SEX BIOLOGY AND SEX PSYCHOLOGY 163 



parts of the mind. Every attempt must be made in 

 the education of children to prevent there being a 

 stigma attached to one whole section of mental life, 

 and so to avoid its partial or total dissociation from 

 the rest. On the other hand, the absence of bar- 

 riers does not imply the absence of any relation of 

 subordination or dominance of one part to another. 

 One of the most important biological generalizations 

 is that progressive evolution is accompanied by the 

 rise of one part to dominance and, whenever there 

 are many parts to be considered, by the arrangement 

 of the rest in some form of hierarchy, each part be- 

 ing subordinate to one above, dominant to one be- 

 low. It is such a hierarchy which w^e must try to 

 construct in our mental organization. 



It is obviously impossible here to go into the whole 

 question of values and ideals, but it is clear to any 

 one who has given the briefest reflection to the sub- 

 ject that there are certain values, aesthetic, intel- 

 lectual, and moral, which are ultimate for the mind of 

 man, certain ideals — of truth and honesty, intellec- 

 tual satisfaction, righteousness or at least freedom 

 from the sense of sin or guilt, completeness and self- 

 realization, unselfishness and serviceableness and 

 so forth — which (though perhaps in varying propor- 

 tions) are by common consent accepted as the high- 

 est: and further that the greater the attempt to 

 deepen and broaden these, to increase their mental 

 intensity and to widen their range and association, 

 the more they tend to emerge into something in- 



