existence depends. If the only function of education is to make one a
worthy citizen, or to make him, or her, self-supporting, or able to bear
arms in defense of his country, rather than a perfect link in the complete
chain of enduring life, its purpose is being perverted. It is not
sufficient to provide a girl, for instance, with an exclusive environment
which regards her simply as a muscular entity, as is the tendency in some
of the "best" girls' schools to-day; nor to fit her as a domestic or
society ornament; nor must she be regarded simply as an intellectual
machine, as is done under the system styled "the higher education of
women." Any one of these is an example of misdirected excess and is [22]
only part of the whole. None of these systems strives to develop the
emotional side of the complex female character, and any educational system
which ignores the emotions is not only inadequate but reprehensible in the
highest degree. The ideal which will strive for education for ultimate
parenthood will more completely solve the question of complete (eugenic)
living.

THE PRESENT EDUCATIONAL SYSTEM IS INADEQUATE.--There is no question that
education, as conducted at the present time, is one of the most disastrous
institutional fallacies of modern civilization. In support of this
contention, we are prompted to quote at length from various authorities
bearing on this subject.

Dr. C. W. Saleeby, an international authority on education, writes as
follows:

"A simple analogy will show the disastrous character of the present
process, which may be briefly described as 'education' by cram and emetic.
It is as if you filled a child's stomach to repletion with marbles, pieces
of coal and similar material incapable of digestion--the more worthless the
material the more accurate the analogy--then applied an emetic and
estimated your success by the completeness with which everything was
returned, more especially if it was returned 'unchanged,' as the doctors
say. Just so do we cram the child's mental stomach, its memory, with a
selection of dead facts of history and the like (at least when they are not
fictions) and then apply a violent emetic called an examination (which like
most other emetics causes much depression) and estimate our success by the
number of statements which the child vomits onto the examination paper--if
the reader will excuse me. Further, if we are what we usually are, we
prefer that the statements shall co