How shall the needed reform be accomplished? The raising of ideals is a slow process. It will not come through the statute-maker, though he can do something to provide a legal environment favorable for the change. It must come through an earnest and persistent educational effort which shall fundamentally grapple with the whole group of problems which concern the related, though distinct, institutions of marriage, the home, and the family. In this work every grade in the educational structure, from the university to the kindergarten and the home circle, must have its appropriate share. Already a few of our higher institutions have made a worthy beginning. Departments of physical culture, economics, history, and sociology are providing instruction of real value. But the movement should become universal; and the curriculum should be broadened and deepened. The actual concrete problems must be dealt with frankly and without flinching. To gain the right perspective it is highly important that a thorough historical basis should be laid through the study of ethnology, comparative religion, and the evolution of cultural, economic, and matrimonial institutions. Moreover, the elements of such a training in domestic sociology should find a place in the public school program. If need be, a little more arithmetic or a little more Latin may be sacrificed. Where now, except perhaps in an indirect or perfunctory way, does the school boy or girl get any practical suggestion as to home-building, the right social relations of parent and child, much less regarding marriage and the fundamental questions of the sexual life? In this field the home, as the complement or coadjutor of the school and the state, has a precious opportunity. Indeed, our inspiring hope lies in the fact that, in spite of unfavorable conditions, many homes, presided over by enlightened parents, are discharging worthily, if not yet ideally, the high function of social training. Here father, mother, and child are equal members of the "trinity." Here it is held as binding an obligation and as joyous a privilege for the parents to honor their children as for the children to honor their parents. Of a truth, is there anything on earth more beautiful and inspiring than the real companionship of parent and child; than a home life in which the characters of the young are molded and their faculties drawn out by free and frank discussion with their elders; where mutual love is based on mutual respect? But what shall be said of the opposite picture--of the countless families in which mother and child still cower before the paternal despot; where authority and not reason prevails; where, as in the good old colonial days, the child is harshly thrust into the background and his insistent individualism is insulted and repressed? Before the home can become a healthful school for social education, parents must themselves be trained; they must become aware of their real place in the social order.