Now, without in the least underestimating the vast importance of the emphasis placed on sexual immorality and social diseases in the splendid pioneer work of the late Dr. Morrow and others for the sex-education movement, and without suggesting that these topics should be neglected while reorganizing the educational attack on sex problems, I believe that so far as formal instruction in homes, schools, and colleges is concerned, we may gain a decided advantage if we now recognize and declare boldly that the physical effects of the diseases arising from the social evil constitute _only one of several_ groups of sex problems that organized education should attempt to solve. Concerning the other problems that sex-education should touch with great definiteness, it is my personal view that most of those outlined in the preceding lectures will be affected by instruction along five important lines, as follows: [Sidenote: Five lines of instruction.] (1) The scientific truths that lead to serious and respectful attitude on all sex questions. (2) The personal sex-hygiene that independent of social diseases conserves individual health directly or indirectly through sexual normality. (3) The ethical responsibility of individuals for the physical or social or psychical harm of their sexual actions upon other individuals, _e.g._, in prostitution and illegitimacy. (4) The hygienic, ethical, and psychical laws that promote physical and mental health in monogamic marriage. (5) The established principles of heredity and eugenics which foretell the possible coming of a better race of humans. I believe that in these five lines there are educational problems of present and future greater significance to human health and happiness than are found in the social evil and its diseases, commandingly important though these be. Therefore, in viewing the field of sex-education with reference to the possible usefulness of knowledge in helping individuals solve the vital problems that have grown naturally out of the reproductive function, I believe that we are logical only when we organize our educational aims so as to give scientific instruction concerning the problems of sex in the several lines in addition to the physical or hygienic aspects of the social evil and its diseases. [Sidenote: Four aims.] As I now see in the large the sexual problems which scientifically organized education should attack, the educational aims may be grouped under four general headings as follows: First and most important, sex-education should aim to develop an open-minded, serious, scientific, and respectful attitude towards all problems of human life which relate to sex and reproduction. Second, sex-education should aim to give that knowledge of personal hygiene of the sexual organs which is of direct value in making for the most healthful and efficient life of the individual.