to find enough eugenic inferiors to fill the ranks of teachers, without getting those who are inferior in actual ability, in patent as well as latent traits. And the idea of placing education in the hands of such inferior persons is not to be considered.
It is, therefore, inevitable that the teachers are, on the whole, superior persons eugenically. Their celibacy must be considered highly detrimental to racial welfare.
But, it may be said, there is a considerable number of women so deficient in sex feeling or emotional equipment that they are certain never to marry; they are, nevertheless, persons of intellectual ability. Let them be the school teachers. This solution is, however, not acceptable. Many women of the character described undoubtedly exist, but they are better placed in some other occupation. It is wholly undesirable that children should be reared under a neuter influence, which is probably too common already in education.
If women are to teach, then, it must be concluded that on eugenic grounds preference should be given to married rather than single teachers, and that the single ones should be encouraged to marry. This requires (1) that considerable change be made in the education of young women, so that they shall be fitted for motherhood rather than exclusively for school teaching as is often the case, and (2) that social devices be brought into play to aid them in mating—since undoubtedly a proportion of school teachers are single from the segregating character of their profession, not from choice, and (3) provision for employing some women on half-time and (4) increase of the number of male teachers in high schools.
It is, perhaps, unnecessary to mention a fifth change necessary: that school boards must be brought to see the undesirability of employing only unmarried women, and of discharging them, no