II. THE PROBLEM OF THE BIRTH SUPPLY

any positive schemes for selective breeding in the present state of our knowledge, it can no more evade a certain reaction upon these things than the individual can evade a practical solution. Although we cannot say of any specific individual that he or she is, or is not, of exceptional reproductive value to the State, we may still be able, he thinks, to point out classes which are very probably, as a whole, good reproductive classes, and we may be able to promote, or at least to avoid hindering, their increase. He instances the female elementary teacher as being probably, as a type, a more intelligent and more energetic and capable girl than the average of the stratum from which she arises, and he concludes she has a higher reproductive value—a view contrary to my argument in the text that reproductive and personal value are perhaps independent. He tells me that it is the practice of many large school boards in this country to dismiss women teachers on marriage, or to refuse promotion to these when they become mothers, which is, of course, bad for the race if personal and reproductive value are identical. He would have them retain their positions regardless of the check to their efficiency maternity entails. This is a curiously indirect way towards what one might call Galtonism. Practically he proposes to endow mothers in the name of education. For my own part I do not agree with him that this class, any more than any other class, can be shown to have a high reproductive value—which is the matter under analysis in this paper—though I will admit that an ex-teacher will probably do infinitely more for her children than if she were an illiterate or untrained woman. I can only reiterate my conviction that nothing really effective can be organized in these matters until we are much clearer than we are at present in our ideas about them, and that a public body devoted to education has no business either to impose celibacy, or subsidize families, or experiment at all in these affairs. Not only in the case of elementary teachers, but in the case of soldiers, sailors, and so on, the State may do much to promote or discourage marriage and offspring, and no doubt it is also true, as Mr. Wallas insists, that the problems of the foreign