With regard to the physiology of the female organs, the following topics should be considered: The meaning of puberty as the beginning of a long fertile period of about thirty years; the nature of menstruation as a periodical process preparing the lining of the uterus for reception and attachment of an embryo if a sperm-cell meets a liberated egg-cell near an ovary, and not as a season of illness invented by the powers of darkness; the possibility of fertilization following sexual relations at any time during the fertile life of a woman; the essential facts of sexual relation as a method of depositing sperm-cells so that they can swim on the way to meet an egg-cell; and the nature of the close blood relationship of mother and embryo. These are physiological topics which many parents would like to have taught to their daughters of fourteen to eighteen by some careful woman or by some good book. [Sidenote: Social ills.] With regard to the social diseases and the social evil, I have long sympathized with the conservatives who hold that extremely limited knowledge is sufficient for the average girl under eighteen or twenty. No doubt that many working girls in cities need more protective knowledge than do school girls of the same age. Hall's "Life Problems" seems to me to give the important facts. [Sidenote: Habits.] As in the case of boys of adolescent years, there should be enough teaching to warn against harmful habits. Such knowledge may possibly be of personal application to a few girls and it will be of use to many girls who will later as mothers or teachers have the care of small children. [Sidenote: Knowledge concerning men.] I find that many thoughtful mothers and women physicians think that girls in late adolescent years should learn from some reliable source the most general facts regarding male structure and function. Here again the strong argument is that the majority will have the care of small children. Such instruction has often been given as part of courses in biology and physiology and also in special lectures. It is certain that some parents will favor such instruction, and others will regard it as indecent to suggest that girls should have any such knowledge. There will always be some parents who will let their daughters face life-problems blindly. [Sidenote: Mothercraft.] Sometime in adolescent years girls should learn the scientific facts regarding mothercraft or the care of small children. This phase of the sex-education is rapidly attracting attention from those who are interested in practical arts education, and before many years pass it will probably be treated adequately in connection with household arts in schools and colleges. I have already referred to household arts in general as making a decided contribution to the larger sex-education which works for harmonious adjustment of the sexes in the home. FOOTNOTES: [14] Both books by M.A. and Anna N. Bigelow.