In the last few years there has been some advance made, through the study of biology. The study of plant and animal life is an excellent introduction to that of human life. This is particularly true of the latter, of which human life is merely a more advanced stage. But it is to be feared, that if the smug teachers of these subjects realized this they would immediately expunge it from school curriculums. However, botany and zoology are taught, and it behooves the student to give them careful attention, as it is his only chance of learning anything about sex under the present standards. There is no shame attached to conversation about flowers, their seeding and blooming. We speak of pollen, stamen and pistil without any maiden blushes. We learn of the promiscuity in nature without raising horrified hands. The development of the young from the fertilized ovum to the production of the seed and the plant gives a symbolic picture to the mind of what she is to expect in the human world. In zoology we come to the next step in this surreptitious learning. Here certain things are regarded shameful by some persons. To the farmer, there is nothing wrong in what a city person may think is not nice. But the farmer would not regard with the same latitude similar human functions. We do not blush when we speak of a chicken laying eggs, nor of the pet cat’s litter of kittens. Even in the most fastidious society anyone may with propriety call attention to a tom cat’s nightly song of wooing. A clear knowledge of zoology will give any student fair comprehension of her own sex-life. In the higher animals, the sex functions almost parallel our own. Learned through these channels, instead of through filthy gutter talk, sex unfolds itself to the youthful mind as an interesting and natural phenomenon, divested of all shame and guilt. The third step in teaching sex in schools is in the study of human physiology. At present this is a much-neglected subject. But, the time will come when it is included in every school course. It can be taught to segregated classes. No emphasis need be placed on the generative organs, provided they are mentioned in their proper place. The tendency of the pupils to giggle will disappear if the teacher is sufficiently cool and detached. The teaching, to be valuable, must be comprehensive both as to the organs, and their use and abuse.