during lessons in hygiene, physiology, botany, &c., to give children a
sane and normal outlook on sex matters.

Incidentally it was suggested that girls' schools suffer somewhat
through being staffed almost exclusively by celibate teachers. "The
knowledge and sympathy of a real mother would," it was urged, "be
invaluable to many girls in our secondary schools. Does it seem a
trivial suggestion that in every girls' school there should be one
honoured official, the 'school mother,' a sympathetic motherly person
whose duty it should be to get into personal touch not only with
individual girls but also with individual parents?"

The views expressed by the Swedish Committee of Experts in Medicine and
Pedagogy are well worthy of quotation: "It is illustrative of the broad
view taken by the committee of their task," says the _British Medical
Journal_, "that they deal with the education of the child from the time
it learns to speak and address inquiries as to how it came into the
world. The committee look forward to the time when parents will be so
enlightened that they will not tell their children silly stories about
babies being brought into the home by storks, but will give a simple
account which the child in later years will not discover to be
mendacious. The committee hope that the child, who is gradually taught
more and more about sex hygiene as it passes from one school grade to
another, will eventually become a parent wise enough to instil in the
next generation a frank and healthy attitude towards sex problems.
Parents, it is hoped, will learn to protect their infants from the
undesirable caresses and kisses of strangers ... As for sex teaching in
school, this should be associated with the teaching of biology,
Christianity, sociology, and psychology. The question of venereal
disease should not come into the curriculum until comparatively late,