EDUCATION AND THE FUTURE OF THE RACE 307 



with self-preservation. It may teach the care of 

 the body and may render it easy to gain an ample 

 livelihood, or its benefits may extend beyond the 

 consummation of the self-preservative instinct as in 

 leading to discoveries in science or useful inventions 

 or improved methods in finance. But there are 

 other phases of development that may be little 

 affected by the education of the intellect, however 

 admirably this may have been accomplished through 

 the training of observation, memory, and reason. 

 The emotional side of a nature may lag behind, 

 despite the growth of intellect, and, in general, those 

 activities of the mind which have an intimate rela- 

 tion to the sexual or racial instinct may be relatively 

 unutilized. This retardation or arrest of the devel- 

 opment of one very important aspect of human 

 personality may give a one-sided character to the 

 nature of an individual. I do not hold that it fre- 

 quently happens that there is an extreme disparity 

 in the education of the intellect and of the sexually 

 based emotions. Such a disparity does not com- 

 monly arise, because there are many unintended 

 casual human experiences, outside the education of 

 school or tutor, which call out reactions on the emo- 

 tional side of consciousness. What I do claim is that 

 the sexually based emotions are commonly over- 

 looked in any scheme of education (either because 

 they have been traditionally ignored, or because 

 they are inconvenient and puzzling to deal with), 

 and that this is a serious mistake. The mistake 



