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 unchallenged 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 importance 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 distinction was obvious as related to animals and plants. To-day such a view is impossible. The fundamentals of life are the same everywhere 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 health. Examinations of eyes, cars, nose, teeth, etc., will
