Should the sexual enlightenment of children be the work of the school, or should it be, as many insist, the duty either of the parents or the medical adviser? The co-operation of parents and medical adviser is certainly indispensable, but the principal part in the work of enlightenment belongs to the school. One of the main difficulties in sexual enlightenment by the parents depends upon the fact that the majority of parents lack the requisite ability and the requisite biological knowledge. Of late the schools have actually begun to undertake this work of the sexual enlightenment of children. It is unquestionably the tendency of evolution that the sexual enlightenment of children up to a certain point should be effected in the school. _Religious and Moral Instruction._--It remains undecided whether the public elementary school of to-day was of ecclesiastical origin. But it is an unquestionable fact that from the first the Church exercised a great influence upon the public elementary school, and that the Church continues to struggle for the spread of its own ideas through the intermediation of the schools. The influence of the Church secures, not merely that religion shall be taught in the schools, but, in addition, that in the teaching of other matters, the ecclesiastical spirit shall have free play. This explains the fact that the teaching of natural science has been neglected in the schools, on the ground that it is antagonistic to religion. The alleged necessity of religious teaching is based upon the assertion that by such teaching children are guided in the paths of morality. But as religious instruction as at present administered, it is by no means adapted to produce this effect. To teach children difficult ethical concepts in an abstract form, and to make them commit these abstract formulations to memory, is a mode of ill-usage. We cannot teach a child to be moral by preaching to it a great deal, and by telling it many moral and religious stories and drawing for it many moral and religious conclusions, unless we take pains at the same time to find associations within the child’s own circle of interests for the ideas we are endeavouring to impart. It is impossible to induce in a child the habit of moral conduct by purely intellectual demonstrations, in connection with which the child’s interest in the processes and situations of the relation is perhaps wilfully mistaken for a desire to imitate the actions that are described. Moreover, in the religions that are taught in the modern public elementary schools, we find reflected the moral conceptions of days long past--conceptions whose interest is now historical merely. These religions deal only with the morals of adult persons--their examples relate only to adults; whereas the sound moral instruction of young people must pay attention above all to the numerous little needs and passions of the child. Religion and morality are two altogether different things.