away his time, in which case he should be given a trade (a boy); or if the pupil has an unusual talent which demands special early training (a girl).

Several emphasize the seriousness of the consideration, and one points out the desirability of a careful choice of subjects with reference to vocational aim.

A few samples follow: "Get as good an education as possible, as you may some day be in a position to hold a good place, and every good job requires education." (a boy, machinist). "If your health permits do not quit. The years are not very distant -though you may not realize it now-when you will rejoice at having taken advantage of the opportunities offered now" (a girl). "I should tell a pupil that he is making the biggest mistake of his life to quit school. Every line of work requires education these days" (a girl, stenographer). "There are many circumstances that make it advisable to quit school, but if the pupil can afford it and his health is good, I think four years is none too long to spend on the preparation for life that a broad high school course gives" (a girl).

For the boy or girl who is considering quitting, this material has peculiar weight, as does not the advice of the principal, whose assurances are discounted by suspected bias.

ADVICE FROM GRADUATES TO HIGH SCHOOL PUPILS IN GENERAL.

(1) Stay in school and finish your course 10-(3 boys, 7 girls).

(2) Learn to work hard 8—(3 boys, 5 girls), systematically 5-(3, 2), with thoroughness 3-(1, 2), conscientiously 7-(2, 5), independently (a girl).

(3) Get all the general education you can (6 boys); lay a firm foundation for higher education 3-(2, 1); Aim to go to college 6-(2, 4).

(4) Aim to excel (2 girls), to improve upon your own work (a boy), to grow broader 2—(1, 1), and to attain a high moral standard 2-(1, 1).

(5) Cultivate a feeling of good fellowship (a girl), school spirit (2 girls), a love for your work (a girl), loyalty to your school and teachers 2-(1, 1), and be willing to take teachers' advice (2 girls).

(6) Go in for all school activities 4-(1, 3), and for recreation and athletics 5-(4, 1).

(7) Decide on a vocation 4-(3, 1); get practical knowledge 3-(2, 1); Specialize 2—(1, 1).

(8) Avoid killing time (3 boys), petty criticisms (a girl), bluffing (a girl), and rough-house (a boy); and do not be too much of a lady's man (a boy), or a “dig” (a girl).

Some samples follow: "By all means go to high school with the aim in view of going on to college, and in order to do this, get all the aid you can in planning your preparatory work. As soon as possible learn to work systematically at your studies instead of attempting to absorb them" (an eliminated boy who finished college).

"Make an effort to do every act a little better than you did the time before. Don't watch the clock, or wait for the bell... Go to college." (Boy, bank cashier).

"Keep in mind that the more work done in high school, the better prepared you are either for future work in the university or for work in the world among men. Also that not all the good of school is to be found in books'; much is to be found in association with class-mates and teachers." (Boy, civil engineer).

"Do not consider it an opportunity to have four years' fun, but apply yourself seriously to every branch of your course. Map out your future and make every minute count, as the years spent in the high school have an immense influence upon your future career." (Boy, railroad agent).

"Do your allotted work every day. Don't do three days' work in one and then loaf two. Not only will high school work be easier for you, but, far more important, you will be forming the habit of keeping ahead or even with the game. This world needs people who are on the job all the time." (Graduate and university man).

"Set a standard of excellence in your work and aim high. Be satisfied with nothing but the best. Make your high school life a success and it will prepare you the better for life's school." (Girl, teacher).

"Go to school and go to learn. Take life seriously. Don't think you know it all. Stick to your studies even though you have opposition at home; brave it out; you have to live your own life. Be willing to take the advice of your superiors." (Girl, teacher).

"Never stop with the idea that you are not learning anything worth while, or that you will never need this knowledge. Even if you do not wish to attend higher schools the knowledge you get in high schooì is very beneficial." (Boy, farmer).

This material lends itself admirably to use in assembly talks and in the principal's office. It contributes a substantial element to the spirit of the school.

Some selection of the material must be made, however. Although it is markedly in line with good pedagogical doctrine, a very occasional paper will reflect an iconoclastic aberrance. The following will illustrate:

A COUPLE OF GOOD ANTITHESES.

(1) "Try to find out as soon as possible what phase of the work appeals to you and specialize on it, and don't spend so much of your time with "dead" languages and "dead" subjects that you will find it necessary to slight courses that deal with current events and practical knowledge in general which will help you out in your every-day lives." (Girl, teacher).

(2) "Get all of the general culture courses you can-do not avoid Latin-if possible take Greek." (Boy, physician). (3) “Take up no study if distasteful, simply to benefit the mind. Drudgery is never a benefit." (Boy, rancher).

(4) "Study most carefully those subjects which are the least tasteful. Dislike for a particular subject is evidence of lack of development in it. Specialization becomes necessary soon enough either in higher education or in life's work." (Boy, college graduate, foreman printer).

The adolescent whose educational shortcomings call for the application of the advice from the graduates may be spared the choice between these antitheses; and we owe to the writers of the first and third paragraphs, whose training and experience is less liberal than that of the writers of the second and fourth, the charity not to commit them to implications which if made explicit they would repudiate. Some notice of these implications is taken in the following discussion:

(To be Concluded)

Practical Suggestions for the Teaching of Sex

Hygiene

HAROLD MOLTER, PHYSICAL INSTRUCTOR OF BOYS' SCHOOL, PENNSYLVANIA INSTITUTION FOR THE BLIND,

W

OVERBROOK, PA.

·||||||ITH the recent announcement of the introduction of the teaching of sex hygiene into the course of study of the Chicago schools, a great step has been taken toward the goal for which society, in its present status, must aim-the proper and universal knowledge of sex hygiene at the right time in the child's life. Whether the plan to teach a class as a whole is a good one is not to be decided here. This much can be said, however, that the truth, whenever spoken, can never end in evil. It may seem to be twisted, tossed and lost in the individual mind, but the seed is sown, and it will take root and grow.

The time has now come for many of us who have urged the teaching of sex hygiene, to prepare ourselves practically to meet those to whom the truths are to be given. In other words, our problem is: what material shall be used, and how shall we approach the subject in a natural and unostentatious way? This paper is concerned fundamentally with a consideration of the means of approach.

The suggestions which follow have been tested practically by the author with boys from twelve to twenty years old. They were taken, of course, in groups according to age, but the process was the same in each case. The study of physiology and hygiene as ordinarily taught, furnishes the way toward a solution of the problem. Let us make the study of glands, and more especially the study of the glands entering into the process of digestion, our starting point. The mastication of foods with the attendant flow of saliva, the consequent digestion with its use of the various digestive juices coming from such glands as the pancreas and the

liver, are considered important factors in the health of the individual. One would ordinarily do nothing to injure these glands, and strive to keep them in order. Almost every child knows some one whose life has been made miserable by indigestion. To illustrate further the importance of glands, we may go on to consider the sweat glands and their value for the body. All of the glands thus far studied empty into some external part of the body, as it were, by means of ducts or tubes. There are several, however, which are of fundamental importance, which empty their contents directly into the blood. Of these, the thyroid gland in the region of the throat is very important. We know that if this organ is removed from a child's throat, the secretion being stopped from entering into the blood, the child becomes stupid, senseless, puny, and often abnormal in other respects. It cannot develop properly. It lacks something that will make it a real boy or girl. This "something" is the valuable fluid secreted by the thyroid gland.

The way has now been prepared naturally for leading right into the study of sex hygiene. We have only to step over the threshold from one room into the other. The importance of the above mentioned glands has undoubtedly secured the attention of the child, and impressed him in the proper manner. What does he think now, of another set of glands, which makes the boy become a strong, well built, man? Will he not do anything to preserve such a gland? From this point it is very easy to proceed to a description of the structure and functions of the sexual glands, the care necessary to keep them in health, and the conservation of the vital fluids, and of the life-giving principle. Such a procedure ought to impress every child with its importance, and furthermore will allow no room for a willful misunderstanding on the part of the pupil.

All of the ground covered above, in outline, can be given in one lesson, so that the great truths may be fully understood, and the lesson of conservation driven home. One should be very careful to review the work gone over, and clear up all erroneous ideas. Then proceed more minutely to the question of the proper care of the vital organs, their names and location, and the dangers resulting from their abuse. The bright and good side of the whole subject ought to be dwelt upon at some length, and illustrated with