a state of fixation, and at present the treatment of individuals in whom such ills have arrived at the chronic or established point does not always bring results. The fault in many cases is likely to be beyond rectification.

27. Transplantation of Gonads

Copyright,

[From Being Well-Born, by M. F. GUYER, pp. 134–135. 1920. Used by special permission of the publishers, The BobbsMerrill Co.]

An interesting experimental test regarding the effect of the. body on the germ was made recently by Castle and Phillips, with guinea pigs. The experimenters transplanted the ovaries from a young black guinea pig to a young white female whose own ovaries had been previously removed. This white female was later mated to a white male. Although she produced three different litters of young, six individuals in all, the latter were all black. That is, not a trace of coat-color of the white father or of the white foster-mother was impressed on the transplanted germ-cells or the developing young. Later experiments of the same kind by Castle and Phillips . . . have yielded the same results. The body of the mother seems to serve merely as a protective envelope and a source of nutrition.

28. Four Generations of Hereditary Chorea

[CLARKE, C. K., and MACARTHUR, J. W., "Four Generations of Herediitary Chorea," Journal of Heredity, July, 1924, Vol. 15, pp. 303, 306.]

Huntington's chorea is one of the most to be dreaded and at the same time one of the most clearly inheritable of the brain diseases. It is characterized by persistent, incoherent, wholly involuntary, tremors or twitchings of the muscles of the head, limbs or body, these disorderly "jerking" movements typically beginning at or after middle life and then becoming progressively worse as further symptoms . . . set in.

There is probably little marriage of persons already choreic, but no voluntary abstention from marriage on the part of those liable to become so, nor any selection against them in marriage, nor any restriction of birth of children who are likely to become choreic later and carry the trait on to their children.

It is primarily in such cases that eugenic propaganda might be of greatest real racial value, for the simple knowledge of the mode of inheritance of this dread disease and a glance at the

warning family history might deter any one from making an intended alliance with the family, or at least from having children who have decidedly less than a fifty-fifty chance of growing up free from the disease.

29. Nature, the Guide to Child Training

[JENNINGS, H. S., Suggestions of Modern Science Concerning Education, p. 15. Copyright, 1917, by the Macmillan Co. Reprinted by permission.]

[About rooting out diversities, as schools sometimes try to do, let it be said]: First, you can't do it unless you reduce them to stupidity or lifelessness. Second, the only way appreciable progress can be made in the attempt is by cutting off, stunting, preventing the development of the special and distinctive qualities of the individuals. Unfortunately, this can be done to a certain extent, but only by a process which may rightly be compared with the taking of human life. But why should we desire to do this? Is it not variety of powers and character that the world needs?

30. Some Bad Effects of School Life

[JENNINGS, H. S., Suggestions of Modern Science Concerning Education, pp. 48-49. Copyright, 1917, by the Macmillan Co. Reprinted by permission.]

Entrance to school stops or slows the growth of the child. Its sedentary life, bad air and mental strain destroys or weakens the appetite, and decreases the respiration. Actual counts show a decrease in the number of red blood corpuscles, on which respiration depends. Hence the chemical processes of the body become disarranged; malnutrition with all its attendant evils comes into view. Study shows that all sort of morbid states increase greatly as the children progress further in school; headaches, nose-bleed, eye troubles, insomnia and other nervous disorders become commoner; tuberculosis increases. Further, by continued repression of many of the powers, and by forcing activity in powers not yet ready, strain is brought about; spontaneity is done away with; interest in work is destroyed; the instinct of workmanship rooted out, hate for work cultivated in place of love for it.

No one maintains that these things happen to all children, but that there is a tendency toward such results no one will

deny. . . . But the pertinent question is... Is there any necessity for these evil effects? . . .

The question must be answered No! The good can be done without the evil. Schools already exist in which most or all of the evils have been done away with where strain is not allowed to play its fearful part; where love for work, not hatred of it, is developed. The movement for increased activity in schools; for greater opportunity for play; for shortening of the hours of sedentary labor is tremendously improving schools.

31. Importance of Childhood Experience

[COLVIN, S. S., The Learning Process, pp. 204-205. Copyright, 1911, by the Macmillan Co.] (Adapted.)

A few years ago the period of adolescence was considered as the great determining period of child life. More recently, however, the psychologists have come to the point of view that the prenatal period and the first years of the child's life are most important of all. Therefore, the great educational problems of the race are to be solved during the early years of life rather than in the high school or college. A greater importance is also being given to a suitable environment for the proper development of the child. This means that the home and school are very significant factors in developing a healthy normal mind. The teacher should make it her business to see to it that all emotional and vexatious disturbances are removed from the atmosphere of the schoolroom; and that the ideas and ideals built into the children are of the satisfying type. Work that makes an excessive demand on pupils and teachers and which creates a spirit of unrest must be avoided.

32. Importance of Early Training

[THORNDIKE, E. L., New Methods in Arithmetic, p. 59.

Rand, McNally & Co., 1921.]

New York,

In some cases the cause of the failure to form the new bonds easily lies far back in the pupil's early training. If, for example, he had no real sense of the meaning of numbers, if he could not tell whether the children in the room made 20 or 40 or 60 or 80, or would as often call a yardstick 15 inches or 55 inches or 36, or would choose 10 cents and 10 cents and 10 cents

rather than 70 cents, then obviously the multiplication tables might be to him only a set of series of nonsense syllables, difficult to learn and well-nigh impossible to remember. If a pupil has no real understanding of either common fractions or decimal notation, he cannot readily learn to operate with aliquot parts of a hundred.

33. Inheritance and Education

[FREEMAN, F. N., How Children Learn, p. 54. Boston, Houghton Mifflin Co., 1917.]

Inheritance gives capacity, education develops it. In addition to saying in a general way that a person's development is partly due to his inborn traits and partly to his education or training, it is possible to distinguish the kind of influence which the one or the other factor exerts. We have seen that one's capacity is largely due to his inborn nature. On the other hand, the ideas which the individual has, and which govern the direction in which his capacities will find their development, are largely due to his environment and training. For example, the sensations and images which are parts of the material of thinking come from experience; and the moral standards which a person possesses the estimate of things as being worth while. or trivial—will be largely adopted from the beliefs and attitudes of his associates. The direction in which a person's capacities will be applied is fully as important as the degree of those capacities themselves. It is a trite saying that the development of extraordinary mental abilities is of no value if a person exercises them in a baneful direction. Therefore we must conclude that education, in determining the kind of training which the child should receive, must take account of his inborn capacities and traits; but in calculating what the final result of his development is to be, it must take account also of the influence both of his formal education and of the experience which he gains in his life outside of the school.

34. Democratic Education

[KELLOGG, V. L., Mind and Heredity, pp. 74-75. Princeton, Princeton University Press, 1923.]

My idea of a democratic education is not gained from shouting the slogan of the equality of all men, but from shouting the slogan of the equality of opportunity for all men.

But there can be and should be a further and more detailed grouping of pupils than our present too wholesome method of classification provides. . . . For the old or widely present method of treating every child like every other is based on the unwarranted assumption of human equality, and actually negatives the real aim of democratic education. It is equality of opportunity to become the most you can that a successful democracy can be based on.

35. Education: The World's Salvation

[HALL, G. Stanley, Life and Confessions of a Psychologist, p. 21. New York, D. Appleton & Co., 1923.]

Education has, thus, become the chief problem of the world, its one holy cause. The nations that see this will survive and those that fail will slowly perish. Knowledge must henceforth be the light and guide of mankind. More of it must be quarried from the original sources, nature and man. This, together with the choicest lessons of our past experience, must be ever more widely diffused and there must be ever absolute freedom of both research and teaching. There must be reëeducation of the will and of the heart as well as of the intellect; and the ideals of service must supplant those of selfishness and greed. Nothing else can save us and I shall live, and hope to die when my time comes, convinced that this goal is not only unattainable but that we are, on the whole, with however many and widespread regressions, making progress, surely if slowly and in the right directions.

36. Environmental Factors Prohibiting Creative

Scholarship

[SUMNER, Francis C., "Environic Factors which Prohibit Creative Scholarship among Negroes," School and Society, September 5, 1925, Vol. 22, pp. 294-296.] (Adapted.)

Mr. Francis C. Sumner has called attention to certain environmental factors which are probable causes for some of the reported mental differences between the black and the white races. "It is customary to attribute the dearth of creative scholarship among Negroes to hereditary causes." For purposes of comparison as to mental ability the environment should be constant. "A more intimate study of the respective environments of the intellectual Negro and the in