energies toward the creation of conditions that will prevent the making of the unfit and defective. The unfit must not be allowed to remain unfit but must be transformed into the fit. The race must take precautions against the making of the unfit in any part of society. The science of medicine and the practice of charity have put into our hands certain systems of moral splints and braces, certain remedies and appliances, which enable us to keep the unfit and defective alive, and make it possible for them to perpetuate their kind. But all this, as we have seen, may be no boon to the race; nay, it may rather result in loss to mankind. There is hence one duty which is all important and which nothing must be allowed to becloud. We must safeguard the race against degeneration by guaranteeing that there shall be no unfit in society. This is a great undertaking, and it will require long generations for man to reach the goal. But it is a great gain when we have clearly discovered the goal toward which we are to work and have begun to frame a definite programme of action to that end. This is a great task, but it is the task that society must undertake in a brave and hopeful spirit, in the conviction, that though everything may not be done at once, yet something may be done that will bring the race nearer the goal. In the prosecution of this task it is necessary for society to have some definite, scientific, and Christian programme of action. "There is nothing more dreadful,” said Goethe, "than active ignorance." Much of our so-called philanthropy illustrates this saying.

For another thing, in the prosecution of this task society must learn that the best way to prevent results is to remove causes. The time has been when the Christian spirit led men to build hospitals and orphanages, and this work was most beautiful and Christian in its time. But the Christian spirit in these times is moving men to inquire into the causes of disease, and idiocy and orphanhood; and it is impelling men to declare that there shall be no defective and deformed and friendless. Already we have learned that one former is worth a hundred reformers. Preformation is cheaper than reformation, and it is more Christian. Prevention is easier and better than recon

struction. The Good Samaritan has cared for the half-dead traveler on the Jericho road; and now what shall he do? Once men would have said: Let him build a hospital along that road to care for robbed and wounded travelers. We have come to the stage when we declare: No, not at all; let him go up to Jerusalem police and call upon them to clean out that nest of robbers. The time is coming when men will say: Come, let us guarantee that there shall be no men who shall grow up to the life of highwaymen.

For a third thing there must be a more intelligent and sympathetic co-operation on the part of the three great institutions of human life, the family, the church, and the state. The church has a great work before it in creating the social conscience which shall move men to put their profession and lives in pledge in behalf of a better and more Christian type of human society. The church has thus far dealt largely with the problem of saving sinners, and this is right; but the time is coming when its power in the world will be measured by power to save men from sin. The family must be made to understand its divine calling in the world, and must be made to know that it is probably the most important agency in the making of the kingdom of God. And the state, the most inclusive institution of man's life, must learn that not life alone, but good life, is the supreme concern of a state that is truly intelligent.

And last of all, there must be a more general and intelligent interest in the whole programme of race-making. In this modern world there has grown up a science of stock breeding, and the informed stockman knows what are the conditions that must be fulfilled if he would create a fine and profitable breed of cattle. As Mr. Spencer suggests, if Gulliver should visit our modern society and study our interests in cattle and our indifference to children, he would find things that out-Gullivered anything he had found among the Liliputians. And as Professor Shaler complains:

We pride ourselves on the economic successes of our civilization, but give no attention to the fact that, as regards the most precious things with which we have to deal, the lives that are in our care, we are utterly wasteful,

doing our work in a way that would bring a mill owner to disgrace in the estimation of his fellows. We have as yet devised no method whereby these lives may come to us in a wholesome condition. Our means for caring for them after they are with us are entirely inadequate for the needs. The result is that only a small fraction of the value which should be harvested from a generation is really won to use."

However it may have been in the past, it will not be so in the future. Already the great interests of life are falling into some kind of perspective, and men are learning to place first things first. Sometime, in some far off age, as Ruskin suggests, the manufacture of souls of a good quality may at last turn out to be a leadingly lucrative business.22 More and more as men become intelligent and Christian merely financial and commercial questions will fall into the background, and questions of human welfare and social morality will come into the foreground. The scientist and theologian, the sociologist and the philanthropist will more and more co-operate in the making of the world and the transformation of society. Then the race will advance by leaps and bounds, for there will be no unfit and defectives to poison the blood and to hamper the march.

REVIEWS

Mind in the Making, A Study in Mental Development. By EDGAR JAMES SWIFT, Professor of Psychology and Pedagogy in Washington University, Saint Louis. New York: Charles Scribner's Sons, 1908. Pp. 329. $1.50 net.

Professor Swift's book is an expression of the new spirit in education. It is a protest against the formalism and inertia of the schools, an exposition of the forces which must be reckoned with in laying the foundation of education, and an analysis of the psychological and pedagogical aspects of the educational process. The title-Mind in the Making—is well chosen. Professor Swift brings ample evidence to prove that native capacity cannot be determined until the child has had the opportunity for a natural growth. Chapters dealing with this evidence should make a strong appeal to parents, especially in places where strong influence is being exerted to establish trade schools for young children.

As a whole the volume embodies a systematic knowledge of children and sane ideas of their needs. The book is bound to have a wide and a wholesome influence, and largely because of this the reviewer wishes to call attention to what seems to be an unwise emphasis in the chapter entitled, "Criminal Tendencies in Boys." By making use of the vague theory of "psychical reverberations of long past ages" in explaining the instincts and impulses of the child, attention is shifted temporarily from the actual child living under modern conditions to the child as a symbol of savage life in And yet the moral and ethical import of the child's actions is judged in the light of our highest ideals. In this way instincts and impulses which are perfectly normal and wholesome are labeled "criminal." Since Professor Swift writes, "Crime is caused mainly by social conditions that are morally and intellectually unhygienic,

remote ages.

would it not have been more consistent to have used

the term "criminal" with reference to the act rather than to the tendency or the impulse, and to have placed emphasis upon the responsibility of the community; for it is the community which decides whether the child shall form social or anti-social habits.

In the chapters "The School and the Individual" and "SchoolMastering Education," the evils of traditional methods are pointed out and the way paved for the work which is really constructive. The physical basis of education is laid in three chapters dealing with various phases of the nervous system and in three other chapters there is a clear and forcible presentation of the psychological and pedagogical aspects of the learning process. Such excerpts as the following may give the reader a glimpse of the wisdom, the sanity, the good humor, and the charm to be found on nearly every page:

We set up a psychical operating-table in every school-room, and proceed to cut each child according to our measure . . . . until we have made him commonplace enough to fit into the traditional pedagogical mind.

Native tendencies have never counted much in the schools. and superintendents can make better ones in the office.

Principals

The books of children should be closed the moment there is any indication of lassitude. Carried beyond this point, study tends to delay progress by starting erratic impulses that end in confusion.

Arrest is quite as likely to be caused by overfeeding as by starvation.

It is rather singular that the experimental method, welcomed in other fields as evidence of progress, has received such scant courtesy in education. Education, no doubt, must be conservative, but when conservatism opposes investigations and comparative trials under controlled conditions previously determined it is inertia.

KATHARINE E. DOPP

A Primer of the Science of Internationalism. With special reference to university debates. By WILBUR E. CRAFTS. Washington: International Reform Bureau, 1908. Pp. 86. This little book aims to make propaganda for the introduction into the university curriculum by way of the debating societies of "the highest branch of the science of man, which deals with man in his widest relation, the hitherto unclassified science of internationalism." This in the author's view is more than international law. There are ten chapters and an Appendix. On the margin there is a running series of suggestive questions for debate. The aim of the book is in consonance with the general aims of the International Reform Bureau, and may be seen from the various chapters. Chap. i is a résumé of the "Concert of Europe in War," and is a plea for international peace. To this