open for play every day until bedtime; in the big cities the roofs should be utilized also. Every neighborhood should have its ample playgrounds. For want of such provision children of the poor grow up pale and pinched, without the normalizing and educative influence of healthy play, and with no proper outlet for their energies, so that crime and vice flourish prematurely. With proper foresight open spaces can be retained as a city grows, without great expense; the economic gain, in a reduced death-rate, reduced cost for doctors and nurses, police, courts, and prisons, and increased efficiency of the next generation of workers, will easily balance the outlay, without weighing the gain in happiness and morality.1

But, indeed, adults stand also in need of outdoor life. Grounds for ball games, bowls, and all sorts of sports should be generously provided if human life is not to lose one of its pleasantest and most useful aspects. For evenings there should be attractive social meeting-places, neighborhood clubs, supervised dance-halls, and the like, such as the social settlements now to a slight extent provide, with notably beneficial results. As the poorer classes come more and more into their inheritance of the fruits of industry, these desiderata may perhaps be again left to private initiative; but at present there is a large class too pressed by poverty to get for itself these necessities of a normal life; and the need of the people makes the duty of the State.2

(3) The States and the Nation must be careful to conserve the natural resources of the country from waste, and

1 See on this point, the literature of the Division of Recreation of the Russell Sage Foundation, and of the Playground and Recreation Association of America (1 Madison Avenue, New York City). Jane Addams, The Spirit of Youth and the City Streets. C. Zueblin, American Municipal Progress, chap. IX. J. Lee, Constructive and Preventive Philanthropy, chaps. VIII-XII. Outlook, vol. 87, p. 775; vol. 95, p. 511; vol. 96, p. 443.

2 Cf. C. R. Henderson, The Social Spirit in America, chap. XIV.

to exploit them for the best advantage of the people. The forests, still so recklessly felled, must be guarded, not only for the sake of the future timber supply, but to prevent floods, ensure a proper supply of water in times of drought, and preserve the soil from being washed away. The scientific practice of forestry, the maintenance of an efficient fire patrol, and the reforestation of denuded areas that can best be utilized for the growth of timber, must be undertaken or supervised by government experts. The very limited supplies of coal, oil, and natural gas must be protected from waste. Arid lands must be brought into use where irrigation is possible, swamp lands drained, waterways and harbors improved to their full usefulness.1 National and state highways must be built as object-lessons to the towns and counties that still leave their roads a stretch of mud or sand.2

All of these material improvements have their civilizing influence, their moral significance; as Edmond Kelly put it, "By constructing our environment with intelligence we can determine the direction of our own development." So it is of no small consequence what sort of homes and cities we live in. During the next generation or so, while the State is slowly bestirring itself to undertake these duties, there will be great need of civic and village improvement associations, women's clubs, merchants' associations, etc., to arouse public interest, demonstrate possibilities, and stir up muni

1 On national conservation, see C. R. Van Hise, The Conservation of Natural Resources. Outlook, vol. 93, p. 770. Atlantic Monthly, vol. 101, p. 694. Review of Reviews, vol. 37, p. 585. Chautauquan, vol. 55, pp. 21, 33,

112.

2 It is estimated that ninety per cent of the public roads in the United States are still unimproved; that the average cost of hauling produce is twenty-five cents a mile-ton, as against twelve cents in France; that $300,000,000 a year would be saved in hauling expenses if our roads were as good as those of western Europe.

cipal and state officials to action. The holidays, Memorial Day, Independence Day, Arbor Day, Thanksgiving Day, etc., should be used to stimulate civic pride in these matters; pulpit and press should be brought into line. It will be a slow and discouraging, but necessary, task to awaken the people to a realization of the potentialities for a better civilization that lie in the utilization of government powers.

What should be done in the way of public education?

The principle of state support of education has, happily, been pretty fully accepted in this country, although in the East the universities still have to depend upon private benefactions. The public-school system is excellent in plant and principle; the next step is to work out a rational curriculum. The average high-school graduate to-day has learned little of what he most needs to know how to earn his living, how to spend his money wisely, how to live. The average girl knows little of housekeeping, less of the duties of motherhood. The dangers of sex indulgence- the greatest of all perils to youth, the poisonous effects of alcohol, the necessities of bodily hygiene, are seldom effectively taught. Moral and religious education is, owing to our sectarianism, almost absolutely neglected. The evils of political corruption and unscrupulousness in business, the social problems that so insistently beset us, are little discussed in school. Yet here is an enormous opportunity for the awakening of moral idealism and the social spirit. Boys and girls in their teens can be brought to an eager interest in moral and

1 Cf. H. Spencer, Education, chap. 1: "Is it not an astonishing fact that though on the treatment of offspring depend their lives or deaths, and their moral value or ruin, yet not one word of instruction on the treatment of offspring is ever given to those who will hereafter be parents? Is it not monstrous that the fate of a new generation should be left to the chances of unreasoning custom, impulse, fancy . . . ?" The whole chapter is worth reading; the neglect of which Spencer complained still persists.

social problems; class after class could be sent out fired with enthusiasm to remedy wrongs and push for a higher civilization. The failure to awaken more of this dormant good will and energy, and to direct it for the elevation of community standards and the solution of community problems, is a grave indictment against our complacent "stand-pat" educational system. Religious instruction will be a delicate matter for the indefinite future; but inspirational talks on non-controversial themes should find place, and perhaps a presentation of different religious views in rotation by representatives of different communions. In some way, at least, recognition should be made of the important rôle played by religion in life.

Besides the school system, other means of public education must be extended. The libraries and art museums must reach a wider public. The docent-work in the museums is a recent undertaking of considerable importance. Free public lectures, free mothers' schools, city kindergartens, municipal concerts, university extension courses- such enterprises will doubtless become universal. The work of the National Government in spreading knowledge of scientific methods of agriculture and of practicable methods of improving country life-information about the installation of plumbing systems, water supply, sewage systems, electric lights, etc.— is of wide educational value.

The average schooling of Americans is about five years apiece. Such inadequate preparation for life is a disgrace to our prosperous age. Education should be universally compulsory until the late teens at least; it should be regarded not as a luxury, like kid gloves and caviare, but as the normal development of a human being and the common heritage. It ought not to be the exclusive privilege of "gentlemen❞— of certain select, upper-class individuals; as economic conditions are straightened out, universal education will become

practically feasible. It is not only as a matter of justice, but in the interests of public welfare, that education should be given to all. It will actually pay in dollars and cents, in increased efficiency, more intelligent voting, decreased crime, decreased commercial prostitution, and crazy propaganda of all sorts. The city of Boston was right in inscribing on its public library the motto: "The commonwealth requires the education of the people as the safeguard of order and liberty."

What can be done by eugenics?

Environment and education are of enormous importance in determining what the mature individual shall be. But the result is strictly limited by the material they have to work upon; the individual who is handicapped by heredity cannot expect to catch up with him who starts the race of life better equipped, if both have equally favorable influences and opportunities. These influences can effect little permanent improvement in the human stock; that can only be radically bettered by seeing to it that individuals of superior stock have children and those of inferior stock do not. We have "harnessed heredity" to produce better types of wheat and roses and cattle and horses and dogs; why not produce better types of men? The study of these possibilities constitutes the new science of eugenics, which its founder, Francis Galton, defined as the study of "those agencies which humanity through social control may use for the improvement or the impairment of the racial qualities of future generations." Dr. Kellogg defines it as "taking advantage of the facts of heredity to make the human race better." "Good breeding of the human species."

We may first ask what duties the disclosures of this new science lay upon the individual.

(1) The constitutional health of children is partly deter