It was my original plan to make this lecture parallel with the preceding one for young men, but much discussion with parents and with scientifically trained women whose suggestions and criticisms I value has shown me that there is no consensus of opinion as to what should be taught to young women between eighteen and twenty-two years of age. I have found many fathers and mothers who think that their boys of fourteen or fifteen should be informed as suggested in the preceding lecture; but concerning some of the facts for boys these same parents were doubtful whether their daughters ought to know before twenty, and some of them have said twenty-five and even thirty. Some of them have said that they see no reason why an unmarried young woman of the protected group should know much more than a very limited amount of personal hygiene; but most of these people were decidedly hazy as to how the young woman about to marry may be sure of getting belated knowledge. In short, all along the line I have found intelligent parents and others who believe in very thorough sex-instruction for boys, but that "nice" girls should be kept as ignorant and innocent as possible. With such disagreement existing, it is evidently not possible to make such specific recommendations as have been made for boys. Sec. 39. _The Young Woman's Attitude towards Manhood_ [Sidenote: Women should have ideals.] Among those who agree heartily with the proposition that by education the young man's attitude towards womanhood (Sec. 30) should be cultivated I find, to my surprise, many who object to any parallel attempt to influence young woman's ideals of manhood. I say that I am surprised because it has long seemed to me that many of the faults of men are largely traceable to the fact that women as a sex have not been able to hold a high standard for manhood; and, therefore, I wonder when some thinking women question the desirability of trying to influence young women by organized instruction. Of course, we must not forget that before the coming of the economic and social freedom of women there were very few of them who were able to maintain a stand for their ideals of manhood; but this is no longer true in a great and rapidly increasing group of the individualized and educated classes. Therefore, it seems clear that if the better groups of women want a higher type of manhood capable of better adjustment in marriage, it is important that they consider ways and means of molding the minds of young women with reference to ideal manhood. [Sidenote: Ideals and disappointment.]