because they inherited also the defects of Elizabeth's character. These two were Pierrepont Edwards, who is said to have been a tall, brilliant, acute jurist, eccentric and licentious; and Aaron Burr, Vice-President of the United States, in whom flowered the good and the evil of Elizabeth Tuttle's blood. Here the lack of control of the sex-impulse in the germ plasm of this wonderful woman has reappeared with imagination and other talents in certain of her descendants.

The remarkable qualities of Elizabeth Tuttle were in the germ plasm of her four daughters also: Abigail Stoughton, Elizabeth Deming, Ann Richardson, and Mabel Bigelow. All of these have had distinguished descendants, of whom only a few can be mentioned here. Robert Treat Paine, signer of the Declaration of Independence, descended from Abigail; the Fairbanks Brothers, manufacturers of scales and hardware at St. Johnsbury, Vt., and the Marchioness of Donegal were descended from Elizabeth Deming; from Mabel Bigelow came Morrison R. Waite, Chief Justice of the United States, and the law author, Melville M. Bigelow; from Ann Richardson proceeded Marvin Richardson Vincent, professor of Sacred Literature at Columbia University, the Marchioness of Apesteguia of Cuba, and Ulysses S. Grant and Grover Cleveland, presidents of the United States. Thus two presidents, the wife of a third and a vice-president trace back their origin to the germ plasm from which (in part) Elizabeth Tuttle was also derived, but of which, it must never be forgotten, she was not the author. Nevertheless, had Elizabeth Tuttle not lived, this nation would not occupy the position in culture and learning that it now does.

9. Original Nature

[THORNDIKE, E. L., Educational Psychology, p. 44. New York, Teachers College, Columbia University, 1903.]

The importance to education theory of a recognition of the fact of original nature and of exact knowledge of its relation, shown in determining life's progress, is obvious. It is wasteful to attempt to create and folly to pretend to create capacities and interests which are assured or denied to an individual before he is born. The environment acts for the most part not as a creative force but as a stimulating and selective force. the results of our endeavors will forever be limited as a whole by... inborn talents and defects.

10. Our Original Nature

[NORSWORTHY, Naomi, and WHITLEY, Mary, T., Psychology of Childhood, pp. 18-19. Copyright, 1923, by the Macmillan Co. Reprinted by permission.]

A man is what he is primarily because he is a member of a certain family, sex, and race. Those three factors give him his inheritance, his capital, his stock in trade, and these birthday gifts bound his ultimate achievement. True, environment, training, education, play their part in the production of man as we idealize him, but that part is conditioned and limited by the nature which is being influenced. . . . The recognition of the respective parts played by nature and nurture make it imperative for him to know the child mind in terms of its equipment, and to know the laws by means of which it may be changed.

11. Heredity, Environment, and Training [WALTER, H. E., Genetics, pp. 2-4. Copyright, 1913, by the Macmillan Co. Reprinted by permission.]

Heredity, Environment, and Training.-Three factors determine the characteristics of an individual, namely: environment, training, and heritage. It may indeed be said that an individual is the result of the interaction of these three factors, since he may be modified by changing any one of them. Although no one factor can possibly be omitted, the student of genetics places the emphasis upon heritage as the factor of greatest importance. Heritage, or "blood," expresses the innate equipment of the individual. It is what he actually is even before birth. It is his Nature.

Environment and training, although indispensable, are both factors which are subsequent and secondary. Environment is what the individual has, for example, housing, food, friends, and enemies, surrounding aids which may help him and obstacles which he must overcome. It is the particular world into which he comes, the measure of opportunity given to this particular heritage.

Training, or education, on the other hand, represents what the individual does with his heritage and environment. Lacking a suitable environment, a good heritage may come to naught, like good seed sown upon stony ground, but it is nevertheless true that the best environment cannot make up for defective heritage or develop wheat from tares.

The absence of sufficient training or exercise even when the environment is suitable and the endowment . . . is ample will result in an individual who falls short of his possibilities, while no amount of education can develop a man out of the heritage of a beast. Consequently the biologist holds that, although what an individual has and does is unquestionably of great importance, particularly to the individual himself, what he is is far more important in the long run. Improved environment and education may better the generation already born. Improved blood will better every generation to come.

12. Heredity in Man

[BATESON, William, "Heredity in Man," The Lancet, August 22, 1914, Vol. 187, p. 182.]

At present I ask you merely to observe the facts. The powers of science to preserve the defective are now enormous. Every year these powers increase. This course of action must reach a limit. To the deliberate intervention of civilization for the preservation of inferior strains there must sooner or later come an end, and before long nations will realize the responsibility they have assumed in multiplying these "cankers of a calm world and a long peace."

The definitely feeble-minded we may with propriety restrain . . . and we may safely prevent unions in which both parties are defective, for the evidence shows that as a rule, such marriages, though often prolific, commonly produce no normal children at all.

13. Heredity of Acquired Characters

[CUENOT, L. C., "The Heredity of Acquired Characters," Smithsonian Institution Annual Report, 1921, pp. 344-345.]

We can suppose that when the species, at first northern, reached the south, the rise in temperature affected . . . the formative elements of wing color, and the colloids representative of the pigment in the germinal cells. Hence the present condition.

We can perhaps accept the heredity of immunity, an acquired character appearing after a germ disease; not total immunity, for we know well that this is not transmissible, but a partial immunity which is sufficient . . . to explain why the inhabitants of a country where a disease commonly occurs are generally more apt to resist it than those of a country which is free

from it, and that diseases which are brought into new countries cause there terrible ravages.

. . . We begin to see . . . that we will be able to understand and admit the heredity of certain characters acquired through non-use or even through use. . . . It may be that an organ affected by individual non-use (the eye, for example, of an animal living in total darkness) produces specific modifications in the body fluids. . . which would affect the representative substances in the germinal cells, and would lead gradually to the hereditary atrophy of the organ.

14. Similarity of Brothers and Sisters

[STARCH, Daniel, "Similarity of Brothers and Sisters in Mental Traits," Psychological Review, May, 1917, Vol. 24, pp. 237-238.]

The resemblance of siblings is apparently no greater in those mental traits which are directly affected by school work than in those which are not so affected. . . . This seems to indicate that the mental similarities of children of the same parents are due primarily to heredity rather than to similarity of environment.

The resemblance of siblings is approximately as great in mental traits as in physical traits.

Apparently the resemblance is greater in some traits than in others. Spelling ability, range of vocabulary, and perception of geometrical forms seem to be correlated very slightly; whereas speed in writing, speed in tapping, and speed in addition seem to be correlated very closely. To what extent different mental traits are correlated by greater or less amounts cannot be stated with confidence on the basis of present tests.

15. Mental Differences in Industry

[BAKER, H. J., "Objective Measurements in Educational and Vocational Guidance," Twenty-Third Yearbook, pp. 151-171, National Society for the Study of Education. Bloomington, Public School Publishing Co., 1924.]

That marked differences exist between the intelligence level of unskilled labor and that of the higher professions cannot be denied. The lesser differences at the central levels of industry, complicated as they are by many other factors, such as interest, effort, and personality, will be more clearly revealed and understood when the instruments of measurement for such traits are ready for use. If we are not convinced of the relationship which

exists between intelligence and levels of industrial occupation, it is because we have not the necessary information which makes these subtle differences self-evident. There is little doubt but that they exist.

16. Other Factors Affecting Guidance

[BAKER, H. J., loc. cit., pp. 162-163.]

Pupils frequently fail in school on account of anæmia. They may fail because of poor attendance. They may fail because their unfortunate personality brings them into conflict with their classmates and brings official disapproval of the teachers for the same reason. Others are so self-willed and opinionated that they profit little from what the school does for them. The writer believes that the next few years will find completed tests for all manner of human deficiencies and delinquencies. With such analysis will come a new point of view upon the part of the school which will consider the diagnosis and correction of personal and social defects as important for child training as is the adjustment of courses of study to the abilities of pupils.

17. Inheritance of Physical Traits

[CONKLIN, E. G., "Phenomena of Inheritances," Popular Science Monthly, October, 1914, Vol. 85, pp. 314, 318-319.]

All peculiarities which are characteristic of a race, species, genus, order, class, and phylum are of course inherited, otherwise there would be no constant characteristic of these groups. . . . Every living thing produces offspring after its own kind. Men, horses, cattle; birds, reptiles, fishes; insects, mollusks, worms; polyps, sponges, microorganisms-all of the million known species of animals and plants differ from one another because of inherited peculiarities-because they have come from different kinds of germ-cells.

18. Inheritance of Mental Traits

[CONKLIN, E. G., "Phenomena of Inheritances," Popular Science Monthly, October, 1914, Vol. 85, pp. 318-319.]

Psychological characters appear to be inherited in the same way that anatomical and physiological traits are; indeed all that has been said regarding the correlation of morphological and physiological characters applies also to psychological ones. No