Under an ideal system of education the child would be left absolutely free until the age of seven. We do not believe that the physical apparatus of the mind is prepared for educational interference before that age, and we know that the growth of the brain, physiologically and anatomically, is not complete until after the seventh year. The greater portion of a child's education necessarily depends upon its environment. Heredity and environment, therefore, are the two factors which determine the characters of any living thing. Heredity gives to the child its potential greatness,--its promise of greatness. Whether these potential qualities ever become real depends upon environment. A child may have the hereditary (innate) ability to become a Shakespeare, but if his environment is not suitable to the development of this potential greatness, he will never realize his hereditary promise. In other words, the innate qualities which he has, and which will make of him a Shakespeare are never "drawn out" or educated. Hence he can never become great until environment furnishes the means to him. Environment, including education, does not add to the potential qualities of inheritance. Education can only educate what heredity gives; it can give or add nothing itself; it simply educates what is there already. There is plenty of material, but it is not the right material. What educators want is the right kind of material--the material which the eugenists will eventually supply. Or as Mr. Havelock Ellis has expressed it: "Education has been put at the beginning, when it ought to have been put at the end. It matters comparatively little what sort of education we give[34] children; the primary matter is what sort of children we have to educate. That is the most fundamental of questions. It lies deeper even than the great question of Socialism versus Individualism, and indeed touches a foundation that is common to both. The best organized social system is only a house of cards if it cannot be constructed with sound individuals; and no individualism worth the name is possible unless a sound social organization permits the breeding of individuals who count. On this plane Socialism and Individualism move in the same circle." Education, then, as an exclusive factor, cannot achieve our ideal of race-culture. In order that education may achieve a large measure of success, it must have the proper material, and the right material can only come as a result of the working out of the eugenic principle. Then--in the aftertime--our educational efforts will not be wasted and misdirected, as they are almost wholly to-day.