opinion, to recognize parenthood as a beautiful and desirable thing, is one of the first desiderata of the eugenics program.
The introduction of domestic science and its rapid spread are very gratifying, yet there are serious shortcomings, as rather too vigorously set forth by A. E. Hamilton:
"There are rows of little gas stoves over which prospective wives conduct culinary chemical experiments. There are courses in biology, something of physiology and hygiene, the art of interior decoration and the science of washing clothes. There is text-book sociology and sometimes lectures on heredity or eugenics. But the smile of incredulity as to my seriousness when I asked a Professor in the Margaret Morrison Carnegie School [a college of Practical Arts for Women], 'Where are the babies?' is typical. Babies were impossible. They would interfere with the curriculum, there was no time for practice with babies, and besides, where could they be got, and how could they be taken care of? The students were altogether too busy with calories, balanced rations, and the history of medieval art."
Perhaps the time is not so far distant when babies will be considered an integral part of a girl's curriculum. If educators begin systematically to educate the emotions as well as the intellect, they will have taken a long step toward increasing the birth-rate of the superior. The next step will be to correlate income more truly with ability in such a way as to make it possible for superior young parents to afford children earlier. The child ought, if eugenically desirable, to be made an asset rather than a liability; if this can not be done, the parents should at least not be penalized for having children. In this chapter, emphasis has been laid on the need for a change in public opinion; in future chapters some