ences during
their ontogeny.

Society should devote all its care to the good general education of
the body and mind of children. It should do everything possible to
develop harmoniously the intelligence, sentiments, will, character,
altruism and aesthetics, after the manner of the Landerziehungsheime,
which we have described in Chapter XVII. Every good hereditary type
should be given the opportunity for free expansion, by means of
rational education and work.

With regard to individuals who are defective by heredity, their better
dispositions might be developed up to a certain point and made to
antagonize the bad dispositions, so that the latter should not
predominate in the brain. (Vide Chapter XVII.)

In spite of the great importance of rational pedagogy, we must not
forget that it is incapable of replacing selection. It serves for the
immediate object, which is to utilize in the best possible way human
material as it exists at present; but by itself it cannot in any way
improve the quality of the future germ. It can, however, by
instructing youth on the social value of selection, prepare it to put
the latter in action.

UTOPIAN IDEAS ON THE IDEAL MARRIAGE OF THE FUTURE

The outward life of man is largely influenced by events of the moment;
but his inner life is determined by memories of the past combined with
heredity, and thus gives rise to efforts toward the future. The past
should never be allowed to dominate the present or the future, but
should combine past experience with new impressions, and constitute a
prolific source of ideas and resolutions.

The marriage of the future pre-supposes people to be completely
instructed from their childhood in natural sexual intercourse and its
eventual dangers. It pre-supposes man brought up without alcohol or
other narcotics, possessing the right to utilize the produce of his
work for life and the maintenance of his own person, but not that of
capitalizing for himself or his children, nor of making legacies to
others, _i.e._, of founding by the aid of money a power for the
exploitation of others. Everyone will know from his childhood that
work is a necessary condition for the existence of all.

Brought up in common with absolutely equal rights, girls and boys will
be aware of the differences in their life tasks, such as differences
of sex and individuality indicate them. Till the age of sixteen, or
perhaps longer, they will have been instructed in the schools by