The cases which have hitherto been presented illustrate some of the

evils which the reproductive system is apt to receive in consequence
of obvious derangement of its growth and functions
The cases which have hitherto been presented illustrate some of the
evils which the reproductive system is apt to receive in consequence
of obvious derangement of its growth and functions. But it may, and
often does, happen that the catamenia are normally performed, and that
the reproductive system is fairly made up during the educational
period. Then force is withdrawn from the brain and nerves and
ganglia. These are dwarfed or checked or arrested in their
development. In the process of waste and repair, of destructive and
constructive metamorphosis, by which brains as well as bones are built
up and consolidated, education often leaves insufficient margin for
growth. Income derived from air, food, and sleep, which should
largely, may only moderately exceed expenditure upon study and work,
and so leave but little surplus for growth in any direction; or, what
more commonly occurs, the income which the brain receives is all spent
upon study, and little or none upon its development, while that which
the nutritive and reproductive systems receive is retained by them,
and devoted to their own growth. When the school makes the same steady
demand for force from girls who are approaching puberty, ignoring
Nature"s periodical demands, that it does from boys, who are not
called upon for an equal effort, there must be failure somewhere.
Generally either the reproductive system or the nervous system
suffers. We have looked at several instances of the former sort of
failure; let us now examine some of the latter.

Fortunately, the same crowded city conditions which make moral isolation

possible, constantly tend to develop a new restraint founded upon the
mutual dependences of city life and its daily necessities
Fortunately, the same crowded city conditions which make moral isolation
possible, constantly tend to develop a new restraint founded upon the
mutual dependences of city life and its daily necessities. The city
itself socializes the very instruments that constitute the apparatus of
social control--Law, Publicity, Literature, Education and Religion.
Through their socialization, the desirability of chastity, which has
hitherto been a matter of individual opinion and decision, comes to be
regarded, not only as a personal virtue indispensable in women and
desirable in men, but as a great basic requirement which society has
learned to demand because it has been proven necessary for human
welfare. To the individual restraints is added the conviction of social
responsibility and the whole determination of chastity is reinforced by
social sanctions. Such a shifting to social grounds is already obviously
taking place in regard to the chastity of women. Formerly all that the
best woman possessed was a negative chastity which had been carefully
guarded by her parents and duennas. The chastity of the modern woman of
self-directed activity and of a varied circle of interests, which gives
her an acquaintance with many men as well as women, has therefore a new
value and importance in the establishment of social standards. There was
a certain basis for the belief that if a woman lost her personal virtue,
she lost all; when she had no activity outside of domestic life, the
situation itself afforded a foundation for the belief that a man might
claim praise for his public career even when his domestic life was
corrupt. As woman, however, fulfills her civic obligations while still
guarding her chastity, she will be in position as never before to uphold
the 'single standard,' demanding that men shall add the personal virtues
to their performance of public duties. Women may at last force men to do
away with the traditional use of a public record as a cloak for a
wretched private character, because society will never permit a woman to
make such excuses for herself.

The Legislature of 1834 acted with wisdom and energy

The Legislature of 1834 acted with wisdom and energy. The school fund
having been established, the towns were next required to furnish answers
to certain questions that were substituted for the requisition of the
statute of 1826, and any town whose committee failed to make the return
was to be deprived of its share of the income of the school fund,
whenever it should be first distributed. (Res. 1834, chap. 78.)

Chapter II

Chapter II. is on the Moral Faculty, and is intended to show that it is
an original principle of the mind. He first replies to the theory that
identifies Morality with Prudence, or Self-love. His first argument is
the existence in all languages of different words for _duty_ and for
_interest_. Secondly, The emotions arising from, the contemplation of
right and wrong are different from those produced by a regard to our
own happiness. Thirdly, although in most instances a sense of duty, and
an enlightened regard to our own happiness, would suggest to us the
same line of conduct, yet this truth is not obvious to mankind
generally, who are incapable of appreciating enlarged views and remote
consequences. He repeats the common remark, that we secure our
happiness best by not looking to it as tho one primary end. Fourthly,
moral judgments appear in children, long before they can form the
general notion of happiness. His examples of this position, however,
have exclusive reference to the sentiment of pity, which all moralists
regard as a primitive feeling, while few admit it to be the same as the
moral sense.