The need of information--the legitimate curiosity--of boys (and girls) must be met, (1) partly by classes on physiology, (2) partly by private talks and confidences between elder and younger, based on friendship. With regard to (1) classes of this kind are already, happily, being carried on at a few advanced schools, and with good results. And though such classes can only go rather generally into the facts of motherhood and generation they cannot fail, if well managed, to impress the young minds, and give them a far grander and more reverent conception of the matter than they usually gain. But (2) although some rudimentary teaching on sex and lessons in physiology may be given in classes, it is obvious that further instruction and indeed any real help in the conduct of life and morals can only come through very close and tender confidences between the elder and the younger, such as exist where there is a strong friendship to begin with. It is obvious that effective help _can_ only come in this way, and that this is the only way in which it is desirable that it should come. The elder friend in this case would, one might say, naturally be, and in many instances may be, the parent, mother or father--who ought certainly to be able to impress on the clinging child the sacredness of the relation. And it is much to be hoped that parents will see their way to take this part more freely in the future. But for some unexplained reason there is certainly often a gulf of reserve between the (British) parent and child; and the boy who is much at school comes more under the influence of his elder companions than his parents. If, therefore, boys and youths cannot be trusted and encouraged to form decent and loving friendships with each other, and with their elders or juniors--in which many delicate questions could be discussed and the tradition of sensible and manly conduct with regard to sex handed down--we are indeed in a bad plight and involved in a vicious circle from which escape seems difficult. And so (we think) the need of attachment must also be met by full recognition of it, and the granting of it expression within all reasonable limits; by the dissemination of a good ideal of friendship and the enlistment of it on the side of manliness and temperance. Is it too much to hope that schools will in time recognise comradeship as a regular institution--considerably more important, say, than “fagging”--an institution having its definite place in the school life, in the games and in the studies, with its own duties, responsibilities, privileges, etc., and serving to ramify through the little community, hold it together, and inspire its members with the two qualities of heroism and tenderness, which together form the basis of all great character?