[150] "When once more the importance of good birth comes to be recognized in a new sense," wrote W.C.D. Whetham and Mrs. Whetham (in _The Family and the Nation_, p. 222), "when the innate physical and mental qualities of different families are recorded in the central sociological department or scientifically reformed College of Arms, the pedigrees of all will be known to be of supreme interest. It would be understood to be more important to marry into a family with a good hereditary record of physical and mental and moral qualities than it ever has been considered to be allied to one with sixteen quarterings." [151] The importance of such biographical records of aptitude and character are so great that some, like Schallmayer (_Vererbung und Auslese_, 2nd ed., 1910, p. 389) believe that they must be made universally obligatory. This proposal, however, seems premature. [152] In many undesigned and unforeseen ways these registers may be of immense value. They may even prove the means of overthrowing our pernicious and destructive system of so-called "education." A step in this direction has been suggested by Mr. R.T. Bodey, Inspector of Elementary Schools, at a meeting of the Liverpool branch of the Eugenics Education Society: "Education facilities should be carefully distributed with regard to the scientific likelihood of their utilization to the maximum of national advantage, and this not for economic reasons only, but because it was cruel to drag children from their own to a different sphere of life, and cruel to the class they deserted. Since the activities of the nation and the powers of the children were alike varied in kind and degree, the most natural plan would be to sort them both out, and then design a school system expressly in order to fit one to the other. At present there was no fixed purpose, but a perpetual riot of changes, resulting in distraction of mind, discontinuity of purpose, and increase of cost, while happiness decayed because desires grew faster than possessions or the sense of achievement. The only really scientific basis for a national system of education would be a full knowledge of the family history of each child. With more perfect classification of family talent the need of scholarships of transplantation would become less, for each of them was the confession of an initial error in placing the child. Then there would be more money to be spared for industrial research, travelling and art studentships, and other aids to those who had the rare gift of original thought" (_British Medical Journal_, November 18, 1911).