He thinks it is a happy thing for a child to gain his first knowledge of sexual difference from anatomical subjects, the dignity of death being a noble prelude to the knowledge of sex and depriving it forever of morbid prurience.
It is scarcely necessary to remark that this method of teaching children the elements of sexual anatomy in the _post-mortem_ room has not found many advocates or followers; it is undesirable, for it fails to take into account the sensitiveness of children to such impressions, and it is unnecessary, for it is just as easy to teach the dignity of life as the dignity of death.
The duty of the school to impart education in matters of sex to children has in recent years been vigorously and ably advocated by Maria Lischnewska (op.

cit.), who speaks with thirty years' experience as a teacher and an intimate acquaintance with children and their home life.

She argues that among the mass of the population to-day, while in the home-life there is every opportunity for coarse familiarity with sexual matters, there is no opportunity for a pure and enlightened introduction to them, parents being for the most part both morally and intellectually incapable of aiding their children here.

That the school should assume the leading part in this task is, she believes, in accordance with the whole tendency of modern civilized life.

She would have the instruction graduated in such a manner that during the fifth or sixth year of school life the pupil would receive instruction, with the aid of diagrams, concerning the sexual organs and functions of the higher mammals, the bull and cow being selected by preference.