re many
little, but often serious, problems that the physiology and psychology
of sex cannot solve. They are problems that involve mutual affection,
comradeship, sympathy, unselfishness, cooperation, kindliness, and
devotion of husband and wife. Obviously, these can never be developed
by any formal instruction.

[Sidenote: Helpful literature.]

Probably there is no better way to help young people realize the
possibilities of matrimonial harmony than by suggesting wholesome
literature. Some of this is a part of the world's general treasure of
books that in prose and poetry, in history and romance, hold up a high
ideal of love with marriage. There is much such literature that gives
young people inspiration, but too much of it, like college life, ends
with a commencement. "And then they were married and lived happily ever
after"--is the familiar closing as the novelist rings down the curtain
after reciting only the prologue in the life drama of his two lovers.
We need more literature that does not end with the wedding march, but
which gives young people the successful solution of the problems after
marriage. Some such is available in history and biography; some in
essays. As I write there come to my mind several books that have
impressed me: Professor Palmer's "Life of Alice Freeman Palmer";
Leonard Huxley's "Life and Letters of T.H. Huxley," which gives many
intimate glimpses of the ideal home life which the great biologist
centered around Mrs. Huxley; William George Jordan's "Little Problems
of Married Life"; Orrin Cock's "Engagement and Marriage"; and that much
misunderstood[11] but helpful book "Love and Marriage" by Ellen Key.
Many of the stories by Virginia Terhune Van de Water, published in the
magazines and collected in a book entitled "Why I Left my Husband"
(Moffatt, Yard), deal with real problems of married life.

[Sidenote: Similar education of the sexes.]

The problems of co-education and coordinate education have not a little
bearing on the adjustment of the two sexes in marriage. In these days
when vocational education is fashionable in theory and is attracting
attention in practice, we are told that co-education and coordinate
education are mistakes because they provide the same training for both
sexes. We are told that girls must be educated for their vocation of
home-making, while boys must be educated for business, trades, or
professions. Everywhere in this current movement for vocational
education