Finally, the attitude displayed by parents and teachers towards sex should be scientific, not emotional or dogmatic. For example, when it is said of a mother speaking to her daughter; “Let her tell nature’s plan, _in a spirit of reverence_”; and of a father instructing his son: “The father should, in a spirit of reverence, explain nature’s plan for the starting of a new life”--such sayings may be passed over by the reader as embodying nothing questionable. But to my mind there should be no more occasion for “reverence” than in explaining the construction of a steam-engine. “Reverence” means a special tone of voice from which the boy or girl infers that there is some peculiar quality about sex. From this to prurience and indecency is only a step. We shall never secure decency in matters of sex until we cease to treat the subject as different from any other. It follows that we must not advance dogmas for which there is no evidence, and which most impartial students question, such as: “After maturity is reached the ideal social relationship of the sexes is _monogamous_ wedlock, to which relationship both parties should live in absolute fidelity” (ib. p. 310). This proposition may or may not be true; at present there is certainly no evidence sufficient to _prove_ it true. By teaching it as something unquestionable, we abandon the scientific attitude, and do what we can to inhibit rational thought upon a most important matter. So long as this dogmatism persists in teachers, it is not to be hoped that their pupils will apply reason to any question upon which they feel strongly. And the only alternative to reason is violence. CHAPTER XIII THE NURSERY-SCHOOL In previous chapters, I have tried to give an outline of what can be done for the young child in the way of creating the habits which will give happiness and usefulness in later life. But I have not discussed the question whether parents are to give this training, or whether it is to be given in schools designed for the purpose. I think the arguments in favour of the nursery-school are quite overwhelming--not only for children whose parents are poor, ignorant, and overworked, but for all children, or, at the very least, for all children who live in towns. I believe that the children at Miss Margaret McMillan’s nursery-school in Deptford get something better than any children of well-to-do parents can at present obtain. I should like to see the same system extended to all children, rich and poor alike. But before discussing any actual nursery-school, let us see what reasons there are for desiring such an institution.