edge of the subject in all its aspects to be a
wise instructor, giving not only physiological information where that is
desirable, but working specially for ethical and spiritual elevation.
Physiological facts alone may not have the slightest effect upon the
manner of living; there should be first and deeply implanted a spiritual
desire for purity, when the knowledge of such facts may be a valuable
help.

The question is very often asked, Should this subject be taught in
schools?

To a certain extent it is taught. Every botany class teaches its
rudiments; and in the higher grades, where biology is taught, the pupil
comes to a clear understanding of the main facts. School botany,
however, merely glimpses at the truth, and biological classes are few
and far between. So, as far as the majority of children are concerned,
the schools can hardly be said to touch the subject. Whether it would
be well for the schools to deal with it is a very difficult question, so
much depending upon the way the work is done. It might be possible to
introduce it helpfully in connection with a well graded system of
nature-study, but since such does not exist in most schools, and since
there is very great danger in speaking in public on this subject before
children, no matter how well the speaking may be done, it is undoubtedly
better not to approach it directly in the schools,--at least in grades
below the high school. Like religious training, this belongs peculiarly
to the home and the parent. Although she cannot give general
instruction, the teacher of children can help by being watchful of her
flock, alert to detect signs of wrong doing, ready to help by private
counsel, and--when parents consent--to give information to any needy
child. In dealing with this subject the teacher needs to be as wise as
the serpent and as harmless as the dove, not only for her own sake but
for the sake of those she wishes to help.

_When to tell the story._

It is an axiom of education that the foundations of knowledge should be
laid in childhood. From all time it has been observed that what is
learned in the earlier years remains most persistently through life.
Hence we begin to inculcate moral truths at an early age. Ideas of
truthfulness and honesty, for instance, are graven so deeply on the
young mind that they can never afterwards be erased. "Just as the twig
is bent the tree's inclined," said our forefathers, and it is true.
"First impressions are t