I have used "The Idylls of the King" as an illustration because they are so many-sided in sex problems; but much other great literature may be made to help young people to high ideals of relationships between men and women. I have emphasized the place of such literature in the larger sex-education because I have come to believe that interpretation of life either real or in great literature may have profound influence in the development of one's philosophy of life. As a matter of educational procedure insuring that young people will learn to interpret life, especially those aspects that the larger sex-education touches so definitely, there appears to be no more natural and unobtrusive way of approach than that offered by the study of literature. I am convinced that many teachers of literature may be efficient workers in the cause of the larger sex-education, supplementing the scientific teaching in the ethical lines where science is admittedly weak, if not helpless. It is to be hoped that numerous teachers will soon grasp this opportunity. If they will study the sex-education movement in order to get its general bearings and will teach the sex aspect of literature on a basis of high ideals of life and love, we need have no fear as to the culmination of the instruction which properly begins with study of the biological facts of life in its sexual aspects and leads on and on to its climax in the ethical aspects of the individual's sex life in relation to other individuals, that is, to society. [Sidenote: Not to be labeled "sex-education."] I take it for granted that no teacher of literature who contributes to sex-instruction will let the students know that the emphasis placed on great life problems is part of a conspiracy of parents and educators to give in the name of sex-education instruction that will help prepare the individual for facing the problems. Here, as elsewhere, the young people had better be left unaware that their elders are so interested in giving them instruction regarding sex problems that they have organized, for study of ways and means, a movement known as sex-education. [Sidenote: Sex tragedies of fiction.] The abundant literature that points to the moral to be drawn from sexual tragedies has doubtless influenced thousands of young people. I have talked with many educated people who confessed to having been profoundly influenced by such books as Eliot's "Adam Bede," Hawthorne's "Scarlet Letter," Goethe's "Faust," Hardy's "Tess of the d'Urbervilles." One might go on and compile an extensive bibliography, for fiction of all languages of all times is full of the errors into which insistent sex instincts have drawn men and women who were not masters of themselves. All standard fiction in which sexual errors and their penalties are associated may do good as a part of the larger sex-education, but the teacher should make sure that the young readers arrive at the correct interpretation. [Sidenote: Fiction without a moral.]