plays are mostly dropped one by one, and fresh ones invented. All,
however, are real and vivid to him.

In early prospect we have but two more points to compass. Perfect health
in all respects he has intact. Self-control and self-sufficiency, both
in amusing himself and in enduring lesser ills, such as bumps and mild
degrees of hunger, he is getting as fast as growth permits. But
obedience and responsibility will soon be needed in his repertoire.
Negative obedience his mother is obtaining already in response to "No,
no," and shakes of the head. Positive obedience will be the far more
vital thing to secure--just as soon as he can help in little ways. Here
we hope to make him responsible as far as can be for the welfare, safety
and amusement of younger playfellows, whether brother or sister it is
now too soon to say.

AT EIGHTEEN MONTHS.--A cold douche has, for three months past, ended his
morning bath, regularly given by his father after his sister arrived,
and his weight became considerable. This douche, poured slowly from a
dipper until redness set in, has added markedly to his spirits,
muscular activity and digestive capacity. It causes screaming at the
moment, but an instant later, as three Turkish towels are wrapped
closely about him, his exuberance is delightful to see. Coincidently he
has taken up a selected diet of solid food, including chocolate and
cooked fruits, and will have but one nap, though often that is a long
one.

As the child is working out of babyhood, every day counting (as no day
of half illness in childhood can count), and well into boyhood, the
single principle already outlined, of leaving the little individuality
to establish its own activities and socialities, seems sufficient, as
the illustrations appended, I believe, prove. Doubtless a child that is
not, day after day, enjoying, and often thrilled by health and life, as
this little boy is, a child not brought up in an unbroken _camaraderie_
with both parents, such as he has had, and particularly a child not
having the send-off of trust and amiable impulse which he received
before his birth, could not be left to blossom in such wild-flower
style. Ugly, sulky or "streaky" conduct, jumping perversely out in place
of good cheer, we have never had to deal with. In fact, we have never
been able to detect the slightest resentment immediately after punishing
him for taking forbidden articles, or for raising an outcry over being
denied sundry things he wanted. His crying when punished is that of pure
grief, and he is ready at once to nestle down under the hand that had
spatted disapproval, to be comforted, resuming good spirits two or three
minutes later on. In the main, simply "No, no!" from either parent, has
sufficed to stop him in the beginnings of mischief, sometimes resulting
in cheerful desisting, and sometimes in a little of what we call the
"grieved cry." But this, too, if it becomes loud or insistent, can be
hushed by another "No, no," and enable him to regain control of himself.
With this regained self-control has always come gratefulness for aid in
the matter, as evinced by extra sweetness and brightness immediately
after, and eager resumption of some one or other of his plays or calls
with one or both of us. This may be what is known as discipline. It
always brings a smile to our faces, however.

Without a break of more than a day or two at a time, we have been able
to be equally near him all the while, and divide up about equally the
matters of bathing, feeding, dressing and undressing him. The
conventional estimate of those standing nearest to a child of,

     1--Mother,
     2--Nurse,
     3--Teacher,
     4--Servants and playmates,
     5--Older brother or sister,
     6--Father--the man behind the newspaper,

certainly does not apply here. When I am absent for from three to six
hours his uneasiness sets in, and grows stronger and stronger, ending in
repeated expeditions to a short distance along the road, where he stands
and calls "Vager," "Vager," (Father, Father,) at first hopefully, then
protestingly, and sometimes at last with indignation or tears. When I
return--and he listens and catches the first distant sound of hoofs, or
wheels, or whinny of the left-at-home colts, or voice, or opening
gate--an eager, beaming face welcomes me from gate or doorway, or even
several rods down the beaten snow on the road. Once back, things are all
right in his little domain again, and he goes on, without special
attention to me, in his series of occupations and plays.

I say "occupations." They are nothing else to him; serious matters that
he goes about accomplishing. He is at his best when he can help his
mother at her work--blowing the fire, bringing her kindling, handing her
clothespins one by one as she needs them, shutting or opening doors on
request, picking up articles from the floor. But there are many hours
continuously when he is left to his own devices, which are numerous,
though many of them he goes through daily, such as feeding the cat,
visiting his little sister, emptying and refilling the wall-pockets,
collecting his blocks, and fishing articles off the table with a long
stick. He has learned, untaught, to get a cloth to open the stove door
with and save burned fingers; to get and bring clean diapers to his
mother when he wishes a change; to stoop and lap water out of the pail;
to stand by his bed and point up at it when wishing his mid-day nap; to
retreat to a dark corner and drape his handkerchief over his head for a
brief period towards the close of a day, in lieu of the discarded second
nap; to scoop bread or biscuit out of a pail hung above his reach, with
an iron spoon; to lasso peaches toward him with a cord, said peaches
being in pan on the floor just beyond where he could reach from a little
gate separating the kitchen and sitting-room. None of these things has
been taught him. Nothing whatever has been taught him, and especially no
words and no "tricks." He invents or does without, in all non-essential
matters, in regular Spartan style. So, in pursuit of his own
undertakings, he rarely asks for what he would have; just tries and
tries, day after day, until he succeeds or is beaten. But as he is at
some new act or plan much of the time when left to himself, he has, we
are satisfied, independently attained to more of childish accomplishment
than the most incessant teaching processes could have effected. In doing
what he does do, for instance, in certain climbing feats, he has slowly
worked up to, he is both cautious and sure; he rarely tumbles and never
loses his confidence. Thus for the past two days he has achieved the
feat of climbing up and standing erect on a little box fourteen inches
high, where he calls and shouts and roars to us his ecstacy over the
matter for ten minutes at a time. Today only he has found out how to get
down alone. Contrast is taken here with the frequent falls and wailings
of children who are first persuaded into attempts of various sorts, but
have not worked out a real personal mastery of given acts for
themselves.

He has quite a vocabulary now of his own invention. The meanings of
these terms we have learned mostly, and use them to him. Of our
vocabulary he understands the meanings of a large number of the words
for things in which he is interested, forty or fifty nouns, and a dozen
verbs, perhaps. He sings to his mother, and now and then to me, rude
imitations of the songs he has heard us sing, and his mother he roughly
accompanies. His inflections of voice have developed to the point of
entirely expressing many of his emotions; while his expressions of face
are as much beyond these as the inflections are beyond his stock of
English--about seven words, and those requiring some exigency to bring
out.

All this pleases us, because we truly want him to become rich in his own
life, to subsist and grow in his own home-made lines of feeling and
thought; and not to learn words, parrot-like, before he has the thought
formed, and searching, even struggling, for a means by which to convey
itself. It is dearth of internal life, emotion and unaided thought that
is in need of replenishment in the average young person, not lack of
English dictionary terms for things that can be _talked about_, but are
evidently not intrinsic and personal.

                                               C. W. LYMAN, M. D.

_New Castle, Col._

_NOTES._

_War and Parentage._

In the interests of unborn children we should, so far as possible,
remove from the world those causes which, acting on the mother, either
directly or indirectly, may injure them by lowering the standard of
their health, or by altering and debasing their moral and intellectual
natures. One of the most potent of the causes for harm is war. War has
generally been regarded as one of the ennobling professions. If we look
upon it in its most favorable light, all that we can say in its favor is
that among primitive and barbarous races it has perhaps resulted in the
preservation and spread of the most capable ones, and that it has at the
same time welded them together into larger groups, and finally into
nations, and habituated them to those restraints which are necessary to
social existence; but we no longer require it for this purpose, and the
industrial pursuits and the evolution of civilization are so disturbed
by them that they should cease, and especially should they cease in the
interest of our children, both born and unborn.

How can war injure children? We have already shown in the chapter on
Prenatal Culture that when the mother is under the influence of any
powerful mental emotion, such as fear, depression, anger and similar
passions during the months in which the child is being developed in her
womb, there is very great danger of permanent injury to it. Only the
strongest mothers, those with the most robust health, or who have the
most stable nerves, those who are rarely thrown off their balance, are
capable of resisting the intense excitements to which they are subject
during some of the phases of war.

As I mentioned in my early work on Marriage and Parentage, Esquirol, a
French historian, gives details of a considerable number of cases of
children born soon after some of the sieges of the French Revolution,
which were weakly, nervous and idiotic, on account of the terrible
strain to which their mothers had been subjected. In every war where a
city is besieged, even if its women and children are sent away, they
cannot be altogether free from anxieties and mental strains of a most
unwholesome nature, and if some of them are soon to become mothers, the
offspring not yet born must suffer. No one can estimate the vast number
of children injured under such conditions in the ages past. They have
been only incidentally referred to in history. The fame and glory of
conquerors must not be dimmed by the relation of such occurrences.

Joseph A. Allen, in _The Christian Register_, gives the results of some
of his observations which bear on this subject. He says:

"So much is being said about war and its effects, that I am prompted to
send you the result of my observations.

"I was in charge of the Massachusetts State Reform School for several
years, when every inmate (there were between three and four hundred) was
born before the Civil War--during the time of the great anti-slavery
agitation, which did so much to educate the moral sense of the people.

"I was again in charge of the same institution _when every inmate was
born during, or soon after the war, when the mothers were reading,
talking and dreaming of battles, and of husbands, fathers or brothers
who had gone to the war_.

"_I found as great a difference in the character of those inmates born
before and after the Civil War as exists between a civilized and a
savage nation._

"_Those under my care the second time were much more difficult to
control, more quarrelsome and defiant, less willing to work or study.
The crimes for which they were sentenced were as different as their
characters._

"It was not uncommon for them to be sentenced for breaking and entering
with deadly weapons.

"This difference was not confined to inmates of reform schools, but it
was manifest throughout all classes.

"After the war crimes increased rapidly. In Boston garroting was common,
and was only checked by Judge Russell sentencing all such subjects to
the full extent of the law.

"Before the close of the Civil War the State Prison at Charlestown,
under Mr. Gideon Haynes, was, according to Dr. D. C. Wines, D. D., the
model prison of the United States. Since that time it has been almost
impossible to maintain proper discipline, owing, no doubt, to the more
desperate character of the inmates.

"Let us try to trace these effects back to their causes, and prove, if
possible, that whatsoever a man (or nation) soweth, that shall it also
reap."

But there are other ways in which war militates against the noblest
motherhood. Camp life is a school for vice and prostitution. In Camp
Chickamauga, which is a sample of them all, during the war with Spain on
account of Cuba, the amount and baseness of the prostitution by the
soldiers, with both black and white women, exceeded description. In a
single day forty-one cases of specific disease applied to the physicians
at the hospitals for treatment. These things were not reported in the
daily papers; they were too vile. The place was a hot-bed of vice,
rather than a school of virtue and patriotism. In all European armies it
is the same. In times of peace, soldiers from the highest to the lowest
in rank, insist that facility shall be allowed them for the
gratification of their passional natures. The officers, not being
permitted to marry unless they or their wives have a certain income,
keep their mistresses, and not a female servant near a camp is safe. The
immoral influences here generated spread throughout society, lower the
standard of morals among both men and women in private life, and
jeopardize the interests of children born or unborn, morally and
intellectually, as well as physically.

But there is another view. "Great standing armies," says the Czar of
Russia, in his note to the Powers, "_are transforming the armed power of
our day into a crushing burden which the people have more and more
difficulty in bearing_."

That is to say, the tax imposed upon the individuals of any nation to
support its army pauperizes or keeps on the verge of poverty a large
portion of the race. It is war, far more than any other cause, which has
created the burden of taxation. In some European countries almost every
man carries a soldier or sailor on his back, that is, he must labor not
only to support himself and family, but a soldier or sailor who devotes
his life to a murderous profession. Is this not a grievous burden which
cripples or paralyzes his life and reacts on his offspring?

Now, the poverty caused by this burden is a serious obstacle to the
production and training of the young, and especially is this the case in
the more populous countries--France, Spain and Italy are examples. These
lands were once the most powerful in Europe; they are so no longer. They
gloried in war, and spent immense sums of money upon their armies and
burdened the people with taxes which should have been reserved for the
use of fathers and mothers in educating and providing for the needs of
their offspring. War has crushed out the best life of these countries,
and other nations which follow in the same path will in the end come to
a similar fate. They may hold out a long time, but not forever. "The
mills of Gods grind slowly, but they grind exceeding small."

It is because war is an enemy to the highest motherhood that women
should array themselves against it. It is one of the greatest foes to
the development and welfare of the children they love so well. Women
should insist that all governments should settle their differences by
peaceful rather than by warlike means. The industrial age may have its
difficulties, but they are not insurmountable. In it the fathers and
mothers may have the time and the means to study and learn how to
improve the race through a wiser parentage. I believe that thoughtful
women, when they come to see the evils of war in their true light, as
they have seen the evils of prostitution and intemperance, will be its
greatest foes.

_Cases of Prenatal Influences._

Alfred Russell Wallace gives in _Nature_ a few cases of prenatal
influences sent him by his correspondents. The first experience is from
a mother residing in Australia. She writes:

"I can trace in the character of my first child, a girl now twenty-two
years of age, a special aptitude for sewing, economical contriving and
cutting out, which came to me as a new experience when living in the
country among new surroundings, and strict economy being necessary, I
began to try to sew for the coming baby and myself. I also trace her
great love of history to my study of Froude during that period. Her
other tastes for art and literature are distinctly hereditary.

"In the case of my second child, also a daughter, I having interested
myself prior to her birth in literary pursuits, the result has been a
much acuter form of intelligence, which at six years old enabled her to
read and enjoy the ballads which Tennyson was then giving to the world,
and which at the age of barely twenty years allowed her to take her
degree as B. A. of the Sydney University.

"Before the third child, a boy, was born, the current of our lives had
changed a little. Visits to my own family and a change of residence to a
distant colony, which involved a long journey, as well as the work
incidental to such changes, together with the care of my two older
children, absorbed all my time and thoughts, and left little or no
leisure for studious pursuits. My occupations were more mechanical than
at any other time previous. This boy does not inherit the studious
tastes of his sisters at all. He is intelligent and possesses most of
the qualifications which will probably conduce to success in life, but
he prefers any kind of out-door work or handicraft to study. Had I been
as alive then as I am now to the importance of these theories, I should
have endeavored to guard against this possibility; as it is, I always
feel that it is, perhaps, my fault that one of the greatest pleasures of
life has been debarred to him.

"But I must not weary you by so many personal details, and I trust you
will not suspect me of vanity in thus bringing my own children under
your notice. Suffice it to say that in every instance I can, and do,
constantly trace what others might term coincidences, but which appear
to me nothing but cause and effect in their several developments."

Mr. Wallace then gives extracts from other correspondents as follows:

Mrs. B---- says: "I can trace, nay, have traced (in secret amusement
often), something in every child of mine. Before the birth of my eldest
girl I took to ornithology, for work and amusement, and did a great deal
in taxidermy, too. At the age of three years I found this youngster
taking such insects and little animals as she could find, and puzzling
me with hard questions as to what was inside of them. Later on she used
to be seen with a small knife, working and dissecting cleverly and with
much care and skill at their _insides_. One day she brought me the
tiniest heart of the tiniest lizard you can imagine, so small that I had
to examine it through a glass, though she saw it without any artificial
aid. By some means she got a young wallaby, and made an apron with a
pocket inside which she used to call her 'pouch.' This study of natural
history is still of interest to her, though she lacks time and
opportunities. Still, she always does a little dissecting if she gets a
chance."

ANOTHER CASE.--"I never noticed anything about P---- for some years.
Three months before he was born a friend, whom I will call Smith, was
badly hurt, and was brought to my house to be nursed. I turned out the
nursery and he lay there for three months. I nursed him until I could do
so no longer, and then took lodgings in town for my confinement. Now
after all these years I have discovered how this surgical nursing has
left its mark. The boy is in his element when he can be of use in cases
of accident, etc. He said to me quite lately: 'How I wish you had made a
surgeon of me!' Then all at once it flashed in upon me, but, alas! it
was too late to remedy the mistake.

"Before the birth of the third child I passed ten of the happiest months
of my life. We had a nice house, one side of which was covered with
cloth of gold roses and bougainvillea, a garden with plenty of flowers,
and a vineyard. Here we lived an idyllic life, and did nothing but fish,
catch butterflies and paint them. At least my husband painted them after
I had caught them and mixed his colors. At the end of this time L----
was born. This child excels in artistic talent of many kinds; nothing
comes amiss to her, and she draws remarkably well. She is of a bright
gay disposition, finding much happiness in life, even though not always
placed in the most fortunate surroundings.

"Before the birth of my next child, N----, a daughter, I had a bad time.
My husband fell ill of fever, and I had to nurse him without help or
assistance of any kind. We had also losses by floods. I don't know how I
got through that year, but I had no time for reading. N---- is the most
prudent, economical girl I know. She is a splendid housekeeper and a
good cook, and will work till she drops; has no taste for reading, but
seems to gain knowledge by suction." Such cases are so numerous that
they should be collected and scientifically studied.

_Luxury and Parentage._

In all ages of luxury, fine ladies try to avoid maternity. They detest
it in theory only, for women are controlled by the instinct of the race.
In the circles of which we are speaking, the instincts of the race for
children have vanished. Life has lost its serious meaning.
Responsibility of any kind is a mere nuisance, and the idea of bringing
up a new life, with all its bonds and its charm, is as repellant as the
idea of a new bonnet is enticing. For such women the world has no use.
Beautiful, in the great sense, they are not. Incapable, in any great
way, of either loving or being loved, they are at best the painted
bubbles on the stream of life. Such women will always be far inferior as
mothers, and less capable of bringing into the world noble offspring
than those women in the humble walks of life who live naturally, who
love the family ties and are fond of the young.

Great mothers must have a certain sort of hardihood which comes from a
wise physical culture, not necessarily an artificial one,--a life in the
open air, and the avoidance of all social dissipation.

_Degeneracy of the Breasts and Motherhood._

A sign of degeneracy is pointed out by Hegar, who appeals to young men
on behalf of posterity to choose for wives women with well-developed
breasts; he quotes statistics to prove inability to nurse a child a sign
of degeneracy which produces degeneracy in the offspring. Among other
facts he points out that in a district of his knowledge, which supplies
a large number of wet nurses to the city, the percentage of men
incapable of military service amounts to 30 per cent., while in the
neighboring districts, where the mothers remain at home with their
families, it is only 18 per cent. He remarks upon the surprising number
of deformed nipples encountered in the hospitals. Fehling mentions
"hollow nipples" as occurring in 6.7 of his obstetric cases. He warns
mothers not to allow the clothing to constrict the growing breasts of
their daughters, and urges general hygiene as the best method to develop
them.

In this connection the question may be asked, Is it possible for women
with defective breasts to become mothers of a virile race of men and
strong women. In most cases it is not. A defect in this part of their
nature is evidence of a weakened constitution. It may be said, that the
breasts do not always develop before marriage and parentage. This is
true, and if the health is robust, and the constitution and ancestry
good, the mother will, in most cases, be able to nurse her child. If it
is known in advance that such cannot be the case, and it may generally
be known, then the responsibilities of motherhood should be undertaken
with the greater precaution. In modern times we have far better means of
bringing up children by hand than formerly. Still, a mother able to
nurse her own children should always be preferred.

_Location of Birth._

In Manchester, England, in 1892, 37,674 boys out of every 100,000 died
before they reached their fifth year. In healthy districts only 17,314
out of 100,000 died. About the same condition prevails in other places.
The lesson it teaches us is, that we should choose a healthy region in
which to live if we would rear the healthiest offspring.

_Evolution._

This word means progress and progress implies improvement, without which
there could be no evolution; but improvement of the human race will not
be further possible unless the marriage relation is regarded from a
higher stand-point than that of sexual indulgence.

The practical superiority of man over animals consists in his knowledge
of the _aim_ of his conduct. Animals exercise the reproductive function
instinctively at particular seasons, but man knowingly always; and thus,
unless the latter subordinates his passion to reason he is worse than a
brute, as he knows himself to be such.

The difference between the chaste marriage of affection and the unchaste
marriage of passion, is analogous to that between education and
instruction, as explained by Elder Evans of the Shaker Community.
Instruction imparts knowledge, such as is associated in Eastern lore
with the sexual passion, but education embraces the whole disposition,
which is rendered more beautiful and spiritual through a marriage of
chastity, and as thus affected is transmitted to the offspring, who
exhibit the disposition of their parents at the time of conception.
Sexual excess not only tends to produce offspring of a weakly
constitution, but it interferes with the organic growth of the parents.
It is as wasteful as burning a candle at both ends at the same time.

Parents should bear in mind that the mental plan on which their children
shall begin life, depends on the desire by which they are governed when
they beget their offspring; and as desire depends on disposition, they
should aim at requiring harmony of character and conduct.

If we think less of ourselves and more of the race to which we belong,
we shall have a better chance of improving both ourselves and the race
as represented in our offspring.

We are all members of a great organism, which is constituted by the
whole of human kind, past, present and future, and it is our duty to act
in such a manner that the whole shall be benefited by our conduct; which
it cannot be if we are careless as to our own disposition or as to the
character of our offspring.

Our Aryan ancestors were conscious of their duty towards the race, and
probably to this fact was largely due the high physical development the
white race attained. Only by acting in their spirit can we hope to
maintain the race at its high level or prevent its deterioration and
decay.

The important influence which the gratification of the sexual impulse
has had over the development of the aesthetic side of Nature has been
often insisted on; and there is no reason why its gratification should
not be attended also with the development of the highest mental
qualities, if these are made use of in the formation and exercise of the
marriage relations between the sexes.--C. STANILAND WAKE.

_Too Little Fatherhood._

The modern child is threatened not with too much mother but with too
little father, and this danger is heightened by the sudden release of
womanhood from the ban of conventionality and of the domineering power
of physical force. Let her not too readily accept as complimentary to
herself the church's adoration of Mary. Woman is made of no purer stuff
than man, her companion, man her father. She cannot transmit from her
own veins or her companion's veins any purer life stuff, any finer
impulse to her daughter than she does to her son. We need more fathers
in the home, more men teachers in our public schools; and if our homes
and schools are not organized so as to evoke and direct this masculine
investment, then let them be reorganized. It is not true that mothers
are peculiarly the divinely appointed teachers of children, that to them
is especially entrusted the intellectual or spiritual destinies of the
young. That argument is based upon the analogies of the past; it is a
reversion to primitive conditions, an illustration of the law of
atavism, like the return to six fingers and toes in some people, or the
restoration in others of the muscle that can move the ear. The highest
reaches of evolution point to a double responsibility and a double
potency. In the interest of the child, then, let us lift him out of a
mother rule into a father and mother rule. Let the home be girdled with
masculine order and justice as well as with feminine love and
tenderness. Let there be strength as well as tenderness. Let there be in
it mind as well as heart, vigor as well as sympathy. All these are
spiritual children which cannot be born except in the bi-sexual
realm.--REV. JENKIN LLOYD JONES.

_The Flat-Head Indians and Heredity._

Amongst the round-head tribes woman holds a higher position, whereas
amongst the flat-heads she is a mere drudge. In by-gone days it was
common to see a tired-looking woman walking behind her husband carrying
a heavy load, while he walked on before with nothing.

Again, the round-heads have a remarkable mythology, while the others
have a poor affair.

Mr. Dean has informed me that the flat-head, which would be an acquired
character, is never transmitted to offspring--another argument against
the Lamarchian theory, that acquired characters are transmitted.

That whatever injures the physical or intellectual health of parents
tends to degrade their offspring has long been evident. I think we have
a good race illustration of this in the effects of flattening and
deforming the skulls of children among the Flat-Head Indians, who for
centuries followed this precedent. Information has been furnished me by
special request by Mr. James Dean, of Victoria, B. C., bearing on this
point. He writes:

"Among the children the mortality seems to be greater with the tribes
which flatten the heads of their children than in those who do not. I
have long noticed that there is a very marked intellectual difference
between them."

The Hidery tribes of Northern British Columbia and Southern Alaska, who
never flattened their heads, have long been famous for their works of
art, such as elaborate carvings in wood and stone.

_Suggestion as an Aid in the Training of Children._

Within a few years an old subject, that of hypnotism, formerly called
mesmerism, has received new attention under the name of suggestion, or,
in medical language, "suggestive therapeutics." It was used in a rude
way by Mesmer in the cure of disease. Later it was employed much more
effectively by Braid and others for the same purpose, and especially for
the prevention of pain in surgical operations. Want of space forbids our
going into any extended historical detail as to its application for
these purposes, but a few points will be considered, which bear on the
subject.

It was found that when a person had contracted a bad habit, as, for
instance, smoking or drinking, it could often be broken up by placing
him in the mesmeric sleep, and telling him he would no longer desire to
continue the habit, but would even loathe them. The habit of sucking the
thumb, a bad temper, lying, stealing, dullness and lack of ambition,
etc., were amenable to this treatment. To illustrate: A boy fifteen
years old, always at the foot of his class, was put into the hypnotic
sleep, and told that he would be able to study harder and learn his
lessons better, so as to go to the head. This was continued daily for
several weeks, and, sure enough, he accepted the suggestion, and
outstripped every scholar in his class, and kept at the head so long as
these means were used; but, unfortunately, when they were discontinued
he relapsed into his first state. The suggestions had not been
sufficiently thorough to take deep root, and become a part of his
nature, as might have been the case with a better knowledge as to how to
use them. So long ago as in 1892 Dr. Bérillon, Editor of _The Revue de
l' Hypnotism_, read a paper before the Second International Congress of
Experimental Psychology, in which he stated that he had observed the
beneficial effects of hypnotism in education in some 250 cases,
including nervous insomnia, night terror, sleepwalking, kleptomania,
stammering, idleness, filthy habits, cowardice and moral delinquency. He
also stated that other observers had similar experience. My friend, Dr.
B. Osgood Mason, of New York, working on the same lines, has had similar
experiences. I will quote a few illustrative cases furnished by him. The
first is of a school-girl fifteen years of age, a pupil in one of the
grammar-schools of New York--intelligent in many ways; a good reader of
such books as interested her--history, biography, and the better class
of novels; but for the routine of school studies she had no aptitude,
and she was constantly being left behind in her classes. She could not
concentrate her mind upon details which did not specially interest her.
If she succeeded in learning a lesson she could not remember it, or if
she remembered it until she arrived at the classroom, when she arose to
recite, it was instantly gone; her mind became a perfect blank; she had
not a word to say, and was obliged to sit down in disgrace. She could
write a good composition, but could never stand up and read it before
the class. Teachers had been engaged to give her special lessons, so as
to enable her to pass her preliminary examination, which would allow her
to come up for entrance to the Normal College. After months of effort
they reported to the mother that it was utterly useless to go on; it was
impossible for her to pass her preliminary examination, and they did not
think it right to take her money without any such expectation. She was
then brought to me to inquire if anything could be done to help her. I
proposed hypnotic suggestion. It was then March 30; the first
examination was in May. I commenced treatment at once. The patient went
into a quiet, subjective condition, with closed eyes, but did not lose
consciousness. I suggested that she would be able to concentrate her
mind upon her studies; that her memory would be improved; that she would
lose her excessive self-consciousness and timidity, and in their place
she would have full confidence in herself and be able to stand up
before the class and recite. She was kept in the hypnotic condition
one-half hour at each treatment, and the same or similar suggestions
were quietly but very positively made and repeated at intervals during
that time. She at once reported improvement in her ability both to study
and recite. She had six treatments, and on May 25 she reported that,
greatly to the surprise of her teachers, she had passed her preliminary
examination with a percentage of 79, which entitled her to come up for
the college examination. In June she passed her examination for entrance
to the Normal College with a percentage of 88; entered the College and
is at present doing well, though the suggestions have not been repeated
since May.

Another case from the same author was that of a boy "so bad as to be
perfectly unmanageable, and his temper so outrageous, that his mother
begged me to come to the house and see if I could do anything with him.

"Having secured _carte blanche_ for whatever course I chose to pursue, I
went. He was in the back room, his grandmother urging him forward, he
kicking and resisting. Without speaking, I went directly to him, seized
him firmly by one wrist, and brought him topsy turvy through two
intervening rooms, gave him a thorough shaking, and set him down
violently in a chair. He smoothed down his bang, whimpered a little, and
gruffly remarked that I had rumpled his hair. I told him I had not
intended to disturb his hair, but that as he had never obeyed anybody I
had come to the house for the express purpose of making him obey me, and
I should most certainly do it. After a few moments I said, quietly, 'Now
go and lie down on the bed in the next room.' He started, walking toward
the bed, but when near it he set off on a full run past it and into the
back room. I brought him back and again ordered him to lie down on the
bed. He went toward it as if to obey, but suddenly sprang under it, and
clung to the slats underneath with hands and feet, and hung there like a
monkey. I dislodged him, pulled him out, gave him a spanking, and
surprised him by tossing him vigorously upon the bed, with the command
to lie there quietly until I gave him permission to move. He obeyed.
Presently I ordered him to go into the front room and sit down again in
the chair he had before occupied. Again he quietly obeyed, I said: 'All
right; now you understand you will obey me. I don't want to hurt you. I
want to be a good friend to you, only you must obey me.'

"I then in a pleasant way gave him a short lesson, picturing to him very
plainly the course of a boy such as he was, and where it would be likely
to end; and also showing what he might be if he would change his course.
I told him I should be at the house again in a day or two, and I should
expect him to meet me pleasantly, shake hands with me, and do whatever I
directed him.

"Next day there came a telephone message begging me to come up; M. was
outrageous again. I went. He was backward in greeting me, but at length
came and shook hands. I afterward learned that there had not been the
slightest improvement in his behavior; and the cause of his mother's
sending for me was his outrageous conduct at the table, when, in a fit
of anger, he had thrown a plate at his grandmother. I talked to him
pleasantly a moment, and then said very quietly, 'Now go and lie down on
the bed.' He did so at once. I sat down beside him, and taking his two
thumbs firmly in my hands, I said: 'Now, M., I want you to look steadily
at that little stud in my shirt-front; keep your eyes very steadily
fixed upon it.' He did so, and I never secured better or more
concentrated attention from any patient.

"In five or six minutes his eyelids quivered and soon dropped. I closed
them, suggesting sleep; and directly he was in the sound hypnotic sleep.
I then presented the two pictures again--the bad and the good
course--and suggested that they would always be present, distinct in in
his mind, that he would dislike the _wrong_ course and desire to avoid
it, and choose the _good_ one. I suggested definitely that he would be
kind and considerate to his mother, and obey her as well as me. I
repeated these suggestions very positively, let him sleep ten minutes,
and repeated them again, and then awoke him by counting.

"The effect of this treatment was very marked; his whole manner at home
was changed, and he became comparatively docile and manageable.

"He came to my office for his next treatment, which was perfectly
successful. I have given him in all six treatments, and the improvement
has been maintained and increased. He is not yet by any means perfect,
but his general behavior is changed, and I am suggesting such definite
improvements in his conduct, and impressing such pictures upon his mind,
as I think will help to develop his better nature and qualities. He is a
lover of flowers, and on two occasions has brought some of his own
choosing to me. He has lost none of his boyishness; he is full of life;
is mischievous, playing tricks even upon his mother; but he is
affectionate and generally obedient. His will is not broken, but he has
self-control, and he is far more considerate of others than formerly. In
short, he is a fair example of one of the educational uses of hypnotism
and suggestion."

The only other case I will quote is one of night terrors.

"A little girl, five years of age, went soundly to sleep when first put
to bed, but after two or three hours she awoke screaming and trembling
with terror, on account of the hideous black man whom she saw in her
dream. The impression of the dream was vivid and persistent, and her
screams kept the household aroused and alarmed for hours every night,
and this state of things had already continued for months. One day, when
she was perfectly bright and happy, I placed her in her high chair in
front of me; put my hands gently upon her shoulders, and asked her to
look steadily at a trinket easily in her view, and quieted her with
passes and soothing touches until her drooping eyelids denoted the
subjective condition. I then commenced in a gentle, sing-song manner to
suggest that she would go easily to sleep as usual at night, but that
she would have no frightful dreams; that she would see the dreadful
black man no more, but would sleep quietly on the whole night through.
It was repeated over and over in the same gentle manner.

"That was a year ago; she has not seen the black man since, and her
sleep and health have been perfect. There was no repetition of the
treatment."

From these few cases, and many not quoted, it appears evident that we
have in hypnotism, or suggestion, an agent which, when fully understood,
will be of great usefulness to parents in the early training of
children. That it should be used wisely no one will deny.

The question will naturally arise, How is it that a suggestion to a
child while passive or in the hypnotic sleep is more effective than when
awake. The answer is not so easy to give; but it is possible that in
this state the subliminal self, the higher self, or, perhaps, the
spiritual nature is appealed to; and as the active, every-day nature,
the conscious self, is now dormant, it receives this appeal more
seriously. Perhaps a quotation from Prof. Frederic W. H. Myer, who has
given the subject profound attention, will help to make the subject
clearer. He says: "In waking consciousness I am like the proprietor of a
factory whose machinery I do not understand. My foreman, my subliminal
self, weaves for me so many yards of broadcloth per diem (my ordinary
vital processes), as a matter of course. If I want any pattern more
complex, I have to shout my orders in the din of the factory, where only
two or three inferior workmen hear me, and they shift their looms in a
small and scattered way. Such are the confined and capricious results of
the first, the more familiar stages of hypnotic suggestion.

"At certain intervals, indeed, the foreman stops most of the looms, and
uses the freed power to stoke the engine and oil the machinery. This, in
my metaphor, is sleep; and it will be effective hypnotic trance if I can
get the foreman to stop still more of the looms, come out of his private
room, and attend to my orders--my-self suggestions--for their repair and
re-arrangment."

To make this a little plainer. The subliminal self, the foreman, is the
one who manages the machinery of the nervous system, and turns out this
or that sort of conduct or behavior in the child, or the man or woman,
as he is told to turn out by the conscious self. But in the hypnotic
trance this subliminal self can take orders, or suggestions, for other
kinds of conduct or behavior; alter the action of the brain, so as to
make another sort of creature; for he is not so occupied then but that
he can receive these orders. As in the kaleidescope, the pictures
presented depend entirely on the arrangement of the pieces of glass. So
in daily conduct, character depends on the combination and activity of
the brain cells. By suggestion in the hypnotic state we are able, to
some extent at least, to alter this combination so that new conduct is
presented.

The question now arises, How can the parent make use of this agent in
altering the nature of a child from one that is not desirable to one
that is? Probably the best way to proceed would be to take it while
sleeping, and make the suggestion then; for ordinary sleep is not
different from hypnotic sleep, except in degree. As the child is in the
act of going to sleep, let the mother, or whoever is to make the
suggestion, sit by its side, take it by the hand and gently soothe it
with pleasant words or music, in a firm but agreeable voice. Let her say
slowly: Now you are going to sleep, sleep, sleep. You will soon be
sleeping sweetly. How nice it is to sleep and rest our bodies so that we
can feel well and strong on the coming day. This sleep is going to do
you a great deal of good. You will not have bad dreams. You will not see
ugly faces or wake up with a fright. Tomorrow you will wake up
good-natured, full of life, and will be good boy (or girl, as the case
may be), and do your best to make mother happy and proud of you. You
will want to play and enjoy the fresh air and sunshine; relish your
food; not eat too much, etc., etc., according to the needs of the child.
If it is timid and fearful of thunder, or dogs, or horses, or other
harmless things, you can say to it, Now, you will not be afraid any more
of thunder but like to hear it. This, like all other suggestions, must
be repeated several times, so as to make an impression. If afraid of
strangers, say, now, you will not fear men, or persons you don't know;
repeating it slowly over and over again. If the child uses bad language,
say, Now you will not want to use bad words any more, and will be
careful how you speak. If it has a cold, put the hand over the chest and
say, Now your cold will get well quickly, and not grow worse. If it has
the unfortunate habit of wetting the bed at night, even this can be
broken up, often by one suggestion, and surely by several repeated so as
to take deep root in the mind. This latter is necessary to produce any
effect. In case of disease, even serious disease, when a physician is
necessary, suggestion may be used by the nurse or parents, or the
physician, if he has learned the art, to advantage; but if the parents
are anxious or weary, they had better leave it for those who are not
weary or anxious; otherwise they may transfer their own condition
instead of one of health. The state of mind and body of the operator
should be a stable, equable and wholesome one.

The age at which suggestion may be of use is hardly yet known. Certainly
so soon as the understanding has become developed it may be employed,
though the language should be simplified for the childish understanding.
Before this it is of doubtful utility; but some experiments which have
been made intimate that good health may sometimes be transmitted from a
healthy person to a very young sick child by thought transference.

Thought transference is the transference from one to another person of
some feeling, sensation or idea. The person from whom the thought is
transferred is the _active_ agent, and the one who receives it is the
_passive_ one. Often this phenomenon takes place spontaneously, as when
one is in trouble, or at the point of dying, a knowledge of it may
sometimes be transferred to an intimate friend who is in sympathy. In
the hypnotic state, thought transference can sometimes be induced
artificially; and the point here to be considered is the transference
to the child of healthy normal sensations to replace the abnormal ones
which may have taken possession of consciousness and caused trouble.

The important thing always to have in mind in using psychic forces on
children is to instil natural, or normal, conditions, not unnatural or
abnormal ones. To this end to produce the best results, the active agent
should be a normally healthy person, having good common sense, and
living a normal, natural life. Those with sickly, sentimental or
fanciful notions, if they try to use suggestion may transfer these
states to the child, which would do harm rather than good.

INDEX.

  Acquired characters, inheritance of, 71, 73, 77 _et seq._, 79, 90,
      109, 111, _et seq._

  Acquired characters not transmitted, 213

  Adaptation to environment necessary for health, 149

  Aesthetic sense displayed by animals, 28

  Aesthetic surroundings during gestation, 95

  Air, regarded as food, 174

  Alcohol, as a poison, 91

  Alcohol, effect of, on offspring, 171

  Allen, Joseph A., observations of, as to effects of war on children,
      200

  _Allen, Grant_, 34, 48, 51, 180

  Amphimixis, theory of, 76

  Ancestral _ids_, 75

  Ancestral tendencies, correction of, 126

  Animals, practical superiority of man over, what?, 210

  Animal flesh, supposed effect of eating, 63

  Atavism in relation to disease, 83

  Baby, a theoretical, 185 _et seq._

  Bad habits, broken up by suggestion during mesmeric sleep, 214

  Bad temper cured by hypnotic suggestion, 217 _et seq._

  Beauty, reference of sexual selection to, 28

  Bees, instincts of, 122

  Bérillon, Dr., on beneficial effect of hypnotism over bad habits,
      etc., 215

  Birthmarks, 59, 68, 94

  Blood, healthy, purifying influence of, 92

  Blood, study of the, 140, 151

  Bones, modification of certain, through sitting, 116

  Boys, mortality among larger than with girls, 136

  Breasts, best methods of developing, 209

  Breasts, defective, women having, incapable of becoming mothers of a
      virile race, 209

  Breasts, development of, after marriage and parentage, 209

  Breasts, degeneracy of the, and motherhood, 208

  Breeding in and in, Noyes' first principle for race improvement, 38

  Camp life, evils of, 202

  Cases of prenatal influences, 204 _et seq._

  Cells, sexual, 110, 162

  _Chandler, Jennie_, 97

  Character, dependence of, on arrangement of nerve cells, 222

  Character, improvement by suggestion, method to be employed by parents
      for, 223

  Character of children affected by war, 201

  Characteristics, origin of, through sexual selection, 134

  _Charles, Havelock_, 116

  Chickamauga Camp, prostitution at, 202

  Children acquire special aptitudes from mothers, 205

  Child bearing, best age for, 170

  Children, breeding of, in Plato's Republic, 11, 12

  Children considered as belonging to the State, 10 _et seq._, 22

  Children, deaths of, in New York city, 139

  Children, healthy, essentials for having, 168

  Children, interests of unborn, 199

  Children, characteristics of, in the Oneida Community, 39

  Children in the Oneida Community, care of, 38

  Children, mortality among, 136

  Children, obstacle of war to production and training of, 203

  Child training aided by suggestion, 214 _et seq._

  Children, training of, 16 _et seq._, 52

  Civil War and how it affected the character of children, 201

  Co-adaptation of parts as evidence of transmission of acquired
      characters, 116

  Coalescence of sperm and germ cells, 166

  Concentrative power, want of, cured by hypnotic suggestion, 216

  Conduct, knowledge of its object, not possessed by animals, 210

  Congenital characters, transmission of, 177

  Congenital deformities, 80

  Consanguineous marriages among the Greeks, 23

  Consanguineous marriages, regulations as to, among uncultured peoples,
      21, 42

  Consanguineous marriages, effect on offspring, 42

  Constitution, bodily, improvement of the, 150

  Consumption, causes of, 176

  Consumption, tendency to, whether a bar to marriage, 176

  Contentment, value of, 95

  Continuity of germ-plasm, 107, 118

  Co-operation, hygienic value of, 156 _et seq._

  _Cope, Prof. E. D._, 59, 69

  Cousins, marriage between, 43

  Couvade, custom of the, 63 _et seq._

  Crimes, increase of, caused by war, 201

  _Darwin, Charles_, 28, 30 _et seq._, 73, 75, 85, 100, 105, 106, 109,
      141, 179, 184

  Death, causes of, 150

  Deformities, congenital, 80

  Degeneracy of the breasts and motherhood, 208

  Degeneracy in offspring due to maternal degeneracy evidenced by
      inability to nurse a child, 208

  Degeneration, evidence of, 140

  Development of breasts after marriage and parentage, 209

  Diseases, influence of hygiene over, 159

  Diseases, inheritance of, 80

  Diseases which affect offspring, 175

  Disposition spiritualized through marriage of chastity, 210

  Disproportion between accidental causes and effects, 68, 90

  Diversity between offspring and parents, causes of, 58

  Domestication of animals, 9

  _Doutrebente, Prof._, 92

  Drink, influence of, over offspring, 16

  _Duncan, J. C. Mathews_, 170

  Education, beneficial effects of hypnotism in, 215

  Education and heredity, 111 _et seq._

  Education and non-transmission of acquired characters, 124

  Education of Spartan children, 15

  Education, Plutarch on, 17

  Education, study of laws of evolution, as part of, 125

  Educational uses of hypnotism and suggestion, 220

  Egg. See _Ovum_.

  _Eimer, Dr. G. H._, 71, 79 _et seq._, 90

  Embryo, how parental properties communicated to, 69

  Embryology, importance of, 103

  Energy, bodily, use and abuse of, 153

  Environment, adaptation to, necessary for health, 149

  Epigenesis, theory of, 104

  Esquirol on the effects of the French Revolution over children, 200

  Ethics of the body, hygiene as the, 160

  Evolution, a superior race produced by, 130 _et seq._

  Evolution, meaning of the term, 210

  Evolution of the horse, 102

  Evolution, study of laws of, as part of education, 125

  Evolutionary theories, conflict of, with humane sentiments, 145 _et
      seq._

  Example, influence of, over children, 18

  Exercise, transmission of effects of, 111

  Experiment in race improvement by Noyes, 37 _et seq._

  Explanation of the action of hypnotic suggestion, 221

  Family life, abolition of, in Plato's Republic, 10

  Father rule should be combined with mother rule, 213

  Fatherhood, too little importance assigned to, 212

  Feeble constitutions prevent numerous offspring, 147

  Fertilization essential to true germ plasm, 165

  Fertilization, nature of, 166

  _Fison, Lorimer_, 42

  Fitness for survival, characteristics of, 140

  Flat head Indians and heredity, 213

  Flat head and round head tribes, comparison between, 213

  Flat head not transmitted to offspring, 213

  Flattening the skull, injurious effect of on health, 214

  _Flint, Dr. Austin_, 88

  Food, how it affects germ plasm, 173

  Food (certain) injurious influence of, 94

  Foot, compression of, by Chinese ladies, 20

  Fosterage, 96

  French Revolution, evil effects of over children, 200

  _Galton, Francis_, 46, 50, 73, 106, 135, 170

  Gemmules, essential to pangenesis, 105, 106

  Generation, influences over, at time of conception, 57, 58

  Generation, influences over, subsequent to conception, 58

  Generative powers, debilitation of the, 84

  Germ plasm and heredity, 107, 162

  Germ plasm, continuity of the, 73, 74 _et seq._, 107, 118

  Germ plasm, how affected by food, 173

  Germ plasm, modification of the, 76, 80

  Germ variations, causes of, 81

  Gestation (period of) importance of pleasant surroundings during, 93

  Gestation, maternal influence during, 96

  Gestation, strong emotion during, effect of, 63, 94

  Gestation, uterine disturbances during, 93

  Girls, physical training of, among Spartans, 14

  Girls, mortality among, smaller than with boys, 136

  Great mothers, how constituted, 208

  Group marriage of Australian natives, 21

  _Hæckel, Ernst_, 109

  _Harvey_, 103

  _Haycraft, John Berry_, 143

  Head flattening, 20

  Health, action of nature in relation to, 130

  Health, transmission of, by thought transference, to young sick child,
      224

  Healthy localities enable the healthiest offspring to be reared, 210

  Health, adaptation to environment necessary for, 149

  Health, ideal of, 148

  Health, importance of, in relation to marriage, 135, 168, 171

  _Hearn, Professor_, 67

  Hedonism, New, 48

  Hereditary tastes of children, 204 _et seq._

  Heredities, antagonistic, of two parents, 58

  Heredity among Flat-head Indians, 213

  Heredity, definition of, 100

  Heredity and education, 111 _et seq._

  Heredity, evils arising from, may be cured, 35

  Heredity, exceptions to law of, 58

  Heredity and germ plasm, 107

  Heredity, importance of knowledge of, by teachers, 125

  Heredity, modification of law of, 99

  Heredity, preponderating influence of, 69, 89

  Heredity, rational view of, 109

  Heredity, spectre of, 127 _et seq._

  Heredity, theories of, 73 _et seq._

  Heredity, transformation of, 83

  _Hering, Richard_, 70

  Hidery tribes of British Columbia, 214

  High-pressure, effects of living at, 152

  Hypnotic sleep, differs from ordinary sleep only in degree, 223

  Hypnotic suggestion, value of, as aid to education, 216

  Hypnotism as suggestive therapeutics, 214

  Horse, evolution of the, 102

  Human selection, plans for, 135 _et seq._

  Human kind, regarded as a whole, should be benefited by our conduct,
      211

  Human race, further improvement of impossible, if marriage relation be
      regarded only from standpoint of sexual indulgence, 210

  Humane sentiments, conflict of, with theories of evolution, 145 _et
      seq._

  Husband and wife, tendency to resemble each other, 89

  _Huth, A. H._, 42

  Hygiene, modern, as opposed to natural selection, 142 _et seq._

  Hygiene, as the ethics of the body, 160

  Hygiene, promises of, 158 _et seq._

  Hygienic laws, punishment for infraction of, 161

  Hygienic surroundings, importance of, 139

  Hygienic training, value of, 151

  Ideal of Health, 148

  Idiots, education of, 25

  Illustrative cases of prenatal influence, 60 _et seq._

  Imagination, effect of, on unborn offspring, 55 _et seq._

  Improvement of race. See _race improvement_.

  Incas of Peru, consanguineous marriages among the, 23

  Income, bodily, importance of living within, 152

  Individual, the, as the beginning and end of the race, 50

  Individuality, development of the, 126

  Infanticide among Spartans, 15

  Infanticide, former general prevalence of, 19

  Infanticide in Plato's Republic, 11

  Infanticide not morally permissible, 24

  Inheritance of acquired characters, question as to the, 71, 73, 77,
      79, 90, 109, 111 _et seq._

  Inheritance, organic, wonders of, 101

  Injuries during life, transmission of, 79 _et seq._

  Injury to health through flattening the skull, 214

  Instinct, explanations of origin of, 121

  Instincts of the race for children, loss of, 208

  Instruction and education, difference between, 210

  Intelligence affected by head flattening, 214

  Jacob, rods of, 56

  _Jeune, Lady Mary_, 47

  _Jowett, Professor B._, 25 _et seq._, 34

  _Krafft, D. Von Ebing_, 82, 84, 91

  _Lamarck_, 111

  Lamarchian theory of transmission, 213

  Language, not transmitted to offspring, 119

  _Leeuwenhock_, 103

  Limitation of offspring, 179 _et seq._

  Locust, egg-laying instinct of, 123

  Luxury and parentage, 208

  _Lycurgus_, marriage regulations of, 13 _et seq._, 22, 27

  _Lyman, Dr. C. W._, on treatment of a baby, 185 _et seq._

  Man, variations undergone by, 138

  Man, practical superiority of, over animals, what, 210

  Manufacturing life, unhealthiness of, 152

  Manufacturing mills, deterioration caused by, 158

  Marriage, consanguineous, ideas as to, 21, 42

  Marriage customs among Spartans, 18, 19

  Marriage, early, disadvantages of, 137

  Marriage, importance of health in relation to, 135

  Marriage, regulations as to, in Plato's Republic, 22, 25

  Marriage of weak and worthless, 137

  Marriage, a sacred state, 52

  Marriage of chastity, disposition spiritualized by, 210

  Marriages of affection and passion, difference between, analogous to
      that between education and instruction, 210

  _Mason, Dr. R. Osgood_, on beneficial effect of hypnotism in
      education, 215

  Maternity, avoidance of, 208

  _McGee, Dr. Anita Newcomb_, 37

  Memory, endowment of reproductive cells with, 70

  Memory, improvement of, by hypnotic suggestion, 210

  Mental dullness, curable by suggestion during hypnotic sleep, 215

  Mental emotion of mother, injury to unborn child through, 200

  Mesmeric sleep, effect of suggestion during, 214

  Mesmerism, now known as hypnotism, 214

  Method to be employed by parents for using suggestion in child
      training, 223

  Microbes, selective action of, 143

  Mind of operator, state of, necessary to successful suggestion, 224-5

  Modification of certain bones through sitting, 116

  Modification of the organism during descent from first ancestors, 71

  Modification of sense of touch, 114

  Modification of toes, 112

  Modification of the whale, 115

  Molecular structure of sexual cells, 110

  Monogamy, return to, by the Oneida Community, 40, 41, 53

  Moral nature, growth of the, 146

  Mosaic regulations as to unclean animals, 63

  Motherhood, highest, war an enemy to, 204

  Motherhood and degeneracy of the breasts, 208

  Mothers, not peculiarily the divinely appointed teachers of children,
      212

  Musical talent, not transmitted to offspring, 120

  Mutilations, not transmissible, 119

  _Meyer, Prof. Frederic W. H._, on hypnotic suggestion, 221

  Natural selection, 9, 115, 138, 142

  Natural selection, always operative, 147

  Nature, action of, in relation to health, 130

  Nerve cells, constitution of, alterable by hypnotic suggestion, 222

  Nervous system, debilitation of the, 84

  Night terrors cured by hypnotic suggestion, 220

  Nipples, deformed, common occurrence of, 209

  _Nisbet, J. F._, 90, 92

  Non-nursing of children a sign of degeneracy, 208

  Normal conditions only should be transferred by hypnotic suggestion,
      225

  Nose molding, 20

  Notes, 199 _et seq._

  _Noyes, John Humphrey_, 37 _et seq._

  Nucleus of cell, essential to reproduction, 167

  Nutrition, action of, on germ cells, 151

  Nutrition (arrested) organic effect of, 77

  Obedience the basis of education among the Spartans, 15

  Offspring, effect of alcohol on, 171

  Offspring, effect of consanguineous marriage on, 42

  Offspring, influence of locality on health of, 210

  Offspring, injuriously affected by sexual excess of parents, 211

  Offspring, inception of, the starting point of stirpiculture, 52

  Offspring, limitation of, 179 _et seq._

  Oneida Community, 37 _et seq._

  Ovum, 163 _et seq._

  Ovum, the beginning of animal life, 101, 163

  Ovum, developmental tendency of the, 110

  Ovum, effect of gestation on the, 102

  Ovum of different animals, apparent similarity of the, 163

  _Paget, Sir James_, 148

  Pain, prevention of, in surgical operations, 214

  Pangenesis, experiments in, 106

  Pangenesis, theory of, 75, 105, 109

  Panmixia, theory of, 78

  Paper mill (New England), 154

  Parentage and luxury, 208

  Parentage and war, 199

  Parentage, responsibility in, 49, 181

  Parentage, Plato's restrictions on, 11

  Parentage, sacredness of, 93

  Parents, how to make use of suggestion in the training of children,
      222

  Parents, organic growth of, injuriously affected by sexual excess, 211

  Parental life, influence of, over offspring, 95

  Perfectionists of the Oneida Community, 37 _et seq._

  _Phillips, Wendell_, 128

  Physical culture, 160

  Physical training of girls among Spartans, 14

  Physical weakness may be associated with mental greatness, 34

  Plato, Republic of, 10 _et seq._, 25

  Plutarch, 13, 16 _et seq._

  Poisons, actions of, on the sexual cells, 91

  Poverty, obstacle of, to production and training of the young, 203

  Preference, as exhibited among animals, 131

  Preference, as exhibited among men, 133

  Preference, first principle of sexual selection, 131

  Prenatal culture, 55 _et seq._

  Prenatal culture, illustrative cases of, 60 _et seq._

  Prenatal influence, 112

  Prenatal influence in telegony, 85

  Prenatal influences, cases of, 204 _et seq._

  Principles on which sexual selection is based, 38, 131

  Progress in organic life, 9

  Promiscuity regulated in Oneida Community, 37

  Promiscuity regulated in Plato's Republic, 11

  Prostitution, camp life a school for, 202

  Psychical diseases, heredity of, 82 _et seq._

  Psychological laws, uncertain effect of, 68

  Psychological research, laboratories for, 160

  _Quatrefages, M. de_, 59

  Race (human) deterioration of the, through hygienic action, 143 _et
      seq._

  Race, improvement of the, aim of, 36

  Race, improvement of the, based on spiritual sympathy, 58

  Race improvement, experiment in, of the Oneida Community, 37 _et seq._

  Race improvement, failure of compulsory attempts at, 27

  Race improvement, Grecian methods for, 10 _et seq._

  Race improvement, Grecian methods not suited for modern times, 24

  Race improvement, natural factors in, 1

  Race improvement, State aid to, 37, 53

  Race should be thought of before ourselves, 211

  Reproductive function, difference in exercise of, by animals and man,
      210

  Responsibility in parentage, 49, 181

  _Ribot, Th._, 57, 68, 83

  _Romanes, G. J._, 28, 73, 85, 87

  Ruin of countries by the burdens of war, 203

  Sacredness of parentage, 93

  _Saint-Hilaire, Geoffroy_, 68

  Sampson, mother of, 172

  Science of true living, hygiene as the, 160

  Scottish Co-operative Wholesale Society's manufacturing mill, 156 _et
      seq._

  Selection, artificial, by man, 9

  Selection, individual, by Noyes, 38

  Selection, natural, _see_ "Natural selection."

  Selection, sexual, _see_ "Sexual selection."

  Selective action of female animals, 28 _et seq._

  Selective action of woman in marriage, 43 _et seq._

  Self-control, importance of, 96

  Self-consciousness, excessive, cured by hypnotic suggestion, 216

  Self-development, 48

  Sense of touch, modification of, through use, 114

  Sex-instinct, 51

  Sexual cells, 162

  Sexual cells, acquired powers of, 110

  Sexual excess injuriously affects both parents and offspring, 211

  Sexual impulse, gratification of the, consistent with the development
     of the highest mental qualities, 212

  Sexual selection, 27 _et seq._, 131 _et seq._

  Sexual selection, action of, among primeval men, 179

  Sexual selection applicable primarily to male characteristics, 30

  Sexual selection by women, effect of, 44 _et seq._

  Sexual selection, influence of, 31, 33

  Sick child, transmission of health to, by thought transference, 224

  Sire, previous, influence of, on subsequent progeny, 86 _et seq._

  Sleep, ordinary, differs from hypnotic sleep only in degree, 223

  _Smith, Sidney_, 121

  Sobriety, importance of, in relation to offspring, 91 _See_ "Alcohol."

  Soldiers demand gratification of their passional natures, 202

  Spartans, marriage relations among, 13 _et seq._

  Special aptitudes of child determined by prenatal influences, 204

  Spectre of heredity, 127 _et seq._

  _Spencer, Herbert_, 4, 77, 78, 85, 87, 112, 115, 149, 169, 181

  Spermatozoon, 162

  Spiritual nature, appeal to, in hypnotic suggestion, 221

  Spontaneous thought transference, 224

  Standing armies, crushing burden of, 203

  State, aid of the, to race improvement, 53

  State, children regarded as belonging to the, 10 _et seq._, 22

  Stirpiculture. _See_ "Race, improvement of the."

  Stirpiculture, meaning of, 10

  Stirpiculture, good air and water as factors in, 175

  Stirpiculture, Noyes' experiment in, 37 _et seq._

  Stirpiculture, starting point of, 52

  Strength as necessary as tenderness to bringing up of children, 213

  Struggle, sexual selection through, 132

  Studious habits transmitted to children, 205

  Subliminal self, orders conveyed to, by hypnotic suggestion, 222

  Suggestion as an aid to child training, 214, 221

  Suggestion by parents to children for educational purposes, 223

  Suggestion during mesmeric sleep, bad habits cured by, 214

  Suggestion during mesmeric sleep, beneficial effect of, over mental
      dullness, 215

  Suggestion, hypnotic, influence of, in developing self-control, 219

  Suggestion, hypnotic, method of, employed by Dr. R. Osgood Mason for
      educational purposes, 215 _et seq._

  Suggestive therapeutics, 214

  Superiority of offspring, where limited, 184

  Surgical operations, prevention of pain in, by mesmerism, 214

  Survival of the fittest, 9

  Survival, what constitutes fitness for, 141

  Sympathy, spiritual, as the basis of race improvement, 53

  Taxation, burden of, created by war, 203

  Telegony, 85 _et seq._

  Temper, bad, cured by hypnotic suggestion, 217

  Tenderness to be combined with strength in bringing up children, 213

  Theoretical baby, 185 _et seq._

  Thought transference induced artificially in hypnotic state, 224

  Thought transference, nature of, 224

  Thought transference, transmission of health by, to a young sick
      child, 224

  Timidity cured by hypnotic suggestion, 216

  Toes, modification of the, in man, 112

  Touch, modification of the sense of, 114

  Training of children aided by hypnotic suggestion, 221

  Training of children, Plutarch on the, 16 _et seq._

  Transformation of heredity, 83

  Transitory states of parents, effect of on offspring, 59

  Transmission by mother to child of aptitude for hard work, 207

  Transmission by mother to child of artistic and literary tastes, 204
      _et seq._, 207

  Transmission by mother to child of taste for study of natural history,
      206

  Transmission by mother to child of taste for surgical nursing, 207

  Transmission of acquired characters. _See_ "Acquired characters."

  Transmission of effects of exercise, 111

  _Tylor, E. B._, 64, 67

  Twins, resemblance of, 90

  Unborn children injured by war, 199

  Unborn children, interests of, 199

  Unfit, elimination of the, 139

  Unicellular organisms, 109

  Uterine existence, disturbances of, 58, 68

  Vaccination as a preserver of weak constitutions, 143

  Vitality, surplus, production of offspring depends on, 169

  _Wake, C. Staniland_, 21, 42, 66

  _Wallace, A. R._, 44, 136

  Wallace, Alfred Russell, on prenatal influences, 204

  War and parentage, 199

  War, effects of, on civilization, 199

  War, effects of, on unborn children, 199 _et seq._

  War, enemy to the highest motherhood, 204

  _Weber, Professor_, 114

  _Weismann, Professor_, 72, 74 _et seq._, 78, 107, 118

  Wet nurses, use of, accompanied by physical weakness, 208

  Whale, modification of structure of the, 115

  White race, superiority of the, due to consciousness of duty towards
      the race, 211

  _Wolf, Caspar Frederick_, 104

  Woman, condition of, among Flat head Indians, 213

  Woman, first duty of, 47

  Woman not superior to man, 212

  Woman, selective action of, in marriage, 32, 43 _et seq._

  Women incapable of love inferior as mothers, 208

  Women more numerous than men, 136

  Women, preference for certain characteristics in men, 133

  _Xenophon_, 15

  _Zeigler, Professor_, 81, 91

TRANSCRIBER'S NOTES:

The word "diarrhoea" uses an oe ligature in the original.

The following corrections have been made to the text:

     Page 19: visited her "with great caution and
     apprehension"[quotation mark missing in original]

     Page 25: "that the difference between men and the animals is
     forgotten in them."[quotation mark missing in original]

     Page 62: _The Philosophical[original has Philosphical] Journal_
     for October 5, 1895

     Page 66: come to console him [original has extraneous quotation
     mark]for the pain

     Page 82: distinguished psychiatrist, D. Von
     Krafft-Ebings[original has Kraft-Ebings]

     Page 84: inconsistency in desires, sudden and variable
     will."[quotation mark missing in original]

     Page 104: develop[original has devolop] other organs than those
     like the ones in which it was formed

     Page 109: theories of heredity--Hæckel's[original has
     Heckel's], for instance

     Page 112: without the transmission[original has transmision] of
     the effects of the use

     Page 141: to give continuous[original has continous] food,
     warmth and protection

     Page 164: the ape, the dog, the cat or other animal."[quotation
     mark missing in original]

     Page 164: clear, round germinal vesicle[original has vescicle]

     Page 167: they completely[original has competely] efface
     themselves

     Page 176: often of an unusually[original has unsually] cheerful
     and hopeful disposition

     Page 180: quoted Grant Allen as favoring abstinence[original
     has abstainence]

     Page 182: must bring decay and ultimate extinction.[original
     has comma]

     Page 199: children, both born and unborn.[period missing in
     original]

     Page 200: capable of resisting the intense excitements[original
     has excitments]

     Page 200: dimmed by the relation of such occurrences[original
     has occurrencies]

     Page 203: Is this not a grievous[original has grevious] burden

     Page 206: [original has extraneous quotation mark]Mrs. B----
     says: "I can trace

     Page 207: cloth of gold roses and bougainvillea[original has
     bougianvillea]

     Page 210: only 17,314 out of 100,000 died.[original has comma]

     Page 213: mind as well as heart,[comma missing in original]
     vigor as well as sympathy

     Page 217: gruffly[original has grufly] remarked that I had
     rumpled his hair

     Page 217: suggestions have not been repeated since
     May."[original has extraneous quotation mark]

     Page 226: number "200" is below the entry for "Air" in the
     original, but it belongs to the entry for "Allen, Joseph A.",
     and has been moved accordingly

     Page 228: page numbers for the entry on Darwin have been put in
     numerical order

     Page 228: Eimer,[original has period] Dr. G. H., 71, 79 _et
     seq._, 90

     Page 230: Hæckel[original has Haeckel], Ernst, 109

     Page 232: Inheritance of acquired characters, question as to
     the, 71, 73, 77,[comma missing in original] 79

     Page 232: Krafft[original has Kraft], D. Von Ebing, 82, 84, 91

     Page 232: Leeuwenhock[original has Leeukwenhock], 103

     Page 233: Jowett[original has Jewett], Professor B., 25 _et
     seq._,[comma missing in original] 34

     Page 233: Mason, Dr. R. Osgood, on beneficial effect of
     hypnotism[original has hynotism]

     Page 235: Quatrefages[original has Quartrefages], M. de, 59

     Page 235: Saint-Hilaire, Geoffroy[original has Geoffory], 68

     Page 238: Transmission[original has Tranmission] of acquired
     characters