364 THE POPULAR SCIENCE MONTHLY 



namely, a provisional program of educational eugenics. Granted the 

 clearly defined program of eugenics in its primary relations, may a 

 method be devised by which the same principles may be made operative 

 in the realm of education? In other words, can this biological method 

 which promises so much for the race in its physical, social and other 

 respects, afford a reasonable basis for similar hope concerning mental 

 and spiritual betterment? May we find in it the promise and potency 

 of a higher and better type of scholarship than that of the present 

 or past? 



I have referred above to " a provisional program " to be directed to 

 these ends. In an attempt to frame a scientific hypothesis of heredity 

 Darwin designated his attempt as " provisional." It was open to 

 serious criticism at first, and it is hardly too much to say that it has 

 only a historic interest to-day. With such a fate for that provisional 

 hypothesis I am not vain enough to anticipate an immediate and un- 

 challenged acceptance of views on a subject greatly more complex. 



But is such a program desirable or important? Are educational 

 conditions such as to call for an experiment of the sort which in the 

 nature of things must be more or less an experiment ? These questions 

 are important and merit serious attention; but to my mind they must 

 be answered in the affirmative. The program is important and worthy 

 of whatever test or experiment may be called for in its solution. It 

 seems rather certain that the tide of criticism already noted is such that 

 there should be no evasion in giving to it the consideration its impor- 

 tance warrants. Furthermore, it is not too much to aver that existing 

 knowledge concerning biologic laws and principles is such as to call for 

 searching revision of existing methods of all phases of education. It is 

 absolutely impossible to differentiate between growth or development 

 as related to body, mind or spirit. It was once thought that such dis- 

 tinction was obvious as related to animals and plants. To-day such a 

 view is impossible. The fundamentals of life are the same ever^ywhere 

 and always. And the growing child, in every aspect of its nature, is 

 amenable thereto; and every phase of its development should have the 

 same intelligent biological direction as is given to other living things. 

 Some may be forced, while others must as certainly be restrained, or 

 absolutely transplanted and developed under a different environment. 

 A method applicable to the precocious would prove fatal to a mental 

 defective. And now, that we have the ready means of differentiating 

 these varying' grades of mentality, it can hardly be short of folly to 

 decline to utilize them thoroughly. Our school authorities have been 

 ready to take advantage of every means by which these ends may be 

 conserved. For example, in this state steps have only just been taken 

 to care for any such physical defects as may impede or embarrass the 

 pupil in the school. This has been undertaken jointly by the boards of 

 education and hoaltli. Examinations of eyes, cars, nose, teeth, etc., will 



