If this belief be well founded, it is likely that any measure tending to decrease the cost of schooling for children will tend to diminish this effect of compulsory education. Such measures as the free distribution of text-books, the provision of free lunches at noon, or the extension to school children of a reduced car-fare, make it easier for the selfish or inefficient parent to raise children; they cost him less and therefore he may tend to have more of them. If such were the case, the measures referred to, despite the euthenic considerations, must be classified as dysgenic.
In another and quite different way, compulsory education is of service to eugenics. The educational system should be a sieve, through which all the children of the country are passed,—or more accurately, a series of sieves, which will enable the teacher to determine just how far it is profitable to educate each child so that he may lead a life of the greatest possible usefulness to the state and happiness to himself. Obviously such a function would be inadequately discharged, if the sieve failed to get all the available material; and compulsory education makes it certain that none will be omitted.
It is very desirable that no child escape inspection, because of the importance of discovering every individual of exceptional ability or inability. Since the public educational system has not yet risen to the need of this systematic mental diagnosis, private philanthropy should for the present be alert to get appropriate treatment for the unusually promising individual. In Pittsburgh, a committee of the Civic Club is seeking youths of this type, who might be obliged to leave school prematurely for economic reasons, and is aiding them to appropriate opportunities. Such discriminating selection will probably become much more widespread and we may hope a recognized function of the schools, owing to the great public demonstration of psychometry now being conducted at the cantonments for the mental classification of recruits. Compulsory education is necessary for this selection.
We conclude that compulsory education, as such, is not only of service to eugenics through the selection it makes possible, but may serve in a more unsuspected way by cutting down the birth-rate of inferior families.
VOCATIONAL GUIDANCE AND TRAINING
In arguments for vocational guidance and education of youth, one does not often hear eugenics mentioned; yet these measures, if effectively carried out, seem likely to be of real eugenic value.
The need for as perfect a correlation as possible between income and eugenic worth, has been already emphasized. It is evident that if a man gets into the wrong job, a job for which he is not well fitted, he may make a very poor showing in life, while if properly trained in something suited to him, his income would have been considerably greater. It will be a distinct advantage to have superior young people get established earlier, and this can be done if they are directly taught efficiency in what they can do best, the boys being fitted for gainful occupations, and the girls for wifehood and motherhood in addition.
As to the details of vocational guidance, the eugenist is perhaps not entitled to give much advice; yet it seems likely that a more thorough study of the inheritance of ability would be of value to the educator. It was pointed out in Chapter IV that inheritance often seems to be highly specialized,—a fact which leads to the inference that the son might often do best in his father's calling or vocation, especially if his mother comes from a family marked by similar capacities. It is difficult to say how far the occupation of the son is, in modern conditions, determined by heredity and how far it is the result of chance, or the need of taking the first job open, the lack of any special qualifications for any particular work, or some similar environmental influence. Miss Perrin investigated 1,550 pairs of fathers and sons in the English Dictionary of National Biography and an equal number in the English Who's Who. "It seems clear," she concluded, "that whether we take the present or the long period of the past embraced by the Dictionary, the environmental influences which induce a man in this country to follow his father's occupation must have remained very steady." She found the coefficient of contingency[180] between occupation of father and occupation of son in Who's Who to be .75 and in the Dictionary of National Biography .76. For the inheritance of physical and mental characters, in general, the coefficient would be about .5. She thinks, "therefore, we may say that in the choice of a profession inherited taste counts for about 2/3 and environmental conditions for about ⅓."
An examination of 990 seventh and eighth grade boys in the public schools of St. Paul[181] showed that only 11% of them desired to enter the occupation of their fathers; there was a pronounced tendency to choose occupations of a more remunerative or intellectual and less manual sort than that followed by the father. That this preference would always determine the ultimate occupation is not to be expected, as a considerable per cent may fail to show the necessary ability.
While inherited tastes and aptitude for some calling probably should carry a good deal of weight in vocational guidance, we can not share the exaggerated view which some sociologists hold about the great waste of ability through the existence of round pegs in square holes. This attitude is often expressed in such words as those of E. B. Woods: "Ability receives its reward only when it is presented with the opportunities of a fairly favorable environment, its peculiarly indispensable sort of environment. Naval commanders are not likely to be developed in the Transvaal, nor literary men and artists in the soft coal fields of western Pennsylvania. For ten men who succeed as investigators, inventors, or diplomatists, there may be and probably are in some communities fifty more who would succeed better under the same circumstances."