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the personal, the ephemeral, is missing the best part of his social inheritance, the capacity to "look before and after and pine for what is not."

Such a little time we are here! Even a Methuselah might wish to have in his mental furnishings the glory of the past and the prophetic hope of the future. All children, not merely a fortunate few, should have this sense of a group-life of which each is a part, should be able to see life and see it whole in the social inheritance that belongs alike to each one of us. Children make a large order upon each generation as they come into a vast group of all that have been and reach consciously toward the expanding life of the coming time.

The family must begin that culture by which the order shall be filled, but no family can answer even the least of the social demands by itself. "Culture," says Emerson, "shall yet absorb chaos itself." Every child has a rightful citizenship in that ordergiving world of thought, of history, of poetry, of art, of science, and of religion.

What a nation we might become if only every child had this, its right, recognized and fulfilled!

QUESTIONS ON THE CHILDREN OF THE FAMILY

1. The eighteenth century was called the century of man, the nineteenth century, of women, and the twentieth, that of the child. What facts justify this statement?

2. What are the main elements in the modern standard of child-care, childprotection, and child-nurture?

3. What of these elements can and should the private home supply, and what must be the community provision and control?

4. In trying to effect both private and public conditions favorable to the best development of child-life, what should be the scale of values used, or what should be the order of effort?

5. Dr. Alice Hamilton, in a Chicago study of 1,500 families, found that the infant death-rate in large families of six children and over was two and one-half times greater than in small families of four children or less. Was that an indication that infant mortality rises with fecundity or was it one of many indications that the better-to-do have smaller families? In any case, should such statistics always include the statement of the social standing and the income of the groups studied?

6. In The Child of August, 1920, Miss Julia C. Lathrop summarizes the Child-welfare Standards proposed by the Children's Bureau as follows: (1.) Minimum standards for children entering employment:

A. Minimum age, sixteen years in all employments; eighteen years in mines and quarries; twenty-one years for girls as telephone or telegraph messengers; twenty-one years for special-delivery service of U. S. Post Office; prohibition of minors in dangerous, unhealthy, or hazardous occupations. B. Minimum education, compulsory education for all between seven and sixteen years for nine months of every year, Between sixteen and eighteen years those legally employed to attend Continuation Schools at least eight hours a week. C. Physical minimum, annual examination of all working children under eighteen years of age; prohibition of work unless found to be normal in physique and health.

D. Hours, minors not more than eight hours a day or forty-four hours a week, and prohibition of night-work. Continuation School attendance to count as part of working-day.

E. Wages, minimum determined by wage commission or similar agency.

F. Vocational guidance and employment supervision.

G. Employment certificate as needed protection against industrial exploitation.

(2.) Minimum standards for public protection of health of mothers and children:

A. Maternity aids; B. Infants; C. Pre-school children; D. School children; E. Adolescent children.

(3.) Minimum standards in relation to children needing special care: A. Adequate income; B. Assistance to mothers; C. State supervision; D. Removal of some children from their homes; E. Home care; F. Principles governing child-placing; G. Children in institutions; H. Care of children born out of wedlock; I. Care of physically defective children; J. Mental hygiene and care of mentally defective children; K. Juvenile courts; L. Rural social work; M. Scientific information.

(4.) General minimum standards:

A. Economic and social; B. Recreation; C. Child-welfare legislation.

Read the above and compare your local conditions with these standards. Do you think all these demands necessary?

CHAPTER IX

THE FLOWER OF THE FAMILY

"WHAT a piece of work is man! How noble in reason! how infinite in faculties! in form and moving, how express and admirable in action how like an angel! in apprehension how like a god! the beauty of the world! the paragon of animals !" "Sure, He that made us with such large discourse, Looking before and after, gave us not

That capability and godlike reason

To fust in us unused."

-SHAKESPEARE.

"The apostolic of every age are ever calling for a higher righteousness, a better development of the human race, a more earnest effort to equalize the condition of men."-LUCRETIA MOTT.

"To every period its leaders: and the rise of every leader is according to his watching for opportunity; and the chief quality of leadership is the jewel of equity, by which alone the obedience of men is justified."-ARAB SAYING.

"He presses on before the race,
And sings out of a silent place.
Like faint notes of a forest bird
On heights afar that voice is heard;
And the dim path he breaks to-day
Will some time be a trodden way.
But when the race comes toiling on
That voice of wonder will be gone-
Be heard on higher peaks afar,
Moved upward with the morning star.
O men of earth, that wandering voice
Still goes the upward way: rejoice!"
-EDWIN MARKHAM.

The Proportions of Genius to the Mediocre.-In Dr. T. S. Clouston's suggestive book, The Hygiene of Mind, he estimates

that at least four-fifths of the human race are legally "sound" and of average capacity. Of the remaining one-fifth who are "unusual" he and other investigators name only one-tenth of one per cent. as entitled to the distinction of "Genius." Clouston adds to this a class of "lesser genius," often extremely useful to the race but often personally unhappy from ungratified ambition or lack of temperamental balance. He lists "reformers" for the most part in this class and "inventors who do not succeed." He also specifiDR. GALTON'S CHART

DR. WARD'S CHART
MODIFYING DR. GALTON'S

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cally indicates a class of "all-round talent" from which successfi social and political leaders are drawn and heads of big busine and administrators of large enterprises in educational field Dr. Lester F. Ward, on the contrary, believed that we estimate i rate of genius and potential genius far too low and that spec talent is vastly more common than the usual observer thinks. says, "What the human race needs is not more brains but n. knowledge." In his clarion call for the better education of people of every race and condition, he affirms his faith in envi mental opportunity and a finer personal development as the things needed to send the race onward. Professor Woods, of I

mouth College, writing on "The Social Cost of Unguided Ability," confirms this conviction of Doctor Ward.* He declares that "for ten men who succeed there are probably fifty more who might succeed with adequate development and specialization of effort." He shows how "education as an agency in the selection of personal ability fails because of undue abbreviation of the period of training for most individuals and the omission of elements of training of real significance for the purpose of adjusting individuals to the specific task." When we note that before the fifth elementary grade is reached there is a drop in attendance showing only 80 per cent. of those found in the second grade, and in the sixth grade only 66 per cent., and in the seventh grade only 50 per cent., and in the eighth grade less than 40 per cent. remain of those entering the first and second grades, we see good reason for his statement. When the high school statistics are added, with the drop year by year in attendance until at graduation only one in fourteen pupils remains to the end, we feel that this author is right when he says that "Society suffers less from the race suicide of the capable than from the non-utilization of the well-endowed."

Eugenics.-When Francis Galton, cousin of Charles Darwin and one of the first to apply to human beings the ideas of "selection for better breeds," published in 1873 his article on "Hereditary Improvement," he used the word "Stirpiculture" as indicating the application of evolution to the method of improving mankind by the selection of the superior in the process of reproduction. He later changed the designation to "Eugenics," which is now held as the term best applying in this connection. In 1891 Dr. Lester Ward himself said, "Artificial selection has given to man the most that he enjoys in the organic products of earth. May not men and women be selected as well as sheep and horses? From the great stirp of humanity with all its multiplied ancestral plasms-some very poor, some mediocre, some merely indifferent, a goodly number ranging from middling to fair, only a comparatively few very good, with an occasional crystal of the first water-why may we not learn to select on some broad and comprehensive plan with a view to a general building up and rounding out of the race of human beings?” So keen an observer and philosophic thinker as Doctor Ward, however, could not long accept the first allurement of this idea. He * See American Journal of Sociology for November, 1913.

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