In the early years of infancy only the parents can impart information about sex to their own offspring, and generally speaking only the mother will be the desirable source of information. This in itself justifies the necessity of the Eugenist demand for educationally preparing girls for motherhood. In the nursery the time for teaching intimate things may be left to date itself. The earliest questions of a child fix the time when the earliest information must be given. When a child asks questions you either tell him the truth or a lie. The truth can be told so delicately that no one need blush to repeat it. A lie may be directly more indelicate and in its future results may be a source of deadly demoralisation. Children ask about the "secret" of birth when a baby brother or sister is born. Their questions and our answers are a frequent subject for jest, when the only reasonable excuse for our failure to impart accurate knowledge is either our own unfitness to teach, or our child's incapacity to understand. If the first is not incurable it should be the object of immediate study with a view to reform. The incapacity of youthful intelligence to grasp elementary facts is greatly exaggerated, but anyhow it is no excuse for deliberate deception. The immature mind can wait for knowledge, its development need not be prejudiced before it begins to know anything. If we cannot feed it on facts at least do not fill it with falsehood. On entering school the children are introduced to a person whose profession is to teach. How easy now it would be to obtain a child's confidence, how easy to lead a child to believe that there is no hidden knowledge, no subject which is taboo, no function of a healthy body which is unhealthy, and no process of Nature which cannot be made an interesting and helpful study. To impart an unnecessary sense of shame to a child is a shocking outrage from which a sensitive soul never recovers. Exceptional children will require exceptional care but the average child need never know from experience the meaning of sexual shame. Healthy boys and girls will learn that as their parents made them they will one day themselves qualify for all those joys, pains, excitements and interests which are so intimately wrapt round the functions of parenthood. To prepare boys and girls to become parents may seem a big proposition. I am convinced it is practicable, desirable and in the best interests of the race. The human relationship, the human parentage, the human processes should be the foundation of natural history lessons. Botany and biology should be interesting because of their relation to humanity. Information about the human processes of life and sex should not be made contingent on the possibility of divulging it in scattered fragments incidental to remarks on the habits of polar bears or the functions of the stamen and pollen of the flower.