EUGENICS AND MOTHERHOOD.—Any plan or scheme which has for its object race regeneration must concern itself with the health, the education, and the psychology of woman; the environment which shall surround her period of motherhood, and her selection of the fathers of the future. Society must safeguard her in all her relations. The race to-morrow are the babies of to-day. The wealth of a nation therefore is the type of baby that will constitute its civilization from generation to generation, and absolutely nothing else counts. We hear much about race suicide, but is it not monstrous to cry for more babies when we do not know how to keep alive those we have? It is a fact that everywhere the birth rate of the Caucasian people is on the decline. Our birth rate as a whole, however, is ample;[17] it is the death rate that is significant and appalling. When we remember that one-third of all the babies born die before they reach the age of five years; and that the deaths of babies under one year of age comprise about one-fourth of the total death-roll; and that fully one-half of all these deaths are needless and unnecessary, wherein is the wisdom of working for a higher birth rate if it is merely that more may die?

The majority of babies are born physically healthy, but because of our destructive process, we proceed to annihilate hundreds of thousands of them yearly, and because of defective environment and education we render thousands of others, including the fit and unfit, inefficient and incompetent as propagating factors. It is to remove this disastrous stigma on our intelligence that we have been forced to study the conditions which the eugenic idea represents. When these principles are understood and believed, and when they are acted upon, infant mortality will cease to exist.

It was the design of the Creator that human motherhood should be an exalted occupation. He placed in her care to nurture and to love, the most helpless living thing. Few have regarded a baby from this viewpoint and fewer still understand its supreme significance. That it is the most utterly helpless thing possessing life is a self-evident fact, and that it should be destined to be King of all mammalian tribes as well as Lord of all the earth is a superlative paradox. Because of its utter inability to care for itself it is more in need of care than any other representative of the animal world. It is not only in need of immediate care, but it demands care longer than the young of any other species.

It stands to reason, therefore, that the function of motherhood must be reckoned with in any scheme of race regeneration; that it must be provided with the most favorable environment; and that it must be relieved of any condition which would materially retard the meeting of the obligation to its fullest possible extent. In an ideal eugenic sense the state must ensure sustenance to those deprived of ample food and raiment, and [18] science must continue to solve the problem of a fitter sanitary and hygienic environment for the congested and densely populated zones of habitation. Philanthropy must not continue to be wholly misdirected, it must extend its aid to the deserving healthy and fit, as well as to be exclusively the protecting agency of the diseased and unfit. If life is the only wealth, and the preservation of childhood the highest duty of society and the state,—which it would seem to be, since the continuance and preservation of the race is obviously essential to the continuance of the state itself,—the life of every child must be considered an economic as well as a moral trust. If, therefore, every child is sacred, every mother is equally sacred. If every child is to be cared for, every mother must be cared for. If the state cannot afford to provide for what is imperatively essential to its own continuance, it might as well go out of existence, as it inevitably will in the end on any other basis, and as all preceding states have done.

Mothers must not be dependent upon their children's labor for their maintenance, because if children are compelled to work, they will not be able to work in the future,—and adult efficiency is necessary to the well-being of the individual, the race, and the state.

No mother should work, because in the care of her children she is already doing the supreme work. The proper care of children is so continuous and exacting a task, and of such importance to posterity, that it must be regarded as the highest and foremost work—and adequate in itself—and its efficiency must not be hampered by mothers having to do anything else.

Motherhood must not be financially insecure, because this would defeat its eugenic purpose. Society, therefore, as a matter of self-preservation, must ensure to woman her mental and economic security. Civilization's margin is large enough to provide this. We spend large amounts on luxuries and evils which are contrary to the genesis of self-preservation, while motherhood is its basic necessity. When public opinion is educated in the essentials of eugenics much of this can be, and will be diverted to a nobler purpose. The total cost necessary to ensure the adequate care of dependent [19] motherhood would be a mere fraction of the national expenditure, and not a tithe of what we spend in pension allowances yearly. The latter is regarded as an honorable debt and is at best the direct product of a decadent ideal, while motherhood constitutes the very germ of the only altruistic idealism for all the future.

We concede, therefore, that the children and the mothers must be provided for, not only as a product of the true construction of the ethics of sociology, but in obedience to the fundamental law of a moral system of eugenics. We must go further and assert that children must be cared for through the mother. It has been the practice to divorce the improvident mother from her dependent children. This has been demonstrated to be not only an altruistic fallacy. It has proved to be an economic blunder.

There is another type of evil which largely menaces the eugenic ideal of motherhood. It is those cases where married women who have children are compelled to be the bread winners of the family as well as its mothers. No woman can earn support for herself and children outside of her home and competently assume the responsibilities of motherhood at the same time. Whatever aid a mother renders to the state, as a result of effort in factory or shop, is of infinitely less value, from an economic standpoint, than her contribution as mother in caring for her own children in her own home. A careful study of infant mortality, and the conditions of child life, so far as survival value is concerned, condemns in the strongest and most vital sense this whole practice. The preservation of the race is the essential requisite, and it is the vital industry of any people. Any seeming economic necessity which destroys that industry is one that will contribute largely to the downfall of the people as a race.

EUGENICS AND THE HUSBAND.—The question of the husband's moral and parental obligation, as dictated by the marriage institution and constitution, may be left out of this discussion. We may assert, however, that we do not believe the eugenic principle intends, in devising ways and means for [20] the adequate protection, in its completest sense, of motherhood, to relieve the father of any of his moral or parental obligations. These obligations will be justly defined, and as previously stated, will be the subject of special state legislation. No legislation of an economic character can detract from the performance of a moral obligation, and by no process of sophistication can modern statesmanship accomplish the dethronement of motherhood. The duty of the father is to support his children and the mother of his children, and the duty of the state is to see that this is done. The fundamental law of the eugenist must be to recognize that fatherhood is a deliberate and responsible act, for which a fixed accountability must be maintained. Whatever legislation is undertaken in this connection must be with the object in view of strengthening the efforts of the right kind of father and husband, and of rendering more difficult the path of the irresponsible father and husband. If the supreme duty of a state is the maintenance of justice, its whole effort in the future will be to legislate in harmony with the eugenic principle.

* * * * *

[21] CHAPTER III

"I hope to live to see the time when the increased efficiency in the public health service—Federal, State and municipal—will show itself in a greatly reduced death rate. The Federal Government can give a powerful impulse to this end by creating a model public health service."

EX-PRESIDENT TAFT.

EUGENICS AND EDUCATION

THE PRESENT EDUCATIONAL SYSTEM IS INADEQUATE—OPINIONS OF DR. C. W. SALEEBY, ELLA WHEELER WILCOX, LUTHER BURBANK, WILLIAM D. LEWIS, ELIZABETH ATWOOD, DR. THOMAS A. STORY, WILLIAM C. WHITE, DR. HELEN C. PUTNAM—DIFFICULTY IN DEVISING A SATISFACTORY EDUCATIONAL SYSTEM—EDUCATION AN IMPORTANT FUNCTION—THE FUNCTION OF THE HIGH SCHOOL—THE HIGH SCHOOL SYSTEM FALLACIOUS—THE TRUE FUNCTION OF EDUCATION.

The fundamental law of eugenics demands that all education be exerted for parenthood. We have proved that the child is not only essential to the life of the state, but is the state. Consequently any function other than parenthood is a non-essential so far as organic existence is dependent upon it. Education can, therefore, have no higher or more righteous motive than as a contributory agency in the perpetuation of the function upon which all existence depends. If the only function of education is to make one a worthy citizen, or to make him, or her, self-supporting, or able to bear arms in defense of his country, rather than a perfect link in the complete chain of enduring life, its purpose is being perverted. It is not sufficient to provide a girl, for instance, with an exclusive environment which regards her simply as a muscular entity, as is the tendency in some of the "best" girls' schools to-day; nor to fit her as a domestic or society ornament; nor must she be regarded simply as an intellectual machine, as is done under the system styled "the higher education of women." Any one of these is an example of misdirected excess and is [22] only part of the whole. None of these systems strives to develop the emotional side of the complex female character, and any educational system which ignores the emotions is not only inadequate but reprehensible in the highest degree. The ideal which will strive for education for ultimate parenthood will more completely solve the question of complete (eugenic) living.

THE PRESENT EDUCATIONAL SYSTEM IS INADEQUATE.—There is no question that education, as conducted at the present time, is one of the most disastrous institutional fallacies of modern civilization. In support of this contention, we are prompted to quote at length from various authorities bearing on this subject.

Dr. C. W. Saleeby, an international authority on education, writes as follows:

"A simple analogy will show the disastrous character of the present process, which may be briefly described as 'education' by cram and emetic. It is as if you filled a child's stomach to repletion with marbles, pieces of coal and similar material incapable of digestion—the more worthless the material the more accurate the analogy—then applied an emetic and estimated your success by the completeness with which everything was returned, more especially if it was returned 'unchanged,' as the doctors say. Just so do we cram the child's mental stomach, its memory, with a selection of dead facts of history and the like (at least when they are not fictions) and then apply a violent emetic called an examination (which like most other emetics causes much depression) and estimate our success by the number of statements which the child vomits onto the examination paper—if the reader will excuse me. Further, if we are what we usually are, we prefer that the statements shall come back 'unchanged'—showing no sign of mental digestion. We call this 'training the memory.' The present type of education is a curse to modern childhood and a menace to the future. The teacher who cannot tell whether a child is doing well without formally examining it, should be heaving bricks, but such a teacher does not exist. In Berlin they are now learning that the depression caused by these [23] emetics (examinations) often lead to child suicide—a steadily increasing phenomenon mainly due to educational overpressure and worry about examinations.

"Short of such appalling disasters, however, we have to reckon with the existence of this enormous amount of stupidity, which those who fortunately escaped such education in childhood have to drag along with them in the long struggle towards the stars. This dead weight of inertia lamentably retards progress.

"If you have been treated with marbles and emetics long enough, you may begin to question whether there is such a thing as nourishing food; if you have been crammed with dead facts, and then compelled to disgorge them, you may well question whether there are such things as nourishing facts or ideas."

The gifted writer, Ella Wheeler Wilcox, in an editorial in the New York American, expressed herself recently in the following terms:

"A wave of dissatisfaction is sweeping over the country regarding our school system. And eventually this will cause a change to be made. The larger understanding of mothers regarding education will result in the personal element entering into the training of children.

"When women have a voice in the affairs of the nation there will be more teachers, larger salaries, fewer pupils in each department, and more attention will be given to the temperaments and varying dispositions of children by their instructors.

"Instead of regarding the little ones who enter public schools as machines which must be taught to go according to one rule, each child will be studied as a threefold being, and his mind, body and spirit will be cared for and developed according to his own peculiar needs. All this will come slowly, but it will come.

"Before children enter the public schools there should be a great sifting process under the direction of a national board of scientific men. The brain equipment of each child, the tendencies given it at birth, should be tested; then the nervous, hysterical and erratic minds ought to be [24] placed in a school by themselves, under the care of men and women who know the law of mental suggestion.

"Quiet, loving, wholesome rules, followed day after day and month after month, would bring these children out into the light of self-control and concentration. The hurried, crowding, exciting methods of the public schools are disastrous to fully half of the unformed minds sent into the intellectual maelstrom which America provides under the name of Public Schools.

"For the well-born, normal-minded, healthy-bodied child, who has wise and careful guardians or parents to assist in his mental guidance, the public school forms a good basis on which to build an education. For the average American child of excitable nerves and precocious tendencies, it is like deep surf swimming for the inexperienced and adventurous bather.

"The great foundation of education—character—is not taught in the public schools. There is no systematized process of developing a child's power of concentration; there is not time for this in the cramming process now in vogue and with the enormous pressure placed on teachers. No teacher can do justice to more than fifteen children through the school hours. In many of our public schools there are fifty and sixty children under one instructor. This is fatal to the nervous system of the teacher and deprives the pupils of that personal sympathy which is of such vital importance."

Luther Burbank, the famous California horticulturist, declares that the great object and aim of his life is to apply to the training of children those scientific ideas which he has so successfully employed in working transformation in plant life.

In an editorial, entitled, "Teaching Health," the New York Globe states, "Anatomy and physiology are reasonably exact sciences, and nine-tenths of the hygienic abuses against which the doctors are preaching would be prevented if the laity had an elementary knowledge of physiology. Such an educational reform could be carried out without causing any clash whatever between the warring medical sects." [Page 25]

William D. Lewis, Principal of the William Penn School, Philadelphia, in an article entitled: "The High School and the Girl," in a recent issue of the Saturday Evening Post, wrote in part as follows:

... "The first thing that society wants of our girl is good health. This is the first essential for her efficient service and personal happiness in shop, office, store, school or home. The future of the race so far as she represents it, depends upon her health. What is the high school doing to improve the girl's health? In the overwhelming majority of cases absolutely nothing. On the other hand, it is subjecting her to a regimen planned for boys, without the slightest consideration of the physical and functional differences between the sexes.

"It pays no attention to the curvature of the spine developed by the exclusively sit-at-a-desk-and-study-a-book type of education bequeathed to the girlhood of the nation by the medieval monastery: It ignores the chorea, otherwise known as St. Vitus' dance developed by overstudy and underexercise; it disregards the malnutrition of hasty breakfasts, and lunches of pickles, fudge, cream-puffs and other kickshaws, not to mention the catch penny trash too often provided by the janitor or concessionaire of the school luncheon, who isn't doing business for his health or for anybody else's; it neglects eye-strain, unhygienic dress, uncleanly habits, anemia, periodic headaches, nervousness, adenoids, and wrong habits of posture and movements.... If you believe that the high school is a social institution with a mission of public service, regardless of the relation of that service to Latin or Algebra, then you must agree that it should look after what everyone recognizes as the foremost need of the adolescent girl.

"One fact that every educator in both camps knows is that the home is not attending to the health of the adolescent girl. This problem is pressing upon us now largely because of the revolutions in living conditions that has come within the last quarter of a century."

In a report of a recent Conference on the Conservation of School [26] Children held at Lehigh University by the American Academy of Medicine, the following items appear.

Four great reasons why medical inspection in schools is needed were brought out by Dr. Thomas A. Story of New York, who spoke from the educator's standpoint:

"The first reason is concerned with communicable diseases, and the second with remediable incapacitating physical defects. It was reported in 1906 that over twenty per cent. of the children in the schools of New York City had defective vision, and over fifty per cent. had defective teeth. These defective conditions are amenable to treatment whereby the functional efficiency of the pupil is improved. He is capable of better work and the school efficiency is advanced.

"The third reason is concerned with irremediable physical defects. The cripples, the deformed and the delinquents whose incapacitating defects are permanent should be found and classified. This enables special instruction and opens up educational possibilities otherwise unattainable, besides removing retarding factors in the progress of the normal pupil.

"The fourth reason is concerned with the development of hygienic habits in the school child, and through the child, of the community. Medical inspection which influences the health habits of the masses is a matter of supreme importance. The teacher will have pupils of cleaner habits and healthier, with fewer interruptions and disturbances from absences.

"To make medical inspection successful physical examinations should uncover the anatomic, physiologic, and hygienic conditions. Every piece of advice given to a pupil that can be followed up should be followed up and the result recorded. No system of medical inspection in schools can be complete and permanently successful which does not eventually educate the parent and child to a sympathetic and cooeperative relationship with the system. Medical inspection is a force working for a better general education in personal hygiene and should cooerdinate with the class room instruction. Hence it must be a system in sympathetic relationship with the general [27] management of the school, and should be under the same responsible control. Since it is an educational influence and so directly related to the success of the school, it ought to be a part of the school organization."

A paper was read by Dr. Helen C. Putnam of Providence, R. I., on "The Teaching of Hygiene for Better Parentage." She said:

"Life is a trust from fathers and mothers beginning before history; to be guarded and bettered in one's turn, and passed along to children's children. A definite conception of this trust is essential to right living. Educators are finding that well directed correlation of human life, with phenomena of growing things in school gardens and nature studies, develops a wholesome mental attitude. Since tens of millions of our population have only fractions of primary schooling, there is where the teaching must begin. These primary years are the time to lay foundations before a wrong bias is established.

"Education for parenthood cannot be completed at this early age. The strategic years for making it most effective are from sixteen to twenty-four, when home-making instincts are waking and strongest. We have 15,000,000 young people of these ages in no schools, and eligible for such instruction. All state boards of education were recently petitioned by the American Association for Study and Prevention of Infant Mortality to urge the appointment of commissions on continuation schools of home-making, to investigate conditions and needs in their respective states and to report plans for meeting them effectively through such continuation schools or classes."

DIFFICULTY IN DEVISING A SATISFACTORY EDUCATIONAL SYSTEM.—It will be observed that each of these authoritative writers criticises the system of education now in vogue. The criticism is not, nor could it justly be, specialized. It is simply an expression, from different viewpoints, of the feeling that we are not doing ourselves justice as yet, we are groping after something better. It may be, as I have previously stated, that no[28] satisfactory system of education will be evolved until the laws of kindred sciences, which have organic relationship to what we understand as education, are fixed and better understood. We are just beginning to appreciate the true meaning of environment. We know little about heredity, but enough to appreciate its vital importance. Psychology is a realm of much hope, but we have only tasted of its surface promise and know little of the mysteries it may unfold. Eugenics, the infant giant of science, promises to establish the race on an enduring foundation. These sciences have laws which we do not yet understand; they relate to that part of human evolution which mind dominates. The quality of the mind's dominion depends upon the mind's education and environment, and since the laws of these sciences, upon which a perfect system of education depends, have not been revealed, it is quite evident that all past systems of education have been more or less deficient. It is further evident that evolution has suffered as a result of the mind's imperfect education,—a condition that is manifest all around us.

It must be appreciated, however, that we are discussing a large subject. If we understood all there is to know about environment; if we knew the laws of heredity, and psychology, and eugenics, and then could apply them, and educate the product of this combination of forces, we would be very near to the super-man. One must have a sober mental horizon to evolve the picture which would be the product of the above solution and then to estimate its meaning on human happiness and progress. We are approaching the ethics of right living,—of justice and truth,—the divine in man. At no time in the history of man has civilization been so near a solution of life's supreme problem as at the present moment.

Education is an important function in life's scheme, and while we may regret that it is not possible to formulate a system that would be perfect and capable of immediate application, we can continue to work patiently and hopefully, with assurance that in the near future the problem will be satisfactorily solved. When heredity, psychology, and eugenics combine [29] to dictate the system, we shall doubtless find, that, in the beginning, it will be a system of individualization. In the interest of health and of justice, and consequently of efficiency, this would seem to be the natural and the logical lead.

So long as human nature is as it is, we must meet conditions as they exist. We know as parents, and some of us know as physicians, that a task easily performed by one individual, without any apparent harmful results, will tax the capacity of another individual to the very utmost. Any educational system which does not recognize this law, is vicious. Yet such is the system in vogue to-day in America. We must adapt the burden to the endurance of the pupil. The administration of an educational machinery must solve this problem from the individual standpoint.

In the departmental work in our public schools there seems to be no system. Each teacher prescribes home work without any knowledge of what others of the same grade do, and without any apparent consideration in favor of the individual pupil. The result is that the total amount for each night is absurdly in excess of the capacity of the ordinary, or for that matter the extraordinary, pupil. This engenders nervousness and irritability, and is contrary to the ethics of education,—the fundamental law of which should be the preservation of good health. We must have regard for the physical and mental health of each pupil, and as the capacity of each pupil is different, the system is committing an egregious wrong by sacrificing the weaker instead of adapting the burden according to the strength and endurance of the bearer.

THE HIGH SCHOOL SYSTEM FALLACIOUS.—Even the high schools do not seem to be wisely availing themselves of their opportunity from the eugenic or economic standpoint. According to the report of the Commissioner of Education of the United States the percentage of pupils studying some of the more important subjects in the year 1909-1910 is stated as follows:[30]

Latin, French and German 83 per cent. Algebra and Geometry 88 " " English Literature 57 " " Rhetoric 57 " " History 55 " " Domestic Economy,—including sewing, cooking and household economies 4 " " If only barely four per cent. of the girls in our high schools are studying subjects which directly contribute to their efficiency as home-makers, what are the prospects for worthy parenthood in the light of the fact that seventy-five per cent. of all women between the ages of twenty and twenty-four are married?

The function of the high school, so far as girls are concerned, is to conserve health, to train for domestic efficiency and motherhood, and if necessary for economic independence. It must also furnish the stimulus for mental culture and direct a proper aspiration for social enlightenment. The curriculum should include biology, hygiene, psychology, home beautifying, the story-telling side of literature, music and a few other studies tending to make woman more like woman than she is to-day. When we have this, teaching for mothercraft will be more nearly realized.

From the eugenic standpoint the present system of education is not satisfactory. To attain our end it is essential to devise other means of education. It must be remembered, however, that no system of education alone can ever enable us to achieve our end, no matter how perfect the system may be. Education can only draw out what is in the child; it cannot draw out what is not there. What the child is, depends upon its heredity. The pedagogic ability of the school-master will never make a genius.

A child's mind may be likened to a block puzzle, each block representing a part of a picture, which can only be completed when they are all arranged in their correct places. Each block is an ancestral legacy,—the child's heritage—and to find its proper place in order to complete the [31] character picture—to solve the riddle of the jumbled blocks,—is the duty of the educator. He can only manipulate what is there, and the test of his system will depend upon his ability to solve the puzzle of the ancestral blocks. We must divorce ourselves from the idea that a child's mind, at the beginning, is an empty space, to be filled in with knowledge according to the ability of the teacher; or that it is like a sheet of paper, to be written upon. Education, and the educator, is absolutely limited to "drawing out" what heredity put there. Education frequently is given credit which rightly belongs to nature. A child cannot do certain things until nature intends that it should. A baby cannot possibly walk until the nervous mechanism which controls the function of walking is developed. Many children walk at the first attempt, simply because they did not make the first attempt until after nature had perfected the mechanism and the innate ability to walk was already there. Suppose we tried to teach that baby to walk a month before nature was ready; each day we patiently coax it to "step out," we guide it from support to support, and we protect it from stumbling. Some day it walks, and we congratulate ourselves on the victory, when as a matter of fact, we not only had nothing to do with it but were impertinent meddlers, not instructors. Nature was the teacher and she was quite capable of completing the task without our aid. It is reasonable also to assume that any effort to force a natural function is quite likely to do much harm. We have found this to be so in various departments of education when the system was wrongly conceived. In physical culture this principle has been demonstrated over and over again.

If our ancestral legacy is a good one, our picture blocks will be numerous and it will be possible for the proper system of education, aided by a suitable environment, to arrange them into many designs. If, on the other hand, our heredity did not endow us abundantly the number of our picture blocks may be limited to three or four, and they will be easily arranged so as to form a simple picture. The one represents a child whom heredity has richly endowed, the other one whom it has meagerly supplied with innate[32] possibilities. Heredity therefore dictates the function of education; and the school-master can only fashion the picture put there. If the ancestral blocks are not there with which to make an elaborate picture he must content himself with what is there,—he or his art cannot create others. When he congratulates himself on achieving a wonderful result in graduating a particularly brilliant student, he is taking to himself unmerited honors. If his individual ability is responsible in one instance, why not apply the same system to all pupils? If this system is responsible for the brilliancy of one pupil, why does not the same system make all brilliant? The reader knows the answer,—because heredity did not endow them equally. Men are not born equal, despite the Declaration of Independence.

The school-master is not responsible for the apt and the inapt pupil. He is responsible for his system which dictates how he will differentiate between the apt and the inapt pupil, in order to achieve the best results without injustice to either.

The inefficient teacher is a dangerous equation in the school system. I mean by inefficiency, the quality of being temperamentally unsuited to the profession. There are a large number of anemic, hysterical young women teaching in the public schools of our cities who should not be there. They should not be there in justice to themselves, nor should they be there in justice to their pupils. A strict, yearly medical examination should be made of the teachers to decide their physical and psychical fitness to fill their positions adequately. One teacher, physically or psychically inefficient, can do an inconceivable amount of harm in one school term. We cannot afford to experiment along this line. It means too much, and even at the price of one unhappy child it is too much to pay. The teacher who feels that she is not suited to the work; who has constantly to hold herself and her temper under control; whose nerves are such that she cannot do justice to herself, whose sense of justice is capable of perversion on purely sentimental grounds; or who has lost—or never possessed—the gift of maintaining discipline, should promptly find another position. She is [33] earning her salary under false pretenses, and that alone condemns her. I believe, that a large percentage of the inefficiency of the New York Schools is due, not to the academic or scholastic inability of the average teacher, but to the average female teacher's physical, and especially her psychical unfitness to teach. We must concede, however, that in many instances the teacher's unfitness is a direct product of the pernicious system itself.

[Illustration: From "The Village of a Thousand Souls," Gesell, American Magazine

Evidence of a Feeble Mind

A dirty shack in a mud hole in the country is merely another reflection of the same condition that causes the slums of the city. In our glowing spirit of humanity we cry out to raise up "the submerged tenth." Rather, should we not stamp them out of existence—treat them as a menace, and not as a thing of pity?

Men, in general, rise; their minds are subjectively or objectively educated to their mental limit. They cannot go beyond it. "The submerged tenth" exists because its mental limit is low—often close to the upper margins of feeble-mindedness—and because it is mentally incapable of rising to anything else.]



Under an ideal system of education the child would be left absolutely free until the age of seven. We do not believe that the physical apparatus of the mind is prepared for educational interference before that age, and we know that the growth of the brain, physiologically and anatomically, is not complete until after the seventh year.

The greater portion of a child's education necessarily depends upon its environment. Heredity and environment, therefore, are the two factors which determine the characters of any living thing. Heredity gives to the child its potential greatness,—its promise of greatness. Whether these potential qualities ever become real depends upon environment. A child may have the hereditary (innate) ability to become a Shakespeare, but if his environment is not suitable to the development of this potential greatness, he will never realize his hereditary promise. In other words, the innate qualities which he has, and which will make of him a Shakespeare are never "drawn out" or educated. Hence he can never become great until environment furnishes the means to him.

Environment, including education, does not add to the potential qualities of inheritance. Education can only educate what heredity gives; it can give or add nothing itself; it simply educates what is there already. There is plenty of material, but it is not the right material. What educators want is the right kind of material—the material which the eugenists will eventually supply. Or as Mr. Havelock Ellis has expressed it:

"Education has been put at the beginning, when it ought to have been put at the end. It matters comparatively little what sort of education we give[34] children; the primary matter is what sort of children we have to educate. That is the most fundamental of questions. It lies deeper even than the great question of Socialism versus Individualism, and indeed touches a foundation that is common to both. The best organized social system is only a house of cards if it cannot be constructed with sound individuals; and no individualism worth the name is possible unless a sound social organization permits the breeding of individuals who count. On this plane Socialism and Individualism move in the same circle."

Education, then, as an exclusive factor, cannot achieve our ideal of race-culture. In order that education may achieve a large measure of success, it must have the proper material, and the right material can only come as a result of the working out of the eugenic principle. Then—in the aftertime—our educational efforts will not be wasted and misdirected, as they are almost wholly to-day.

If we could transmit our acquired characteristics, education would have a relatively smaller, and a much more fixed function in the "general scheme," but we cannot. We can only transmit what was inherent in us when created. This simply means that, at the moment of conception, the child is created,—it is a completed whole,—what it is to be is fixed at that moment, its inherent capacities are formed. Nothing can affect it, in this sense, after that moment. No act of either parent can have any influence on it. Whatever ability the father or mother possessed of an innate character is transmitted to the child at the instant of conception and that innate legacy constitutes the working instrument of the child for all time. It cannot be added to by education, or by environment, but both of these may have a large influence in deciding whether it will be developed to its highest possible limit of attainment.

Education, mental, moral and physical, is limited by this inability to transmit acquired character to the persons educated. Each generation must, therefore, begin, not where their parents left off, but at the point [35] where they began. The same difficulties and the same problems must be met at the beginning of each generation.

THE TRUE PROVINCE OF EDUCATION.—Education may justly be the instrument, however, which will educate public opinion to a true appreciation of the function of race culture. In this way the cause of the eugenist will greatly prosper, and the race will profit through the effort which will further the conservation of the best and most fit specimens for parenthood. So also may education, through the molding of public opinion, create sound opinion,—when each individual will be a center of eugenic enthusiasm. Especially does this responsibility fall upon parents and those who are in charge of childhood. The young must be taught the supreme sanctity of parenthood. They must be instructed in eugenic principles in a way that will impart to them the definite knowledge that it is the highest and holiest science. The eugenic education of children is the real beginning at the beginning, the indispensable necessity, if race culture is to assume its transcendent role in modern civilization. It is urgently necessary for both sexes but more especially for girls. "Urgently necessary," because, though Herbert Spencer wrote the following criticism nearly fifty years ago, the conditions are much the same to-day:—

... "But though some care is taken to fit youth of both sexes for society and citizenship, no care whatever is taken to fit them for the position of parents. While it is seen that, for the purpose of gaining a livelihood, an elaborate preparation is needed, it appears to be thought that for the bringing up of children, no preparation whatever is needed. While many years are spent by a boy in gaining knowledge of which the chief value is that it constitutes 'the education of a gentleman'; and while many years are spent by a girl in those decorative acquirements which fit her for evening parties; not an hour is spent by either in preparation for that gravest of all responsibilities—the management of a family. Is it that this responsibility is but a remote contingency? On the contrary, it is sure to develop on nine out of ten. Is it that the discharge of it is easy? Certainly not. Of all functions which the adult has to fulfill, this is the most difficult. Is it that each may be trusted by self-instruction to [36] fit himself, or herself, for the office of parent? No; not only is the need for such self-instruction unrecognized, but the complexity of the subject renders it the one of all others in which self-instruction is least likely to succeed."

It must be our highest educational aim to cultivate or create the eugenic sense. In this way, and in this way only, may we feel satisfied that the foundation, upon which shall be erected the generations that are yet to come, will be of an enduring character.

* * * * *

[37] CHAPTER IV

"It is only because we are accustomed to this waste of life and are prone to think it is one of the dispensations of Providence that we go on about our business, little thinking of the preventive measures that are possible."

CHARLES E. HUGHES.

EUGENICS AND THE UNFIT

THE DEAF AND DUMB—THE FEEBLE-MINDED—A NEW YORK MAGISTRATE'S REPORT—REPORT OF THE CHILDREN'S SOCIETY—THE SEGREGATION AND TREATMENT OF THE FEEBLE-MINDED—WHAT THE CARE OF THE INSANE COSTS—THE ALCOHOLIC—DRUNKENNESS.

In order to achieve success in eugenics we must strive to encourage the parenthood of the worthy or fit, and to discourage the parenthood of the unworthy or unfit. The unfit are those, as previously explained, who, because of mental or physical disability, are unable to create fit or healthy children.

THE DEAF AND DUMB.—The condition known as deaf-mutism is due to innate defect in about half of all cases. Deaf children have one or two deaf parents or grandparents. There may be two or three such children in a family. That the deaf should not marry is generally conceded by those who work amongst them. It should be our aim to discourage the intimate association of the adolescent deaf and dumb in institutions. It has been found that such intimate association frequently results in marriage. They should be educated and instructed in the knowledge that they cannot marry. When they understand the eugenic principle upon which this social law is constructed they will be amenable to reason. No process of suasion will be necessary, however, if their intimate association is prevented.

THE FEEBLE-MINDED.—This includes the criminal, the imbecile, the insane, and the epileptic. The feeble-minded, technically speaking, belong to the degenerate class. They enter life mentally deficient, not necessarily [38] diseased. They should, therefore, be regarded as fit subjects for educational modification rather than for penal correction or punishment. It is conservatively estimated that there are five million feeble-minded people in the United States to-day and not one-eighth of them are receiving adequate treatment or education. Recent statistics, from various countries, show that the percentage of deficient or feeble-minded children is decidedly on the increase. According to a bulletin issued by the United States Bureau of Education (August, 1912) there are 15,000,000 school children suffering from physical defects which need immediate attention and which are prejudicial to health. It would seem as though the time had passed for anything other than radical measures in the interest of the race.

Apart from the eugenic fact that these feeble-minded children are not fit subjects for parenthood, they are a constantly contaminating influence on society morally, and are a detriment and a hindrance to social and economic advancement. One illustration of this contaminating process, which is of serious eugenic import, is the presence of these deficient children in our public schools. By reason of their lack of attention and concentration, their mental or psychic insufficiency, their moral delinquency, and uncontrollable instincts and impulses, they are a menace to the well-being and to the progress of the normal or fit pupils; they retard and undermine the discipline of the schoolroom, and they affect the efficiency of the teachers. They are allowed to stay in school because of the indifference of the authorities, or because of the influence and social standing, or political "pull" of the parents, despite the recognition of the injustice done. Many of the parents of these children seek medical advice but, because of absurdly inadequate civic or state provision for such cases, the physician is practically helpless. Most of these irresponsible children are allowed to wander through the years unrestrained and unprotected. They easily become the victims of vice and crime, and eventually they become degenerates and end their lives in insane institutions. Because of the stigma of degeneration these feeble-minded individuals fall into the [39] hands of the law and are thereby robbed of the medical assistance which society should afford them in the early years when improvement is yet possible.

The following report which recently appeared in one of the daily papers is interesting and suggestive in this connection. One of the New York City Magistrates, in his annual report, said: "There is growing up in this city a menacing army of boys and young men who are the most troublesome element we have to deal with.... From the ranks of these rowdies that are organized in bands, or bound up with chums or pals, come most of the crop of burglars, truck thieves, holdup men, gun-bearers, so-called 'bad men' and other criminals and dangerous characters. Without reverence for anything, subject to no parental control, cynical, viciously wise beyond their years, utterly regardless of the rights of others, firmly determined not to work for a living, terrorizing the occupants of public vehicles and disturbing the peace of the neighborhoods, they have no regard for common decency."

But it is to the records of the Children's Society that one must go for reliable statistics of the potential criminal, as there the only systematic study of their conditions is made and recorded by one of the greatest neurologists in the country, Dr. Max Schlapp, of New York. As a specialist in nervous diseases he has been connected with the Children's Society and the Children's Court, where he has had wide opportunities for observing the relation between delinquence and mental defectiveness. In cases of viciousness or feeble-mindedness exhaustive studies have been made by Dr. Schlapp. And the extent to which society is daily at the mercy of uncontrolled potential criminality is alarming.

"Feeble-minded children and feeble-minded men," says Dr. Schlapp, "are roaming about the streets of New York to-day as free agents. Parents are not compelled by law to put a feeble-minded child in custody. Yet that feeble-minded child unsuspected as such, amiable and care-free as he usually is, is potentially a criminal, and at any moment may commit a crime. That child is permitted to grow up without restraint, except [40] such as the parents exercise, and this has no effect whatever in these cases. The child is allowed to marry and bring forth children of his own kind, more feeble-minded and more dangerous. There is no system designed to pick out from the community persons so afflicted, and no law whatever to prevent their untrammelled movements.

"The city street is a recruiting ground for the gangster because it is full of defective children, mental and moral, who are potential criminals. This question has never been seriously considered. When brought under corrective restraint it has hitherto long been the custom to herd all the cases together while serving time. But in 1894 the German Government woke up to the fact that 3 to 7 per cent. of city children and those of isolated rural communities contain the 'moron,' or intellectually defective type, together with the moral imbecile."

Investigation showed recently that in a reformatory near Berlin 63 per cent. of the inmates were abnormal, while over 50 per cent. were seriously defective or menaces to society. This has since been shown to exist in all the leading nations—England, France, Italy, where, by the way, the Camorrist type is the equivalent for our New York gangster. In the Elmira Reformatory 38 per cent. are, as a rule, feeble-minded and consist of types that repeat their offense against society or commit some other crime.

There is only one way to prevent these types from becoming a menace. Restrain them while they are still developing; keep them from becoming free agents in the community they menace. Types continually come up in the Children's Society and the Children's Court. They are carefully studied. From the actions of the child, from his parents and family history, from the frequency with which he repeats some offense particularly pleasing to him, and by virtue of psychological tests and careful medical examinations the examiners are able to pick out children who should receive scientific care and treatment.

"The characteristics of the feeble-minded are usually deceiving. One expects to find them with low brows and furtive looks and more or less vicious in appearance after they develop criminal tendencies. One would[41] expect them to show stupidity at a glance. On the contrary, they are sometimes bright on the surface, amiable, good-tempered under trying conditions, and almost likeable for their external social side. This is particularly true of the high grade defectives. The lower order may be taciturn, gloomy and retiring, and these traits may be noticed almost from infancy. But as they grow up their social nature may be developed, and they too may give the appearance of amiableness. One notable thing about them is their pose of frank innocence. In this they are engaging, and almost convincing.

"The street type that makes a gangster is practically the same if cruder in development. These children usually exhibit absolutely no sign of affection for their parents, no sympathy, and are notably cruel toward animals. One boy we had in the Children's Society persistently killed all the dogs and cats his family kept. Finally, when they ceased keeping the animals he got at the canary cage and killed the bird by pulling the feathers out singly. He had no compunction about lying, and looked you right in the eye when he lied. Otherwise he was charming and natural."

While moral insanity is hereditary, yet it can be produced in one generation. An alcoholic man with clean antecedents may leave tainted descendants. The only way to combat these conditions in the city is to have strict registration of all feeble-minded and insane. The state should discover them, examine them through public officials, and segregate them. Not only physicians, but school teachers and officials in public institutions should detect them. There should be in each state an institution for feeble-minded delinquents.

The history of the average "gangster" shows a taint of alcoholism. This is further aggravated by living under immoral surroundings, where petty crimes like stealing and lying are considered "smart." This is the starting point of the New York "gangster." He is handicapped, and under ancestral disabilities and the disadvantages of environment that is pernicious, he cannot get very far. A boy usually qualifies with a gang on his own [42] personality and tastes. He will often wander from one gang to another until he has found his particular atmosphere. The best will never find any one gang congenial enough to hold him, and he finally emerges a decent citizen. It is all a process of finding himself. The aim of the police should be to discount as much as possible any swaggering and false hero worship.

The time has come when this great nation should take national cognizance of this problem. There should be a national institution on some isolated island. Civilization is coming to recognize such a necessity. With a close eye on the tide of immigration and a careful segregation of these defective types, we should soon rid ourselves of what is now growing to be a serious menace to the home and the nation.

THE SEGREGATION AND TREATMENT OF THE FEEBLE-MINDED.—Dr. John Punton, of Kansas City, Mo., in an able and exhaustive article on "The Segregation and Treatment of the Feeble-Minded," writes as follows:

"Your attention is directed to a recent report issued by Wentworth E. Griffin, Chief of Police of Kansas City, Mo., in which he claims that recently within six months' time no less than 2,480 juveniles were arrested charged with crimes ranging from vagrancy to murder and that the majority of these boys and girls were not normal children, but degenerates who required medical rather than penal treatment. 'Boys and girls,' says he, 'should not receive correction in the city jails, the work house or reformatories. These should be the last resort. To correct a boy you must have an idea of his mental processes. It is natural that the parents understand something of the child and use that knowledge to make a good boy out of him. Certainly it cannot be done in the reformatories, for although the authorities there are competent, they are hardly medical psychologists. In my opinion, if any progress is to be made it is the parent and the doctor that must do the work, not the police and the courts.'

"That our Chief of Police deserves credit for not only publishing this report, but also for the advanced position he takes in recognizing the appropriate care and treatment of the juvenile offender, is certain, [43] for he understands the fact that the parents are often the chief culprits in the child's delinquency and that medical rather than penal treatment is more often indicated than is at present allowed or practiced.

"When we come to inquire into the cause of feeble-mindedness, alcoholic heredity, syphilitic heredity, and consanguineous marriages are found to be the chief etiological factors. Bourneville claims that 48 per cent. of the idiots and imbeciles are the offspring of alcoholic parents.... Acute and chronic diseases in the parents, fright, shock, injuries, parental neglect, faulty education, poverty, malnutrition, social dissipation and lack of proper control are all well-known factors in the production of feeble-mindedness.

"Segregation of the feeble-minded is advocated by medical authority the world over, and when this is done they can be made under appropriate medico-pedagogic treatment to become largely self-supporting.

"As an economical as well as a humane measure, the various States can well afford to make such provision, more especially for the large body of feeble-minded who are now without any medical care whatever. Moreover, where it is possible, laws prohibiting the marriage of such as well as all other defectives should be passed and enforced."

WHAT THE CARE OF THE INSANE COSTS.—The total cost of the care of the insane, in this country, has been estimated to be $165,000,000 a year. In estimating the cost of the insane we must take into account the value or worth of each adult to the State. This value has been computed to be $700 a year. If, upon this basis, we count the adult membership of the insane class between the ages of eighteen and forty-five, we find that their worth is roughly about $132,000,000.

The cost of maintenance in the various insane institutions is about thirty-three millions of dollars a year. It would be quite possible to justly increase this total by estimating the worth of the help whose whole time is devoted to the care of the insane. If these individuals worked at some other trade or profession, their time would. be of value to the [44] state in general—not to a class who should be non-existent. The cost to the state of the potential criminal is not included in this estimate.

From the above figures it may be observed that it costs more to simply maintain the insane each year than it costs to work the Panama Canal; or to pay for the total cost of the Executive, Legislative and Judicial departments of our government. The total cost is more than the entire value of the wheat, corn, tobacco, and dairy and beef products exported each year from this country.

ALCOHOLIC DRUNKENNESS.—Alcoholism is a sign and a symptom of degeneracy and is a distinct indication of unfitness for parenthood. The only cure for alcoholism is to prohibit parenthood. It has been proved that alcohol taken into the stomach can be demonstrated in the testicle or ovary within a few minutes, and, like any other poison, may injure the sperm or the germ element therein contained. As a result of this intoxication of the primary elements, children may be conceived and born who become idiots, epileptics or feeble-minded. It is asserted that 48 per cent. of all the idiots and imbeciles are the offspring of alcoholic parents.

Recent experiments show that parental alcoholism alone can determine degeneration. Mr. Galton quoted the case of a man who, "after begetting several normal children became a drunkard and had imbecile offspring"; and another case has been recorded of a healthy woman who, when married to a drunkard, had five sickly children, dying in infancy, but in a later union with a healthy man bore normal and vigorous children.

Dr. Sullivan found on inquiry that:

.... "Of 600 children born of 120 drunken mothers 335 died in infancy or were still-born, and that several of the survivors were mentally defective, and as many as 4.1 per cent. were epileptic. Many of these women had female relatives, sisters or daughters, of sober habits and married to sober husbands. On comparing the death rate amongst the children of the sober mothers with that amongst the children of the drunken women of the same stock, the former was found to be 23.9 per cent., the latter 55.2 per cent., or nearly two and a half times as much. It was further observed [45] that in the drunken families there was a progressive rise in the death rate from the earlier to the later born children."

Dr. Sullivan cites as a typical alcoholic family one in which the first three children were healthy, the fourth was of defective intelligence, the fifth was an epileptic idiot, the sixth was dead born, and finally the productive career ended with an abortion.

The nervous systems of many children of alcoholic parents are wrecked for life; many die in convulsions as infants. Many, however, who do not die, live as epileptics. This action of alcohol on the health and vitality of the race is the most serious of the evils that intemperance brings on the community. The tendency of all children of alcoholics is toward nervous disorders of a grave type.

Statistics show a very high rate of still-births and abortions among the children of drunken mothers, show that drunken women must not be permitted to become mothers.

Dr. Branthwaite in a lecture stated: "In my judgment, habitual drunkenness, so far as women are concerned, has materially increased, during the last twenty-five years, which I have spent entirely amongst drunkards and drunkenness. These people are not in the least affected by orthodox temperance efforts; they continue to propagate drunkenness, and thereby nullify the good results of temperance energy. Their children, born of defective parents, and educated by their surroundings grow up without a chance of decent life, and constitute the reserve from which the strength of our present army of habitual drunkards is maintained. Truly we have neglected in the past, and are still neglecting, the main source of drunkard supply—the drunkard himself; crippled that and we should soon see some good results from our work."

Dr. Fleck, another authority, says: "It is my strong conviction that a large percentage of our mentally defective children, including idiots, imbeciles and epileptics, are the descendants of drunkards."

Therefore the chronic inebriate must not become a parent.

* * * * *

[47] CHAPTER V

"The real undermining of health is not seen. It is done in an insidious way. It has to be carefully ferreted out."

DR. HARVEY W. WILEY.

WHAT EVERY MOTHER SHOULD KNOW ABOUT EUGENICS

In the preceding pages we have written about eugenics as a science; it is our intention now to point out briefly in just what way eugenics directly concerns the mothers of to-day. In the first place let us try to appreciate what it will mean to the race if "the fit only are born." "Fit" children, it will be recalled, means children born healthy of healthy, selected parents, parents with a good ancestral history, conveying to their offspring a reasonably adequate legacy. If the "fit only are born" we start with a healthy stock. What a significant and tremendous advantage this is. At once we rid the world of the potential inefficients—the feeble-minded, the insane, the criminal, the deaf-mute, the drunkard. If we are correct in assuming that the reason why all former civilizations have failed and passed away, was because they bred a race of people physically and mentally unfit to survive, the demand of the eugenist that only "fit children shall be born" will strike at the very root of this evil. If we uproot the cause of racial degeneration we begin the building of a race that should not degenerate. If we establish a race that will not degenerate, it must gain strength and virility with each generation.

This assumption is logically correct, but we must do more than breed "fit" children. We must take care of them after they are born. We must furnish them with a good environment (see page 3). Heredity without favorable environment counts for very little,—we must never forget that. Heredity and environment are the two important determining factors in the life of every child born. If eugenics furnishes the heredity by ensuring the [48] birth of the "fit" only, it depends upon the mothers of the race to provide the environment. Every mother must know how to take the best care of herself and of her child. This book is devoted to instructing her in the details of this duty.

We cannot hope, however, to reach this high altruistic plane by simply taking the first step in the right direction. We who are alive to-day must begin the work, and leave it to posterity to carry forward. We must do our part. Every mother must become an enthusiastic eugenist. If she begins to teach, and preach, and practise its principles now, she will contribute to the heredity of unborn generations. To those of us who are alive to-day, environment is the vastly more important consideration, for our heredity is fixed and beyond the power of control. The question of eugenics for the present generation, therefore, is a question of environment.

All our efforts must be directly in developing what heredity gives our children. We are wholly responsible for that. We must feed and clothe them properly; we must provide air spaces and playgrounds for exercise; we must educate them, and protect them from disease; and we must safeguard the birth of future generations by keeping our race stream pure. This is no small task, and the only way it will ever be satisfactorily accomplished is for each mother to realize her individual trust. The average individual does not realize the actual conditions that prevail. When recently the question of the public health was investigated by competent authorities, and the report furnished to the United States Senate, it caused a tremendous sensation. If that is possible in a body composed of men who are supposed to be intelligent and wide-awake to existing conditions, how much more significant and appalling it should be to the average mother whose interest is centered in her own home.

According to the statistics and statements given in that document the annual financial loss from needless deaths and accidents alone amounted to $3,000,000,000. [Page 49]

Acute diseases are held responsible for a large part of the loss. Chronic diseases are responsible for the greatest part of the waste of life, and they are believed to be increasing in their ravages. Minor ailments, believed to be nine-tenths preventable, are now costing the nation many dollars through incapacitation of persons and through leading to serious illness. Industrial accidents, largely preventable, are also exacting a heavy toll annually.

That this great waste of life and health and the national economic loss that results can be modified by national action is asserted. Here are to be found the reasons advanced for a great national department of health. The work of this department would be varied. It would include direct work in promoting health on the part of the government, such as administering the food and drug act; aiding the healing and educational agencies, both city and State; obtaining information concerning the cause and prevention of diseases, and disseminating scientifically proved information on all health subjects.

It is maintained that the movement for the conservation of health is the most momentous of the conservation movements in this country, and that of all the national wastes which are to be condemned, this waste of health is the gravest.

Many startling statements are set forth in the document. Dr. Charles Wardell Stiles, of the United States Public Health and Marine Hospital Services, declares that "The United States is seven times dirtier than Germany and ten times as unclean as Switzerland." He declares that: "Lack of interest in preventive measures against diseases is slaughtering the human race." He takes the position that the real trouble is not so much race suicide as race slaughter, and that it is rather that too many children are allowed to die than that not enough children are born.

It is estimated that tuberculosis, a preventable disease, costs the nations $1,000,000,000 annually. Typhoid fever is estimated by Dr. George M. Kober, dean of the medical department of Georgetown University, to cost over $300,000,000 annually. [Page 50]

In connection with acute diseases this statement is made: "The loss from tuberculosis has been reduced to half of what it was thirty years ago. Nevertheless, of the 90,000,000 people now living in the United States at least 5,000,000 will be lost through this disease because adequate effort is not made to prevent it. Besides the economic waste through deaths from any disease, the waste through sickness from the same disease is also colossal."

Great as are the reductions in the rates of infant mortality by improved milk and water supplies and by educational campaigns, the present rate is still enormous.

"If some witch or wizard could conjure up the unnecessary babies' funerals annually occurring in this country it would be found that the little hearses would reach from New York to Chicago. If we should add the mourning mothers and friends, it would make a cortege extending across the continent."

While the death rates from acute diseases have been greatly reduced, the rates from chronic diseases have been steadily increasing. Cancer is one of the chronic diseases apparently on the increase.

That the annual death toll and the 3,000,000 constant sick beds could be reduced from one-fourth to one-half by proper measures is asserted. In other words, there might be saved every day, as many lives as perished on the Titanic, with the consequent enormous economic saving.

These are surely impressive statements. It would seem as though it should be a simple task to pass a Public Health Bill, establishing a bureau in Washington, with a representative in the cabinet, whose sole duty it would be to preserve the public health. It has proved rather the reverse, however. We have been able to inaugurate various species of conservation,—of lands, of forests, of water,—but the conservation of human life is not important enough. Even though states and empires depend upon their people for their very existence, our statesmen feel that human life is too cheap, too common, to take immediate steps in this direction.

If women—especially mothers—would devote themselves to the eugenic [51] end of legislation, men would soon obey. The application of eugenics to the human species, coming, almost in the spirit of an inspiration, at the time when women are about to be enfranchised, is significant. It may be that destiny has decreed that the one shall be the complement of the other; it is certainly beyond contradiction that in eugenics the women of the earth have a divine weapon with which to wage a righteous and an awaking propaganda of truth.

A mother should be interested in every phase of the subject. Her daughter's success in marriage should intimately concern her. Her health and her happiness in that sphere should elicit her deepest maternal consideration. She may rightly hope to be proud of her daughter's offspring, and to find pleasure in the society of her grandchildren. She should, therefore, devote all her efforts to ascertain the truth, with reference to the physical and mental equipment of her future son-in-law; his ability adequately to support a family; his sobriety, his disposition, associates, etc., should all be carefully considered and pondered over. This is not going far enough, however; we must know positively that he is not diseased,—that he is not a victim of gonorrhoea or syphilis.

When parents weigh in the balance the possibility of a wrecked life, of destroying the right to have children, or of bringing them into the world blind or diseased; of permanently destroying the hope of happiness, peace, and success, no combination of advantages in a son-in-law is deserving of the slightest consideration. We are treating of the sacred things of life—of life itself. If parents combine to crucify and betray their daughters—to sell them body and soul into bondage for social or other advantages; if they preserve silence when they should speak and thereby take all the sunshine, for all eternity, out of one existence; then, if on their death-beds these daughters should accuse them, the guilty knowledge that they were responsible will be the sting that will blast their hope of peace and forgiveness here and in the worlds to come.

When mothers realize that, every day, in every large hospital in every city in the civilized world some woman (a daughter of some mother) is being [52] unsexed because of these unjustly obtained diseases, surely their voices shall speak in no uncertain way.

Another eugenic suggestion that should deeply concern every good mother is, that the mother's milk is the private property of the babe, and whoever deprives the babe of this, the sole right it possesses, is not only a thief but a scoundrel. A curious and significant fact was discovered by investigators when studying the question of infant mortality a few years ago. It was found from a mass of statistics that there were two recent instances when the death rate of infants decreased suddenly and quite decidedly. The first instance was when the Civil War in this country caused a cotton famine in England. As a result of the famine the factories of Lancashire were all closed and the employees being then without work remained at home. As a large percentage of the workers were married women with children they had the time and the opportunity to nurse their children regularly. Despite the fact that these women were starved and badly clad and deprived of the comforts of home, the death rate of the infants dropped steadily to an unprecedently low mark.

A number of years later, when the German army surrounded Paris during the Franco-Prussian War the besieged inhabitants of the capital suffered from hunger and disease. The death rate of the adult population increased enormously while the death rate of the infants dropped markedly.

The explanation of this curious phenomenon was simply that while times were normal the women labored outside of their homes and as a consequence the babies were not fed regularly and when fed were not fed mothers' milk. It demonstrated a truth that we are apt to lose sight of, that mothers' milk, even the milk from badly-nourished, poverty-stricken mothers is infinitely better than an abundant supply of artificial food combined with neglect. In view of the fact that there is a distinct tendency to evade this maternal duty these facts should be suggestive and important. It is the duty of the mother with any eugenic sense to preach and to practise this gospel. [53] Paris learned the lesson of the siege because though she has the smallest birth-rate to-day, she nevertheless has the smallest infant death-rate of any large city in Europe.

The writer believes that in eugenics the women of the race have the instrument wherewith to save the world. He is assured that it is the supreme potential agency for the betterment of the race, and that mankind will never be inspired with a holier cause. He believes that through all the ages the human race has been growing better, coming nearer the truth, and that as a result of this patient progress, there has been evolved the eugenic idea that is to solve the problems of the human family. If the "fit only are born" think of the possibilities of education and of environment. Each child is born with a great potential promise, and endowed with a reasonably good heredity, the whole effort of that child will be toward a higher moral attainment. If the effort of the individuals of the race is to achieve a high moral success, the quality of the civilization of future generations will be far superior to the type with which we are familiar.

Eugenics gives to women the supreme civilizing instrument of the future. It places the burden of the morality of the home and of the race on their shoulders. If we deny the writing on the wall it does not render the warning negative. The signs of the times are epochal. The great political parties are realizing, for the first time in history, that new and important issues concerning the family, the home, and the children, in other words the nation's manhood and womanhood, must be considered and included in their platforms. They know that the time has gone when statesmen will exclusively decide what shall be done with the sons and daughters which women bring into the world. They know that the mothers of the race must have a voice in deciding for peace or war since they create every soldier that will lie dead when war is over. Women will help decide the question of taxation by government and by trusts, because they know that it comes out of their incomes and they need it all for their children. Women know that their cause is the cause of freedom, and freedom is the[54] cause of the eugenist. They know that the function of government should be justice and no code of justice can have higher ethics than the ethics of eugenism.

MOTHERS' EUGENIC CLUBS.—There should be established in every community a mothers' eugenic club. The object of the club should be to further the eugenic idea. Papers should be prepared, read, and discussed on subjects having a eugenic interest.

One of the main aims of these clubs should be to interest the local Congressman and the member of the State Legislature in eugenics. In all probability they will know nothing specific about race-culture—unless they are exceptional men—in which case it will be the duty of the members of the club to educate them. The object of such education of course would be to ensure that they will act intelligently when any legislative proposal is made having a eugenic interest. Find out what they know about the public health as contained in the report on page 48, and if they will vote in favor of a Public Health Bureau. You should know how your representatives stand on the Pure Food and Drugs Act; if they really appreciate the significance of the measure; if they would be in favor of pensioning mothers and widows who have children depending upon them; what their views are regarding compulsory marriage licenses; the reporting of venereal diseases to the local health authorities; if they would favor the segregation of the feeble-minded and their maintenance and treatment by the state; if they endorse the eugenic principle that "the fit only shall be born," and if they really understand just what that means.

If the mothers in every community would take this step, they could control the legislation affecting such subjects in a comparatively short time. If the various States concede to women the right to vote—as they will sooner or later—such mothers' clubs would have a large and intelligent share in educating the women's votes on questions which directly concern their own immediate and remote welfare.

The question of education would concern these clubs and much could be done by mothers to direct the authorities as to just what is needed to educate for [Page 55] parenthood, along the lines suggested elsewhere in this book.

A mothers' eugenic club would rightly become an instrument for good in all local sociological interests. It could maintain a trained nurse to care for the sick and helpless, to teach the people how to live, and how to care for their homes and their children. The members themselves could visit the poor, the needy, and the sick.

There are so many people in the world who are near the brink of failure,—so many who need a little hope infused into their lives,—and so many who are really deserving of help and sympathy and inspiration. The women who do this work for the work's sake are amply repaid by the good they find to do. The doing of such work is a consecration and an education. Life means more, and the whole temperament reflects a truer sympathy and a stronger purpose.

There are many mothers, for example, who are willing to do what is essential in the interest of their children, but they do not know what should be done. These people cannot afford a physician or a nurse to teach them, nor do they even know that their methods are wrong or that they need any instruction. We must carry the information and the explanation to them. We must show them the need for a change of methods. This is the work for those charitably disposed women who desire some worthy purpose in life, who really wish to do some genuine good. All the equipment they need is good common sense. They will explain why it is essential to pasteurize the milk before feeding it to the baby because most of the milk used by the poor is unfit for use as a baby food. They will show how to keep the nipples and the bottles clean, and they will give them lessons on how to prepare the food to the best advantage. They will instruct them how to dress the baby in hot weather, and they will explain why it is necessary to provide the baby with all the fresh air possible. They will gain the confidence of these mothers and they will tell them all they know, in tactful and diplomatic and common-sense language so that they may appreciate the eugenic reasons for everything they do regarding the care and well-being of the baby. In every city in the country this work is needed and is [56] waiting for the missionaries who will volunteer. To teach mothers the need for boiled water as a necessary drink for baby and older children is alone a worthy avocation. To impress upon one of these willing but ignorant mothers the absolute necessity for washing her hands before preparing baby's food, that she must keep a covered vessel in which the soiled napkins are placed until washed, that she should frequently sponge her baby in hot weather,—and explain thoroughly why these are important details,—is a work of true religious charity. They should be taught to rid their houses of flies, and especially to keep them from the baby and from its food, bottles, and nipples. They should be instructed to discontinue milk at the first sign of intestinal trouble, to give a suitable dose of castor oil, and to put the child on barley water as a food until the danger is passed. They should be taught to know the serious significance of a green watery stool, that it is the one danger signal in the summer time that no mother can ignore without wilfully risking the life of her baby. They should be shown how to prepare special articles of diet when they are needed. If every mother were educated to the extent as indicated in the above outline the appalling infant mortality would fall into insignificance. It is not a difficult task, nor would it take a long time to carry out; it is the work for willing women who have time and who perhaps spend that time in less desirable but more dramatic ways. It is education that is needed, and it is education that is willingly received, as all mothers are ready to devote their time in the acquirement of knowledge that will help them save their offspring. This is the eugenic opportunity and it is an opportunity that should devolve upon the women of the race.

Such a mothers' club would receive the willing financial support of the men of the community. It should be placed upon a sound financial basis because, to be successful, it would have to bestow much material aid. I know of clubs that are self-supporting, however. Each club needs a leader to begin it; will the reader be that one in her Community?

A Mothers' Eugenic Club would of course discuss the practical side of [57] the eugenic question: the proper feeding and clothing of children; hygiene, sanitation, housekeeping and homemaking, and the efficiency and health of each member of the home, and all other topics of interest to every wife and mother. The writer believes that in the very near future we shall have a Mothers' Eugenic Club in every community in the United States; that these clubs will be guided by, and be an instrument of, a National Eugenic Bureau, composed of women, that will cooeperate and harmonize the work as a whole, so that the conservation of human life will be effected to its maximum extent; that the excessive infant mortality will be overcome, because ignorant and incompetent mothers—the greatest cause of infant mortality—will be educated and instructed in the rudiments of eugenics and will consequently, to a large extent, cease to be ignorant and incompetent; that the desecration of young wives will stop, and stop forever, because vice and disease will be branded and exposed; that the feeble-minded, the deaf-mute, the imbecile, and the insane, will no longer be allowed to propagate their kind, to the permanent detriment of the race.

When such clubs are established, and when all mothers do their individual duty in the interest of the race, we shall begin to see the dawn of a promise that will achieve its supreme success in the generations that will people the earth in the eugenic aftertime.

* * * * *

[61] CHILD-BIRTH

CHAPTER VI

"Solicitude for children is one of the signs of a growing civilization. To cure is the voice of the past; to prevent, the divine whisper of to-day."

KATE DOUGLAS WIGGIN.

PREPARATIONS FOR THE CONFINEMENT

THE BIRTH CHAMBER—WHAT TO PROVIDE FOR A CONFINEMENT—READY TO PURCHASE OBSTETRICAL OUTFITS—POSITION AND ARRANGEMENT OF THE BED—HOW TO PROPERLY PREPARE THE ACCOUCHMENT BED—THE KELLY PAD—THE ADVANTAGES OF THE KELLY PAD—SHOULD A BINDER BE USED?—SANITARY NAPKINS—HOW TO CALCULATE THE PROBABLE DATE OF THE CONFINEMENT—OBSTETRICAL TABLE—WHEN SHOULD A PREGNANT WOMAN FIRST CALL UPON HER PHYSICIAN—REGARDING THE CHOICE OF A PHYSICIAN—HOW TO KNOW THE RIGHT KIND OF A PHYSICIAN FOR A CONFINEMENT—THE SELECTION OF A NURSE—THE DIFFERENCE BETWEEN A TRAINED AND A MATERNITY NURSE—DUTIES OF A CONFINEMENT NURSE—THE REQUISITES OF A GOOD CONFINEMENT NURSE—THE PERSONAL RIGHTS OF A CONFINEMENT NURSE—CRITICIZING AND GOSSIPING ABOUT PHYSICIANS.

THE BIRTH CHAMBER

The room in which the confinement is to take place should be selected with care. In many cases there will be no choice for the reason that there will be only one suitable bedroom available. Where practicable however a room having the following accessories, or as many of them as is possible, should be given the preference.

1.—Good light, and a southern exposure.

2.—Capable of being well ventilated and well heated if necessary.

3.—Running water if plumbing is modern.

4.—Fairly large size (not a hallroom).

5.—A quiet room, free from street noises.

If the house is a private one the room should be on the second floor. If the home is in an apartment house the confinement chamber should be as [62] far removed from the living-room as circumstances will permit,—especially if there are other children who will make more or less continuous noise.

All unnecessary furniture, pictures and draperies should be taken out of the room a few days before the confinement is due; the room itself, and everything left in it, should be thoroughly cleaned and aired. A small table for holding instruments, sterilizing basins, etc., should be provided and in readiness.

WHAT TO PROVIDE FOR A CONFINEMENT.—The following articles should be in readiness at all confinements:—

1.—Douche pan.

2.—Bed pan.

3.—Douche bag (fountain syringe) with glass douche tube.

4.—One rubber sheet 11/2 yards square.

5.—Two bed pads, one yard square, made of absorbent cotton or old clean cloths, covered with washed cheese cloth and stitched here and there to hold in place.

6.—One dozen clean towels.

7.—One-half dozen clean sheets.

8.—A hot water bottle.

9.—One pound absorbent cotton (good quality).

10.—Five yards sterile gauze.

11.—Four quarts of hot, and as much cold water, that has been boiled.

12.—One-half dozen papers assorted safety pins.

13.—One box sanitary pads.

14.—Four pieces of unbleached cotton or muslin, one and one-quarter yards long.

15.—Four ounces powdered boracic acid.

16.—Four ounces of brandy or whisky.

17.—One jar of white vaseline (unopened).

18.—One cake of castile soap.

19.—Two or three agate or china hand basins.

20.—One slop jar.

21.—One pan under bed for after birth.

The physician will direct that certain additional articles be provided according to his individual taste and custom. These will include an [63] antiseptic and ergot; any other requisite found necessary can be sent for, or the physician can supply it, as he invariably has in his bag whatever may be required in complicated cases or in an emergency. All the items enumerated in the above list are absolutely essential, they may not all be used but it would not be safe to undertake a confinement without providing the essential requisites. Many maternity outfits are prepared ready for use and can be obtained at the larger drug stores, costing from $10 to $25. The articles in the above list can be bought for about $6, not including those articles which the patient is assumed to have. The following are samples of the ready-to-purchase outfits:

READY-TO-PURCHASE OBSTETRICAL OUTFITS

OUTFIT NO. 1 1 Sterilized Bed Pad (30 inches square). 2 dozen Sterilized Vulva Pads. 2 Sterilized Mull Binders (18 inches wide). 5 yards Sterilized Gauze. 1 pound Sterilized Absorbent Cotton (1/2 pound). Rubber Sheet, 11/2 yards by 2 yards, Sterilized. Douche Pan, Sterilized. 1 Tube K-Y Lubricating Jelly. Sterilized Nail Brush. Boric Acid, Powdered. Tinct. Green Soap. Bichloride Tablets. Lysol. Tube Sterilized Tape. PRICE $10.00.

OUTFIT NO. 2. 2 Sterilized Bed Pads (30 inches square). 2 dozen Sterilized Vulva Pads. 2 Sterilized Mull Binders (18 inches wide). 6 Sterilized Towels. 10 yards Sterilized Gauze. [Page 64] 1 pound Sterilized Absorbent Cotton (1/2 pound). Rubber Sheet, 1 yard by 11/2 yards, Sterilized. Rubber Sheet, 11/2 yards by 2 yards, Sterilized. 4 quart Sterilized Douche Bag with glass nozzle. Douche Pan, Sterilized. Sterilized Nail Brush. 2 Agate Basins, Sterilized. Safety Pins. 2 Tubes Sterilized Petrolatum. 1 Tube K-Y Lubricating Jelly. Boric Acid, Powdered. 100 grms. Chloroform (Squibb's). Fl. Ext. Ergot. Tinct. Green Soap. Bichloride Tablets. Lysol. Tube Sterilized Tape. Sterilized Soft Rubber Catheter. Sterilized Glass Catheter. Stocking Drawers, Sterilized. Talcum Powder. Bath Thermometer. PRICE $19.50.

These materials, being cleansed and sterilized, are ready for use at any time.

These complete outfits are packed in neat boxes, thus enabling the contents to be kept intact until needed.

THE POSITION AND ARRANGEMENT OF THE BED.—The bed should be a substantial single bed. If a double one is used, prepare the side for the confinement which will permit the physician to use his right hand,—that will be the right side of the patient as she lies in bed. One objection to a double bed is its tendency to sag. This tendency can be obviated however by placing an ironing board under the spring from side to side, or by using shelves from a book case. This expedient will support the mattress, thereby rendering the bed firm and free from any sagging tendency. The position of the bed in the room should be such that the patient will not directly face the window light, nor be in a direct draught between the window and the door. It [65] should be so arranged that the nurse can get easily to either side, consequently it must not be pushed against the wall.

HOW TO PREPARE THE ACCOUCHMENT BED.—Over the mattress place the rubber sheet so that its center will be exactly under the hips of the patient. Pin with large safety pins each corner of the rubber sheet to the mattress; now put the sheet on exactly as you do when making an ordinary bed. On top of the sheet, and in the middle of the bed (again where the patient's hips will rest), place a draw sheet. A draw sheet is a sheet folded once, placed across the bed, and pinned tightly with large safety pins to the mattress at each side. The advantage of this sheet is, that it can be removed when necessary, leaving the original clean sheet on the bed, without disturbing the patient. Be particular not to have the top of the draw sheet higher than the middle of the patient's back. Place the pad,—previously prepared for the purpose,—on the draw sheet and level with the top of the draw sheet.

Most physicians carry with them to all confinements a Kelly pad. A Kelly pad is a rubber pad with inflated sides, which is put under the patient's hips, and which retains all the discharges incident to a confinement so that when it is removed the bed is clean and fresh. The advantage of the Kelly pad is twofold; first, it ensures a clean, compact, systematic confinement; second, its use subjects the patient to the least necessary movement at a time when movement is distressing, painful, and frequently dangerous. If a Kelly pad is not used, it is desirable to place under the pad (between the pad and the draw sheet) a piece of oil cloth or rubber sheeting, or a number of newspapers will do. This will prevent, to a considerable degree, the discharges from soaking through the pad on to the draw sheet and sheet and mattress below.

After the confinement is over and the patient is clean, remove the Kelly pad, and the pad below if necessary, or the pad and newspapers if these are used,—place a clean pad under the patient and you are ready to place the binder on if a binder is to be used. [Page 66]

SHOULD A BINDER BE USED?—Medically a binder is not necessary, neither is it objectionable from a medical standpoint. It is supposed to hold the flaccid, empty womb in place. This it does not do and we are of the opinion, that it, in many instances, according to how it is put on, compresses the womb out of place. The binder is certainly appreciated by most patients because of its snug, comfortable feeling; and in cases when the abdominal wall is fat and the muscles soft, it holds them together in a way that is impossible by the use of any other device. To claim that the binder prevents hemorrhages is absurd. Our personal rule is to put one on if the patient wants one, or if she has previously had one. To be effective, in any sense, the binder should extend from the waist line down to halfway between the hips and knees and should be snugly, but not too tightly pinned.

SANITARY NAPKINS.—These can be purchased already prepared in most drug stores, or they can be made in the following manner: Take an ordinary grade of cheese cloth, wash it, and when dry, cut it into half yard squares. In the center of each square place a strip, six or eight inches long, of absorbent cotton and fold the gauze lengthwise over it so as to make a pad. These can be used as napkins, and after they are soiled can be burned. It is absolutely wrong to use rags or any old cloths for napkins, as the patient can be infected and made seriously sick by this procedure.

HOW TO CALCULATE THE PROBABLE DATE OF THE CONFINEMENT.—The duration of pregnancy extends for 280 days from the end of the last menstruation. Add seven days to the date of the last menstruation, and from that date count ahead nine months, or backward three months and you may have the probable date of the confinement. Should you pass this time you will probably go on for two additional weeks. The reason for this is that the most susceptible time for conception to occur is either during the week following menstruation or a few days before menstruation. If, therefore, you pass the above probable date which was calculated from the end of the last menstruation, it shows that conception did not take place during the [67] week following that menstruation; and the assumption will be that it took place a few days before the next menstruation, which will be about two weeks later than the date as calculated above.

If, for example, a pregnant woman was last sick from January 1st to 5th we add seven days to the 5th, which is the 12th, to which we add nine months, which will give us, as the probable date of confinement, October 12th. Should she go a few days over the 12th, the probability is that the confinement will take place on October 26th.

TABLE FOR CALCULATING THE DATE OF CONFINEMENT ————————————————————————————————- JAN. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 OCT. 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 ————————————————————————————————- JAN. 21 22 23 24 25 26 27 28 29 30 31 OCT. 28 29 30 31 1 2 3 4 5 6 7 NOV. ————————————————————————————————- FEB. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 NOV. 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 ————————————————————————————————- FEB. 21 22 23 24 25 26 27 28 NOV. 28 29 30 1 2 3 4 5 DEC. ————————————————————————————————- MAR. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 DEC. 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 ————————————————————————————————- MAR. 21 22 23 24 25 26 27 28 29 30 31 DEC. 26 27 28 29 30 31 1 2 3 4 5 JAN. ————————————————————————————————- APR. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 JAN. 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 ————————————————————————————————- APR. 21 22 23 24 25 26 27 28 29 30 JAN. 26 27 28 29 30 31 1 2 3 4 FEB. ————————————————————————————————- MAY. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 FEB. 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 ————————————————————————————————- MAY. 21 22 23 24 25 26 27 28 29 30 31 FEB. 25 26 27 28 1 2 3 4 5 6 7 MAR. ————————————————————————————————- JUNE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 MAR. 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 ————————————————————————————————- JUNE 21 22 23 24 25 26 27 28 29 30 MAR. 28 29 30 31 1 2 3 4 5 6 APR. ————————————————————————————————- JULY 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 APR. 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 ————————————————————————————————- JULY 21 22 23 24 25 26 27 28 29 30 31 APR. 27 28 29 30 1 2 3 4 5 6 7 MAY ————————————————————————————————- AUG. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 MAY 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 ————————————————————————————————- AUG. 21 22 23 24 25 26 27 28 29 30 31 MAY 28 29 30 31 1 2 3 4 5 6 7 JUNE ————————————————————————————————- SEPT. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 JUNE 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 ————————————————————————————————- SEPT. 21 22 23 24 25 26 27 28 29 30 JUNE 28 29 30 1 2 3 4 5 6 7 JULY ————————————————————————————————- OCT. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 JULY 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 ————————————————————————————————- OCT. 21 22 23 24 25 26 27 28 29 30 31 JULY 28 29 30 31 1 2 3 4 5 6 7 AUG. ————————————————————————————————- NOV. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 AUG. 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 ————————————————————————————————- NOV. 21 22 23 24 25 26 27 28 29 30 AUG. 28 29 30 31 1 2 3 4 5 6 SEPT. ————————————————————————————————- DEC. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 SEPT. 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 ————————————————————————————————- DEC. 21 22 23 24 25 26 27 28 29 30 31 SEPT. 27 28 29 30 1 2 3 4 5 6 7 OCT. ————————————————————————————————-