It is this fear of sex that directs our educational system: there is too much drill and too much strain. Girls’ schools are governed too much, for girls need, not less, but more liberty than boys. The teachers are dull and narrow in their own outlook and in their experience of life; they are not trained to understand the needs of adolescent girls, only to teach them facts that as a rule are of no real service; they do not trouble to train the inner and hidden instincts that really form character, they do not even look for them; they reck nothing of early development or late, of the presence of strong passion or its absence; they have no kind of understanding of the unceasing action of sex, forcing its expression in unconscious acts, which alone give the clue to character; of all this (the only knowledge that matters) the teachers are profoundly ignorant; but they measure out girl-humanity for the conventional standard of efficiency like a dressmaker measures out her material with a yard measure. There is no thought, at least none is betrayed, that the school is a preparation for living. No kind of training is given for the part the girls will have to play in the life of sex for their own health and happiness and the regeneration of the race. The sexual life is persistently ignored. I recall reading somewhere—I do not remember the exact connection—how an official of a college for girls was questioned by a visitor as to the advantage gained by the students in their after life from a university training. She answered: “One third of the students profit by it, another third gain some little good, while the remaining third are failures.” “And what becomes of the failures?” was the question asked, while the answer given was this: “Oh, they marry!” Now, I do not know if this excellent story can be accepted as a fact, but it does point to a contempt for marriage and its duties—a contempt for woman’s sex and for her own work—which I believe is present in the thought and attitude, even if not acknowledged openly, among the majority of educationalists. This is a very serious matter. The remedy, then, has to begin in our schools. We must control education with a finer sense of its value to life. And to do this we must accept the extreme importance of sex, and guard those differences which separate the girl from the boy.