidance of physical overstrain. Precocity has sometimes been held an indication of general physical weakness or inherent physical infirmity and likewise as having a deleterious influence upon adult attainments. As a rule, however, such un fortunate results may be ascribed to undue forcing, although the precocious child is no more immune to physical ills than any other.
When due discretion is observed in its training the trait may generally be welcomed. It by no means presages genius, but on the other hand a preponderance of geniuses have pos sessed it. The need for modifying educational methods to meet the requirements of the super normal individual so as not to retard his natural development and at the same time avoid over stimulation is one that has for some time en gaged the attention of educators and physicians. Consult Donaldson, H. H., 'Growth of the Brain' (London 1895) ; Sully, J., 'Genius and Precocity' (1886) ; Galton, F., 'Hereditary Genius) (London 1892); Constable, F. C., and Hereditary Genius' (London 1905).