"Sex in Education" by Edward H. Clarke is a controversial book published in 1873 that addresses the potential negative effects of intellectual and academic pursuits on the physical health of women, particularly in relation to their reproductive capacities. Clarke, a physician and professor at Harvard Medical School, argues that excessive mental exertion during the formative years of a woman's education could lead to various health issues, including infertility and other reproductive disorders. The central thesis of "Sex in Education" revolves around Clarke's belief in the physiological differences between men and women, particularly in terms of their nervous systems and reproductive organs. He contends that women's bodies are inherently more delicate and sensitive than men's, and as such, they are more susceptible to harm from intellectual pursuits that require intense mental concentration and exertion. Clarke draws upon his medical expertise to support his arguments, citing case studies and clinical observations to illustrate the potential health risks associated with strenuous mental activity in women. He warns against the dangers of over-education, asserting that excessive intellectual stimulation could lead to a variety of physical ailments, including nervous disorders, menstrual irregularities, and even sterility. Furthermore, Clarke discusses the societal implications of his findings, suggesting that the pursuit of higher education for women should be tempered by considerations of their physical well-being. He advocates for a more balanced approach to education that takes into account the physiological differences between the sexes and recognizes the importance of preserving women's health and reproductive capacities. "Sex in Education" sparked significant debate and controversy upon its publication, with critics accusing Clarke of promoting outdated and sexist beliefs about women's capabilities and roles in society. Despite its controversial nature, the book remains a notable historical artifact that reflects the prevailing attitudes towards gender, education, and health in the late 19th century.