ENVIRONMENT.--By environment we mean the provision of suitable surroundings in its largest sense. A child to be fit and efficient must be born of selected parentage, the home surroundings must be desirable, the educational possibilities must be advantageous, the sanitary and hygienic conditions must be suitable, opportunities for physical and spiritual culture must be provided, and the State must ensure justice and the right to achieve success. We know that--generally speaking--these conditions do not exist. We know that the dregs of the human species--the blind, the deaf-mute, the degenerate, the imbecile, the epileptic, the criminal even,--are better protected by organized charity and by the State than are the deserving fit and healthy. We know that in the slums thousands of desirable children waste their vitality in the battle for existence, and we know that, though philanthropy and governmental supervision and protection are afforded the deaf, the dumb, the blind and degenerate child, no helping hand is held out to save the healthy and efficient child, who must pay in disease and inefficiency the price of his normality in degrading toil, [4] in factory and pit, where child labor is tolerated. We need the awakening which is the promise of the eugenist, that these wrongs will be righted, not by the statesmanship which believes that empires are founded and maintained by the power of material might, but by a process which will ennoble selected motherhood and give to every child born its due and its right. EDUCATION.--The present system of education is one of the great reflections on the intelligence of the human race. One of the greatest of contemporary writers has characterized it as "a curse to modern childhood and a menace to the future." Even the humblest of us--who would willingly believe the system efficient, who have no desire to invite criticism as to our opinion--are forced to acknowledge that there is something wrong with the educational system now in vogue. The writer is disposed to believe, however, that the fault is not wholly one of art. The conditions with which education has to contend are essentially hypothetical. It may be that the laws of heredity and psychology, when fixed, will evolve, at least, a more rational and a more ethical hypothesis. So far as eugenics is concerned with education, its limitation is defined and fixed. If the innate ability is not possessed by the child, no system of instruction, and no art of pedagogy, will ever draw it out. When the proper material is supplied by an adequate system of race culture, science may probably supply the requisite complementary data which will ensure an educational system that will really educate.