There can be no doubt that a thorough investigation of the kind described, even if confined to a single grade and to a single form of degeneracy, would be a serious undertaking. Masses of trustworthy material must be collected, usually with great difficulty, and be afterwards treated with skill and labor by methods that few at present are competent to employ. An extended investigation into the good or evil done to the state by the offspring of many different classes of persons, some of civic value, others the reverse, implies a huge volume of work sufficient to occupy eugenics laboratories for an indefinite time.
Object Lessons in the Methods of Biometry.
I propose now to speak of those fundamental principles of the laws of probability that are chiefly concerned in the newer methods of biometry, and consequently of eugenics. Most persons of ordinary education seem to know nothing about them, not even understanding their technical terms, much less appreciating the cogency of their results. This popular ignorance so obstructs the path of eugenics that I venture to tax your attention by proposing a method of partly dispelling it. Let me first say that no one can be more conscious than myself of the large amount of study that is required to qualify a man to deal adequately with the mathematical methods of biometry, or that any man can hope for much success in that direction unless he is possessed of appropriate faculties and a strong brain. On the other hand, I hold an opinion, likely at first sight to scandalize biometricians and which I must justify, that the fundamental ideas on which abstruse problems of probability are based admit of being so presented to any intelligent person as to be grasped by him, even though he be quite ignorant of mathematics. The conditions of doing so are that the lessons shall be as far as possible "object lessons," in which real objects shall be handled as in the kindergarten system, and simple operations performed and not only talked about. I am anxious to make myself so far understood that some teachers of science may be induced to elaborate the course that I present now only in outline. It seems to me suitably divisible into a course of five lessons of one hour each, which would be sufficient to introduce the learner into a new world of ideas, extraordinarily wide in their application. A proper notion of what is meant by correlation requires some knowledge of the principal features of variation, and will be the goal towards which the lessons lead.
To most persons variability implies something indefinite and capricious. They require to be taught that it, like Proteus in the old fable, can be seized, securely bound, and utilized; that it can be defined and measured. It was disregarded by the old methods of statistics, that concerned themselves solely with averages. The average amount of various measurable faculties or events in a multitude of
