Among those who have contributed to the sex-education movement there are none who have properly emphasized this super-morality, which, I believe, is the ultimate goal of the larger sex-education for the most enlightened people. The definition that sex-education means all instruction which aims to help young people prepare to solve for themselves the sexual problems that inevitably come to every normal individual, is broad enough to include all questions of hygiene, morality, and super-morality that may come into one's life. The third aim of sex-education (Sec. 16) which refers to the "social, ethical, and psychical aspects of sex as affecting the individual life in relation to other individuals," should be understood as meaning first a stand for morality and then, this having been attained, super-morality is an easy stage forward. The same idea was touched by the writer in a paper on "Biology in Sex-Instruction" (_Journal of Society of Sanitary and Moral Prophylaxis_, October, 1911) in these words: "If the great questions of sex relationship are ever satisfactorily solved, it must be through the direct application of the four sciences which are centered around human life, namely, psychology, ethics, sociology, and last, but far from least, aesthetics. As we have seen, biology teaches much directly bearing on the purely physical aspects of the perpetuation of human life, and its study is absolutely necessary for mental attitude and basal facts; but the keystone of the arch of sex-education must be contributed by these four sciences which touch human life much deeper than the merely physical, to which the science of biology is limited. Above all we must look to these sciences for the solution of the problems of sex in relation to society, which more than any physical ills have led to our present problems concerning sexual disharmonies." [Sidenote: Super-morality not for the masses.]