From the eugenic standpoint the present system of education is not satisfactory. To attain our end it is essential to devise other means of education. It must be remembered, however, that no system of education alone can ever enable us to achieve our end, no matter how perfect the system may be. Education can only draw out what is in the child; it cannot draw out what is not there. What the child is, depends upon its heredity. The pedagogic ability of the school-master will never make a genius. A child's mind may be likened to a block puzzle, each block representing a part of a picture, which can only be completed when they are all arranged in their correct places. Each block is an ancestral legacy,--the child's heritage--and to find its proper place in order to complete the [31] character picture--to solve the riddle of the jumbled blocks,--is the duty of the educator. He can only manipulate what is there, and the test of his system will depend upon his ability to solve the puzzle of the ancestral blocks. We must divorce ourselves from the idea that a child's mind, at the beginning, is an empty space, to be filled in with knowledge according to the ability of the teacher; or that it is like a sheet of paper, to be written upon. Education, and the educator, is absolutely limited to "drawing out" what heredity put there. Education frequently is given credit which rightly belongs to nature. A child cannot do certain things until nature intends that it should. A baby cannot possibly walk until the nervous mechanism which controls the function of walking is developed. Many children walk at the first attempt, simply because they did not make the first attempt until after nature had perfected the mechanism and the innate ability to walk was already there. Suppose we tried to teach that baby to walk a month before nature was ready; each day we patiently coax it to "step out," we guide it from support to support, and we protect it from stumbling. Some day it walks, and we congratulate ourselves on the victory, when as a matter of fact, we not only had nothing to do with it but were impertinent meddlers, not instructors. Nature was the teacher and she was quite capable of completing the task without our aid. It is reasonable also to assume that any effort to force a natural function is quite likely to do much harm. We have found this to be so in various departments of education when the system was wrongly conceived. In physical culture this principle has been demonstrated over and over again.