education complex. If that is so, my arguments will be mere
rationalisations, but I give them for what they are worth.

We are all born with a strong sex instinct, and this instinct must find
expression in some way. We know that the sex energy can be sublimated,
that is, raised to a higher power. For instance, the creative sex urge
may be directed to the making of a bookcase, or the making of a century
at cricket. But I know of no evidence to prove that all the instinct can
be sublimated. An adolescent may spend his days at craftwork and games,
but he will have erotic dreams at nights. All the drawing and painting
in the world will not prevent his having emotion when he looks at the
face of a pretty girl.

In our segregation schools boys and girls see nothing of each other. The
unsublimated sex instinct finds expression in homosexuality, that is the
emotion that should go to the opposite sex is fixed on a person of the
same sex. I admit that we are all more or less homosexual; otherwise
there could be no friendship between man and man, or woman and woman. In
our boarding schools the sex instinct often takes the road of
auto-eroticism.

In a co-education school the sex impulse is directed to one of the
opposite sex. This attachment is nearly always a romantic ideal
attachment. I have never known a case that went the length of kissing;
among little children at a rural school, yes; at the age of seven I
kissed my first sweetheart; but among adolescents I find that neither the
boy nor the girl has the courage to kiss. Theirs is a sublimated
courtship; they never use the word Love; they talk about "liking
So-and-so."

That at many co-education schools this romantic attachment is more or
less an underground affair is due to the moral attitude of teachers.
They pride themselves on the beautiful sexless attachments of their
pupils; they give moral lectures on the subject of kissing, and naturally
every pupil in school at once becomes painfully self-conscious on the
subject. The truth is that many co-educationists do not in their hearts
believe in the system; they still see sin in sex.

To be a thorough success the co-education school must include sex
education in its curriculum. The children of the most advanced parents
seldom get it at home, and they come to school with the old attitude to
sex. Sex education does not mean telling children where babies come
from; it should dwell mostly on the psychological s