Summarizing, it appears that however desirable home instruction regarding sex may be, the majority of parents are not able and willing to undertake the work, and so the public educational system and organizations for social and religious work should provide a scheme of instruction which will make sure that all young people will have an opportunity to get the most helpful information for the guidance of their lives. [Sidenote: Caution in school instruction.] [Sidenote: Parents' co-operation.] In order to gain the serious attention of those who believe themselves unalterably opposed to school instruction regarding things sexual, I anticipate a later discussion and mention in this connection that there must be great caution in all attempts at school teaching that directly touches human sexual life. It would be a dangerous experiment to introduce sex-instruction into all schools by sudden legislation. There must be specially trained teachers of selected personality and tact. No existing high school has enough such teachers, and in the grammar schools where the pupils are at the age when proper instruction would influence them most, the problem of general class instruction is absolutely unsolved. Only here and there in schools below the high school has a teacher or principal of rare quality made satisfactory experimental teaching. So uncertain are we at present regarding how we should approach the problem of teaching grammar-school children that the only safe advice for general use is that teachers, or preferably principals, should begin with parents' conferences led by one who is a conservative expert on sex-instruction. Were I principal of a school with pupils from, say, two hundred and fifty homes, I should begin at once to organize conferences designed to awaken the parents to the need of sex-instruction for their children, and to the importance of making at least a beginning in the homes. I should expect, according to the experience of others, that of the five hundred parents, two hundred mothers and fifty fathers would take an interest in the conferences, and that at least one hundred fathers too busy for meetings would approve heartily after hearing reports from their wives. Thus, I should try to reach the majority of homes represented in my school. I should be in no hurry to introduce class instruction--I mean instruction related directly to human life; but, of course, I should encourage my teachers to emphasize the life-histories of animals and plants in the nature-study, and so lay in the pupils' minds a firm foundation for later connection between human life and all life. At the same time, I should keep my teachers on the lookout for individual pupils or groups that might need special attention and, if such be found, I should seek the cooperation of their parents. And finally, after a year or two of co-working with parents, I should hope to get permission for special talks based on nature-study and hygiene. These