168 OTIS W. CALDWELL 



The first of these facts is that the desired eugenical attitudes need to be 

 established at an age which usually is so young that use cannot be made of 

 Galton's hope that eugenics shall "improve the racial qualities of future 

 generations physically and mentally. ' ' The second outstanding fact needing 

 to be recognized in an educational program is that young persons may be 

 influenced best by use of teachings which bear close personal relations and 

 contain direct values for those being taught. Galton's definition, from an 

 educational point of view, sounds too much like the older idea that educa- 

 tion is almost wholly for the sake of future needs. We now believe that 

 education will serve future needs far better, if its first service is to immediate 

 needs both personal and social. In educational uses of subjects other than 

 eugenics, that is, in history, language, literature, the sciences, etc., it is far 

 more effective to make sure that education is based upon and proceeds from 

 real situations of significant value. The older education was always promis- 

 ing future values, some of them often hard to picture to the learner. Mod- 

 ern education is surely directed toward future needs, but realizes that since 

 future needs cannot be met except through learning to meet present needs, 

 the future is best cared for by caring for the present. Thus, in eugenical 

 education, we shall keep in mind Galton's emphasis upon future society, but 

 in practice we should deal with the problems and with the individuals now 

 concerned with education. We need less preachment about how fine it 

 would be to have a future society determined by eugenics, and shall need to 

 face the far more difficult task of trying to incorporate sound principles of 

 eugenics into the possessions of the young people who are now in the process 

 of becoming this so-called future society whose destiny is the ultimate aim 

 of eugenics. The biological and social facts and their meaning in relation 

 to young people constitute the proper foundation for eugenical instruction. 

 Constant admonitions about a hopeful philosophy for future use serves a 

 good purpose, but needs to be based upon specific biological knowledge. 



Another reason for a change in certain recommended types of eugenical 

 instruction and for its more careful presentation at an earlier age than is 

 common relates to the influence exerted by personal and social attitudes. 

 The facts derived through scientific studies in eugenics are indispensable. 

 Many more such studies are greatly needed. Indeed, we seem almost at 

 the beginning of accumulation of exact data, all of which when organized 

 will compose the science of eugenics. Much of these data must be used 

 in any worthy program of instruction in eugenics. Nevertheless, mere knowl- 

 edge about endless accurate data about eugenics will be of little assistance in 

 meeting individual's problems or in building the desired future society. For 

 most, perhaps almost all people, the attitudes that are acquired in different 



