contact with no stimulus and arousing agent in the home, or the
neighborhood in the earliest years is to become settled into a
life-long habit of inert dullness.

When we revert to the schools which so generally abound, we
fail to find the stimulating element in them which might be
regarded as the necessary opportunity to develop talent. The
vast majority of elementary teachers are persons whose
intellectual natures have never been aroused. Their imaginative
and sympathetic capacities lie undeveloped. Their work in the
school is conducted on the basis of memory. It is parrot work
and ends in making parrots of the pupils. The rational and
causal as agencies in education are hardly ever appealed to.
Until our teaching force is itself developed in the directions
and capacities which alone characterize the intellectual we can
not hope for much in the way of recovering the rich field of
latent talent from its infertility.

Something remains to be said about the proper utilization of
talent which has been developed. Did all genius depend on the
hereditary factor and consequently we had developed all
individuals possessing exceptional ability into contributors
and creators, the question of their complete utilization by
society remains. That all able men and women are working at the
exact thing and in the exact place and under the exact methods
which will yield the greatest and most fruitful results for
society only the superficial could believe. Herbert Spencer
used up a very large part of his superb ability during the
larger portion of his life in the drudgery of making a living.
The work of the national eugenics laboratory of England is