When we revert to the schools which so generally abound, we fail to find the stimulating element in them which might be regarded as the necessary opportunity to develop talent. The vast majority of elementary teachers are persons whose intellectual natures have never been aroused. Their imaginative and sympathetic capacities lie undeveloped. Their work in the school is conducted on the basis of memory. It is parrot work and ends in making parrots of the pupils. The rational and causal as agencies in education are hardly ever appealed to. Until our teaching force is itself developed in the directions and capacities which alone characterize the intellectual we can not hope for much in the way of recovering the rich field of latent talent from its infertility. Something remains to be said about the proper utilization of talent which has been developed. Did all genius depend on the hereditary factor and consequently we had developed all individuals possessing exceptional ability into contributors and creators, the question of their complete utilization by society remains. That all able men and women are working at the exact thing and in the exact place and under the exact methods which will yield the greatest and most fruitful results for society only the superficial could believe. Herbert Spencer used up a very large part of his superb ability during the larger portion of his life in the drudgery of making a living. The work of the national eugenics laboratory of England is carried on by a man of great talent, Professor Carl Pearson, in cramped quarters and with insufficient equipment and support. The enterprise is as important as any in England, that of discovering the conditions and means of improving the human race. The laboratory was built up in the first instance by the sacrifice of Sir Francis Galton, and it is maintained by means of the bequest of his personal fortune.