spite of unfavorable circumstances. Sometimes it doubtless does. But
pugnacity and perseverance are not necessarily connected with
intellectual genius. Genius may be as likely to be timid as belligerent.
Therefore unfavorable circumstances may crush many a genius.

The public schools ought to be on the watch for genius in any and all
kinds of work. When a genius is found, proper training ought to be
provided to develop this genius for the good of society as well as for
the good of the individual himself. A few children show ability in
drawing and painting, others in music, others in mechanical invention,
some in literary construction. When it is found that this ability is
undoubtedly a native gift and not a passing whim, special opportunity
should be provided for its development and training. It will be better
for the general welfare, as well as for individual happiness, if each
does in life that for which he is by nature best fitted. For most of us,
however, there is not much difference in our abilities. We can do one
thing as well as we can many other things. But in a few there are
undoubted special native gifts.

SUMMARY. This is an orderly world, in which everything has a cause.
All events are connected in a chain of causes and effects. Human
beings live in this world of natural law and are subject to it.
Human life is completely within this world of law and order and is a
part of it. Education is possible only because we can change human
beings by having influences act upon them.

Individuals receive their original traits from their ancestors,
probably as parts or units. Mendelism is the doctrine of the pure
transmission of unit characters. Eugenics is the science of
improving the human race by selective breeding. An individual's life