1895-]
race endowments must vanish. Nature’s pluck, as Huxley puts
it, means extermination; and there seems to be a race law of fit
test survival as well as an individual law.
Another element under the internal factor in education is that
of heredity. At first thought it might appear that no distinction
should be made between the elements of heredity and original
endowment. They are both capital with which one begins living,
but while one is race capital, the other is familj'- capital. All ath
letes were Greeks, but all Greeks were not athletes; i. <?., an indi
vidual may have a certain race connection which would lead us to
expect certain traits and characteristics, but owing to divergent
tendencies of a less general sort and to the peculiarities or “ acci
dents ’ ’ of hereditary transmission the race-type appears in all
shades of importance and influence. The differences that we are
here insisting upon might be comprised by the terms generic-type
and family-type.
The discussions of heredity theory lie outside of our intent,
but the field of hereditary fact may be profitably touched upon.
Studies in this realm of fact have been largely of a physiological
sort) Ribot claiming to be one of the first authors to adequately
treat of the transmission of psychical traits. A few examples
from his work and that of Galton.
Of 50 poets (chosen at random), 22 had distinguished relatives.
Of 42 painters ' ‘
Among physicians the Bach family is a classical illustration,
there being in the history of the family 29 eminent musicians and
over 100 “ taking to music.” likewise of the base instincts and
sentiment, criminal records are replete with glaring illustrations
of hereditary law. The Jukes family is a case in point. Out of
540 persons, all descended from five sisters through seven gen
erations, over three-fourths were criminals. Galton found by re
searches in England that of:
109 judges (from 1660-1865), a grouping in 85 families.
32 commanders a “ 1 ‘ 24 “
52 literary men “ “ “33 “
65 scientific men “ “ “43 “
These examples may suffice to call our attention to the neces
sity of considering heredity as one of the elements in education.
The physical dwarf must not be ground through the same mill as
the robust child of the forest. The child of continuously illiterate
parents should be differently educated than the child of the
Factors in Education.
21 “