We have made a general survey of the problems that offer reasons for sex-instruction. We have noted that some of the problems are concerned with health and, hence, lie within the scope of sex-hygiene in the strict sense of that term; but some of them have only the remotest relation to health and hygiene. On the contrary, they relate to the ethical, social, and aesthetic attitude of individuals towards sex and reproduction. Obviously, these touch problems not of sex health, but of sex morality. In their educational importance I believe them as great, perhaps even greater, than those of sex-hygiene. In fact, I have come to believe that many individuals can best solve all their own sexual problems on the basis of moral and aesthetic attitude. [Sidenote: Many-sided instruction needed.] Considering, as we have done, the sex problems in their many aspects, we are forced to the conclusion that sex-education will prove adequate only when it combines instruction from the several points of view. It must be much more than the sex-hygiene with which the sex-instruction movement started. We need sexual knowledge that will conserve health, that will develop social and ethical and eugenic responsibility for sexual actions, that will lead to increased happiness as well as to improved health, and that will give a nobler and purer view of life's possibilities. In all these lines in which sex influences human life profoundly, sex-education holds out the hope of help towards a better life for all who receive and apply its lessons. FOOTNOTES: [1] In the _American Journal of Public Health_ for July, 1913, Dr. John S. Fulton, Director General of the XV International Congress on Hygiene and Demography, criticized severely the extremely radical statistics that were presented on charts at the sex-hygiene exhibit of the Congress, and were later published in Wilson's "Education of the Young in Sex-hygiene." [2] There is danger in quoting to young men the estimates as to prevalence of social diseases and, therefore, of promiscuity. Fear of consequences will not control one who is led to believe that he is doing what most men do. (See Parkinson in _Educational Review_, Jan. 1911, pp. 44-46.) [3] Many writers have discounted the value of warnings involved in sex-instruction concerning social disease (see especially Cabot's papers referred to in Sec. 46, and Parkinson in _Educational Review_, January, 1911). [4] Louise Creighton, in her excellent little book on "The Social Disease and How to Fight It" (Longmans), has well presented the problems of social impurity from woman's point of view. Dr. W.S. Hall, in "Life's Problems," has given in a few pages the necessary protective knowledge. [5] See "The Sexual Necessity," by Drs. Howell and Keyes. [6] See also, Henderson's "Education with Reference to Sex." [7] See chapter on "Motherhood and Marriage" in Foerster's "Marriage and the Sex Problem."