urely biological one which suggests the eugenic argument that
defective humans, like undesirable animals and plants, should not take
part in the perpetuation of the species. The second lesson is not
biological but ethical, suggesting individual responsibility for
conduct which may disastrously affect other individuals' lives. It
seems to me that so far as general education is concerned, the ethical
lesson is the more impressive and more likely to lead to voluntary
eugenic practice by individuals. It is my observation that even many
intelligent people are not seriously impressed by the biological
evidences for eugenics considered as a general problem, but their
reaction is one of interest when one begins to present the question of
ethical responsibility for the transmission of physical and mental
defects to future generations. Such considerations have led me to the
view, already suggested, that eugenic studies in courses of biology
have their greatest practical value in their ethical implications,
which, of course, by influencing individual responsibility for
reproduction may lead to the desirable biological improvement of the
human race. Teachers of biology should present, as an economic problem,
the facts which will make better breeds of plants and animals by direct
application of the biological laws of heredity; but they should present
and apply parallel facts to human life in order to influence first of
all individual responsibility for ethical control of reproductive
activity, and thus indirectly work eugenically for an improved human
race.

[Sidenote: Aim of eugenics.]

Thus the aim of eugenics is most likely to be attained through ethical
rather than biological application of the teaching which our schools
can give. The men and women who view life selfishly with no feelings of
ethical responsibility towards others of the present or future will
take no practical interest in the biological problems of human
eugenics, although the economic problems of plant and animal breeding
may interest some of these same people.

[Sidenote: Education and other aspects of sex problems.]

In addition to the ethical-social bearings of biological teaching, our
sex-education will be incomplete until we learn how to attack the sex
problems directly and effectively with reference to the ethical,
social, psychical, and aesthetic aspects. Perhaps we may be able to do
this only with mature people; probably it is too much to hope that e