The reason that there is a correspondence between the variations given in heredity and those due in the main to the educative influences of the single child's social environment is in itself very suggestive, but space does not permit its exposition here.
The fact is this: the child tends, under the influence of his home, school, social surroundings, etc., to develop a marked character either in the sensory or in the motor direction, in his memory, imagination, and general type of mind.
Taking up the "motor" child first, as before, we find that his psychological growth tends to confirm him in his hereditary type.

In all his social dealing with other children he is more or less domineering and self-assertive; or at least his conduct leads one to form that opinion of him.

He seems to be constantly impelled to act so as to show himself off.

He "performs" before people, shows less modesty than may be thought desirable in one of his tender years, impresses the forms of his own activity upon the other children, who come to stand about him with minds constrained to follow him.

He is an object lesson in both the advantages and the risks of an aggressive life policy.