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diff --git a/.gitattributes b/.gitattributes new file mode 100644 index 0000000..6833f05 --- /dev/null +++ b/.gitattributes @@ -0,0 +1,3 @@ +* text=auto +*.txt text +*.md text diff --git a/15858-8.txt b/15858-8.txt new file mode 100644 index 0000000..11208ea --- /dev/null +++ b/15858-8.txt @@ -0,0 +1,5742 @@ +The Project Gutenberg EBook of The Social Emergency, by Various + +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + +Title: The Social Emergency + Studies in Sex Hygiene and Morals + +Author: Various + +Commentator: Charles W. Eliot + +Editor: William Trufant Foster + +Release Date: May 18, 2005 [EBook #15858] + +Language: English + +Character set encoding: ISO-8859-1 + +*** START OF THIS PROJECT GUTENBERG EBOOK THE SOCIAL EMERGENCY *** + + + + +Produced by Jason Isbell, Melissa Er-Raqabi and the Online +Distributed Proofreading Team at https://www.pgdp.net. + + + + + +THE +SOCIAL EMERGENCY + +_Studies in Sex Hygiene and Morals_ + +EDITED BY +WILLIAM TRUFANT FOSTER +PRESIDENT OF REED COLLEGE +PRESIDENT PACIFIC COAST FEDERATION FOR SEX HYGIENE + +WITH AN INTRODUCTION BY +CHARLES W. ELIOT +PRESIDENT EMERITUS OF HARVARD UNIVERSITY + +[Illustration: Publishers Stamp] + +BOSTON NEW YORK CHICAGO +HOUGHTON MIFFLIN COMPANY +The Riverside Press Cambridge + + + + +COPYRIGHT, 1914, BY WILLIAM TRUFANT FOSTER +ALL RIGHTS RESERVED + +The Riverside Press +CAMBRIDGE, MASSACHUSETTS +U.S.A. + + + + +PREFACE + + +This volume is the outgrowth of an extension course conducted by Reed +College in Portland, Oregon, in 1913. The course was offered to teachers +and to workers in various other fields of social service as an outline of +the main problems of social hygiene and morals and as a guide to further +study. An edition of forty-five hundred copies of the syllabus of the +course was soon exhausted, and there appeared to be a sufficient demand +for the publication of some of the lectures. + +The chapters are the various lectures, condensed by the editor, but +otherwise substantially as given, with the exception of chapters I, II, +and XII, which are here presented for the first time. In the original +course, Reed College fortunately had the services of Calvin S. White, +M.D., and L.R. Alderman, officers of the Oregon Social Hygiene Society. +Their addresses have been omitted, because they were prepared rather to +meet local conditions and the needs of the course than for the general +public. For the same reason the greater part of the addresses of William +House, M.D., and of the editor have been omitted. + +_The Social Emergency_ does not purport to be a comprehensive or +systematic treatment of the problems of sex hygiene and morals; it +presents merely the views of a number of persons on certain phases of the +subject. Although no writer is responsible for the ideas of any other +writer, yet nearly all the writers have read and approved all the +chapters. Furthermore, the editor has had the aid of other competent +critics. The proof has been read by Maurice Bigelow, Ph.D., Professor of +Biology, Teachers College, Columbia University; by Calvin S. White, M.D., +Secretary of the State Board of Health of Oregon and President of the +Oregon Social Hygiene Society; and by William Snow, M.D., Secretary of the +American Social Hygiene Association. Others, including Edward L. Keyes, +Jr., M.D., and Harry Beal Torrey, Ph.D., have read the particular chapters +concerning which they could give expert opinion. The editor is grateful to +all these men, and to Florence Read, Secretary of Reed Extension Courses, +who has given valuable aid. With their help he has endeavored to avoid +the errors, the exaggerations, the narrowness of view, and the hysteria +that characterize some of the current discussions concerning sex and the +social evil. + +If there is one dominant truth in this volume, it is that any plan for +meeting the social emergency that would relax the control of moral and +spiritual law over sex impulses is antagonistic, not only to physical +health, but as well to the highest development of personality and to the +progressive evolution of human society. + +W.T.F. + +REED COLLEGE, +PORTLAND, OREGON, +April, 1914. + + + + +CONTENTS + + +INTRODUCTION. By Charles W. Eliot, LL.D., President Emeritus of +Harvard University 1 + +I. THE SOCIAL EMERGENCY. By William Trufant Foster, Ph.D., LL.D. 5 + +II. VARIOUS PHASES OF THE QUESTION. By William Trufant Foster 13 + +III. PHYSIOLOGICAL ASPECTS. By William House, M.D., Member of the +Executive Committee, Oregon Social Hygiene Society 25 + +IV. MEDICAL PHASES. By Andrew C. Smith, M.D., Member of the +Oregon State Board of Health 32 + +V. ECONOMIC PHASES. By Arthur Evans Wood, A.B., Instructor in +Social Economics, Reed College; Member of the Vice Commission, Portland, +Oregon 45 + +VI. RECREATIONAL PHASES. By Lebert Howard Weir, A.B., Field +Secretary of the Playground and Recreation Association of America 70 + +VII. EDUCATIONAL PHASES. By Edward Octavius Sisson, Ph.D., +Commissioner of Education for the State of Idaho; recently Professor of +Education, Reed College 84 + +VIII. TEACHING PHASES: FOR CHILDREN. By William Greenleaf Eliot, +Jr., A.B., Minister of Church of Our Father, Portland; Member of the +Executive Committee, Oregon Social Hygiene Society 104 + +IX. TEACHING PHASES: FOR BOYS. By Harry H. Moore, Executive +Secretary, Oregon Social Hygiene Society 127 + +X. TEACHING PHASES: FOR GIRLS. By Bertha Stuart, A.B., M.D., +Director of the Gymnasium for Women, University of Oregon 154 + +XI. MORAL AND RELIGIOUS PHASES. By Norman Frank Coleman, A.M., +Professor of English, Reed College 168 + +XII. AGENCIES, METHODS, MATERIALS, AND IDEALS. By William Trufant +Foster 190 + +LIST OF REFERENCES 203 + +INDEX 219 + + + + +THE SOCIAL EMERGENCY + + + + +INTRODUCTION + +_By Charles W. Eliot_ + + +This book is a collection of essays by several authors on the various +aspects of social hygiene, and on the proper means of forming an +enlightened public opinion concerning the measures which society can now, +at last, wisely undertake against the vices and evils which in the human +race accompany bodily self-indulgence and lack of moral stamina. + +Till within five years, it was the custom in families, churches, and +schools, to say nothing about sex relations, normal or abnormal; and in +society at large to do nothing about the ancient evil of prostitution, to +provide neither isolation nor treatment for the worst of contagious +diseases, and to regard the blindness, feeble-mindedness, sterility, +paralysis, and insanity which result from those diseases as afflictions +which could not be prevented. The progress of medicine within twenty +years, both preventive and curative, has greatly changed the ethical as +well as the physical situation. The policy of silence and concealment +concerning evils which are now known to be preventable is no longer +justifiable. The thinking public can now learn what these evils are, how +destructive they are, and by what measures they may be cured or prevented. +With this knowledge goes the responsibility and duty of applying it in +defense of society and civilization. + +This book is a sincere effort, first, to supply the needed knowledge of +terrible wrongs and destructions; and, secondly, to indicate cautiously +and tentatively the most available means of attacking the evils described. +It is an attempt to enlighten public opinion on one of the gravest of +modern problems--indeed, the very gravest, with the exception of the +warfare between capital and labor. The book is not intended for children, +or even for adolescents, but rather for parents, teachers, and ministers +who have to answer the questions of children and youth about sex +relations, or deal sympathetically with the victims of sexual vice. + +All efforts to deal directly with sex relations in schools, churches, and +clubs are hampered, and must be for some years to come, by the lack of +competent instructors in that difficult subject. So far as instruction in +educational institutions is concerned, it seems as if the normal schools +and the colleges for men or for women must be selected for the first +experiments on class instruction. Family instruction is in most cases +impossible; because neither father nor mother is competent to teach the +children what needs to be taught about both the normal and the disordered +sex relations. The ministers and priests are as a rule equally +incompetent. They can give precepts or orders, but not explanations or +reasons. Considerate managers of large industries ought to have a keen +interest in all social hygiene problems, because they nearly concern +industrial efficiency; but it is only lately that business men have begun +to understand the close connection between public health and industrial +prosperity, and most of them are not well informed on the subject. + +Against prostitution and drunkenness governments of many sorts have been +struggling ineffectually for centuries. These two evils go together; but +whether taken separately or together no government has yet adopted an +effective mode of dealing with them. Fortunately medical science has +lately placed in the hands of government, and of private associations, +effective means of defense against the social vices and their +consequences; and the new social ethics call loudly on all men of good +will to enlist in the warfare against these ancient evils, which to-day +are more destructive than ever before, because of the prevailing +industrial and social freedom, and the new facilities for individual +traveling, and the migration of masses of men. + +This book is intended to arouse public sentiment, spread accurate +knowledge, check rash enthusiasm, and promote well-informed and resolute +action. + + + + +CHAPTER I + +THE SOCIAL EMERGENCY + +_By William Trufant Foster_ + + +Concerning matters of sex and reproduction there has been for many +generations a conspiracy of silence. The silence is now broken. Whatever +may be the wisdom or the folly of this change of attitude, it is a fact; +and it constitutes a social emergency. + +Throughout the nineteenth century the taboo prevailed. Certain subjects +were rarely mentioned in public, and then only in euphemistic terms. The +home, the church, the school; and the press joined in the conspiracy. +Supposedly, they were keeping the young in a blessed state of innocence. +As a matter of fact, other agencies were busy disseminating falsehoods. +Most of our boys and girls, having no opportunity to hear sex and marriage +and motherhood discussed with reverence, heard these matters discussed +with vulgarity. While those interested in the welfare of the young +withheld the truth, those who could profit by their downfall poisoned +their minds with error and half-truths. An abundance of distressing +evidence showed that nearly all children gained information concerning sex +and reproduction from foul sources,--from misinformed playmates, +degenerates, obscene pictures, booklets, and advertisements of quack +doctors. At the same time the social evil and its train of tragic +consequences showed no abatement. The policy of silence, after many +generations of trial, proved a failure. + +The past few years have seen a sudden change. Subjects formerly tabooed +are now thrust before the public. The plain-spoken publications of social +hygiene societies are distributed by hundreds of thousands. Public +exhibits, setting forth the horrors of venereal diseases, are sent from +place to place. Motion-picture films portray white slavers, prostitutes, +and restricted districts, and show exactly how an innocent girl may be +seduced, betrayed, and sold. The stage finds it profitable to offer +problem plays concerned with illicit love, with prostitution, and even +with the results of venereal contagion. Newspapers that formerly made only +brief references to corespondents, houses of bad repute, statutory +offenses, and serious charges, now fill columns with detailed accounts of +divorce trials, traffic in women, earnings of prostitutes, and raids on +houses. Novels that might have been condemned and suppressed a few decades +ago are now listed among "the best sellers." Lectures on sex hygiene and +morals are given widely, over four hundred such lectures having been given +under the auspices of a single society. Fake doctors, while obeying the +letter of new laws, are bolder than ever in some directions and use the +alarm caused by the production of _Damaged Goods_, for example, as a means +of snaring new victims. Generations of silence, enforced by the powerful +influence of social custom, have been suddenly followed by a campaign of +pitiless publicity, sanctioned by eminent men and women, and carried +forward by the agencies of public education that daily reach the largest +number of human beings--namely, the press, the motion picture, and the +stage. + +This far-reaching change in the customs of society is fraught with +immediate dangers, because we do not know whether the mere knowledge of +facts concerning sexual processes, vices, and diseases will do a given +individual harm or good. The effect of such information upon any person is +unquestionably determined by his physiological age, by his nervous system, +by the manner and time of the presentation of the subject; above all, by +his will power and the controlling ideals that are acquired along with +scientific facts. As yet, we have not discovered thoroughly trustworthy +pedagogical principles, administrative methods, and printed materials for +public education in matters of sex. So difficult and complicated are the +problems, and so disastrous are mistakes in this field of instruction, +that the home, the church, and the school--the institutions to which young +people should naturally look for truth in all matters, the agencies best +qualified to solve the problems--are extremely cautious and conservative. +While these agencies, which are concerned primarily with the welfare of +the individual, the family, and society, have made some efforts to solve +the problems, and to discover a safe and gradual transition from the old +order to the new, other agencies, concerned primarily with making money, +have rushed in to exploit the new freedom and the universal interest in +matters of sex. This passing of the old order, and the invasion of the new +order before we are prepared for it, constitute the social emergency of +the twentieth century. Great as are the industrial and political +revolutions of modern times, it is doubtful if anything so deeply concerns +the coming generations as our measure of success in confronting the +present social emergency. + +In no other phase of social education are mistakes so serious. Other +changes, demanded by new ideas of the function of the school, have been +made prematurely and clumsily, but without grave danger. We have adjusted +ourselves readily enough to compulsory education, normal schools, higher +education for women, expert supervision, the kindergartens, physical +training, industrial schools, university extension, care of defectives, +and vocational guidance. Every new type of school and every new subject +has been introduced before there were teachers trained for the new work. +We stumbled along. Few were greatly concerned over mistakes in the +teaching of penmanship and spelling and millinery and Latin and algebra. +Few protested against the inefficient teaching of physiology as long as +it rattled only dry bones, and had no evident relation to the physical +functions and health of the student. But the moment men proposed to teach +a subject of vital consequence, there was a cry of protest--and rightly. + +Here mistakes will not do: here incompetent teachers cannot be trusted. +Ill-advised efforts to teach sex hygiene may aggravate the very evils we +are trying to assuage. Because the subject is of vital importance, +education in sexual hygiene and morals must proceed cautiously and +conservatively; according to tried methods, psychologically sound; always +under the control of men and women of maturity, who see the present +emergency in its many phases, who know how to teach, whose character is in +keeping with the highest ideals of their work, and who approach their +subject with reverence and their pupils with the joy and inspiration which +come from a large opportunity to serve mankind. + +Unhappily, not all of those who have been stimulated by the new freedom of +speech to thrust themselves forward as teachers of sex hygiene, and as +social reformers, are safe leaders. Some are ignorant and unaware that +enthusiasm is not a satisfactory substitute for knowledge. Some are +hysterical. At a recent purity convention, a woman said, "I know little +about the facts, but it is wonderful how much ignorance can accomplish +when accompanied by devotion and persistence." That declaration was +applauded. Some people appear to believe that they will arrive safely if +they go rapidly enough and far enough, even though they may be going in +the wrong direction. Many retard the movement for social hygiene by making +statements they do not know to be true, especially in respect to the +extent of sexual immorality, the number of prostitutes, and the prevalence +of venereal disease. Young people of opposite sexes, finding evidence on +every hand that the traditional taboo is removed, discuss the subject for +personal pleasure. + +The books in the field of social hygiene which have most scrupulously and +successfully avoided everything that might be sexually stimulating are not +the ones bought by the largest numbers. The demand for erotic publications +is so great as to warn us in advance that the new freedom will prove +dangerous for many whose minds are already unclean. The propaganda for +social purity is unlike many others, in that there is special danger of +doing injury to the very ones in special need of help. The fact that the +young, the ignorant, the hysterical, and the sexually abnormal, as well as +commercialized agencies, are using the newfound license in dangerous ways +is reason enough for the liberal and whole-hearted support of the American +Social Hygiene Association and affiliated societies. + +These private organizations are striving to meet the present social +emergency. They are temporary expedients. Their chief aim is public +education. They should frustrate the efforts of all dangerous agencies and +hasten the day when the home, the church, and the school shall meet their +full responsibilities in the teaching of sexual hygiene and morals. + + + + +CHAPTER II + +VARIOUS PHASES OF THE QUESTION + +_By William Trufant Foster_ + + +It is necessary to take into account all phases of the social emergency. +The question is not merely one of physiology, or pathology, or diseases, +or wages, or industrial education, or recreation, or knowledge, or +commercial organization, or legal regulation, or lust, or social customs, +or cultivation of will power, or religion. It is all of this and more. The +danger is that we shall see only one or two sides of a many-sided problem. +A solution may appear adequate because it leaves essential factors out of +consideration. + +One physiological factor in the situation is of fundamental importance, +namely, the discrepancy between the age of sexual maturity and the +prevailing age of marriage,--an artificial condition largely determined by +social customs, by modern educational systems, and by standards of living. +While society has set forward, generation after generation, the age at +which marriage seems feasible, the age of puberty has remained virtually +the same. This unnatural condition--as artificial as the clothes we +wear--is a phase of the emergency which should be considered by those who +condemn as unnatural and forced the education of adolescent boys and girls +in sexual hygiene and morals. Partly as a result of this has come the +general acceptance of the double standard of chastity which has bitterly +condemned the girl--made her an outcast of society--and excused the boy +for the same offense, on the false plea of physiological necessity. + +With the sanction of this double standard, tacitly accepted by society, +thousands of prostitutes have been harbored and protected. What shall we +do with them? We may drive them out of certain districts and certain +houses, and even certain cities, but they are still with us, and we are +responsible for them. If they are denied resorts where men seek them, they +will seek men. Most of them are unable, without special training, to earn +a living in any other way, and many of them would not if they could. A +majority are mentally defective and should be wards of society. Any plan +which fails to take care of these women--adequately, permanently, and +humanely--ignores one of the greatest of the problems which history, with +the sanction of society, has made a factor of the present emergency. + +The medical phase of the present situation is not often ignored, except by +those who hold that there is no such thing as disease. All countries are +alarmed over the prevalence of venereal infection. Definite information, +however, concerning the extent of these diseases, the sources and +conditions of contagion, and the complications and results, is not to be +had; because society still persists in treating venereal diseases as not +subject to public registration and control, in spite of their terrible +attacks on tens of thousands of innocent victims. + +The fear of contracting disease has long been used in attempts to promote +a single standard of chastity. Such fear has no doubt played its part and +will continue to keep many prudent men away from prostitutes. But in +looking forward to the work of the next generation, we must face the need +of higher motives than the fear of disease, for science may at any time +discover positive safeguards against contagion, thus diminishing one of +the factors of the present emergency and by the same stroke accentuating +others. + +Of the economic phases of the emergency, there are some which directly +affect the wage-earner. One is the failure of wages to keep pace with the +higher cost of living; another is the increase in the number and +proportion of wage-earning women and the resultant keenness of competition +for places; another is the fact that women workers are for the most part +unorganized and unprotected; another is the occasional effect of +supplementary wages of vice in lowering the wages of women in industry; +still another is the constant temptation of shop-girls to imitate their +patrons' vulgar displays of finery. But of all the economic factors +contributing to the moral breakdown of girls, the most general and +inexcusable is the failure of our public schools to provide vocational +training, although it is certain that above fifty per cent of all girls +leave the schools to become wage-earners. Failure to gain a living wage is +undoubtedly one of the causes, though seldom the sole cause, of the first +delinquency of some girls. + +Other economic conditions serve to promote and intrench the business of +prostitution. These conditions are as real as any other factors and will +block reform until they are squarely met. One of these is the excessive +profit on property used for immoral purposes. The fact that such property +is often owned by persons who pass as respectable members of society does +not make the problem easier. Then there is the intimate connection between +the sale of intoxicating liquors and commercialized prostitution, as +definitely revealed by the investigations of every vice commission. + +Another economic factor intrenching prostitution as a business is the +commercial organization which continues to do an international and +interstate business, partly because of our inadequate white-slave laws and +inadequate appropriation for enforcement. + +Most important among the economic aids to prostitution as a business are +the high immediate wages of vice in contrast with the low wages of virtue. +A girl in the shop, or factory, or office may be capitalized at six +thousand dollars; in the clutches of a procurer, she may become worth +twenty-six thousand dollars. As a prostitute, she "earns more than four +times as much as she is worth as a factor in the social and industrial +economy, where brains, intelligence, virtue and womanly charm should bring +a premium." In an average lifetime, to be sure, the wages of one woman in +industry are greater than the earnings in the short life of one +prostitute; but from the viewpoint of the man who pockets most of the +earnings, it is more profitable to kill off a dozen women than to keep one +at decent work through an average lifetime. This economic condition is +revealed to the cast-out woman after a few years, on the brink of the +grave; but at the outset of her brief career, she sees the immediate gain, +not the ultimate ruin. + +There are other economic factors which will aid all movements for social +hygiene when they are more clearly perceived by those engaged in reputable +business: first, the loss to honest industry due to the reduced efficiency +of sexual perverts, of the diseased, and of those who, through their +ignorance, have been kept in worry by "leading specialists"; and, in the +second place, the inevitable reduction in the profits of legitimate +business due to the excessive profits of illegitimate business. + +The recreational pursuits of young people are other factors of immediate +concern to those who would see the problems of social hygiene in their +entirety. Adolescent boys and girls spend most of their leisure time +either in wholesome physical activity conducive to normal sex life or in +various forms of amusement fraught with danger. In seeking innocent +recreation, young people can hardly escape contact with amusements +cunningly devised to excite sex impulses and at the same time to lower +respect for woman. The bill-boards and the picture post-cards, the +penny-in-the-slot machines and the motion pictures, the exhibits of quack +doctors, vaudeville performances, many so-called comic operas, popular new +songs, the dress of women approved by modern fashion,--these all help at +times to prepare young people to fall before the special temptations that +beset all commercial recreation centers. Especially dangerous are the +saloons, billiard rooms, dance-halls, ice-cream parlors, road-houses and +amusement parks. Both male and female enemies of decency frequent these +resorts. They are often schools of sexual immorality, with clever and +persistent teachers. Unless we take them into due account, we cannot see +the whole problem of education in sexual hygiene and morals. + +Then there are the legal phases of the situation. We must consider, on the +one hand how much can be accomplished by legislation, in view of all the +known factors in the situation. Our courts, for example, in spasmodically +or regularly rounding up women, fining them ten or fifteen dollars apiece, +and turning them loose, are trying to meet the social emergency by +shutting their eyes to nine out of ten of its essential features. Their +policy gives a clean bill to the male prostitute, arrests the woman, takes +away a part of her earnings, sets her free under the necessity of seeking +new victims to offset the fine, offers her no incentive to lead any other +life, incidentally increases opportunities for police graft, and virtually +gives the sanction of the law to the whole nefarious business. The ostrich +with his head buried in the sand sees our gravest social problem about as +clearly and wholly as do many who are administering laws concerning +prostitution in American cities. + +The impotence of laws passed in advance of public education and public +demand is a difficulty often overlooked. Some reformers seem to think +they can eliminate the social evil by getting a law passed. They urge +state legislatures to pass laws requiring every school to teach sex +hygiene. These people think they are going straight at a solution; but +they fail to see the patent fact that there are not now enough competent +teachers for this work; no, not one teacher for every hundred schools. +Another example of futile legislation is the California law requiring the +reporting of cases of venereal diseases. One could easily list a score of +laws in the domain of sexual morals which are ineffective, either because +in their very nature they could not be enforced, or because the public do +not wish to have them enforced. Perhaps there are no factors of the social +emergency so frequently left out of account as the relation of public +education to public opinion and the relation of public opinion to the +possibility of law enforcement. + +As a matter of fact the educational phases of social reform are of most +immediate importance. Nothing can so profitably occupy the attention of +social hygiene societies as the education of the public. If groups of +social workers come to serious disagreement on other phases of the +present emergency,--if the discussion of restricted districts, +minimum-wage laws, health certificates for marriage, and reporting of +diseases divides the group into warring camps,--all can unite in favor of +spreading certain truths as widely as possible; and it is not difficult to +agree on at least a few of the many methods which have already proved +effective in educational campaigns. + +At the outset of our attempt to educate the general public in matters of +sex, we face certain factors which govern the scope, time, place, and +method of any successful efforts. Failure to give these factors due +consideration has brought many attempts to early and unhappy ends, and +convinced some people that ignorance is safer than such education. + +We must reckon carefully with the centuries of social tradition which have +resulted in the taboo on the subjects of sex and reproduction. It may be +that this conspiracy of silence has proved a failure; it may be that it +has no basis worthy of intellectual respect. It may be that all people +should welcome the new freedom of speech. These are not issues in the +process of education. Our first concern is the actual state of the public +mind; we begin with that or else we fail. + +Biologically the all-inclusive issue concerns the survival of the race. +Nature has no favorites: the fittest of the human stock will survive after +others have degenerated and disappeared; the fittest animals will +ultimately people the earth. Sexual degeneracy is the surest road to race +extinction. + +No aspects are more important than those concerning morals and religion. +The restraining influences of the fear of disease may and probably will be +thrown off by science. Whether education in scientific aspects of the +subject will do good or harm in a given case depends on the extent to +which moral and religious ideals control the conduct of the individual. +The inadequacy of mere knowledge in the realm of sex hygiene is painfully +evident. To the knowledge of what is right must be added the will to do +the right. As moral and religious instruction is the dominant educational +need of the present generation, so the moral and religious aspects of sex +problems transcend all others in importance. + +These are the most important phases of the social emergency. It is +difficult to see them in all their intricate relationships and to realize +that in any one approach we touch only one side of a many-sided problem. +The great majority of our people see only the superficial aspects, or see +one particular phase in distorted perspective, because that is brought +close to them through a special case of misfortune. Even social workers +are in danger of narrowness of vision because of devoted service in +particular fields. The aim of the following chapters is to consider +successively and in right relationships various aspects of the social +emergency. + + + + +CHAPTER III + +PHYSIOLOGICAL ASPECTS + +_By William House_ + + +All instruction in the physiology of reproduction as an aid to sexual +hygiene should be so conducted as to give assurance that the wonders of +the origin and development of life in all its millions of forms be taught +in a respectful, even reverent, spirit. Naught in the universe is more +marvelous than the beginnings of life. Naught else compares with the +wonders of growth and development. + +Rightly taught, reproduction may be cleansed from the foul interpretations +which have soiled the minds of countless children, and may be made into a +body of wonderful and sacred truths capable of fortifying youthful minds +against the uncleanness and indecencies which have contributed so largely +to sexual impurity. If it be never forgotten that human ingenuity has been +taxed in untold numbers of unsuccessful experiments to produce life by +other than nature's methods, while the power of reproduction resides in +even the lowliest of living organisms, the mystery and marvel are +multiplied a hundredfold, and the subject of reproduction is invested with +a halo of splendid and inspiring proportions. + + * * * * * + +The sex organs are the agencies by which every plant and every animal, +each after its kind, brings into the world a succeeding generation. Sex +activity is the result of sex impulse. The imperative need of reproduction +in the scheme of nature is responsible for the presence of sex impulse as +it occurs in every normal adult animal. Were it not for this impulse the +earth would soon become void of life. The human sex impulse is a powerful +one, thought compelling, at times well-nigh overmastering. Though in the +main good, it sometimes produces harmful results. Among the lower animals +the sex function is exercised without thought or knowledge of consequence, +restrained only by the limitations of physical power,--the power to obtain +by might, by conquest. In fully developed mankind, the mind acts as a +constraining force which may control or even completely subdue physical +manifestations of sex impulse. + +In adolescents--those who are approaching _maturity_, but are in a +transition state, neither man nor child--sex desire may be as strong as in +those of riper years. Many who are passing through this period know little +or nothing of the forces that pulse through their frames and seem to +consume them with unquenchable fires. These forces are the sex impulses, +the beginning of sex life and sex activity. And as every work of man or +nature while in a state of transition is unstable, less firmly founded, +more easily destroyed or injured than at any other time, so it is that the +adolescent finds himself in greater danger than at any other time of life. +Consumed with incomprehensible desire, which he cannot gratify, he is the +victim of circumstances which cause him distress, yet admit of no relief. + +Probably all marriage laws have as their real object the protection of +child life. Without marriage laws there could be no organized society and +the human race would soon sink to the level of the animal world in +general. Under present social conditions marriages are put off longer and +longer. Each succeeding generation is marked by an increase in the age of +those who marry. But the conditions which cause late marriages in no way +lessen the sex impulses or mitigate the distress which these impulses +cause. The impulse to multiply is neither greater nor less than in the +past when marriages generally occurred earlier. Fortunately it is weaker +in the female than in the male. There are those who believe that the male +must exercise it if he would achieve his full strength of mind and body. +Certain political and philosophic sects take cognizance of this belief and +advocate legalized provision for the gratification of the sex impulse even +to the extent of providing for the destruction of the lives of the unborn. + +The most pernicious of the false beliefs regarding physiological necessity +are as follows:-- + +1. That a life of sexual continence is not consistent with the best +physical health. + +2. That the exercise of the sex function is necessary to the full +development and preservation of "manly power,"--the power of procreation. + +3. That the sexual impulse in man is so imperious that it is impossible +to control it and, therefore, a sexually continent life cannot be expected +of man. + +4. That, therefore, the moral standard which we apply to woman cannot be +applied to man. + +To correct these erroneous beliefs about the sex function, Dr. M.J. Exner +brought together the testimony of the foremost medical authorities of the +United States. He drew up a statement regarding sexual continence, and +submitted it to leading physiologists for criticism so as to bring its +phraseology wholly within the requirements of scientific precision. It was +then submitted for endorsement to leading medical authorities throughout +the country. The ready and hearty response of 370 of these men in +endorsing the declaration leaves no doubt as to the conviction of the +leading men of the medical profession on this question. The declaration is +as follows:-- + +"In view of the individual and social dangers which spring from the +widespread belief that continence may be detrimental to health, and of the +fact that municipal toleration of prostitution is sometimes defended on +the ground that sexual indulgence is necessary, we, the undersigned, +members of the medical profession, testify to our belief that continence +has not been shown to be detrimental to health or virility; that there is +no evidence of its being inconsistent with the highest physical, mental +and moral efficiency; and that it offers the only sure reliance for sexual +health outside of marriage."[1] + +The erroneous beliefs concerning physiological necessity have been +propagated chiefly on the authority of advertising medical fakers, whose +business depends on misrepresentation and deceit, men whose methods +exclude them from the ranks of reputable physicians. They are also taught +by those within the ranks of the profession who are ignorant or +unscrupulous or both, and who for the most part have no higher incentive +in their profession than the pursuit of the dollar. The teaching of these +men is in most cases more an expression of their own vicious habits than +of real conviction. Both wholly misrepresent the teaching and attitude of +the great majority of physicians who constitute the reputable body of the +profession. + +Dr. William H. Howell, Professor of Physiology at Johns Hopkins +University, says: "There is no evidence whatsoever that the sexual +appetite or the act of reproduction has any physiological relationship to +the preservation of the integrity of the individual. This appetite has +been created or evolved and made strong in us for an entirely different +purpose. A sexual necessity exists only so far as the integrity of the +race is concerned; so far as the individual is concerned his sexual +functions may be unused or he may be completely unsexed without any injury +to his bodily health." + +FOOTNOTES: + +[1] The full list of authorities is given in _The Physician's Answer_, by +M.J. Exner, M.D., Secretary, Student Department, International Committee, +Young Men's Christian Associations, Association Press, New York, 1913. +This is the best treatment of the question of physiological necessity. It +is freely quoted in this chapter. [Editor.] + + + + +CHAPTER IV + +MEDICAL PHASES + +_By Andrew C. Smith_ + + +Some idea of the prevalence of venereal diseases in the United States may +be obtained from the following statistics of the census for 1910. The +registration area covered a population of 48,877,893 persons. The figures +are here extended to cover a population of 90,000,000 people: Deaths +ascribed to venereal disease, 5275; spinal cord diseases, 2598; paresis, +4845. Other diseases partly due to syphilis: softening of the brain, a +term indiscriminately used to cover a number of diseases including brain +syphilis and paresis, 2111; paralysis, usually meaning apoplexy, but +always including many cases of brain syphilis, 14,479; premature birth, by +some believed to be the result of syphilis in one half of all cases, +34,174; congenital debility, deaths due in many cases to feebleness of the +child resulting from syphilis, 25,285; blindness, one fourth the total +number of blind in this country estimated at 15,000 to 20,000. Many +estimate that over half of the entire male population have had gonorrhea. +The principal reason for this alarming distribution among all classes of +these infections and their steady increase is ignorance and +misunderstanding of physiological facts, particularly the viciously false +teaching of the street corner that sexual activity is a physiological +necessity. + +These diseases would be arrested were there a widespread knowledge of +their disastrous effects. Although young men hear the mischievous lie that +"gonorrhea is no worse than a bad cold," thousands of them are punished +with sterility as a result of the disease. Nearly all the neglected cases +result in so-called ascending infections, reaching the bladder and kidneys +and causing many deaths, and many men carry the infection in dormant form, +to infect innocent wives in later years. + +Appalling as are the consequences of gonorrheal infection in men, they are +not so fatal or so far-reaching as syphilis. The causative parasite of +this disease spares not a single tissue in the body and may disturb any or +all of its functions, not even mentality escaping. As a cause of death it +is extremely frequent. Our statistics ordinarily ascribe to syphilis but +a small percentage of the deaths actually due to it; for instance, many of +our cases of spinal disease, paralysis, arterial and other organic +diseases are tabled under other names, although directly due to syphilis. + +In women gonococcic infections are even more destructive than in men, as +it is extremely common for the infection to extend to the tubes and to the +peritoneal cavity, thus necessitating dangerous and mutilating operations, +generally followed by sterility and often by death. Syphilis, though less +frequent in women than in men, is nearly if not quite as fatal as in men, +and otherwise similar in its baneful effects. I The child suffers the most +tragic results of venereal infection, for it is always wholly innocent, +yet infected to a greater or less extent, if the parents be syphilitic, +and frequently if the birth-canal be gonorrheally infected. Although +silver nitrate is a remedy for gonorrheal infection, if applied to the +eyes immediately after birth, nevertheless the babe frequently suffers +with infected eyes, and not infrequently with blindness. + +If the child's sad infection is syphilis, instead of gonorrhea, there are +still other miseries in store for it. If it is not so fortunate to be +stillborn, it may have infection that ranges from almost imperceptible +degrees to the most loathsome extent that it is possible for animal tissue +to harbor. Its brain may be so invaded by the syphilitic parasites that it +can never attain any degree of mentality; its spinal column maybe so +involved that paralytic conditions will surely result; and if these nerve +centers escape special involvement, other organs may be affected, such as +the stomach, bowels, and liver; if these escape, the bones may be so +deficient in vitality as to be incapable of sustaining the frame as +development proceeds; the skin only may be involved, or the mucous +membranes so affected as to make of the child a perpetual snuffler and +inefficient breather. In most cases of lesser as well as greater mental +defect, the tests show syphilitic infection. Endless are the complications +that may be visited upon the innocent progeny of syphilitic antecedents. + +The gonorrheal infections occur in the mucous membranes lining the +cavities, especially those of the urethra and female genital tract. It is +in these tissues that the germ of gonorrhea finds lodgment, and once there +its development is hard to interrupt. Although the growth of the +gonorrheal germ produces acute symptoms, such as discharge and pain, these +pass off under treatment in a few weeks. Unfortunately the disease is far +from cured, for the microbe has found its natural habitat in the +inter-cellular structure of the genital mucus, from which it cannot +readily be dislodged, and from which it may invade other tissues. It may +remain in a state of latency for an indefinite time; then transferred to a +new field, it may resume its original activities. While in this stage of +latency it is difficult to destroy. At this time it is more likely to be +further disseminated, as the patient, ignorant of the condition, is more +likely to convey the disease, which so often occurs in married life after +a long forgotten infection. + +The gonococcus (the microbe of gonorrhea) is a pus--producing bacterium, +occurring in pairs, resembling in form two coffee grains, generally with a +distinct interval of separation. Although its natural habitat is the +mucous membrane lining the genito-urinary tracts it may invade the +muscular and serous and other tissues. If often affects the Fallopian +tubes and ovaries and the serous lining of the pelvic and abdominal +cavities. The deeper sub-mucous tissues of the uterus and the male +genito-urinary tracts are also frequently involved, it being sometimes +impossible to eradicate it from these deeper retreats. From these deeper +tissues it is more commonly taken up by the circulation and deposited in +distant parts, frequently in the joints. When it becomes thus +systematically disseminated, the so-called secondary or metastatic lesions +are almost as numerous, though not as virulent, as syphilitic infection. +Recent pathological researchers have found that occasionally the +gonococcus becomes the causative factor in inflammations of the muscles, +tendons, and glands, and in inflammatory conditions of the lungs, kidneys, +heart, and even the brain, spinal cord, and the serous membranes +enveloping these great cranial and spinal viscera. + +The individuality and characteristics of the syphilis microbe were not +positively determined until in 1905, Schaudinn, of Germany, convinced the +medical world that it was a spiral, corkscrew-like organism, from a +quarter to one millimeter in thickness, and from four to twelve +millimeters in length. It is not so discriminating as the gonococcus in +its points of inoculation, nor is it as vulnerable to attack; and it is +vastly more destructive to the tissues invaded. It spares no tissue in the +human frame, and resists destruction by any known drugs of vegetable +origin. When in a latent state its presence was often impossible to +determine until, two years after its discovery, a test was worked out by +Wasserman, also of Germany, by which diagnosis of the infection may be +made,--even in latent form,--as in a hereditary case where no clinical +manifestations have yet asserted themselves. There is another valuable +blood test worked out by Noguchi. With these two tests we are now able to +diagnose the disease, almost absolutely, and follow up the treatment till +cure is complete, except in some of the incurable brain and spinal cord +cases. + +In 1909, Ehrlich determined, after a series of laboratory experiments on +animals inoculated with the syphilis germ (spirochæta pallida), that a +complex compound, with arsenic as its base, had the desired effect of +destroying the parasite, in a dose not poisonous to the animal. This +compound, first designated as "606," representing its number among his +many laboratory experiments, he later named "salvarsan." With the +assistance of his clinical friends, he soon demonstrated the action of his +compound on man, and gave it freely to the world. Although it is now +almost universally used, it has not proved to be the absolute cure that it +was hoped it would be, as some of the spirochætæ seem to be hidden away +where they are protected from the circulating poison,--to bring forth new +progeny,--thus producing so-called recurrence. + +The possibility of the infection of innocent persons is always uppermost +in the mind of the medical man, and should equally concern the layman. +Contaminated articles and utensils, such as towels and common +drinking-cups, have caused many infections. This danger is greater from +syphilis than from gonorrhea, for the reason that the spirochæta pallida +is more virulent than the gonococcus. In our own fields, camps, and mines, +it is common for men to drink from one jug or dipper. Infection almost +surely follows if one of the crowd has a syphilitic sore on the lip. So +intense is the activity of the spirochæta pallida in the primary stage +that it may be borne to innocent parties by unwashed clothes and utensils +of any kind, that have been in recent contact with a primary syphilitic +sore. A dentist's or a doctor's instruments, for instance, are extremely +dangerous as infection carriers, if they are not thoroughly sterilized by +boiling. The danger of infection in syphilis and gonorrhea depends largely +upon the virulence of the individual infection. As some living tubercle +bacilli may be harbored and thrown off with impunity, while others will +destroy the strongest man, regardless of all treatment, so some spirochætæ +or gonococci may be safely disposed of, while others are most deadly. + +Of all the sad instances of germ infection, the saddest are those from +venereal germs, for they are disseminated mostly in vice, and inoculated +into the innocent through ignorance. A common cause of infection of the +innocent is the false popular belief that venereal germs are transmitted +only in sexual congress. The truth is that any part of the body is in +danger of inoculation from syphilis if the germ be virulent. So may any +membranous point be infected by the gonococcus, whether conveyed by hand +or instrument or fabric. This explains the number of gonococcic infections +occurring in girl children. They come in membranous contact (at the outlet +of vagina or rectum, or in the eye) with a contaminated article of +clothing, or with the contaminated hands of an infected person. Ignorance +is the cause of nearly all venereal infections. Why, then, should venereal +infection not be eradicated? With adequate education, if there is not +eradication, there will at least be compensation, for the sacrifice will +be mainly of those who will not accept education--the unfit. + +The possibility of recovery from syphilis is greater at present than it +has been in the past, but we cannot yet say that the disease is absolutely +curable in a given case. While most cases treated early with salvarsan, +and followed by judicious use of mercury, are curable, there are +nevertheless those which do not thus respond, and which in spite of all +treatment go from bad to worse, till the patient's miseries are ended in +insanity, paralysis, and death. + +While the venereal diseases are the greatest physical evils to be +attributed to sex ignorance, there are others chargeable to the same +cause. There are, for instance, important physiological phenomena +pertaining to sex development, ignorance of which is often baneful to the +developing adolescent of either sex. When the boy's voice begins to +change, and hair begins to appear on his face and body, and more thrilling +sensations occasionally command his attention, he should be told, modestly +but distinctly, that a pure and manly function is developing within him, +the sole object of which is reproduction, and he must not consider it in a +vulgar way, nor discuss it with others than his parents or physician or +minister. Tell him that these physical changes of oncoming manhood are due +to the establishment of the secretion of the procreative fluid,--the +semen,--and will be safely cared for by nature. Fortify him against the +mental pollution of the quack advertisement, and the satanically false +teaching of ignorant associates that sexual intercourse is physiologically +necessary, by impressing him with the fact that nature cares for the +disposal of the seminal secretion. When clearly made aware of these simple +sex principles, and convinced that it is unmanly and depraved to consider +them vulgarly, the rapidly developing manly boy will not become a +masturbator or a frequenter of bawdy-houses and a victim of the gonococcic +or spirochætic infections; nor will he become a moral assassin, a seducer +of girls. + +The sister, no less than the brother, needs pure, plain, non-prudish sex +education. If her mother is not qualified to impart it, she, like the boy, +should seek the aid of her minister, or physician, or a qualified school +teacher; better a few suggestions from an experienced, modest source than +many suggestions from inexperienced and often lewd companions. As the +brother was told of the physical phenomena accompanying his sex +development, so the sister should be apprised of the physiological +necessity of her periodical functions, and of nature's kindly care and +development of her delicate and wonderful sex mechanism, the sole purpose +of which is maternity. It will fortify her maidenliness to tell her that +much of the world is deceitful and degrading in sex matters, and that if +she would be a perfect woman, mentally and physically, she must vigilantly +guard her virtue, maintaining absolute purity, not only with persons of +the opposite sex, but with persons of her own sex, and the person of her +own self. Incalculable good can be done toward the uplift of wayward +humanity by sex education. + + + + +CHAPTER V + +ECONOMIC PHASES + +_By Arthur Evans Wood_ + + +In any effort for social improvement it is necessary to know conditions +that make both for and against success. This is especially so in social +hygiene, for it is closely related to all aspects of modern life. Lack of +education and false instruction are largely responsible for sexual +immorality. It is not so generally known that economic conditions are +responsible for vice, opinions on this matter ranging all the way from a +denial that economic conditions have anything to do with vice to the +assertion that vice would disappear with the increase in the incomes of +working-people. Assuming that ignorance is the fundamental cause of vice +(an assumption which does not "stand to reason") the results of ignorance +must manifest themselves through the institutions of society. Some +institutions, such as slavery, encourage vice. Likewise, any caste system, +such as feudalism in the Middle Ages, in which there must be depths as +well as heights, supplies the vicious classes. The aim of this chapter is +to show that, while modern economic conditions do not create "the social +evil" they furnish an environment favorable to its spread. If this is so, +an improvement in these conditions must accompany all other measures for +the eradication of vice. + +One of the most significant facts of the industrial evolution of the last +half-century is the increase in the number of women who have become +wage-earners outside the home. According to the Federal Census the number +of females fifteen years of age and over, employed as breadwinners in +1900, was 5,007,069, an increase of 34.9 per cent over the number thus +employed in 1890.[2] The largest number in any one occupation, 1,213,828, +were servants and waitresses. Of this class the domestics were not +employed "outside the home." The homes, however, were not their own, and +salutary influences of home life do not exist for the majority of +domestics. In the decade between 1900 and 1910 the increase in the number +of wage-earning women has been even more accelerated than in previous +decades, and to-day probably from 8,000,000 to 10,000,000 women in the +United States are industrially employed. + +One important aspect of this influx of women into industry is that the +proportion of those in domestic and personal service, which has always +been women's work, has decreased; whereas the proportion of those in +manufacturing, trade, and transportation, which are new employments for +women, has increased.[3] This means that not only are working-girls and +women leaving the homes, but they are also abandoning in increasing +numbers those occupations to which in times past their sex has been most +accustomed. It is impossible that this prodigious change in the sphere and +work of women should not be accompanied by some change in the social and +moral standards that were nourished in the seclusion of the home. Miss +Jane Addams has made the suggestion that perhaps the superior reputation +of women for virtue is due to the fact that, generally speaking, women +have been secluded from the influences of the world.[4] + +The increase in the proportion of girls engaged in non-domestic pursuits +means that industrial vocations for women are becoming more dissociated +from the arts of home-making,--a fact which is doubtless the cause of many +an inner struggle. + +In the present lack of industrial education young girls who must work to +support themselves or their families drift about from place to place with +no definite vocational aims. Frequently they come to the offices of child +labor commissions wanting work, but not knowing what they can do, or even +what they would like to do. If they do find work, it is rarely of a sort +that offers incentives for a career. Lack of skill, of interests, and of +ambitions result in industrial inefficiency. They are also the usual +accompaniments of moral delinquency. + +Even where opportunities for industrial training are offered, they may not +lessen the disparity between industrial opportunities that exist for girls +and womanly tastes. A recent report on the need for a trade school for +girls in Worcester, Massachusetts, advocates a school that will train for +skill in the machine-operating trades, because there is most demand for +workers in these trades.[5] One might think in reading the report that +machines for stitching corsets and underwear provided the ideal vocation +for women. Biological considerations, if no others, would favor +distribution of wage-earning women away from the mechanical pursuits into +those which are more or less associated with the domestic arts. + +A further significance for social hygiene of the entrance of women into +industry is that it places a strain upon the spirit of chivalry which is a +basis of right relations between the sexes. Chivalry in men has +accompanied the comparative seclusion of women from the world, and is due +to those instincts which lead men to protect those who are weaker than +themselves. The term "the weaker sex" has a sound physiological basis. +With the passing of the domestic system of industry, however, the +seclusion of women becomes more and more a thing of the past. In factory +and shop they mingle promiscuously with men. Crowds of young working-girls +in every large city at the noon hour throng the streets. If they walk to +and from work they sometimes have to pass unprotected through parts of +the city given over to vice.[6] They thus become familiar with vice +conditions and are often subject to ungentlemanly, if not insulting, +conduct. There are in every community a number of men who are decent only +under restraint, and the economic position of wage-earning girls weakens +that restraint. + +Moreover, the phrase "the weaker sex" has lost some of its significance. +Many occupations, such as clerking, stenographing, laundering, and certain +kinds of unskilled factory work are almost entirely taken over by women, +who labor throughout the same working-day as men, and usually at a lesser +wage than men would receive for the same kind of work. Under these +conditions, to talk of the physical weakness of women is to accuse our +civilization of cruelty. + +Around wages most of the discussion has centered concerning the economic +aspect of vice. The investigations conducted throughout the country have +revealed a great variety of opinion concerning the relation between low +wages and immorality. There has been much confusion of thought on the +question. It is true, on the one hand, that injustice is done to +wage-earning girls and women of the country when the report is circulated +that the difference between morality and immorality is only one of dollars +and cents. On the other hand, to deny that low wages paid to working-girls +has any bearing on the question of vice is evidence of failure to grasp +the moral problem involved. Morality, to be sure, is always expressed in +the overcoming of difficulties. Yet we can hold a person blameworthy only +if in the full possession of his or her faculties. A poorly nourished, +fatigued girl has no such self-possession. If she does not earn enough on +which to live, and "goes wrong," her inadequate wage is a factor in her +wrong-doing, and the one who pays it to her cannot be rid of his share of +the responsibility. "Sin is misery, misery is poverty. The antidote for +poverty is income,"[7] says Professor Simon N. Patten, who is doing a vast +deal toward bringing economics and morals on speaking terms with each +other. + +Vice investigations in Chicago, Minneapolis, Portland, Oregon, +Philadelphia, and elsewhere snow that there are many economic factors +besides wages involved as causes of vice. Some of these other factors are +housing, hours of work morally dangerous employments, associations at +work, and fatigue. The wage, however, is more important than all of these, +for the wage largely governs living conditions, associations and +recreation. The wage often makes the difference between life as mere +existence and life with the opportunities for self-improvement that should +belong to a human being. + +It will be of value, then, to note some of the facts about wages that have +appeared in recent surveys made by the Consumers' League of Oregon, by the +State of Massachusetts, and by the Federal Government. After showing that +the minimum cost of living for a self-supporting woman in Portland is $10 +a week, the Oregon Survey shows that in the nine principal occupations +employing women in Portland, from 22 to 92 per cent are receiving less +than $10 a week. The table is as follows:-- + +Occupations Per cent + under $10 + +Department stores 58.2 +Factories 74.7 +Hotels and restaurants 49.2 +Laundries 92.6 +Offices (clerks) 46.4 +Offices (stenographers) 22.4 +Printing-shops 56.1 +Telephone exchanges 50. +Miscellaneous 48.7 + +Another table shows that in five different employments,--laundries, +factories, offices, department stores, and miscellaneous employment,--out +of 509 women all but 31 (office workers) close the year with a deficit.[8] + +A significant point is that among all but factory workers the excess of +expenditures over incomes is greatest among those who live at home. This +disproves the statement often made that those who live at home do not need +a living wage. In conclusion, the _Report_ of the Oregon Survey says: "The +investigation has proved beyond a doubt that a large majority of +self-supporting women in the State are earning less than it costs them to +live decently; that many are receiving subsidiary help from their homes, +which thus contribute to the profits of their employers; that those who do +not receive help from relatives are breaking down in health from lack of +proper nourishing food and comfortable lodging quarters, or are +supplementing their wages by money received from immoral living."[9] + +The Massachusetts Commission on Minimum Wage Boards reports even lower +standards in wages for women. Among wage-earning girls and women over 18 +years of age, 93 per cent of the candy-workers, 60 per cent of the workers +in retail stores, and 75 per cent of laundry-women receive less than $8 a +week.[10] In the cotton textile industry, among the 8021 women over 18 +years of age whose wages were investigated, 38 per cent received less than +$6 a week.[11] Among the individual stories that are buried in the +_Report_, the following are typical:-- + + Ernestine is an eighteen-year-old Canadian girl, very pretty and + neatly dressed. Her parents both died several months ago and left her + utterly alone, without living relatives. She worked as a stock girl at + $4.50 a week for two months, was laid off, and went to a summer hotel + as waitress for $3 a week, room and board. She worked there for two + months, or until the season was over, and then came to another store + for $5 a week. She pays $1.50 for her room, including light and heat, + has no carfare, does her laundering, except for shirt waists which + cost her $.30 during the summer. She goes without breakfast or eats + only a banana, gets her lunch for ten or fifteen cents, and her + dinners for twenty or twenty-five cents. She has never paid more than + twenty-five cents for a meal since she started to work. She is just a + child, and is quite bewildered over the problem of facing life on $5 a + week, and is terribly afraid of debt. She is intelligent and + clever.[12] + + Jennie is a frail little body, about 40 years old. After working 16 + years in a Boston department store her wage was $5 a week.... For + eleven years Jennie's little $5 a week had been the sole support of + herself and her aged mother.... When her astonished employer learned + that she had worked 16 years in his store and attained a wage of only + $5 a week, he raised it $1. So the wage is supplemented by the girls + (in the store) underpaid themselves, but comprehending the woman's + need.... Thus seventeen years of faithful service to one master has + won for Jennie this position of semi-dependence upon charity, + increasing anxiety over an unprovided-for future, and declining health + as a result of her pitiless struggle to stretch a miserable $5 over + the cost of support of herself and mother.[13] + +The most comprehensive report has been made by the Federal Government, and +includes a survey of conditions among women in stores and factories in +seven cities[14]. According to this report the average earnings of the +women in retail stores of these cities is $6.88 in the case of those who +live at home, and $7.89 in the case of those who are "adrift."[15] Among +the factory women of these cities the average wage of those who live at +home is $6.40, and of those who are "adrift," $6.78. The Boston +investigation shows that from 11,000 to 12,000 women and girls were living +in lodging- or boarding-houses at an average cost of $5.18 a week for +prime necessities, leaving only $2.24 for clothing and all other expenses. +The following comment is made on this government report by the +Massachusetts Minimum Wage Commission:-- + + Although more than half the adrift women (in Boston) live in lodging- + or boarding-houses,--numbering be it remembered between 11,000 and + 12,000 girls and women,--two thirds of them lack the use of a + sitting-room and must entertain men as well as women in their + bedrooms. Not a few indications were seen in the course of the + investigation of the demoralizing results of this practice. Many of + the young women in lodgings were young and were friendless and were + earning very low pay. Eighteen per cent of those who were reported + without the use of a sitting-room were under twenty-five. The housing + or food, or both, were reported as bad for a number of these + perilously defenceless young women.[16] + +Consideration of wages and standards of living leads to the question, What +is a living wage? Studies in different parts of the country agree that it +is about $10 a week. An estimate made by social workers for the +Massachusetts Minimum Wage Commission places the minimum at $10.60 for +girls who are adrift, and $8.37 to $8.71 for girls and women living at +home. This estimate, however, made no allowance for unemployment, +sickness, accident, or old age.[17] The Portland Vice Commission and the +Consumers' League of Oregon have adopted a $10 minimum.[18] The first +conference called by the Oregon Industrial Welfare Commission adopted +$9.25 a week, or $40 per month, as "the sum required to maintain in frugal +but decent conditions of living a self-supporting woman employed in +mercantile establishments in Portland."[19] To this, however, +representatives of the employees on the conference made objection, stating +that a straight $10 a minimum was the only safe one. + +If the minimum is rightly placed at $10, and if the investigations are +true in showing that the majority of self-supporting women the country +over are receiving less than this amount, we may now come to a more +detailed discussion as to the relation between underpayment and vice. It +is just here that it is easy to jump at conclusions. Most people approach +social questions not with a scientific mind, but with preconceptions which +mar their judgment. For example, the socialist exaggerates the effect of +bad wage conditions, and the Woman's Auxiliary Department of the police +exaggerate the influence of home conditions. Again, personal testimony is +unreliable, because, on the one hand, victims of the social evil are +liable to blame external conditions; and, on the other hand, well-fed, +well-housed investigators often underestimate the bad moral effect of poor +nourishment and fatigue. + +Of this much we may be certain: low wages poor living, which involves +poor housing, poor food, no savings, and either no recreation or +dependence on others for it. In the federal report on living conditions of +women in stores and factories, it is estimated that in the seven cities +where the investigation took place approximately 65,000 women are +adrift.[20] Since the majority of these are receiving less than the +minimum cost of a decent living, they are "perilously defenseless young +women." + +Another federal report,[21] bearing directly on the relation between +conditions of work and vice, concludes that whereas few girls "go wrong" +on account of poverty, the misstep once taken, poverty and want are +powerful deterrents to reform. A fourfold classification is made of +immoral women, as follows: (1) Unmarried mothers; (2) girls who leave and +regain the path of virtue, having their fling for the sake of good times; +(3) occasional prostitutes, who enter the career as a business for a +while; (4) professional prostitutes. Mention should be here made of this +report, because its total effect is to minimize economic causes of +prostitution, placing the responsibility elsewhere than on industrial +conditions. It is to be noted, however, that it does emphasize the +indirect effects of poverty, and does speak of the moral danger lurking in +certain occupations, and of the bad effects of the lack of industrial +education. + +More definite responsibility for vice is ascribed to low wages in the +reports of vice commissions. The Chicago _Report_ says that of one group +of 119 immoral women, 18 came from department stores, and 38 said that +they had taken up the career for the need of money. The Portland _Report_ +presents 22 women as "Cases in which Low Wage and Vice are closely +associated."[22] The _Report_ continues:-- + + In presenting the foregoing table and statements from girls, this + commission does not take the position that the low wages of + self-supporting girls is the sole contributing cause of their + delinquency, realizing that there are thousands of girls who would + endure the utmost hardships before yielding themselves to those who + are ready to seduce them. The evidence as to the effect of wage + conditions is taken from the girls themselves, who, perhaps lacking + adequate moral training, have, in the extremities of their position, + allowed themselves to be driven "the easiest way."[23] + +In the vice investigation conducted by the Illinois State Senate, 50 girls +in one day testified under oath, 45 of whom said that their downfall had +been due to the lack of money. The foregoing evidence is the kind +unfortunate girls would be likely to give. Nevertheless, making due +allowances, this evidence tends to confirm reports of vice commissions +whose purpose has been strictly scientific. + +If a conservative estimate of the proportion of vice due to low wages of +girls would be 10 to 15 per cent, it must not be concluded that this +represents all of the baneful moral effect of poverty. Whatever the other +non-economic causes of vice, they are aggravated where poverty exists. Not +only is this so, but alleged other causes may be partly economic. Bad home +conditions are due not only to the lack of moral discipline, but also to +the lack of income. The average wage of the adult male wage-earner of +that section of the United States lying east of the Rockies and north of +Mason and Dixon's line is said to be about $600. Sometimes the wage is as +low as $500, and in only a few instances as high as $750.[24] If +wage-earning men attempt to support families on these incomes, it means +that they are not able to provide adequately for their wives and children. +If they do not attempt to do so, it means, taking men as they are, an +increase in the army of men who support prostitution. Professor H.R. +Seager has said that prostitution in aid of wages is the greatest disgrace +of our civilization.[25] An accompanying disgrace lies in the fact that +economic conditions and other factors prevent the average male wage-earner +in so large a section of our country from fulfilling his desire for +marriage and a home of the sort that makes for health and happiness. + +Besides the low wages of women and men, other economic facts have their +bearing upon sexual hygiene and morals. These facts may be grouped under +the head of industrial stress and strain which is moral as well as +physical. The underpaid factory or store girl is subject to constant +fatigue. In the rush season in department stores, girls often depend upon +opiates for dulling the nervous strain. No trade is free from its special +physical strain. There are, moreover, many morally dangerous trades. Work +as chambermaids in hotels is conspicuously perilous for girls. The Chicago +Juvenile Protective Association says, "The majority of girls who work in +hotels go wrong sooner or later." The modern department stores, which +employ the majority of young working-girls, offer temptations. Mrs. +Florence Kelley refers to work in these stores as "the most dangerous to +morals and health, of all occupations into which children can go."[26] Of +course, it may be said that a "good girl" will not go wrong. It may also +be said that a good social order will not place even good girls daily +under conditions that are liable to bring about a physical or moral +breakdown. Closer analysis of human character reveals the fact that +physical and moral health are more closely associated than we have +hitherto believed them to be. + +According to statistics about female offenders, domestic service is +morally the most dangerous employment.[27] The reasons for this are two: +the social ostracism and the loneliness, and the low grade of worker. Each +of these causes augments the influence of the other. The application of +industrial standards to this neglected form of work should lead to +improvements. + +For those dependent upon employment offices, the seeking of a job may +involve moral danger. The practice of private employment bureaus in +sending unsuspecting girls to immoral places under the pretext of finding +legitimate employment is common. The director of the Municipal Employment +Bureau in Portland says that, the managers of houses are sometimes so bold +as to telephone to the bureau for girls, telling for what purpose the +girls are wanted.[28] One of the private bureaus was detected several +times coöperating in such practices. The menace of such places can +scarcely be overestimated. + +We may now conclude our review of the economic phases of social hygiene. +Economic conditions to-day are under indictment as endangering the health +and morals of working-girls and women. Moral delinquency may arise through +temptations met and hardships endured at the place of work; through scanty +wages, inadequate for daily necessities; through lack of sympathetic +consideration on the part of employers; through the stupidity of the +community in adhering to worn-out educational methods that do not train +wage-earners for earning a livelihood; through lack of protective +legislation in regard to hours and conditions of labor. As a matter of +fact, each of these conditions has been found to be an accompaniment of +vice; and taken all together they constitute an environment that makes +clean living difficult. Against the dark background of modern industry +should be portrayed the luxurious conditions that are apparently enjoyed +by those who have taken "the easiest way." In ancient society the status +of the prostitute was that of slave: to-day it is that of an industrial +citizen.[29] If the program of social hygiene comprehended only talking +about sex to working-girls--to laundry-girls, for example, who, after a +day's work of ten hours at the machines, go at night to their +boarding-houses where they wash dishes to eke out a living,--then this +program would not be unlike the advice of a physician who tells a poor man +with tuberculosis that he must go to the country for a year and live on +cream and eggs. + +Even in the case of wage-earning girls who adopt loose ways to satisfy +extravagant desires, their tastes are established by women of the wealthy +and middle classes. The leisure of these women is due to their +wage-earning sisters, who in factories and mills make the cloth, prepare +food-stuffs, and do all sorts of tasks that formerly kept women of the +upper classes at home. Through the instinct of imitation, combined with +the American feeling of democracy, the habits of the well-to-do determine +the ambition of many a working-girl. + +Other factors are industrial arrangements which segregate men in +construction and lumber camps for a part of the year, and then, without +providing for their further employment, turn them loose into cities where +only saloons welcome them and cash their checks, and where +disease-infected lodging-houses are their only places of abode. +Furthermore, standing armies take thousands of able-bodied men out of +normal industrial relationships, and keep them in camps that become the +congregating places of prostitutes. + +The most hopeful phase of the whole problem that it lies within the power +of the State to transform the industrial environment through progressive +legislation. The law cannot form character, but it can protect that which +has been developed through voluntary effort. Vice is partly a by-product +of industrial chaos which can be eradicated by industrial organization. +When working-people can establish themselves more generally in homes of +their own,--"every man under his vine, and under his fig tree," as it +were,--then they will be able to give more time to their children, and +will perhaps coöperate better in the program for sex instruction. + +Economic improvements should include a minimum wage for women, and one for +men based upon the needs of a family; the eight-hour day; insurance +against sickness, old age, and accidents; relief of unemployment; one +day's rest in seven for all continuous industries; industrial education +compulsory for all children; abolition of child labor; and amelioration of +conditions under which women work. + +When wage standards are raised, there arises the problem concerning those +who cannot earn a living wage. "Who will pay poor, ignorant Mary Konovsky +more than $6.90 a week?" is a question asked by a manufacturer during a +minimum-wage discussion in New York State. The reply is, If Mary is really +not worth more, she must be sent by the State to an industrial school +until she can earn her living; and if she should be proved to be mentally +deficient (as about 50 per cent of prostitutes are said to be), then she +must be placed in an institution where she can be humanely and permanently +cared for. The impossible alternatives are that she should be denied a +living wage when she can earn it, or that she should be allowed to drift, +in danger of becoming the prey of vicious men. + +Meanwhile, before the machinery of a full legislative program can be set +to work, the field is open for voluntary philanthropic endeavor. Welfare +work in stores and factories that is done by some one who acts, not as a +detective with condescending side interests in welfare, but +whole-heartedly and sympathetically can avail much. Real social work in +business establishments should be profitable to employers as well as to +employees. The aim of all public and private effort should be to make +industry not the occasion of stumbling, but what it should be, the +universal means of progress. + +FOOTNOTES: + +[2] _Statistical Abstract of U.S._, p. 163. (1911.) + +[3] _Woman and Child Wage-Earners in U.S._, vol. IX, p. 20; "History of +Women in Industry." + +[4] _A New Conscience and an Ancient Evil_, chap. I. + +[5] _A Trade School for Girls_, U.S. Bureau of Education, Bulletin no. 17, +pp. 52 _ff._(1913.) + +[6] Portland, Oregon, Vice Commission, _Report_, p. 188. (1913.) + +[7] _Social Basis of Religion._ + +[8] Social Survey Committee of Consumers' League of Oregon, _Report_, pp. +21, 22. + +[9] _Ibid._, p. 24. + +[10] Massachusetts Commission on Minimum Wage Boards, _Report_, pp. 51, +114, 157. + +[11] _Ibid._, p. 191. + +[12] _Report_ of Massachusetts Commission, as above cited, p. 188. + +[13] _Ibid._, p. 114. + +[14] _Woman and Child Wage-Earners_, vol. V. The cities included were +Boston, New York, Philadelphia, Chicago, St. Paul, Minneapolis, and St. +Louis. + +[15] By "adrift" is meant the condition of a self-supporting woman who is +alone or of a widow with children to support. + +[16] _Report_ of Massachusetts Commission, p. 213. + +[17] _Ibid._, p. 222. + +[18] _Report_ of Portland Vice Commission, p. 165. + +[19] _Morning Oregonian_, July 24, 1913. + +[20] Referred to on p. 211 of the _Report_ of the Massachusetts Commission +on Minimum Wage Boards. + +[21] _Woman and Child Wage-Earners_, vol. XV, pp. 81, _ff._; "Relation of +Occupation and Criminality of Women." + +[22] _Report_ of Portland Vice Commission, p. 176. + +[23] _Report_ of Portland Vice Commission, p. 176. + +[24] Scott Nearing, _Wages in the United States_, pp. 208, _ff._ + +[25] _American Labor Legislation Review_, vol. III, no. 1, p. 88. + +[26] _Social Diseases_, vol. III, no. 3, p. 9. + +[27] See Portland Vice Commission _Report_, p. 193; also _Woman and Child +Wage-Earners_, vol. XV. + +[28] Portland Vice Commission _Report_, p. 192. + +[29] E.R. Seligman, _The Social Evil_, Introduction. + + + + +CHAPTER VI + +RECREATIONAL PHASES + +_By Lebert Howard Weir_ + + +This chapter is in no sense an attempt to discuss pathologic sex problems, +but rather to show the necessity of providing facilities for normal, +wholesome living for all the people during their leisure time. This will +solve many of the vexing sex problems. + +At the outset, it is important to contrast the 27,000,000 hours a year, +during which the school has charge of all the children, with the +135,000,000 hours at the children's free disposal. Yet we are inclined to +charge the schools with the responsibilities of many failures in the +physical and moral make-up of growing boys and girls. The greater part of +the education of the boys and girls is received outside of school through +the various activities which fill up these 135,000,000 hours a year. +Society has, therefore, a great responsibility in directing the activities +of the free time of young people. + +People employed in the home, store, factory, shop, or office, in a year +of 365 days spend about 2880 hours of this time in sleep. Taking the +average working-day as nine hours and the number of working-days in the +year as 300, excluding Sundays and holidays, each person is employed in +needful occupations 2700 hours during the year. Out of the working-days, a +total of 2100 hours are at each person's disposal to use as he sees fit. +Of the remaining 60 days, 15 hours of each day are for free use,--or a +total of nearly 35 per cent of the entire year. What are the children, +young people, and adults doing with this time? + +One answer is found in the records of the juvenile court, in rescue homes, +in reformatories, in the police and criminal courts, in jails and +penitentiaries, in hospitals for the treatment of venereal diseases, the +insane and feeble-minded; another in the fallen women (and men, too), of +whom so much has been said of late; another in the crowded saloons and +busy restaurants in the heart of the city, with their music, bright +lights, food, liquor, and overdressed, painted women with their consorts; +still another in the billiard-rooms and the moving-picture theaters. + +The extent to which people of all ages and races resort to the +moving-picture show is known by few people. In Portland, Oregon, a weekly +attendance of 5000 is reported for a house with a seating capacity of 175; +a weekly attendance of 3500 for a house seating 75; a weekly attendance of +25,000 for a house seating 500. Another with a seating capacity of 567 +reports a weekly attendance of 22,000. The attendance of all the +moving-picture houses in any city is a startling revelation of the use of +the time of the people. + +All forms of leisure-time consumption are offshoots of the one great +common meeting-place of all the people, the street. The street is more +than an avenue for traffic. It is the social meeting-place of many of the +inhabitants. It is the playground of nearly all the children. Its glitter +and glare, its lights and shadows and care-free spirit, attract boys and +girls. They come as moths flutter about the candle flame and often with +equally disastrous results. The call of the street is irresistible. It is +the simplest, most convenient avenue for the satisfaction of that hunger +for pleasure, excitement, amusement, and recreation, common to all ages, +all races, and both sexes. It is the avenue for the spontaneous outpouring +of the spirit of democracy. No matter how thickly the city may scatter its +playgrounds, its athletic fields, boating and swimming centers and +recreation buildings, the street will always have to be reckoned with as +the one great all-engulfing factor in the use of the leisure time of the +people. + +Surely the possibilities for good or evil are infinite when the spirit of +youth and age play free, willingly receiving impressions on every hand. +Unfortunately, in the majority of cases the ministry in this field of +infinite character-building possibilities has fallen into the hands of men +who for the most part reckon its possibilities only in terms of the +nickels, dimes, and dollars that pass over the bar or counter or through +the box office. Many of them conceive low opinions of the recreation +desires of the people, furnishing the lurid, the _risqué_, the bold, the +daring forms of entertainment, or coupling it with other lines of +business, as in the case of the saloon, with unfortunate social results. + +Can the city afford the commercial exploitations of so much of this +valuable time? The answer must be that it can afford it only when the +ideals of the men conducting these various forms of amusement are as high +as the best that the community would demand if managing similar +institutions. The saloon proprietor is not interested primarily in the +physical and moral welfare of his patrons or in the general social welfare +of the city. He provides various forms of recreation to increase the +patronage of the bar; it is an unwritten law that those who avail +themselves of the card-tables, of the pool- and billiard-tables, the +moving-picture shows in the saloons, and who hear the music, must +patronize the bar. Thirty-six per cent of the pool and billiard licenses +are held by men holding saloon licenses, and in all the large pool- and +billiard-halls, especially in the center of the city, not connected +directly with saloons, liquor is served upon the demand of the patrons. +The evil of the situation is significant when it is remembered that the +larger percentage of the patrons of those places are men under twenty-five +years of age. Profanity is common, and usually gambling is permitted. +Often these pool- and billiard-parlors are the "hang-outs" of vicious, +depraved young men who live upon the earnings of unfortunate women. This +use of the leisure time of men is physically, morally, and socially +dangerous and should not be permitted. + +The public skating-rink is fairly free from objectionable features, but +boys and girls attending without proper chaperons often form undesirable +acquaintances. Women of the street and their male companions often attend. +Juvenile court officials are aware of the immoralities springing from this +source. + +The amusement parks present almost unlimited possibilities for the +formation of undesirable acquaintances. The fact that they are open in the +evening, and not lighted in all parts, the presence of cafés where liquors +can be had, inadequate police protection, the secrecy possible through the +presence of large crowds, the size of the parks, the distance from the +homes in the city, and the unchaperoned attendance of large crowds of +young people, all make amusement parks dangerous without closer +supervision by public authorities. + +In former days the road-house ministered to the legitimate needs of +wayfaring travelers. To-day the name "road-house" is synonymous with the +"bawdy-house" of the city. Located just beyond the borders of towns and +cities, beyond police supervision, catering to men and women who desire +secrecy for their revels and orgies, the road-house is one of the worst +possible institutions now ministering to the leisure time of the people. + +In some sections of this country, the public excursion, both by land and +water, is as bad as the road-house. Instead of being a time of relaxation +and recreation, a time of freedom from cares of the workaday life and +enjoyment of pure air, sunshine, and beauties of nature, and of fine +social relationships of people, the excursions have become dissipations of +physical and moral energy. With proper supervision and with proper +standards on the part of promoters of transportation companies, the public +excursion can be a fine constructive factor in the use of the leisure time +of the people. + +Festivals and carnivals conducted by the people of a community, +commemorative of national holidays or of historical events or of religious +life, are often admirable. But whenever the festival or carnival becomes a +commercial enterprise for the purpose of attracting crowds to the city, +for advertisement and for gain by merchants and hotel proprietors, young +people are in danger. The city becomes the mecca for undesirable men and +women who prey upon the susceptibilities of the people, animated by the +festival spirit. The hotels are the temporary homes of women of the +street. Every large festival of this kind has been followed by social +evils of the most virulent type. Many a girl and many a boy, yielding to +the influences of the abandonment of the crowd, take the first step in +sexual vice. This type of festival is not socially profitable to a +community, where the commercial aim and purpose predominates. The +commercial exploitation of the recreation and social needs of the people +is usually productive of sexual immorality. + +A characteristic feature of American life is the club, union, society, or +order spontaneously formed by the people. No matter what the fundamental +purposes of these groups may be, whether for protection against sickness, +accident, and industrial evils, whether for the study of art, music, and +literature, or for the promotion of physical activities, the primary bond +that brings the group together and holds it together is the social +instinct of mankind. + +Those which administer to the play and recreation life of their members +most efficiently are strongest. The dances, card parties, lectures, +entertainments, and other social activities conducted by such groups are +usually under the best kind of social control, far better than any type of +commercial amusement and perhaps better than most public-supervised +amusements. The strength is in the comparative smallness of the group, the +personal acquaintance of the members, the presence of older people with +the young, and the existence of individual and group responsibility and +ideals. Far better social control would result if all public dances and +public skating-rinks and excursions were conducted on this group or +society basis. + +One field of neglected social activity is the home as a recreation and +social center. The day of the "party" seems to be past. Parents have thus +lost one strong hold on the character development of their children. +Thousands of parents in the modern city have lost the social spirit of the +home because of crowded living conditions, but there are also thousands, +especially in the Western cities, who still have individual homes; every +such home should be the primary social and recreation center for +adolescent boys and girls. The revival of the small group social in the +home for the young people would be a constructive contribution to some of +the moral problems of the young. + +In the leisure-time activities of children, the Sunday supplement or +"funny sheet" of the newspaper is of importance. The funny sheet appeals +not so much through humor as through glaring color and grotesque pictures +which violate every canon of color combination and of art. Exaggerated +types of mischievous children and freakish adults, and equally freakish +and unthinkable mechanical devices, are favorite subjects. Disobedience of +children, premature and unnatural childish love-affairs, domestic +infelicity, the privileges and advantages of bachelorhood are paraded +Sunday after Sunday before the susceptible minds of millions of children. + + * * * * * + +Multitudinous as are the private agencies administering to the +leisure-time activities of all the people, neither the commercial +amusements nor the numerous spontaneous private organizations answer all +the requirements of social and recreative needs of the people. On the one +hand, commercial amusements, while used and enjoyed by masses of the +people, have been objects of danger and distrust because of their +anti-social effects. On the other hand, the private society, club, order, +and organization are essentially narrow, and formed with other purposes +and ideals in view than ministering to the social and recreative needs and +desires of the people. The providing of ample facilities for the fullest +and most wholesome use of the leisure time of the people is a community +responsibility, just as important to the public welfare as a system of +public education. + +This community sense of responsibility did not in the beginning have the +wide constructive vision which characterizes it to-day. It was designed +first as a corrective of pathological social ills, especially relative to +childhood and youth. Congestion in the modern city, an incident and a +result of specialization and expansion of American industrial and +commercial life, caused living conditions inimical to the health and +morals of all the people. As usual the children suffered most. Deprived of +light, air, wholesome living quarters, play space, and the advantages of a +real home, they fell easy victims to disease, sickness, death, and, what +is worse, to the disease and death of ideals and morals. Juvenile faults +and crimes increased at an alarming rate. The therapy of play was applied. +It was soon found, however, that the great mission of playgrounds was not +as a therapeutic agent, but as a preventive and constructive force. The +movement took on large, positive, constructive aims, purposes, and ideals. +It expanded into the playground and recreation movement, with emphasis +upon the latter, aiming to provide for and direct the leisure-time +activities of all the people. Play was restored as the right of every +child, without which no wholesome physical, mental, and moral growth is +possible. + +As constructively related to other great social problems, the playground +and recreation movement was found almost universally applicable. Sexual +immorality and the white-slave traffic are combated by recreation centers +where young women obtain under normal conditions the highest ideals and +satisfy the spirit of youth, which is the sign of life itself. + +The scope of this larger movement is as follows: It promotes the +establishment of playgrounds within walking distance of every child; +athletic and sport fields for older boys and girls and for men and women; +boating and swimming centers and parks for the use of all; recreation and +social centers in municipal recreation buildings and in school buildings, +where all the people of a community, irrespective of race or creed, may +find opportunity for the fullest possible recreation and social life; it +promotes school and municipal camps, tramping-clubs, and other activities +that cultivate the habit of outdoor life; physical education and athletics +in the schools that reach every child, instead of a few as now; it stands +for school playgrounds, in connection with every school; it seeks to +provide facilities through which musical, literary, dramatic, and artistic +talents of the people may find encouragement and expression, and for a +constructive social supervision of all commercial amusements. + +Yet playgrounds and recreation centers are not free from social dangers. +Many of the moral dangers of commercial amusements may arise in +municipally owned and managed systems of recreation. In fact public +playgrounds have become such moral menaces as to warrant their closure in +the interests of public welfare. Some of the worst cases of sexual +immorality coming to the juvenile courts arise in public playgrounds. This +is the result of bringing large numbers of young people into a common play +place without the most careful supervision, guidance, and direction. The +physical growth and health, the morals, the happiness, and the ideals of +citizenship of great masses of the people are so deeply involved in the +right use of the leisure time of the people that to conduct their +activities in any way but according to the highest standards is a civic +crime. + + + + +CHAPTER VII + +EDUCATIONAL PHASES + +_By Edward Octavius Sisson_ + + +The education of youth as it exists has a great gap wherever the subjects +of reproduction and sex are concerned. Children are taught at home many +things about every other part of their lives, but usually nothing about +this; at school they learn the anatomy and physiology of bones and +muscles, of sense-organs, and nervous system, of glands and alimentary +canal, of respiration and circulation; but a sudden silence falls just +before sex is reached. We study everything about life except its origin, +and in ignoring that we lose a most fascinating and beautiful field of +inquiry, an essential part of knowledge, and a vital element in moral +intelligence.[30] + +The aims of sex education may be stated in the main as follows:-- + +(1) The first aim is individual prudence. Every normal human being must +undergo crucial tests and solve vital problems in his own sex life. The +most beautiful successes of life and its most conspicuous failures are +both exceedingly frequent in the realm of sex. The conditions of the +sexual life are sufficiently alike in all normal cases so that the +experience of the race is valuable to the individual in meeting his own +problems. Each child as he passes onward through youth to maturity is +treading a road new to him, not lacking in danger and pitfalls, nor +without opportunities for great reward. Education must give him all the +available advance information concerning the road he is to travel. + +(2) The second aim is general intelligence. Sex is a universal element in +all living beings, with the exception of the very lowest; it pervades the +life of the spirit as well as the life of the body. No man, therefore, can +be intelligent concerning things in general without a clear, definite and +accurate knowledge of the fundamental facts of sex. One of the strongest +new visions concerning sex is the marvelous way in it ramifies into all +fields of thought and action. Not a few of the most eminent workers in +modern science incline to consider all aspects of human life, including +even religion itself, as emanations or processes from the sex basis. Such +in particular are G. Stanley Hall in America and Freud in Germany. Without +going to such extremes we may still recognize the fact that in all sorts +of physical and psychic problems in morals, religion, and sociology, sex +plays an important part and must be understood if we are to grasp the +situation and its meaning.[31] + +(3) The third aim is social enlightenment. The human spirit in our own day +is manifestly addressing itself to the solution of the special social +problems which involve the sexual life of men. Three of these problems may +be specified: (a) The so-called "social evil," including not merely +prostitution, but also all other forms of waste and injury through sexual +errors; (b) the problem of family life, including marriage and the rearing +of children, as well as pathological aspects such as desertion and +divorce; (c) the vast problem of eugenics or race culture. + +In all these fields the problems of sex are involved. Men and women who +desire to bear their whole burden as members of a progressive society must +contribute to the solution of these great social problems, and to do this +wisely must know something about the basic facts of sex life.[32] + +The first and basic part of sex education is bodily regimen: children and +youth must live an abundant, vigorous, wholesome physical life.[33] Cities +have threatened to be the "graves of the human species" in this respect. +Sedentary life chokes and misdirects the currents of nervous energy and +the very circulation of the blood. The lad who plays vigorously, even +violently; who can "get his second wind," turn a handspring, do a good +cross-country run, swim the river, possesses a great bulwark of defense +against sexual vice, especially in its secret forms. + +The revival of play, of play for all, boys and girls, weak as well as +strong, is one of the most hopeful movements on foot to-day. Let us base +our promotions from grade to grade, and especially for "graduation" from +school, partly upon physical tests, requiring each student to make of +himself physically, not a record-breaking athlete, but the best that can +be made out of the stuff in him. + +Food, sleep, clothing, bathing, fresh air,--all these are vital also; +whatever turns the flow and thrill of life into wholesome channels, +abolishes indolence, stagnation, morbidity, and fosters abundance of +bodily life,--such is the regimen of sex health. + +No bodily regimen can be effective without mental control. Nowhere does +mind affect body more immediately and powerfully than in the realm of sex. +The educator has two great tasks in this respect: first to improve the +general environment in which the young must live and develop. As things +are, our streets, store-windows, books and magazines, and especially +public amusements, such as theaters and dance halls, abound in sexual +suggestion and stimulation.[34] These agencies stimulate an excessive +stream of sexual desire, with all its physical accompaniments, in boys +and men: the natural and inevitable result is an overwhelming impulse +toward illicit satisfaction in self-abuse or sexual immorality. Society in +self-defense and the interest of its youth must wage war upon this +mercenary exploiting of the sex impulse. Licentious thinking is the great +foe of continence; the saying of Jesus may be paraphrased thus with +physiological correctness: "He that looketh upon a woman to lust after her +hath already committed the sexual act in his _nervous system_." + +Hence, the second task in this connection is to arouse and arm the youth +against the lusts of the mind, and lead him in a resolute fight for +mastery over his own thoughts. "Do not harbor in your mind anything you +would fear to have your enemies know, or blush to have your friends know," +is a good motto for boys and youth. + +When we come to instruction in matters of reproduction and sex, the first +principle is that it should be given in organic relation with the rest of +life and thought. It arises naturally in two main connections: in response +to the child's own questions and problems; and as part and parcel of +biological science. The common questions of the little child, "Where does +the baby come from?" or perhaps even earlier, "How does the hen make the +eggs?"--an actual question of a four-year-old--are the signal and the open +door for easy and natural enlightenment. Seize the opportunity: tell the +truth, as simply and briefly as possible, and the beginning is made; watch +for and utilize all such opportunities, as they come, and the main road of +the task is marked out; shock is minimized, if not eliminated, mutual +confidence is engendered, and a priceless reward may be won. But if at +that first question we falter, quibble, blush, lie, jest, or repel, we +have entered the wrong road which leads eternally astray. Let no question +ever be either ignored or neglected, least of all repelled. It is the +golden opportunity for parent, teacher, or friend. To guarantee against +the child seeking promiscuous and irresponsible sources of information, +let his questions ever find the warmest welcome and kindest response at +the parent's knee.[35] + +Now the movements of the child's own mind in matters of sex and +reproduction may either be actual questions more or less explicit, or they +may be subtler seekings for light,--hints, vague inquiries, gropings after +what he cannot phrase or hesitates to utter; these inward stirrings are +vital, and the alert and sympathetic and patient parent can in the main +perceive them and bring them to light. But success need not be hoped for +in this respect unless first the beginnings are attended to; uncounted +parents can testify to the infinite difficulty of breaking to the boy or +girl the silence long practiced with the child. Nor will occasional or +spasmodic fits of interest and action by the parent achieve much; +Emerson's proverb holds inflexibly here; "What wilt thou have?" quoth God; +"pay for it and take it." Pay we must in time, in thought, in perseverance +and patience, in study of the problems and self-preparation for the task. +Happily the progress of sex hygiene among adults is yearly increasing the +number of fathers and mothers who are awake and active. + +We have spoken of meeting the motions of the child, as though the educator +might never need to take the initiative; in all probability that might be +true in an ideal state. As things are it would be unsafe to rely +absolutely upon questions; the parent and on occasion other educators must +take the initiative in some cases. In doing so, however, the most +scrupulous care should be taken to be sure that the mind of the learner is +ready for the particular instruction. + + * * * * * + +In biological instruction what is needed is not an artificial appendix or +addendum, but simply that we should cease to mutilate science by omitting +its most fruitful and essential elements. Nature study for little children +is the first available field; it should begin even before the kindergarten +age, with the simplest and easiest observations, and proceed by gentle +gradations of progress; it finds abundant and fascinating material in +growing plants, eggs, brooding chickens, kittens, puppies, and, best of +all, the new baby, where the home questions and the nature study meet in a +profound emotional and intellectual experience.[36] + +The botany, zoölogy, physiology, and hygiene the upper grades and the +high school the natural mediums for further scientific treatment.[37] It +will probably be found advisable to separate the sexes for this part of +the work, and have boys taught by men and girls by women. Not a few high +schools and colleges are already carrying on such instruction with entire +success. + +It seems quite clear that the school must set itself, wisely, indeed, but +also resolutely and effectively, to provide clear, true, scientific +knowledge of the origin of life and the laws of sex. The educator can, +must, and will answer truly and purely, all questions in these matters on +which the child and youth are now left to random, miscellaneous, +clandestine sources, and get vile, false, and pernicious answers. + + * * * * * + +As childhood passes into youth and the pubertal changes begin, the +objective curiosity of the earliest years passes gradually into the +intense concern of personal problems. The general principle is the same: +do not drag in the subject of sex and reproduction, but do not evade or +ignore it when it appears; deal with it truly, purely, honestly, +fearlessly, as an essential and organic part of truth and life. + +The safe and happy outcome in these personal problems can be guaranteed in +only one way--that the young person should be able to turn with complete +confidence and little embarrassment to some trusted and intimate +counselor, preferably the parent, but otherwise physician, pastor, older +friend, with whom he has already discussed sexual questions, and who he +knows will receive his advances with sympathy, answer his questions with +frankness and intelligence, and hold his confidence sacred. Happy the +youth or maiden who has such a guide in the crises of unfolding powers and +perils. + +The chief problem of this part of the education is the accurate and timely +adaptation of what is taught to the needs of the successive periods of +development. Hence chronological or "calendar" age and school grade are +both unreliable guides to the educator: a group of fifteen-year-old boys, +or of eighth grade boys, includes some who are children not yet entered +upon pubescence, others who are mature,--that is, have attained the power +of reproduction,--and still others who are in process of change. These +three groups cannot be treated identically; each period has its own +peculiar needs. The problem of sorting out the individuals and meeting the +needs of each group is difficult because of our traditional neglect of the +whole task. But of any particular lesson we may agree with him who says, +"Better a year too early than an hour too late." + +The earliest safeguard, rather regimen than instruction, is the +inculcation of the idea and habit of "Hands off" the sex organs. The +little child is taught this by his mother, and it becomes second nature. +The pre-pubescent boy and girl may receive some slight but impressive +additional perception as to the danger of meddling in any way. They should +also be warned strictly against any other person who offers to tamper with +their sex organs or adjacent parts of the body. Let them understand that +they are justified in any means of defense, the fist, a club, or a stone; +and that the offender is forever damned by his act and must never again +be trusted; and, of course, that they should at once lay the whole case +before their parents or other persons in authority. + +The special instruction of the pre-pubescent and pubescent periods is as +yet by no means fully agreed upon among experts. We can give here only a +few points that seem fairly clear. + +(1) Girls should know in advance enough of the general facts of +menstruation so that the onset of the period may not cause, as it now does +in thousands of cases, shock and sometimes dangerous errors of conduct. +They should also know that the sexual nature of men is active and +aggressive instead of passive and defensive as in the woman; and that +hence the woman must in general take the leading part in the control of +the sexual relation, or, at least, of those preliminary intimacies that +tend to culminate in sexual union. If it be contended that this is a +delicate and difficult idea to convey, liable to be exaggerated and to +produce false attitudes, the answer is that if difficulty is to deter us +we may as well stop the whole task of sex education before we begin; and +moreover that the disasters now resulting from ignorance are ten times +worse than any probable results of instruction. + +This sexual difference means not only that the girl must be intolerant of +improper advances, but also that for her own sake and that of her sister +women she must beware of conduct, attitudes, or forms of dress that tend +unduly to excite the sexual impulses in boys and men. + +In view of the enormous morbidity and mortality inflicted upon innocent +women and their children by sexual disease, the girl should learn the main +facts concerning the nature, effects, and incidence of gonorrhea and +syphilis. Health certificates of prospective bridegrooms will probably be +more easily enforced if such intelligence becomes general. The time for +such instruction is difficult to state, and would vary with the social +environment; probably late adolescence would be early enough in most +cases; earlier information is indispensable for girls who by reason of +their economic or social status are peculiarly exposed to sexual +temptation and danger. + +Training for motherhood, a great gap in our educational system, is a +closely related theme, of incomparable importance, but beyond the scope +of this work. + +(2) Boys should learn early the rewards of continence: that the +conservation of the sexual secretions is the indispensable condition of +manly growth in stature, muscular powers, voice, heart, and brain. They +should learn the possibility and healthiness of continence--always +understanding that mental continence is the prerequisite of physical +continence. + +They should know in good time that nocturnal emissions are quite normal, +when not too frequent, and indicate not lost manhood or the danger of it, +but merely the fact that the sexual glands are now for the first time all +developed and active. This is one of the simplest and most commonplace +facts in the whole range of sex knowledge, yet, through ignorance of it, +unknown multitudes of boys have suffered anxiety sometimes amounting to +terror, have become moody and dejected, lost interest in work and studies; +and finally thousands of them, ashamed to ask counsel or enlightenment +from any decent source, have had recourse to the venereal quack, who so +artfully spreads his snares for them in daily paper and widely circulated +pamphlet. Once the victim is in his hands there is almost no limit to the +evil that may result.[38] High-school principals tell of watching the +faces of their boys during a lecture on sex hygiene and noting the visible +signs of relief and new hope when the lecturer explained the true nature +and meaning of emissions. + +So far as the so-called "sexual necessity" is concerned, let boys +understand that it is unknown among animals; that its completest +embodiment is found in degenerates and imbeciles; and that athletes, +thinkers, priests, scholars, warriors, the finest men of every type, hold +their passions strictly subject to their wills. Let them know that the +world is well supplied with wretches whom this very "sexual necessity" has +robbed of their precious virile powers, but that the cases of impotence +through chastity are certainly unproved and probably non-existent except +in the imagination of people who want to believe in them. And finally that +numberless fathers of big healthy families were as chaste as the wives who +bore their children. + +Boys should learn that the man who insists on premarital sexual necessity +has two roads open to him--one that of the libertine and seducer, the most +contemptible of creatures; the other that of the whore-follower, whom +nature perpetually menaces with vile and pestilential plagues, making him +a misery to himself and menace to all clean persons who associate with +him, especially his future wife and unborn children. + +This involves, at least for the present state of society, some information +regarding the two chief venereal diseases: that all prostitutes, +professional or otherwise, are sooner or later infected, and that no +reglementation can give security. They should know something of the +horrors of syphilis, its loathsomeness, its extraordinary power to +penetrate to the physiological Holy of Holies, poison the germ cells, and +damn in advance the unborn children of its victim. They must know the +fatal treachery of gonorrhea: how it lurks unsuspected in the victim who +supposes himself cured, and strikes, like a bolt out of clear sky, +blinding newborn infants, and robbing innocent wives of motherhood, +health, or life itself. + +To object to this instruction because it is gruesome, or because it may +seem like intimidation, is sentimentalism: in this matter, as elsewhere in +the realm of knowledge, the truth should scare no one who does not need to +be scared. It is better to be safe than sorry; and it is better to be +scared than syphilitic. "I dare do all that may become a man," says +Macbeth; "who dares do more is none"; let a man dare if he will with his +own body, aye, his own soul; he is but a coward who does not shrink from +buying voluptuous moments with the hazard of wife and child. Hydrophobia +is far less perilous than venereal disease, and if one hundredth as many +were attacked by it the world would be placarded with scarlet danger +signs; the man who decried the precautions as intimidation would be shut +up in a home for imbeciles. If this is intimidation, let us have more of +it. + +Above all, boys should learn the beauty and glory of the true relation of +the sexes; the bond of love and unity between man and woman truly +married--in soul as well as body. As he cherishes and vindicates the honor +of his father and mother and sisters, so should he be taught to use his +intelligence and heart to hold sacred in youth the powers and functions +that will enable him to become in turn husband and father, to give a clean +soul and body in marriage to a pure woman, and to pass on the germ of life +to the children of his body. A few lessons on heredity will show him that +he is but the steward of an inheritance that has come down from a thousand +ancestors and may well be perpetuated through generations to come. +Prudence is good; but no narrow selfish motive will meet the need. The lad +who is "good" merely for the sake of his own skin is usually a poor +creature; the finest lad--who might perhaps hazard his own individual +fate--will refuse to gamble with the souls and bodies of those others who +shall be his own flesh and blood. No virtue is safe that is not +enthusiastic: and only altruism is truly enthusiastic. + +The boy and girl, now young man and young woman, must both learn that +prostitution is a social sin:[39] the "scarlet woman" has been truly +called the eternal priestess bearing the sins of humanity. This is a vast +theme; we have got beyond the realm of mere sex education;--but truth is +one, and life is one, and neither logic nor humanity will consent to our +stopping short of the whole truth. Social intelligence--the illumination +of man's life with man--the scientific and spiritual comprehension of the +apostolic dictum, "We are all members one of another"--and "if one member +suffer, all members suffer with it"--these are the great arrears of +education. But there never was a time when the spirit of man moved so +rapidly forward as here and now, and the movement for sex education is but +one striking phase of the great advance. + +FOOTNOTES: + +[30] An examination of tables of contents and indexes of standard school +texts in nature study and biology will reveal the almost universal absence +of all ideas relating to sex and reproduction. There are two or three +recent exceptions. + +[31] G. Stanley Hall, _Educational Problems_, vol. I, pp. 388-97, Thomson +and Geddes, _Problems of Sex_, pp. 5-17. + +[32] Thomson and Geddes, _op. cit._, pp. 46-52; Saleeby, _Parenthood and +Race Culture_; Morrow, _Social Diseases and Marriage; Hall, Educational +Problems_, vol. I, pp. 424-43. + +[33] Fisher, _National Vitality_; Hall, _Youth_, chaps. II, V, VI, XII. + +[34] "What makes a Magazine?" _Twentieth Century Magazine_, September, +1912, pp. 11-20; _The Exploitation of Pleasure._ Russell Sage Foundation. + +[35] See Mrs. Woodallen Chapman, _The Moral Problem of the Children_, esp. +pp. 61-93. Also the chapter in this book on the education of children. + +[36] An epoch-marking book in this field is Miss Torelle's _Plant and +Animal Children and How They Grow._ (Heath.) See also pamphlet, _The +Origin of Life_, by R.E. Blount. (Scott, Foresman & Co.) + +[37] "The Teaching of Sex in Schools and Colleges," _Social Diseases_, +October, 1911. Addresses by G. Stanley Hall, Maurice A. Bigelow, Josiah +Strong, Charles W. Eliot, and Mary Putnam Blount, _Sexual Reproduction in +Animals: the Purpose and Methods of teaching it._ Proceedings N.E.A., +1912, pp. 1324-27. + +[38] Hall, G.S., _Adolescence_, vol. I, pp. 459-62. + +[39] Jane Addams, _A New Conscience and an Ancient Evil._ + + + + +CHAPTER VIII + +TEACHING PHASES: FOR CHILDREN + +_By William Greenleaf Eliot, Jr._ + + +My children when they were little were fascinated with a book which their +mother used to read to them, called _Mother Nature and Her Helpers._ Each +chapter or lesson was made up of interesting information and ideas +suggested by the pictures. At the head of the first chapter was a picture +of a mother sitting by a cradle with every surrounding and circumstance of +humble, happy home life. Succeeding chapters were upon the cradle and the +home of plants and animals. Ovaries of plants and nests of birds and +squirrels were all set forth in terms of the child's experience of home +life, home-building, home-protecting, and feeding the baby. Doubtless the +design of the author was to lead the child to an understanding and +appreciation of its own home life and love by showing it home life in its +origins and elements. But an equally important implication lay in the +fact that the child was brought into its intimacy with plant and animal +life along the angle of its own human experience and of its own home +ideals. After such an introduction to the homes of plants and animals, +whenever it should seem best to apprise the child of the details of plant +and animal reproduction, the additional facts would instantly find their +places in close relation to facts already familiar and already related to +his highest childish affections and ideals. + +For the basis of sexual instruction for a child should be the difference, +not the similarity between man and animals. If the basis is made the +similarity between man and animals, the child, as time goes on and as its +own sexual life increasingly awakens, may tend to imitate animals, may +attempt to justify the natural and unrestrained promiscuousness of its own +instincts, may justify unrestrained sexual life in the name of nature as +against the alleged artificialities of civilization. The basis must be +human, not animal; moral, not biological. + +Biology goes far to explain humanity, but the interpretation is found in +the spiritual affections, experiences, and implications of family life. +The family life of animals is constituted of animal instinct freely +followed. The family life of man would be ruined by the free following of +animal instinct. There is a distinct danger in all so-called sex +instruction of children which makes plant and animal life the norm. + +The definite and clean instruction of children in the physical facts of +reproduction may rightly and wisely begin with the simple facts, +anatomical and functional, of plants and animals; but it is important that +a true philosophy lie back of this instruction. Man is not only a higher +order of mammalia; he is a worshiper of God and capable of practicing his +presence. And from this base our instruction to children, drawn from the +anatomical and functional life of plants and animals, must always subserve +the moral, the spiritual superiority of man and the human family. + +The little child will understand and even idealize plant and animal life +if he learns of plant and animal life first in human terms. His moral +development is menaced if this process is reversed so that a +counter-tendency is set up,--a tendency to interpret the human functions +in animal terms. It is better for the child to humanize animal +relationships than to animalize human relationships,--and this can be +achieved only through a constant observance of the human basis in the +sexual as indeed in all phases of a child's education. The little book +which I mentioned at the beginning does just this,--it introduces the +child to the home life of animals, it interprets animal life in ideal +terms. It lays a basis for relating later information of sex functions to +the home life of plants and animals. At the proper time in a child's +development, he is prepared to place a true and intelligent value upon the +differences between the home life of animals and the home life of human +beings, and to justify intelligently and with full consent of mind and +sanction of conscience the differences of sexual practice as between +plants and animals on the one hand and human beings on the other. He is +prepared to see that it is enough for the sex life of plants and animals +that it be physically and biologically normal. It is not enough for the +true and ideal family life of man that the sex relation should be +biologically normal. It must be morally normal--normal, that is, to the +highest human interests. + +The more concrete and detailed problems of method would not be serious if +every child's mind were a blank or even if its instincts were analogous to +normal animals. But neither is the case, and the problem of method and +means of instruction is therefore amazingly complicated. If the sex life +of a child were analogous to that of normal animals, it would not awaken +at all until puberty. And if the child's mind were a blank on sex matters, +it need only be kept from the invasion of wrong ideas from outside. But +the sex life of a child begins long before puberty,--both physically and +mentally. In the child, the physical signs are more or less detached from +the mental signs,--at this or that phase of a child's life, the one or the +other may have precedence; but the two are subtly interrelated, and tend +to contribute to each other. In the human being a sex life that is normal, +both biologically and morally, is an achievement; not a thing which would +take care of itself if the child were left alone and merely kept ignorant +of the abnormal. The human child is born abnormal,--that is to say, with +latent possibilities of sexual abnormality, physical and mental,--and this +by virtue of the mere fact that he is not only with animals a creature of +instinct, but with humanity a being with ideas. + +This statement is doubtless oftener true of the sex life of boy children +than of girl children; but it is a fact and a very important fact, and it +lies at the bottom of the problem when we come to consider the details of +instructional method. If it were not for these facts, it would make no +difference who imparted sex information to the child, so the facts were +accurately told; and it would make no difference what facts were given, or +at what age the child received them, if no lies were conveyed. But because +the child's physical and mental sex life awakens early, and because every +child has latent tendencies to abnormality and latent responsiveness to +the abnormal, it is of critical importance that we decide who shall teach +the individual child, when the child shall be informed, and what the child +shall be told. It is of critical importance because, if the instruction +comes wrongly, we may, even with good intentions, contribute to the very +abnormality that we wish to forefend or overcome. With some children we +could perhaps safely take chances so far as the self-awakening sex life +is concerned if we did not know that it is impossible, without more harm +than good to keep the child from such perfectly normal relations with +other children as almost certainly will expose it to disastrous +misinformation a suggestion. + +Whatever ought to be said of the importance of the home tradition and +ideals and the general physical and moral regimen of the child (and these +are of supreme importance), the facts of the last two paragraphs lay the +ground for this general statement: that in the case of a child whose moral +and sexual environment has been bad and perverting, proper sex instruction +cannot make matters worse, whereas in the best families much harm may +arise from the lack of such instruction. + +If any information is imparted to the child at all, the first instruction +should properly come from one or other of the child's parents. It is +sometimes the case that opportunity for the first information is presented +when the child asks questions. And the supposed question of the child is, +"Where did the baby come from?" Our course would be much smoother if +every child asked its mother or father this question, or if every child +began with this particular question, or if every child asked any question +at all. Sometimes the child asks the nurse this question; sometimes the +child is an only child or for some other reason this question never occurs +to it; sometimes the child's first question pertains to some curiosity +about its own navel, or "where eggs come from," or "why the hen makes +them," or "how they get into the hen," or what is meant by "half shepherd +and half St. Bernard." But children do not ask the questions that the +books say they ask, and ready-made answers do not always apply. + +Whether a child asks the conventional questions or the unexpected +questions, and whether it asks questions or not, the parent ought to have +some pretty definite notion of when, what, and how to tell a child. A +child's questions about the baby should be answered truthfully; all such +replies as escape by the stork, cabbage-patch, or grocer-boy route should +be avoided. It goes without saying that children's questions should be met +seriously and even reverently, and that parents should never speak of nor +allude lightly, jokingly, or irreverently to sex relationships in the +child's presence. + +A child may ask a question prematurely, or at a time when the parent finds +it impossible to answer in such a way as to make the desired impression or +to avoid the undesirable impression. The postponement should be frankly a +postponement, and the parent should answer the question at some later time +chosen by the parent and upon the parent's own motion. If the child never +affords the parent a natural opening for the first or later conversation, +the parent should make the opening by reference to the recent arrival of a +baby in the child's home, or in some neighbor's family, or even to the +arrival of kittens or chicks. + +Such preliminary information should come at or near the first asking of +questions, or if no questions are asked, at any convenient time between +the ages of six and eight years, and in any case before the child goes to +school or mingles much away from home with other children. It is a mistake +to suppose that very much need be said to the young child. If the child's +normal curiosity is satisfied in a clean way from the right source, that +is sufficient. Especially should it be advised of the truth about those +facts concerning which it is liable be misinformed in its contacts with +other children. Only, parents ought to remember that their child, however +carefully brought up and protected, at any time and of its own motion, may +itself be that corrupting "other child" against which we are so sedulously +warned! + +Or, again, the child when it has been duly instructed by parents may +without harmful intentions talk too freely with other children. It may do +some harm to other children in this; but what is more likely, it may +receive harm by calling out uninformed and hurtful conversation from the +other side. For this reason, a parent in talking to children should be +careful to explain that they should not talk to others. If they are +properly brought-up children, their modesty will respond, and their +trained obedience will keep faith. + +This is the place to try to make clear the importance of such secrecy and +confidence between parents and child. There is a secrecy which adds a +glamour of pleasurable naughtiness, leading straight to prudery and +pruriency with all their consequences. Such secrecy is the sort that +develops when parents do take the child into their confidence. Such +harmful secrecy is not to be confounded with the confidence between parent +and child. In opposing the harmful kind of secrecy, there are those who +very wrongly, as I believe, object to any secrecy; who say, "All things +are clean; why should any difference whatever be made between the lungs or +the stomach, and the sex organs; it is often the very making of any +distinction that causes and helps cause all the trouble." Now the case +against all secrecy would be valid if the premises of the argument were +sound. Roughly speaking, lungs are lungs, and stomachs are stomachs, but +the sex organs and their impulses, reflexes, and irradiations are +connected with the subtlest complexes of mind and affections, inextricably +connected with everything human, with further irradiations into the entire +social body. + +By all that makes it important to prevent the private and mutual secrecies +of children, by so much and ten times more is it important to establish +confidential secrecy between parent and child. For in so doing, you not +only prevent the undesirable secrecy, but you build normally on modesty; +you lay foundations for a true sense of shame, disgust, and disgrace; and +in doing so, set up one of the strong defenses against perversions and +prurient allurement and seduction. + +Prudery should be made impossible and true modesty conserved by proper +secrecy in sex matters, and back of that by the proper attitude, +conversation, and practice in the child's familiar domestic functions. +Prudery and modesty must not be confounded; for by as much as we condemn +the one, ought we to value the other. + +Up to the time, then, that a child goes to school, everything has probably +been done that can be done so far as its instruction is concerned, (1) if +the child has been kept as far as possible from foul suggestions from +others; (2) if the child has had its questions honestly answered or +temporarily though unevasively postponed; (3) if the child knows from its +parents' lips that it came into the world from its mother's body, first +growing there "beneath its mother's heart" until it was strong enough to +be born; and that the mother would never have wished to have her child +grow in her body had it not been that there was a strong man who would +care for both mother and little child with great love and tenderness; that +there has to be a father to love the mother and child, and that, +therefore, mother and child must love the father, and the child must love +both father and mother, and that this love is what makes the home; and (4) +if in the process of imparting information, confidence has been +established and modesty conserved. + +Anyone who has ever seen a group of six- to ten-year-old boys and girls +stand side by side and gaze with rapt but natural wonder and delight at a +bureau drawer or chest full of the beautiful little garments waiting and +ready for an expected child can never doubt the wisdom of a child's +knowing from the start some better version of the story than any of the +evasive temporizings of the conventional parent. + +What shall the parent do who has never spoken of these things to his child +until now the child is ten, eleven, or twelve years of age, and especially +if the parent has given the child one of these evasive answers in reply to +its innocent questions? It may be said in passing that if the parent has +thus evasively answered the child's first questions, he will never be +bothered in all probability with any more questions. For the best way to +set up the barrier is to answer questions falsely; and one way to +establish confidence and to facilitate further communication is to answer +truthfully. + +The child may know more or less than you think it knows. The parent does +not know what a ten- or twelve-year-old child knows or does not know. +Again, a parent does not know at what time or in what way or to what +extent the child's sexual life and impulse have already awakened. And the +parent does not know to what extent the child may know "what ain't so." It +is a mistake in most cases for the parent to try to find answers to these +questions by questioning the child. For just as a parent may start wrong +by deceiving the child, so the child may start wrong by deceiving the +parent, and even a pretty good child, especially after it has been +deceived by the parent, is likely to follow the same cue when it is +questioned by the parent. The parent should not tempt the child to such a +misstep. + +Again, the parent, whether mother or father, should never try to open the +conversation or resume it at a time when the boy or girl is likely to be +interrupted or distracted or is eager at the moment to be somewhere else +and doing something else. The mother and daughter quietly sewing together, +or the father and son off for a walk, or sitting on a log, or lying on the +grass, are ready for a confidential talk. + +If the boy or girl was deceived in response to its first questions, the +father or mother may retract in some such way as this: "Do you remember, +Molly, that when you asked me where your baby brother came from, I told +you the doctor made us a present? Well, that's the way fathers and mothers +answer little children, just as we told you that Christmas presents came +from Santa Claus. You came to know that papa and mamma are Santa Claus and +that Santa Claus is a fairy story--and so you have probably already +learned how the baby came. The baby really grows in the mother's body--did +you know that? Do you know how long it takes for it to grow there? No? It +takes nine months. Before you were born, you were growing inside of your +mother's body. The blood from your mother's body flowed into your body; +in this way your body grew. When the baby comes out of its mother's body, +it does not hurt the baby, but it hurts the mother. It was so when you +were born, but your mother was so happy to think she was to have a baby +and to feel it growing inside her body that she did not think much about +the pain. If your mother is ever a little tired and cross, you must +remember that she loves you beyond anything that pain can measure and that +she deserves your tenderest care." + +At this or some other fitting time, the father or mother may give the +child some further intimation of the process by which the child comes to +grow in the mother's body, and in some such way as follows: "Some one may +have told you how babies come to grow in their mothers' bodies. But most +people are ignorant about these things. I think I can explain it to you a +little if you will look for a moment at this flower that I have in my +hand, because the coming of a baby in the mother's body is in some ways +like the coming of the seed in the body of the flower. You have probably +learned at school in your nature-study work that these are--what? Yes, +the petals. And these stamens, and this is the pistil. Do you notice the +powder on the end of the stamen? That is called pollen. If you put that +powder under magnifying glass, each grain will look like a grain of wheat. +Now, do you notice that the pistil spreads out here at the base like a +vase with a narrow neck and big bowl? I am going to cut the thick part +open. Do you notice those tiny things like seeds? Yes, those are seeds, +but they would not grow just by themselves. A grain of that pollen gets on +to the end of the pistil (sometimes the wind, sometimes a bee puts it +there), and immediately it begins to send a long thread from itself right +down the center of the pistil, and this thread carries at the front the +heart of the pollen grain, and when it reaches the tiny seed the two go +together and the heart of the pollen joins with the heart of the seed and +then it is a true seed and can grow,--and can grow into another plant that +can have flowers that can have seeds, and so on almost forever. No one +fully understands this very wonderful fact. We only know that it is a +fact,--that the heart of a seed from a father flower had to join to the +heart of a seed of a mother flower before a true seed that can grow into +a plant is born. And we only know that something like this is true about +father and mother animals, and that something like this is true of our own +human father and mother." + +So much to show how the parent may "break in," for that is often the +crucial thing. After the start is made, details may be found in the books +provided for just this purpose.[40] Indeed, after beginning, it is +sometimes better to put the right book into the boy's hands; or better yet +to read the book with the child. Especially is the latter course +preferable if the book seems at any point unwise,--and there are few books +prepared for children which are not at some point or other unwise. Only, +in all this process of definite instruction in which analogies from the +life of plants and animals are used, the instructor must make sure that +the illustrations are thought of as analogies for the anatomy and biology +only, and guards must be reserved, implicitly and explicitly, against the +child's supposing that everything in plants and animals is normal for +human beings. All that the child learns of reproduction of plants and +animals should be related to the home and affectional life even of +animals, and the analogy between animals and man should stop far short of +that to which in all the animal world there is no real analogy--the life +and meaning of the higher order of human family life. + +If the proper person to teach the child is the parent and if the parent +does not know how, the obvious thing to do is to call the parents together +and to try to teach them how. Besides meetings for parents (fathers and +mothers together), excellent results have come from meetings for fathers +and sons addressed by a man, and from meetings for mothers and daughters +addressed by a woman. + +The following details as to arrangement and conducting of parents' +meetings may be of value. For such meetings in the public school, the +consent of the local school board must be obtained. This ought not to be +granted if those seeking permission are either cranks or quacks. The Viavi +people are said to be obtaining such permission for use of schoolhouses +under the specious plea of social hygiene. Others, well intentioned but +with extreme purist ideas and unwise methods, occasionally volunteer their +services. The school authorities should be cautious. But when those who +apply are intelligent and honest and above question as to their standing +and judgment, school boards ought not only to consent, but to support and +coöperate. A grudging consent, mixed with indifference, finds its way by +capillary attraction to the school principals and teachers and constitutes +a real hindrance. When the consent of the school authorities has been +obtained, the next step is the selection and training of speakers and the +notification or the parents. Where permitted, the notices or invitations +should be sent out by the school in which the meeting is to be held, by +mail, sealed, to every home in the district whence pupils in that school +come. This should be done even if the local society has to pay the +postage. If the school authorities will not or cannot do this, then cards +of invitation should be sent home through the pupils. In either case, the +invitation should be so worded as to do no harm to the children who may +read it. + +Parents' meetings may be addressed by two speakers, a physician and a +layman. The two speakers should get to the schoolhouse in time to see that +the speaker's desk and chair are not on a high platform too far from the +little group of parents. The chair and table should be brought down to the +floor close to the seats and the parents brought forward. The principal of +the school should introduce the layman, accompanying the physician, to be +chairman of the evening. The chairman should make a brief address, as +outlined in the syllabus provided by the Committee on Education of the +Society, introducing the physician. The physician should make a brief +address as outlined in the syllabus, and then, after proper explanations, +the physician should resume his chair. Both physician and layman, seated, +should engage in a dialogue, in which the layman should endeavor with all +the intelligence, sympathy, and skill at his command to put himself in the +place of the humblest parent in the room and ask such questions of the +physician as such a parent might ask or ought to ask. For example:-- + + Layman, "Doctor, I have a little boy four years old. When ought I to + talk to him about sex matters?" + + Physician, "When the child asks questions." + + Layman, "What do you mean by that?" + + Physician, "Well,--suppose the child asks where the baby came from?" + + Layman, "What do you say if the child asks that?" + + Physician, "I would tell it that the baby grows in its mother's body," + etc. + + Layman, "I have a little boy eight years old to whom I have never + talked about these things. What do you advise?" + + Physician, "I would take the first opportunity, some time when the boy + is not likely to be interrupted. Refer to some newly arrived or + expected baby and tell him frankly where the baby comes from." + + Layman, "But Doctor, I have already told him that a stork brought the + baby." + + Physician, "Then tell him you told him that as a fairy story like the + Santa Claus story, but that now he is old enough to know the truth. + Then tell him the truth." + + Layman, "But I find it hard to talk about these things and I am afraid + my child might ask me questions I could not answer." + + Physician, "There are books, a list of which will be handed you, which + you can read, and parts or all of which you can read to your child." + + Layman, "What if my child asks me a question I can't answer." + + Physician, "Don't dodge or evade. If you must postpone an answer, do + so frankly with a promise that when you can you will answer, or that + you will put him in the way of getting good information by reading or + otherwise." + +This conversation should be extended to apply to adolescent boys and girls +and to young men and women. Enough has been given to show the nature and +spirit of the dialogue. The people's interest never flags. The layman must +ask all the strategic questions, and he must keep at it until he gets +answers in simple, understandable terms. If the physician uses "function" +or "coöordinate" or "puberty" or "adolescence" or other academic terms, +the layman must force simple words at every turn; and in any attempts to +describe what a parent should say to a child, the layman should take care +that a child's comprehension is reached and that the parent is guided as, +to vocabulary. Both speakers should lift the level of their counsels above +that of mere physical prudence; they should explain and duly emphasize the +moral issue. + +FOOTNOTES: + +[40] A classified bibliography is provided at the end of this volume. + + + + +CHAPTER IX + +TEACHING PHASES: FOR BOYS + +_By Harry H. Moore_ + + +The adolescent boy is the hope of our race. He is the man in the making. +Whether he is to be a constructive force, a nonentity, or a destructive +force depends largely on influences during this period. In adolescence the +processes of destruction are quick and sudden. Statistics of reformatories +and prisons show that either crime itself or the moral breakdown which +leads to crime begins in boyhood. A study of the lives of great +constructive characters shows that their success was largely determined by +influences during this period. Certainly, there is no more important task +for our nation than the training of our boys. + +Adolescence begins at puberty, the transition period during which the sex +functions come into full prominence. Its beginning is marked by great +physical changes. There are also mental and psychic changes. This fuller +development of sex means for the youth new power, new emotion, new +capacities for enjoyment of life. At this time the will should emerge as +an asset of character. The boy now desires more knowledge of the new world +in which he finds himself. He wants to see it by day and by night. He +wants to be physically active, or entertained. He belongs to some sort of +gang and is loyal to it. His is an age of hero worship. + +If the knowledge and the entertainment he finds is wholesome, if the gang +is a good one, if the hero is a noble character, if, with emotion and new +powers, there is also a strong will, all goes well. But if these +influences are not helpful and the will is weak, the result may be quickly +disastrous.[41] + +Inquiry into the lives of any considerable number of adolescent boys leads +one to believe that there exists what almost might be called a conspiracy +of silence, misinformation, and bad influence against most boys of this +age. Parents for the most part either evade or answer untruthfully the +questions of their six-, seven-, and eight-year-old boys regarding birth +and reproduction. From this time on, nearly all boys receive many false +and low ideas regarding sex, marriage, and the relationship between men +and women. + +After the stork story, there come incorrect versions of reproduction from +boy companions. Then come notes at school, picture cards, comic weeklies, +quack advertisements, and unwholesome vaudeville acts. These destructive +influences come, for the most part, entirely unsolicited, in response to a +normal desire for knowledge and clean entertainment. Boys seldom go to +their first shows to see what is vulgar or sensual. They go for clean fun, +gymnastics, magicians, and other legitimate amusements. The unwholesome +features are thrust upon them. + +As a result of these influences on the impressionable mind of the growing +boy, he comes to regard sex as low and vile instead of sacred. He acquires +a vulgar vocabulary which he necessarily uses in his thinking and +sometimes in his conversation. The silence and evasive answers of adults +withhold healthful knowledge and increase curiosity. Curiosity often +leads to investigation, which often results disastrously. + +The specific evil results are of three kinds: (1) masturbation; (2) +needless mental suffering due largely to ignorance; (3) illicit +intercourse. + +Masturbation is prevalent among boys. Two hundred and thirty-two replies +were received to a question asked college students regarding their +severest temptations of school days. Of these, one hundred and thirty-two +said that masturbation had been one of their severest temptations and one +hundred and thirty-one said they had yielded to it.[42] Similar inquiries +have brought similar results. The sum total of vitality lost to humanity +by this practice is great. + +There is much needless mental suffering among boys and young men due to +ignorance and false ideas advanced by quacks. Groundless fear, brooding +anxiety, and despair sometimes start before adolescence and often last +into the twenties. Physical peculiarities of no consequence sometimes +cause boys to fear that they are abnormal. Unaware of the fact that +spontaneous nocturnal emissions are to be expected, many suffer mental +anguish. According to one writer, a single New York dealer had 3,000,000 +"confidential" letters, "written to advertising medical companies and +doctors, mostly by youth with their heart's blood."[43] Large sums of +money are obtained by quacks everywhere for treating normal conditions. +Many men have applied to the Advisory Department of the Oregon State Board +of Health after years of worry. Although those who apply are no longer +boys, most of their troubles began in boyhood. A large proportion of the +suffering could have been avoided by simple instruction in sexual hygiene. + +Social vice often occurs in adolescent boyhood, both as a direct result of +unmastered passion and as an indirect result of individual vice. In some +cases, the habits a boy forms in his early 'teens make him a subject of +venereal disease in later life. A doctor writes, "I am aware that it is +popularly supposed that self-abuse and sexual intercourse are +antagonistic--by many, the one is regarded as a necessary alternative of +the other. So far from being a protective, the former is a most powerful +provocative of the latter. According to my own observation, it is not the +strongly sexed, the most virile young men, who are most given to +licentiousness, but those whose organs have been rendered weak and +irritable from this unnatural exercise--in whom the habit of sensual +indulgence has been set up, and in whom self-control has not been +developed by exercise."[44] This combination of silence, misinformation, +and bad influence causes a damnable attitude of mind on the part of the +boy toward women, love, marriage, and the home.[45] + +The experience of a Chicago business man with his sixteen-year-old son is +told in a recent popular magazine. Whether an actual occurrence or not, it +is typical of conditions in most any city. + + I do not desire to convey the idea that our boy was a wicked boy. He + was not. He was just the average type of what we call the "upper + middle-class" boy. He was merely tuned to the low moral tone of the + city. Vice to him was not a monster of hideous mien. He had seen it + from childhood.... I knew that a greater part of his ideas on + patriotism, on women, on the sanctity of marriage were but reflections + of views he had heard expressed, often tritely and cleverly, and + cynicism born of hearing such things flaunted over the footlights or + dished out as "clever" in the newspapers. + +In the father's earnest efforts to understand the remedy for the +situation, he is reminded of his own experience when he began life in the +city. He continues:-- + + The boy's words awakened memories. I recalled the sense of shocked and + shamed decency I felt when first I came to the city, a boy almost, and + fresh from the country; how I tossed in my bed trying to see as right + things that every one in the city appeared to accept as a matter of + course, but that, from earliest boyhood I had been taught to regard as + wicked. I could not for many months become accustomed to seeing + immodestly dressed women on or off the stage, or to hearing + half-veiled indecency flaunted from the stage, blazoned in the + newspapers, or used even in ordinary conversation. I could not get + used to ... scenes and actions directly forbidden as unforgivable at + home.[46] + +We are horrified by certain vices, the public now and then cries out +against specific manifestations of lust, and sometimes it is with +difficulty that mobs are restrained from violence But about much of our +immorality there is an attractiveness that has made it acceptable and even +wins for it applause. The influence is there, and it is insidiously and +perniciously working itself into the minds of our boys Many commercialized +amusements now exploit the sex impulse. It is impossible to measure the +effects of such exploitation. + +There are brighter pictures. Those who have intimate relation with +hundreds of boys learn to admire the American boy for his earnest desire +to be clean and strong and for his attitude toward the sacred things of +life. If we give the boy positive help, we may expect him to grow into +noble manhood. We would not remove him from all the evil in the world, but +we may expect a minimum of harm as a result of contact with evil. We may +not expect to keep him away from all foul talk; but we may make foul talk +disgust rather than attract him. The American boy is normally clean. If we +will do our part, he will respond. + +William Holabird represents a type which may well be taken as an example +in sex education. + + While chiefly known to the public as a golfer, Holabird was catcher on + the school baseball team, half-back on the eleven, held the gold medal + for the inter-class track meet, and, in fact, excelled in all athletic + sports. As a scholar he always ranked high. He was devotion itself to + his parents, his brothers and sisters, respectful to his elders, a + leader among his associates, and beloved by all who knew him; tall in + stature and muscled like a Greek god, with clear-cut, delicate, + refined, and manly features.... With a rare combination of strength + and gentleness accompanied by a bearing and life well illustrating "He + was one of nature's noblemen."... A splendid athlete, with a life + without a spot or stain, he was a natural leader and a model for all + the fellows in the school. The younger boys followed and imitated + him.... He hated everything false or unclean or vulgar. To us all, men + and boys alike, it was an inspiration to know him.[47] + +Our standards for boys and men have been too low. Charles Wagner says, in +writing of youth and love:-- + + Chastity has a host of enemies.... These enemies are quick to throw at + your head, as an unanswerable argument, "He who tries to play the + angel, plays the fool." + +But he continues:-- + + Many play the fool who have never tried to play the angel. They have + not fallen into the mud because they tried to fly too high, but + because they began too low down.... A society which permits license in + youth, and counsels it, degrades love.... Sin against love at its + base,--in youth,--and the life of the whole nation is torn, and + suffers immeasurably.... The rule of conduct here is chastity Every + infraction is a sin. Though this law may seem difficult and severe, it + is the only safe one. Morality without it is but rubbish.[48] + +A start has been made. During the last decade, we have declared that we +must no longer have two standards of purity, one for the man and another +for the woman. We recognize a difference between the nature of the man and +the nature of the woman; but as our goal and as our standard for practical +life, we have abandoned "the double standard." This is a great advance, +for our young people as a whole measure up fairly well to standards which +society as a whole sets for them. It is entirely within reason to expect a +large majority of our boys to reach full maturity and marriage with an +absolutely clean record, as far as personal and social purity are +concerned. In fact, we should be constantly working toward a time when the +personally impure boy and the socially impure young man will be +eliminated. Both the men and the women of our nation must demand this. + +There are many ways by which we may guide and help the adolescent. Only +the abnormal boy is not active and curious. If we do not provide wholesome +activity, boys are likely to find activity which is destructive in its +influence. Therefore, we must do far more than mitigate bad influences. We +must plan proper regimen. We must supply a steady succession of +constructive activities as well as definite instruction to satisfy +curiosity. No other course will do. + +In the matter of regimen, wholesome food, sufficient sleep, proper +clothing, bathing, fresh air, and physical exercise are of great +importance. The life and energy and passion of the adolescent boy must not +be checked, but diverted into wholesome and constructive channels. + + Excessive mental labor, a sedentary life, pernicious reading, + idleness, can transform into a tormenting and persistent desire that + which, without it would have been easily mastered. On the other hand, + a healthful regimen, energetic habits, amusements and physical fatigue + are diversions so useful that, thanks to them, the most critical years + pass by unnoticed.[49] + +A daily cold shower, followed by a vigorous rubdown, is beneficial if the +boy reacts favorably to it. The bath, acts as a sedative. + +The value of gymnasium work, track and field athletics, swimming, and +"hiking" is constantly demonstrated in the lives of American boys. + + Athletics are to be recommended as possessing a positive prophylactic + value against the indulgence of sensual propensities. Physical + exercise serves as an outlet for the superabundant energy which might + otherwise be directed toward the sexual sphere. In the period of + "storm and stress" which characterizes pubescence and which often + leads to nervous perturbation and excitement ... there is no better + divertitive from sexual thoughts than active athletic exercises pushed + to the point of physical fatigue, as a relief to nerve tension.[50] + +In addition, physical exercise tends to develop an ambition to excel, to +become physically strong and robust. With such an ambition, boys realize, +intuitively to a certain extent, that to succeed they must refrain from +vice. Physical exercise has a fourfold moral value: it substitutes +wholesome activity for vice; it serves as an outlet for excess of nervous +energy; it develops the will; it develops ambition to be virile. All +wholesome recreation is an enemy of impurity. Jane Addams says that +recreation is stronger than vice, and that recreation alone can stifle the +lust for vice.[51] Recreation which involves physical activity is the most +helpful to the adolescent boy. + +The boy's companions are important. Emerson says, "You send your child to +the schoolmaster, but 'tis the schoolboys who educate him."[52] Books +which contain high ideals of manhood and also of womanhood are obviously +helpful, as are also dramas of this character. And finally those general +principles of moral and religious education must be used, without which +we can have no strong foundation for clean living. + +If we have failed to give proper instruction previous to adolescence, we +now have a golden opportunity (and in thousands of cases, our last +opportunity) to save the adolescent to a life of purity. As a rule, he has +ideas of sex life which are, at least, unwholesome. Curiosity is at a high +pitch, and passion is likely to be strong. Nevertheless, the ambitions and +ideals of a boy at adolescence are high. He will fight to be clean if he +understands that clean living means the acquisition of strength. He would +rather have virility than anything else in the world. + +As to method, let us deal with the boy as a creature with reason. The best +plan is to place before boys a standard of virile manhood, and then to +show how such a standard may be met by clean living. Real characters who +have achieved high standards of vigor should be shown as heroes worthy of +imitation. Lincoln is known by most adolescent boys to have been a man of +great physical strength. He was "a man without vices, even in his youth, +but full even in ripe age of the sap of virility."[53] The effect of +clean living upon nations may also be spoken of. Charles Kingsley writes +of the Teuton:[54]-- + + It was not the mere muscle of the Teuton which enabled him to crush + the decrepit and debauched slave nations.... It had given him more, + that purity of his: it had given him, as it may give you, gentlemen, a + calm and steady brain, and a free and loyal heart; the energy which + comes from self-restraint; and the spirit which shrinks from neither + God nor man, and feels it light to die for wife and child, for people + and for Queen. + +Because thousands of our boys are now growing into manhood who will never +receive the advantages of such a plan as we hope will be worked out during +the next decade,--boys who are now at the danger point,--an emergency +exists that must be met in the best way possible. For these boys, we are +now forced to give single talks or short series of talks. Just what facts +should be mentioned in a talk to any particular group of boys is a matter +which must always be governed by the age, development, and environment of +the boys concerned. + +The first task for a teacher or a speaker giving a single lesson or a +series of lessons is to set up a high standard of manhood. The lessons may +concern the development and the conservation of virility. The teacher may +explain that virility means not only muscular strength but endurance, +energy, will power, and courage; and that in addition to these, a true man +has chivalry,--he is concerned for the welfare of others, especially for +the safety of women and children. He must possess more than physical +prowess; he must possess human virtues or he is no better than a brute. +The need for the conservation of virility in the race as well as in the +individual should be explained. Boys should see that the conservation of +virility in men is of far more importance than the conservation of our +water-power or our mines,--that we owe a duty not only to ourselves, but +to the nation and to the next generation. + +A statement somewhat like the following can then be made: "It is our duty +to pass on to the next generation at least a little more vitality than we +inherited from the past generation. It is, therefore, important that we +understand the main facts of reproduction, so that now we may live right +and make no mistakes which may cause us to reproduce inferior children +when we mature." The speaker may then describe the wonderful and beautiful +process of reproduction in plants, and explain that human reproduction is +a similar process. + +Under the subject of the development of virility, much time should be +spent upon a discussion of various ways by which virility can be +developed. The relative values of various kinds of physical exercise, +proper eating, the value of fresh air and of sufficient rest should be +emphasized. It may then be said that in addition to these things an +important source of virility is the absorption of the secretions of +various glands by the blood. + +The speaker may make a statement similar to this: "When our bodies were +designed, we were given reproductive organs for two different and distinct +purposes. We have referred to the second and final purpose of +reproduction. You already knew more or less about that. The earlier +function of the reproductive organs is not understood by most boys. It is +this: _the rebuilding of boys into men_. The first purpose and, in some +respects, the most important purpose of the reproductive organs is to +rebuild a boy into a man. It would be absolutely impossible for us to +become men were it not for these organs. I will explain this by three +illustrations." + +These three illustrations are generally very effective: an explanation of +the influence of the thyroid gland upon development; a comparison of two +horses, one of which was castrated when a colt; and the effect of +castration upon boys in Oriental countries. + +The speaker may then say that the testicles do two things: first, +manufacture the male germ cells, spermatozoa, which are the most highly +potentialized and highly energized portions of matter in all living +nature; and, second, secrete a substance that is absorbed by the blood, +giving tone to the muscle, power to the brain and strength to the nerves. +It should be made clear that this is one of the great sources of virility. +From the illustrations referred to, a boy is likely to draw conclusions +regarding the vital importance of the functions of the testicles and +regarding any possible misuse of them. It may be well at this point to use +a cross-section drawing showing the scrotum, the testicle, the seminal +vesicle, and the bladder.[55] Some teachers will consider it desirable to +add that some boys, who do not understand the high purposes of these +organs, misuse them; that when such boys realize their mistake, if they +stop absolutely and at once, nature comes to the rescue and restores +virility. + +The talks should be essentially constructive. To warn boys against +horrible effects of masturbation and to tell them things not to do is a +poor method. It is far better to explain that by keeping clean a boy may +acquire virility. The boy can draw conclusions. + +In referring to the normality of seminal emissions, it should be explained +that the fluid excreted by a nocturnal seminal emission comes from the +seminal vesicles up in the body. This will show that the loss of fluid +involved in a nocturnal emission is different from the loss caused by +masturbation.[56] In this connection, boys should be warned against quack +doctors; also against their advertisements which are often worded to scare +the ignorant. + +The venereal diseases should be referred to in talks to adolescent boys. +In this connection, the four sex lies may be vigorously contradicted. +These are (1) that gonorrhea is no worse than a bad cold; (2) that sexual +intercourse is necessary for the preservation of health; (3) that +emissions are dangerous and lead to debility, lost manhood, and insanity; +and (4) that one standard of morality is right for men and another for +women. + +It should be explained that although both animals and human beings are +endowed with the sex instinct, only human beings have the gift of control. +That the sex instinct is a great blessing, and not a curse, should be made +clear. It may be stated that various blessings are sometimes converted +into sources of destruction when not controlled. A spirited horse is a +source of great enjoyment, but if not controlled may maim us for life. +Fire is a great blessing and a great joy to us when we are camping by a +lake or in the mountains; but, beyond our control, it may cause forest +fires. Temper, the capacity for anger, is highly desirable; but it must be +controlled or murder may result. We must control the sex instinct, or it +may control us and sink us lower than the brutes. On the other hand, if we +control this instinct, we gain virility, a keener appreciation of the +beauties of life, and life itself becomes richer and fuller. + +In conclusion, the appeal should be for clean living for the sake of +physical strength and vigor, not for one's own sake, but for the sake of +country and future wife and children. + +The standard toward which we are working in sex education involves the +dissemination throughout the school curriculum of such information as we +now give in a single talk. In addition to such nature-study work and +simple biology and physiology and hygiene as should be included in the +lower grades, there should be instruction in biology and in personal +hygiene required for all upper-grammar and all high-school students, as +soon as well qualified teachers are available. In personal hygiene a +proper amount of sex hygiene should be incorporated; and with the +treatment of other diseases, gonorrhea and syphilis should be given +adequate attention; the idea of the whole plan being to place all these +matters in their proper setting, without undue emphasis on matters of sex. + +Either (first) as a part of one of these courses or (second) as a part of +some other general course, or (third) as a separate course, the following +subjects should be considered:-- + +1. What is virility? + (a) Virility and the next generation. + (b) Virility and our nation. + (c) Types of virility. + +2. Muscle, exercise, and virility. + (a) How, when, and where to exercise. + (b) "Second wind." + (c) Rest. + (d) Will power. + +3. Food, good blood, and virility. + (a) What to eat. + (b) Tobacco. + (c) Clogged-up machines. + (d) Blood and other body fluids. + +4. Fresh air, bathing, and virility. + (a) Sleeping-porches, camping. + (b) How to bathe. + (c) Change of clothes. + +5. Virility and disease. + (a) Disease generally an unnecessary evil. + (b) Relative seriousness of tuberculosis, typhoid, syphilis, gonorrhea, + diphtheria, colds, headaches, adenoids, enlarged tonsils. + (c) Body and mind. + +6. Virility and certain glands. + (a) Importance of the thyroid gland and the testicles. + (b) Difference between stallion and gelding. + (c) Seminal vesicles. + (d) Quack doctors. + +7. Virility and reproduction. + +8. Fatherhood and the next generation. + +In our attitude toward the boy, we must show him that we respect him, that +we have faith and confidence in him, and expect great things of him. We +should meet him on the level of a boy's everyday interests in sport, use +simple language, and no unnecessary technical terms. Some workers with +boys unwisely force confessions of guilt. We should respect the boy's +right of privacy. + +When we deal with boys in the mass, the grouping is difficult. Boys who +have reached the period of puberty should be in a separate group from +pre-pubescents, and boys who are well advanced in adolescence--those who +have been pubescent for two or three years--should be taught in still a +third group. This applies to single talks as well as to courses of +instruction. + +As far as we know the best basis of division between the pubescent and +pre-pubescent boy (when physical examinations are not possible) is the +change of voice. Only one who understands these matters well and knows the +boys should do the grouping. Even such a man should not adopt an arbitrary +basis of grouping but must take one boy at a time and place him in the +group for which he seems best fitted. + +We should endeavor to include the father in our plans of sex instruction +and be careful not to break down such confidence as exists between father +and son. We shall find that only a small proportion of fathers give their +sons any instruction in sexual matters, and that it is difficult to stir +them to action. In one investigation, it was found that one hundred boys +out of one hundred and twenty-one had received no sex instruction from +their fathers.[57] + +When confidence between father and son does exist, we should help the +father rather than relieve him of his task. It is difficult to discover +fathers who have confidential relations with their boys unless each family +is dealt with separately. The Oregon Social Hygiene Society has conducted +father and son meetings, and has required the father either to accompany +the boy or sign a card signifying his willingness to have his son attend. +Few fathers have attended, sometimes none at all. On one occasion there +were thirty-five boys and not one father.[58] Requiring permission may be +regarded as an assumption that the talk is questionable; and, furthermore, +the requiring of special permission is likely to create an undesirable +attitude on the part of the boy. Plans for father and son meetings which +will be free from these objections will possibly be developed by other +schools or social hygiene societies. Our aim is so to educate one +generation of boys that when they become fathers they will inform their +son regarding these sacred relationships and functions of life. + + * * * * * + +The boy is normally clean and wholesome. His first question regarding the +origin of life is a good question. When denied wholesome information, the +further investigation which often follows is indicative of desirable +qualities of character. Later, though disturbed by false ideas which have +been forced upon him, he still wishes to be clean and strong. He desires +to master low passions. He would rather have muscular strength and +endurance and energy and will power and courage and chivalry than any +amount of money. He shudders at the thought of causing suffering to an +innocent woman or child. He would sacrifice his life for the girl whom he +regards as the personification of loveliness and purity. If we will but +deal with him fairly and honestly, he will see in birth an ever-recurring +miracle; he will regard his body as a sacred temple; he will see in sex +power a source of richer and fuller life; he will respect women; he will +regard marriage as the most sacred relationship in life. Thus noble +manhood, a nation's greatest asset, will in large measure be achieved. + +FOOTNOTES: + +[41] John L. Alexander (editor), _Boy Training._ Association Press, New +York, especially pp. 11 to 22. + +[42] _Pedagogical Seminary_, vol. IX, no. 3. Worcester, Massachusetts. + +[43] G. Stanley Hall, _Adolescence_, vol. I, p. 459. + +[44] Prince A. Morrow in the _Transactions_ (vol. I, p. 88) of the +American Society of Sanitary and Moral Prophylaxis. + +[45] Charles Wagner, _The Simple Life_, p. 181. (McClure, Phillips & Co.) +Caleb Williams Saleeby, _Parenthood and Race Culture._ (Moffat, Yard & +Co.) Francis G. Peabody, _Jesus Christ and the Social Question_, p. 162. +(Grosset & Dunlap.) + +[46] "What my Boy Knows," _American Magazine_, New York, April, 1913. + +[47] Robert E. Speer, _Young Men Who Overcame_, p. 21. (Fleming H. Revell +Co., Chicago.) + +[48] Charles Wagner, _Youth_, pp. 248-50. + +[49] Charles Wagner, _Youth_, p. 246. + +[50] _The Boy Problem_, Educational Pamphlet no. 4, p. 26, of the American +Society of Sanitary and Moral Prophylaxis, 105 West 40th Street, New York. + +[51] Jane Addams, _The Spirit of Youth and the City Streets_, p. 20. The +Macmillan Company, New York. + +[52] Emerson, _Education_, p. 38. Riverside Monograph Series. + +[53] Henry Bryan Binns, _Abraham Lincoln_, p. 356. + +[54] Charles Kingsley, _The Roman and the Teuton_, p. 46. + +[55] Winfield S. Hall, M.D., _From Youth into Manhood_, p. 32. Association +Press, New York. + +[56] Hall, _Reproduction and Sexual Hygiene._ + +[57] From an investigation conducted by Dr. Winfield S. Hall. + +[58] "A Social Emergency," First Annual Report of the Social Hygiene +Society of Portland, Oregon, and the Bulletin of the Oregon Social Hygiene +Society, vol. I, no. I. + + + + +CHAPTER X + +TEACHING PHASES: FOR GIRLS + +_By Bertha Stuart_ + + +The normality of the reaction to sex knowledge depends upon the physical +and mental training of the child. Our thoughts concerning girls run in +fixed grooves. We believe that, in babyhood, instinct leads them to prefer +dolls to their brothers' guns and a little later renders them less active +physically and more gentle and tractable mentally. Because of this +supposed difference in instincts and because of a well-defined picture in +our own minds of the final product we wish to evolve, we build a structure +externally fair, but lacking the foundation to enable it to resist the +stress of time and circumstance. Because of our traditionally different +ways of dealing with girls and boys, we have produced girls who are not +healthy little animals, but women in miniature with nervous systems too +unstable to cope successfully with the strain of our modern complex life. + +The stability of the nervous system is dependent upon the proper +development of the fundamental centers. Incomplete development of the +lower parts means incomplete development in the higher. These fundamental +centers are stimulated to growth and development especially by the +activity of the large muscle masses. Not only is the development of the +brain and nervous system dependent upon muscular activity, but the growth +and activity of the vital organs as well,--the heart, lungs, and digestive +system,--and the normality of sex life. + +All this we acknowledge in the case of the boy. Even with him, we fail to +live up to our convictions, as is shown by the long hours of inactivity in +school and the lack of suitable activities during recess periods. But on +the whole we encourage the boy to run and climb and jump and take distinct +pride in these accomplishments. + +The same accomplishments in our girls occasion alarm; we have an ideal of +gentle womanhood. Even though unrestrained up to the time she attends +school, the girl then enters upon the long career of physical repression +which characterizes her training. Parents, teachers, neighbors, and +schoolmates often seem to conspire to curb all the natural impulses upon +which her health and rounded development depend. + +Aside from the reproductive organs, the physical mechanism of the girl is +much like that of the boy. There is no peculiarity in the structure of the +reproductive organs to prohibit vigorous activity. The development and +health of these organs and their ligamentous supports are dependent +primarily upon the quality and free circulation of the blood, both of +which are preëminently the result of fresh air and exercise. If the +muscular system in general is well developed, there is no reason why the +muscular and ligamentous structure of the reproductive organs should not +be equally well developed. To insure their proper development, exercise is +essential. + +A questionnaire answered by girls at the University of Oregon shows that, +with few exceptions, plays and games were not indulged in throughout the +high-school period and systematic playing ceased for the majority in the +seventh and eighth grades. This custom prevails throughout the country. +Just at the time when a girl needs abundant and free open-air play to +develop the muscles, train endurance of the heart, and increase the +capacity of the lungs, she omits it altogether. This is one of the chief +factors in the anæmias and poor circulation common in that period. The +derangement in the blood results in digestive disturbances and loss of +appetite, followed by headache and lassitude which further disincline the +girl for activity. Add to this the nervous strain incident to endeavors to +carry on a successful social career, the nerve tension resulting from the +unhygienic clothing assumed at this time, the lack of the steadying +influence of home responsibilities, and we have ample cause for the +nervous, high-strung girl who is becoming so common that we are in danger +of regarding her as the normal girl. + +So greatly has the school curriculum encroached upon the home that the +girl has no longer time to share its responsibilities, nor is there longer +time for the family reading-circle, or music, or games for the maintenance +of the unity and fellowship of the home. This condition cannot but react +unfavorably upon the nervous system. If the brain is not rested and the +emotions satisfied by the relationships in the home, a feverish unrest, a +nervous irritability, a futile search supplant the calmness of spirit, +stableness of reactions and depth of contentment which must be long +continued to become a habit of mind. + +Our school systems of to-day are designed for a girl as strong physically +as a boy; in fact stronger than most of our city boys. Our girls should +possess as much vitality as our boys; but until we change our methods of +dealing with girls, we must treat them as they exist and not as the normal +individuals we hope some day to evolve. Most girls have +disorders,--"nervousness," headache, backache, constipation, colds, +fatigue, or pain at the menstrual period. So common are these disturbances +that we consult a physician only in extreme cases, and rarely seek the +cause of the condition or attempt more than temporary relief. A pain which +under ordinary circumstances would receive medical attention is viewed +with resignation when coincident with the menses. As a consequence of this +neglect, many girls suffer unnecessary drains upon their vitality. + +We find all degrees of menstrual pain. It may be so mild as to be little +more than discomfort, or so intense that unconsciousness results. The pain +may be sharp and knife-like, or it may be a dull ache. It may be +localized, low down in one or both sides, distributed over the whole +abdomen or concentrated in the back. With this pain, there may be +headache, or a headache may be the only symptom. Frequently there is +gastro-intestinal disturbance--nausea, vomiting, diarrhoea, or +constipation. In anæmic cases fainting is common. + +Local or operative treatment is not as a rule necessary, for the majority +of cases yield to a strict régime of hygienic living. The régime should +include regulation of sleeping, of eating, of hours of work and +relaxation, of dressing and of exercise. The exercise should be prescribed +and directed by a person trained in medical gymnastics. + +Frequently mental disturbances are associated with the phenomenon of +menstruation. The most usual symptoms are heightened irritability, +hysterical manifestations and depression. Depression is often the only +symptom; to some girls the premonitory "blues" signify the approach of +the period. Occasionally we encounter the reverse, an excessive +stimulation and feeling of well-being and strength. There is some loss in +the power of concentration. In normal cases, however, this loss is less +than many people suppose it to be. Lassitude and a feeling of general +debility are confined chiefly to the anæmic cases. + +The mental symptoms clear up as the physical condition is improved, aided +by a sensible attitude toward the whole process. Often girls who suffer +some pain live through the whole month in dread of the period. This +attitude should be changed, by lessening the pain and by psychic therapy. +Psychic therapy has proved successful in obstinate cases. + +The girl who suffers considerably from any of these disorders at the +monthly period should be relieved from the strain of examinations, the +classroom, and lessons which must be learned, although mental hygiene +requires that her mind be kept active and her interests in quiet pleasures +stimulated. She should not be left to introspection and morbidness or to +the sickly sentimental thoughts often recommended for her. This alone +would cause her to exhibit some of the so-called "phenomena" of +adolescence. Many of these phenomena are abnormal and are traceable to low +physical vitality and lack of strong mental interests. The menstrual +period should not be attended by pain or discomfort; nor should our girls +be brought up to regard it as a time of sickness. When our girls are +taught that normal girls experience no indisposition at this time, they +will not be resigned to pain. The high-school life of the girl below the +average in physical vitality cannot be regulated to her advantage in a +co-educational school. Cities should maintain girls' high schools, taught +by women teachers, for all girls upon whom the stress and strain of +competition with normal individuals would react unfavorably. In the +majority of cases, menstrual pain in girls is due to nerve tension, anæmia +and poor circulation, improper clothing, and mental attitude. The girls +who experience no pain are those who have led an active out-of-door life +and have never stopped playing. + +The character and arrangement of a girl's clothing is one of the most +important matters in her whole regimen. Clothing may neutralize the +beneficial effects of her otherwise hygienic habits. The long-continued +even though light pressure of the corset--and it is seldom +light--interferes with the free circulation of the blood. The alteration +in intro-abdominal pressure is conducive to misplacements of abdominal and +pelvic organs; the anterior pressure on the iliac bones, the result of the +modern long hip corset, is a fruitful source of partial separation of +sacro-iliac joints--the cause of many backaches. Respiration is limited, +the free play of abdominal muscles is prevented, constipation is promoted, +and digestion is impaired. The strain on muscles and nerves caused by +high-heeled shoes is a prolific source of headache and backache and +reduced efficiency. Women have no conception how greatly their +susceptibility to fatigue is increased and their total efficiency reduced +by their methods of dress. The pity is that the majority will not learn +unless the decrees of fashion change. + +The hygienic problems of girls in industry will largely disappear when it +becomes a matter of common knowledge that industrial efficiency is +dependent upon physical efficiency. The physical efficiency of the worker +cannot be maintained at its highest standard when the period allotted to +rest is too short to allow the body to rebuild its tissues and dispose of +the toxic products of fatigue. All activity must be balanced by rest. If +this equilibrium between expenditure and income is disturbed, exhaustion +ensues. If long continued, it results in permanent impairment of health. +The organism poisoned by its own toxic products is incapable of productive +effort and the output will steadily diminish as the fatigue increases. The +present long working day causes a progressive diminution in the vitality +of the worker, defeats its own end, and leaves the girl weak in the face +of temptations. + +The housing of unmarried girls is a very serious question. Homes for +working-girls require skillful management and a matron of insight and +sympathy. The bedrooms may be small, but well lighted and ventilated. +There should be a sunny dining-room, a library, several small parlors, +attractively furnished, a gymnasium which could be used for dancing, +shower baths, and an assembly room for concerts, lectures, and moving +pictures. This should be in charge of a trained social leader who would +direct entertainments and stimulate wholesome interests. With an +establishment of this kind we should not find so many of our girls on the +streets or seeking diversion in cheap theaters and dance halls. When girls +are able to live,--not simply exist in the deadening monotony of +alternation between work and sleep,--their heightened mental activity, +interest, and enthusiasm will prove a valuable asset to employers. + +One of the chief requisites of the mental training of girls is a +knowledge, supplied at the right time and in the right way, of the +fundamental principles of reproduction. With such knowledge the girl's +mind will not be distracted by curiosity, or become morbid, when, instead +of intelligent response, the girl meets with evasions and attempted +concealments. She should not receive this knowledge in the form of +isolated facts, but as a correlated part of a great whole to be +assimilated gradually. The girl who is trained in this way will understand +and accept human reproduction as a natural process. + +Questionnaires show that a majority of girls hear the facts of +reproduction at the age of seven or eight, a few younger, and a few at +the age of ten,--almost none at a later age. The majority hear these facts +from children a year or two older, a few from their mothers, and the rest +from books. A large number experience a feeling of disgust which remains +with them until they receive better information. Their questions disclose +a depth of ignorance and misconception which is appalling. + +Girls, at the age of twelve, thirteen, or fourteen, should have presented +to them a course in physiology which includes the anatomy and hygiene of +the reproductive organs. This is carefully omitted from present-day +secondary-school textbooks. This course should use charts, pictures, and +models. The significance of menstruation, the hygiene of the period, and +the causes and prevention of pain should be explained. Under the hygiene +of the period, the daily bath should be urged, with caution against +chills, in which lies the only possibility of injury. The fertilization of +the ovum and cell division may be described by use of the blackboard and +embryological models of the later stages of development. The forces which +bring about labor can be explained without unduly stressing the attending +pain. + +The course would be incomplete without a discussion of the necessity of +careful selection in marriage from the eugenic standpoint. The perils and +results of the venereal diseases should be told simply and frankly. The +instruction in eugenics, like that in reproduction, should be progressive +and indirect, at least up to the age of seventeen or eighteen years. Again +it may be correlated with plant life by pointing out the beauty of strong, +hardy plants and their relation to the seeds. Children can be taught to +save the seeds of the most beautiful blossoms for the following year. +Instruction can be continued with the lower animals. The child will then +grow up with the idea that strength and vigor and freedom from disease are +desirable qualities, and must exist in the parent if they are to exist in +the offspring. The idea can be readily carried over to the human family. +At the age of seventeen or eighteen, the influence of heredity and the +effects of the racial poisons should be fully explained, and emphasis laid +upon qualities necessary for racial betterment. + +For our girls the first need is a sounder physical organism, which can be +attained only through the systematic continuance of physical activities +through childhood and girlhood; the second need is sounder mental +interests, which can be attained only through the systematic guidance of +the mental activities throughout childhood and girlhood; and the third +need is instruction in laws of reproduction. + + + + +CHAPTER XI + +MORAL AND RELIGIOUS PHASES + +_By Norman Frank Coleman_ + + +Personal and social hygiene in matters of sex are, in very important ways, +dependent upon moral and religious training. On the other hand, morals and +religion are in important ways dependent upon forces set free by the +growth and activity of sex instincts and powers. One of the most +significant facts in modern social progress is its recognition of this +interdependence of mind and body. We have learned that physical health +depends upon peace of mind, hopefulness, courage, and many other things +that have seemed in the past to be purely mental or spiritual; and we have +learned also that the character of people and the spirit in which they do +their work depend upon their health, upon conditions of food and warmth +and shelter, things which in the past have been regarded as affecting only +the physical man. It is now somewhat out of date to set physical +conditions over against moral and religious; every great human problem is +more and more clearly seen in this day to involve all these conditions in +its rise, and to require thoughtful consideration of them all for its +solution. As we face the problems of sex, we must recognize the importance +of fresh air, exercise, wholesome food, clean cups and clean towels, and +we must also recognize the importance of clean thoughts and high purposes. +We must know clearly the facts of biological and medical science, and with +them in mind we must touch the springs of conduct in affection and +imagination. Our aim must be to achieve that mastery over the forces of +life finely expressed by Browning's Rabbi ben Ezra: "Nor soul helps flesh +more, now, than flesh helps soul." + +We may consider, first, how, in matters of sex, flesh helps soul; second, +how soul helps flesh; and third, how in normal childhood and youth soul +and flesh grow together in mutual help. + +The first great outstanding fact is that the physical powers of sex reach +maturity in the same years in which the moral and religious instincts are +greatly quickened. If we recall our youth, we must realize that, in the +years between twelve and twenty, our lives were greatly disturbed and +perplexed, and also greatly exalted and inspired by desires and impulses +partly toward the opposite sex and partly toward the service of God and +our fellows. In the normal adolescent boy or girl there is a powerful +expanding and enriching of sex thoughts and desires and purposes. There is +also a rapid development of social sympathy and passion; the revolutionary +movements of all lands are recruited from those who like Shelley have in +their youth vowed,-- + + "I will be wise, + And just, and free, and mild, if in me lies + Such power, for I grow weary to behold + The selfish and the strong still tyrannize + Without reproach or check." + +And there is a wonderful flowering of the young life in religious feeling +and aspiration; a large majority of religious conversions take place in +adolescence. + +We can scarcely escape the conviction that these are not different +awakenings, but rather different phases of the one great awakening of the +young life as it prepares for the tasks and responsibilities of manhood +and womanhood. The part that sex development plays in this awakening has +been variously stressed by different special students of the physiology +and psychology of adolescence. Some scientists have not hesitated to give +it first place and to treat social passion and religious enthusiasm as +secondary manifestations of sex energy.[59] However that may be, we know +that each speaks naturally in terms of the other. The religious mystic of +the Middle Ages was devoted to the Divine Lover or the Heavenly Lady, and +the modern revolutionary is _wedded_ to the Cause. On the other hand, the +lover naturally adopts the language of religion to express his devotion to +the lady of his heart. The water-tight compartment theory of life is in +these days thoroughly discredited. We know that the various powers of soul +and body are related and interdependent, and we feel sure that the +developing powers of sex do have very vital relation to developing powers +of moral purpose and religious aspiration. In support of this relation we +recall the unfortunate effects upon the character of those who by chance +or the barbarity of men have been desexed in childhood. We must allow for +other factors at work here, yet the clearly established facts of the +stunting of mental and moral growth in desexed children reinforce our own +experience and observation, and indicate that the energies that are +developed with sex and maturity are largely available for moral and +religious growth. The youth with full sex consciousness and impulse is +normally the youth of abundant energy for moral and religious activity. It +seems, therefore, quite fundamental to the right understanding of sex that +we consider the body, not the enemy of the soul, but its friend; not a +clog upon the spiritual growth of boy and girl advancing into manhood and +womanhood, but an important source of energy for the upward climb. + +When we turn to the second part of our discussion and ask how in matters +of sex soul helps flesh, the need and the fact are clearer and perhaps +more urgent. Dante found the souls of the lustful in the second circle of +hell, driven hither and thither by warring winds,-- + + "The stormy blast of hell + With restless fury drives the spirits on, + Whirled round and dashed amain with sore annoy." + +Here we have clear recognition of the two great characters of sex impulse, +its violence and its fitfulness. In the one character it needs to be +subdued that it may not destroy; in the other it needs to be directed that +it may build up. + +As we look back through history, and as we look abroad through our land +and through all civilized lands, one of the most conspicuous facts +concerning the powers of sex is their frightful destructiveness. The +spectacle of wasted manhood and womanhood, of depleted powers in body, +mind, and soul, is in history and in present society appalling. It is so +oppressive that it has driven many thoughtful men and women to despair. +Men otherwise hopeful and purposeful here become gloomy and fatalistic; +they have no hope that lust will ever be effectively controlled. + +Such pessimism, however, contradicts the history as well as the instincts +of the race. In the face of great evils there have always been those who +would sit down in discouragement despair; every great destructive force in +human history has daunted some men to the point of inactivity. Yet the +evils have been controlled. Ignorant and fearful people have said, "This +thing is beyond human power; it is useless for us to struggle against +fate." Yet men of vision and of courage have struggled and won. No man of +moral passion and religious purpose can adopt an attitude of passive +submission to the forces of destruction. We can admit no necessary evil, +or the battle of human progress is lost. We ask ourselves soberly, +therefore, how this tremendous outrush of destructive energy may be +controlled. The answer is plain. Men have by the agency of fire itself +constructed the means by which fire is controlled and domesticated; they +have turned disease against itself, and by the agency of antitoxins have +conquered it; they are learning to arouse and organize the fighting spirit +of men against its own most ancient and fearful expression and are +enlisting soldiers of peace in a war against war. Even so the race depends +upon the higher affections for control of the lower, and lust is +controlled by love. I talked once to a young man in college who had given +himself to sexual vice when he had been in high school; until a year +before I spoke with him, he had supposed that virtually all men were and +must be sexually indulgent. For twelve months he had kept himself clean. I +inquired why and how. He replied simply that he had fallen in love with a +young woman and wished to marry her. His former course now seemed to him +shameful and unmanly. Lust yielding to love! In one of his sonnets to the +woman who afterward became his wife, Edmund Spenser says:-- + + "You frame my thoughts and fashion me within: + You stop my tongue and teach my heart to speak: + You calm the storm that passion did begin: + Strong through your cause, but by your virtue weak." + +In our own experience, as far as we have achieved victory in our own +bodies and minds over our baser passions, we have achieved it by the power +of the higher affections. It is a fact of common experience that love +calms the storm that passion did begin. So Spenser's lady strengthened +passion by her charm, but weakened it by her virtue. + +Nor is this the only higher affection that, in the practical experience of +men, has controlled and transformed animal passion. Thousands of fully +sexed men have, through the centuries, turned their bodily and mental +energies so fully to devoted service for God and their fellows as to rise +above the clamoring demands of physical appetite, in the vigorous terms of +the New Testament making themselves eunuchs for the kingdom of God's sake. +This is a hard saying, and the experience it treats of must always be +confined to a small number of men; yet it goes far toward demonstrating a +general possibility, and it should effectively dispose of the "necessity" +argument, by which men often excuse their vicious practices. + +One thing more should be said on this subject of control. Not only are the +higher, more spiritual affections the most effective masters of the lower; +they are the _only_ effective masters. Public reprobation can do much, but +it is ineffectual with large numbers of relatively unattached members of +society, and it is impotent against secret vice. Motives of cautious fear +are always weak with full-blooded and generous youth, and they are likely +to become weaker with all men as medical science discovers ways to prevent +or escape the most obviously fearful consequences of sexual license. + +A familiar phrase comes to my mind, as no doubt it comes to yours: "The +expulsive power of the higher affections"; yet I think that phrase is not +quite suitable. It is not a question of expulsion. It is not wholly a +question of control; it is mainly a question of direction. What we need +to-day with boys and girls for the solving of the sex problems is to +direct those energies, which in their false direction are destructive, +into right and healthful ways; that is, we need to socialize and elevate +that affection, which in baser forms has aspects of ugly animalism. + +As one of the solutions of the problem of control it has been proposed to +separate the sexes in the adolescent years. From my point of view, this +would defeat our object. In the association of boys and girls during the +adolescent period, we may enlist the higher affections for the control and +the direction of the powers that are set free by sex impulses developed in +that very period of life. + +What happens in the experience of the normal boy? In this period of early +adolescence he finds within himself a wonderful quickening of +mind,--impulses, feelings, longings that he does not understand. These +impulses, feelings, longings, perplex him, it may be for years. They reach +out vaguely, blindly toward the opposite sex, sometimes in a perverted +way, but oftener naturally and honestly. Then the young man falls in love. +At once his more or less vague, cloudy, incoherent, formless feelings and +purposes are concentrated, directed, and fixed in devotion to a young +woman whom he idealizes, almost deifies. That is the first stage in the +natural directing and forming of sex powers and impulses toward social, +moral, and religious ends. Of course the young man may discover, after a +while, that the first object of his fancy is not so angelic as he thought. +By and by his fancy changes and may rove to several other maidens before +he reaches maturity; but each successive experience, if he is true to his +better self, concentrates his affections and directs them, until, if he is +fortunate, in the course of time he finds his true mate and enters upon +marriage. He is now fairly equipped for what most of us know to be a long +course in the discipline of the selfish, the personal, the more or less +brute desires and ambitions of man. Here he learns to subject himself, +his own comfort, his own ends, his own ambitions, to the good of his wife +and her happiness, to the good of his children and the satisfaction of +their needs. Then, more and more, after having concentrated the powers of +his spirit through faithful courtship and through happy marriage and +fatherhood, the man is able to diffuse these same energies through many +channels, for the protection of all sorts and conditions of women and +children. The man is now a citizen, a member of society, with developed +powers of social sympathy, of social energy. How has he developed these +powers? Not by any supposition that the early sex instincts he felt in his +boyhood were wholly animal and must be atrophied by disuse, but by +gathering and directing them into the right channels. Direction, like +control, depends upon enlightened, purposeful, persistent love. + +In the third place, we may consider how, in matters of sex, the flesh and +the soul may grow together in mutual help. The essential facts and the +vital importance of the sex life appeal to the developing boy or girl in +four great relations, in relation to father and mother, in relation to +the strength and grace of his or her own body and mind, in relation to his +or her future family, and in relation to society in general. These appeals +come in successive periods and open the way to healthful instruction and +guidance from childhood up to manhood and womanhood. + +Sex questions first arise in the child's mind in connection with +parenthood. The first thing a little boy or girl needs to know is that the +young life is sheltered and fed during long months in the mother's body, +and that the father had a share in that life. Is it not amazing that in +this twentieth century we find many girls twelve years old and over who do +not know that their father had any share in starting their lives? I knew +of a girl nineteen years old, a student in college, who did not know that +a man had any essential part in bringing children into the world, but +supposed, when any question of illegitimate childbirth was raised, that +possibly God punished a bad woman by sending her a baby before she was +married. It is little short of criminal that many girls are allowed to +reach adolescence with no sex thought or image clearly in their minds +except such as they have received directly or indirectly from animals. If +boys and girls knew from the beginning that a part of the father's life +and a part of the mother's life united to form the beginning of their +lives, the question of sex would begin on a plane where there were +religious, moral, and spiritual associations, and an atmosphere of love +and holiness. These young people could then see the facts of sex clearly +instead of through the mists of prurient fancy and suggestion as they see +them now.[60] The boy and girl who know these two tremendous facts of the +nurturing care of the mother before birth, and the coöperation of the +father and mother in the beginning of life, are fortified against the +principal moral and spiritual dangers that they are to face in the future. + +The next information and guidance needed by our boys and girls concerns +the influence of sex upon their own development. The objection is +continually raised that it is not well for little children to have sex +thoughts emphasized in their minds. But at present no boy or girl grows up +and plays among other children, or hears talk on the streets, or goes to +work in factory or store, without hearing these facts emphasized day by +day, emphasized unhealthily and distorted shamefully. We propose simply to +have the emphasis shifted and lightened for it will be lightened if the +facts are given truly and in right relations. Boys and girls should learn, +at the same time they are learning facts of nutrition, excretion, +respiration, and circulation of the blood, those facts regarding sex which +are most important for healthy growth of mind and body. They should know +that the organs of reproduction have a definite relation to the natural +and healthful development of the full powers of their bodies in future +years; that internal secretions of these organs coming into the blood help +to build up bones and muscles, help to make their nerve fibers active and +vigorous, help to form their brains, and help to equip them for manly +strength and womanly grace in the years that are to come. These are very +simple matters. These facts of sex can be conveyed by just a few sentences +of clear, considerate, wise information at the right time, in relation to +the other facts of bodily development. + +Considering now the period of puberty, we find additional needs, for no +boy or girl reaches puberty, under ordinary conditions, without knowing +that it brings the possibility of fatherhood and motherhood, brings the +possibility of that process that we call fertilization, in which the life +of plants and animals begins. The boy or girl who reaches this age has a +right to know what fertilization means, and what fertilization implies; +has a right to the simple biological facts which will tell him the +relation between the life of the parents and the life of the child, the +mysterious relation in body and mind that we call heredity. The beginning +of the socializing of sex energy and sex power depends upon recognition of +the fact that this power that develops in the young man and young woman at +puberty is not to be used for selfish gratification, is not primarily a +source of pleasure, but has a very direct relation to the health, +intelligence, and happiness of others. This relation may be enforced by a +simple study of succeeding generations of flowers and the ways in which +forms, colors, and sizes originate and are handed down from generation to +generation in wonderful variety. Or it may be illustrated from an +observation of the beginnings of sex in infusoria; how tiny animals in +stagnant water grow to full size and each divides simply into two to form +a new generation; how this simple asexual process continuing for several +generations results in growing weakness and old age, steadily decreasing +size, steadily decreasing vitality until there comes a time when one +infusorian unites with another. There sex begins. That union of two +individuals is required to restore youth, to refresh vitality and energy, +and to produce greater variety in the forms of life. When a boy or girl +knows these simple facts, he is better able to understand the power of +reproduction than he can possibly be if they are not before him, or if all +he has heard has been ceaseless reiteration of the pleasures of selfish +indulgence of sex appetite. + +Finally, when the boy and the girl come into later adolescence and face +manhood and womanhood, they are ready to know some of the larger social +aspects of sex. They are ready to know of the diseases brought on by +perverted sex habits; of the frightful waste of those who give themselves +to licentiousness, the frightful waste of strength and youthful energy +not only in those that actually go down, but in those that survive. More +than that, seeking right relations of themselves to society, they need to +know the social aspects of sex. The young man needs to know what it means +for a woman to bear a child; he needs to know the social and economic +dependence of the pregnant woman and of the young mother, so that he may +realize what the power of fatherhood means in the actual work of society. +I cannot imagine any man talking glibly of the necessary evil, or of man's +inability to control sex passions, if he knows the social facts of sex. +Any young man who knows even a part of the burden his mother bore for him, +if he has a spark of manhood in his being, is surely fortified against +temptation to selfish indulgence. If, beyond that, he can see the relation +of the home to society, the relative steadiness and dependability of a +worker with a wife and children, who bears the home burdens in a man's +way, as compared with the floating, homeless wanderer who walks our +streets; if he knows these central facts and the dependence of the home +upon the faithfulness of the man and the presence of the man, if he has a +spark of patriotism in his heart, he must realize in his thought and in +his practice the necessity for the socialization of that passion which, +though it begin in individual and selfish forms, issues in such fateful +social consequences. + +The solution of this great, urgent, pressing problem, which we are feeling +the weight of more and more in these years of careful investigation of our +social conditions, will come in frankly recognizing the beginnings upon +which the whole sex life in mind and body is based, and in transforming +fundamentally important animal instincts and desires into higher +affections, humanizing them for the sake of the loved one, for the sake of +family, for the sake of the social brotherhood and sisterhood in which we +are members. + +My closing word is one which seems to me most significant of the true, the +beautiful, the victorious way out of so much discouragement and so much +crime,--that is the word "consecration." That word includes two essential +ideas, the ideas of sacredness and coöperation. The problems of sex will +never be solved until the sacredness of sex is recognized, for sex is +vitally and indissolubly bound up with the two greatest facts that you +and I know. The greatest fact of the organized world around us is life, +the greatest fact of the spiritual world into which we lift our souls is +love, and the beginnings of life and the beginnings of love are in sex. No +boy or girl will readily understand what life means except as he has some +clear, wise teaching about sex; no boy or girl will fully understand what +love means except through recognition of the dignity and worth and purity +of the fundamental facts and powers of sex. + +Who shall give this enlightenment? I think it must be clear that this +enlightenment cannot be given by the very young and inexperienced person, +that the facts can be rightly given only by some person who knows their +sacredness for himself or herself. They can be given best by a mature +person who has seen and felt what they mean. In the long run, I have no +doubt that our boys and girls will get the information that they must have +from their parents, for the father and the mother are the best qualified +to give it. I have named both the father and the mother, for the solution +of our problem is not only in knowing the sacredness of sex, it is also +in working together for the elevation of sex life. We shall not be able, +we men, in the future, to sit down and say, "Oh, well, John will learn +from his mother"; "Mary's mother will make that clear to her"; "Their +mother does these things." It will not be possible for the socializing of +the sex instincts and the ripening of the sex powers to be made clear to +young people except as men and women both recognize the sacredness of the +sex relation and undertake to make things clear to boys and girls. Men +must give up their selfish indifference to evil conditions, and +women--some women--must give up the bitterness and hardness that come into +their hearts and their faces when they think of the suffering that their +sex has endured at the hands of man. This is not a problem for one sex. It +cannot be solved by either half of the great whole of humanity. We know +this to be true in our personal life; it is equally true in our social +life. It is only by the girding-up of the whole spirit of man to go forth +and meet his duty as a lover, as a husband, as a father, and it is only by +the girding-up of all the powers of the woman to lead and to help, that +the family is organized. In this great human family of ours the man and +the woman in days that are coming will coöperate to remove from our midst +the blackest and most fearful perversion of the natural powers of our +race. We do not believe in sitting down idly before this problem and +saying, "It has always been, it always will be." In this great day of +moral and spiritual progress, with powers that we have inherited from our +forefathers in this land and other lands, we know that there is no +necessary evil. We are learning what the evil of sex is, and how it +arises, and we are beginning to use the forces at hand for its +destruction. Conscience is kindling and determination is hardening among +our people that this thing shall cease to be. The ape and the tiger shall +yet die from our midst, and man's spirit shall triumph in his flesh. + +FOOTNOTES: + +[59] A. Forel, _The Sexual Question_, chap. XII, "Religion and Sexual +Life"; William James, _Varieties of Religious Experience_, chap. I; +especially the first footnote. + +[60] F.W. Foerster, _Marriage and the Sex Problem_, chap. IV; especially +section (d), "The Educational Significance of Monogamy." + + + + +CHAPTER XII + +AGENCIES, METHODS, MATERIALS, AND IDEALS + +_By William Trufant Foster_ + + +At the outset we observed that the present social emergency is not +concerned merely with diseases, or physiology, or laws, or wages, or +suffrage, or recreation, or education, or religion. All of these phases of +the present situation, and many others, must be taken into account in our +attempted solution of the problem of sex hygiene and morals. A person who +believes that he can offer a quick and certain way out of our difficulties +appears to have no comprehension of the problem. This much, however, is +certain: the greatest need is public education. The policy of silence has +failed. Accurate and widespread knowledge is a necessary condition of +progress, whatever may be the chosen direction. The main questions at +issue concern the Agencies, Methods, Materials, and Ideals of +education.[61] The following propositions are intended as a brief summary +of the most important truths concerning each of those four aspects. + + +I. AGENCIES + +1. As there are but few parents who can and will give the necessary +instruction, it must be given by other agencies, at least until a new +generation of parents has been prepared to meet this responsibility. + +2. Although the failure of parents calls for the immediate action of other +agencies, the instruction should be so conducted as to break down the +barriers of false modesty and establish confidence between parents and +children.[62] + +3. As the public school is the only agency of formal education that +reaches nearly all of the children of the nation, sex instruction must +eventually be given in all public schools; only thus can we bring forward +a new generation of parents, equipped with the knowledge and desire to do +their duty by their children. + +4. As a majority of our boys and girls do not enter high school, some +instruction in matters of sex should be given in grammar schools. + +5. No community should introduce direct sex education into the schools as +a part of the curriculum, until it has informed parents, cultivated +favorable public opinion, and obtained the services of teachers who are +qualified for the work by nature and by special preparation. + +6. All normal schools and all college departments of education should at +once embody, in their courses for teachers, instruction in the matter and +methods of sex education, and adequate instruction should be provided for +teachers now in service; and within a reasonable time after such +opportunities have been offered in a given State, certificates to teach in +that State should be granted only to those who have had the prescribed +preparation. + +7. As there is not now a sufficient number of public school teachers +prepared to teach sex hygiene, such teaching must be done in part, at +least for many years, by private agencies. + +8. Lectures should be arranged for parents by churches, schools, colleges, +clubs, granges, boards of health, and other organizations; but no one +should be accepted as a lecturer until he is approved by a board of +health, social hygiene society, college, or other organization which is +unquestionably competent to pass judgment on the qualifications of the +speaker. + +9. Since there are adults in every community that will not be reached, +even when sex education becomes a part of the day-school curriculum, such +instruction should be offered in continuation schools, in social +settlements, in Young Men's Christian Associations, in college extension +courses, in factories, stores, lumber-camps, car-shops,--indeed, wherever +the happy connection can be made between those who need the help and those +who are surely qualified to give help.[63] + + +II. METHODS + +1. Sex instruction as a rule should not be isolated; it should not be +prominent; it should be an integral part of courses in biology, hygiene, +and ethics. "Specialists" in sex education are undesirable as teachers of +boys and girls, in or out of school. + +2. As there is a discrepancy between the age of puberty and the age of +marriage, due to artificial conditions of modern society, it is important +that sex consciousness and sex curiosity should develop slowly: +accordingly, sex instruction, unlike instruction in other subjects, must +seek to satisfy rather than to stimulate interest in the subject; +questions must be answered truthfully, but the answers must not lead the +curiosity of the child beyond the information that is immediately +necessary for the guidance of his own conduct. + +3. The aims of sex education can be fully attained only by the +encouragement of every means for keeping the mind occupied throughout +waking hours with wholesome thoughts and the body sufficiently active in +vigorous work and play, preferably out of doors. + +4. Lectures and class instruction should be provided only for carefully +selected groups: almost nothing can be gained, and much may be lost, by +presenting the subject before miscellaneous audiences. + +5. At every age, in every class, there are likely to be individuals who +need certain instruction not needed by the entire class: such instruction +should be given privately. + +6. Books dealing directly with human sex life should not be given to +children before the age of puberty; some of the books most widely used are +dangerous; instruction should come directly from parent or teacher. + +7. Traveling exhibits, made up of concrete and vivid materials, and +prepared with due consideration of all the accepted principles of sex +education, may be used effectively and inexpensively to bring the truths +before many thousands of adults in many places.[64] + +8. Against commercialized prostitution, the educational campaign should be +one of pitiless publicity: the public should know the names of all persons +engaged in promoting the business, whether they are prostitutes (including +female _and male), or liquor dealers, owners of houses, owners of real +estate, lessees, proprietors, financial backers, policemen, or +politicians; their connection with the traffic should be proclaimed by +means as effective as the "tin-plate" signs for disorderly houses. + +9. Reliable investigations should be made further to reveal the +relationships between sexual immorality and venereal diseases, on the one +hand, and, on the other hand, between sexual immorality and ignorance, low +wages, injurious clothing, lack of wholesome amusements, low dance-halls, +grills, moving-picture houses, vaudeville shows and so-called legitimate +theaters, mental deficiency, armies and navies, and--most important of +all--the liquor traffic; and the outcome of such investigations should be +made known through persistent campaigns of public education. + +10. The conclusions of every vice commission and of every other dependable +investigation--not the details--must be kept before the public, until the +truth is common knowledge that segregation never segregates; that +safeguarding clinics never safeguard; that medical control never controls; +that official protection of immorality increases immorality; and that, if +there be any such thing as a necessary evil, it is not the shameless +partnership of government and vice.[65] + + +III. MATERIALS + +1. Elementary nature-study for children and biological study for boys and +girls of high-school age may lead gradually and safely to the teaching of +plant and animal reproduction, provided that the subject is not left on +the plane of animal life; it is a mistake to suppose that the teaching of +biology necessarily promotes right conduct in matters of sex. + +2. Subordinate and incidental to instruction in normal sex processes, +warning should be given of the dangers of individual vice, illicit sexual +intercourse, and venereal diseases; but such instruction should be given +only to groups that are homogeneous in respect to sex, physiological age, +and social environment, or preferably, to individuals.[66] + +3. Instruction concerning venereal disease, which leaves the impression +that the chief danger of illicit intercourse is "getting caught," should +not be tolerated: knowledge of facts though scientifically accurate, is +not necessarily protection to the individual or to society. + +4. As sex instruction for young people has none but practical aims, +hygienic and moral, only such knowledge concerning sex processes, +reproduction, and diseases should be given at each period as is necessary +for the welfare of the individual at that period. + +5. The practice of masturbation is sufficiently common among both boys and +girls to call for warnings to all children at the earliest ages; any +teacher or parent should be qualified to help in individual cases. + +6. The education of adolescent boys must stress the six great truths that +will fortify them against the main arguments of the enemies of decency and +health:-- + +(1) Sexual intercourse is not a physiological necessity; continence was +never known to impair physical or mental vigor. + +(2) There can be but one standard of chastity; the purity a man demands +for his sister, he must achieve for himself. + +(3) Seminal emissions are natural among healthy men; usually they need +cause no concern. + +(4) Gonorrhea is a terrible disease, with tragic consequences that one can +never fully foretell; syphilis is worse. + +(5) Every woman who offers her body for prostitution is, sooner or later, +a probable source of contagion; clean living is the only positive +safeguard against venereal disease. + +(6) Nearly every "advertising specialist" is a criminal of the most +contemptible type; the only safe adviser is the doctor in reputable +standing who is not afraid to sign his name to his prescription or to his +advice. + + +IV. IDEALS + +1. "The function of education is to guide the intellect into a knowledge +of right and wrong, to supply motives for right conduct, and to furnish +occasions by which alone can moral habits be cultivated." (Drummond.) + +2. The first aim of sex education is necessarily to bring about an +open-minded, serious, if possible a reverent, attitude toward sex and +motherhood, in place of the traditional secrecy and vulgarity; a teacher +who cannot do this should do nothing.[67] + +3. In so far as the sex life of animals is made the basis of instruction, +the _difference_ between man and the lower animals is the point to +emphasize; otherwise the facts of animal life may appear to justify +irresponsible sex activities, whereas the glory of man is his control over +animal instincts. + +4. Since it is not ignorance of what is right, but rather the will to do +the right, that is usually responsible for sexual delinquency among +adults, the program of public education must include more effective moral +education in all grades of all schools; every subject, properly taught, is +a means of cultivating will power, of strengthening character; but the +school curriculum is now made to yield but a small part of its +possibilities. + +5. The appeal must be made to self-respect and to chivalry; especially +through history and literature the idea of sex must be spiritualized; the +right education of the emotions is fundamental.[68] + +6. Through the study of heredity and eugenics, the social responsibility +of the individual may be made to serve as a higher incentive for right +conduct than the fear of disease. + +7. If there is one truth concerning sex education that needs emphasis +above all others, it is that all plans for meeting the social emergency +must strengthen the control of moral and spiritual law over sex impulses; +otherwise sex education may be antagonistic not only to physical health, +but as well to the highest development of personality and to the +progressive evolution of human society. + +FOOTNOTES: + +[61] The best expression of the consensus of opinion of those who should +know most about the subject is the _Report of the Special Committee on the +Matter and Methods of Sex Education_ issued by the American Federation for +Sex Hygiene, New York, December, 1912. + +[62] _Sex Education_, by Ira S. Wile, M.S., M.D. (New York, 1912), aims to +assist parents to banish the difficulties and to suggest a course of +instruction. It is a brief and wholly admirable treatise. + +[63] _Progress_, the second annual report of the Oregon Social Hygiene +Society, gives some account of the most extensive public education that +has been conducted in this country. + +[64] The Exhibit of the Oregon Social Hygiene Society has been seen by +over 50,000 people, at a total cost of less than two cents for each +person. + +[65] Especially valuable are the two volumes by Abraham Flexner, written +for the Bureau of Social Hygiene. See List of References. + +[66] See _American Youth_, New York, April, 1913 ("Sex Education Number"). +An article by George W. Hinckley tells of the ideal way in which he gives +individual instruction to his boys at Good Will Farm, Hinckley, Maine. + +[67] "Sex-instruction as a Phase of Social Education," in _Religious +Education_, 1913, by Maurice A. Bigelow, is one of the best articles on +this subject. + +[68] F.W. Foerster, _Marriage and the Sex Problem._ No book on this +subject has reached a higher plane of idealism. At the same time it is +scientifically sound. + + + + +LIST OF REFERENCES + + + + +CHAPTERS I, II + +GENERAL SURVEY + + +_Prepared by Maida Rossiter, Librarian, Reed College_ + +Addams, Jane. _A New Conscience and an Ancient Evil._ New York, 1912. + +American Federation for Sex Hygiene. Report of the Sex Education Sessions +of the Fourth International Congress on School Hygiene. New York, 1913. + +American Medical Association. _Nostrums and Quackery._ Chicago. + +Bloch, Iwan. _Sexual Life of our Time in its Relation to Modern +Civilization_; tr. by Eden Paul. St. Louis, 1911. + +Brieux, Eugene. _Damaged Goods._ In his _Three Plays._ New York, 1911. + +Commonwealth Club of California. _The Red Plague._ Commonwealth Club of +California. _Transactions_, vol. VI, no. 1, May, 1911; vol. VIII, no. 7, +August, 1913. + +Dealey, J.Q. _The Family in its Sociological Aspects._ Boston, 1912. + +Ellis, Havelock. _Task of Social Hygiene._ Boston, 1912. + +Flexner, A. _Prostitution in Western Europe._ New York, 1913. Bureau of +Social Hygiene Publications. + +---- _Prostitution in the United States._ (In preparation.) Bureau of +Social Hygiene Publications. + +Foerster, F.W. _Marriage and the Sex Problem_; tr. by Meyrick Booth. New +York, 1912. + +Forel, August. _Sexual Question_; tr. by C.F. Marshall. New York, 1908. + +Fosdick, R.D. _European Police Systems._ New York 1913. + +Kneeland, G.J. _Commercialized Prostitution in New York City._ New York, +1913. Bureau of Social Hygiene Publications. + +Morrow, P.A. _Social Diseases and Marriage._ New York 1904. + +Northcote, Hugh. _Christianity and Sex Problems._ Philadelphia, 1906. + +Seligman, E.R.A., ed. _Social Evil._ Ed. 2, rev. New York, 1912. + +Sisson, E.O. _Educational Emergency._ Atlantic Monthly, vol. 106, pp. +54-63, July, 1910. + +Thomson, J.A., _and_ Geddes, P. _Problem of Sex._ New York, 1912. + +Westermarck, Edward. _History of Human Marriage._ New York, 1903. + +Wilson, R.N. _American Boy and the Social Evil._ Philadelphia, 1905. + +Zenner, Philip. _Education in Sexual Physiology and Hygiene._ Cincinnati, +1910. + + + + +CHAPTER III + +PHYSIOLOGICAL ASPECTS + +_Reproduction_ + + +Exner, M.J. _The Physician's Answer._ New York, 1913. + +Howell, W.H. _Textbook of Physiology._ Ed. 4. Philadelphia, 1911. + +Landois, Leonard. _Textbook of Human Physiology._ Ed. 10. Philadelphia, +1904. + +Marshall, F.H.A. _Physiology of Reproduction._ New York, 1910. + + +_Heredity and Eugenics_ + +Castle, W.E. _Heredity._ New York, 1911. + +Darbishire, A.D. _Breeding and the Mendelian Theory._ New York, 1911. + +Davenport, C.B. _Heredity in Relation to Eugenics._ New York, 1911. + +Ellis, Havelock. _Problem of Race Regeneration._ New York, 1911. + +Jordan, D.S. _Heredity of Richard Roe._ Boston, 1911. + +Kellicott, W.E. _Social Direction of Human Evolution._ New York, 1911. + +Punnett, R.C. _Mendelism._ New York, 1911. + +Saleeby, C.W. _Methods of Race Regeneration._ New York, 1912. + +---- _Parenthood and Race Culture._ New York, 1909. + +Walter, H.E. _Genetics._ New York, 1913. + +Winship, A.E. _Jukes-Edwards; a Study in Education and Heredity._ +Harrisburg, 1900. + + + + +CHAPTER IV + +MEDICAL PHASES + + +Dock, L.L. _Hygiene and Morality; Medical, Social and Legal Aspects of +Venereal Diseases._ New York, 1910. + +Fisher, Irving. _National Vitality._ Washington, 1910. U.S. 61st Cong., 2d +Sess. Senate Doc. 419. + +Hall, W.S. _Biology, Physiology, and Sociology of Reproduction_ also, +_Sexual Hygiene._ Ed. 11. Chicago, 1906. + +Keyes, E.L. _Observations of the Persistence of Gonococci in the Male +Urethra._ American Journal of the Medical Science, January, 1912. + +Morrow, P.A. _Social Diseases and Marriage._ Philadelphia, 1904. + +Taylor, R.W. _Practical Treatise on Genito-Urinary and Venereal Diseases +and Syphilis._ Ed. 3. Philadelphia, 1904. + + + + +CHAPTER V + +ECONOMIC PHASES + + +Adams, T.S., _and_ Sumner, H.L. _Labor Problems._ Ed. 8. New York, 1911. +Chap. I. + +Addams, Jane. _A New Conscience and an Ancient Evil._ New York, 1912. + +Butler, E.B. _Women and the Trades._ New York, 1909. + +Flexner, Abraham. _Prostitution in the United States._ New York. (In +preparation.) Bureau of Social Hygiene Publications. + +---- _Prostitution in Western Europe._ New York, 1913. Bureau of Social +Hygiene Publications. + +Fosdick, R.D. _European Police Systems._ New York, 1913. Bureau of Social +Hygiene Publications. + +Goldmark, Josephine. _Fatigue and Efficiency._ New York, 1912. + +Kelley, Florence. _Some Ethical Gains through Legislation._ New York, +1905. + +Kneeland, G.J. _Commercialized Prostitution in New York City._ New York, +1913. Bureau of Social Hygiene Publications. + +More, L.B. _Life Earner's Budgets; A Study of Standards and Cost of Living +in New York City._ New York, 1907. + +Roe, C.G. _Panders and their White Slaves._ Chicago, 1910. + +Ryan, J.A. _A Living Wage._ New York, 1910. + +Sanger, W.W. _History of Prostitution._ New York, 1913. + +Seligman, E.R.A., ed. _Social Evil._ Ed. 2, rev. New York, 1912. Chap. I. + +Streightoff, F.H. _Standard of Living among Industrial People of America._ +Boston, 1911. + +U.S. Bureau of Labor. _Women and Child Wage-Earners in the United States._ +Washington, 1911-12. Vols. 5, 15. + +U.S. Immigration Commission. _Steerage Conditions; Importation and +Harboring Women for Immoral Purposes...._ Washington, 1911. U.S. 61st +Cong., 3d Sess. Senate Doc. 753. + +Reports of Commission, vol. 37. + +Vice Commission Reports. + +A list of vice commissions is printed at the end of these references. + + + + +CHAPTER VI + +RECREATIONAL PHASES + + +Addams, Jane. _Spirit of Youth and the City Streets._ New York, 1912. + +Allen, W.H. _Civics and Health._ Boston, 1909. + +Camp-Fire Girls of America. _Manual._ New York, 1913. + +Chicago Vice Commission. _Report_, 1911. + +Collier, John. _Moving Pictures; Their Function and Proper Regulation._ +Playground Magazine, vol. 4, pp. 232-39, October, 1910. + +_Health Department Control of Venereal Diseases. Social Diseases_, vol. 2, +nos. 2-3, April and July, 1911. + +Israels, Mrs. C.H. _Dance Problem._ Playground Magazine, vol. 4, pp. +242-50, October, 1910. + +Juvenile Protective Association of Chicago. Reports on dance halls, moving +picture theaters, saloons, department stores, etc. Chicago, 1911-12. + +Minneapolis Vice Commission. _Report_, 1911, pp. 129-31. + +Perry, C.A. _Wider Use of the School Plant._ New York, 1910. + +Playground Association of America. _Proceedings_, 1907 to date. New York, +1908 to date. + +Russell Sage Foundation. Recreation Bibliography. New York, 1912. + +Ward, E.J., ed. _Social Centers._ New York, 1913. + + + + +CHAPTER VII + +EDUCATIONAL PHASES + + +American Federation for Sex Hygiene. _Proceedings_, 1913. New York, 1913. +Report of the Sex Education Sessions of the Fourth International Congress +on School Hygiene and the Annual Meeting of the Federation at Buffalo, +August 27-29, 1913. + +---- Report of Special Committee on the Matter and Methods of Sex +Education. Presented before the Sub-Section on Sex Hygiene of the +Fifteenth International Congress on Hygiene and Demography, held in +Washington, D.C., September 23-28, 1912. New York City, 1913. + +Cocks, O.G. _Engagement and Marriage: Talks with Young Men._ New York, +1913. Sex Education Series. Study no. 4. + +Cook, W.A. _Problems of Sex Education._ Journal of Educational Psychology, +vol. 4, pp. 253-60, May, 1913. + +Ellis, Havelock. _Studies in the Psychology of Sex._ Philadelphia, +1900-10. 6 vols. + +Hall, G.S. _Adolescence._ New York, 1908. Chap. VI. + +---- _Educational Problems._ New York, 1911. Chap. VII. + +Hall, W.S. _Sexual Knowledge._ Philadelphia, 1913. + +---- _Strength of Ten._ 1909. + +Henderson, C.R. _Education with Reference to Sex._ National Society for +the Scientific Study of Education. 8th Yearbook, 1909. + +Lyttleton, Edward. _Training of the Young in Laws of Sex._ New York, 1900. + +Manny, F.A. Bibliography of Sex Hygiene. _Educational Review_, vol. 46, +pp. 168-76, September, 1913. + +Moll, Albert. _Sexual Life of the Child._ New York, 1912. + +Phelps, Jessie. _Teaching of Sex in Normal Schools._ National Conference +of Charities and Corrections. _Proceedings_, 1912, pp. 267-70. + +Putnam, H.C. _Sex Instruction in Schools._ National Society for the +Scientific Study of Education. 8th Yearbook, 1909, pt. 2. + +Society of Sanitary and Moral Prophylaxis. Educational pamphlets. + No. 1. _Young Man's Problem._ + No. 2. _Instruction in Physiology and Hygiene of Sex for Teachers._ + No. 3. _Relations of Social Diseases with Marriage and their Prophylaxis._ + No. 4. _Boy Problem._ + No. 5. _How my Uncle the Doctor instructed me in Matters of Sex._ + No. 6. _Health and Hygiene of Sex._ + +Thomas, W.I. _Sex and Society._ Chicago, 1907. + +Wagner, Charles. _Youth._ New York, 1905. Book 3. + +Warthin, A.S. _Sex Pedagogy in the High School._ In Johnston, C.H., ed., +High School Education. New York, 1912. + +Wile, I.S. _Sex Education._ New York, 1912. Bibliography, pp. 149-50. + +Willson, R.N. _American Boy and the Social Evil._ Philadelphia, 1905. + +---- _Education of the Young in Sex Hygiene; A Textbook for Parents and +Teachers._ Philadelphia, 1913. + + + + +CHAPTER VIII + +TEACHING PHASES + +_For Children_ + + +Chapman, Mrs. Rose Wood Allen. _How Shall I Tell my Child?_ Chicago, 1912. + +Hall, W.S. _Strength of Ten._ 1909. + +Lyttleton, Edward. _Training of the Young in Laws of Sex._ New York, 1900. + +Moll, Albert. _Sexual Life of the Child._ New York, 1912. + +Morley, Margaret. _Renewal of Life._ Chicago, 1906. + +Torelle, Ellen. _Plant and Animal Children; how they grow._ Boston, 1912. + + + + +CHAPTER IX + +TEACHING PHASES + +_For Boys_ + + +_Boys' Venereal Peril._ Chicago, 1911. (16-18 years.) + +Hall, W.S. _From Youth into Manhood._ New York, 1910. (11-15 years.) + +---- _Instead of Wild Oats._ Chicago, 1912. + +---- _John's Vacation; A Story for Boys._ Chicago, 1913. + +---- _Life's Beginnings._ New York, 1912. (10-14 yrs.) + +Lowry, E.B. _Truths; Talks with a Boy concerning himself._ Chicago, 1911. + +Morley, M.W. _A Song of Life._ Chicago, 1902. (Young men.) + +Oker-Blom, Max. _How my Uncle, the Doctor, instructed me in Matters of +Sex._ Society of Sanitary and Moral Prophylaxis. Educational Pamphlet no. +5. (10-14 years.) + +Sperry, L.B. _Confidential Talks with Young Men._ + +Wegener, Hans. _We Young Men._ Philadelphia, 1911. (21 years and upward.) + +Wilson, R.N. _American Boy and the Social Evil._ Philadelphia, 1905. (18 +years and upward.) + +---- _Nobility of Boyhood._ Philadelphia, 1910. (14-18 years.) + +_Young Man's Problem._ New York, 1912. Society of Sanitary and Moral +Prophylaxis. Educational Pamphlet no. 1. + + + + +CHAPTER X + +TEACHING PHASES + +_For Girls_ + + +Chamberlain, A.F. _The Child; A Study in the Evolution of Man._ Ed. 2. +London, 1911. + +Cleaves, M.A. _Education in Sexual Hygiene for Young Working Women._ +Charities and the Commons, vol. 15, pp. 721-24, Feb. 24, 1906. + +Dudley, Gertrude, _and_ Kellor, F.A. _Athletic Games in the Education of +Women._ New York, 1909. + +Gesell, A.L. _Normal Child and Principles of Education._ Boston, 1912. + +Goldmark, J.C. _Fatigue and Efficiency._ New York, 1912. + +Gordon, H.L. _Modern Mother._ New York, 1909. + +Hall, W.S. _The Doctor's Daughter; A Story for Girls._ Chicago, 1913. + +---- _Life Problems; A Story for Girls._ Chicago, 1913. + +Johnson, G.E. _Education by Plays and Games._ Boston, 1907. + +Lowry, E.B. _Herself; Talks with Women concerning themselves._ Chicago, +1911. + +---- _False Modesty._ Chicago, 1912. + +---- _Confidences; Talks with a Young Girl concerning herself._ Chicago, +1910. + +Mosher, E.M. _Health and Happiness._ New York, 1912. + +Oppenheim, Nathan. _Care of the Child in Health._ + +---- _Development of the Child._ New York, 1908. + +Partridge, G.E. _Genetic Philosophy of Education._ New York, 1912. + +_Plain Talks with Girls about their Health and Physical Development._ +Salem, 1912. Oregon State Board of Health. Circular no. 4. + +Puffer, J.A. _The Boy and his Gang._ Boston, 1912. + +Saleeby, C.W. _Woman and Womanhood._ New York, 1911. + +Smith, N.M. _Three Gifts of Life._ New York, 1913. + +Sperry, L.B. _Confidential Talks with Young Women._ Chicago, n.d. + +Tyler, J.M. _Growth and Education._ Boston, 1905. + + + + +CHAPTER XI + +MORAL AND RELIGIOUS PHASES + + +Abbott, Lyman. _Womanhood._ Oregon Social Hygiene Society. Circular no. +16. + +Bible. Mark X, 2-12. Compare Deut. XXIV, 1-4. + +Bible. Matt. V, 27-30. + +Bible. I Cor. 7. + +Foerster, F.W. _Marriage and the Sex Problem._ New York, 1912. + +Hall, G.S. _Adolescence._ New York, 1908. Chaps. XIII-XV. + +Hamilton, Cosmo. _A Plea for the Younger Generation._ New York, 1913. + +James, William. _Varieties of Religious Experience._ New York, 1911. Chap. I. + + + + +PERIODICALS + +The following periodicals are sources of news in regard to sex education, +sex hygiene, and allied subjects:-- + +_American Breeders' Magazine; A Journal of Genetics and Eugenics._ +Published quarterly by the American Breeders' Association. Washington, +D.C. Sent to members, annual membership, $2.00. + +American Medical Association: _Journal._ Published weekly by the American +Medical Association, 535 Dearborn Avenue, Chicago, Ill. $5.00 yearly. + +_American Physical Education Review._ Published monthly by the American +Physical Education Association, Springfield, Mass. $3.00 yearly. + +_Eugenics Review._ Published quarterly by the Eugenics Education Society, +6, York Buildings, Adelphi, London. _4s. 6d._ yearly. + +_Journal of Educational Psychology._ Published monthly, except July and +August, by Warwick & York, Baltimore, Md. $2.50 yearly. + +_Social Diseases._ Published quarterly. 105 West 40th Street, New York +City. $1.00 yearly. + +_Survey; A Journal of Constructive Philanthropy._ Published weekly by the +Survey Associates, 105 East 22d Street, New York City. $2.00 yearly. + +_Vigilance._ A monthly magazine correlating constructive efforts for the +suppression of the social evil. Published monthly by the American +Vigilance Association, 156 Fifth Avenue, New York City. $1.00 yearly. + +U.S. Commissioner of Education. Monthly record of current educational +publications. Bibliography, published monthly, devotes one section to sex +hygiene. Sent free from Commissioner's Office, Washington, D.C. + + + + +ORGANIZATIONS INTERESTED IN SOCIAL HYGIENE + + +American Federation for Sex Hygiene. Combined with American Vigilance +Association to form American Social Hygiene Association. + +American Health Defense League. 37 Liberty Street, New York City. + +American Medical Association. 535 Dearborn Avenue, Chicago. Secy., Dr. +Alex. R. Craig. + +American Purity Alliance. 207 East 15th Street, New York City. + +American Social Hygiene Association. 105 West 40th Street, New York +City. Secys., Dr. William Snow, J.B. Reynolds. + +American Unitarian Association. Department of Social and Public Service. +Committee on Sex Education and Hygiene. Boston, Mass. + +American Vigilance Association. Combined with American Federation for Sex +Hygiene to form American Social Hygiene Association. + +Bureau of Social Hygiene. Members: Davis, Katharine B.; Warburg, Paul M.; +Murphy, Starr J.; Rockefeller, John D., Jr., Chairman. P.O. Box 579, New +York City. + +California Social Hygiene Society. San Francisco. Secy., C.N. White. + +Chicago Society of Social Hygiene. 100 State Street, Chicago. Secy., W.T. +Belfield. + +Colorado Society for Social Health. Denver, Colo. + +Committee of Fourteen. 27 E. 22d Street, New York City. Secy., F.H. +Whitin. + +Commonwealth Club of California. 804 First National Bank Building, San +Francisco, Cal. + +Connecticut Society of Social Hygiene. 42 High Street, Hartford, Conn. +Secy., T.N. Hepburn. + +Detroit Society for Sex Hygiene. 33 High Street E., Detroit, Mich. Secy., +Raymond E. Van Syckle. + +Friends' Committee on Philanthropic Labor. Park Avenue and Laurens Street, +Baltimore, Md. + +Illinois Vigilance Association. 153 Lasalle Street, Chicago. + +Indiana Society of Social Hygiene. 723 Hume-Mansur Building, Indianapolis, +Ind. Secy., Dr. H.G. Hamer. + +Indiana State Board of Health. Indianapolis, Ind. International Congress +on School Hygiene. Fourth meeting held in Buffalo, August 27-29, 1913. + +International Purity Association. + +Juvenile Protective Association. 816 South Halsted Street, Chicago. + +Los Angeles Society of Social Hygiene. 311 Higgins Building, Los Angeles, +Cal. + +Maryland Society of Social Hygiene. 15 E. Pleasant Street, Baltimore, Md. +Secy., Howard C. Hill. + +Massachusetts Association of Boards of Health. Boston, Mass. + +Massachusetts Society for Sex Education. 7 Hancock Avenue, Boston, Mass. + +Massachusetts State Board of Health. State House, Boston, Mass. + +Mexican Society of Sanitary and Moral Prophylaxis of Venereal Diseases. + +Milwaukee Society of Social and Moral Hygiene. Milwaukee, Wis. + +National Conference of Charities and Corrections. Angola, Ind. Secy., +Alexander Johnson. + +National Consumers' League. 105 East 22d Street, New York City. + +National Education Association. Ann Arbor, Mich. Secy., D.W. Springer. + +National Purity Association. 79 Fifth Avenue, Chicago. + +New Jersey Society for the Prevention of Social Diseases. East Orange, +N.J. Secy., Dr. Thomas N. Gray. + +New York State Reformatory for Women at Bedford. Laboratory of Social +Hygiene. Supt., Katharine Bement Davis. + +New Zealand Society of Sanitary and Moral Prophylaxis. + +Oregon Social Hygiene Society. 703 Selling Building, Portland, Ore. Secy., +H.H. Moore. + +Oregon State Board of Health. 720 Selling Building, Portland, Ore. Secy., +Dr. Calvin S. White. + +Pacific Coast Federation for Sex Hygiene. Portland, Ore. Secy., H.H. +Moore. + +Pennsylvania Society for the Study and Prevention of Social Diseases. 1708 +Locust Street, Philadelphia. Secy., R.N. Wilson. + +Rhode Island State Board of Health. State House, Providence, R.I. + +St. Louis Society of Social Hygiene. St. Louis, Mo. Secy., Dr. H.E. +Kleinschmidt. + +School of Eugenics of Boston. 168 Newbury Street, Boston, Mass. + +Seattle Society of Hygiene. League Building, Seattle, Wash. Secy., Dr. +Sydney Strong. + +Social Purity and White Cross Movement. The Philanthropist, P.O. Box 2554, +New York City. + +Society of Sanitary and Moral Prophylaxis. 611 Tilden Building, 105 West +40th Street, New York City. Secy., Dr. E.L. Keyes, Jr. + +Spokane Society of Social and Moral Hygiene. 420 Old National Bank +Building, Spokane, Wash. Secy., Dr. J.R. Lantz. + +Texas State Society of Social Hygiene. San Antonio, Texas. Secy., Dr. T.Y. +Hull. + +Triennial Congress for the Suppression of the White Slave Traffic. Fifth +meeting held in London, June 30-July 4, 1913. + +Washington State Board of Education. Olympia, Washington. + +West Virginia Society of Social Hygiene. Elkins, West Va. Secy., O.G. +Wilson, Supt. of Public Schools. + +World's Purity Federation. LaCrosse, Wis. Pres., B.S. Steadwell. + + + + +REPORTS AND INVESTIGATIONS + +MUNICIPAL + + +Atlanta, Ga. Vice Commission. _Report_, 1912. + +Chicago. Vice Commission. _Social Evil in Chicago._ Chicago, 1911. + +Cleveland. Vice Commission. _Report_, 1911. + +Columbia, Mo. Vice Commission. Appointed March, 1913. + +Columbus, Ohio. Appointed March, 1913. + +Denver, Colo. Vice Commission. Appointed September 15, 1912. Became Denver +Morals Commission January 31, 1913. + +Grand Rapids. Morals Efficiency Commission of the Citizens. To carry on +work started by Committee of 41. + +Hartford, Conn. Vice Commission. Appointed January, 1912. + +Jacksonville, Fla. Vice Commission. Appointed September, 1912. + +Kansas City. Vice Commission. _Report_, 1912. + +Little Rock, Ark. Vice Commission. _Report_, 1912. + +Macon, Ga. Vice Commission. Appointed January, 1913. + +Minneapolis. Vice Commission. _Report_, 1911. + +New York City-- + Seligman, E.R.A., ed. _Social Evil._ New York, 1912. + Kneeland, G.J. _Commercialized Prostitution in New + York City._ New York, 1913. + +Philadelphia. Vice Commission. _Report._ Philadelphia, 1913. + +Portland, Ore. Vice Commission. _Report_, 1913. + +Rochester. Vice Commission. _Report._ + +St. Paul, Minn. Morals Committee. _Report._ + +San Francisco-- + Commonwealth Club of California. _Report on Prevalence + of Venereal Diseases._ February, 1911. + +Shreveport, La. Vice Commission. Appointed April, 1913. + +Syracuse. Moral Survey Committee. _Report on the Social + Evil in Syracuse._ 1913. + + + + +STATE + + +Illinois. Vice Commission. Appointed February, 1913. + +Maryland. Vice Commission. Appointed March, 1913. + +Massachusetts. Vice Commission. Established April, 1913. + +Missouri. Vice Commission. Appointed April, 1913. + +Wisconsin. Vice Commission. Established May, 1913. + + + +STANDING COMMISSIONS + + +Pittsburg, Pa. Morals Efficiency Commission. Appointed May, 1912. +Chairman, Frederick A. Rhodes. + +Minneapolis. Morals Commission. Appointed March, 1913. Chairman, Dr. +Marion D. Shutter. + +Denver. Morals Commission. Appointed January 31, 1913. Chairman, Rev. H.F. +Rail. + +New York. Committee of Fourteen. + +Chicago. Morals Court. + + + + +INDEX + +Addams, Jane, cited, 47, 139. + +Adolescence, a critical period, 127; + begins at puberty, 127; + information and entertainment sought during, 128, 129; + evils to which it is exposed, 130-34; + ways in which the boy may be helped during, 137-41. + +Adolescents, sex impulse in, 27. + +Agencies of sex education, summary, 191-93. + +American Social Hygiene Association, 12. + +Amusement parks, dangers of, 19, 75. + +Armies, dangers of their camps, 67. + +Athletics, benefits of, 138. + _See_ Play. + + +Bathing, benefits of, 138. + +Bill-boards, evils of, 19. + +Billiard rooms, dangers of, 19, 74. + +Biological aspect of the social emergency, 23. + +Blindness, sometimes due to venereal infection, 32, 34. + +Boating, 82. + +Bodily regimen. _See_ Regimen. + +Books, 7, 11, 195. + +Boston, report on women's wages in, 56, 59. + +Botany, study of, in upper grades and high schools, 93. + +_Boy Problem, The_, quoted, 138. + +Boys, pre-pubescent and pubescent instruction to be given to, 98-102; + teaching phases for, 127-53; + adolescence of, 127-30; + evils to which they are exposed (masturbation, mental suffering, illicit + intercourse), 130-34; + are normally clean, 134, 152; + ways in which they may be helped during adolescence, 137-41; + subjects and methods of instruction for, 142-49; + conditions to be observed in giving instruction to, 149-52. + + +Camps, construction and lumber, 66; + military, 67; + school and municipal, 82. + +Card parties, 78. + +Carnivals, 76, 77. + +Castration, effect of, 144. + +Chastity, double standard of, 14, 136, 146. + +Chicago, report on women's wages in, 56, 59. + +Chicago Juvenile Protective Association, quoted, 63. + +Chicago Vice Commission, report of, 60. + +Child labor, abolition of, 68. + +Children, infection in, 34, 35. + +Clean living, importance of, to be indicated to the boy, 140, 141, 147. + +Clothing of girls, 157, 161, 162. + +Clubs, social, 77, 80. + +Colleges, instruction in sex relations to begin in, 3; + sex education for teachers to be given in, 192. + +Commissions, vice, 51-61. + +Companions of the boy, 139. + +Consecration, 186, 187. + +Consumers' League of Oregon, 57. + +Contagion, sources and conditions of, 15. + _See_ Venereal infection, Venereal diseases. + +Control. _See_ Self-control. + +Cost of living, 16. + _See_ Wages and vice. + + +Dance-halls, 19. + +Dances, 78. + +Degeneracy, sexual, road to race extinction, 23. + +Department stores, employment of girls in, 63. + +Diseases. _See_ Venereal diseases. + +Domestic service, 46-48, 64. + +Double standard of chastity, 14; + abandonment of, 136, 146. + +Dress of women, 19. + +Drunkenness and prostitution, 3, 4. + + +Economic phases of immorality, 16-18, 45-69; + women as wage-earners, 46; + wages and immorality, 50-62; + industrial stress, and dangers in seeking employment, 62-64; + improvements recommended, 67, 68; + bibliography, 206, 207. + +Education, industrial, compulsory, recommended, 68; + public, the greatest need, 190; + summary of agencies of, 191-93; + of methods of, 193-97; + of materials of, 197-99; + of ideals of, 199-201. + _See_ Educational phases, Instruction, Teaching phases. + +Educational phases of the social emergency, 21-23, 84-103; + aims of sex education, 84-86; + bodily regimen, 87, 88; + mental control, 88, 89; + first principle of instruction in reproduction, 89-92; + nature study, botany, etc., 92, 93; + pre-pubescent and pubescent instruction, 93-102; + difference between man and animals the basis of instruction, 105, 106; + first instruction, 106; + a true philosophy must lie back of instruction, 106, 107; + bibliography, 208, 209. + +Ehrlich, his cure for syphilis, 38, 39. + +Eight-hour day, 67. + +Employment bureaus, 64. + +Excursions, 76. + +Exner, Dr. M.J., statement of, regarding sexual continence, 29, 30 _n._ + + +Family, not competent to instruct in sex relations, 3. + +Federal Government, report on women's wages, 55, 56. + +Federal report (Woman and Child Wage-Earners), 59. + +Festivals, 76, 77. + +Freud, his view of sex basis, 86. + + +Girls, pre-pubescent and pubescent instruction to be given to, 96-98; + teaching phases for, 154-67; + stability of nervous system, 154-58; + menstruation and menstrual pain, 159-61; + clothing of, 161, 162; + in industry, 162, 163; + housing of unmarried, 163, 164; + instruction to be given on reproduction, 164-67. + +Girls' high schools, 161. + +Gonorrhea and the gonorrhea microbe, 33-39, 100, 146, 199. + + +Hall, G. Stanley, his view of sex basis, 86. + +Holabird, William, 135. + +Home, the, as recreation and social center, 78, 79. + +Hotels, employment of girls in, 63. + +Housing of unmarried girls, 163, 164. + +Howell, Dr. William H., quoted on the sexual appetite, 31. + +Hygiene. _See_ Social emergency, Reproduction. + + +Ice-cream parlors, 19. + +Ideals of sex education, 199-201. + +Illinois State Senate, vice investigation made by, 61. + +Immorality and wages, 16, 17, 50-62. + +Industrial education for women, lack of, 48. + +Industrial efficiency, connected with social hygiene problems, 3, 18. + +Industrial stress, its bearing upon sexual hygiene and morals, 62-64. + +Infection. _See_ Venereal infection. + +Instruction in sex hygiene and the physiology of reproduction, what, + when, and by whom to be given, 3, 10, 25, 42-44, 90-102, 106, 110-122, + 142-49, 179-89, 191; + mistakes in, serious, 9; + list of subjects to be considered, 148, 149; + conditions to be observed in giving, 149-52; + for girls, 164-67. + _See_ Education, Educational phases, Teaching phases. + +Instructors in sex relations, lack of competent, 3, 10, 11, 192. + +Insurance, recommended, 67. + +Intoxicating liquors and commercialized prostitution, 17. + +Investigations into immorality and diseases, 196. + + +Kelley, Florence, quoted on department stores, 63. + +Kingsley, Charles, quoted, 141. + + +Lectures, 7, 78, 192, 193. + +Legislation and prostitution, 20, 21. + +Living wage. _See_ Wages. + +Love, as controller of passion, 174-78. + + +Marriage, age of, and age of sexual maturity, discrepancy between, + 13, 27, 28. + +Marriage laws, object of, 27. + +Massachusetts Commission on Minimum Wage Boards, report of, 54-57. + +Masturbation, 130-32, 145, 198. + +Materials of sex education, summary, 197-99. + +Medical phases of immorality, 15, 16, 32-44; + statistics of venereal diseases in the United States, 32; + the microbes of syphilis and gonorrhea, 36-39; + infection of innocent persons, 39-41; + possibility of recovery, 41; + bibliography, 205. + +Medicine, means of defense against social evils provided by, 2, 4. + +Menstrual pain, 159-61. + +Menstruation, 159-61. + +Mental suffering among adolescents, 130, 131. + +Methods of sex education, summary, 193-97. + +Minimum wage, 67. + +Ministers, not competent to give instruction in sex relations, 3. + +Minneapolis, report on women's wages in, 56, 59. + +Moral and religious phases of the social emergency, 23, 168-89; + bibliography, 212. + +_Mother Nature and Her Helpers,_ 104, 107. + +Motion-pictures, 6, 19, 72. + +Muscular activity, importance of, 155-58. + + +Nature study, 92. + +Nervous system, stability of, 154-58. + +Newspapers, 79. + +New York, report on women's wages in, 56, 59. + +Noguchi, his test of the syphilis microbe, 38. + +Normal schools, instruction in sex relations to begin in, 3; + sex education for teachers to be given in, 192. + +Novels, 7. + + +Opiates, 63. + +Orders, social, 77, 80. + +Oregon, surveys made by the Consumers' League in, 52, 53. + +Oregon Social Hygiene Society, 151, 195 _n._ + + +Paralysis, 32, 34. + +Parenthood, 180, 181. + +Parents, confidence between child and, in matters of reproduction, + 89-92, 110-22; + meetings for, 122-26. + _See_ Instruction. + +Paresis, 32. + +Parties, social, 78. + +Passion, controlled by love, 174-78; + by religious fervor 176. + +Patten, Prof. Simon N., quoted, 51. + +Pessimism, 173. + +Philadelphia, report on women's wages in, 56, 59. + +Physical exercise, 138, 139. + _See_ Play. + +Physiological phases of immorality, 13-15, 25-31; + instruction in physiology of reproduction, 25; + the sex impulse, 26-28; + belief in physiological necessity of gratification, 28-31, 33, 99, + 146, 176, 198; + bibliography, 204, 205. + +Physiology, study of, 93. + +Picture post-cards, 19. + +Play, 81-83, 87, 88. + +Playgrounds, 81-83. + +Pool-halls, 74. + +Portland, Ore., women's wages in, 52, 53; + attendance at moving-picture shows in, 72. + +Portland, Ore., Municipal Employment Bureau, 64. + +Portland, Ore., Vice Commission, 57, 60. + +Priests, not competent to give instruction in sex relations, 3. + +Problem plays, 6. + +Property, used for immoral purposes, 17. + +Prostitutes, what is to be done with them, 14; + status of, 65. + _See_ Prostitution. + +Prostitution, past efforts to deal with, 1, 3; + physiological factors of, 13-15, 25-31; + medical phase of, 15, 16; + economic phases of, 16-18; + commercialized, 17, 18, 195; + and recreational pursuits, 19; + legal phases of, 20, 21; + and public education, 21-23; + moral and religious aspects of, 23; + biological aspect of, 23. + _See_ Social emergency. + +Psychic therapy, 160. + +Public opinion, relation of, to public education and to law enforcement, 21. + + +Quack doctors, 7, 18, 30, 130, 145, 199. + + +Recreation centers, 81-88. + +Recreation movement, 81-83. + +Recreational phases of the social emergency, 19, 70-83; + bibliography, 207. + +Regimen for boys, 87, 88, 137. + +Religious aspect of the social emergency, 23, 168-89; + bibliography, 212. + +Reproduction, silence hitherto in regard to, 1, 2, 5, 6; + recent change of attitude in regard to matters of, 6, 7; + dangers in this change of attitude, 7-12; + instruction in, 25, 89-102, 106, 110-22, 164-67; + the impulse toward, 26-28; + instruction in, at present lacking, 84; + aims of instruction in, 84-86; + a true philosophy must lie back of instruction in, 106, 107; + bibliography, 204. + _See_ Instruction. + +Road-houses, 19, 75, 76. + + +St. Louis, report on women's wages in, 56, 59. + +St. Paul, report on women's wages in, 56, 59. + +Saloons, 19, 74. + +"Salvarsan," 39. + +Schaudinn, his determination of the syphilis microbe, 37. + +Schools, responsibility of, 70; + sex instruction should be given in, 191. + +Seager, Prof. H.R., cited, 62. + +Self-control, the importance of, 88, 146, 147, 174-79, 200, 201. + +Seminal emissions, 131, 145, 146, 199. + +Sex, matters of, connection between moral and religious matters and, 168-89; + sacredness of, 186, 187. + +Sex impulse, 26-28. + +Sex life of child, 108-10. + +Sex relations, silence hitherto in regard to, 1, 2, 5, 6; + lack of competent instructors in, 3; + recent change of attitude in regard to matters of, 6, 7; + dangers in this change of attitude, 7-9; + mistakes in teaching of, serious, 9. + _See_ Instruction, Reproduction. + +Sexual maturity, age of, and age of marriage, discrepancy between, 13, 27, 28. + +Sexual necessity, belief in, 28-31, 33, 99, 146, 176, 198. + +"606," 39. + +Skating-rinks, 75. + +Social emergency, the, what constitutes, 9; + phases of, 13-24; + physiological phases, 13-15, 25-31; + medical phases, 15, 16, 32-44; + economic phases, 16-18, 45-69; + recreational phases, 19, 70-83; + legal phases, 20, 21; + educational phases, 21-23, 84-103; + biological phases, 23; + moral and religious phases, 23, 168-89; + teaching phases: for children, 104-26; + teaching phases: for boys, 127-53; + teaching phases: for girls, 154-67. + +Social hygiene, movement for, retarded by many, 11; + books on, 11. + See Social emergency, Reproduction. + +Societies, of social hygiene, 12. + +Society, sex life in relation to, 184-86. + +Spinal diseases, 32, 34. + +Stage, the, 6, 19. + +Standard of chastity, double. + _See_ Double standard. + +Standards of living, 50-62. + +Sterility, 33, 34. + +Street, the, as an attraction, 72, 73. + +Sunday supplement, 79. + +Swimming, 82. + +Syphilis, and the syphilis microbe, 32-39, 100, 199; + infection of innocent persons, 39-41; + possibility of recovery from, 41. + + +Teachers of sex hygiene, instruction to be provided for, + in normal schools and colleges, 192. + +Teaching phases of the social emergency, for children, 104-26; + for boys, 127-53; + for girls, 154-67; + bibliography, 211, 212. + +Tramping-clubs, 82. + +Traveling exhibits, 195. + + +Unemployment, relief of, 67. + +Unions, social, 77. + + +Venereal diseases, in the United States, statistics of, 32; + reason for frequency of, 33; + gonorrhea and syphilis, 33-39, 100, 146, 199; + as affecting children, 34; + infection of innocent persons, 39-41; + possibility of recovery from, 41. + +Venereal infection, prevalence of, 15, 32; + fear of, not sufficient motive in promoting chastity, 15; + effects of, 32-44; + in men, 32, 33; + in women, 34; + in children, 34, 35; + of innocent persons, 39-41. + _See_ Venereal diseases. + +Vice commissions, 52-61. + +Vice in adolescents, 131-34. + +Vice investigations, 51-61. + +Virility, importance of, to be taught, 142-49. + +Vocational training, 16. + + +Wage-earners, women as, increase of numbers, 46. + _See_ Women. + +Wages and vice, 16, 17, 50-62. + +Wagner, Charles, quoted, 135, 136, 138. + +Wasserman, his test of the syphilis microbe, 38. + +"Weaker sex, the," the phrase has lost some of its significance, 49, 50. + +Welfare work, 68, 69. + +Woman's Auxiliary Department of the Police, 58. + +Women, infection in, 34; + as wage-earners, increase of numbers, 46; + drift of, from domestic service, 47; + lack of industrial education for, 48; + loss due to emergence from seclusion, 49; + the phrase "the weaker sex" has lost some of its significance, 49, 50; + connection of wages and immorality among, 51-62; + bearing of industrial stress on morals of, 62-64; + dangers to, in seeking employment, 64; + summing up of their economic condition, 65, 66. + + +Zoölogy, 93. + + + + + + +End of the Project Gutenberg EBook of The Social Emergency, by Various + +*** END OF THIS PROJECT GUTENBERG EBOOK THE SOCIAL EMERGENCY *** + +***** This file should be named 15858-8.txt or 15858-8.zip ***** +This and all associated files of various formats will be found in: + https://www.gutenberg.org/1/5/8/5/15858/ + +Produced by Jason Isbell, Melissa Er-Raqabi and the Online +Distributed Proofreading Team at https://www.pgdp.net. + + +Updated editions will replace the previous one--the old editions +will be renamed. + +Creating the works from public domain print editions means that no +one owns a United States copyright in these works, so the Foundation +(and you!) can copy and distribute it in the United States without +permission and without paying copyright royalties. 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You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + +Title: The Social Emergency + Studies in Sex Hygiene and Morals + +Author: Various + +Commentator: Charles W. Eliot + +Editor: William Trufant Foster + +Release Date: May 18, 2005 [EBook #15858] + +Language: English + +Character set encoding: ISO-8859-1 + +*** START OF THIS PROJECT GUTENBERG EBOOK THE SOCIAL EMERGENCY *** + + + + +Produced by Jason Isbell, Melissa Er-Raqabi and the Online +Distributed Proofreading Team at https://www.pgdp.net. + + + + + + +</pre> + + + + +<p><span class="pagenum">[1]</span><a name='Page_1' id='Page_1'></a></p> +<h1>THE +SOCIAL EMERGENCY</h1> + +<h2><i>Studies in Sex Hygiene and Morals</i></h2> + +<h3><span class="smcap">edited by</span></h3> +<h2>WILLIAM TRUFANT FOSTER</h2> +<h3><span class="smcap">president of reed college<br /> +president pacific coast federation for sex hygiene</span></h3> + +<h3><span class="smcap">with an introduction by</span></h3> +<h2>CHARLES W. ELIOT</h2> +<h3><span class="smcap">president emeritus of harvard university</span></h3> + +<p class="center"> +<img src="images/001.png" +alt="Publishers Stamp" title="Publishers Stamp" /> +</p> + +<p class="center"><span class="smcap">BOSTON NEW YORK CHICAGO</span><br /> +HOUGHTON MIFFLIN COMPANY<br /> +The Riverside Press Cambridge +</p> + + +<p><span class="pagenum">[2]</span><a name='Page_2' id='Page_2'></a></p> +<p class="center"><span class="smcap">copyright, 1914, by william trufant foster<br /> +all rights reserved</span><br /> + +The Riverside Press<br /> +<span class="smcap">cambridge, massachusetts +u.s.a.</span> +</p> + + +<hr style="width: 65%;" /> +<p><span class="pagenum">[3]</span><a name='Page_3' id='Page_3'></a></p> +<h2>PREFACE</h2> + + +<p>This volume is the outgrowth of an extension course conducted by Reed +College in Portland, Oregon, in 1913. The course was offered to teachers +and to workers in various other fields of social service as an outline of +the main problems of social hygiene and morals and as a guide to further +study. An edition of forty-five hundred copies of the syllabus of the +course was soon exhausted, and there appeared to be a sufficient demand +for the publication of some of the lectures.</p> + +<p>The chapters are the various lectures, condensed by the editor, but +otherwise substantially as given, with the exception of chapters <span class="smcap">i</span>, <span class="smcap">ii</span>, +and <span class="smcap">xii</span>, which are here presented for the first time. In the original +course, Reed College fortunately had the services of Calvin S. White, +M.D., and L.R. Alderman, officers of the Oregon Social Hygiene Society. +Their addresses have been omitted, because they were prepared rather to +meet local conditions and the needs of the course than for the general +public. For the same reason the greater part of the addresses of William<span class="pagenum">[4]</span><a name='Page_4' id='Page_4'></a> +House, M.D., and of the editor have been omitted.</p> + +<p><i>The Social Emergency</i> does not purport to be a comprehensive or +systematic treatment of the problems of sex hygiene and morals; it +presents merely the views of a number of persons on certain phases of the +subject. Although no writer is responsible for the ideas of any other +writer, yet nearly all the writers have read and approved all the +chapters. Furthermore, the editor has had the aid of other competent +critics. The proof has been read by Maurice Bigelow, Ph.D., Professor of +Biology, Teachers College, Columbia University; by Calvin S. White, M.D., +Secretary of the State Board of Health of Oregon and President of the +Oregon Social Hygiene Society; and by William Snow, M.D., Secretary of the +American Social Hygiene Association. Others, including Edward L. Keyes, +Jr., M.D., and Harry Beal Torrey, Ph.D., have read the particular chapters +concerning which they could give expert opinion. The editor is grateful to +all these men, and to Florence Read, Secretary of Reed Extension Courses, +who has given valuable aid. With their help he has endeavored to avoid<span class="pagenum">[5]</span><a name='Page_5' id='Page_5'></a> +the errors, the exaggerations, the narrowness of view, and the hysteria +that characterize some of the current discussions concerning sex and the +social evil.</p> + +<p>If there is one dominant truth in this volume, it is that any plan for +meeting the social emergency that would relax the control of moral and +spiritual law over sex impulses is antagonistic, not only to physical +health, but as well to the highest development of personality and to the +progressive evolution of human society.</p> + +<p class="right">W.T.F</p> + +<p> +<span class="smcap">Reed College</span>,<br /> +<span class="smcap" style="margin-left: 1em;">Portland, Oregon,</span><br /> +April, 1914.<br /> +</p> + + + +<hr style="width: 65%;" /> +<p><span class="pagenum">[6]</span><a name='Page_6' id='Page_6'></a></p> +<div><br /></div> +<p><span class="pagenum">[7]</span><a name='Page_7' id='Page_7'></a></p> +<h2>CONTENTS</h2> + +<div class='center'> +<table border="0" cellpadding="2" cellspacing="0" summary="Table of Contents"> +<tr><td align='right'> </td><td align='left'><span class="smcap"><a href="#INTRODUCTION">Introduction</a></span>. By Charles W. Eliot, LL.D., President Emeritus of Harvard University</td><td align='right'>1</td></tr> +<tr><td align='right'>I.</td><td align='left'><span class="smcap"><a href="#CHAPTER_I">The Social Emergency</a></span>. By William Trufant Foster, Ph.D., LL.D.</td><td align='right'>5</td></tr> +<tr><td align='right'>II.</td><td align='left'><span class="smcap"><a href="#CHAPTER_II">Various Phases of the Question</a></span>. By William Trufant Foster</td><td align='right'>13</td></tr> +<tr><td align='right'>III.</td><td align='left'><span class="smcap"><a href="#CHAPTER_III">Physiological Aspects</a></span>. By William House, M.D., Member of the Executive Committee, Oregon Social Hygiene Society</td><td align='right'>25</td></tr> +<tr><td align='right'>IV.</td><td align='left'><span class="smcap"><a href="#CHAPTER_IV">Medical Phases</a></span>. By Andrew C. Smith, M.D., Member of the Oregon State Board of Health</td><td align='right'>32</td></tr> +<tr><td align='right'>V.</td><td align='left'><span class="smcap"><a href="#CHAPTER_V">Economic Phases</a></span>. By Arthur Evans Wood, A.B., Instructor in Social Economics, Reed College; Member of the Vice Commission, Portland, Oregon</td><td align='right'>45</td></tr> +<tr><td align='right'>VI.</td><td align='left'><span class="smcap"><a href="#CHAPTER_VI">Recreational Phases</a></span>. By Lebert Howard Weir, A.B., Field Secretary of the Playground and Recreation Association of America</td><td align='right'>70<span class="pagenum">[8]</span><a name='Page_8' id='Page_8'></a></td></tr> +<tr><td align='right'>VII.</td><td align='left'><span class="smcap"><a href="#CHAPTER_VII">Educational Phases</a></span>. By Edward Octavius Sisson, Ph.D., Commissioner of Education for the State of Idaho; recently Professor of Education, Reed College</td><td align='right'>84</td></tr> +<tr><td align='right'>VIII.</td><td align='left'><span class="smcap"><a href="#CHAPTER_VIII">Teaching Phases: for Children</a></span>. By William Greenleaf Eliot, Jr., A.B., Minister of Church of Our Father, Portland; Member of the Executive Committee, Oregon Social Hygiene Society</td><td align='right'>104</td></tr> +<tr><td align='right'>IX.</td><td align='left'><span class="smcap"><a href="#CHAPTER_IX">Teaching Phases: For Boys</a></span>. By Harry H. Moore, Executive Secretary, Oregon Social Hygiene Society</td><td align='right'>127</td></tr> +<tr><td align='right'>X.</td><td align='left'><span class="smcap"><a href="#CHAPTER_X">Teaching Phases: for Girls</a></span>. By Bertha Stuart, A.B., M.D., Director of the Gymnasium for Women, University of Oregon</td><td align='right'>154</td></tr> +<tr><td align='right'>XI.</td><td align='left'><span class="smcap"><a href="#CHAPTER_XI">Moral and Religious Phases</a></span>. By Norman Frank Coleman, A.M., Professor of English, Reed College</td><td align='right'>168</td></tr> +<tr><td align='right'>XII.</td><td align='left'><span class="smcap"><a href="#CHAPTER_XII">Agencies, Methods, Materials, and Ideals</a></span>. By William Trufant Foster</td><td align='right'>190</td></tr> +<tr><td align='right'> </td><td align='left'><span class="smcap"><a href="#LIST_OF_REFERENCES">List of References</a></span></td><td align='right'>203</td></tr> +<tr><td align='right'> </td><td align='left'><span class="smcap"><a href="#INDEX">Index</a></span></td><td align='right'>219</td></tr> +</table></div> +<p><span class="pagenum">[9]</span><a name='Page_9' id='Page_9'></a></p> + + +<hr style="width: 65%;" /> +<p><span class="pagenum"><a name="Page_10" id="Page_10"></a>[10]</span></p> +<div><br /></div> +<p><span class="pagenum"><a name="Page_11" id="Page_11"></a>[11]</span></p> +<h2><a name="THE_SOCIAL_EMERGENCY" id="THE_SOCIAL_EMERGENCY"></a>THE SOCIAL EMERGENCY</h2> + + + +<hr style="width: 65%;" /> +<h2><a name="INTRODUCTION" id="INTRODUCTION"></a>INTRODUCTION</h2> + +<h3><i>By Charles W. Eliot</i></h3> + + +<p>This book is a collection of essays by several authors on the various +aspects of social hygiene, and on the proper means of forming an +enlightened public opinion concerning the measures which society can now, +at last, wisely undertake against the vices and evils which in the human +race accompany bodily self-indulgence and lack of moral stamina.</p> + +<p>Till within five years, it was the custom in families, churches, and +schools, to say nothing about sex relations, normal or abnormal; and in +society at large to do nothing about the ancient evil of prostitution, to +provide neither isolation nor treatment for the worst of contagious +diseases, and to regard the blindness, feeble-mindedness, sterility, +paralysis, and insanity which result from those diseases as <span class="pagenum"><a name="Page_12" id="Page_12"></a>[12]</span>afflictions +which could not be prevented. The progress of medicine within twenty +years, both preventive and curative, has greatly changed the ethical as +well as the physical situation. The policy of silence and concealment +concerning evils which are now known to be preventable is no longer +justifiable. The thinking public can now learn what these evils are, how +destructive they are, and by what measures they may be cured or prevented. +With this knowledge goes the responsibility and duty of applying it in +defense of society and civilization.</p> + +<p>This book is a sincere effort, first, to supply the needed knowledge of +terrible wrongs and destructions; and, secondly, to indicate cautiously +and tentatively the most available means of attacking the evils described. +It is an attempt to enlighten public opinion on one of the gravest of +modern problems—indeed, the very gravest, with the exception of the +warfare between capital and labor. The book is not intended for children, +or even for adolescents, but rather for parents, teachers, and ministers +who have to answer the questions of children and youth about sex +relations, or deal sympathetically with the victims of sexual vice.</p> + +<p><span class="pagenum"><a name="Page_13" id="Page_13"></a>[13]</span>All efforts to deal directly with sex relations in schools, churches, and +clubs are hampered, and must be for some years to come, by the lack of +competent instructors in that difficult subject. So far as instruction in +educational institutions is concerned, it seems as if the normal schools +and the colleges for men or for women must be selected for the first +experiments on class instruction. Family instruction is in most cases +impossible; because neither father nor mother is competent to teach the +children what needs to be taught about both the normal and the disordered +sex relations. The ministers and priests are as a rule equally +incompetent. They can give precepts or orders, but not explanations or +reasons. Considerate managers of large industries ought to have a keen +interest in all social hygiene problems, because they nearly concern +industrial efficiency; but it is only lately that business men have begun +to understand the close connection between public health and industrial +prosperity, and most of them are not well informed on the subject.</p> + +<p>Against prostitution and drunkenness governments of many sorts have been +struggling <span class="pagenum"><a name="Page_14" id="Page_14"></a>[14]</span>ineffectually for centuries. These two evils go together; but +whether taken separately or together no government has yet adopted an +effective mode of dealing with them. Fortunately medical science has +lately placed in the hands of government, and of private associations, +effective means of defense against the social vices and their +consequences; and the new social ethics call loudly on all men of good +will to enlist in the warfare against these ancient evils, which to-day +are more destructive than ever before, because of the prevailing +industrial and social freedom, and the new facilities for individual +traveling, and the migration of masses of men.</p> + +<p>This book is intended to arouse public sentiment, spread accurate +knowledge, check rash enthusiasm, and promote well-informed and resolute +action.</p> + + + +<hr style="width: 65%;" /><p><span class="pagenum"><a name="Page_15" id="Page_15"></a>[15]</span></p> +<h2><a name="CHAPTER_I" id="CHAPTER_I"></a>CHAPTER I</h2> + +<h2><span class="smcap">the social emergency</span></h2> + +<h3><i>By William Trufant Foster</i></h3> + + +<p>Concerning matters of sex and reproduction there has been for many +generations a conspiracy of silence. The silence is now broken. Whatever +may be the wisdom or the folly of this change of attitude, it is a fact; +and it constitutes a social emergency.</p> + +<p>Throughout the nineteenth century the taboo prevailed. Certain subjects +were rarely mentioned in public, and then only in euphemistic terms. The +home, the church, the school; and the press joined in the conspiracy. +Supposedly, they were keeping the young in a blessed state of innocence. +As a matter of fact, other agencies were busy disseminating falsehoods. +Most of our boys and girls, having no opportunity to hear sex and marriage +and motherhood discussed with reverence, heard these matters discussed +with vulgarity. While those interested in the welfare of the young +withheld the truth, those who could profit by their downfall poi<span class="pagenum"><a name="Page_16" id="Page_16"></a>[16]</span>soned +their minds with error and half-truths. An abundance of distressing +evidence showed that nearly all children gained information concerning sex +and reproduction from foul sources,—from misinformed playmates, +degenerates, obscene pictures, booklets, and advertisements of quack +doctors. At the same time the social evil and its train of tragic +consequences showed no abatement. The policy of silence, after many +generations of trial, proved a failure.</p> + +<p>The past few years have seen a sudden change. Subjects formerly tabooed +are now thrust before the public. The plain-spoken publications of social +hygiene societies are distributed by hundreds of thousands. Public +exhibits, setting forth the horrors of venereal diseases, are sent from +place to place. Motion-picture films portray white slavers, prostitutes, +and restricted districts, and show exactly how an innocent girl may be +seduced, betrayed, and sold. The stage finds it profitable to offer +problem plays concerned with illicit love, with prostitution, and even +with the results of venereal contagion. Newspapers that formerly made only +brief references to corespondents, <span class="pagenum"><a name="Page_17" id="Page_17"></a>[17]</span>houses of bad repute, statutory +offenses, and serious charges, now fill columns with detailed accounts of +divorce trials, traffic in women, earnings of prostitutes, and raids on +houses. Novels that might have been condemned and suppressed a few decades +ago are now listed among "the best sellers." Lectures on sex hygiene and +morals are given widely, over four hundred such lectures having been given +under the auspices of a single society. Fake doctors, while obeying the +letter of new laws, are bolder than ever in some directions and use the +alarm caused by the production of <i>Damaged Goods</i>, for example, as a means +of snaring new victims. Generations of silence, enforced by the powerful +influence of social custom, have been suddenly followed by a campaign of +pitiless publicity, sanctioned by eminent men and women, and carried +forward by the agencies of public education that daily reach the largest +number of human beings—namely, the press, the motion picture, and the +stage.</p> + +<p>This far-reaching change in the customs of society is fraught with +immediate dangers, because we do not know whether the mere knowledge of +facts concerning sexual processes, <span class="pagenum"><a name="Page_18" id="Page_18"></a>[18]</span>vices, and diseases will do a given +individual harm or good. The effect of such information upon any person is +unquestionably determined by his physiological age, by his nervous system, +by the manner and time of the presentation of the subject; above all, by +his will power and the controlling ideals that are acquired along with +scientific facts. As yet, we have not discovered thoroughly trustworthy +pedagogical principles, administrative methods, and printed materials for +public education in matters of sex. So difficult and complicated are the +problems, and so disastrous are mistakes in this field of instruction, +that the home, the church, and the school—the institutions to which young +people should naturally look for truth in all matters, the agencies best +qualified to solve the problems—are extremely cautious and conservative. +While these agencies, which are concerned primarily with the welfare of +the individual, the family, and society, have made some efforts to solve +the problems, and to discover a safe and gradual transition from the old +order to the new, other agencies, concerned primarily with making money, +have rushed in to exploit the new freedom and the <span class="pagenum"><a name="Page_19" id="Page_19"></a>[19]</span>universal interest in +matters of sex. This passing of the old order, and the invasion of the new +order before we are prepared for it, constitute the social emergency of +the twentieth century. Great as are the industrial and political +revolutions of modern times, it is doubtful if anything so deeply concerns +the coming generations as our measure of success in confronting the +present social emergency.</p> + +<p>In no other phase of social education are mistakes so serious. Other +changes, demanded by new ideas of the function of the school, have been +made prematurely and clumsily, but without grave danger. We have adjusted +ourselves readily enough to compulsory education, normal schools, higher +education for women, expert supervision, the kindergartens, physical +training, industrial schools, university extension, care of defectives, +and vocational guidance. Every new type of school and every new subject +has been introduced before there were teachers trained for the new work. +We stumbled along. Few were greatly concerned over mistakes in the +teaching of penmanship and spelling and millinery and Latin and algebra. +Few protested against the inefficient teaching <span class="pagenum"><a name="Page_20" id="Page_20"></a>[20]</span>of physiology as long as +it rattled only dry bones, and had no evident relation to the physical +functions and health of the student. But the moment men proposed to teach +a subject of vital consequence, there was a cry of protest—and rightly.</p> + +<p>Here mistakes will not do: here incompetent teachers cannot be trusted. +Ill-advised efforts to teach sex hygiene may aggravate the very evils we +are trying to assuage. Because the subject is of vital importance, +education in sexual hygiene and morals must proceed cautiously and +conservatively; according to tried methods, psychologically sound; always +under the control of men and women of maturity, who see the present +emergency in its many phases, who know how to teach, whose character is in +keeping with the highest ideals of their work, and who approach their +subject with reverence and their pupils with the joy and inspiration which +come from a large opportunity to serve mankind.</p> + +<p>Unhappily, not all of those who have been stimulated by the new freedom of +speech to thrust themselves forward as teachers of sex hygiene, and as +social reformers, are safe lead<span class="pagenum"><a name="Page_21" id="Page_21"></a>[21]</span>ers. Some are ignorant and unaware that +enthusiasm is not a satisfactory substitute for knowledge. Some are +hysterical. At a recent purity convention, a woman said, "I know little +about the facts, but it is wonderful how much ignorance can accomplish +when accompanied by devotion and persistence." That declaration was +applauded. Some people appear to believe that they will arrive safely if +they go rapidly enough and far enough, even though they may be going in +the wrong direction. Many retard the movement for social hygiene by making +statements they do not know to be true, especially in respect to the +extent of sexual immorality, the number of prostitutes, and the prevalence +of venereal disease. Young people of opposite sexes, finding evidence on +every hand that the traditional taboo is removed, discuss the subject for +personal pleasure.</p> + +<p>The books in the field of social hygiene which have most scrupulously and +successfully avoided everything that might be sexually stimulating are not +the ones bought by the largest numbers. The demand for erotic publications +is so great as to warn us in advance <span class="pagenum"><a name="Page_22" id="Page_22"></a>[22]</span>that the new freedom will prove +dangerous for many whose minds are already unclean. The propaganda for +social purity is unlike many others, in that there is special danger of +doing injury to the very ones in special need of help. The fact that the +young, the ignorant, the hysterical, and the sexually abnormal, as well as +commercialized agencies, are using the newfound license in dangerous ways +is reason enough for the liberal and whole-hearted support of the American +Social Hygiene Association and affiliated societies.</p> + +<p>These private organizations are striving to meet the present social +emergency. They are temporary expedients. Their chief aim is public +education. They should frustrate the efforts of all dangerous agencies and +hasten the day when the home, the church, and the school shall meet their +full responsibilities in the teaching of sexual hygiene and morals.</p> + + + +<hr style="width: 65%;" /><p><span class="pagenum"><a name="Page_23" id="Page_23"></a>[23]</span></p> +<h2><a name="CHAPTER_II" id="CHAPTER_II"></a>CHAPTER II</h2> + +<h2><span class="smcap">various phases of the question</span></h2> + +<h3><i>By William Trufant Foster</i></h3> + + +<p>It is necessary to take into account all phases of the social emergency. +The question is not merely one of physiology, or pathology, or diseases, +or wages, or industrial education, or recreation, or knowledge, or +commercial organization, or legal regulation, or lust, or social customs, +or cultivation of will power, or religion. It is all of this and more. The +danger is that we shall see only one or two sides of a many-sided problem. +A solution may appear adequate because it leaves essential factors out of +consideration.</p> + +<p>One physiological factor in the situation is of fundamental importance, +namely, the discrepancy between the age of sexual maturity and the +prevailing age of marriage,—an artificial condition largely determined by +social customs, by modern educational systems, and by standards of living. +While society has set forward, generation after generation, the age at +which <span class="pagenum"><a name="Page_24" id="Page_24"></a>[24]</span>marriage seems feasible, the age of puberty has remained virtually +the same. This unnatural condition—as artificial as the clothes we +wear—is a phase of the emergency which should be considered by those who +condemn as unnatural and forced the education of adolescent boys and girls +in sexual hygiene and morals. Partly as a result of this has come the +general acceptance of the double standard of chastity which has bitterly +condemned the girl—made her an outcast of society—and excused the boy +for the same offense, on the false plea of physiological necessity.</p> + +<p>With the sanction of this double standard, tacitly accepted by society, +thousands of prostitutes have been harbored and protected. What shall we +do with them? We may drive them out of certain districts and certain +houses, and even certain cities, but they are still with us, and we are +responsible for them. If they are denied resorts where men seek them, they +will seek men. Most of them are unable, without special training, to earn +a living in any other way, and many of them would not if they could. A +majority are mentally defective and should be wards of society. Any plan +which <span class="pagenum"><a name="Page_25" id="Page_25"></a>[25]</span>fails to take care of these women—adequately, permanently, and +humanely—ignores one of the greatest of the problems which history, with +the sanction of society, has made a factor of the present emergency.</p> + +<p>The medical phase of the present situation is not often ignored, except by +those who hold that there is no such thing as disease. All countries are +alarmed over the prevalence of venereal infection. Definite information, +however, concerning the extent of these diseases, the sources and +conditions of contagion, and the complications and results, is not to be +had; because society still persists in treating venereal diseases as not +subject to public registration and control, in spite of their terrible +attacks on tens of thousands of innocent victims.</p> + +<p>The fear of contracting disease has long been used in attempts to promote +a single standard of chastity. Such fear has no doubt played its part and +will continue to keep many prudent men away from prostitutes. But in +looking forward to the work of the next generation, we must face the need +of higher motives than the fear of disease, for science may at any time +discover positive safeguards against contagion, <span class="pagenum"><a name="Page_26" id="Page_26"></a>[26]</span>thus diminishing one of +the factors of the present emergency and by the same stroke accentuating +others.</p> + +<p>Of the economic phases of the emergency, there are some which directly +affect the wage-earner. One is the failure of wages to keep pace with the +higher cost of living; another is the increase in the number and +proportion of wage-earning women and the resultant keenness of competition +for places; another is the fact that women workers are for the most part +unorganized and unprotected; another is the occasional effect of +supplementary wages of vice in lowering the wages of women in industry; +still another is the constant temptation of shop-girls to imitate their +patrons' vulgar displays of finery. But of all the economic factors +contributing to the moral breakdown of girls, the most general and +inexcusable is the failure of our public schools to provide vocational +training, although it is certain that above fifty per cent of all girls +leave the schools to become wage-earners. Failure to gain a living wage is +undoubtedly one of the causes, though seldom the sole cause, of the first +delinquency of some girls.</p> + +<p><span class="pagenum"><a name="Page_27" id="Page_27"></a>[27]</span>Other economic conditions serve to promote and intrench the business of +prostitution. These conditions are as real as any other factors and will +block reform until they are squarely met. One of these is the excessive +profit on property used for immoral purposes. The fact that such property +is often owned by persons who pass as respectable members of society does +not make the problem easier. Then there is the intimate connection between +the sale of intoxicating liquors and commercialized prostitution, as +definitely revealed by the investigations of every vice commission.</p> + +<p>Another economic factor intrenching prostitution as a business is the +commercial organization which continues to do an international and +interstate business, partly because of our inadequate white-slave laws and +inadequate appropriation for enforcement.</p> + +<p>Most important among the economic aids to prostitution as a business are +the high immediate wages of vice in contrast with the low wages of virtue. +A girl in the shop, or factory, or office may be capitalized at six +thousand dollars; in the clutches of a procurer, she may become worth +twenty-six thousand dollars. As a prostitute, <span class="pagenum"><a name="Page_28" id="Page_28"></a>[28]</span>she "earns more than four +times as much as she is worth as a factor in the social and industrial +economy, where brains, intelligence, virtue and womanly charm should bring +a premium." In an average lifetime, to be sure, the wages of one woman in +industry are greater than the earnings in the short life of one +prostitute; but from the viewpoint of the man who pockets most of the +earnings, it is more profitable to kill off a dozen women than to keep one +at decent work through an average lifetime. This economic condition is +revealed to the cast-out woman after a few years, on the brink of the +grave; but at the outset of her brief career, she sees the immediate gain, +not the ultimate ruin.</p> + +<p>There are other economic factors which will aid all movements for social +hygiene when they are more clearly perceived by those engaged in reputable +business: first, the loss to honest industry due to the reduced efficiency +of sexual perverts, of the diseased, and of those who, through their +ignorance, have been kept in worry by "leading specialists"; and, in the +second place, the inevitable reduction in the profits of legitimate +business due to the excessive profits of illegitimate business.</p> + +<p><span class="pagenum"><a name="Page_29" id="Page_29"></a>[29]</span>The recreational pursuits of young people are other factors of immediate +concern to those who would see the problems of social hygiene in their +entirety. Adolescent boys and girls spend most of their leisure time +either in wholesome physical activity conducive to normal sex life or in +various forms of amusement fraught with danger. In seeking innocent +recreation, young people can hardly escape contact with amusements +cunningly devised to excite sex impulses and at the same time to lower +respect for woman. The bill-boards and the picture post-cards, the +penny-in-the-slot machines and the motion pictures, the exhibits of quack +doctors, vaudeville performances, many so-called comic operas, popular new +songs, the dress of women approved by modern fashion,—these all help at +times to prepare young people to fall before the special temptations that +beset all commercial recreation centers. Especially dangerous are the +saloons, billiard rooms, dance-halls, ice-cream parlors, road-houses and +amusement parks. Both male and female enemies of decency frequent these +resorts. They are often schools of sexual immorality, with clever and +persistent teachers. <span class="pagenum"><a name="Page_30" id="Page_30"></a>[30]</span>Unless we take them into due account, we cannot see +the whole problem of education in sexual hygiene and morals.</p> + +<p>Then there are the legal phases of the situation. We must consider, on the +one hand how much can be accomplished by legislation, in view of all the +known factors in the situation. Our courts, for example, in spasmodically +or regularly rounding up women, fining them ten or fifteen dollars apiece, +and turning them loose, are trying to meet the social emergency by +shutting their eyes to nine out of ten of its essential features. Their +policy gives a clean bill to the male prostitute, arrests the woman, takes +away a part of her earnings, sets her free under the necessity of seeking +new victims to offset the fine, offers her no incentive to lead any other +life, incidentally increases opportunities for police graft, and virtually +gives the sanction of the law to the whole nefarious business. The ostrich +with his head buried in the sand sees our gravest social problem about as +clearly and wholly as do many who are administering laws concerning +prostitution in American cities.</p> + +<p>The impotence of laws passed in advance of public education and public +demand is a <span class="pagenum"><a name="Page_31" id="Page_31"></a>[31]</span>difficulty often overlooked. Some reformers seem to think +they can eliminate the social evil by getting a law passed. They urge +state legislatures to pass laws requiring every school to teach sex +hygiene. These people think they are going straight at a solution; but +they fail to see the patent fact that there are not now enough competent +teachers for this work; no, not one teacher for every hundred schools. +Another example of futile legislation is the California law requiring the +reporting of cases of venereal diseases. One could easily list a score of +laws in the domain of sexual morals which are ineffective, either because +in their very nature they could not be enforced, or because the public do +not wish to have them enforced. Perhaps there are no factors of the social +emergency so frequently left out of account as the relation of public +education to public opinion and the relation of public opinion to the +possibility of law enforcement.</p> + +<p>As a matter of fact the educational phases of social reform are of most +immediate importance. Nothing can so profitably occupy the attention of +social hygiene societies as the education of the public. If groups of +social work<span class="pagenum"><a name="Page_32" id="Page_32"></a>[32]</span>ers come to serious disagreement on other phases of the +present emergency,—if the discussion of restricted districts, +minimum-wage laws, health certificates for marriage, and reporting of +diseases divides the group into warring camps,—all can unite in favor of +spreading certain truths as widely as possible; and it is not difficult to +agree on at least a few of the many methods which have already proved +effective in educational campaigns.</p> + +<p>At the outset of our attempt to educate the general public in matters of +sex, we face certain factors which govern the scope, time, place, and +method of any successful efforts. Failure to give these factors due +consideration has brought many attempts to early and unhappy ends, and +convinced some people that ignorance is safer than such education.</p> + +<p>We must reckon carefully with the centuries of social tradition which have +resulted in the taboo on the subjects of sex and reproduction. It may be +that this conspiracy of silence has proved a failure; it may be that it +has no basis worthy of intellectual respect. It may be that all people +should welcome the new freedom of speech. These are not issues in the +process of <span class="pagenum"><a name="Page_33" id="Page_33"></a>[33]</span>education. Our first concern is the actual state of the public +mind; we begin with that or else we fail.</p> + +<p>Biologically the all-inclusive issue concerns the survival of the race. +Nature has no favorites: the fittest of the human stock will survive after +others have degenerated and disappeared; the fittest animals will +ultimately people the earth. Sexual degeneracy is the surest road to race +extinction.</p> + +<p>No aspects are more important than those concerning morals and religion. +The restraining influences of the fear of disease may and probably will be +thrown off by science. Whether education in scientific aspects of the +subject will do good or harm in a given case depends on the extent to +which moral and religious ideals control the conduct of the individual. +The inadequacy of mere knowledge in the realm of sex hygiene is painfully +evident. To the knowledge of what is right must be added the will to do +the right. As moral and religious instruction is the dominant educational +need of the present generation, so the moral and religious aspects of sex +problems transcend all others in importance.</p> + +<p><span class="pagenum"><a name="Page_34" id="Page_34"></a>[34]</span>These are the most important phases of the social emergency. It is +difficult to see them in all their intricate relationships and to realize +that in any one approach we touch only one side of a many-sided problem. +The great majority of our people see only the superficial aspects, or see +one particular phase in distorted perspective, because that is brought +close to them through a special case of misfortune. Even social workers +are in danger of narrowness of vision because of devoted service in +particular fields. The aim of the following chapters is to consider +successively and in right relationships various aspects of the social +emergency.</p> + + + +<hr style="width: 65%;" /><p><span class="pagenum"><a name="Page_35" id="Page_35"></a>[35]</span></p> +<h2><a name="CHAPTER_III" id="CHAPTER_III"></a>CHAPTER III</h2> + +<h2><span class="smcap">physiological aspects</span></h2> + +<h3><i>By William House</i></h3> + + +<p>All instruction in the physiology of reproduction as an aid to sexual +hygiene should be so conducted as to give assurance that the wonders of +the origin and development of life in all its millions of forms be taught +in a respectful, even reverent, spirit. Naught in the universe is more +marvelous than the beginnings of life. Naught else compares with the +wonders of growth and development.</p> + +<p>Rightly taught, reproduction may be cleansed from the foul interpretations +which have soiled the minds of countless children, and may be made into a +body of wonderful and sacred truths capable of fortifying youthful minds +against the uncleanness and indecencies which have contributed so largely +to sexual impurity. If it be never forgotten that human ingenuity has been +taxed in untold numbers of unsuccessful experiments to produce life by +other than <span class="pagenum"><a name="Page_36" id="Page_36"></a>[36]</span>nature's methods, while the power of reproduction resides in +even the lowliest of living organisms, the mystery and marvel are +multiplied a hundredfold, and the subject of reproduction is invested with +a halo of splendid and inspiring proportions.</p> + +<hr style='width: 45%;' /> + +<p>The sex organs are the agencies by which every plant and every animal, +each after its kind, brings into the world a succeeding generation. Sex +activity is the result of sex impulse. The imperative need of reproduction +in the scheme of nature is responsible for the presence of sex impulse as +it occurs in every normal adult animal. Were it not for this impulse the +earth would soon become void of life. The human sex impulse is a powerful +one, thought compelling, at times well-nigh overmastering. Though in the +main good, it sometimes produces harmful results. Among the lower animals +the sex function is exercised without thought or knowledge of consequence, +restrained only by the limitations of physical power,—the power to obtain +by might, by conquest. In fully developed mankind, the mind acts as a +constraining force which may control or even <span class="pagenum"><a name="Page_37" id="Page_37"></a>[37]</span>completely subdue physical +manifestations of sex impulse.</p> + +<p>In adolescents—those who are approaching <i>maturity</i>, but are in a +transition state, neither man nor child—sex desire may be as strong as in +those of riper years. Many who are passing through this period know little +or nothing of the forces that pulse through their frames and seem to +consume them with unquenchable fires. These forces are the sex impulses, +the beginning of sex life and sex activity. And as every work of man or +nature while in a state of transition is unstable, less firmly founded, +more easily destroyed or injured than at any other time, so it is that the +adolescent finds himself in greater danger than at any other time of life. +Consumed with incomprehensible desire, which he cannot gratify, he is the +victim of circumstances which cause him distress, yet admit of no relief.</p> + +<p>Probably all marriage laws have as their real object the protection of +child life. Without marriage laws there could be no organized society and +the human race would soon sink to the level of the animal world in +general. Under present social conditions marriages are <span class="pagenum"><a name="Page_38" id="Page_38"></a>[38]</span>put off longer and +longer. Each succeeding generation is marked by an increase in the age of +those who marry. But the conditions which cause late marriages in no way +lessen the sex impulses or mitigate the distress which these impulses +cause. The impulse to multiply is neither greater nor less than in the +past when marriages generally occurred earlier. Fortunately it is weaker +in the female than in the male. There are those who believe that the male +must exercise it if he would achieve his full strength of mind and body. +Certain political and philosophic sects take cognizance of this belief and +advocate legalized provision for the gratification of the sex impulse even +to the extent of providing for the destruction of the lives of the unborn.</p> + +<p>The most pernicious of the false beliefs regarding physiological necessity +are as follows:—</p> + +<p>1. That a life of sexual continence is not consistent with the best +physical health.</p> + +<p>2. That the exercise of the sex function is necessary to the full +development and preservation of "manly power,"—the power of procreation.</p> + +<p><span class="pagenum"><a name="Page_39" id="Page_39"></a>[39]</span>3. That the sexual impulse in man is so imperious that it is impossible +to control it and, therefore, a sexually continent life cannot be expected +of man.</p> + +<p>4. That, therefore, the moral standard which we apply to woman cannot be +applied to man.</p> + +<p>To correct these erroneous beliefs about the sex function, Dr. M.J. Exner +brought together the testimony of the foremost medical authorities of the +United States. He drew up a statement regarding sexual continence, and +submitted it to leading physiologists for criticism so as to bring its +phraseology wholly within the requirements of scientific precision. It was +then submitted for endorsement to leading medical authorities throughout +the country. The ready and hearty response of 370 of these men in +endorsing the declaration leaves no doubt as to the conviction of the +leading men of the medical profession on this question. The declaration is +as follows:—</p> + +<p>"In view of the individual and social dangers which spring from the +widespread belief that continence may be detrimental to health, and of the +fact that municipal toleration of prostitution is sometimes defended on +the ground <span class="pagenum"><a name="Page_40" id="Page_40"></a>[40]</span>that sexual indulgence is necessary, we, the undersigned, +members of the medical profession, testify to our belief that continence +has not been shown to be detrimental to health or virility; that there is +no evidence of its being inconsistent with the highest physical, mental +and moral efficiency; and that it offers the only sure reliance for sexual +health outside of marriage."<a name="FNanchor_1_1" id="FNanchor_1_1"></a><a href="#Footnote_1_1" class="fnanchor">[1]</a></p> + +<p>The erroneous beliefs concerning physiological necessity have been +propagated chiefly on the authority of advertising medical fakers, whose +business depends on misrepresentation and deceit, men whose methods +exclude them from the ranks of reputable physicians. They are also taught +by those within the ranks of the profession who are ignorant or +unscrupulous or both, and who for the most part have no higher incentive +in their profession than the pursuit of the dollar. The teaching of these +men is in most cases more an expression of their own <span class="pagenum"><a name="Page_41" id="Page_41"></a>[41]</span>vicious habits than +of real conviction. Both wholly misrepresent the teaching and attitude of +the great majority of physicians who constitute the reputable body of the +profession.</p> + +<p>Dr. William H. Howell, Professor of Physiology at Johns Hopkins +University, says: "There is no evidence whatsoever that the sexual +appetite or the act of reproduction has any physiological relationship to +the preservation of the integrity of the individual. This appetite has +been created or evolved and made strong in us for an entirely different +purpose. A sexual necessity exists only so far as the integrity of the +race is concerned; so far as the individual is concerned his sexual +functions may be unused or he may be completely unsexed without any injury +to his bodily health."</p> + +<div class="footnotes"><h3>FOOTNOTES:</h3> + +<div class="footnote"><p><a name="Footnote_1_1" id="Footnote_1_1"></a><a href="#FNanchor_1_1"><span class="label">[1]</span></a> The full list of authorities is given in <i>The Physician's +Answer</i>, by M.J. Exner, M.D., Secretary, Student Department, International +Committee, Young Men's Christian Associations, Association Press, New +York, 1913. This is the best treatment of the question of physiological +necessity. It is freely quoted in this chapter. [Editor.]</p></div> +</div> + + +<hr style="width: 65%;" /><p><span class="pagenum"><a name="Page_42" id="Page_42"></a>[42]</span></p> +<h2><a name="CHAPTER_IV" id="CHAPTER_IV"></a>CHAPTER IV</h2> + +<h2><span class="smcap">medical phases</span></h2> + +<h3><i>By Andrew C. Smith</i></h3> + + +<p>Some idea of the prevalence of venereal diseases in the United States may +be obtained from the following statistics of the census for 1910. The +registration area covered a population of 48,877,893 persons. The figures +are here extended to cover a population of 90,000,000 people: Deaths +ascribed to venereal disease, 5275; spinal cord diseases, 2598; paresis, +4845. Other diseases partly due to syphilis: softening of the brain, a +term indiscriminately used to cover a number of diseases including brain +syphilis and paresis, 2111; paralysis, usually meaning apoplexy, but +always including many cases of brain syphilis, 14,479; premature birth, by +some believed to be the result of syphilis in one half of all cases, +34,174; congenital debility, deaths due in many cases to feebleness of the +child resulting from syphilis, 25,285; blindness, one fourth the total +number of blind in this country estimated at 15,000 to 20,000.<span class="pagenum"><a name="Page_43" id="Page_43"></a>[43]</span> Many +estimate that over half of the entire male population have had gonorrhea. +The principal reason for this alarming distribution among all classes of +these infections and their steady increase is ignorance and +misunderstanding of physiological facts, particularly the viciously false +teaching of the street corner that sexual activity is a physiological +necessity.</p> + +<p>These diseases would be arrested were there a widespread knowledge of +their disastrous effects. Although young men hear the mischievous lie that +"gonorrhea is no worse than a bad cold," thousands of them are punished +with sterility as a result of the disease. Nearly all the neglected cases +result in so-called ascending infections, reaching the bladder and kidneys +and causing many deaths, and many men carry the infection in dormant form, +to infect innocent wives in later years.</p> + +<p>Appalling as are the consequences of gonorrheal infection in men, they are +not so fatal or so far-reaching as syphilis. The causative parasite of +this disease spares not a single tissue in the body and may disturb any or +all of its functions, not even mentality escaping. As a cause of death it +is extremely frequent. Our statis<span class="pagenum"><a name="Page_44" id="Page_44"></a>[44]</span>tics ordinarily ascribe to syphilis but +a small percentage of the deaths actually due to it; for instance, many of +our cases of spinal disease, paralysis, arterial and other organic +diseases are tabled under other names, although directly due to syphilis.</p> + +<p>In women gonococcic infections are even more destructive than in men, as +it is extremely common for the infection to extend to the tubes and to the +peritoneal cavity, thus necessitating dangerous and mutilating operations, +generally followed by sterility and often by death. Syphilis, though less +frequent in women than in men, is nearly if not quite as fatal as in men, +and otherwise similar in its baneful effects. I The child suffers the most +tragic results of venereal infection, for it is always wholly innocent, +yet infected to a greater or less extent, if the parents be syphilitic, +and frequently if the birth-canal be gonorrheally infected. Although +silver nitrate is a remedy for gonorrheal infection, if applied to the +eyes immediately after birth, nevertheless the babe frequently suffers +with infected eyes, and not infrequently with blindness.</p> + +<p>If the child's sad infection is syphilis, in<span class="pagenum"><a name="Page_45" id="Page_45"></a>[45]</span>stead of gonorrhea, there are +still other miseries in store for it. If it is not so fortunate to be +stillborn, it may have infection that ranges from almost imperceptible +degrees to the most loathsome extent that it is possible for animal tissue +to harbor. Its brain may be so invaded by the syphilitic parasites that it +can never attain any degree of mentality; its spinal column maybe so +involved that paralytic conditions will surely result; and if these nerve +centers escape special involvement, other organs may be affected, such as +the stomach, bowels, and liver; if these escape, the bones may be so +deficient in vitality as to be incapable of sustaining the frame as +development proceeds; the skin only may be involved, or the mucous +membranes so affected as to make of the child a perpetual snuffler and +inefficient breather. In most cases of lesser as well as greater mental +defect, the tests show syphilitic infection. Endless are the complications +that may be visited upon the innocent progeny of syphilitic antecedents.</p> + +<p>The gonorrheal infections occur in the mucous membranes lining the +cavities, especially those of the urethra and female genital <span class="pagenum"><a name="Page_46" id="Page_46"></a>[46]</span>tract. It is +in these tissues that the germ of gonorrhea finds lodgment, and once there +its development is hard to interrupt. Although the growth of the +gonorrheal germ produces acute symptoms, such as discharge and pain, these +pass off under treatment in a few weeks. Unfortunately the disease is far +from cured, for the microbe has found its natural habitat in the +inter-cellular structure of the genital mucus, from which it cannot +readily be dislodged, and from which it may invade other tissues. It may +remain in a state of latency for an indefinite time; then transferred to a +new field, it may resume its original activities. While in this stage of +latency it is difficult to destroy. At this time it is more likely to be +further disseminated, as the patient, ignorant of the condition, is more +likely to convey the disease, which so often occurs in married life after +a long forgotten infection.</p> + +<p>The gonococcus (the microbe of gonorrhea) is a pus—producing bacterium, +occurring in pairs, resembling in form two coffee grains, generally with a +distinct interval of separation. Although its natural habitat is the +mucous membrane lining the genito-urinary tracts it <span class="pagenum"><a name="Page_47" id="Page_47"></a>[47]</span>may invade the +muscular and serous and other tissues. If often affects the Fallopian +tubes and ovaries and the serous lining of the pelvic and abdominal +cavities. The deeper sub-mucous tissues of the uterus and the male +genito-urinary tracts are also frequently involved, it being sometimes +impossible to eradicate it from these deeper retreats. From these deeper +tissues it is more commonly taken up by the circulation and deposited in +distant parts, frequently in the joints. When it becomes thus +systematically disseminated, the so-called secondary or metastatic lesions +are almost as numerous, though not as virulent, as syphilitic infection. +Recent pathological researchers have found that occasionally the +gonococcus becomes the causative factor in inflammations of the muscles, +tendons, and glands, and in inflammatory conditions of the lungs, kidneys, +heart, and even the brain, spinal cord, and the serous membranes +enveloping these great cranial and spinal viscera.</p> + +<p>The individuality and characteristics of the syphilis microbe were not +positively determined until in 1905, Schaudinn, of Germany, convinced the +medical world that it was a <span class="pagenum"><a name="Page_48" id="Page_48"></a>[48]</span>spiral, corkscrew-like organism, from a +quarter to one millimeter in thickness, and from four to twelve +millimeters in length. It is not so discriminating as the gonococcus in +its points of inoculation, nor is it as vulnerable to attack; and it is +vastly more destructive to the tissues invaded. It spares no tissue in the +human frame, and resists destruction by any known drugs of vegetable +origin. When in a latent state its presence was often impossible to +determine until, two years after its discovery, a test was worked out by +Wasserman, also of Germany, by which diagnosis of the infection may be +made,—even in latent form,—as in a hereditary case where no clinical +manifestations have yet asserted themselves. There is another valuable +blood test worked out by Noguchi. With these two tests we are now able to +diagnose the disease, almost absolutely, and follow up the treatment till +cure is complete, except in some of the incurable brain and spinal cord +cases.</p> + +<p>In 1909, Ehrlich determined, after a series of laboratory experiments on +animals inoculated with the syphilis germ (spirochæta pallida), that a +complex compound, with arsenic as its base, <span class="pagenum"><a name="Page_49" id="Page_49"></a>[49]</span>had the desired effect of +destroying the parasite, in a dose not poisonous to the animal. This +compound, first designated as "606," representing its number among his +many laboratory experiments, he later named "salvarsan." With the +assistance of his clinical friends, he soon demonstrated the action of his +compound on man, and gave it freely to the world. Although it is now +almost universally used, it has not proved to be the absolute cure that it +was hoped it would be, as some of the spirochætæ seem to be hidden away +where they are protected from the circulating poison,—to bring forth new +progeny,—thus producing so-called recurrence.</p> + +<p>The possibility of the infection of innocent persons is always uppermost +in the mind of the medical man, and should equally concern the layman. +Contaminated articles and utensils, such as towels and common +drinking-cups, have caused many infections. This danger is greater from +syphilis than from gonorrhea, for the reason that the spirochæta pallida +is more virulent than the gonococcus. In our own fields, camps, and mines, +it is common for men to drink from one jug or dipper. Infection <span class="pagenum"><a name="Page_50" id="Page_50"></a>[50]</span>almost +surely follows if one of the crowd has a syphilitic sore on the lip. So +intense is the activity of the spirochæta pallida in the primary stage +that it may be borne to innocent parties by unwashed clothes and utensils +of any kind, that have been in recent contact with a primary syphilitic +sore. A dentist's or a doctor's instruments, for instance, are extremely +dangerous as infection carriers, if they are not thoroughly sterilized by +boiling. The danger of infection in syphilis and gonorrhea depends largely +upon the virulence of the individual infection. As some living tubercle +bacilli may be harbored and thrown off with impunity, while others will +destroy the strongest man, regardless of all treatment, so some spirochætæ +or gonococci may be safely disposed of, while others are most deadly.</p> + +<p>Of all the sad instances of germ infection, the saddest are those from +venereal germs, for they are disseminated mostly in vice, and inoculated +into the innocent through ignorance. A common cause of infection of the +innocent is the false popular belief that venereal germs are transmitted +only in sexual congress. The <span class="pagenum"><a name="Page_51" id="Page_51"></a>[51]</span>truth is that any part of the body is in +danger of inoculation from syphilis if the germ be virulent. So may any +membranous point be infected by the gonococcus, whether conveyed by hand +or instrument or fabric. This explains the number of gonococcic infections +occurring in girl children. They come in membranous contact (at the outlet +of vagina or rectum, or in the eye) with a contaminated article of +clothing, or with the contaminated hands of an infected person. Ignorance +is the cause of nearly all venereal infections. Why, then, should venereal +infection not be eradicated? With adequate education, if there is not +eradication, there will at least be compensation, for the sacrifice will +be mainly of those who will not accept education—the unfit.</p> + +<p>The possibility of recovery from syphilis is greater at present than it +has been in the past, but we cannot yet say that the disease is absolutely +curable in a given case. While most cases treated early with salvarsan, +and followed by judicious use of mercury, are curable, there are +nevertheless those which do not thus respond, and which in spite of all +treatment go from bad to worse, till the patient's <span class="pagenum"><a name="Page_52" id="Page_52"></a>[52]</span>miseries are ended in +insanity, paralysis, and death.</p> + +<p>While the venereal diseases are the greatest physical evils to be +attributed to sex ignorance, there are others chargeable to the same +cause. There are, for instance, important physiological phenomena +pertaining to sex development, ignorance of which is often baneful to the +developing adolescent of either sex. When the boy's voice begins to +change, and hair begins to appear on his face and body, and more thrilling +sensations occasionally command his attention, he should be told, modestly +but distinctly, that a pure and manly function is developing within him, +the sole object of which is reproduction, and he must not consider it in a +vulgar way, nor discuss it with others than his parents or physician or +minister. Tell him that these physical changes of oncoming manhood are due +to the establishment of the secretion of the procreative fluid,—the +semen,—and will be safely cared for by nature. Fortify him against the +mental pollution of the quack advertisement, and the satanically false +teaching of ignorant associates that sexual intercourse is physiologically +<span class="pagenum"><a name="Page_53" id="Page_53"></a>[53]</span>necessary, by impressing him with the fact that nature cares for the +disposal of the seminal secretion. When clearly made aware of these simple +sex principles, and convinced that it is unmanly and depraved to consider +them vulgarly, the rapidly developing manly boy will not become a +masturbator or a frequenter of bawdy-houses and a victim of the gonococcic +or spirochætic infections; nor will he become a moral assassin, a seducer +of girls.</p> + +<p>The sister, no less than the brother, needs pure, plain, non-prudish sex +education. If her mother is not qualified to impart it, she, like the boy, +should seek the aid of her minister, or physician, or a qualified school +teacher; better a few suggestions from an experienced, modest source than +many suggestions from inexperienced and often lewd companions. As the +brother was told of the physical phenomena accompanying his sex +development, so the sister should be apprised of the physiological +necessity of her periodical functions, and of nature's kindly care and +development of her delicate and wonderful sex mechanism, the sole purpose +of which is maternity. It will fortify her maidenliness to tell her that +<span class="pagenum"><a name="Page_54" id="Page_54"></a>[54]</span>much of the world is deceitful and degrading in sex matters, and that if +she would be a perfect woman, mentally and physically, she must vigilantly +guard her virtue, maintaining absolute purity, not only with persons of +the opposite sex, but with persons of her own sex, and the person of her +own self. Incalculable good can be done toward the uplift of wayward +humanity by sex education.</p> + + + +<hr style="width: 65%;" /><p><span class="pagenum"><a name="Page_55" id="Page_55"></a>[55]</span></p> +<h2><a name="CHAPTER_V" id="CHAPTER_V"></a>CHAPTER V</h2> + +<h2><span class="smcap">economic phases</span></h2> + +<h3><i>By Arthur Evans Wood</i></h3> + + +<p>In any effort for social improvement it is necessary to know conditions +that make both for and against success. This is especially so in social +hygiene, for it is closely related to all aspects of modern life. Lack of +education and false instruction are largely responsible for sexual +immorality. It is not so generally known that economic conditions are +responsible for vice, opinions on this matter ranging all the way from a +denial that economic conditions have anything to do with vice to the +assertion that vice would disappear with the increase in the incomes of +working-people. Assuming that ignorance is the fundamental cause of vice +(an assumption which does not "stand to reason") the results of ignorance +must manifest themselves through the institutions of society. Some +institutions, such as slavery, encourage vice. Likewise, any caste system, +such as feudalism in the Middle Ages, in which there must <span class="pagenum"><a name="Page_56" id="Page_56"></a>[56]</span>be depths as +well as heights, supplies the vicious classes. The aim of this chapter is +to show that, while modern economic conditions do not create "the social +evil" they furnish an environment favorable to its spread. If this is so, +an improvement in these conditions must accompany all other measures for +the eradication of vice.</p> + +<p>One of the most significant facts of the industrial evolution of the last +half-century is the increase in the number of women who have become +wage-earners outside the home. According to the Federal Census the number +of females fifteen years of age and over, employed as breadwinners in +1900, was 5,007,069, an increase of 34.9 per cent over the number thus +employed in 1890.<a name="FNanchor_2_2" id="FNanchor_2_2"></a><a href="#Footnote_2_2" class="fnanchor">[2]</a> The largest number in any one occupation, 1,213,828, +were servants and waitresses. Of this class the domestics were not +employed "outside the home." The homes, however, were not their own, and +salutary influences of home life do not exist for the majority of +domestics. In the decade between 1900 and 1910 the increase in the number +of wage-earning women has been even more accelerated <span class="pagenum"><a name="Page_57" id="Page_57"></a>[57]</span>than in previous +decades, and to-day probably from 8,000,000 to 10,000,000 women in the +United States are industrially employed.</p> + +<p>One important aspect of this influx of women into industry is that the +proportion of those in domestic and personal service, which has always +been women's work, has decreased; whereas the proportion of those in +manufacturing, trade, and transportation, which are new employments for +women, has increased.<a name="FNanchor_3_3" id="FNanchor_3_3"></a><a href="#Footnote_3_3" class="fnanchor">[3]</a> This means that not only are working-girls and +women leaving the homes, but they are also abandoning in increasing +numbers those occupations to which in times past their sex has been most +accustomed. It is impossible that this prodigious change in the sphere and +work of women should not be accompanied by some change in the social and +moral standards that were nourished in the seclusion of the home. Miss +Jane Addams has made the suggestion that perhaps the superior reputation +of women for virtue is due to the fact that, generally speaking, women +have been secluded from the influences of the world.<a name="FNanchor_4_4" id="FNanchor_4_4"></a><a href="#Footnote_4_4" class="fnanchor">[4]</a></p> + +<p><span class="pagenum"><a name="Page_58" id="Page_58"></a>[58]</span>The increase in the proportion of girls engaged in non-domestic pursuits +means that industrial vocations for women are becoming more dissociated +from the arts of home-making,—a fact which is doubtless the cause of many +an inner struggle.</p> + +<p>In the present lack of industrial education young girls who must work to +support themselves or their families drift about from place to place with +no definite vocational aims. Frequently they come to the offices of child +labor commissions wanting work, but not knowing what they can do, or even +what they would like to do. If they do find work, it is rarely of a sort +that offers incentives for a career. Lack of skill, of interests, and of +ambitions result in industrial inefficiency. They are also the usual +accompaniments of moral delinquency.</p> + +<p>Even where opportunities for industrial training are offered, they may not +lessen the disparity between industrial opportunities that exist for girls +and womanly tastes. A recent report on the need for a trade school for +girls in Worcester, Massachusetts, advocates a school that will train for +skill in the machine-operating trades, because there is most de<span class="pagenum"><a name="Page_59" id="Page_59"></a>[59]</span>mand for +workers in these trades.<a name="FNanchor_5_5" id="FNanchor_5_5"></a><a href="#Footnote_5_5" class="fnanchor">[5]</a> One might think in reading the report that +machines for stitching corsets and underwear provided the ideal vocation +for women. Biological considerations, if no others, would favor +distribution of wage-earning women away from the mechanical pursuits into +those which are more or less associated with the domestic arts.</p> + +<p>A further significance for social hygiene of the entrance of women into +industry is that it places a strain upon the spirit of chivalry which is a +basis of right relations between the sexes. Chivalry in men has +accompanied the comparative seclusion of women from the world, and is due +to those instincts which lead men to protect those who are weaker than +themselves. The term "the weaker sex" has a sound physiological basis. +With the passing of the domestic system of industry, however, the +seclusion of women becomes more and more a thing of the past. In factory +and shop they mingle promiscuously with men. Crowds of young working-girls +in every large city at the noon hour throng the streets. If they walk to +and from work <span class="pagenum"><a name="Page_60" id="Page_60"></a>[60]</span>they sometimes have to pass unprotected through parts of +the city given over to vice.<a name="FNanchor_6_6" id="FNanchor_6_6"></a><a href="#Footnote_6_6" class="fnanchor">[6]</a> They thus become familiar with vice +conditions and are often subject to ungentlemanly, if not insulting, +conduct. There are in every community a number of men who are decent only +under restraint, and the economic position of wage-earning girls weakens +that restraint.</p> + +<p>Moreover, the phrase "the weaker sex" has lost some of its significance. +Many occupations, such as clerking, stenographing, laundering, and certain +kinds of unskilled factory work are almost entirely taken over by women, +who labor throughout the same working-day as men, and usually at a lesser +wage than men would receive for the same kind of work. Under these +conditions, to talk of the physical weakness of women is to accuse our +civilization of cruelty.</p> + +<p>Around wages most of the discussion has centered concerning the economic +aspect of vice. The investigations conducted throughout the country have +revealed a great variety of opinion concerning the relation between low +wages and immorality. There has been much <span class="pagenum"><a name="Page_61" id="Page_61"></a>[61]</span>confusion of thought on the +question. It is true, on the one hand, that injustice is done to +wage-earning girls and women of the country when the report is circulated +that the difference between morality and immorality is only one of dollars +and cents. On the other hand, to deny that low wages paid to working-girls +has any bearing on the question of vice is evidence of failure to grasp +the moral problem involved. Morality, to be sure, is always expressed in +the overcoming of difficulties. Yet we can hold a person blameworthy only +if in the full possession of his or her faculties. A poorly nourished, +fatigued girl has no such self-possession. If she does not earn enough on +which to live, and "goes wrong," her inadequate wage is a factor in her +wrong-doing, and the one who pays it to her cannot be rid of his share of +the responsibility. "Sin is misery, misery is poverty. The antidote for +poverty is income,"<a name="FNanchor_7_7" id="FNanchor_7_7"></a><a href="#Footnote_7_7" class="fnanchor">[7]</a> says Professor Simon N. Patten, who is doing a vast +deal toward bringing economics and morals on speaking terms with each +other.</p> + +<p>Vice investigations in Chicago, Minneapolis, Portland, Oregon, +Philadelphia, and elsewhere snow that there are many economic factors +<span class="pagenum"><a name="Page_62" id="Page_62"></a>[62]</span>besides wages involved as causes of vice. Some of these other factors are +housing, hours of work morally dangerous employments, associations at +work, and fatigue. The wage, however, is more important than all of these, +for the wage largely governs living conditions, associations and +recreation. The wage often makes the difference between life as mere +existence and life with the opportunities for self-improvement that should +belong to a human being.</p> + +<p>It will be of value, then, to note some of the facts about wages that have +appeared in recent surveys made by the Consumers' League of Oregon, by the +State of Massachusetts, and by the Federal Government. After showing that +the minimum cost of living for a self-supporting woman in Portland is $10 +a week, the Oregon Survey shows that in the nine principal occupations +employing women in Portland, from 22 to 92 per cent are receiving less +than $10 a week. The table is as follows:—</p> + + +<div class='center'> +<table border="0" cellpadding="1" cellspacing="0" summary="Making under $10 a week"> +<tr><td align='left'><b>Occupations</b></td><td align='left'><b>Per cent under $10</b></td></tr> +<tr><td align='left'>Department stores</td><td align='left'> 58.2</td></tr> +<tr><td align='left'>Factories</td><td align='left'> 74.7</td></tr> +<tr><td align='left'>Hotels and restaurants</td><td align='left'> 49.2</td></tr> +<tr><td align='left'>Laundries</td><td align='left'> 92.6</td></tr> +<tr><td align='left'>Offices (clerks)</td><td align='left'> 46.4</td></tr> +<tr><td align='left'>Offices (stenographers)</td><td align='left'> 22.4</td></tr> +<tr><td align='left'>Printing-shops</td><td align='left'> 56.1</td></tr> +<tr><td align='left'>Telephone exchanges</td><td align='left'> 50.</td></tr> +<tr><td align='left'>Miscellaneous</td><td align='left'> 48.7</td></tr> +</table></div> + +<p><span class="pagenum"><a name="Page_63" id="Page_63"></a>[63]</span>Another table shows that in five different employments,—laundries, +factories, offices, department stores, and miscellaneous employment,—out +of 509 women all but 31 (office workers) close the year with a deficit.<a name="FNanchor_8_8" id="FNanchor_8_8"></a><a href="#Footnote_8_8" class="fnanchor">[8]</a></p> + +<p>A significant point is that among all but factory workers the excess of +expenditures over incomes is greatest among those who live at home. This +disproves the statement often made that those who live at home do not need +a living wage. In conclusion, the <i>Report</i> of the Oregon Survey says: "The +investigation has proved beyond a doubt that a large majority of +self-supporting women in the State are earning less than it costs them to +live decently; that many are receiving subsidiary help from their homes, +which thus contribute to the profits of their employers; that those who do +not receive help from relatives are breaking down in health from lack of +proper nourishing food and comfortable lodging quarters, or are +supplementing their wages by money received from immoral living."<a name="FNanchor_9_9" id="FNanchor_9_9"></a><a href="#Footnote_9_9" class="fnanchor">[9]</a></p> + +<p><span class="pagenum"><a name="Page_64" id="Page_64"></a>[64]</span>The Massachusetts Commission on Minimum Wage Boards reports even lower +standards in wages for women. Among wage-earning girls and women over 18 +years of age, 93 per cent of the candy-workers, 60 per cent of the workers +in retail stores, and 75 per cent of laundry-women receive less than $8 a +week.<a name="FNanchor_10_10" id="FNanchor_10_10"></a><a href="#Footnote_10_10" class="fnanchor">[10]</a> In the cotton textile industry, among the 8021 women over 18 +years of age whose wages were investigated, 38 per cent received less than +$6 a week.<a name="FNanchor_11_11" id="FNanchor_11_11"></a><a href="#Footnote_11_11" class="fnanchor">[11]</a> Among the individual stories that are buried in the +<i>Report</i>, the following are typical:—</p> + +<div class="blockquot"><p>Ernestine is an eighteen-year-old Canadian girl, very pretty and +neatly dressed. Her parents both died several months ago and left her +utterly alone, without living relatives. She worked as a stock girl at +$4.50 a week for two months, was laid off, and went to a summer hotel +as waitress for $3 a week, room and board. She worked there for two +months, or until the season was over, and then came to another store +for $5 a week. She pays $1.50 for her room, including light and heat, +has no carfare, does her laundering, except for shirt waists which +cost her $.30 during the summer. She goes without <span class="pagenum"><a name="Page_65" id="Page_65"></a>[65]</span>breakfast or eats +only a banana, gets her lunch for ten or fifteen cents, and her +dinners for twenty or twenty-five cents. She has never paid more than +twenty-five cents for a meal since she started to work. She is just a +child, and is quite bewildered over the problem of facing life on $5 a +week, and is terribly afraid of debt. She is intelligent and +clever.<a name="FNanchor_12_12" id="FNanchor_12_12"></a><a href="#Footnote_12_12" class="fnanchor">[12]</a></p> + +<p>Jennie is a frail little body, about 40 years old. After working 16 +years in a Boston department store her wage was $5 a week.... For +eleven years Jennie's little $5 a week had been the sole support of +herself and her aged mother.... When her astonished employer learned +that she had worked 16 years in his store and attained a wage of only +$5 a week, he raised it $1. So the wage is supplemented by the girls +(in the store) underpaid themselves, but comprehending the woman's +need.... Thus seventeen years of faithful service to one master has +won for Jennie this position of semi-dependence upon charity, +increasing anxiety over an unprovided-for future, and declining health +as a result of her pitiless struggle to stretch a miserable $5 over +the cost of support of herself and mother.<a name="FNanchor_13_13" id="FNanchor_13_13"></a><a href="#Footnote_13_13" class="fnanchor">[13]</a></p></div> + +<p>The most comprehensive report has been made by the Federal Government, and +includes a survey of conditions among women <span class="pagenum"><a name="Page_66" id="Page_66"></a>[66]</span>in stores and factories in +seven cities<a name="FNanchor_14_14" id="FNanchor_14_14"></a><a href="#Footnote_14_14" class="fnanchor">[14]</a>. According to this report the average earnings of the +women in retail stores of these cities is $6.88 in the case of those who +live at home, and $7.89 in the case of those who are "adrift."<a name="FNanchor_15_15" id="FNanchor_15_15"></a><a href="#Footnote_15_15" class="fnanchor">[15]</a> Among +the factory women of these cities the average wage of those who live at +home is $6.40, and of those who are "adrift," $6.78. The Boston +investigation shows that from 11,000 to 12,000 women and girls were living +in lodging- or boarding-houses at an average cost of $5.18 a week for +prime necessities, leaving only $2.24 for clothing and all other expenses. +The following comment is made on this government report by the +Massachusetts Minimum Wage Commission:—</p> + +<div class="blockquot"><p>Although more than half the adrift women (in Boston) live in lodging- +or boarding-houses,—numbering be it remembered between 11,000 and +12,000 girls and women,—two thirds of them lack the use of a +sitting-room and must entertain men as well as women in their +bedrooms. Not a few <span class="pagenum"><a name="Page_67" id="Page_67"></a>[67]</span>indications were seen in the course of the +investigation of the demoralizing results of this practice. Many of +the young women in lodgings were young and were friendless and were +earning very low pay. Eighteen per cent of those who were reported +without the use of a sitting-room were under twenty-five. The housing +or food, or both, were reported as bad for a number of these +perilously defenceless young women.<a name="FNanchor_16_16" id="FNanchor_16_16"></a><a href="#Footnote_16_16" class="fnanchor">[16]</a></p></div> + +<p>Consideration of wages and standards of living leads to the question, What +is a living wage? Studies in different parts of the country agree that it +is about $10 a week. An estimate made by social workers for the +Massachusetts Minimum Wage Commission places the minimum at $10.60 for +girls who are adrift, and $8.37 to $8.71 for girls and women living at +home. This estimate, however, made no allowance for unemployment, +sickness, accident, or old age.<a name="FNanchor_17_17" id="FNanchor_17_17"></a><a href="#Footnote_17_17" class="fnanchor">[17]</a> The Portland Vice Commission and the +Consumers' League of Oregon have adopted a $10 minimum.<a name="FNanchor_18_18" id="FNanchor_18_18"></a><a href="#Footnote_18_18" class="fnanchor">[18]</a> The first +conference called by the Oregon Industrial Welfare Commission adopted +$9.25 a week, or $40 per month, as "the sum required to maintain in frugal +but <span class="pagenum"><a name="Page_68" id="Page_68"></a>[68]</span>decent conditions of living a self-supporting woman employed in +mercantile establishments in Portland."<a name="FNanchor_19_19" id="FNanchor_19_19"></a><a href="#Footnote_19_19" class="fnanchor">[19]</a> To this, however, +representatives of the employees on the conference made objection, stating +that a straight $10 a minimum was the only safe one.</p> + +<p>If the minimum is rightly placed at $10, and if the investigations are +true in showing that the majority of self-supporting women the country +over are receiving less than this amount, we may now come to a more +detailed discussion as to the relation between underpayment and vice. It +is just here that it is easy to jump at conclusions. Most people approach +social questions not with a scientific mind, but with preconceptions which +mar their judgment. For example, the socialist exaggerates the effect of +bad wage conditions, and the Woman's Auxiliary Department of the police +exaggerate the influence of home conditions. Again, personal testimony is +unreliable, because, on the one hand, victims of the social evil are +liable to blame external conditions; and, on the other hand, well-fed, +well-housed investigators often underestimate the bad moral effect of poor +nourishment and fatigue.</p> + +<p><span class="pagenum"><a name="Page_69" id="Page_69"></a>[69]</span>Of this much we may be certain: low wages poor living, which involves +poor housing, poor food, no savings, and either no recreation or +dependence on others for it. In the federal report on living conditions of +women in stores and factories, it is estimated that in the seven cities +where the investigation took place approximately 65,000 women are +adrift.<a name="FNanchor_20_20" id="FNanchor_20_20"></a><a href="#Footnote_20_20" class="fnanchor">[20]</a> Since the majority of these are receiving less than the +minimum cost of a decent living, they are "perilously defenseless young +women."</p> + +<p>Another federal report,<a name="FNanchor_21_21" id="FNanchor_21_21"></a><a href="#Footnote_21_21" class="fnanchor">[21]</a> bearing directly on the relation between +conditions of work and vice, concludes that whereas few girls "go wrong" +on account of poverty, the misstep once taken, poverty and want are +powerful deterrents to reform. A fourfold classification is made of +immoral women, as follows: (1) Unmarried mothers; (2) girls who leave and +regain the path of virtue, having their fling for the sake of good times; +(3) occasional prostitutes, who enter the career as a business for a +while; (4) professional prostitutes. Mention <span class="pagenum"><a name="Page_70" id="Page_70"></a>[70]</span>should be here made of this +report, because its total effect is to minimize economic causes of +prostitution, placing the responsibility elsewhere than on industrial +conditions. It is to be noted, however, that it does emphasize the +indirect effects of poverty, and does speak of the moral danger lurking in +certain occupations, and of the bad effects of the lack of industrial +education.</p> + +<p>More definite responsibility for vice is ascribed to low wages in the +reports of vice commissions. The Chicago <i>Report</i> says that of one group +of 119 immoral women, 18 came from department stores, and 38 said that +they had taken up the career for the need of money. The Portland <i>Report</i> +presents 22 women as "Cases in which Low Wage and Vice are closely +associated."<a name="FNanchor_22_22" id="FNanchor_22_22"></a><a href="#Footnote_22_22" class="fnanchor">[22]</a> The <i>Report</i> continues:—</p> + +<div class="blockquot"><p>In presenting the foregoing table and statements from girls, this +commission does not take the position that the low wages of +self-supporting girls is the sole contributing cause of their +delinquency, realizing that there are thousands of girls who would +endure the utmost hardships before yielding themselves to those who +are ready to seduce them. The <span class="pagenum"><a name="Page_71" id="Page_71"></a>[71]</span>evidence as to the effect of wage +conditions is taken from the girls themselves, who, perhaps lacking +adequate moral training, have, in the extremities of their position, +allowed themselves to be driven "the easiest way."<a name="FNanchor_23_23" id="FNanchor_23_23"></a><a href="#Footnote_23_23" class="fnanchor">[23]</a></p></div> + +<p>In the vice investigation conducted by the Illinois State Senate, 50 girls +in one day testified under oath, 45 of whom said that their downfall had +been due to the lack of money. The foregoing evidence is the kind +unfortunate girls would be likely to give. Nevertheless, making due +allowances, this evidence tends to confirm reports of vice commissions +whose purpose has been strictly scientific.</p> + +<p>If a conservative estimate of the proportion of vice due to low wages of +girls would be 10 to 15 per cent, it must not be concluded that this +represents all of the baneful moral effect of poverty. Whatever the other +non-economic causes of vice, they are aggravated where poverty exists. Not +only is this so, but alleged other causes may be partly economic. Bad home +conditions are due not only to the lack of moral discipline, but also to +the lack of income. The average wage of the adult male wage-<span class="pagenum"><a name="Page_72" id="Page_72"></a>[72]</span>earner of +that section of the United States lying east of the Rockies and north of +Mason and Dixon's line is said to be about $600. Sometimes the wage is as +low as $500, and in only a few instances as high as $750.<a name="FNanchor_24_24" id="FNanchor_24_24"></a><a href="#Footnote_24_24" class="fnanchor">[24]</a> If +wage-earning men attempt to support families on these incomes, it means +that they are not able to provide adequately for their wives and children. +If they do not attempt to do so, it means, taking men as they are, an +increase in the army of men who support prostitution. Professor H.R. +Seager has said that prostitution in aid of wages is the greatest disgrace +of our civilization.<a name="FNanchor_25_25" id="FNanchor_25_25"></a><a href="#Footnote_25_25" class="fnanchor">[25]</a> An accompanying disgrace lies in the fact that +economic conditions and other factors prevent the average male wage-earner +in so large a section of our country from fulfilling his desire for +marriage and a home of the sort that makes for health and happiness.</p> + +<p>Besides the low wages of women and men, other economic facts have their +bearing upon sexual hygiene and morals. These facts may be grouped under +the head of industrial stress and strain which is moral as well as +physical. The <span class="pagenum"><a name="Page_73" id="Page_73"></a>[73]</span>underpaid factory or store girl is subject to constant +fatigue. In the rush season in department stores, girls often depend upon +opiates for dulling the nervous strain. No trade is free from its special +physical strain. There are, moreover, many morally dangerous trades. Work +as chambermaids in hotels is conspicuously perilous for girls. The Chicago +Juvenile Protective Association says, "The majority of girls who work in +hotels go wrong sooner or later." The modern department stores, which +employ the majority of young working-girls, offer temptations. Mrs. +Florence Kelley refers to work in these stores as "the most dangerous to +morals and health, of all occupations into which children can go."<a name="FNanchor_26_26" id="FNanchor_26_26"></a><a href="#Footnote_26_26" class="fnanchor">[26]</a> Of +course, it may be said that a "good girl" will not go wrong. It may also +be said that a good social order will not place even good girls daily +under conditions that are liable to bring about a physical or moral +breakdown. Closer analysis of human character reveals the fact that +physical and moral health are more closely associated than we have +hitherto believed them to be.</p> + +<p>According to statistics about female offend<span class="pagenum"><a name="Page_74" id="Page_74"></a>[74]</span>ers, domestic service is +morally the most dangerous employment.<a name="FNanchor_27_27" id="FNanchor_27_27"></a><a href="#Footnote_27_27" class="fnanchor">[27]</a> The reasons for this are two: +the social ostracism and the loneliness, and the low grade of worker. Each +of these causes augments the influence of the other. The application of +industrial standards to this neglected form of work should lead to +improvements.</p> + +<p>For those dependent upon employment offices, the seeking of a job may +involve moral danger. The practice of private employment bureaus in +sending unsuspecting girls to immoral places under the pretext of finding +legitimate employment is common. The director of the Municipal Employment +Bureau in Portland says that, the managers of houses are sometimes so bold +as to telephone to the bureau for girls, telling for what purpose the +girls are wanted.<a name="FNanchor_28_28" id="FNanchor_28_28"></a><a href="#Footnote_28_28" class="fnanchor">[28]</a> One of the private bureaus was detected several +times coöperating in such practices. The menace of such places can +scarcely be overestimated.</p> + +<p>We may now conclude our review of the <span class="pagenum"><a name="Page_75" id="Page_75"></a>[75]</span>economic phases of social hygiene. +Economic conditions to-day are under indictment as endangering the health +and morals of working-girls and women. Moral delinquency may arise through +temptations met and hardships endured at the place of work; through scanty +wages, inadequate for daily necessities; through lack of sympathetic +consideration on the part of employers; through the stupidity of the +community in adhering to worn-out educational methods that do not train +wage-earners for earning a livelihood; through lack of protective +legislation in regard to hours and conditions of labor. As a matter of +fact, each of these conditions has been found to be an accompaniment of +vice; and taken all together they constitute an environment that makes +clean living difficult. Against the dark background of modern industry +should be portrayed the luxurious conditions that are apparently enjoyed +by those who have taken "the easiest way." In ancient society the status +of the prostitute was that of slave: to-day it is that of an industrial +citizen.<a name="FNanchor_29_29" id="FNanchor_29_29"></a><a href="#Footnote_29_29" class="fnanchor">[29]</a> If the program of social hygiene comprehended only talking +about sex to working-girls—to <span class="pagenum"><a name="Page_76" id="Page_76"></a>[76]</span>laundry-girls, for example, who, after a +day's work of ten hours at the machines, go at night to their +boarding-houses where they wash dishes to eke out a living,—then this +program would not be unlike the advice of a physician who tells a poor man +with tuberculosis that he must go to the country for a year and live on +cream and eggs.</p> + +<p>Even in the case of wage-earning girls who adopt loose ways to satisfy +extravagant desires, their tastes are established by women of the wealthy +and middle classes. The leisure of these women is due to their +wage-earning sisters, who in factories and mills make the cloth, prepare +food-stuffs, and do all sorts of tasks that formerly kept women of the +upper classes at home. Through the instinct of imitation, combined with +the American feeling of democracy, the habits of the well-to-do determine +the ambition of many a working-girl.</p> + +<p>Other factors are industrial arrangements which segregate men in +construction and lumber camps for a part of the year, and then, without +providing for their further employment, turn them loose into cities where +only saloons welcome them and cash their checks, <span class="pagenum"><a name="Page_77" id="Page_77"></a>[77]</span>and where +disease-infected lodging-houses are their only places of abode. +Furthermore, standing armies take thousands of able-bodied men out of +normal industrial relationships, and keep them in camps that become the +congregating places of prostitutes.</p> + +<p>The most hopeful phase of the whole problem that it lies within the power +of the State to transform the industrial environment through progressive +legislation. The law cannot form character, but it can protect that which +has been developed through voluntary effort. Vice is partly a by-product +of industrial chaos which can be eradicated by industrial organization. +When working-people can establish themselves more generally in homes of +their own,—"every man under his vine, and under his fig tree," as it +were,—then they will be able to give more time to their children, and +will perhaps coöperate better in the program for sex instruction.</p> + +<p>Economic improvements should include a minimum wage for women, and one for +men based upon the needs of a family; the eight-hour day; insurance +against sickness, old age, and accidents; relief of unemployment; one +<span class="pagenum"><a name="Page_78" id="Page_78"></a>[78]</span>day's rest in seven for all continuous industries; industrial education +compulsory for all children; abolition of child labor; and amelioration of +conditions under which women work.</p> + +<p>When wage standards are raised, there arises the problem concerning those +who cannot earn a living wage. "Who will pay poor, ignorant Mary Konovsky +more than $6.90 a week?" is a question asked by a manufacturer during a +minimum-wage discussion in New York State. The reply is, If Mary is really +not worth more, she must be sent by the State to an industrial school +until she can earn her living; and if she should be proved to be mentally +deficient (as about 50 per cent of prostitutes are said to be), then she +must be placed in an institution where she can be humanely and permanently +cared for. The impossible alternatives are that she should be denied a +living wage when she can earn it, or that she should be allowed to drift, +in danger of becoming the prey of vicious men.</p> + +<p>Meanwhile, before the machinery of a full legislative program can be set +to work, the field is open for voluntary philanthropic endeavor. Welfare +work in stores and factories that is done by some one who acts, not as a +<span class="pagenum"><a name="Page_79" id="Page_79"></a>[79]</span>detective with condescending side interests in welfare, but +whole-heartedly and sympathetically can avail much. Real social work in +business establishments should be profitable to employers as well as to +employees. The aim of all public and private effort should be to make +industry not the occasion of stumbling, but what it should be, the +universal means of progress.</p> + +<div class="footnotes"><h3>FOOTNOTES:</h3> + +<div class="footnote"><p><a name="Footnote_2_2" id="Footnote_2_2"></a><a href="#FNanchor_2_2"><span class="label">[2]</span></a> <i>Statistical Abstract of U.S.</i>, p. 163. (1911.)</p></div> + +<div class="footnote"><p><a name="Footnote_3_3" id="Footnote_3_3"></a><a href="#FNanchor_3_3"><span class="label">[3]</span></a> <i>Woman and Child Wage-Earners in U.S.</i>, vol. <span class="smcap">ix</span>, p. 20; +"History of Women in Industry."</p></div> + +<div class="footnote"><p><a name="Footnote_4_4" id="Footnote_4_4"></a><a href="#FNanchor_4_4"><span class="label">[4]</span></a> <i>A New Conscience and an Ancient Evil</i>, chap. <span class="smcap">i</span>.</p></div> + +<div class="footnote"><p><a name="Footnote_5_5" id="Footnote_5_5"></a><a href="#FNanchor_5_5"><span class="label">[5]</span></a> <i>A Trade School for Girls</i>, U.S. Bureau of Education, +Bulletin no. 17, pp. 52 <i>ff.</i>(1913.)</p></div> + +<div class="footnote"><p><a name="Footnote_6_6" id="Footnote_6_6"></a><a href="#FNanchor_6_6"><span class="label">[6]</span></a> Portland, Oregon, Vice Commission, <i>Report</i>, p. 188. (1913.)</p></div> + +<div class="footnote"><p><a name="Footnote_7_7" id="Footnote_7_7"></a><a href="#FNanchor_7_7"><span class="label">[7]</span></a> <i>Social Basis of Religion.</i></p></div> + +<div class="footnote"><p><a name="Footnote_8_8" id="Footnote_8_8"></a><a href="#FNanchor_8_8"><span class="label">[8]</span></a> Social Survey Committee of Consumers' League of Oregon, +<i>Report</i>, pp. 21, 22.</p></div> + +<div class="footnote"><p><a name="Footnote_9_9" id="Footnote_9_9"></a><a href="#FNanchor_9_9"><span class="label">[9]</span></a> <i>Ibid.</i>, p. 24.</p></div> + +<div class="footnote"><p><a name="Footnote_10_10" id="Footnote_10_10"></a><a href="#FNanchor_10_10"><span class="label">[10]</span></a> Massachusetts Commission on Minimum Wage Boards, <i>Report</i>, +pp. 51, 114, 157.</p></div> + +<div class="footnote"><p><a name="Footnote_11_11" id="Footnote_11_11"></a><a href="#FNanchor_11_11"><span class="label">[11]</span></a> <i>Ibid.</i>, p. 191.</p></div> + +<div class="footnote"><p><a name="Footnote_12_12" id="Footnote_12_12"></a><a href="#FNanchor_12_12"><span class="label">[12]</span></a> <i>Report</i> of Massachusetts Commission, as above cited, p. +188.</p></div> + +<div class="footnote"><p><a name="Footnote_13_13" id="Footnote_13_13"></a><a href="#FNanchor_13_13"><span class="label">[13]</span></a> <i>Ibid.</i>, p. 114.</p></div> + +<div class="footnote"><p><a name="Footnote_14_14" id="Footnote_14_14"></a><a href="#FNanchor_14_14"><span class="label">[14]</span></a> <i>Woman and Child Wage-Earners</i>, vol. V. The cities included +were Boston, New York, Philadelphia, Chicago, St. Paul, Minneapolis, and +St. Louis.</p></div> + +<div class="footnote"><p><a name="Footnote_15_15" id="Footnote_15_15"></a><a href="#FNanchor_15_15"><span class="label">[15]</span></a> By "adrift" is meant the condition of a self-supporting +woman who is alone or of a widow with children to support.</p></div> + +<div class="footnote"><p><a name="Footnote_16_16" id="Footnote_16_16"></a><a href="#FNanchor_16_16"><span class="label">[16]</span></a> <i>Report</i> of Massachusetts Commission, p. 213.</p></div> + +<div class="footnote"><p><a name="Footnote_17_17" id="Footnote_17_17"></a><a href="#FNanchor_17_17"><span class="label">[17]</span></a> <i>Ibid.</i>, p. 222.</p></div> + +<div class="footnote"><p><a name="Footnote_18_18" id="Footnote_18_18"></a><a href="#FNanchor_18_18"><span class="label">[18]</span></a> <i>Report</i> of Portland Vice Commission, p. 165.</p></div> + +<div class="footnote"><p><a name="Footnote_19_19" id="Footnote_19_19"></a><a href="#FNanchor_19_19"><span class="label">[19]</span></a> <i>Morning Oregonian</i>, July 24, 1913.</p></div> + +<div class="footnote"><p><a name="Footnote_20_20" id="Footnote_20_20"></a><a href="#FNanchor_20_20"><span class="label">[20]</span></a> Referred to on p. 211 of the <i>Report</i> of the Massachusetts +Commission on Minimum Wage Boards.</p></div> + +<div class="footnote"><p><a name="Footnote_21_21" id="Footnote_21_21"></a><a href="#FNanchor_21_21"><span class="label">[21]</span></a> <i>Woman and Child Wage-Earners</i>, vol. XV, pp. 81, <i>ff.</i>; +"Relation of Occupation and Criminality of Women."</p></div> + +<div class="footnote"><p><a name="Footnote_22_22" id="Footnote_22_22"></a><a href="#FNanchor_22_22"><span class="label">[22]</span></a> <i>Report</i> of Portland Vice Commission, p. 176.</p></div> + +<div class="footnote"><p><a name="Footnote_23_23" id="Footnote_23_23"></a><a href="#FNanchor_23_23"><span class="label">[23]</span></a> <i>Report</i> of Portland Vice Commission, p. 176.</p></div> + +<div class="footnote"><p><a name="Footnote_24_24" id="Footnote_24_24"></a><a href="#FNanchor_24_24"><span class="label">[24]</span></a> Scott Nearing, <i>Wages in the United States</i>, pp. 208, <i>ff.</i></p></div> + +<div class="footnote"><p><a name="Footnote_25_25" id="Footnote_25_25"></a><a href="#FNanchor_25_25"><span class="label">[25]</span></a> <i>American Labor Legislation Review</i>, vol. <span class="smcap">iii</span>, no. 1, p. +88.</p></div> + +<div class="footnote"><p><a name="Footnote_26_26" id="Footnote_26_26"></a><a href="#FNanchor_26_26"><span class="label">[26]</span></a> <i>Social Diseases</i>, vol. <span class="smcap">iii</span>, no. 3, p. 9.</p></div> + +<div class="footnote"><p><a name="Footnote_27_27" id="Footnote_27_27"></a><a href="#FNanchor_27_27"><span class="label">[27]</span></a> See Portland Vice Commission <i>Report</i>, p. 193; also <i>Woman +and Child Wage-Earners</i>, vol. <span class="smcap">xv</span>.</p></div> + +<div class="footnote"><p><a name="Footnote_28_28" id="Footnote_28_28"></a><a href="#FNanchor_28_28"><span class="label">[28]</span></a> Portland Vice Commission <i>Report</i>, p. 192.</p></div> + +<div class="footnote"><p><a name="Footnote_29_29" id="Footnote_29_29"></a><a href="#FNanchor_29_29"><span class="label">[29]</span></a> E.R. Seligman, <i>The Social Evil</i>, Introduction.</p></div> +</div> + + +<hr style="width: 65%;" /><p><span class="pagenum"><a name="Page_80" id="Page_80"></a>[80]</span></p> +<h2><a name="CHAPTER_VI" id="CHAPTER_VI"></a>CHAPTER VI</h2> + +<h2><span class="smcap">recreational phases</span></h2> + +<h3><i>By Lebert Howard Weir</i></h3> + + +<p>This chapter is in no sense an attempt to discuss pathologic sex problems, +but rather to show the necessity of providing facilities for normal, +wholesome living for all the people during their leisure time. This will +solve many of the vexing sex problems.</p> + +<p>At the outset, it is important to contrast the 27,000,000 hours a year, +during which the school has charge of all the children, with the +135,000,000 hours at the children's free disposal. Yet we are inclined to +charge the schools with the responsibilities of many failures in the +physical and moral make-up of growing boys and girls. The greater part of +the education of the boys and girls is received outside of school through +the various activities which fill up these 135,000,000 hours a year. +Society has, therefore, a great responsibility in directing the activities +of the free time of young people.</p> + +<p>People employed in the home, store, fac<span class="pagenum"><a name="Page_81" id="Page_81"></a>[81]</span>tory, shop, or office, in a year +of 365 days spend about 2880 hours of this time in sleep. Taking the +average working-day as nine hours and the number of working-days in the +year as 300, excluding Sundays and holidays, each person is employed in +needful occupations 2700 hours during the year. Out of the working-days, a +total of 2100 hours are at each person's disposal to use as he sees fit. +Of the remaining 60 days, 15 hours of each day are for free use,—or a +total of nearly 35 per cent of the entire year. What are the children, +young people, and adults doing with this time?</p> + +<p>One answer is found in the records of the juvenile court, in rescue homes, +in reformatories, in the police and criminal courts, in jails and +penitentiaries, in hospitals for the treatment of venereal diseases, the +insane and feeble-minded; another in the fallen women (and men, too), of +whom so much has been said of late; another in the crowded saloons and +busy restaurants in the heart of the city, with their music, bright +lights, food, liquor, and overdressed, painted women with their consorts; +still another in the billiard-rooms and the moving-picture theaters.</p> + +<p><span class="pagenum"><a name="Page_82" id="Page_82"></a>[82]</span>The extent to which people of all ages and races resort to the +moving-picture show is known by few people. In Portland, Oregon, a weekly +attendance of 5000 is reported for a house with a seating capacity of 175; +a weekly attendance of 3500 for a house seating 75; a weekly attendance of +25,000 for a house seating 500. Another with a seating capacity of 567 +reports a weekly attendance of 22,000. The attendance of all the +moving-picture houses in any city is a startling revelation of the use of +the time of the people.</p> + +<p>All forms of leisure-time consumption are offshoots of the one great +common meeting-place of all the people, the street. The street is more +than an avenue for traffic. It is the social meeting-place of many of the +inhabitants. It is the playground of nearly all the children. Its glitter +and glare, its lights and shadows and care-free spirit, attract boys and +girls. They come as moths flutter about the candle flame and often with +equally disastrous results. The call of the street is irresistible. It is +the simplest, most convenient avenue for the satisfaction of that hunger +for pleasure, excitement, amusement, and recreation, common to all <span class="pagenum"><a name="Page_83" id="Page_83"></a>[83]</span>ages, +all races, and both sexes. It is the avenue for the spontaneous outpouring +of the spirit of democracy. No matter how thickly the city may scatter its +playgrounds, its athletic fields, boating and swimming centers and +recreation buildings, the street will always have to be reckoned with as +the one great all-engulfing factor in the use of the leisure time of the +people.</p> + +<p>Surely the possibilities for good or evil are infinite when the spirit of +youth and age play free, willingly receiving impressions on every hand. +Unfortunately, in the majority of cases the ministry in this field of +infinite character-building possibilities has fallen into the hands of men +who for the most part reckon its possibilities only in terms of the +nickels, dimes, and dollars that pass over the bar or counter or through +the box office. Many of them conceive low opinions of the recreation +desires of the people, furnishing the lurid, the <i>risqué</i>, the bold, the +daring forms of entertainment, or coupling it with other lines of +business, as in the case of the saloon, with unfortunate social results.</p> + +<p>Can the city afford the commercial exploita<span class="pagenum"><a name="Page_84" id="Page_84"></a>[84]</span>tions of so much of this +valuable time? The answer must be that it can afford it only when the +ideals of the men conducting these various forms of amusement are as high +as the best that the community would demand if managing similar +institutions. The saloon proprietor is not interested primarily in the +physical and moral welfare of his patrons or in the general social welfare +of the city. He provides various forms of recreation to increase the +patronage of the bar; it is an unwritten law that those who avail +themselves of the card-tables, of the pool- and billiard-tables, the +moving-picture shows in the saloons, and who hear the music, must +patronize the bar. Thirty-six per cent of the pool and billiard licenses +are held by men holding saloon licenses, and in all the large pool- and +billiard-halls, especially in the center of the city, not connected +directly with saloons, liquor is served upon the demand of the patrons. +The evil of the situation is significant when it is remembered that the +larger percentage of the patrons of those places are men under twenty-five +years of age. Profanity is common, and usually gambling is permitted. +Often these pool- and billiard-parlors are the "hang-<span class="pagenum"><a name="Page_85" id="Page_85"></a>[85]</span>outs" of vicious, +depraved young men who live upon the earnings of unfortunate women. This +use of the leisure time of men is physically, morally, and socially +dangerous and should not be permitted.</p> + +<p>The public skating-rink is fairly free from objectionable features, but +boys and girls attending without proper chaperons often form undesirable +acquaintances. Women of the street and their male companions often attend. +Juvenile court officials are aware of the immoralities springing from this +source.</p> + +<p>The amusement parks present almost unlimited possibilities for the +formation of undesirable acquaintances. The fact that they are open in the +evening, and not lighted in all parts, the presence of cafés where liquors +can be had, inadequate police protection, the secrecy possible through the +presence of large crowds, the size of the parks, the distance from the +homes in the city, and the unchaperoned attendance of large crowds of +young people, all make amusement parks dangerous without closer +supervision by public authorities.</p> + +<p>In former days the road-house ministered to the legitimate needs of +wayfaring travelers.<span class="pagenum"><a name="Page_86" id="Page_86"></a>[86]</span> To-day the name "road-house" is synonymous with the +"bawdy-house" of the city. Located just beyond the borders of towns and +cities, beyond police supervision, catering to men and women who desire +secrecy for their revels and orgies, the road-house is one of the worst +possible institutions now ministering to the leisure time of the people.</p> + +<p>In some sections of this country, the public excursion, both by land and +water, is as bad as the road-house. Instead of being a time of relaxation +and recreation, a time of freedom from cares of the workaday life and +enjoyment of pure air, sunshine, and beauties of nature, and of fine +social relationships of people, the excursions have become dissipations of +physical and moral energy. With proper supervision and with proper +standards on the part of promoters of transportation companies, the public +excursion can be a fine constructive factor in the use of the leisure time +of the people.</p> + +<p>Festivals and carnivals conducted by the people of a community, +commemorative of national holidays or of historical events or of religious +life, are often admirable. But whenever the festival or carnival becomes a +com<span class="pagenum"><a name="Page_87" id="Page_87"></a>[87]</span>mercial enterprise for the purpose of attracting crowds to the city, +for advertisement and for gain by merchants and hotel proprietors, young +people are in danger. The city becomes the mecca for undesirable men and +women who prey upon the susceptibilities of the people, animated by the +festival spirit. The hotels are the temporary homes of women of the +street. Every large festival of this kind has been followed by social +evils of the most virulent type. Many a girl and many a boy, yielding to +the influences of the abandonment of the crowd, take the first step in +sexual vice. This type of festival is not socially profitable to a +community, where the commercial aim and purpose predominates. The +commercial exploitation of the recreation and social needs of the people +is usually productive of sexual immorality.</p> + +<p>A characteristic feature of American life is the club, union, society, or +order spontaneously formed by the people. No matter what the fundamental +purposes of these groups may be, whether for protection against sickness, +accident, and industrial evils, whether for the study of art, music, and +literature, or for the promotion of physical activities, the primary bond +<span class="pagenum"><a name="Page_88" id="Page_88"></a>[88]</span>that brings the group together and holds it together is the social +instinct of mankind.</p> + +<p>Those which administer to the play and recreation life of their members +most efficiently are strongest. The dances, card parties, lectures, +entertainments, and other social activities conducted by such groups are +usually under the best kind of social control, far better than any type of +commercial amusement and perhaps better than most public-supervised +amusements. The strength is in the comparative smallness of the group, the +personal acquaintance of the members, the presence of older people with +the young, and the existence of individual and group responsibility and +ideals. Far better social control would result if all public dances and +public skating-rinks and excursions were conducted on this group or +society basis.</p> + +<p>One field of neglected social activity is the home as a recreation and +social center. The day of the "party" seems to be past. Parents have thus +lost one strong hold on the character development of their children. +Thousands of parents in the modern city have lost the social spirit of the +home because of crowded living <span class="pagenum"><a name="Page_89" id="Page_89"></a>[89]</span>conditions, but there are also thousands, +especially in the Western cities, who still have individual homes; every +such home should be the primary social and recreation center for +adolescent boys and girls. The revival of the small group social in the +home for the young people would be a constructive contribution to some of +the moral problems of the young.</p> + +<p>In the leisure-time activities of children, the Sunday supplement or +"funny sheet" of the newspaper is of importance. The funny sheet appeals +not so much through humor as through glaring color and grotesque pictures +which violate every canon of color combination and of art. Exaggerated +types of mischievous children and freakish adults, and equally freakish +and unthinkable mechanical devices, are favorite subjects. Disobedience of +children, premature and unnatural childish love-affairs, domestic +infelicity, the privileges and advantages of bachelorhood are paraded +Sunday after Sunday before the susceptible minds of millions of children.</p> + +<hr style='width: 45%;' /> + +<p>Multitudinous as are the private agencies administering to the +leisure-time activities of <span class="pagenum"><a name="Page_90" id="Page_90"></a>[90]</span>all the people, neither the commercial +amusements nor the numerous spontaneous private organizations answer all +the requirements of social and recreative needs of the people. On the one +hand, commercial amusements, while used and enjoyed by masses of the +people, have been objects of danger and distrust because of their +anti-social effects. On the other hand, the private society, club, order, +and organization are essentially narrow, and formed with other purposes +and ideals in view than ministering to the social and recreative needs and +desires of the people. The providing of ample facilities for the fullest +and most wholesome use of the leisure time of the people is a community +responsibility, just as important to the public welfare as a system of +public education.</p> + +<p>This community sense of responsibility did not in the beginning have the +wide constructive vision which characterizes it to-day. It was designed +first as a corrective of pathological social ills, especially relative to +childhood and youth. Congestion in the modern city, an incident and a +result of specialization and expansion of American industrial and +commercial life, caused living conditions inimical to the <span class="pagenum"><a name="Page_91" id="Page_91"></a>[91]</span>health and +morals of all the people. As usual the children suffered most. Deprived of +light, air, wholesome living quarters, play space, and the advantages of a +real home, they fell easy victims to disease, sickness, death, and, what +is worse, to the disease and death of ideals and morals. Juvenile faults +and crimes increased at an alarming rate. The therapy of play was applied. +It was soon found, however, that the great mission of playgrounds was not +as a therapeutic agent, but as a preventive and constructive force. The +movement took on large, positive, constructive aims, purposes, and ideals. +It expanded into the playground and recreation movement, with emphasis +upon the latter, aiming to provide for and direct the leisure-time +activities of all the people. Play was restored as the right of every +child, without which no wholesome physical, mental, and moral growth is +possible.</p> + +<p>As constructively related to other great social problems, the playground +and recreation movement was found almost universally applicable. Sexual +immorality and the white-slave traffic are combated by recreation centers +where young women obtain under normal con<span class="pagenum"><a name="Page_92" id="Page_92"></a>[92]</span>ditions the highest ideals and +satisfy the spirit of youth, which is the sign of life itself.</p> + +<p>The scope of this larger movement is as follows: It promotes the +establishment of playgrounds within walking distance of every child; +athletic and sport fields for older boys and girls and for men and women; +boating and swimming centers and parks for the use of all; recreation and +social centers in municipal recreation buildings and in school buildings, +where all the people of a community, irrespective of race or creed, may +find opportunity for the fullest possible recreation and social life; it +promotes school and municipal camps, tramping-clubs, and other activities +that cultivate the habit of outdoor life; physical education and athletics +in the schools that reach every child, instead of a few as now; it stands +for school playgrounds, in connection with every school; it seeks to +provide facilities through which musical, literary, dramatic, and artistic +talents of the people may find encouragement and expression, and for a +constructive social supervision of all commercial amusements.</p> + +<p>Yet playgrounds and recreation centers are not free from social dangers. +Many of the moral <span class="pagenum"><a name="Page_93" id="Page_93"></a>[93]</span>dangers of commercial amusements may arise in +municipally owned and managed systems of recreation. In fact public +playgrounds have become such moral menaces as to warrant their closure in +the interests of public welfare. Some of the worst cases of sexual +immorality coming to the juvenile courts arise in public playgrounds. This +is the result of bringing large numbers of young people into a common play +place without the most careful supervision, guidance, and direction. The +physical growth and health, the morals, the happiness, and the ideals of +citizenship of great masses of the people are so deeply involved in the +right use of the leisure time of the people that to conduct their +activities in any way but according to the highest standards is a civic +crime.</p> + + + +<hr style="width: 65%;" /><p><span class="pagenum"><a name="Page_94" id="Page_94"></a>[94]</span></p> +<h2><a name="CHAPTER_VII" id="CHAPTER_VII"></a>CHAPTER VII</h2> + +<h2><span class="smcap">educational phases</span></h2> + +<h3><i>By Edward Octavius Sisson</i></h3> + + +<p>The education of youth as it exists has a great gap wherever the subjects +of reproduction and sex are concerned. Children are taught at home many +things about every other part of their lives, but usually nothing about +this; at school they learn the anatomy and physiology of bones and +muscles, of sense-organs, and nervous system, of glands and alimentary +canal, of respiration and circulation; but a sudden silence falls just +before sex is reached. We study everything about life except its origin, +and in ignoring that we lose a most fascinating and beautiful field of +inquiry, an essential part of knowledge, and a vital element in moral +intelligence.<a name="FNanchor_30_30" id="FNanchor_30_30"></a><a href="#Footnote_30_30" class="fnanchor">[30]</a></p> + +<p>The aims of sex education may be stated in the main as follows:—</p> + +<p><span class="pagenum"><a name="Page_95" id="Page_95"></a>[95]</span>(1) The first aim is individual prudence. Every normal human being must +undergo crucial tests and solve vital problems in his own sex life. The +most beautiful successes of life and its most conspicuous failures are +both exceedingly frequent in the realm of sex. The conditions of the +sexual life are sufficiently alike in all normal cases so that the +experience of the race is valuable to the individual in meeting his own +problems. Each child as he passes onward through youth to maturity is +treading a road new to him, not lacking in danger and pitfalls, nor +without opportunities for great reward. Education must give him all the +available advance information concerning the road he is to travel.</p> + +<p>(2) The second aim is general intelligence. Sex is a universal element in +all living beings, with the exception of the very lowest; it pervades the +life of the spirit as well as the life of the body. No man, therefore, can +be intelligent concerning things in general without a clear, definite and +accurate knowledge of the fundamental facts of sex. One of the strongest +new visions concerning sex is the marvelous way in it ramifies into all +fields of thought and <span class="pagenum"><a name="Page_96" id="Page_96"></a>[96]</span>action. Not a few of the most eminent workers in +modern science incline to consider all aspects of human life, including +even religion itself, as emanations or processes from the sex basis. Such +in particular are G. Stanley Hall in America and Freud in Germany. Without +going to such extremes we may still recognize the fact that in all sorts +of physical and psychic problems in morals, religion, and sociology, sex +plays an important part and must be understood if we are to grasp the +situation and its meaning.<a name="FNanchor_31_31" id="FNanchor_31_31"></a><a href="#Footnote_31_31" class="fnanchor">[31]</a></p> + +<p>(3) The third aim is social enlightenment. The human spirit in our own day +is manifestly addressing itself to the solution of the special social +problems which involve the sexual life of men. Three of these problems may +be specified: (<i>a</i>) The so-called "social evil," including not merely +prostitution, but also all other forms of waste and injury through sexual +errors; (<i>b</i>) the problem of family life, including marriage and the +rearing of children, as well as pathological aspects such as desertion and +divorce; (<i>c</i>) the vast problem of eugenics or race culture.</p> + +<p><span class="pagenum"><a name="Page_97" id="Page_97"></a>[97]</span>In all these fields the problems of sex are involved. Men and women who +desire to bear their whole burden as members of a progressive society must +contribute to the solution of these great social problems, and to do this +wisely must know something about the basic facts of sex life.<a name="FNanchor_32_32" id="FNanchor_32_32"></a><a href="#Footnote_32_32" class="fnanchor">[32]</a></p> + +<p>The first and basic part of sex education is bodily regimen: children and +youth must live an abundant, vigorous, wholesome physical life.<a name="FNanchor_33_33" id="FNanchor_33_33"></a><a href="#Footnote_33_33" class="fnanchor">[33]</a> Cities +have threatened to be the "graves of the human species" in this respect. +Sedentary life chokes and misdirects the currents of nervous energy and +the very circulation of the blood. The lad who plays vigorously, even +violently; who can "get his second wind," turn a handspring, do a good +cross-country run, swim the river, possesses a great bulwark of defense +against sexual vice, especially in its secret forms.</p> + +<p>The revival of play, of play for all, boys and girls, weak as well as +strong, is one of the most hopeful movements on foot to-day. Let us base +<span class="pagenum"><a name="Page_98" id="Page_98"></a>[98]</span>our promotions from grade to grade, and especially for "graduation" from +school, partly upon physical tests, requiring each student to make of +himself physically, not a record-breaking athlete, but the best that can +be made out of the stuff in him.</p> + +<p>Food, sleep, clothing, bathing, fresh air,—all these are vital also; +whatever turns the flow and thrill of life into wholesome channels, +abolishes indolence, stagnation, morbidity, and fosters abundance of +bodily life,—such is the regimen of sex health.</p> + +<p>No bodily regimen can be effective without mental control. Nowhere does +mind affect body more immediately and powerfully than in the realm of sex. +The educator has two great tasks in this respect: first to improve the +general environment in which the young must live and develop. As things +are, our streets, store-windows, books and magazines, and especially +public amusements, such as theaters and dance halls, abound in sexual +suggestion and stimulation.<a name="FNanchor_34_34" id="FNanchor_34_34"></a><a href="#Footnote_34_34" class="fnanchor">[34]</a> These agencies stimulate an excessive +<span class="pagenum"><a name="Page_99" id="Page_99"></a>[99]</span>stream of sexual desire, with all its physical accompaniments, in boys +and men: the natural and inevitable result is an overwhelming impulse +toward illicit satisfaction in self-abuse or sexual immorality. Society in +self-defense and the interest of its youth must wage war upon this +mercenary exploiting of the sex impulse. Licentious thinking is the great +foe of continence; the saying of Jesus may be paraphrased thus with +physiological correctness: "He that looketh upon a woman to lust after her +hath already committed the sexual act in his <i>nervous system</i>."</p> + +<p>Hence, the second task in this connection is to arouse and arm the youth +against the lusts of the mind, and lead him in a resolute fight for +mastery over his own thoughts. "Do not harbor in your mind anything you +would fear to have your enemies know, or blush to have your friends know," +is a good motto for boys and youth.</p> + +<p>When we come to instruction in matters of reproduction and sex, the first +principle is that it should be given in organic relation with the rest of +life and thought. It arises naturally in two main connections: in response +to the child's own questions and problems; and as part and <span class="pagenum"><a name="Page_100" id="Page_100"></a>[100]</span>parcel of +biological science. The common questions of the little child, "Where does +the baby come from?" or perhaps even earlier, "How does the hen make the +eggs?"—an actual question of a four-year-old—are the signal and the open +door for easy and natural enlightenment. Seize the opportunity: tell the +truth, as simply and briefly as possible, and the beginning is made; watch +for and utilize all such opportunities, as they come, and the main road of +the task is marked out; shock is minimized, if not eliminated, mutual +confidence is engendered, and a priceless reward may be won. But if at +that first question we falter, quibble, blush, lie, jest, or repel, we +have entered the wrong road which leads eternally astray. Let no question +ever be either ignored or neglected, least of all repelled. It is the +golden opportunity for parent, teacher, or friend. To guarantee against +the child seeking promiscuous and irresponsible sources of information, +let his questions ever find the warmest welcome and kindest response at +the parent's knee.<a name="FNanchor_35_35" id="FNanchor_35_35"></a><a href="#Footnote_35_35" class="fnanchor">[35]</a></p> + +<p><span class="pagenum"><a name="Page_101" id="Page_101"></a>[101]</span>Now the movements of the child's own mind in matters of sex and +reproduction may either be actual questions more or less explicit, or they +may be subtler seekings for light,—hints, vague inquiries, gropings after +what he cannot phrase or hesitates to utter; these inward stirrings are +vital, and the alert and sympathetic and patient parent can in the main +perceive them and bring them to light. But success need not be hoped for +in this respect unless first the beginnings are attended to; uncounted +parents can testify to the infinite difficulty of breaking to the boy or +girl the silence long practiced with the child. Nor will occasional or +spasmodic fits of interest and action by the parent achieve much; +Emerson's proverb holds inflexibly here; "What wilt thou have?" quoth God; +"pay for it and take it." Pay we must in time, in thought, in perseverance +and patience, in study of the problems and self-preparation for the task. +Happily the progress of sex hygiene among adults is yearly increasing the +number of fathers and mothers who are awake and active.</p> + +<p>We have spoken of meeting the motions of the child, as though the educator +might never need to take the initiative; in all probability <span class="pagenum"><a name="Page_102" id="Page_102"></a>[102]</span>that might be +true in an ideal state. As things are it would be unsafe to rely +absolutely upon questions; the parent and on occasion other educators must +take the initiative in some cases. In doing so, however, the most +scrupulous care should be taken to be sure that the mind of the learner is +ready for the particular instruction.</p> + +<hr style='width: 45%;' /> + +<p>In biological instruction what is needed is not an artificial appendix or +addendum, but simply that we should cease to mutilate science by omitting +its most fruitful and essential elements. Nature study for little children +is the first available field; it should begin even before the kindergarten +age, with the simplest and easiest observations, and proceed by gentle +gradations of progress; it finds abundant and fascinating material in +growing plants, eggs, brooding chickens, kittens, puppies, and, best of +all, the new baby, where the home questions and the nature study meet in a +profound emotional and intellectual experience.<a name="FNanchor_36_36" id="FNanchor_36_36"></a><a href="#Footnote_36_36" class="fnanchor">[36]</a></p> + +<p><span class="pagenum"><a name="Page_103" id="Page_103"></a>[103]</span>The botany, zoölogy, physiology, and hygiene the upper grades and the +high school the natural mediums for further scientific treatment.<a name="FNanchor_37_37" id="FNanchor_37_37"></a><a href="#Footnote_37_37" class="fnanchor">[37]</a> It +will probably be found advisable to separate the sexes for this part of +the work, and have boys taught by men and girls by women. Not a few high +schools and colleges are already carrying on such instruction with entire +success.</p> + +<p>It seems quite clear that the school must set itself, wisely, indeed, but +also resolutely and effectively, to provide clear, true, scientific +knowledge of the origin of life and the laws of sex. The educator can, +must, and will answer truly and purely, all questions in these matters on +which the child and youth are now left to random, miscellaneous, +clandestine sources, and get vile, false, and pernicious answers.</p> + +<hr style='width: 45%;' /> + +<p>As childhood passes into youth and the pubertal changes begin, the +objective curiosity of the earliest years passes gradually into the +in<span class="pagenum"><a name="Page_104" id="Page_104"></a>[104]</span>tense concern of personal problems. The general principle is the same: +do not drag in the subject of sex and reproduction, but do not evade or +ignore it when it appears; deal with it truly, purely, honestly, +fearlessly, as an essential and organic part of truth and life.</p> + +<p>The safe and happy outcome in these personal problems can be guaranteed in +only one way—that the young person should be able to turn with complete +confidence and little embarrassment to some trusted and intimate +counselor, preferably the parent, but otherwise physician, pastor, older +friend, with whom he has already discussed sexual questions, and who he +knows will receive his advances with sympathy, answer his questions with +frankness and intelligence, and hold his confidence sacred. Happy the +youth or maiden who has such a guide in the crises of unfolding powers and +perils.</p> + +<p>The chief problem of this part of the education is the accurate and timely +adaptation of what is taught to the needs of the successive periods of +development. Hence chronological or "calendar" age and school grade are +both unreliable guides to the educator: a group of <span class="pagenum"><a name="Page_105" id="Page_105"></a>[105]</span>fifteen-year-old boys, +or of eighth grade boys, includes some who are children not yet entered +upon pubescence, others who are mature,—that is, have attained the power +of reproduction,—and still others who are in process of change. These +three groups cannot be treated identically; each period has its own +peculiar needs. The problem of sorting out the individuals and meeting the +needs of each group is difficult because of our traditional neglect of the +whole task. But of any particular lesson we may agree with him who says, +"Better a year too early than an hour too late."</p> + +<p>The earliest safeguard, rather regimen than instruction, is the +inculcation of the idea and habit of "Hands off" the sex organs. The +little child is taught this by his mother, and it becomes second nature. +The pre-pubescent boy and girl may receive some slight but impressive +additional perception as to the danger of meddling in any way. They should +also be warned strictly against any other person who offers to tamper with +their sex organs or adjacent parts of the body. Let them understand that +they are justified in any means of defense, the fist, a club, or a stone; +and that the offender is forever <span class="pagenum"><a name="Page_106" id="Page_106"></a>[106]</span>damned by his act and must never again +be trusted; and, of course, that they should at once lay the whole case +before their parents or other persons in authority.</p> + +<p>The special instruction of the pre-pubescent and pubescent periods is as +yet by no means fully agreed upon among experts. We can give here only a +few points that seem fairly clear.</p> + +<p>(1) Girls should know in advance enough of the general facts of +menstruation so that the onset of the period may not cause, as it now does +in thousands of cases, shock and sometimes dangerous errors of conduct. +They should also know that the sexual nature of men is active and +aggressive instead of passive and defensive as in the woman; and that +hence the woman must in general take the leading part in the control of +the sexual relation, or, at least, of those preliminary intimacies that +tend to culminate in sexual union. If it be contended that this is a +delicate and difficult idea to convey, liable to be exaggerated and to +produce false attitudes, the answer is that if difficulty is to deter us +we may as well stop the whole task of sex education before we begin; and +moreover that the disasters now resulting from ignorance <span class="pagenum"><a name="Page_107" id="Page_107"></a>[107]</span>are ten times +worse than any probable results of instruction.</p> + +<p>This sexual difference means not only that the girl must be intolerant of +improper advances, but also that for her own sake and that of her sister +women she must beware of conduct, attitudes, or forms of dress that tend +unduly to excite the sexual impulses in boys and men.</p> + +<p>In view of the enormous morbidity and mortality inflicted upon innocent +women and their children by sexual disease, the girl should learn the main +facts concerning the nature, effects, and incidence of gonorrhea and +syphilis. Health certificates of prospective bridegrooms will probably be +more easily enforced if such intelligence becomes general. The time for +such instruction is difficult to state, and would vary with the social +environment; probably late adolescence would be early enough in most +cases; earlier information is indispensable for girls who by reason of +their economic or social status are peculiarly exposed to sexual +temptation and danger.</p> + +<p>Training for motherhood, a great gap in our educational system, is a +closely related theme, <span class="pagenum"><a name="Page_108" id="Page_108"></a>[108]</span>of incomparable importance, but beyond the scope +of this work.</p> + +<p>(2) Boys should learn early the rewards of continence: that the +conservation of the sexual secretions is the indispensable condition of +manly growth in stature, muscular powers, voice, heart, and brain. They +should learn the possibility and healthiness of continence—always +understanding that mental continence is the prerequisite of physical +continence.</p> + +<p>They should know in good time that nocturnal emissions are quite normal, +when not too frequent, and indicate not lost manhood or the danger of it, +but merely the fact that the sexual glands are now for the first time all +developed and active. This is one of the simplest and most commonplace +facts in the whole range of sex knowledge, yet, through ignorance of it, +unknown multitudes of boys have suffered anxiety sometimes amounting to +terror, have become moody and dejected, lost interest in work and studies; +and finally thousands of them, ashamed to ask counsel or enlightenment +from any decent source, have had recourse to the venereal quack, who so +artfully spreads his snares for them in daily paper and widely cir<span class="pagenum"><a name="Page_109" id="Page_109"></a>[109]</span>culated +pamphlet. Once the victim is in his hands there is almost no limit to the +evil that may result.<a name="FNanchor_38_38" id="FNanchor_38_38"></a><a href="#Footnote_38_38" class="fnanchor">[38]</a> High-school principals tell of watching the +faces of their boys during a lecture on sex hygiene and noting the visible +signs of relief and new hope when the lecturer explained the true nature +and meaning of emissions.</p> + +<p>So far as the so-called "sexual necessity" is concerned, let boys +understand that it is unknown among animals; that its completest +embodiment is found in degenerates and imbeciles; and that athletes, +thinkers, priests, scholars, warriors, the finest men of every type, hold +their passions strictly subject to their wills. Let them know that the +world is well supplied with wretches whom this very "sexual necessity" has +robbed of their precious virile powers, but that the cases of impotence +through chastity are certainly unproved and probably non-existent except +in the imagination of people who want to believe in them. And finally that +numberless fathers of big healthy families were as chaste as the wives who +bore their children.</p> + +<p><span class="pagenum"><a name="Page_110" id="Page_110"></a>[110]</span>Boys should learn that the man who insists on premarital sexual necessity +has two roads open to him—one that of the libertine and seducer, the most +contemptible of creatures; the other that of the whore-follower, whom +nature perpetually menaces with vile and pestilential plagues, making him +a misery to himself and menace to all clean persons who associate with +him, especially his future wife and unborn children.</p> + +<p>This involves, at least for the present state of society, some information +regarding the two chief venereal diseases: that all prostitutes, +professional or otherwise, are sooner or later infected, and that no +reglementation can give security. They should know something of the +horrors of syphilis, its loathsomeness, its extraordinary power to +penetrate to the physiological Holy of Holies, poison the germ cells, and +damn in advance the unborn children of its victim. They must know the +fatal treachery of gonorrhea: how it lurks unsuspected in the victim who +supposes himself cured, and strikes, like a bolt out of clear sky, +blinding newborn infants, and robbing innocent wives of motherhood, +health, or life itself.</p> + +<p><span class="pagenum"><a name="Page_111" id="Page_111"></a>[111]</span>To object to this instruction because it is gruesome, or because it may +seem like intimidation, is sentimentalism: in this matter, as elsewhere in +the realm of knowledge, the truth should scare no one who does not need to +be scared. It is better to be safe than sorry; and it is better to be +scared than syphilitic. "I dare do all that may become a man," says +Macbeth; "who dares do more is none"; let a man dare if he will with his +own body, aye, his own soul; he is but a coward who does not shrink from +buying voluptuous moments with the hazard of wife and child. Hydrophobia +is far less perilous than venereal disease, and if one hundredth as many +were attacked by it the world would be placarded with scarlet danger +signs; the man who decried the precautions as intimidation would be shut +up in a home for imbeciles. If this is intimidation, let us have more of +it.</p> + +<p>Above all, boys should learn the beauty and glory of the true relation of +the sexes; the bond of love and unity between man and woman truly +married—in soul as well as body. As he cherishes and vindicates the honor +of his father and mother and sisters, so should he be taught to use his +intelligence and heart to hold sacred <span class="pagenum"><a name="Page_112" id="Page_112"></a>[112]</span>in youth the powers and functions +that will enable him to become in turn husband and father, to give a clean +soul and body in marriage to a pure woman, and to pass on the germ of life +to the children of his body. A few lessons on heredity will show him that +he is but the steward of an inheritance that has come down from a thousand +ancestors and may well be perpetuated through generations to come. +Prudence is good; but no narrow selfish motive will meet the need. The lad +who is "good" merely for the sake of his own skin is usually a poor +creature; the finest lad—who might perhaps hazard his own individual +fate—will refuse to gamble with the souls and bodies of those others who +shall be his own flesh and blood. No virtue is safe that is not +enthusiastic: and only altruism is truly enthusiastic.</p> + +<p>The boy and girl, now young man and young woman, must both learn that +prostitution is a social sin:<a name="FNanchor_39_39" id="FNanchor_39_39"></a><a href="#Footnote_39_39" class="fnanchor">[39]</a> the "scarlet woman" has been truly +called the eternal priestess bearing the sins of humanity. This is a vast +theme; we have got beyond the realm of mere sex education;—but truth is +one, and life is one, and <span class="pagenum"><a name="Page_113" id="Page_113"></a>[113]</span>neither logic nor humanity will consent to our +stopping short of the whole truth. Social intelligence—the illumination +of man's life with man—the scientific and spiritual comprehension of the +apostolic dictum, "We are all members one of another"—and "if one member +suffer, all members suffer with it"—these are the great arrears of +education. But there never was a time when the spirit of man moved so +rapidly forward as here and now, and the movement for sex education is but +one striking phase of the great advance.</p> + +<div class="footnotes"><h3>FOOTNOTES:</h3> + +<div class="footnote"><p><a name="Footnote_30_30" id="Footnote_30_30"></a><a href="#FNanchor_30_30"><span class="label">[30]</span></a> An examination of tables of contents and indexes of standard +school texts in nature study and biology will reveal the almost universal +absence of all ideas relating to sex and reproduction. There are two or +three recent exceptions.</p></div> + +<div class="footnote"><p><a name="Footnote_31_31" id="Footnote_31_31"></a><a href="#FNanchor_31_31"><span class="label">[31]</span></a> G. Stanley Hall, <i>Educational Problems</i>, vol. <span class="smcap">i</span>, pp. 388-97, +Thomson and Geddes, <i>Problems of Sex</i>, pp. 5-17.</p></div> + +<div class="footnote"><p><a name="Footnote_32_32" id="Footnote_32_32"></a><a href="#FNanchor_32_32"><span class="label">[32]</span></a> Thomson and Geddes, <i>op. cit.</i>, pp. 46-52; Saleeby, +<i>Parenthood and Race Culture</i>; Morrow, <i>Social Diseases and Marriage; +Hall, Educational Problems</i>, vol. <span class="smcap">i</span>, pp. 424-43.</p></div> + +<div class="footnote"><p><a name="Footnote_33_33" id="Footnote_33_33"></a><a href="#FNanchor_33_33"><span class="label">[33]</span></a> Fisher, <i>National Vitality</i>; Hall, <i>Youth</i>, chaps. <span class="smcap">ii</span>, <span class="smcap">v</span>, +<span class="smcap">vi</span>, <span class="smcap">xii</span>.</p></div> + +<div class="footnote"><p><a name="Footnote_34_34" id="Footnote_34_34"></a><a href="#FNanchor_34_34"><span class="label">[34]</span></a> "What makes a Magazine?" <i>Twentieth Century Magazine</i>, +September, 1912, pp. 11-20; <i>The Exploitation of Pleasure.</i> Russell Sage +Foundation.</p></div> + +<div class="footnote"><p><a name="Footnote_35_35" id="Footnote_35_35"></a><a href="#FNanchor_35_35"><span class="label">[35]</span></a> See Mrs. Woodallen Chapman, <i>The Moral Problem of the +Children</i>, esp. pp. 61-93. Also the chapter in this book on the education +of children.</p></div> + +<div class="footnote"><p><a name="Footnote_36_36" id="Footnote_36_36"></a><a href="#FNanchor_36_36"><span class="label">[36]</span></a> An epoch-marking book in this field is Miss Torelle's <i>Plant +and Animal Children and How They Grow.</i> (Heath.) See also pamphlet, <i>The +Origin of Life</i>, by R.E. Blount. (Scott, Foresman & Co.)</p></div> + +<div class="footnote"><p><a name="Footnote_37_37" id="Footnote_37_37"></a><a href="#FNanchor_37_37"><span class="label">[37]</span></a> "The Teaching of Sex in Schools and Colleges," <i>Social +Diseases</i>, October, 1911. Addresses by G. Stanley Hall, Maurice A. +Bigelow, Josiah Strong, Charles W. Eliot, and Mary Putnam Blount, <i>Sexual +Reproduction in Animals: the Purpose and Methods of teaching it.</i> +Proceedings N.E.A., 1912, pp. 1324-27.</p></div> + +<div class="footnote"><p><a name="Footnote_38_38" id="Footnote_38_38"></a><a href="#FNanchor_38_38"><span class="label">[38]</span></a> Hall, G.S., <i>Adolescence</i>, vol. <span class="smcap">i</span>, pp. 459-62.</p></div> + +<div class="footnote"><p><a name="Footnote_39_39" id="Footnote_39_39"></a><a href="#FNanchor_39_39"><span class="label">[39]</span></a> Jane Addams, <i>A New Conscience and an Ancient Evil.</i></p></div> +</div> + + +<hr style="width: 65%;" /><p><span class="pagenum"><a name="Page_114" id="Page_114"></a>[114]</span></p> +<h2><a name="CHAPTER_VIII" id="CHAPTER_VIII"></a>CHAPTER VIII</h2> + +<h2><span class="smcap">teaching phases: for children</span></h2> + +<h3><i>By William Greenleaf Eliot, Jr.</i></h3> + + +<p>My children when they were little were fascinated with a book which their +mother used to read to them, called <i>Mother Nature and Her Helpers.</i> Each +chapter or lesson was made up of interesting information and ideas +suggested by the pictures. At the head of the first chapter was a picture +of a mother sitting by a cradle with every surrounding and circumstance of +humble, happy home life. Succeeding chapters were upon the cradle and the +home of plants and animals. Ovaries of plants and nests of birds and +squirrels were all set forth in terms of the child's experience of home +life, home-building, home-protecting, and feeding the baby. Doubtless the +design of the author was to lead the child to an understanding and +appreciation of its own home life and love by showing it home life in its +origins and elements. But an equally important implication lay in the +<span class="pagenum"><a name="Page_115" id="Page_115"></a>[115]</span>fact that the child was brought into its intimacy with plant and animal +life along the angle of its own human experience and of its own home +ideals. After such an introduction to the homes of plants and animals, +whenever it should seem best to apprise the child of the details of plant +and animal reproduction, the additional facts would instantly find their +places in close relation to facts already familiar and already related to +his highest childish affections and ideals.</p> + +<p>For the basis of sexual instruction for a child should be the difference, +not the similarity between man and animals. If the basis is made the +similarity between man and animals, the child, as time goes on and as its +own sexual life increasingly awakens, may tend to imitate animals, may +attempt to justify the natural and unrestrained promiscuousness of its own +instincts, may justify unrestrained sexual life in the name of nature as +against the alleged artificialities of civilization. The basis must be +human, not animal; moral, not biological.</p> + +<p>Biology goes far to explain humanity, but the interpretation is found in +the spiritual affections, experiences, and implications of fam<span class="pagenum"><a name="Page_116" id="Page_116"></a>[116]</span>ily life. +The family life of animals is constituted of animal instinct freely +followed. The family life of man would be ruined by the free following of +animal instinct. There is a distinct danger in all so-called sex +instruction of children which makes plant and animal life the norm.</p> + +<p>The definite and clean instruction of children in the physical facts of +reproduction may rightly and wisely begin with the simple facts, +anatomical and functional, of plants and animals; but it is important that +a true philosophy lie back of this instruction. Man is not only a higher +order of mammalia; he is a worshiper of God and capable of practicing his +presence. And from this base our instruction to children, drawn from the +anatomical and functional life of plants and animals, must always subserve +the moral, the spiritual superiority of man and the human family.</p> + +<p>The little child will understand and even idealize plant and animal life +if he learns of plant and animal life first in human terms. His moral +development is menaced if this process is reversed so that a +counter-tendency is set up,—a tendency to interpret the human functions +in animal terms. It is better for the child to <span class="pagenum"><a name="Page_117" id="Page_117"></a>[117]</span>humanize animal +relationships than to animalize human relationships,—and this can be +achieved only through a constant observance of the human basis in the +sexual as indeed in all phases of a child's education. The little book +which I mentioned at the beginning does just this,—it introduces the +child to the home life of animals, it interprets animal life in ideal +terms. It lays a basis for relating later information of sex functions to +the home life of plants and animals. At the proper time in a child's +development, he is prepared to place a true and intelligent value upon the +differences between the home life of animals and the home life of human +beings, and to justify intelligently and with full consent of mind and +sanction of conscience the differences of sexual practice as between +plants and animals on the one hand and human beings on the other. He is +prepared to see that it is enough for the sex life of plants and animals +that it be physically and biologically normal. It is not enough for the +true and ideal family life of man that the sex relation should be +biologically normal. It must be morally normal—normal, that is, to the +highest human interests.</p> + +<p><span class="pagenum"><a name="Page_118" id="Page_118"></a>[118]</span>The more concrete and detailed problems of method would not be serious if +every child's mind were a blank or even if its instincts were analogous to +normal animals. But neither is the case, and the problem of method and +means of instruction is therefore amazingly complicated. If the sex life +of a child were analogous to that of normal animals, it would not awaken +at all until puberty. And if the child's mind were a blank on sex matters, +it need only be kept from the invasion of wrong ideas from outside. But +the sex life of a child begins long before puberty,—both physically and +mentally. In the child, the physical signs are more or less detached from +the mental signs,—at this or that phase of a child's life, the one or the +other may have precedence; but the two are subtly interrelated, and tend +to contribute to each other. In the human being a sex life that is normal, +both biologically and morally, is an achievement; not a thing which would +take care of itself if the child were left alone and merely kept ignorant +of the abnormal. The human child is born abnormal,—that is to say, with +latent possibilities of sexual abnormality, physical and mental,—and this +by <span class="pagenum"><a name="Page_119" id="Page_119"></a>[119]</span>virtue of the mere fact that he is not only with animals a creature of +instinct, but with humanity a being with ideas.</p> + +<p>This statement is doubtless oftener true of the sex life of boy children +than of girl children; but it is a fact and a very important fact, and it +lies at the bottom of the problem when we come to consider the details of +instructional method. If it were not for these facts, it would make no +difference who imparted sex information to the child, so the facts were +accurately told; and it would make no difference what facts were given, or +at what age the child received them, if no lies were conveyed. But because +the child's physical and mental sex life awakens early, and because every +child has latent tendencies to abnormality and latent responsiveness to +the abnormal, it is of critical importance that we decide who shall teach +the individual child, when the child shall be informed, and what the child +shall be told. It is of critical importance because, if the instruction +comes wrongly, we may, even with good intentions, contribute to the very +abnormality that we wish to forefend or overcome. With some children we +could perhaps safely take <span class="pagenum"><a name="Page_120" id="Page_120"></a>[120]</span>chances so far as the self-awakening sex life +is concerned if we did not know that it is impossible, without more harm +than good to keep the child from such perfectly normal relations with +other children as almost certainly will expose it to disastrous +misinformation a suggestion.</p> + +<p>Whatever ought to be said of the importance of the home tradition and +ideals and the general physical and moral regimen of the child (and these +are of supreme importance), the facts of the last two paragraphs lay the +ground for this general statement: that in the case of a child whose moral +and sexual environment has been bad and perverting, proper sex instruction +cannot make matters worse, whereas in the best families much harm may +arise from the lack of such instruction.</p> + +<p>If any information is imparted to the child at all, the first instruction +should properly come from one or other of the child's parents. It is +sometimes the case that opportunity for the first information is presented +when the child asks questions. And the supposed question of the child is, +"Where did the baby come from?" Our course would be much smoother <span class="pagenum"><a name="Page_121" id="Page_121"></a>[121]</span>if +every child asked its mother or father this question, or if every child +began with this particular question, or if every child asked any question +at all. Sometimes the child asks the nurse this question; sometimes the +child is an only child or for some other reason this question never occurs +to it; sometimes the child's first question pertains to some curiosity +about its own navel, or "where eggs come from," or "why the hen makes +them," or "how they get into the hen," or what is meant by "half shepherd +and half St. Bernard." But children do not ask the questions that the +books say they ask, and ready-made answers do not always apply.</p> + +<p>Whether a child asks the conventional questions or the unexpected +questions, and whether it asks questions or not, the parent ought to have +some pretty definite notion of when, what, and how to tell a child. A +child's questions about the baby should be answered truthfully; all such +replies as escape by the stork, cabbage-patch, or grocer-boy route should +be avoided. It goes without saying that children's questions should be met +seriously and even reverently, and that parents should never <span class="pagenum"><a name="Page_122" id="Page_122"></a>[122]</span>speak of nor +allude lightly, jokingly, or irreverently to sex relationships in the +child's presence.</p> + +<p>A child may ask a question prematurely, or at a time when the parent finds +it impossible to answer in such a way as to make the desired impression or +to avoid the undesirable impression. The postponement should be frankly a +postponement, and the parent should answer the question at some later time +chosen by the parent and upon the parent's own motion. If the child never +affords the parent a natural opening for the first or later conversation, +the parent should make the opening by reference to the recent arrival of a +baby in the child's home, or in some neighbor's family, or even to the +arrival of kittens or chicks.</p> + +<p>Such preliminary information should come at or near the first asking of +questions, or if no questions are asked, at any convenient time between +the ages of six and eight years, and in any case before the child goes to +school or mingles much away from home with other children. It is a mistake +to suppose that very much need be said to the young child. If the child's +normal curiosity is satisfied in a clean <span class="pagenum"><a name="Page_123" id="Page_123"></a>[123]</span>way from the right source, that +is sufficient. Especially should it be advised of the truth about those +facts concerning which it is liable be misinformed in its contacts with +other children. Only, parents ought to remember that their child, however +carefully brought up and protected, at any time and of its own motion, may +itself be that corrupting "other child" against which we are so sedulously +warned!</p> + +<p>Or, again, the child when it has been duly instructed by parents may +without harmful intentions talk too freely with other children. It may do +some harm to other children in this; but what is more likely, it may +receive harm by calling out uninformed and hurtful conversation from the +other side. For this reason, a parent in talking to children should be +careful to explain that they should not talk to others. If they are +properly brought-up children, their modesty will respond, and their +trained obedience will keep faith.</p> + +<p>This is the place to try to make clear the importance of such secrecy and +confidence between parents and child. There is a secrecy which adds a +glamour of pleasurable naughti<span class="pagenum"><a name="Page_124" id="Page_124"></a>[124]</span>ness, leading straight to prudery and +pruriency with all their consequences. Such secrecy is the sort that +develops when parents do take the child into their confidence. Such +harmful secrecy is not to be confounded with the confidence between parent +and child. In opposing the harmful kind of secrecy, there are those who +very wrongly, as I believe, object to any secrecy; who say, "All things +are clean; why should any difference whatever be made between the lungs or +the stomach, and the sex organs; it is often the very making of any +distinction that causes and helps cause all the trouble." Now the case +against all secrecy would be valid if the premises of the argument were +sound. Roughly speaking, lungs are lungs, and stomachs are stomachs, but +the sex organs and their impulses, reflexes, and irradiations are +connected with the subtlest complexes of mind and affections, inextricably +connected with everything human, with further irradiations into the entire +social body.</p> + +<p>By all that makes it important to prevent the private and mutual secrecies +of children, by so much and ten times more is it important to establish +confidential secrecy between par<span class="pagenum"><a name="Page_125" id="Page_125"></a>[125]</span>ent and child. For in so doing, you not +only prevent the undesirable secrecy, but you build normally on modesty; +you lay foundations for a true sense of shame, disgust, and disgrace; and +in doing so, set up one of the strong defenses against perversions and +prurient allurement and seduction.</p> + +<p>Prudery should be made impossible and true modesty conserved by proper +secrecy in sex matters, and back of that by the proper attitude, +conversation, and practice in the child's familiar domestic functions. +Prudery and modesty must not be confounded; for by as much as we condemn +the one, ought we to value the other.</p> + +<p>Up to the time, then, that a child goes to school, everything has probably +been done that can be done so far as its instruction is concerned, (1) if +the child has been kept as far as possible from foul suggestions from +others; (2) if the child has had its questions honestly answered or +temporarily though unevasively postponed; (3) if the child knows from its +parents' lips that it came into the world from its mother's body, first +growing there "beneath its mother's heart" until it was strong enough <span class="pagenum"><a name="Page_126" id="Page_126"></a>[126]</span>to +be born; and that the mother would never have wished to have her child +grow in her body had it not been that there was a strong man who would +care for both mother and little child with great love and tenderness; that +there has to be a father to love the mother and child, and that, +therefore, mother and child must love the father, and the child must love +both father and mother, and that this love is what makes the home; and (4) +if in the process of imparting information, confidence has been +established and modesty conserved.</p> + +<p>Anyone who has ever seen a group of six- to ten-year-old boys and girls +stand side by side and gaze with rapt but natural wonder and delight at a +bureau drawer or chest full of the beautiful little garments waiting and +ready for an expected child can never doubt the wisdom of a child's +knowing from the start some better version of the story than any of the +evasive temporizings of the conventional parent.</p> + +<p>What shall the parent do who has never spoken of these things to his child +until now the child is ten, eleven, or twelve years of age, and especially +if the parent has given the child one of these evasive answers in reply to +its <span class="pagenum"><a name="Page_127" id="Page_127"></a>[127]</span>innocent questions? It may be said in passing that if the parent has +thus evasively answered the child's first questions, he will never be +bothered in all probability with any more questions. For the best way to +set up the barrier is to answer questions falsely; and one way to +establish confidence and to facilitate further communication is to answer +truthfully.</p> + +<p>The child may know more or less than you think it knows. The parent does +not know what a ten- or twelve-year-old child knows or does not know. +Again, a parent does not know at what time or in what way or to what +extent the child's sexual life and impulse have already awakened. And the +parent does not know to what extent the child may know "what ain't so." It +is a mistake in most cases for the parent to try to find answers to these +questions by questioning the child. For just as a parent may start wrong +by deceiving the child, so the child may start wrong by deceiving the +parent, and even a pretty good child, especially after it has been +deceived by the parent, is likely to follow the same cue when it is +questioned by the parent. The parent should not tempt the child to such a +misstep.</p> + +<p><span class="pagenum"><a name="Page_128" id="Page_128"></a>[128]</span>Again, the parent, whether mother or father, should never try to open the +conversation or resume it at a time when the boy or girl is likely to be +interrupted or distracted or is eager at the moment to be somewhere else +and doing something else. The mother and daughter quietly sewing together, +or the father and son off for a walk, or sitting on a log, or lying on the +grass, are ready for a confidential talk.</p> + +<p>If the boy or girl was deceived in response to its first questions, the +father or mother may retract in some such way as this: "Do you remember, +Molly, that when you asked me where your baby brother came from, I told +you the doctor made us a present? Well, that's the way fathers and mothers +answer little children, just as we told you that Christmas presents came +from Santa Claus. You came to know that papa and mamma are Santa Claus and +that Santa Claus is a fairy story—and so you have probably already +learned how the baby came. The baby really grows in the mother's body—did +you know that? Do you know how long it takes for it to grow there? No? It +takes nine months. Before you were born, you were growing inside of your +mother's body.<span class="pagenum"><a name="Page_129" id="Page_129"></a>[129]</span> The blood from your mother's body flowed into your body; +in this way your body grew. When the baby comes out of its mother's body, +it does not hurt the baby, but it hurts the mother. It was so when you +were born, but your mother was so happy to think she was to have a baby +and to feel it growing inside her body that she did not think much about +the pain. If your mother is ever a little tired and cross, you must +remember that she loves you beyond anything that pain can measure and that +she deserves your tenderest care."</p> + +<p>At this or some other fitting time, the father or mother may give the +child some further intimation of the process by which the child comes to +grow in the mother's body, and in some such way as follows: "Some one may +have told you how babies come to grow in their mothers' bodies. But most +people are ignorant about these things. I think I can explain it to you a +little if you will look for a moment at this flower that I have in my +hand, because the coming of a baby in the mother's body is in some ways +like the coming of the seed in the body of the flower. You have probably +learned at school in your nature-study work that these <span class="pagenum"><a name="Page_130" id="Page_130"></a>[130]</span>are—what? Yes, +the petals. And these stamens, and this is the pistil. Do you notice the +powder on the end of the stamen? That is called pollen. If you put that +powder under magnifying glass, each grain will look like a grain of wheat. +Now, do you notice that the pistil spreads out here at the base like a +vase with a narrow neck and big bowl? I am going to cut the thick part +open. Do you notice those tiny things like seeds? Yes, those are seeds, +but they would not grow just by themselves. A grain of that pollen gets on +to the end of the pistil (sometimes the wind, sometimes a bee puts it +there), and immediately it begins to send a long thread from itself right +down the center of the pistil, and this thread carries at the front the +heart of the pollen grain, and when it reaches the tiny seed the two go +together and the heart of the pollen joins with the heart of the seed and +then it is a true seed and can grow,—and can grow into another plant that +can have flowers that can have seeds, and so on almost forever. No one +fully understands this very wonderful fact. We only know that it is a +fact,—that the heart of a seed from a father flower had to join to the +<span class="pagenum"><a name="Page_131" id="Page_131"></a>[131]</span>heart of a seed of a mother flower before a true seed that can grow into +a plant is born. And we only know that something like this is true about +father and mother animals, and that something like this is true of our own +human father and mother."</p> + +<p>So much to show how the parent may "break in," for that is often the +crucial thing. After the start is made, details may be found in the books +provided for just this purpose.<a name="FNanchor_40_40" id="FNanchor_40_40"></a><a href="#Footnote_40_40" class="fnanchor">[40]</a> Indeed, after beginning, it is +sometimes better to put the right book into the boy's hands; or better yet +to read the book with the child. Especially is the latter course +preferable if the book seems at any point unwise,—and there are few books +prepared for children which are not at some point or other unwise. Only, +in all this process of definite instruction in which analogies from the +life of plants and animals are used, the instructor must make sure that +the illustrations are thought of as analogies for the anatomy and biology +only, and guards must be reserved, implicitly and explicitly, against the +child's supposing that everything <span class="pagenum"><a name="Page_132" id="Page_132"></a>[132]</span>in plants and animals is normal for +human beings. All that the child learns of reproduction of plants and +animals should be related to the home and affectional life even of +animals, and the analogy between animals and man should stop far short of +that to which in all the animal world there is no real analogy—the life +and meaning of the higher order of human family life.</p> + +<p>If the proper person to teach the child is the parent and if the parent +does not know how, the obvious thing to do is to call the parents together +and to try to teach them how. Besides meetings for parents (fathers and +mothers together), excellent results have come from meetings for fathers +and sons addressed by a man, and from meetings for mothers and daughters +addressed by a woman.</p> + +<p>The following details as to arrangement and conducting of parents' +meetings may be of value. For such meetings in the public school, the +consent of the local school board must be obtained. This ought not to be +granted if those seeking permission are either cranks or quacks. The Viavi +people are said to be obtaining such permission for use of schoolhouses +<span class="pagenum"><a name="Page_133" id="Page_133"></a>[133]</span>under the specious plea of social hygiene. Others, well intentioned but +with extreme purist ideas and unwise methods, occasionally volunteer their +services. The school authorities should be cautious. But when those who +apply are intelligent and honest and above question as to their standing +and judgment, school boards ought not only to consent, but to support and +coöperate. A grudging consent, mixed with indifference, finds its way by +capillary attraction to the school principals and teachers and constitutes +a real hindrance. When the consent of the school authorities has been +obtained, the next step is the selection and training of speakers and the +notification or the parents. Where permitted, the notices or invitations +should be sent out by the school in which the meeting is to be held, by +mail, sealed, to every home in the district whence pupils in that school +come. This should be done even if the local society has to pay the +postage. If the school authorities will not or cannot do this, then cards +of invitation should be sent home through the pupils. In either case, the +invitation should be so worded as to do no harm to the children who may +read it.</p> + +<p><span class="pagenum"><a name="Page_134" id="Page_134"></a>[134]</span>Parents' meetings may be addressed by two speakers, a physician and a +layman. The two speakers should get to the schoolhouse in time to see that +the speaker's desk and chair are not on a high platform too far from the +little group of parents. The chair and table should be brought down to the +floor close to the seats and the parents brought forward. The principal of +the school should introduce the layman, accompanying the physician, to be +chairman of the evening. The chairman should make a brief address, as +outlined in the syllabus provided by the Committee on Education of the +Society, introducing the physician. The physician should make a brief +address as outlined in the syllabus, and then, after proper explanations, +the physician should resume his chair. Both physician and layman, seated, +should engage in a dialogue, in which the layman should endeavor with all +the intelligence, sympathy, and skill at his command to put himself in the +place of the humblest parent in the room and ask such questions of the +physician as such a parent might ask or ought to ask. For example:—</p> +<p><span class="pagenum"><a name="Page_135" id="Page_135"></a>[135]</span></p> +<div class="blockquot"><p>Layman, "Doctor, I have a little boy four years old. When ought I to +talk to him about sex matters?"</p> + +<p>Physician, "When the child asks questions."</p> + +<p>Layman, "What do you mean by that?"</p> + +<p>Physician, "Well,—suppose the child asks where the baby came from?"</p> + +<p>Layman, "What do you say if the child asks that?"</p> + +<p>Physician, "I would tell it that the baby grows in its mother's body," +etc.</p> + +<p>Layman, "I have a little boy eight years old to whom I have never +talked about these things. What do you advise?"</p> + +<p>Physician, "I would take the first opportunity, some time when the boy +is not likely to be interrupted. Refer to some newly arrived or +expected baby and tell him frankly where the baby comes from."</p> + +<p>Layman, "But Doctor, I have already told him that a stork brought the +baby."</p> + +<p>Physician, "Then tell him you told him that as a fairy story like the +Santa Claus story, but that now he is old enough to know the truth. +Then tell him the truth."</p> + +<p>Layman, "But I find it hard to talk about these things and I am afraid +my child might ask me questions I could not answer."</p> + +<p>Physician, "There are books, a list of which will be handed you, which +you can read, and parts or all of which you can read to your child."</p> + +<p><span class="pagenum"><a name="Page_136" id="Page_136"></a>[136]</span>Layman, "What if my child asks me a question I can't answer."</p> + +<p>Physician, "Don't dodge or evade. If you must postpone an answer, do +so frankly with a promise that when you can you will answer, or that +you will put him in the way of getting good information by reading or +otherwise."</p></div> + +<p>This conversation should be extended to apply to adolescent boys and girls +and to young men and women. Enough has been given to show the nature and +spirit of the dialogue. The people's interest never flags. The layman must +ask all the strategic questions, and he must keep at it until he gets +answers in simple, understandable terms. If the physician uses "function" +or "coöordinate" or "puberty" or "adolescence" or other academic terms, +the layman must force simple words at every turn; and in any attempts to +describe what a parent should say to a child, the layman should take care +that a child's comprehension is reached and that the parent is guided as, +to vocabulary. Both speakers should lift the level of their counsels above +that of mere physical prudence; they should explain and duly emphasize the +moral issue.</p> + +<div class="footnotes"><h3>FOOTNOTES:</h3> + +<div class="footnote"><p><a name="Footnote_40_40" id="Footnote_40_40"></a><a href="#FNanchor_40_40"><span class="label">[40]</span></a> A classified bibliography is provided at the end of this +volume.</p></div> +</div> + + +<hr style="width: 65%;" /><p><span class="pagenum"><a name="Page_137" id="Page_137"></a>[137]</span></p> +<h2><a name="CHAPTER_IX" id="CHAPTER_IX"></a>CHAPTER IX</h2> + +<h2><span class="smcap">teaching phases: for boys</span></h2> + +<h3><i>By Harry H. Moore</i></h3> + + +<p>The adolescent boy is the hope of our race. He is the man in the making. +Whether he is to be a constructive force, a nonentity, or a destructive +force depends largely on influences during this period. In adolescence the +processes of destruction are quick and sudden. Statistics of reformatories +and prisons show that either crime itself or the moral breakdown which +leads to crime begins in boyhood. A study of the lives of great +constructive characters shows that their success was largely determined by +influences during this period. Certainly, there is no more important task +for our nation than the training of our boys.</p> + +<p>Adolescence begins at puberty, the transition period during which the sex +functions come into full prominence. Its beginning is marked by great +physical changes. There are also mental and psychic changes. This fuller +develop<span class="pagenum"><a name="Page_138" id="Page_138"></a>[138]</span>ment of sex means for the youth new power, new emotion, new +capacities for enjoyment of life. At this time the will should emerge as +an asset of character. The boy now desires more knowledge of the new world +in which he finds himself. He wants to see it by day and by night. He +wants to be physically active, or entertained. He belongs to some sort of +gang and is loyal to it. His is an age of hero worship.</p> + +<p>If the knowledge and the entertainment he finds is wholesome, if the gang +is a good one, if the hero is a noble character, if, with emotion and new +powers, there is also a strong will, all goes well. But if these +influences are not helpful and the will is weak, the result may be quickly +disastrous.<a name="FNanchor_41_41" id="FNanchor_41_41"></a><a href="#Footnote_41_41" class="fnanchor">[41]</a></p> + +<p>Inquiry into the lives of any considerable number of adolescent boys leads +one to believe that there exists what almost might be called a conspiracy +of silence, misinformation, and bad influence against most boys of this +age. Parents for the most part either evade or answer untruthfully the +questions of their six-, seven-, <span class="pagenum"><a name="Page_139" id="Page_139"></a>[139]</span>and eight-year-old boys regarding birth +and reproduction. From this time on, nearly all boys receive many false +and low ideas regarding sex, marriage, and the relationship between men +and women.</p> + +<p>After the stork story, there come incorrect versions of reproduction from +boy companions. Then come notes at school, picture cards, comic weeklies, +quack advertisements, and unwholesome vaudeville acts. These destructive +influences come, for the most part, entirely unsolicited, in response to a +normal desire for knowledge and clean entertainment. Boys seldom go to +their first shows to see what is vulgar or sensual. They go for clean fun, +gymnastics, magicians, and other legitimate amusements. The unwholesome +features are thrust upon them.</p> + +<p>As a result of these influences on the impressionable mind of the growing +boy, he comes to regard sex as low and vile instead of sacred. He acquires +a vulgar vocabulary which he necessarily uses in his thinking and +sometimes in his conversation. The silence and evasive answers of adults +withhold healthful knowledge and increase curiosity. Curiosity often +<span class="pagenum"><a name="Page_140" id="Page_140"></a>[140]</span>leads to investigation, which often results disastrously.</p> + +<p>The specific evil results are of three kinds: (1) masturbation; (2) +needless mental suffering due largely to ignorance; (3) illicit +intercourse.</p> + +<p>Masturbation is prevalent among boys. Two hundred and thirty-two replies +were received to a question asked college students regarding their +severest temptations of school days. Of these, one hundred and thirty-two +said that masturbation had been one of their severest temptations and one +hundred and thirty-one said they had yielded to it.<a name="FNanchor_42_42" id="FNanchor_42_42"></a><a href="#Footnote_42_42" class="fnanchor">[42]</a> Similar inquiries +have brought similar results. The sum total of vitality lost to humanity +by this practice is great.</p> + +<p>There is much needless mental suffering among boys and young men due to +ignorance and false ideas advanced by quacks. Groundless fear, brooding +anxiety, and despair sometimes start before adolescence and often last +into the twenties. Physical peculiarities of no consequence sometimes +cause boys to fear that they are abnormal. Unaware of the fact that +<span class="pagenum"><a name="Page_141" id="Page_141"></a>[141]</span>spontaneous nocturnal emissions are to be expected, many suffer mental +anguish. According to one writer, a single New York dealer had 3,000,000 +"confidential" letters, "written to advertising medical companies and +doctors, mostly by youth with their heart's blood."<a name="FNanchor_43_43" id="FNanchor_43_43"></a><a href="#Footnote_43_43" class="fnanchor">[43]</a> Large sums of +money are obtained by quacks everywhere for treating normal conditions. +Many men have applied to the Advisory Department of the Oregon State Board +of Health after years of worry. Although those who apply are no longer +boys, most of their troubles began in boyhood. A large proportion of the +suffering could have been avoided by simple instruction in sexual hygiene.</p> + +<p>Social vice often occurs in adolescent boyhood, both as a direct result of +unmastered passion and as an indirect result of individual vice. In some +cases, the habits a boy forms in his early 'teens make him a subject of +venereal disease in later life. A doctor writes, "I am aware that it is +popularly supposed that self-abuse and sexual intercourse are +antagonistic—by many, the one is regarded as a necessary alternative of +the other. So far from being a pro<span class="pagenum"><a name="Page_142" id="Page_142"></a>[142]</span>tective, the former is a most powerful +provocative of the latter. According to my own observation, it is not the +strongly sexed, the most virile young men, who are most given to +licentiousness, but those whose organs have been rendered weak and +irritable from this unnatural exercise—in whom the habit of sensual +indulgence has been set up, and in whom self-control has not been +developed by exercise."<a name="FNanchor_44_44" id="FNanchor_44_44"></a><a href="#Footnote_44_44" class="fnanchor">[44]</a> This combination of silence, misinformation, +and bad influence causes a damnable attitude of mind on the part of the +boy toward women, love, marriage, and the home.<a name="FNanchor_45_45" id="FNanchor_45_45"></a><a href="#Footnote_45_45" class="fnanchor">[45]</a></p> + +<p>The experience of a Chicago business man with his sixteen-year-old son is +told in a recent popular magazine. Whether an actual occurrence or not, it +is typical of conditions in most any city.</p> + +<div class="blockquot"><p>I do not desire to convey the idea that our boy was a wicked boy. He +was not. He was just the average type of what we call the "upper +middle-<span class="pagenum"><a name="Page_143" id="Page_143"></a>[143]</span>class" boy. He was merely tuned to the low moral tone of the +city. Vice to him was not a monster of hideous mien. He had seen it +from childhood.... I knew that a greater part of his ideas on +patriotism, on women, on the sanctity of marriage were but reflections +of views he had heard expressed, often tritely and cleverly, and +cynicism born of hearing such things flaunted over the footlights or +dished out as "clever" in the newspapers.</p></div> + +<p>In the father's earnest efforts to understand the remedy for the +situation, he is reminded of his own experience when he began life in the +city. He continues:—</p> + +<div class="blockquot"><p>The boy's words awakened memories. I recalled the sense of shocked and +shamed decency I felt when first I came to the city, a boy almost, and +fresh from the country; how I tossed in my bed trying to see as right +things that every one in the city appeared to accept as a matter of +course, but that, from earliest boyhood I had been taught to regard as +wicked. I could not for many months become accustomed to seeing +immodestly dressed women on or off the stage, or to hearing +half-veiled indecency flaunted from the stage, blazoned in the +newspapers, or used even in ordinary conversation. I could not get +used to ... scenes and actions directly forbidden as unforgivable at +home.<a name="FNanchor_46_46" id="FNanchor_46_46"></a><a href="#Footnote_46_46" class="fnanchor">[46]</a></p></div> + +<p><span class="pagenum"><a name="Page_144" id="Page_144"></a>[144]</span>We are horrified by certain vices, the public now and then cries out +against specific manifestations of lust, and sometimes it is with +difficulty that mobs are restrained from violence But about much of our +immorality there is an attractiveness that has made it acceptable and even +wins for it applause. The influence is there, and it is insidiously and +perniciously working itself into the minds of our boys Many commercialized +amusements now exploit the sex impulse. It is impossible to measure the +effects of such exploitation.</p> + +<p>There are brighter pictures. Those who have intimate relation with +hundreds of boys learn to admire the American boy for his earnest desire +to be clean and strong and for his attitude toward the sacred things of +life. If we give the boy positive help, we may expect him to grow into +noble manhood. We would not remove him from all the evil in the world, but +we may expect a minimum of harm as a result of contact with evil. We may +not expect to keep him away from all foul talk; but we may make foul talk +disgust rather than attract him. The American boy is normally clean. If we +will do our part, he will respond.</p> + +<p><span class="pagenum"><a name="Page_145" id="Page_145"></a>[145]</span>William Holabird represents a type which may well be taken as an example +in sex education.</p> + +<div class="blockquot"><p>While chiefly known to the public as a golfer, Holabird was catcher on +the school baseball team, half-back on the eleven, held the gold medal +for the inter-class track meet, and, in fact, excelled in all athletic +sports. As a scholar he always ranked high. He was devotion itself to +his parents, his brothers and sisters, respectful to his elders, a +leader among his associates, and beloved by all who knew him; tall in +stature and muscled like a Greek god, with clear-cut, delicate, +refined, and manly features.... With a rare combination of strength +and gentleness accompanied by a bearing and life well illustrating "He +was one of nature's noblemen."... A splendid athlete, with a life +without a spot or stain, he was a natural leader and a model for all +the fellows in the school. The younger boys followed and imitated +him.... He hated everything false or unclean or vulgar. To us all, men +and boys alike, it was an inspiration to know him.<a name="FNanchor_47_47" id="FNanchor_47_47"></a><a href="#Footnote_47_47" class="fnanchor">[47]</a></p></div> + +<p>Our standards for boys and men have been too low. Charles Wagner says, in +writing of youth and love:—</p> + +<div class="blockquot"><p>Chastity has a host of enemies.... These enemies are quick to throw at +your head, as an unan<span class="pagenum"><a name="Page_146" id="Page_146"></a>[146]</span>swerable argument, "He who tries to play the +angel, plays the fool."</p></div> + +<p>But he continues:—</p> + +<div class="blockquot"><p>Many play the fool who have never tried to play the angel. They have +not fallen into the mud because they tried to fly too high, but +because they began too low down.... A society which permits license in +youth, and counsels it, degrades love.... Sin against love at its +base,—in youth,—and the life of the whole nation is torn, and +suffers immeasurably.... The rule of conduct here is chastity Every +infraction is a sin. Though this law may seem difficult and severe, it +is the only safe one. Morality without it is but rubbish.<a name="FNanchor_48_48" id="FNanchor_48_48"></a><a href="#Footnote_48_48" class="fnanchor">[48]</a></p></div> + +<p>A start has been made. During the last decade, we have declared that we +must no longer have two standards of purity, one for the man and another +for the woman. We recognize a difference between the nature of the man and +the nature of the woman; but as our goal and as our standard for practical +life, we have abandoned "the double standard." This is a great advance, +for our young people as a whole measure up fairly well to standards which +society as a whole sets for them. It is entirely within reason to expect a +large majority of our <span class="pagenum"><a name="Page_147" id="Page_147"></a>[147]</span>boys to reach full maturity and marriage with an +absolutely clean record, as far as personal and social purity are +concerned. In fact, we should be constantly working toward a time when the +personally impure boy and the socially impure young man will be +eliminated. Both the men and the women of our nation must demand this.</p> + +<p>There are many ways by which we may guide and help the adolescent. Only +the abnormal boy is not active and curious. If we do not provide wholesome +activity, boys are likely to find activity which is destructive in its +influence. Therefore, we must do far more than mitigate bad influences. We +must plan proper regimen. We must supply a steady succession of +constructive activities as well as definite instruction to satisfy +curiosity. No other course will do.</p> + +<p>In the matter of regimen, wholesome food, sufficient sleep, proper +clothing, bathing, fresh air, and physical exercise are of great +importance. The life and energy and passion of the adolescent boy must not +be checked, but diverted into wholesome and constructive channels.</p> +<p><span class="pagenum"><a name="Page_148" id="Page_148"></a>[148]</span></p> +<div class="blockquot"><p>Excessive mental labor, a sedentary life, pernicious reading, +idleness, can transform into a tormenting and persistent desire that +which, without it would have been easily mastered. On the other hand, +a healthful regimen, energetic habits, amusements and physical fatigue +are diversions so useful that, thanks to them, the most critical years +pass by unnoticed.<a name="FNanchor_49_49" id="FNanchor_49_49"></a><a href="#Footnote_49_49" class="fnanchor">[49]</a></p></div> + +<p>A daily cold shower, followed by a vigorous rubdown, is beneficial if the +boy reacts favorably to it. The bath, acts as a sedative.</p> + +<p>The value of gymnasium work, track and field athletics, swimming, and +"hiking" is constantly demonstrated in the lives of American boys.</p> + +<div class="blockquot"><p>Athletics are to be recommended as possessing a positive prophylactic +value against the indulgence of sensual propensities. Physical +exercise serves as an outlet for the superabundant energy which might +otherwise be directed toward the sexual sphere. In the period of +"storm and stress" which characterizes pubescence and which often +leads to nervous perturbation and excitement ... there is no better +divertitive from sexual thoughts than active athletic exercises pushed +to the point of physical fatigue, as a relief to nerve tension.<a name="FNanchor_50_50" id="FNanchor_50_50"></a><a href="#Footnote_50_50" class="fnanchor">[50]</a></p></div> + +<p><span class="pagenum"><a name="Page_149" id="Page_149"></a>[149]</span>In addition, physical exercise tends to develop an ambition to excel, to +become physically strong and robust. With such an ambition, boys realize, +intuitively to a certain extent, that to succeed they must refrain from +vice. Physical exercise has a fourfold moral value: it substitutes +wholesome activity for vice; it serves as an outlet for excess of nervous +energy; it develops the will; it develops ambition to be virile. All +wholesome recreation is an enemy of impurity. Jane Addams says that +recreation is stronger than vice, and that recreation alone can stifle the +lust for vice.<a name="FNanchor_51_51" id="FNanchor_51_51"></a><a href="#Footnote_51_51" class="fnanchor">[51]</a> Recreation which involves physical activity is the most +helpful to the adolescent boy.</p> + +<p>The boy's companions are important. Emerson says, "You send your child to +the schoolmaster, but 'tis the schoolboys who educate him."<a name="FNanchor_52_52" id="FNanchor_52_52"></a><a href="#Footnote_52_52" class="fnanchor">[52]</a> Books +which contain high ideals of manhood and also of womanhood are obviously +helpful, as are also dramas of this character. And finally those general +principles of moral and religious education must be used, without <span class="pagenum"><a name="Page_150" id="Page_150"></a>[150]</span>which +we can have no strong foundation for clean living.</p> + +<p>If we have failed to give proper instruction previous to adolescence, we +now have a golden opportunity (and in thousands of cases, our last +opportunity) to save the adolescent to a life of purity. As a rule, he has +ideas of sex life which are, at least, unwholesome. Curiosity is at a high +pitch, and passion is likely to be strong. Nevertheless, the ambitions and +ideals of a boy at adolescence are high. He will fight to be clean if he +understands that clean living means the acquisition of strength. He would +rather have virility than anything else in the world.</p> + +<p>As to method, let us deal with the boy as a creature with reason. The best +plan is to place before boys a standard of virile manhood, and then to +show how such a standard may be met by clean living. Real characters who +have achieved high standards of vigor should be shown as heroes worthy of +imitation. Lincoln is known by most adolescent boys to have been a man of +great physical strength. He was "a man without vices, even in his youth, +but full even in ripe age of the sap of virility."<a name="FNanchor_53_53" id="FNanchor_53_53"></a><a href="#Footnote_53_53" class="fnanchor">[53]</a> The <span class="pagenum"><a name="Page_151" id="Page_151"></a>[151]</span>effect of +clean living upon nations may also be spoken of. Charles Kingsley writes +of the Teuton:<a name="FNanchor_54_54" id="FNanchor_54_54"></a><a href="#Footnote_54_54" class="fnanchor">[54]</a>—</p> + +<div class="blockquot"><p>It was not the mere muscle of the Teuton which enabled him to crush +the decrepit and debauched slave nations.... It had given him more, +that purity of his: it had given him, as it may give you, gentlemen, a +calm and steady brain, and a free and loyal heart; the energy which +comes from self-restraint; and the spirit which shrinks from neither +God nor man, and feels it light to die for wife and child, for people +and for Queen.</p></div> + +<p>Because thousands of our boys are now growing into manhood who will never +receive the advantages of such a plan as we hope will be worked out during +the next decade,—boys who are now at the danger point,—an emergency +exists that must be met in the best way possible. For these boys, we are +now forced to give single talks or short series of talks. Just what facts +should be mentioned in a talk to any particular group of boys is a matter +which must always be governed by the age, development, and environment of +the boys concerned.</p> + +<p><span class="pagenum"><a name="Page_152" id="Page_152"></a>[152]</span>The first task for a teacher or a speaker giving a single lesson or a +series of lessons is to set up a high standard of manhood. The lessons may +concern the development and the conservation of virility. The teacher may +explain that virility means not only muscular strength but endurance, +energy, will power, and courage; and that in addition to these, a true man +has chivalry,—he is concerned for the welfare of others, especially for +the safety of women and children. He must possess more than physical +prowess; he must possess human virtues or he is no better than a brute. +The need for the conservation of virility in the race as well as in the +individual should be explained. Boys should see that the conservation of +virility in men is of far more importance than the conservation of our +water-power or our mines,—that we owe a duty not only to ourselves, but +to the nation and to the next generation.</p> + +<p>A statement somewhat like the following can then be made: "It is our duty +to pass on to the next generation at least a little more vitality than we +inherited from the past generation. It is, therefore, important that we +understand the main facts of reproduction, so that now we may <span class="pagenum"><a name="Page_153" id="Page_153"></a>[153]</span>live right +and make no mistakes which may cause us to reproduce inferior children +when we mature." The speaker may then describe the wonderful and beautiful +process of reproduction in plants, and explain that human reproduction is +a similar process.</p> + +<p>Under the subject of the development of virility, much time should be +spent upon a discussion of various ways by which virility can be +developed. The relative values of various kinds of physical exercise, +proper eating, the value of fresh air and of sufficient rest should be +emphasized. It may then be said that in addition to these things an +important source of virility is the absorption of the secretions of +various glands by the blood.</p> + +<p>The speaker may make a statement similar to this: "When our bodies were +designed, we were given reproductive organs for two different and distinct +purposes. We have referred to the second and final purpose of +reproduction. You already knew more or less about that. The earlier +function of the reproductive organs is not understood by most boys. It is +this: <i>the rebuilding of boys into men</i>. The first purpose and, in some +respects, the most im<span class="pagenum"><a name="Page_154" id="Page_154"></a>[154]</span>portant purpose of the reproductive organs is to +rebuild a boy into a man. It would be absolutely impossible for us to +become men were it not for these organs. I will explain this by three +illustrations."</p> + +<p>These three illustrations are generally very effective: an explanation of +the influence of the thyroid gland upon development; a comparison of two +horses, one of which was castrated when a colt; and the effect of +castration upon boys in Oriental countries.</p> + +<p>The speaker may then say that the testicles do two things: first, +manufacture the male germ cells, spermatozoa, which are the most highly +potentialized and highly energized portions of matter in all living +nature; and, second, secrete a substance that is absorbed by the blood, +giving tone to the muscle, power to the brain and strength to the nerves. +It should be made clear that this is one of the great sources of virility. +From the illustrations referred to, a boy is likely to draw conclusions +regarding the vital importance of the functions of the testicles and +regarding any possible misuse of them. It may be well at this point to use +a cross-section drawing showing <span class="pagenum"><a name="Page_155" id="Page_155"></a>[155]</span>the scrotum, the testicle, the seminal +vesicle, and the bladder.<a name="FNanchor_55_55" id="FNanchor_55_55"></a><a href="#Footnote_55_55" class="fnanchor">[55]</a> Some teachers will consider it desirable to +add that some boys, who do not understand the high purposes of these +organs, misuse them; that when such boys realize their mistake, if they +stop absolutely and at once, nature comes to the rescue and restores +virility.</p> + +<p>The talks should be essentially constructive. To warn boys against +horrible effects of masturbation and to tell them things not to do is a +poor method. It is far better to explain that by keeping clean a boy may +acquire virility. The boy can draw conclusions.</p> + +<p>In referring to the normality of seminal emissions, it should be explained +that the fluid excreted by a nocturnal seminal emission comes from the +seminal vesicles up in the body. This will show that the loss of fluid +involved in a nocturnal emission is different from the loss caused by +masturbation.<a name="FNanchor_56_56" id="FNanchor_56_56"></a><a href="#Footnote_56_56" class="fnanchor">[56]</a> In this connection, boys should be warned against quack +doctors; also against their advertisements which are often worded to scare +the ignorant.</p> + +<p><span class="pagenum"><a name="Page_156" id="Page_156"></a>[156]</span>The venereal diseases should be referred to in talks to adolescent boys. +In this connection, the four sex lies may be vigorously contradicted. +These are (1) that gonorrhea is no worse than a bad cold; (2) that sexual +intercourse is necessary for the preservation of health; (3) that +emissions are dangerous and lead to debility, lost manhood, and insanity; +and (4) that one standard of morality is right for men and another for +women.</p> + +<p>It should be explained that although both animals and human beings are +endowed with the sex instinct, only human beings have the gift of control. +That the sex instinct is a great blessing, and not a curse, should be made +clear. It may be stated that various blessings are sometimes converted +into sources of destruction when not controlled. A spirited horse is a +source of great enjoyment, but if not controlled may maim us for life. +Fire is a great blessing and a great joy to us when we are camping by a +lake or in the mountains; but, beyond our control, it may cause forest +fires. Temper, the capacity for anger, is highly desirable; but it must be +controlled or murder may result. We must control the sex instinct, <span class="pagenum"><a name="Page_157" id="Page_157"></a>[157]</span>or it +may control us and sink us lower than the brutes. On the other hand, if we +control this instinct, we gain virility, a keener appreciation of the +beauties of life, and life itself becomes richer and fuller.</p> + +<p>In conclusion, the appeal should be for clean living for the sake of +physical strength and vigor, not for one's own sake, but for the sake of +country and future wife and children.</p> + +<p>The standard toward which we are working in sex education involves the +dissemination throughout the school curriculum of such information as we +now give in a single talk. In addition to such nature-study work and +simple biology and physiology and hygiene as should be included in the +lower grades, there should be instruction in biology and in personal +hygiene required for all upper-grammar and all high-school students, as +soon as well qualified teachers are available. In personal hygiene a +proper amount of sex hygiene should be incorporated; and with the +treatment of other diseases, gonorrhea and syphilis should be given +adequate attention; the idea of the whole plan being to place all these +matters in their proper setting, without undue emphasis on matters of sex.</p> + +<p><span class="pagenum"><a name="Page_158" id="Page_158"></a>[158]</span>Either (first) as a part of one of these courses or (second) as a part of +some other general course, or (third) as a separate course, the following +subjects should be considered:—</p> + + +<ul> +<li>1. What is virility? +<ul> +<li>(<i>a</i>) Virility and the next generation.</li> +<li>(<i>b</i>) Virility and our nation.</li> +<li>(<i>c</i>) Types of virility.</li> +</ul> +</li> +</ul> + + +<ul> +<li>2. Muscle, exercise, and virility. +<ul> +<li>(<i>a</i>) How, when, and where to exercise.</li> +<li>(<i>b</i>) "Second wind."</li> +<li>(<i>c</i>) Rest.</li> +<li>(<i>d</i>) Will power.</li> +</ul> +</li> +</ul> + + +<ul><li>3. Food, good blood, and virility. +<ul><li>(<i>a</i>) What to eat.</li> +<li>(<i>b</i>) Tobacco.</li> +<li>(<i>c</i>) Clogged-up machines.</li> +<li>(<i>d</i>) Blood and other body fluids.</li></ul></li></ul> + + +<ul><li>4. Fresh air, bathing, and virility. +<ul><li>(<i>a</i>) Sleeping-porches, camping.</li> +<li>(<i>b</i>) How to bathe.</li> +<li>(<i>c</i>) Change of clothes.</li></ul></li></ul> + + +<ul><li>5. Virility and disease. +<ul><li>(<i>a</i>) Disease generally an unnecessary evil.</li> +<li>(<i>b</i>) Relative seriousness of tuberculosis, typhoid, syphilis, gonorrhea, diphtheria, colds, headaches, adenoids, enlarged tonsils.<span class="pagenum"><a name="Page_159" id="Page_159"></a>[159]</span></li> +<li>(<i>c</i>) Body and mind.</li></ul></li></ul> + + +<ul><li>6. Virility and certain glands. +<ul><li>(<i>a</i>) Importance of the thyroid gland and the testicles.</li> +<li>(<i>b</i>) Difference between stallion and gelding.</li> +<li>(<i>c</i>) Seminal vesicles.</li> +<li>(<i>d</i>) Quack doctors.</li></ul></li></ul> + + +<ul><li>7. Virility and reproduction.</li></ul> + +<ul><li>8. Fatherhood and the next generation.</li> +</ul> + + + +<p>In our attitude toward the boy, we must show him that we respect him, that +we have faith and confidence in him, and expect great things of him. We +should meet him on the level of a boy's everyday interests in sport, use +simple language, and no unnecessary technical terms. Some workers with +boys unwisely force confessions of guilt. We should respect the boy's +right of privacy.</p> + +<p>When we deal with boys in the mass, the grouping is difficult. Boys who +have reached <span class="pagenum"><a name="Page_160" id="Page_160"></a>[160]</span>the period of puberty should be in a separate group from +pre-pubescents, and boys who are well advanced in adolescence—those who +have been pubescent for two or three years—should be taught in still a +third group. This applies to single talks as well as to courses of +instruction.</p> + +<p>As far as we know the best basis of division between the pubescent and +pre-pubescent boy (when physical examinations are not possible) is the +change of voice. Only one who understands these matters well and knows the +boys should do the grouping. Even such a man should not adopt an arbitrary +basis of grouping but must take one boy at a time and place him in the +group for which he seems best fitted.</p> + +<p>We should endeavor to include the father in our plans of sex instruction +and be careful not to break down such confidence as exists between father +and son. We shall find that only a small proportion of fathers give their +sons any instruction in sexual matters, and that it is difficult to stir +them to action. In one investigation, it was found that one hundred boys +out of one hundred and twenty-one <span class="pagenum"><a name="Page_161" id="Page_161"></a>[161]</span>had received no sex instruction from +their fathers.<a name="FNanchor_57_57" id="FNanchor_57_57"></a><a href="#Footnote_57_57" class="fnanchor">[57]</a></p> + +<p>When confidence between father and son does exist, we should help the +father rather than relieve him of his task. It is difficult to discover +fathers who have confidential relations with their boys unless each family +is dealt with separately. The Oregon Social Hygiene Society has conducted +father and son meetings, and has required the father either to accompany +the boy or sign a card signifying his willingness to have his son attend. +Few fathers have attended, sometimes none at all. On one occasion there +were thirty-five boys and not one father.<a name="FNanchor_58_58" id="FNanchor_58_58"></a><a href="#Footnote_58_58" class="fnanchor">[58]</a> Requiring permission may be +regarded as an assumption that the talk is questionable; and, furthermore, +the requiring of special permission is likely to create an undesirable +attitude on the part of the boy. Plans for father and son meetings which +will be free from these objections will possibly be developed by other +schools or social hygiene societies. Our aim is <span class="pagenum"><a name="Page_162" id="Page_162"></a>[162]</span>so to educate one +generation of boys that when they become fathers they will inform their +son regarding these sacred relationships and functions of life.</p> + +<hr style='width: 45%;' /> + +<p>The boy is normally clean and wholesome. His first question regarding the +origin of life is a good question. When denied wholesome information, the +further investigation which often follows is indicative of desirable +qualities of character. Later, though disturbed by false ideas which have +been forced upon him, he still wishes to be clean and strong. He desires +to master low passions. He would rather have muscular strength and +endurance and energy and will power and courage and chivalry than any +amount of money. He shudders at the thought of causing suffering to an +innocent woman or child. He would sacrifice his life for the girl whom he +regards as the personification of loveliness and purity. If we will but +deal with him fairly and honestly, he will see in birth an ever-recurring +miracle; he will regard his body as a sacred temple; he will see in sex +power a source of richer and fuller life; he will respect women; he <span class="pagenum"><a name="Page_163" id="Page_163"></a>[163]</span>will +regard marriage as the most sacred relationship in life. Thus noble +manhood, a nation's greatest asset, will in large measure be achieved.</p> + +<div class="footnotes"><h3>FOOTNOTES:</h3> + +<div class="footnote"><p><a name="Footnote_41_41" id="Footnote_41_41"></a><a href="#FNanchor_41_41"><span class="label">[41]</span></a> John L. Alexander (editor), <i>Boy Training.</i> Association +Press, New York, especially pp. 11 to 22.</p></div> + +<div class="footnote"><p><a name="Footnote_42_42" id="Footnote_42_42"></a><a href="#FNanchor_42_42"><span class="label">[42]</span></a> <i>Pedagogical Seminary</i>, vol. <span class="smcap">ix</span>, no. 3. Worcester, +Massachusetts.</p></div> + +<div class="footnote"><p><a name="Footnote_43_43" id="Footnote_43_43"></a><a href="#FNanchor_43_43"><span class="label">[43]</span></a> G. Stanley Hall, <i>Adolescence</i>, vol. <span class="smcap">i</span>, p. 459.</p></div> + +<div class="footnote"><p><a name="Footnote_44_44" id="Footnote_44_44"></a><a href="#FNanchor_44_44"><span class="label">[44]</span></a> Prince A. Morrow in the <i>Transactions</i> (vol. <span class="smcap">i</span>, p. 88) of +the American Society of Sanitary and Moral Prophylaxis.</p></div> + +<div class="footnote"><p><a name="Footnote_45_45" id="Footnote_45_45"></a><a href="#FNanchor_45_45"><span class="label">[45]</span></a> Charles Wagner, <i>The Simple Life</i>, p. 181. (McClure, +Phillips & Co.) Caleb Williams Saleeby, <i>Parenthood and Race Culture.</i> +(Moffat, Yard & Co.) Francis G. Peabody, <i>Jesus Christ and the Social +Question</i>, p. 162. (Grosset & Dunlap.)</p></div> + +<div class="footnote"><p><a name="Footnote_46_46" id="Footnote_46_46"></a><a href="#FNanchor_46_46"><span class="label">[46]</span></a> "What my Boy Knows," <i>American Magazine</i>, New York, April, +1913.</p></div> + +<div class="footnote"><p><a name="Footnote_47_47" id="Footnote_47_47"></a><a href="#FNanchor_47_47"><span class="label">[47]</span></a> Robert E. Speer, <i>Young Men Who Overcame</i>, p. 21. (Fleming +H. Revell Co., Chicago.)</p></div> + +<div class="footnote"><p><a name="Footnote_48_48" id="Footnote_48_48"></a><a href="#FNanchor_48_48"><span class="label">[48]</span></a> Charles Wagner, <i>Youth</i>, pp. 248-50.</p></div> + +<div class="footnote"><p><a name="Footnote_49_49" id="Footnote_49_49"></a><a href="#FNanchor_49_49"><span class="label">[49]</span></a> Charles Wagner, <i>Youth</i>, p. 246.</p></div> + +<div class="footnote"><p><a name="Footnote_50_50" id="Footnote_50_50"></a><a href="#FNanchor_50_50"><span class="label">[50]</span></a> <i>The Boy Problem</i>, Educational Pamphlet no. 4, p. 26, of the +American Society of Sanitary and Moral Prophylaxis, 105 West 40th Street, +New York.</p></div> + +<div class="footnote"><p><a name="Footnote_51_51" id="Footnote_51_51"></a><a href="#FNanchor_51_51"><span class="label">[51]</span></a> Jane Addams, <i>The Spirit of Youth and the City Streets</i>, p. +20. The Macmillan Company, New York.</p></div> + +<div class="footnote"><p><a name="Footnote_52_52" id="Footnote_52_52"></a><a href="#FNanchor_52_52"><span class="label">[52]</span></a> Emerson, <i>Education</i>, p. 38. Riverside Monograph Series.</p></div> + +<div class="footnote"><p><a name="Footnote_53_53" id="Footnote_53_53"></a><a href="#FNanchor_53_53"><span class="label">[53]</span></a> Henry Bryan Binns, <i>Abraham Lincoln</i>, p. 356.</p></div> + +<div class="footnote"><p><a name="Footnote_54_54" id="Footnote_54_54"></a><a href="#FNanchor_54_54"><span class="label">[54]</span></a> Charles Kingsley, <i>The Roman and the Teuton</i>, p. 46.</p></div> + +<div class="footnote"><p><a name="Footnote_55_55" id="Footnote_55_55"></a><a href="#FNanchor_55_55"><span class="label">[55]</span></a> Winfield S. Hall, M.D., <i>From Youth into Manhood</i>, p. 32. +Association Press, New York.</p></div> + +<div class="footnote"><p><a name="Footnote_56_56" id="Footnote_56_56"></a><a href="#FNanchor_56_56"><span class="label">[56]</span></a> Hall, <i>Reproduction and Sexual Hygiene.</i></p></div> + +<div class="footnote"><p><a name="Footnote_57_57" id="Footnote_57_57"></a><a href="#FNanchor_57_57"><span class="label">[57]</span></a> From an investigation conducted by Dr. Winfield S. Hall.</p></div> + +<div class="footnote"><p><a name="Footnote_58_58" id="Footnote_58_58"></a><a href="#FNanchor_58_58"><span class="label">[58]</span></a> "A Social Emergency," First Annual Report of the Social +Hygiene Society of Portland, Oregon, and the Bulletin of the Oregon Social +Hygiene Society, vol. <span class="smcap">i</span>, no. <span class="smcap">i</span>.</p></div> +</div> + + +<hr style="width: 65%;" /><p><span class="pagenum"><a name="Page_164" id="Page_164"></a>[164]</span></p> +<h2><a name="CHAPTER_X" id="CHAPTER_X"></a>CHAPTER X</h2> + +<h2><span class="smcap">teaching phases: for girls</span></h2> + +<h3><i>By Bertha Stuart</i></h3> + + +<p>The normality of the reaction to sex knowledge depends upon the physical +and mental training of the child. Our thoughts concerning girls run in +fixed grooves. We believe that, in babyhood, instinct leads them to prefer +dolls to their brothers' guns and a little later renders them less active +physically and more gentle and tractable mentally. Because of this +supposed difference in instincts and because of a well-defined picture in +our own minds of the final product we wish to evolve, we build a structure +externally fair, but lacking the foundation to enable it to resist the +stress of time and circumstance. Because of our traditionally different +ways of dealing with girls and boys, we have produced girls who are not +healthy little animals, but women in miniature with nervous systems too +unstable to cope successfully with the strain of our modern complex life.</p> + +<p>The stability of the nervous system is de<span class="pagenum"><a name="Page_165" id="Page_165"></a>[165]</span>pendent upon the proper +development of the fundamental centers. Incomplete development of the +lower parts means incomplete development in the higher. These fundamental +centers are stimulated to growth and development especially by the +activity of the large muscle masses. Not only is the development of the +brain and nervous system dependent upon muscular activity, but the growth +and activity of the vital organs as well,—the heart, lungs, and digestive +system,—and the normality of sex life.</p> + +<p>All this we acknowledge in the case of the boy. Even with him, we fail to +live up to our convictions, as is shown by the long hours of inactivity in +school and the lack of suitable activities during recess periods. But on +the whole we encourage the boy to run and climb and jump and take distinct +pride in these accomplishments.</p> + +<p>The same accomplishments in our girls occasion alarm; we have an ideal of +gentle womanhood. Even though unrestrained up to the time she attends +school, the girl then enters upon the long career of physical repression +which characterizes her training. Parents, <span class="pagenum"><a name="Page_166" id="Page_166"></a>[166]</span>teachers, neighbors, and +schoolmates often seem to conspire to curb all the natural impulses upon +which her health and rounded development depend.</p> + +<p>Aside from the reproductive organs, the physical mechanism of the girl is +much like that of the boy. There is no peculiarity in the structure of the +reproductive organs to prohibit vigorous activity. The development and +health of these organs and their ligamentous supports are dependent +primarily upon the quality and free circulation of the blood, both of +which are preëminently the result of fresh air and exercise. If the +muscular system in general is well developed, there is no reason why the +muscular and ligamentous structure of the reproductive organs should not +be equally well developed. To insure their proper development, exercise is +essential.</p> + +<p>A questionnaire answered by girls at the University of Oregon shows that, +with few exceptions, plays and games were not indulged in throughout the +high-school period and systematic playing ceased for the majority in the +seventh and eighth grades. This custom prevails throughout the country. +Just at the time <span class="pagenum"><a name="Page_167" id="Page_167"></a>[167]</span>when a girl needs abundant and free open-air play to +develop the muscles, train endurance of the heart, and increase the +capacity of the lungs, she omits it altogether. This is one of the chief +factors in the anæmias and poor circulation common in that period. The +derangement in the blood results in digestive disturbances and loss of +appetite, followed by headache and lassitude which further disincline the +girl for activity. Add to this the nervous strain incident to endeavors to +carry on a successful social career, the nerve tension resulting from the +unhygienic clothing assumed at this time, the lack of the steadying +influence of home responsibilities, and we have ample cause for the +nervous, high-strung girl who is becoming so common that we are in danger +of regarding her as the normal girl.</p> + +<p>So greatly has the school curriculum encroached upon the home that the +girl has no longer time to share its responsibilities, nor is there longer +time for the family reading-circle, or music, or games for the maintenance +of the unity and fellowship of the home. This condition cannot but react +unfavorably upon the nervous system. If the brain is not rested and <span class="pagenum"><a name="Page_168" id="Page_168"></a>[168]</span>the +emotions satisfied by the relationships in the home, a feverish unrest, a +nervous irritability, a futile search supplant the calmness of spirit, +stableness of reactions and depth of contentment which must be long +continued to become a habit of mind.</p> + +<p>Our school systems of to-day are designed for a girl as strong physically +as a boy; in fact stronger than most of our city boys. Our girls should +possess as much vitality as our boys; but until we change our methods of +dealing with girls, we must treat them as they exist and not as the normal +individuals we hope some day to evolve. Most girls have +disorders,—"nervousness," headache, backache, constipation, colds, +fatigue, or pain at the menstrual period. So common are these disturbances +that we consult a physician only in extreme cases, and rarely seek the +cause of the condition or attempt more than temporary relief. A pain which +under ordinary circumstances would receive medical attention is viewed +with resignation when coincident with the menses. As a consequence of this +neglect, many girls suffer unnecessary drains upon their vitality.</p> + +<p><span class="pagenum"><a name="Page_169" id="Page_169"></a>[169]</span>We find all degrees of menstrual pain. It may be so mild as to be little +more than discomfort, or so intense that unconsciousness results. The pain +may be sharp and knife-like, or it may be a dull ache. It may be +localized, low down in one or both sides, distributed over the whole +abdomen or concentrated in the back. With this pain, there may be +headache, or a headache may be the only symptom. Frequently there is +gastro-intestinal disturbance—nausea, vomiting, diarrh[oe]a, or +constipation. In anæmic cases fainting is common.</p> + +<p>Local or operative treatment is not as a rule necessary, for the majority +of cases yield to a strict régime of hygienic living. The régime should +include regulation of sleeping, of eating, of hours of work and +relaxation, of dressing and of exercise. The exercise should be prescribed +and directed by a person trained in medical gymnastics.</p> + +<p>Frequently mental disturbances are associated with the phenomenon of +menstruation. The most usual symptoms are heightened irritability, +hysterical manifestations and depression. Depression is often the only +symptom; to some girls the premonitory "blues" signify the <span class="pagenum"><a name="Page_170" id="Page_170"></a>[170]</span>approach of +the period. Occasionally we encounter the reverse, an excessive +stimulation and feeling of well-being and strength. There is some loss in +the power of concentration. In normal cases, however, this loss is less +than many people suppose it to be. Lassitude and a feeling of general +debility are confined chiefly to the anæmic cases.</p> + +<p>The mental symptoms clear up as the physical condition is improved, aided +by a sensible attitude toward the whole process. Often girls who suffer +some pain live through the whole month in dread of the period. This +attitude should be changed, by lessening the pain and by psychic therapy. +Psychic therapy has proved successful in obstinate cases.</p> + +<p>The girl who suffers considerably from any of these disorders at the +monthly period should be relieved from the strain of examinations, the +classroom, and lessons which must be learned, although mental hygiene +requires that her mind be kept active and her interests in quiet pleasures +stimulated. She should not be left to introspection and morbidness or to +the sickly sentimental thoughts often recommended for her. This alone +would cause her <span class="pagenum"><a name="Page_171" id="Page_171"></a>[171]</span>to exhibit some of the so-called "phenomena" of +adolescence. Many of these phenomena are abnormal and are traceable to low +physical vitality and lack of strong mental interests. The menstrual +period should not be attended by pain or discomfort; nor should our girls +be brought up to regard it as a time of sickness. When our girls are +taught that normal girls experience no indisposition at this time, they +will not be resigned to pain. The high-school life of the girl below the +average in physical vitality cannot be regulated to her advantage in a +co-educational school. Cities should maintain girls' high schools, taught +by women teachers, for all girls upon whom the stress and strain of +competition with normal individuals would react unfavorably. In the +majority of cases, menstrual pain in girls is due to nerve tension, anæmia +and poor circulation, improper clothing, and mental attitude. The girls +who experience no pain are those who have led an active out-of-door life +and have never stopped playing.</p> + +<p>The character and arrangement of a girl's clothing is one of the most +important matters in her whole regimen. Clothing may neutral<span class="pagenum"><a name="Page_172" id="Page_172"></a>[172]</span>ize the +beneficial effects of her otherwise hygienic habits. The long-continued +even though light pressure of the corset—and it is seldom +light—interferes with the free circulation of the blood. The alteration +in intro-abdominal pressure is conducive to misplacements of abdominal and +pelvic organs; the anterior pressure on the iliac bones, the result of the +modern long hip corset, is a fruitful source of partial separation of +sacro-iliac joints—the cause of many backaches. Respiration is limited, +the free play of abdominal muscles is prevented, constipation is promoted, +and digestion is impaired. The strain on muscles and nerves caused by +high-heeled shoes is a prolific source of headache and backache and +reduced efficiency. Women have no conception how greatly their +susceptibility to fatigue is increased and their total efficiency reduced +by their methods of dress. The pity is that the majority will not learn +unless the decrees of fashion change.</p> + +<p>The hygienic problems of girls in industry will largely disappear when it +becomes a matter of common knowledge that industrial efficiency is +dependent upon physical efficiency.<span class="pagenum"><a name="Page_173" id="Page_173"></a>[173]</span> The physical efficiency of the worker +cannot be maintained at its highest standard when the period allotted to +rest is too short to allow the body to rebuild its tissues and dispose of +the toxic products of fatigue. All activity must be balanced by rest. If +this equilibrium between expenditure and income is disturbed, exhaustion +ensues. If long continued, it results in permanent impairment of health. +The organism poisoned by its own toxic products is incapable of productive +effort and the output will steadily diminish as the fatigue increases. The +present long working day causes a progressive diminution in the vitality +of the worker, defeats its own end, and leaves the girl weak in the face +of temptations.</p> + +<p>The housing of unmarried girls is a very serious question. Homes for +working-girls require skillful management and a matron of insight and +sympathy. The bedrooms may be small, but well lighted and ventilated. +There should be a sunny dining-room, a library, several small parlors, +attractively furnished, a gymnasium which could be used for dancing, +shower baths, and an assembly room for concerts, lectures, and moving +pictures. This <span class="pagenum"><a name="Page_174" id="Page_174"></a>[174]</span>should be in charge of a trained social leader who would +direct entertainments and stimulate wholesome interests. With an +establishment of this kind we should not find so many of our girls on the +streets or seeking diversion in cheap theaters and dance halls. When girls +are able to live,—not simply exist in the deadening monotony of +alternation between work and sleep,—their heightened mental activity, +interest, and enthusiasm will prove a valuable asset to employers.</p> + +<p>One of the chief requisites of the mental training of girls is a +knowledge, supplied at the right time and in the right way, of the +fundamental principles of reproduction. With such knowledge the girl's +mind will not be distracted by curiosity, or become morbid, when, instead +of intelligent response, the girl meets with evasions and attempted +concealments. She should not receive this knowledge in the form of +isolated facts, but as a correlated part of a great whole to be +assimilated gradually. The girl who is trained in this way will understand +and accept human reproduction as a natural process.</p> + +<p>Questionnaires show that a majority of girls hear the facts of +reproduction at the age of <span class="pagenum"><a name="Page_175" id="Page_175"></a>[175]</span>seven or eight, a few younger, and a few at +the age of ten,—almost none at a later age. The majority hear these facts +from children a year or two older, a few from their mothers, and the rest +from books. A large number experience a feeling of disgust which remains +with them until they receive better information. Their questions disclose +a depth of ignorance and misconception which is appalling.</p> + +<p>Girls, at the age of twelve, thirteen, or fourteen, should have presented +to them a course in physiology which includes the anatomy and hygiene of +the reproductive organs. This is carefully omitted from present-day +secondary-school textbooks. This course should use charts, pictures, and +models. The significance of menstruation, the hygiene of the period, and +the causes and prevention of pain should be explained. Under the hygiene +of the period, the daily bath should be urged, with caution against +chills, in which lies the only possibility of injury. The fertilization of +the ovum and cell division may be described by use of the blackboard and +embryological models of the later stages of development. The forces which +bring about labor can be <span class="pagenum"><a name="Page_176" id="Page_176"></a>[176]</span>explained without unduly stressing the attending +pain.</p> + +<p>The course would be incomplete without a discussion of the necessity of +careful selection in marriage from the eugenic standpoint. The perils and +results of the venereal diseases should be told simply and frankly. The +instruction in eugenics, like that in reproduction, should be progressive +and indirect, at least up to the age of seventeen or eighteen years. Again +it may be correlated with plant life by pointing out the beauty of strong, +hardy plants and their relation to the seeds. Children can be taught to +save the seeds of the most beautiful blossoms for the following year. +Instruction can be continued with the lower animals. The child will then +grow up with the idea that strength and vigor and freedom from disease are +desirable qualities, and must exist in the parent if they are to exist in +the offspring. The idea can be readily carried over to the human family. +At the age of seventeen or eighteen, the influence of heredity and the +effects of the racial poisons should be fully explained, and emphasis laid +upon qualities necessary for racial betterment.</p> + +<p><span class="pagenum"><a name="Page_177" id="Page_177"></a>[177]</span>For our girls the first need is a sounder physical organism, which can be +attained only through the systematic continuance of physical activities +through childhood and girlhood; the second need is sounder mental +interests, which can be attained only through the systematic guidance of +the mental activities throughout childhood and girlhood; and the third +need is instruction in laws of reproduction.</p> + + + +<hr style="width: 65%;" /><p><span class="pagenum"><a name="Page_178" id="Page_178"></a>[178]</span></p> +<h2><a name="CHAPTER_XI" id="CHAPTER_XI"></a>CHAPTER XI</h2> + +<h2><span class="smcap">moral and religious phases</span></h2> + +<h3><i>By Norman Frank Coleman</i></h3> + + +<p>Personal and social hygiene in matters of sex are, in very important ways, +dependent upon moral and religious training. On the other hand, morals and +religion are in important ways dependent upon forces set free by the +growth and activity of sex instincts and powers. One of the most +significant facts in modern social progress is its recognition of this +interdependence of mind and body. We have learned that physical health +depends upon peace of mind, hopefulness, courage, and many other things +that have seemed in the past to be purely mental or spiritual; and we have +learned also that the character of people and the spirit in which they do +their work depend upon their health, upon conditions of food and warmth +and shelter, things which in the past have been regarded as affecting only +the physical man. It is now somewhat out of date to set physical +conditions over against moral and religious; <span class="pagenum"><a name="Page_179" id="Page_179"></a>[179]</span>every great human problem is +more and more clearly seen in this day to involve all these conditions in +its rise, and to require thoughtful consideration of them all for its +solution. As we face the problems of sex, we must recognize the importance +of fresh air, exercise, wholesome food, clean cups and clean towels, and +we must also recognize the importance of clean thoughts and high purposes. +We must know clearly the facts of biological and medical science, and with +them in mind we must touch the springs of conduct in affection and +imagination. Our aim must be to achieve that mastery over the forces of +life finely expressed by Browning's Rabbi ben Ezra: "Nor soul helps flesh +more, now, than flesh helps soul."</p> + +<p>We may consider, first, how, in matters of sex, flesh helps soul; second, +how soul helps flesh; and third, how in normal childhood and youth soul +and flesh grow together in mutual help.</p> + +<p>The first great outstanding fact is that the physical powers of sex reach +maturity in the same years in which the moral and religious instincts are +greatly quickened. If we recall our youth, we must realize that, in the +years <span class="pagenum"><a name="Page_180" id="Page_180"></a>[180]</span>between twelve and twenty, our lives were greatly disturbed and +perplexed, and also greatly exalted and inspired by desires and impulses +partly toward the opposite sex and partly toward the service of God and +our fellows. In the normal adolescent boy or girl there is a powerful +expanding and enriching of sex thoughts and desires and purposes. There is +also a rapid development of social sympathy and passion; the revolutionary +movements of all lands are recruited from those who like Shelley have in +their youth vowed,—</p> + +<div class="poem"><div class="stanza"> +<span class="i10">"I will be wise,<br /></span> +<span class="i0">And just, and free, and mild, if in me lies<br /></span> +<span class="i0">Such power, for I grow weary to behold<br /></span> +<span class="i0">The selfish and the strong still tyrannize<br /></span> +<span class="i0">Without reproach or check."<br /></span> +</div></div> + +<p>And there is a wonderful flowering of the young life in religious feeling +and aspiration; a large majority of religious conversions take place in +adolescence.</p> + +<p>We can scarcely escape the conviction that these are not different +awakenings, but rather different phases of the one great awakening of the +young life as it prepares for the tasks and responsibilities of manhood +and womanhood.<span class="pagenum"><a name="Page_181" id="Page_181"></a>[181]</span> The part that sex development plays in this awakening has +been variously stressed by different special students of the physiology +and psychology of adolescence. Some scientists have not hesitated to give +it first place and to treat social passion and religious enthusiasm as +secondary manifestations of sex energy.<a name="FNanchor_59_59" id="FNanchor_59_59"></a><a href="#Footnote_59_59" class="fnanchor">[59]</a> However that may be, we know +that each speaks naturally in terms of the other. The religious mystic of +the Middle Ages was devoted to the Divine Lover or the Heavenly Lady, and +the modern revolutionary is <i>wedded</i> to the Cause. On the other hand, the +lover naturally adopts the language of religion to express his devotion to +the lady of his heart. The water-tight compartment theory of life is in +these days thoroughly discredited. We know that the various powers of soul +and body are related and interdependent, and we feel sure that the +developing powers of sex do have very vital relation to developing powers +of moral purpose and religious aspiration. In support of this relation we +recall the unfortunate effects upon the <span class="pagenum"><a name="Page_182" id="Page_182"></a>[182]</span>character of those who by chance +or the barbarity of men have been desexed in childhood. We must allow for +other factors at work here, yet the clearly established facts of the +stunting of mental and moral growth in desexed children reinforce our own +experience and observation, and indicate that the energies that are +developed with sex and maturity are largely available for moral and +religious growth. The youth with full sex consciousness and impulse is +normally the youth of abundant energy for moral and religious activity. It +seems, therefore, quite fundamental to the right understanding of sex that +we consider the body, not the enemy of the soul, but its friend; not a +clog upon the spiritual growth of boy and girl advancing into manhood and +womanhood, but an important source of energy for the upward climb.</p> + +<p>When we turn to the second part of our discussion and ask how in matters +of sex soul helps flesh, the need and the fact are clearer and perhaps +more urgent. Dante found the souls of the lustful in the second circle of +hell, driven hither and thither by warring winds,—</p> + +<div class="poem"><div class="stanza"><p><span class="pagenum"><a name="Page_183" id="Page_183"></a>[183]</span></p> +<span class="i8">"The stormy blast of hell<br /></span> +<span class="i0">With restless fury drives the spirits on,<br /></span> +<span class="i0">Whirled round and dashed amain with sore annoy."<br /></span> +</div></div> + +<p>Here we have clear recognition of the two great characters of sex impulse, +its violence and its fitfulness. In the one character it needs to be +subdued that it may not destroy; in the other it needs to be directed that +it may build up.</p> + +<p>As we look back through history, and as we look abroad through our land +and through all civilized lands, one of the most conspicuous facts +concerning the powers of sex is their frightful destructiveness. The +spectacle of wasted manhood and womanhood, of depleted powers in body, +mind, and soul, is in history and in present society appalling. It is so +oppressive that it has driven many thoughtful men and women to despair. +Men otherwise hopeful and purposeful here become gloomy and fatalistic; +they have no hope that lust will ever be effectively controlled.</p> + +<p>Such pessimism, however, contradicts the history as well as the instincts +of the race. In the face of great evils there have always been those who +would sit down in discouragement despair; every great destructive force in +<span class="pagenum"><a name="Page_184" id="Page_184"></a>[184]</span>human history has daunted some men to the point of inactivity. Yet the +evils have been controlled. Ignorant and fearful people have said, "This +thing is beyond human power; it is useless for us to struggle against +fate." Yet men of vision and of courage have struggled and won. No man of +moral passion and religious purpose can adopt an attitude of passive +submission to the forces of destruction. We can admit no necessary evil, +or the battle of human progress is lost. We ask ourselves soberly, +therefore, how this tremendous outrush of destructive energy may be +controlled. The answer is plain. Men have by the agency of fire itself +constructed the means by which fire is controlled and domesticated; they +have turned disease against itself, and by the agency of antitoxins have +conquered it; they are learning to arouse and organize the fighting spirit +of men against its own most ancient and fearful expression and are +enlisting soldiers of peace in a war against war. Even so the race depends +upon the higher affections for control of the lower, and lust is +controlled by love. I talked once to a young man in college who had given +himself to sexual vice when he had been <span class="pagenum"><a name="Page_185" id="Page_185"></a>[185]</span>in high school; until a year +before I spoke with him, he had supposed that virtually all men were and +must be sexually indulgent. For twelve months he had kept himself clean. I +inquired why and how. He replied simply that he had fallen in love with a +young woman and wished to marry her. His former course now seemed to him +shameful and unmanly. Lust yielding to love! In one of his sonnets to the +woman who afterward became his wife, Edmund Spenser says:—</p> + +<div class="poem"><div class="stanza"> +<span class="i0">"You frame my thoughts and fashion me within:<br /></span> +<span class="i0">You stop my tongue and teach my heart to speak:<br /></span> +<span class="i0">You calm the storm that passion did begin:<br /></span> +<span class="i0">Strong through your cause, but by your virtue weak."<br /></span> +</div></div> + +<p>In our own experience, as far as we have achieved victory in our own +bodies and minds over our baser passions, we have achieved it by the power +of the higher affections. It is a fact of common experience that love +calms the storm that passion did begin. So Spenser's lady strengthened +passion by her charm, but weakened it by her virtue.</p> + +<p>Nor is this the only higher affection that, in the practical experience of +men, has controlled and transformed animal passion. Thousands <span class="pagenum"><a name="Page_186" id="Page_186"></a>[186]</span>of fully +sexed men have, through the centuries, turned their bodily and mental +energies so fully to devoted service for God and their fellows as to rise +above the clamoring demands of physical appetite, in the vigorous terms of +the New Testament making themselves eunuchs for the kingdom of God's sake. +This is a hard saying, and the experience it treats of must always be +confined to a small number of men; yet it goes far toward demonstrating a +general possibility, and it should effectively dispose of the "necessity" +argument, by which men often excuse their vicious practices.</p> + +<p>One thing more should be said on this subject of control. Not only are the +higher, more spiritual affections the most effective masters of the lower; +they are the <i>only</i> effective masters. Public reprobation can do much, but +it is ineffectual with large numbers of relatively unattached members of +society, and it is impotent against secret vice. Motives of cautious fear +are always weak with full-blooded and generous youth, and they are likely +to become weaker with all men as medical science discovers ways to prevent +or escape the most obviously fearful consequences of sexual license.</p> + +<p><span class="pagenum"><a name="Page_187" id="Page_187"></a>[187]</span>A familiar phrase comes to my mind, as no doubt it comes to yours: "The +expulsive power of the higher affections"; yet I think that phrase is not +quite suitable. It is not a question of expulsion. It is not wholly a +question of control; it is mainly a question of direction. What we need +to-day with boys and girls for the solving of the sex problems is to +direct those energies, which in their false direction are destructive, +into right and healthful ways; that is, we need to socialize and elevate +that affection, which in baser forms has aspects of ugly animalism.</p> + +<p>As one of the solutions of the problem of control it has been proposed to +separate the sexes in the adolescent years. From my point of view, this +would defeat our object. In the association of boys and girls during the +adolescent period, we may enlist the higher affections for the control and +the direction of the powers that are set free by sex impulses developed in +that very period of life.</p> + +<p>What happens in the experience of the normal boy? In this period of early +adolescence he finds within himself a wonderful quickening of +mind,—impulses, feelings, longings that he <span class="pagenum"><a name="Page_188" id="Page_188"></a>[188]</span>does not understand. These +impulses, feelings, longings, perplex him, it may be for years. They reach +out vaguely, blindly toward the opposite sex, sometimes in a perverted +way, but oftener naturally and honestly. Then the young man falls in love. +At once his more or less vague, cloudy, incoherent, formless feelings and +purposes are concentrated, directed, and fixed in devotion to a young +woman whom he idealizes, almost deifies. That is the first stage in the +natural directing and forming of sex powers and impulses toward social, +moral, and religious ends. Of course the young man may discover, after a +while, that the first object of his fancy is not so angelic as he thought. +By and by his fancy changes and may rove to several other maidens before +he reaches maturity; but each successive experience, if he is true to his +better self, concentrates his affections and directs them, until, if he is +fortunate, in the course of time he finds his true mate and enters upon +marriage. He is now fairly equipped for what most of us know to be a long +course in the discipline of the selfish, the personal, the more or less +brute desires and ambitions of man. Here he learns to subject him<span class="pagenum"><a name="Page_189" id="Page_189"></a>[189]</span>self, +his own comfort, his own ends, his own ambitions, to the good of his wife +and her happiness, to the good of his children and the satisfaction of +their needs. Then, more and more, after having concentrated the powers of +his spirit through faithful courtship and through happy marriage and +fatherhood, the man is able to diffuse these same energies through many +channels, for the protection of all sorts and conditions of women and +children. The man is now a citizen, a member of society, with developed +powers of social sympathy, of social energy. How has he developed these +powers? Not by any supposition that the early sex instincts he felt in his +boyhood were wholly animal and must be atrophied by disuse, but by +gathering and directing them into the right channels. Direction, like +control, depends upon enlightened, purposeful, persistent love.</p> + +<p>In the third place, we may consider how, in matters of sex, the flesh and +the soul may grow together in mutual help. The essential facts and the +vital importance of the sex life appeal to the developing boy or girl in +four great relations, in relation to father and mother, in rela<span class="pagenum"><a name="Page_190" id="Page_190"></a>[190]</span>tion to +the strength and grace of his or her own body and mind, in relation to his +or her future family, and in relation to society in general. These appeals +come in successive periods and open the way to healthful instruction and +guidance from childhood up to manhood and womanhood.</p> + +<p>Sex questions first arise in the child's mind in connection with +parenthood. The first thing a little boy or girl needs to know is that the +young life is sheltered and fed during long months in the mother's body, +and that the father had a share in that life. Is it not amazing that in +this twentieth century we find many girls twelve years old and over who do +not know that their father had any share in starting their lives? I knew +of a girl nineteen years old, a student in college, who did not know that +a man had any essential part in bringing children into the world, but +supposed, when any question of illegitimate childbirth was raised, that +possibly God punished a bad woman by sending her a baby before she was +married. It is little short of criminal that many girls are allowed to +reach adolescence with no sex thought or image clearly in their minds +except <span class="pagenum"><a name="Page_191" id="Page_191"></a>[191]</span>such as they have received directly or indirectly from animals. If +boys and girls knew from the beginning that a part of the father's life +and a part of the mother's life united to form the beginning of their +lives, the question of sex would begin on a plane where there were +religious, moral, and spiritual associations, and an atmosphere of love +and holiness. These young people could then see the facts of sex clearly +instead of through the mists of prurient fancy and suggestion as they see +them now.<a name="FNanchor_60_60" id="FNanchor_60_60"></a><a href="#Footnote_60_60" class="fnanchor">[60]</a> The boy and girl who know these two tremendous facts of the +nurturing care of the mother before birth, and the coöperation of the +father and mother in the beginning of life, are fortified against the +principal moral and spiritual dangers that they are to face in the future.</p> + +<p>The next information and guidance needed by our boys and girls concerns +the influence of sex upon their own development. The objection is +continually raised that it is not well for little children to have sex +thoughts emphasized in their minds. But at present no boy or girl grows up +and plays among other children, or <span class="pagenum"><a name="Page_192" id="Page_192"></a>[192]</span>hears talk on the streets, or goes to +work in factory or store, without hearing these facts emphasized day by +day, emphasized unhealthily and distorted shamefully. We propose simply to +have the emphasis shifted and lightened for it will be lightened if the +facts are given truly and in right relations. Boys and girls should learn, +at the same time they are learning facts of nutrition, excretion, +respiration, and circulation of the blood, those facts regarding sex which +are most important for healthy growth of mind and body. They should know +that the organs of reproduction have a definite relation to the natural +and healthful development of the full powers of their bodies in future +years; that internal secretions of these organs coming into the blood help +to build up bones and muscles, help to make their nerve fibers active and +vigorous, help to form their brains, and help to equip them for manly +strength and womanly grace in the years that are to come. These are very +simple matters. These facts of sex can be conveyed by just a few sentences +of clear, considerate, wise information at the right time, in relation to +the other facts of bodily development.</p> + +<p><span class="pagenum"><a name="Page_193" id="Page_193"></a>[193]</span>Considering now the period of puberty, we find additional needs, for no +boy or girl reaches puberty, under ordinary conditions, without knowing +that it brings the possibility of fatherhood and motherhood, brings the +possibility of that process that we call fertilization, in which the life +of plants and animals begins. The boy or girl who reaches this age has a +right to know what fertilization means, and what fertilization implies; +has a right to the simple biological facts which will tell him the +relation between the life of the parents and the life of the child, the +mysterious relation in body and mind that we call heredity. The beginning +of the socializing of sex energy and sex power depends upon recognition of +the fact that this power that develops in the young man and young woman at +puberty is not to be used for selfish gratification, is not primarily a +source of pleasure, but has a very direct relation to the health, +intelligence, and happiness of others. This relation may be enforced by a +simple study of succeeding generations of flowers and the ways in which +forms, colors, and sizes originate and are handed down from generation to +generation in wonder<span class="pagenum"><a name="Page_194" id="Page_194"></a>[194]</span>ful variety. Or it may be illustrated from an +observation of the beginnings of sex in infusoria; how tiny animals in +stagnant water grow to full size and each divides simply into two to form +a new generation; how this simple asexual process continuing for several +generations results in growing weakness and old age, steadily decreasing +size, steadily decreasing vitality until there comes a time when one +infusorian unites with another. There sex begins. That union of two +individuals is required to restore youth, to refresh vitality and energy, +and to produce greater variety in the forms of life. When a boy or girl +knows these simple facts, he is better able to understand the power of +reproduction than he can possibly be if they are not before him, or if all +he has heard has been ceaseless reiteration of the pleasures of selfish +indulgence of sex appetite.</p> + +<p>Finally, when the boy and the girl come into later adolescence and face +manhood and womanhood, they are ready to know some of the larger social +aspects of sex. They are ready to know of the diseases brought on by +perverted sex habits; of the frightful waste of those who give themselves +to licentiousness, the frightful <span class="pagenum"><a name="Page_195" id="Page_195"></a>[195]</span>waste of strength and youthful energy +not only in those that actually go down, but in those that survive. More +than that, seeking right relations of themselves to society, they need to +know the social aspects of sex. The young man needs to know what it means +for a woman to bear a child; he needs to know the social and economic +dependence of the pregnant woman and of the young mother, so that he may +realize what the power of fatherhood means in the actual work of society. +I cannot imagine any man talking glibly of the necessary evil, or of man's +inability to control sex passions, if he knows the social facts of sex. +Any young man who knows even a part of the burden his mother bore for him, +if he has a spark of manhood in his being, is surely fortified against +temptation to selfish indulgence. If, beyond that, he can see the relation +of the home to society, the relative steadiness and dependability of a +worker with a wife and children, who bears the home burdens in a man's +way, as compared with the floating, homeless wanderer who walks our +streets; if he knows these central facts and the dependence of the home +upon the faithfulness of the man and the <span class="pagenum"><a name="Page_196" id="Page_196"></a>[196]</span>presence of the man, if he has a +spark of patriotism in his heart, he must realize in his thought and in +his practice the necessity for the socialization of that passion which, +though it begin in individual and selfish forms, issues in such fateful +social consequences.</p> + +<p>The solution of this great, urgent, pressing problem, which we are feeling +the weight of more and more in these years of careful investigation of our +social conditions, will come in frankly recognizing the beginnings upon +which the whole sex life in mind and body is based, and in transforming +fundamentally important animal instincts and desires into higher +affections, humanizing them for the sake of the loved one, for the sake of +family, for the sake of the social brotherhood and sisterhood in which we +are members.</p> + +<p>My closing word is one which seems to me most significant of the true, the +beautiful, the victorious way out of so much discouragement and so much +crime,—that is the word "consecration." That word includes two essential +ideas, the ideas of sacredness and coöperation. The problems of sex will +never be solved until the sacredness of sex is recognized, for sex is +<span class="pagenum"><a name="Page_197" id="Page_197"></a>[197]</span>vitally and indissolubly bound up with the two greatest facts that you +and I know. The greatest fact of the organized world around us is life, +the greatest fact of the spiritual world into which we lift our souls is +love, and the beginnings of life and the beginnings of love are in sex. No +boy or girl will readily understand what life means except as he has some +clear, wise teaching about sex; no boy or girl will fully understand what +love means except through recognition of the dignity and worth and purity +of the fundamental facts and powers of sex.</p> + +<p>Who shall give this enlightenment? I think it must be clear that this +enlightenment cannot be given by the very young and inexperienced person, +that the facts can be rightly given only by some person who knows their +sacredness for himself or herself. They can be given best by a mature +person who has seen and felt what they mean. In the long run, I have no +doubt that our boys and girls will get the information that they must have +from their parents, for the father and the mother are the best qualified +to give it. I have named both the father and the mother, for the solution +of <span class="pagenum"><a name="Page_198" id="Page_198"></a>[198]</span>our problem is not only in knowing the sacredness of sex, it is also +in working together for the elevation of sex life. We shall not be able, +we men, in the future, to sit down and say, "Oh, well, John will learn +from his mother"; "Mary's mother will make that clear to her"; "Their +mother does these things." It will not be possible for the socializing of +the sex instincts and the ripening of the sex powers to be made clear to +young people except as men and women both recognize the sacredness of the +sex relation and undertake to make things clear to boys and girls. Men +must give up their selfish indifference to evil conditions, and +women—some women—must give up the bitterness and hardness that come into +their hearts and their faces when they think of the suffering that their +sex has endured at the hands of man. This is not a problem for one sex. It +cannot be solved by either half of the great whole of humanity. We know +this to be true in our personal life; it is equally true in our social +life. It is only by the girding-up of the whole spirit of man to go forth +and meet his duty as a lover, as a husband, as a father, and it is only by +the girding-up of all the powers of the woman to <span class="pagenum"><a name="Page_199" id="Page_199"></a>[199]</span>lead and to help, that +the family is organized. In this great human family of ours the man and +the woman in days that are coming will coöperate to remove from our midst +the blackest and most fearful perversion of the natural powers of our +race. We do not believe in sitting down idly before this problem and +saying, "It has always been, it always will be." In this great day of +moral and spiritual progress, with powers that we have inherited from our +forefathers in this land and other lands, we know that there is no +necessary evil. We are learning what the evil of sex is, and how it +arises, and we are beginning to use the forces at hand for its +destruction. Conscience is kindling and determination is hardening among +our people that this thing shall cease to be. The ape and the tiger shall +yet die from our midst, and man's spirit shall triumph in his flesh.</p> + +<div class="footnotes"><h3>FOOTNOTES:</h3> + +<div class="footnote"><p><a name="Footnote_59_59" id="Footnote_59_59"></a><a href="#FNanchor_59_59"><span class="label">[59]</span></a> A. Forel, <i>The Sexual Question</i>, chap. <span class="smcap">xii</span>, "Religion and +Sexual Life"; William James, <i>Varieties of Religious Experience</i>, chap. <span class="smcap">i</span>; +especially the first footnote.</p></div> + +<div class="footnote"><p><a name="Footnote_60_60" id="Footnote_60_60"></a><a href="#FNanchor_60_60"><span class="label">[60]</span></a> F.W. Foerster, <i>Marriage and the Sex Problem</i>, chap. <span class="smcap">iv;</span> +especially section (<i>d</i>), "The Educational Significance of Monogamy."</p></div> +</div> + + +<hr style="width: 65%;" /><p><span class="pagenum"><a name="Page_200" id="Page_200"></a>[200]</span></p> +<h2><a name="CHAPTER_XII" id="CHAPTER_XII"></a>CHAPTER XII</h2> + +<h2><span class="smcap">agencies, methods, materials, and ideals</span></h2> + +<h3><i>By William Trufant Foster</i></h3> + + +<p>At the outset we observed that the present social emergency is not +concerned merely with diseases, or physiology, or laws, or wages, or +suffrage, or recreation, or education, or religion. All of these phases of +the present situation, and many others, must be taken into account in our +attempted solution of the problem of sex hygiene and morals. A person who +believes that he can offer a quick and certain way out of our difficulties +appears to have no comprehension of the problem. This much, however, is +certain: the greatest need is public education. The policy of silence has +failed. Accurate and widespread knowledge is a necessary condition of +progress, whatever may be the chosen direction. The main questions at +issue concern the Agencies, Methods, Materials, and Ideals of +education.<a name="FNanchor_61_61" id="FNanchor_61_61"></a><a href="#Footnote_61_61" class="fnanchor">[61]</a> The following propositions are in<span class="pagenum"><a name="Page_201" id="Page_201"></a>[201]</span>tended as a brief summary +of the most important truths concerning each of those four aspects.</p> + + +<p class="center"><span class="smcap">i. agencies</span></p> + +<p>1. As there are but few parents who can and will give the necessary +instruction, it must be given by other agencies, at least until a new +generation of parents has been prepared to meet this responsibility.</p> + +<p>2. Although the failure of parents calls for the immediate action of other +agencies, the instruction should be so conducted as to break down the +barriers of false modesty and establish confidence between parents and +children.<a name="FNanchor_62_62" id="FNanchor_62_62"></a><a href="#Footnote_62_62" class="fnanchor">[62]</a></p> + +<p>3. As the public school is the only agency of formal education that +reaches nearly all of the children of the nation, sex instruction must +eventually be given in all public schools; only thus can we bring forward +a new generation of parents, equipped with the knowledge and desire to do +their duty by their children.</p> + +<p><span class="pagenum"><a name="Page_202" id="Page_202"></a>[202]</span>4. As a majority of our boys and girls do not enter high school, some +instruction in matters of sex should be given in grammar schools.</p> + +<p>5. No community should introduce direct sex education into the schools as +a part of the curriculum, until it has informed parents, cultivated +favorable public opinion, and obtained the services of teachers who are +qualified for the work by nature and by special preparation.</p> + +<p>6. All normal schools and all college departments of education should at +once embody, in their courses for teachers, instruction in the matter and +methods of sex education, and adequate instruction should be provided for +teachers now in service; and within a reasonable time after such +opportunities have been offered in a given State, certificates to teach in +that State should be granted only to those who have had the prescribed +preparation.</p> + +<p>7. As there is not now a sufficient number of public school teachers +prepared to teach sex hygiene, such teaching must be done in part, at +least for many years, by private agencies.</p> + +<p>8. Lectures should be arranged for parents by churches, schools, colleges, +clubs, granges, <span class="pagenum"><a name="Page_203" id="Page_203"></a>[203]</span>boards of health, and other organizations; but no one +should be accepted as a lecturer until he is approved by a board of +health, social hygiene society, college, or other organization which is +unquestionably competent to pass judgment on the qualifications of the +speaker.</p> + +<p>9. Since there are adults in every community that will not be reached, +even when sex education becomes a part of the day-school curriculum, such +instruction should be offered in continuation schools, in social +settlements, in Young Men's Christian Associations, in college extension +courses, in factories, stores, lumber-camps, car-shops,—indeed, wherever +the happy connection can be made between those who need the help and those +who are surely qualified to give help.<a name="FNanchor_63_63" id="FNanchor_63_63"></a><a href="#Footnote_63_63" class="fnanchor">[63]</a></p> + + +<p class="center"><span class="smcap">ii. methods</span></p> + +<p>1. Sex instruction as a rule should not be isolated; it should not be +prominent; it should be an integral part of courses in biology, hygiene, +<span class="pagenum"><a name="Page_204" id="Page_204"></a>[204]</span>and ethics. "Specialists" in sex education are undesirable as teachers of +boys and girls, in or out of school.</p> + +<p>2. As there is a discrepancy between the age of puberty and the age of +marriage, due to artificial conditions of modern society, it is important +that sex consciousness and sex curiosity should develop slowly: +accordingly, sex instruction, unlike instruction in other subjects, must +seek to satisfy rather than to stimulate interest in the subject; +questions must be answered truthfully, but the answers must not lead the +curiosity of the child beyond the information that is immediately +necessary for the guidance of his own conduct.</p> + +<p>3. The aims of sex education can be fully attained only by the +encouragement of every means for keeping the mind occupied throughout +waking hours with wholesome thoughts and the body sufficiently active in +vigorous work and play, preferably out of doors.</p> + +<p>4. Lectures and class instruction should be provided only for carefully +selected groups: almost nothing can be gained, and much may be lost, by +presenting the subject before miscellaneous audiences.</p> + +<p><span class="pagenum"><a name="Page_205" id="Page_205"></a>[205]</span>5. At every age, in every class, there are likely to be individuals who +need certain instruction not needed by the entire class: such instruction +should be given privately.</p> + +<p>6. Books dealing directly with human sex life should not be given to +children before the age of puberty; some of the books most widely used are +dangerous; instruction should come directly from parent or teacher.</p> + +<p>7. Traveling exhibits, made up of concrete and vivid materials, and +prepared with due consideration of all the accepted principles of sex +education, may be used effectively and inexpensively to bring the truths +before many thousands of adults in many places.<a name="FNanchor_64_64" id="FNanchor_64_64"></a><a href="#Footnote_64_64" class="fnanchor">[64]</a></p> + +<p>8. Against commercialized prostitution, the educational campaign should be +one of pitiless publicity: the public should know the names of all persons +engaged in promoting the business, whether they are prostitutes (including +female <i>and male</i>), or liquor dealers, owners of houses, owners of real +estate, lessees, proprietors, financial backers, policemen, or +politicians; their <span class="pagenum"><a name="Page_206" id="Page_206"></a>[206]</span>connection with the traffic should be proclaimed by +means as effective as the "tin-plate" signs for disorderly houses.</p> + +<p>9. Reliable investigations should be made further to reveal the +relationships between sexual immorality and venereal diseases, on the one +hand, and, on the other hand, between sexual immorality and ignorance, low +wages, injurious clothing, lack of wholesome amusements, low dance-halls, +grills, moving-picture houses, vaudeville shows and so-called legitimate +theaters, mental deficiency, armies and navies, and—most important of +all—the liquor traffic; and the outcome of such investigations should be +made known through persistent campaigns of public education.</p> + +<p>10. The conclusions of every vice commission and of every other dependable +investigation—not the details—must be kept before the public, until the +truth is common knowledge that segregation never segregates; that +safeguarding clinics never safeguard; that medical control never controls; +that official protection of immorality increases immorality; and that, if +there be any such thing as a necessary <span class="pagenum"><a name="Page_207" id="Page_207"></a>[207]</span>evil, it is not the shameless +partnership of government and vice.<a name="FNanchor_65_65" id="FNanchor_65_65"></a><a href="#Footnote_65_65" class="fnanchor">[65]</a></p> + + +<p class="center"><span class="smcap">iii. materials</span></p> + +<p>1. Elementary nature-study for children and biological study for boys and +girls of high-school age may lead gradually and safely to the teaching of +plant and animal reproduction, provided that the subject is not left on +the plane of animal life; it is a mistake to suppose that the teaching of +biology necessarily promotes right conduct in matters of sex.</p> + +<p>2. Subordinate and incidental to instruction in normal sex processes, +warning should be given of the dangers of individual vice, illicit sexual +intercourse, and venereal diseases; but such instruction should be given +only to groups that are homogeneous in respect to sex, physiological age, +and social environment, or preferably, to individuals.<a name="FNanchor_66_66" id="FNanchor_66_66"></a><a href="#Footnote_66_66" class="fnanchor">[66]</a></p> + +<p><span class="pagenum"><a name="Page_208" id="Page_208"></a>[208]</span>3. Instruction concerning venereal disease, which leaves the impression +that the chief danger of illicit intercourse is "getting caught," should +not be tolerated: knowledge of facts though scientifically accurate, is +not necessarily protection to the individual or to society.</p> + +<p>4. As sex instruction for young people has none but practical aims, +hygienic and moral, only such knowledge concerning sex processes, +reproduction, and diseases should be given at each period as is necessary +for the welfare of the individual at that period.</p> + +<p>5. The practice of masturbation is sufficiently common among both boys and +girls to call for warnings to all children at the earliest ages; any +teacher or parent should be qualified to help in individual cases.</p> + +<p>6. The education of adolescent boys must stress the six great truths that +will fortify them against the main arguments of the enemies of decency and +health:—</p> + +<p>(1) Sexual intercourse is not a physiological necessity; continence was +never known to impair physical or mental vigor.</p> + +<p>(2) There can be but one standard of chas<span class="pagenum"><a name="Page_209" id="Page_209"></a>[209]</span>tity; the purity a man demands +for his sister, he must achieve for himself.</p> + +<p>(3) Seminal emissions are natural among healthy men; usually they need +cause no concern.</p> + +<p>(4) Gonorrhea is a terrible disease, with tragic consequences that one can +never fully foretell; syphilis is worse.</p> + +<p>(5) Every woman who offers her body for prostitution is, sooner or later, +a probable source of contagion; clean living is the only positive +safeguard against venereal disease.</p> + +<p>(6) Nearly every "advertising specialist" is a criminal of the most +contemptible type; the only safe adviser is the doctor in reputable +standing who is not afraid to sign his name to his prescription or to his +advice.</p> + + +<p class="center"><span class="smcap">iv. ideals</span></p> + +<p>1. "The function of education is to guide the intellect into a knowledge +of right and wrong, to supply motives for right conduct, and to furnish +occasions by which alone can moral habits be cultivated." (Drummond.)</p> + +<p>2. The first aim of sex education is necessarily to bring about an +open-minded, serious, if <span class="pagenum"><a name="Page_210" id="Page_210"></a>[210]</span>possible a reverent, attitude toward sex and +motherhood, in place of the traditional secrecy and vulgarity; a teacher +who cannot do this should do nothing.<a name="FNanchor_67_67" id="FNanchor_67_67"></a><a href="#Footnote_67_67" class="fnanchor">[67]</a></p> + +<p>3. In so far as the sex life of animals is made the basis of instruction, +the <i>difference</i> between man and the lower animals is the point to +emphasize; otherwise the facts of animal life may appear to justify +irresponsible sex activities, whereas the glory of man is his control over +animal instincts.</p> + +<p>4. Since it is not ignorance of what is right, but rather the will to do +the right, that is usually responsible for sexual delinquency among +adults, the program of public education must include more effective moral +education in all grades of all schools; every subject, properly taught, is +a means of cultivating will power, of strengthening character; but the +school curriculum is now made to yield but a small part of its +possibilities.</p> + +<p>5. The appeal must be made to self-respect and to chivalry; especially +through history and <span class="pagenum"><a name="Page_211" id="Page_211"></a>[211]</span>literature the idea of sex must be spiritualized; the +right education of the emotions is fundamental.<a name="FNanchor_68_68" id="FNanchor_68_68"></a><a href="#Footnote_68_68" class="fnanchor">[68]</a></p> + +<p>6. Through the study of heredity and eugenics, the social responsibility +of the individual may be made to serve as a higher incentive for right +conduct than the fear of disease.</p> + +<p>7. If there is one truth concerning sex education that needs emphasis +above all others, it is that all plans for meeting the social emergency +must strengthen the control of moral and spiritual law over sex impulses; +otherwise sex education may be antagonistic not only to physical health, +but as well to the highest development of personality and to the +progressive evolution of human society.</p> + +<div class="footnotes"><h3>FOOTNOTES:</h3> + +<div class="footnote"><p><a name="Footnote_61_61" id="Footnote_61_61"></a><a href="#FNanchor_61_61"><span class="label">[61]</span></a> The best expression of the consensus of opinion of those who +should know most about the subject is the <i>Report of the Special Committee +on the Matter and Methods of Sex Education</i> issued by the American +Federation for Sex Hygiene, New York, December, 1912.</p></div> + +<div class="footnote"><p><a name="Footnote_62_62" id="Footnote_62_62"></a><a href="#FNanchor_62_62"><span class="label">[62]</span></a> <i>Sex Education</i>, by Ira S. Wile, M.S., M.D. (New York, +1912), aims to assist parents to banish the difficulties and to suggest a +course of instruction. It is a brief and wholly admirable treatise.</p></div> + +<div class="footnote"><p><a name="Footnote_63_63" id="Footnote_63_63"></a><a href="#FNanchor_63_63"><span class="label">[63]</span></a> <i>Progress</i>, the second annual report of the Oregon Social +Hygiene Society, gives some account of the most extensive public education +that has been conducted in this country.</p></div> + +<div class="footnote"><p><a name="Footnote_64_64" id="Footnote_64_64"></a><a href="#FNanchor_64_64"><span class="label">[64]</span></a> The Exhibit of the Oregon Social Hygiene Society has been +seen by over 50,000 people, at a total cost of less than two cents for +each person.</p></div> + +<div class="footnote"><p><a name="Footnote_65_65" id="Footnote_65_65"></a><a href="#FNanchor_65_65"><span class="label">[65]</span></a> Especially valuable are the two volumes by Abraham Flexner, +written for the Bureau of Social Hygiene. See List of References.</p></div> + +<div class="footnote"><p><a name="Footnote_66_66" id="Footnote_66_66"></a><a href="#FNanchor_66_66"><span class="label">[66]</span></a> See <i>American Youth</i>, New York, April, 1913 ("Sex Education +Number"). An article by George W. Hinckley tells of the ideal way in which +he gives individual instruction to his boys at Good Will Farm, Hinckley, +Maine.</p></div> + +<div class="footnote"><p><a name="Footnote_67_67" id="Footnote_67_67"></a><a href="#FNanchor_67_67"><span class="label">[67]</span></a> "Sex-instruction as a Phase of Social Education," in +<i>Religious Education</i>, 1913, by Maurice A. Bigelow, is one of the best +articles on this subject.</p></div> + +<div class="footnote"><p><a name="Footnote_68_68" id="Footnote_68_68"></a><a href="#FNanchor_68_68"><span class="label">[68]</span></a> F.W. Foerster, <i>Marriage and the Sex Problem.</i> No book on +this subject has reached a higher plane of idealism. At the same time it +is scientifically sound.</p></div> +</div> + + + +<p><span class="pagenum"><a name="Page_212" id="Page_212"></a>[212]</span></p> +<div><br /></div> +<p><span class="pagenum"><a name="Page_213" id="Page_213"></a>[213]</span></p> + +<h2><a name="LIST_OF_REFERENCES" id="LIST_OF_REFERENCES"></a>LIST OF REFERENCES</h2> + +<h3>CHAPTERS I, II</h3> + +<h3><span class="smcap">General Survey</span></h3> + +<h4><i>Prepared by Maida Rossiter, Librarian, Reed College</i></h4> + +<p class="hangindent">Addams, Jane. <i>A New Conscience and an Ancient Evil.</i> New York, 1912.</p> + +<p class="hangindent">American Federation for Sex Hygiene. Report of the Sex Education Sessions +of the Fourth International Congress on School Hygiene. New York, 1913.</p> + +<p class="hangindent">American Medical Association. <i>Nostrums and Quackery.</i> Chicago.</p> + +<p class="hangindent">Bloch, Iwan. <i>Sexual Life of our Time in its Relation to Modern +Civilization</i>; tr. by Eden Paul. St. Louis, 1911.</p> + +<p class="hangindent">Brieux, Eugene. <i>Damaged Goods.</i> In his <i>Three Plays.</i> New York, 1911.</p> + +<p class="hangindent">Commonwealth Club of California. <i>The Red Plague.</i> Commonwealth Club of +California. <i>Transactions</i>, vol. <span class="smcap">VI</span>, no. 1, May, 1911; vol. +<span class="smcap">VIII</span>, no. 7, August, 1913.</p> + +<p class="hangindent">Dealey, J.Q. <i>The Family in its Sociological Aspects.</i> Boston, 1912.</p> + +<p class="hangindent">Ellis, Havelock. <i>Task of Social Hygiene.</i> Boston, 1912.</p> + +<p class="hangindent">Flexner, A. <i>Prostitution in Western Europe.</i> New York, 1913. Bureau of +Social Hygiene Publications.</p> + +<p class="hangindent">—— <i>Prostitution in the United States.</i> (In preparation.) Bureau of +Social Hygiene Publications.</p> + +<p class="hangindent">Foerster, F.W. <i>Marriage and the Sex Problem</i>; tr. by Meyrick Booth. New +York, 1912.</p> + +<p class="hangindent">Forel, August. <i>Sexual Question</i>; tr. by C.F. Marshall. New York, 1908.</p> + +<p class="hangindent">Fosdick, R.D. <i>European Police Systems.</i> New York 1913.<span class="pagenum"><a name="Page_214" id="Page_214"></a>[214]</span></p> + +<p class="hangindent">Kneeland, G.J. <i>Commercialized Prostitution in New York City.</i> New York, +1913. Bureau of Social Hygiene Publications.</p> + +<p class="hangindent">Morrow, P.A. <i>Social Diseases and Marriage.</i> New York 1904.</p> + +<p class="hangindent">Northcote, Hugh. <i>Christianity and Sex Problems.</i> Philadelphia, 1906.</p> + +<p class="hangindent">Seligman, E.R.A., ed. <i>Social Evil.</i> Ed. 2, rev. New York, 1912.</p> + +<p class="hangindent">Sisson, E.O. <i>Educational Emergency.</i> Atlantic Monthly, vol. 106, pp. +54-63, July, 1910.</p> + +<p class="hangindent">Thomson, J.A., <i>and</i> Geddes, P. <i>Problem of Sex.</i> New York, 1912.</p> + +<p class="hangindent">Westermarck, Edward. <i>History of Human Marriage.</i> New York, 1903.</p> + +<p class="hangindent">Wilson, R.N. <i>American Boy and the Social Evil.</i> Philadelphia, 1905.</p> + +<p class="hangindent">Zenner, Philip. <i>Education in Sexual Physiology and Hygiene.</i> Cincinnati, +1910.</p> + +<h3>CHAPTER III</h3> +<h3><span class="smcap">Physiological Aspects</span></h3> +<h3><i>Reproduction</i></h3> + +<p class="hangindent">Exner, M.J. <i>The Physician's Answer.</i> New York, 1913.</p> + +<p class="hangindent">Howell, W.H. <i>Textbook of Physiology.</i> Ed. 4. Philadelphia, 1911.</p> + +<p class="hangindent">Landois, Leonard. <i>Textbook of Human Physiology.</i> Ed. 10. Philadelphia, +1904.</p> + +<p class="hangindent">Marshall, F.H.A. <i>Physiology of Reproduction.</i> New York, 1910.</p> +<p><span class="pagenum"><a name="Page_215" id="Page_215"></a>[215]</span></p> + +<h3><i>Heredity and Eugenics</i></h3> + +<p class="hangindent">Castle, W.E. <i>Heredity.</i> New York, 1911.</p> + +<p class="hangindent">Darbishire, A.D. <i>Breeding and the Mendelian Theory.</i> New York, 1911.</p> + +<p class="hangindent">Davenport, C.B. <i>Heredity in Relation to Eugenics.</i> New York, 1911.</p> + +<p class="hangindent">Ellis, Havelock. <i>Problem of Race Regeneration.</i> New York, 1911.</p> + +<p class="hangindent">Jordan, D.S. <i>Heredity of Richard Roe.</i> Boston, 1911.</p> + +<p class="hangindent">Kellicott, W.E. <i>Social Direction of Human Evolution.</i> New York, 1911.</p> + +<p class="hangindent">Punnett, R.C. <i>Mendelism.</i> New York, 1911.</p> + +<p class="hangindent">Saleeby, C.W. <i>Methods of Race Regeneration.</i> New York, 1912.</p> + +<p class="hangindent">—— <i>Parenthood and Race Culture.</i> New York, 1909.</p> + +<p class="hangindent">Walter, H.E. <i>Genetics.</i> New York, 1913.</p> + +<p class="hangindent">Winship, A.E. <i>Jukes-Edwards; a Study in Education and Heredity.</i> +Harrisburg, 1900.</p> + + +<h3>CHAPTER IV</h3> + +<h3><span class="smcap">Medical Phases</span></h3> + +<p class="hangindent">Dock, L.L. <i>Hygiene and Morality; Medical, Social and Legal Aspects of +Venereal Diseases.</i> New York, 1910.</p> + +<p class="hangindent">Fisher, Irving. <i>National Vitality.</i> Washington, 1910. U.S. 61st Cong., 2d +Sess. Senate Doc. 419.</p> + +<p class="hangindent">Hall, W.S. <i>Biology, Physiology, and Sociology of Reproduction</i> also, +<i>Sexual Hygiene.</i> Ed. 11. Chicago, 1906.</p> + +<p class="hangindent">Keyes, E.L. <i>Observations of the Persistence of Gonococci in the Male +Urethra.</i> American Journal of the Medical Science, January, 1912.</p> + +<p class="hangindent">Morrow, P.A. <i>Social Diseases and Marriage.</i> Philadelphia, 1904.</p> + +<p class="hangindent">Taylor, R.W. <i>Practical Treatise on Genito-Urinary and Venereal Diseases +and Syphilis.</i> Ed. 3. Philadelphia, 1904.<span class="pagenum"><a name="Page_216" id="Page_216"></a>[216]</span></p> + + +<h3>CHAPTER V</h3> + +<h3><span class="smcap">Economic Phases</span></h3> + +<p class="hangindent">Adams, T.S., <i>and</i> Sumner, H.L. <i>Labor Problems.</i> Ed. 8. New York, 1911. +Chap. <span class="smcap">i</span>.</p> + +<p class="hangindent">Addams, Jane. <i>A New Conscience and an Ancient Evil.</i> New York, 1912.</p> + +<p class="hangindent">Butler, E.B. <i>Women and the Trades.</i> New York, 1909.</p> + +<p class="hangindent">Flexner, Abraham. <i>Prostitution in the United States.</i> New York. (In +preparation.) Bureau of Social Hygiene Publications.</p> + +<p class="hangindent">—— <i>Prostitution in Western Europe.</i> New York, 1913. Bureau of Social +Hygiene Publications.</p> + +<p class="hangindent">Fosdick, R.D. <i>European Police Systems.</i> New York, 1913. Bureau of Social +Hygiene Publications.</p> + +<p class="hangindent">Goldmark, Josephine. <i>Fatigue and Efficiency.</i> New York, 1912.</p> + +<p class="hangindent">Kelley, Florence. <i>Some Ethical Gains through Legislation.</i> New York, +1905.</p> + +<p class="hangindent">Kneeland, G.J. <i>Commercialized Prostitution in New York City.</i> New York, +1913. Bureau of Social Hygiene Publications.</p> + +<p class="hangindent">More, L.B. <i>Life Earner's Budgets; A Study of Standards and Cost of Living +in New York City.</i> New York, 1907.</p> + +<p class="hangindent">Roe, C.G. <i>Panders and their White Slaves.</i> Chicago, 1910.</p> + +<p class="hangindent">Ryan, J.A. <i>A Living Wage.</i> New York, 1910.</p> + +<p class="hangindent">Sanger, W.W. <i>History of Prostitution.</i> New York, 1913.</p> + +<p class="hangindent">Seligman, E.R.A., ed. <i>Social Evil.</i> Ed. 2, rev. New York, 1912. Chap. +<span class="smcap">i</span>.</p> + +<p class="hangindent">Streightoff, F.H. <i>Standard of Living among Industrial People of America.</i> +Boston, 1911.</p> + +<p class="hangindent">U.S. Bureau of Labor. <i>Women and Child Wage-Earners in the United States.</i> +Washington, 1911-12. Vols. 5, 15.</p> + +<p><span class="pagenum"><a name="Page_217" id="Page_217"></a>[217]</span></p> + +<p class="hangindent">U.S. Immigration Commission. <i>Steerage Conditions; Importation and +Harboring Women for Immoral Purposes....</i> Washington, 1911. U.S. 61st +Cong., 3d Sess. Senate Doc. 753.</p> + +<p class="hangindent">Reports of Commission, vol. 37.</p> + +<p class="hangindent">Vice Commission Reports.</p> + +<p class="hangindent">A list of vice commissions is printed at the end of these references.</p> + + +<h3>CHAPTER VI</h3> + +<h3><span class="smcap">Recreational Phases</span></h3> + +<p class="hangindent">Addams, Jane. <i>Spirit of Youth and the City Streets.</i> New York, 1912.</p> + +<p class="hangindent">Allen, W.H. <i>Civics and Health.</i> Boston, 1909.</p> + +<p class="hangindent">Camp-Fire Girls of America. <i>Manual.</i> New York, 1913.</p> + +<p class="hangindent">Chicago Vice Commission. <i>Report</i>, 1911.</p> + +<p class="hangindent">Collier, John. <i>Moving Pictures; Their Function and Proper Regulation.</i> +Playground Magazine, vol. 4, pp. 232-39, October, 1910.</p> + +<p class="hangindent"><i>Health Department Control of Venereal Diseases. Social Diseases</i>, vol. 2, +nos. 2-3, April and July, 1911.</p> + +<p class="hangindent">Israels, Mrs. C.H. <i>Dance Problem.</i> Playground Magazine, vol. 4, pp. +242-50, October, 1910.</p> + +<p class="hangindent">Juvenile Protective Association of Chicago. Reports on dance halls, moving +picture theaters, saloons, department stores, etc. Chicago, 1911-12.</p> + +<p class="hangindent">Minneapolis Vice Commission. <i>Report</i>, 1911, pp. 129-31.</p> + +<p class="hangindent">Perry, C.A. <i>Wider Use of the School Plant.</i> New York, 1910.</p> + +<p class="hangindent">Playground Association of America. <i>Proceedings</i>, 1907 to date. New York, +1908 to date.</p> + +<p class="hangindent">Russell Sage Foundation. Recreation Bibliography. New York, 1912.</p> + +<p class="hangindent">Ward, E.J., ed. <i>Social Centers.</i> New York, 1913. +<span class="pagenum"><a name="Page_218" id="Page_218"></a>[218]</span></p> + +<h3>CHAPTER VII</h3> + +<h3><span class="smcap">Educational Phases</span></h3> + +<p class="hangindent">American Federation for Sex Hygiene. <i>Proceedings</i>, 1913. New York, 1913. +Report of the Sex Education Sessions of the Fourth International Congress +on School Hygiene and the Annual Meeting of the Federation at Buffalo, +August 27-29, 1913.</p> + +<p class="hangindent">—— Report of Special Committee on the Matter and Methods of Sex +Education. Presented before the Sub-Section on Sex Hygiene of the +Fifteenth International Congress on Hygiene and Demography, held in +Washington, D.C., September 23-28, 1912. New York City, 1913.</p> + +<p class="hangindent">Cocks, O.G. <i>Engagement and Marriage: Talks with Young Men.</i> New York, +1913. Sex Education Series. Study no. 4.</p> + +<p class="hangindent">Cook, W.A. <i>Problems of Sex Education.</i> Journal of Educational Psychology, +vol. 4, pp. 253-60, May, 1913.</p> + +<p class="hangindent">Ellis, Havelock. <i>Studies in the Psychology of Sex.</i> Philadelphia, +1900-10. 6 vols.</p> + +<p class="hangindent">Hall, G.S. <i>Adolescence.</i> New York, 1908. Chap. <span class="smcap">vi</span>.</p> + +<p class="hangindent">—— <i>Educational Problems.</i> New York, 1911. Chap. <span class="smcap">vii</span>. +</p> + +<p class="hangindent">Hall, W.S. <i>Sexual Knowledge.</i> Philadelphia, 1913.</p> + +<p class="hangindent">—— <i>Strength of Ten.</i> 1909.</p> + +<p class="hangindent">Henderson, C.R. <i>Education with Reference to Sex.</i> National Society for +the Scientific Study of Education. 8th Yearbook, 1909.</p> + +<p class="hangindent">Lyttleton, Edward. <i>Training of the Young in Laws of Sex.</i> New York, 1900.</p> + +<p class="hangindent">Manny, F.A. Bibliography of Sex Hygiene. <i>Educational Review</i>, vol. 46, +pp. 168-76, September, 1913.</p> + +<p class="hangindent">Moll, Albert. <i>Sexual Life of the Child.</i> New York, 1912.</p> + +<p class="hangindent">Phelps, Jessie. <i>Teaching of Sex in Normal Schools.</i> National Conference +of Charities and Corrections. <i>Proceedings</i>, 1912, pp. 267-70. <span class="pagenum"><a name="Page_219" id="Page_219"></a>[219]</span></p> + +<p class="hangindent">Putnam, H.C. <i>Sex Instruction in Schools.</i> National Society for the +Scientific Study of Education. 8th Yearbook, 1909, pt. 2.</p> + +<p class="hangindent">Society of Sanitary and Moral Prophylaxis. Educational pamphlets.<br /> +<span style="margin-left: 1em;">No. 1. <i>Young Man's Problem.</i></span><br /> +<span style="margin-left: 1em;">No. 2. <i>Instruction in Physiology and Hygiene of Sex for Teachers.</i></span><br /> +<span style="margin-left: 1em;">No. 3. <i>Relations of Social Diseases with Marriage and their Prophylaxis.</i></span><br /> +<span style="margin-left: 1em;">No. 4. <i>Boy Problem.</i></span><br /> +<span style="margin-left: 1em;">No. 5. <i>How my Uncle the Doctor instructed me in Matters of Sex.</i></span><br /> +<span style="margin-left: 1em;">No. 6. <i>Health and Hygiene of Sex.</i></span><br /></p> + +<p class="hangindent">Thomas, W.I. <i>Sex and Society.</i> Chicago, 1907.</p> + +<p class="hangindent">Wagner, Charles. <i>Youth.</i> New York, 1905. Book 3.</p> + +<p class="hangindent">Warthin, A.S. <i>Sex Pedagogy in the High School.</i> In Johnston, C.H., ed., +High School Education. New York, 1912.</p> + +<p class="hangindent">Wile, I.S. <i>Sex Education.</i> New York, 1912. Bibliography, pp. 149-50.</p> + +<p class="hangindent">Willson, R.N. <i>American Boy and the Social Evil.</i> Philadelphia, 1905.</p> + +<p class="hangindent">—— <i>Education of the Young in Sex Hygiene; A Textbook for Parents and +Teachers.</i> Philadelphia, 1913.</p> + + + + +<h3>CHAPTER VIII</h3> + +<h3><span class="smcap">Teaching Phases</span></h3> + +<h3><i>For Children</i></h3> + + +<p class="hangindent">Chapman, Mrs. Rose Wood Allen. <i>How Shall I Tell my Child?</i> Chicago, 1912.</p> + +<p class="hangindent">Hall, W.S. <i>Strength of Ten.</i> 1909.</p> + +<p class="hangindent">Lyttleton, Edward. <i>Training of the Young in Laws of Sex.</i> New York, 1900.</p> +<p><span class="pagenum"><a name="Page_220" id="Page_220"></a>[220]</span></p> +<p class="hangindent">Moll, Albert. <i>Sexual Life of the Child.</i> New York, 1912.</p> + +<p class="hangindent">Morley, Margaret. <i>Renewal of Life.</i> Chicago, 1906.</p> + +<p class="hangindent">Torelle, Ellen. <i>Plant and Animal Children; how they grow.</i> Boston, 1912.</p> + + + + +<h3>CHAPTER IX</h3> + +<h3><span class="smcap">Teaching Phases</span></h3> + +<h3><i>For Boys</i></h3> + +<p class="hangindent"><i>Boys' Venereal Peril.</i> Chicago, 1911. (16-18 years.)</p> + +<p class="hangindent">Hall, W.S. <i>From Youth into Manhood.</i> New York, 1910. (11-15 years.)</p> + +<p class="hangindent">—— <i>Instead of Wild Oats.</i> Chicago, 1912.</p> + +<p class="hangindent">—— <i>John's Vacation; A Story for Boys.</i> Chicago, 1913.</p> + +<p class="hangindent">—— <i>Life's Beginnings.</i> New York, 1912. (10-14 yrs.)</p> + +<p class="hangindent">Lowry, E.B. <i>Truths; Talks with a Boy concerning himself.</i> Chicago, 1911.</p> + +<p class="hangindent">Morley, M.W. <i>A Song of Life.</i> Chicago, 1902. (Young men.)</p> + +<p class="hangindent">Oker-Blom, Max. <i>How my Uncle, the Doctor, instructed me in Matters of +Sex.</i> Society of Sanitary and Moral Prophylaxis. Educational Pamphlet no. +5. (10-14 years.)</p> + +<p class="hangindent">Sperry, L.B. <i>Confidential Talks with Young Men.</i></p> + +<p class="hangindent">Wegener, Hans. <i>We Young Men.</i> Philadelphia, 1911. (21 years and upward.)</p> + +<p class="hangindent">Wilson, R.N. <i>American Boy and the Social Evil.</i> Philadelphia, 1905. (18 +years and upward.)</p> + +<p class="hangindent">—— <i>Nobility of Boyhood.</i> Philadelphia, 1910. (14-18 years.)</p> + +<p class="hangindent"><i>Young Man's Problem.</i> New York, 1912. Society of Sanitary and Moral +Prophylaxis. Educational Pamphlet no. 1.</p> +<p><span class="pagenum"><a name="Page_221" id="Page_221"></a>[221]</span></p> + +<h3>CHAPTER X</h3> + +<h3><span class="smcap">Teaching Phases</span></h3> + +<h3><i>For Girls</i></h3> + +<p class="hangindent">Chamberlain, A.F. <i>The Child; A Study in the Evolution of Man.</i> Ed. 2. +London, 1911.</p> + +<p class="hangindent">Cleaves, M.A. <i>Education in Sexual Hygiene for Young Working Women.</i> +Charities and the Commons, vol. 15, pp. 721-24, Feb. 24, 1906.</p> + +<p class="hangindent">Dudley, Gertrude, <i>and</i> Kellor, F.A. <i>Athletic Games in the Education of +Women.</i> New York, 1909.</p> + +<p class="hangindent">Gesell, A.L. <i>Normal Child and Principles of Education.</i> Boston, 1912.</p> + +<p class="hangindent">Goldmark, J.C. <i>Fatigue and Efficiency.</i> New York, 1912.</p> + +<p class="hangindent">Gordon, H.L. <i>Modern Mother.</i> New York, 1909.</p> + +<p class="hangindent">Hall, W.S. <i>The Doctor's Daughter; A Story for Girls.</i> Chicago, 1913.</p> + +<p class="hangindent">—— <i>Life Problems; A Story for Girls.</i> Chicago, 1913.</p> + +<p class="hangindent">Johnson, G.E. <i>Education by Plays and Games.</i> Boston, 1907.</p> + +<p class="hangindent">Lowry, E.B. <i>Herself; Talks with Women concerning themselves.</i> Chicago, +1911.</p> + +<p class="hangindent">—— <i>False Modesty.</i> Chicago, 1912.</p> + +<p class="hangindent">—— <i>Confidences; Talks with a Young Girl concerning herself.</i> Chicago, +1910.</p> + +<p class="hangindent">Mosher, E.M. <i>Health and Happiness.</i> New York, 1912.</p> + +<p class="hangindent">Oppenheim, Nathan. <i>Care of the Child in Health.</i></p> + +<p class="hangindent">—— <i>Development of the Child.</i> New York, 1908.</p> + +<p class="hangindent">Partridge, G.E. <i>Genetic Philosophy of Education.</i> New York, 1912.</p> + +<p class="hangindent"><i>Plain Talks with Girls about their Health and Physical Development.</i> +Salem, 1912. Oregon State Board of Health. Circular no. 4.</p> + +<p class="hangindent">Puffer, J.A. <i>The Boy and his Gang.</i> Boston, 1912. <span class="pagenum"><a name="Page_222" id="Page_222"></a>[222]</span> +</p> + +<p class="hangindent">Saleeby, C.W. <i>Woman and Womanhood.</i> New York, 1911.</p> + +<p class="hangindent">Smith, N.M. <i>Three Gifts of Life.</i> New York, 1913.</p> + +<p class="hangindent">Sperry, L.B. <i>Confidential Talks with Young Women.</i> Chicago, n.d.</p> + +<p class="hangindent">Tyler, J.M. <i>Growth and Education.</i> Boston, 1905.</p> + + + +<h3>CHAPTER XI</h3> + +<h3><span class="smcap">Moral and Religious Phases</span></h3> + + +<p class="hangindent">Abbott, Lyman. <i>Womanhood.</i> Oregon Social Hygiene Society. Circular no. +16.</p> + +<p class="hangindent">Bible. Mark <span class="smcap">x</span>, 2-12. Compare Deut. <span class="smcap">xxiv</span>, 1-4. +</p> + +<p class="hangindent">Bible. Matt. <span class="smcap">v</span>, 27-30.</p> + +<p class="hangindent">Bible. I Cor. 7.</p> + +<p class="hangindent">Foerster, F.W. <i>Marriage and the Sex Problem.</i> New York, 1912.</p> + +<p class="hangindent">Hall, G.S. <i>Adolescence.</i> New York, 1908. Chaps. <span class="smcap">xiii-xv</span>.</p> + +<p class="hangindent">Hamilton, Cosmo. <i>A Plea for the Younger Generation.</i> New York, 1913.</p> + +<p class="hangindent">James, William. <i>Varieties of Religious Experience.</i> New York, 1911. Chap. +<span class="smcap">i</span>.</p> + +<h3>PERIODICALS</h3> + +<p class="hangindent">The following periodicals are sources of news in regard to sex education, +sex hygiene, and allied subjects:—</p> + +<p class="hangindent"><i>American Breeders' Magazine; A Journal of Genetics and Eugenics.</i> +Published quarterly by the American Breeders' Association. Washington, +D.C. Sent to members, annual membership, $2.00.</p> + +<p class="hangindent">American Medical Association: <i>Journal.</i> Published weekly by the American +Medical Association, 535 Dearborn Avenue, Chicago, Ill. $5.00 yearly. <span class="pagenum"><a name="Page_223" id="Page_223"></a>[223]</span> +</p> + +<p class="hangindent"><i>American Physical Education Review.</i> Published monthly by the American +Physical Education Association, Springfield, Mass. $3.00 yearly.</p> + +<p class="hangindent"><i>Eugenics Review.</i> Published quarterly by the Eugenics Education Society, +6, York Buildings, Adelphi, London. <i>4s. 6d.</i> yearly.</p> + +<p class="hangindent"><i>Journal of Educational Psychology.</i> Published monthly, except July and +August, by Warwick & York, Baltimore, Md. $2.50 yearly.</p> + +<p class="hangindent"><i>Social Diseases.</i> Published quarterly. 105 West 40th Street, New York +City. $1.00 yearly.</p> + +<p class="hangindent"><i>Survey; A Journal of Constructive Philanthropy.</i> Published weekly by the +Survey Associates, 105 East 22d Street, New York City. $2.00 yearly.</p> + +<p class="hangindent"><i>Vigilance.</i> A monthly magazine correlating constructive efforts for the +suppression of the social evil. Published monthly by the American +Vigilance Association, 156 Fifth Avenue, New York City. $1.00 yearly.</p> + +<p class="hangindent">U.S. Commissioner of Education. Monthly record of current educational +publications. Bibliography, published monthly, devotes one section to sex +hygiene. Sent free from Commissioner's Office, Washington, D.C.</p> + +<h3>ORGANIZATIONS INTERESTED IN SOCIAL HYGIENE</h3> + +<p class="hangindent">American Federation for Sex Hygiene. Combined with American Vigilance +Association to form American Social Hygiene Association.</p> + +<p class="hangindent">American Health Defense League. 37 Liberty Street, New York City.</p> + +<p class="hangindent">American Medical Association. 535 Dearborn Avenue, Chicago. Secy., Dr. +Alex. R. Craig.</p> + +<p class="hangindent">American Purity Alliance. 207 East 15th Street, New York City.</p> + +<p class="hangindent">American Social Hygiene Association. 105 West 40th Street, New York<span class="pagenum"><a name="Page_224" id="Page_224"></a>[224]</span> +City. Secys., Dr. William Snow, J.B. Reynolds.</p> + +<p class="hangindent">American Unitarian Association. Department of Social and Public Service. +Committee on Sex Education and Hygiene. Boston, Mass.</p> + +<p class="hangindent">American Vigilance Association. Combined with American Federation for Sex +Hygiene to form American Social Hygiene Association.</p> + +<p class="hangindent">Bureau of Social Hygiene. Members: Davis, Katharine B.; Warburg, Paul M.; +Murphy, Starr J.; Rockefeller, John D., Jr., Chairman. P.O. Box 579, New +York City.</p> + +<p class="hangindent">California Social Hygiene Society. San Francisco. Secy., C.N. White.</p> + +<p class="hangindent">Chicago Society of Social Hygiene. 100 State Street, Chicago. Secy., W.T. +Belfield.</p> + +<p class="hangindent">Colorado Society for Social Health. Denver, Colo.</p> + +<p class="hangindent">Committee of Fourteen. 27 E. 22d Street, New York City. Secy., F.H. +Whitin.</p> + +<p class="hangindent">Commonwealth Club of California. 804 First National Bank Building, San +Francisco, Cal.</p> + +<p class="hangindent">Connecticut Society of Social Hygiene. 42 High Street, Hartford, Conn. +Secy., T.N. Hepburn.</p> + +<p class="hangindent">Detroit Society for Sex Hygiene. 33 High Street E., Detroit, Mich. Secy., +Raymond E. Van Syckle.</p> + +<p class="hangindent">Friends' Committee on Philanthropic Labor. Park Avenue and Laurens Street, +Baltimore, Md.</p> + +<p class="hangindent">Illinois Vigilance Association. 153 Lasalle Street, Chicago.</p> + +<p class="hangindent">Indiana Society of Social Hygiene. 723 Hume-Mansur Building, Indianapolis, +Ind. Secy., Dr. H.G. Hamer.</p> + +<p class="hangindent">Indiana State Board of Health. Indianapolis, Ind. International Congress +on School Hygiene. Fourth meeting held in Buffalo, August 27-29, 1913.</p> + +<p class="hangindent">International Purity Association.</p> + +<p class="hangindent">Juvenile Protective Association. 816 South Halsted Street, Chicago.</p> + +<p class="hangindent">Los Angeles Society of Social Hygiene. 311 Higgins Building, Los Angeles, +Cal. <span class="pagenum"><a name="Page_225" id="Page_225"></a>[225]</span></p> + +<p class="hangindent">Maryland Society of Social Hygiene. 15 E. Pleasant Street, Baltimore, Md. +Secy., Howard C. Hill.</p> + +<p class="hangindent">Massachusetts Association of Boards of Health. Boston, Mass.</p> + +<p class="hangindent">Massachusetts Society for Sex Education. 7 Hancock Avenue, Boston, Mass.</p> + +<p class="hangindent">Massachusetts State Board of Health. State House, Boston, Mass.</p> + +<p class="hangindent">Mexican Society of Sanitary and Moral Prophylaxis of Venereal Diseases.</p> + +<p class="hangindent">Milwaukee Society of Social and Moral Hygiene. Milwaukee, Wis.</p> + +<p class="hangindent">National Conference of Charities and Corrections. Angola, Ind. Secy., +Alexander Johnson.</p> + +<p class="hangindent">National Consumers' League. 105 East 22d Street, New York City.</p> + +<p class="hangindent">National Education Association. Ann Arbor, Mich. Secy., D.W. Springer.</p> + +<p class="hangindent">National Purity Association. 79 Fifth Avenue, Chicago.</p> + +<p class="hangindent">New Jersey Society for the Prevention of Social Diseases. East Orange, +N.J. Secy., Dr. Thomas N. Gray.</p> + +<p class="hangindent">New York State Reformatory for Women at Bedford. Laboratory of Social +Hygiene. Supt., Katharine Bement Davis. +</p> + +<p class="hangindent">New Zealand Society of Sanitary and Moral Prophylaxis.</p> + +<p class="hangindent">Oregon Social Hygiene Society. 703 Selling Building, Portland, Ore. Secy., +H.H. Moore.</p> + +<p class="hangindent">Oregon State Board of Health. 720 Selling Building, Portland, Ore. Secy., +Dr. Calvin S. White.</p> + +<p class="hangindent">Pacific Coast Federation for Sex Hygiene. Portland, Ore. Secy., H.H. +Moore.</p> + +<p class="hangindent">Pennsylvania Society for the Study and Prevention of Social Diseases. 1708 +Locust Street, Philadelphia. Secy., R.N. Wilson.</p> + +<p class="hangindent">Rhode Island State Board of Health. State House, Providence, R.I. <span class="pagenum"><a name="Page_226" id="Page_226"></a>[226]</span> +</p> + +<p class="hangindent">St. Louis Society of Social Hygiene. St. Louis, Mo. Secy., Dr. H.E. +Kleinschmidt.</p> + +<p class="hangindent">School of Eugenics of Boston. 168 Newbury Street, Boston, Mass.</p> + +<p class="hangindent">Seattle Society of Hygiene. League Building, Seattle, Wash. Secy., Dr. +Sydney Strong.</p> + +<p class="hangindent">Social Purity and White Cross Movement. The Philanthropist, P.O. Box 2554, +New York City.</p> + +<p class="hangindent">Society of Sanitary and Moral Prophylaxis. 611 Tilden Building, 105 West +40th Street, New York City. Secy., Dr. E.L. Keyes, Jr.</p> + +<p class="hangindent">Spokane Society of Social and Moral Hygiene. 420 Old National Bank +Building, Spokane, Wash. Secy., Dr. J.R. Lantz.</p> + +<p class="hangindent">Texas State Society of Social Hygiene. San Antonio, Texas. Secy., Dr. T.Y. +Hull.</p> + +<p class="hangindent">Triennial Congress for the Suppression of the White Slave Traffic. Fifth +meeting held in London, June 30-July 4, 1913.</p> + +<p class="hangindent">Washington State Board of Education. Olympia, Washington.</p> + +<p class="hangindent">West Virginia Society of Social Hygiene. Elkins, West Va. Secy., O.G. +Wilson, Supt. of Public Schools.</p> + +<p class="hangindent">World's Purity Federation. LaCrosse, Wis. Pres., B.S. Steadwell.</p> + + +<h3>REPORTS AND INVESTIGATIONS</h3> + +<h3><span class="smcap">Municipal</span></h3> + + +<p class="hangindent">Atlanta, Ga. Vice Commission. <i>Report</i>, 1912.</p> + +<p class="hangindent">Chicago. Vice Commission. <i>Social Evil in Chicago.</i> Chicago, 1911.</p> + +<p class="hangindent">Cleveland. Vice Commission. <i>Report</i>, 1911.</p> + +<p class="hangindent">Columbia, Mo. Vice Commission. Appointed March, 1913. <span class="pagenum"><a name="Page_227" id="Page_227"></a>[227]</span></p> + +<p class="hangindent">Columbus, Ohio. Appointed March, 1913.</p> + +<p class="hangindent">Denver, Colo. Vice Commission. Appointed September 15, 1912. Became Denver +Morals Commission January 31, 1913.</p> + +<p class="hangindent">Grand Rapids. Morals Efficiency Commission of the Citizens. To carry on +work started by Committee of 41.</p> + +<p class="hangindent">Hartford, Conn. Vice Commission. Appointed January, 1912.</p> + +<p class="hangindent">Jacksonville, Fla. Vice Commission. Appointed September, 1912.</p> + +<p class="hangindent">Kansas City. Vice Commission. <i>Report</i>, 1912.</p> + +<p class="hangindent">Little Rock, Ark. Vice Commission. <i>Report</i>, 1912.</p> + +<p class="hangindent">Macon, Ga. Vice Commission. Appointed January, 1913.</p> + +<p class="hangindent">Minneapolis. Vice Commission. <i>Report</i>, 1911.</p> + +<p class="hangindent">New York City— Seligman, E.R.A., ed. <i>Social Evil.</i> New York, 1912. +Kneeland, G.J. <i>Commercialized Prostitution in New York City.</i> New York, +1913.</p> + +<p class="hangindent">Philadelphia. Vice Commission. <i>Report.</i> Philadelphia, 1913.</p> + +<p class="hangindent">Portland, Ore. Vice Commission. <i>Report</i>, 1913.</p> + +<p class="hangindent">Rochester. Vice Commission. <i>Report.</i></p> + +<p class="hangindent">St. Paul, Minn. Morals Committee. <i>Report.</i></p> + +<p class="hangindent">San Francisco— <br /> +Commonwealth Club of California. <i>Report on Prevalence of +Venereal Diseases.</i> February, 1911.</p> + +<p class="hangindent">Shreveport, La. Vice Commission. Appointed April, 1913.</p> + +<p class="hangindent">Syracuse. Moral Survey Committee. <i>Report on the Social Evil in Syracuse.</i> +1913.</p> + + +<h3><span class="smcap">State</span></h3> + +<p class="hangindent">Illinois. Vice Commission. Appointed February, 1913.</p> + +<p class="hangindent">Maryland. Vice Commission. Appointed March, 1913. <span class="pagenum"><a name="Page_228" id="Page_228"></a>[228]</span></p> + +<p class="hangindent">Massachusetts. Vice Commission. Established April, 1913.</p> + +<p class="hangindent">Missouri. Vice Commission. Appointed April, 1913.</p> + +<p class="hangindent">Wisconsin. Vice Commission. Established May, 1913.</p> + + +<h3><span class="smcap">Standing Commissions</span></h3> + +<p class="hangindent">Pittsburg, Pa. Morals Efficiency Commission. Appointed May, 1912. +Chairman, Frederick A. Rhodes.</p> + +<p class="hangindent">Minneapolis. Morals Commission. Appointed March, 1913. Chairman, Dr. +Marion D. Shutter.</p> + +<p class="hangindent">Denver. Morals Commission. Appointed January 31, 1913. Chairman, Rev. H.F. +Rail.</p> + +<p class="hangindent">New York. Committee of Fourteen.</p> + +<p class="hangindent">Chicago. Morals Court.</p> + + +<hr style="width: 65%;" /><p><span class="pagenum"><a name="Page_229" id="Page_229"></a>[229]</span></p> +<h2><a name="INDEX" id="INDEX"></a>INDEX</h2> + + + + + + +<ul><li>Addams, Jane, cited, <a href="#Page_47">47</a>, <a href="#Page_139">139</a>.</li> + +<li>Adolescence, a critical period, <a href="#Page_127">127</a>; +<ul><li>begins at puberty, <a href="#Page_127">127</a>;</li> +<li>information and entertainment sought during, <a href="#Page_128">128</a>, <a href="#Page_129">129</a>;</li> +<li>evils to which it is exposed, <a href="#Page_130">130</a>-<a href="#Page_134">34</a>;</li> +<li>ways in which the boy may be helped during, <a href="#Page_137">137</a>-<a href="#Page_141">41</a>.</li></ul></li> + + +<li>Adolescents, sex impulse in, <a href="#Page_27">27</a>.</li> + +<li>Agencies of sex education, summary, <a href="#Page_191">191</a>-<a href="#Page_193">93</a>.</li> + +<li>American Social Hygiene Association, <a href="#Page_12">12</a>.</li> + +<li>Amusement parks, dangers of, <a href="#Page_19">19</a>, <a href="#Page_75">75</a>.</li> + +<li>Armies, dangers of their camps, <a href="#Page_67">67</a>.</li> + +<li>Athletics, benefits of, <a href="#Page_138">138</a>. +<ul><li><i>See</i> Play.</li></ul></li> +<li> </li> + + +<li>Bathing, benefits of, <a href="#Page_138">138</a>.</li> + +<li>Bill-boards, evils of, <a href="#Page_19">19</a>.</li> + +<li>Billiard rooms, dangers of, <a href="#Page_19">19</a>, <a href="#Page_74">74</a>.</li> + +<li>Biological aspect of the social emergency, <a href="#Page_23">23</a>.</li> + +<li>Blindness, sometimes due to venereal infection, <a href="#Page_32">32</a>, <a href="#Page_34">34</a>.</li> + +<li>Boating, <a href="#Page_82">82</a>.</li> + +<li>Bodily regimen. <i>See</i> Regimen.</li> + +<li>Books, <a href="#Page_7">7</a>, <a href="#Page_11">11</a>, <a href="#Page_195">195</a>.</li> + +<li>Boston, report on women's wages in, <a href="#Page_56">56</a>, <a href="#Page_59">59</a>.</li> + +<li>Botany, study of, in upper grades and high schools, <a href="#Page_93">93</a>.</li> + +<li><i>Boy Problem, The</i>, quoted, <a href="#Page_138">138</a>.</li> + +<li>Boys, pre-pubescent and pubescent instruction to be given to, <a href="#Page_98">98</a>-<a href="#Page_102">102</a>; +<ul><li>teaching phases for, <a href="#Page_127">127</a>-<a href="#Page_153">53</a>;</li> +<li>adolescence of, <a href="#Page_127">127</a>-<a href="#Page_130">30</a>;</li> +<li>evils to which they are exposed (masturbation, mental suffering, illicit intercourse), <a href="#Page_130">130</a>-<a href="#Page_134">34</a>;</li> +<li>are normally clean, <a href="#Page_134">134</a>, <a href="#Page_152">152</a>;</li> +<li>ways in which they may be helped during adolescence, <a href="#Page_137">137</a>-<a href="#Page_141">41</a>;</li> +<li>subjects and methods of instruction for, <a href="#Page_142">142</a>-<a href="#Page_149">49</a>;</li> +<li>conditions to be observed in giving instruction to, <a href="#Page_149">149</a>-<a href="#Page_152">52</a>.</li></ul></li> +<li> </li> + + +<li>Camps, construction and lumber, <a href="#Page_66">66</a>; +<ul><li>military, <a href="#Page_67">67</a>;</li> +<li>school and municipal, <a href="#Page_82">82</a>.</li></ul></li> + + +<li>Card parties, <a href="#Page_78">78</a>.</li> + +<li>Carnivals, <a href="#Page_76">76</a>, <a href="#Page_77">77</a>.</li> + +<li>Castration, effect of, <a href="#Page_144">144</a>.</li> + +<li>Chastity, double standard of, <a href="#Page_14">14</a>, <a href="#Page_136">136</a>, <a href="#Page_146">146</a>.</li> + +<li>Chicago, report on women's wages in, <a href="#Page_56">56</a>, <a href="#Page_59">59</a>.</li> + +<li>Chicago Juvenile Protective Association, quoted, <a href="#Page_63">63</a>.</li> + +<li>Chicago Vice Commission, report of, <a href="#Page_60">60</a>.</li> + +<li>Child labor, abolition of, <a href="#Page_68">68</a>.</li> + +<li>Children, infection in, <a href="#Page_34">34</a>, <a href="#Page_35">35</a>.</li> + +<li>Clean living, importance of, to be indicated to the boy, <a href="#Page_140">140</a>, <a href="#Page_141">141</a>, <a href="#Page_147">147</a>.</li> + +<li>Clothing of girls, <a href="#Page_157">157</a>, <a href="#Page_161">161</a>, <a href="#Page_162">162</a>.</li> + +<li>Clubs, social, <a href="#Page_77">77</a>, <a href="#Page_80">80</a>.</li> + +<li>Colleges, instruction in sex relations to begin in, <a href="#Page_3">3</a>; +<ul><li>sex education for teachers to be given in, <a href="#Page_192">192</a>.</li></ul></li> + + +<li>Commissions, vice, <a href="#Page_51">51</a>-<a href="#Page_61">61</a>.</li> + +<li>Companions of the boy, <a href="#Page_139">139</a>.</li> +<li><span class="pagenum"><a name="Page_230" id="Page_230"></a>[230]</span></li> + +<li>Consecration, <a href="#Page_186">186</a>, <a href="#Page_187">187</a>.</li> + +<li>Consumers' League of Oregon, <a href="#Page_57">57</a>.</li> + +<li>Contagion, sources and conditions of, <a href="#Page_15">15</a>. +<ul><li><i>See</i> Venereal infection, Venereal diseases.</li></ul></li> + + +<li>Control. <i>See</i> Self-control.</li> + +<li>Cost of living, <a href="#Page_16">16</a>. +<ul><li><i>See</i> Wages and vice.</li></ul></li> +<li> </li> + + +<li>Dance-halls, <a href="#Page_19">19</a>.</li> + +<li>Dances, <a href="#Page_78">78</a>.</li> + +<li>Degeneracy, sexual, road to race extinction, <a href="#Page_23">23</a>.</li> + +<li>Department stores, employment of girls in, <a href="#Page_63">63</a>.</li> + +<li>Diseases. <i>See</i> Venereal diseases.</li> + +<li>Domestic service, <a href="#Page_46">46</a>-<a href="#Page_48">48</a>, <a href="#Page_64">64</a>.</li> + +<li>Double standard of chastity, <a href="#Page_14">14</a>; +<ul><li>abandonment of, <a href="#Page_136">136</a>, <a href="#Page_146">146</a>.</li></ul></li> + + +<li>Dress of women, <a href="#Page_19">19</a>.</li> + +<li>Drunkenness and prostitution, <a href="#Page_3">3</a>, <a href="#Page_4">4</a>.</li> +<li> </li> + +<li>Economic phases of immorality, <a href="#Page_16">16</a>-<a href="#Page_18">18</a>, <a href="#Page_45">45</a>-<a href="#Page_69">69</a>; +<ul><li>women as wage-earners, <a href="#Page_46">46</a>;</li> +<li>wages and immorality, <a href="#Page_50">50</a>-<a href="#Page_62">62</a>;</li> +<li>industrial stress, and dangers in seeking employment, <a href="#Page_62">62</a>-<a href="#Page_64">64</a>;</li> +<li>improvements recommended, <a href="#Page_67">67</a>, <a href="#Page_68">68</a>;</li> +<li>bibliography, <a href="#Page_206">206</a>, <a href="#Page_207">207</a>.</li></ul></li> + + +<li>Education, industrial, compulsory, recommended, <a href="#Page_68">68</a>; +<ul><li>public, the greatest need, <a href="#Page_190">190</a>;</li> +<li>summary of agencies of, <a href="#Page_191">191</a>-<a href="#Page_193">93</a>;</li> +<li>of methods of, <a href="#Page_193">193</a>-<a href="#Page_197">97</a>;</li> +<li>of materials of, <a href="#Page_197">197</a>-<a href="#Page_199">99</a>;</li> +<li>of ideals of, <a href="#Page_199">199</a>-<a href="#Page_201">201</a>.</li> +<li><i>See</i> Educational phases, Instruction, Teaching phases.</li> +</ul></li> + +<li>Educational phases of the social emergency, <a href="#Page_21">21</a>-<a href="#Page_23">23</a>, <a href="#Page_84">84</a>-<a href="#Page_103">103</a>; +<ul><li>aims of sex education, <a href="#Page_84">84</a>-<a href="#Page_86">86</a>;</li> +<li>bodily regimen, <a href="#Page_87">87</a>, <a href="#Page_88">88</a>;</li> +<li>mental control, <a href="#Page_88">88</a>, <a href="#Page_89">89</a>;</li> +<li>first principle of instruction in reproduction, <a href="#Page_89">89</a>-<a href="#Page_92">92</a>;</li> +<li>nature study, botany, etc., <a href="#Page_92">92</a>, <a href="#Page_93">93</a>;</li> +<li>pre-pubescent and pubescent instruction, <a href="#Page_93">93</a>-<a href="#Page_102">102</a>;</li> +<li>difference between man and animals the basis of instruction, <a href="#Page_105">105</a>, <a href="#Page_106">106</a>;</li> +<li>first instruction, <a href="#Page_106">106</a>;</li> +<li>a true philosophy must lie back of instruction, <a href="#Page_106">106</a>, <a href="#Page_107">107</a>;</li> +<li>bibliography, <a href="#Page_208">208</a>, <a href="#Page_209">209</a>.</li> +</ul></li> + +<li>Ehrlich, his cure for syphilis, <a href="#Page_38">38</a>, <a href="#Page_39">39</a>.</li> + +<li>Eight-hour day, <a href="#Page_67">67</a>.</li> + +<li>Employment bureaus, <a href="#Page_64">64</a>.</li> + +<li>Excursions, <a href="#Page_76">76</a>.</li> + +<li>Exner, Dr. M.J., statement of, regarding sexual continence, <a href="#Page_29">29</a>, <a href="#Page_41">30</a> <i>n.</i></li> +<li> </li> + +<li>Family, not competent to instruct in sex relations, <a href="#Page_3">3</a>.</li> + +<li>Federal Government, report on women's wages, <a href="#Page_55">55</a>, <a href="#Page_56">56</a>.</li> + +<li>Federal report (<i>Woman and Child Wage-Earners</i>), <a href="#Page_59">59</a>.</li> + +<li>Festivals, <a href="#Page_76">76</a>, <a href="#Page_77">77</a>.</li> + +<li>Freud, his view of sex basis, <a href="#Page_86">86</a>.</li> +<li> </li> + +<li>Girls, pre-pubescent and pubescent instruction to be given to, <a href="#Page_96">96</a>-<a href="#Page_98">98</a>; +<ul><li>teaching phases for, <a href="#Page_154">154</a>-<a href="#Page_167">67</a>;</li> +<li>stability of nervous system, <a href="#Page_154">154</a>-<a href="#Page_158">58</a>;</li> +<li>menstruation and menstrual pain, <a href="#Page_159">159</a>-<a href="#Page_161">61</a>;</li> +<li>clothing of, <a href="#Page_161">161</a>, <a href="#Page_162">162</a>;</li> +<li>in industry, <a href="#Page_162">162</a>, <a href="#Page_163">163</a>;</li> +<li>housing of unmarried, <a href="#Page_163">163</a>, <a href="#Page_164">164</a>;</li> +<li>instruction to be given on reproduction, <a href="#Page_164">164</a>-<a href="#Page_167">67</a>.</li> +</ul></li> + +<li>Girls' high schools, <a href="#Page_161">161</a>.</li> + +<li>Gonorrhea and the gonorrhea microbe, <a href="#Page_33">33</a>-<a href="#Page_39">39</a>, <a href="#Page_100">100</a>, <a href="#Page_146">146</a>, <a href="#Page_199">199</a>.</li> +<li> </li> + +<li><span class="pagenum"><a name="Page_231" id="Page_231"></a>[231]</span></li> +<li>Hall, G. Stanley, his view of sex basis, <a href="#Page_86">86</a>.</li> + +<li>Holabird, William, <a href="#Page_135">135</a>.</li> + +<li>Home, the, as recreation and social center, <a href="#Page_78">78</a>, <a href="#Page_79">79</a>.</li> + +<li>Hotels, employment of girls in, <a href="#Page_63">63</a>.</li> + +<li>Housing of unmarried girls, <a href="#Page_163">163</a>, <a href="#Page_164">164</a>.</li> + +<li>Howell, Dr. William H., quoted on the sexual appetite, <a href="#Page_31">31</a>.</li> + +<li>Hygiene. <i>See</i> Social emergency, Reproduction.</li> +<li> </li> + +<li>Ice-cream parlors, <a href="#Page_19">19</a>.</li> + +<li>Ideals of sex education, <a href="#Page_199">199</a>-<a href="#Page_201">201</a>.</li> + +<li>Illinois State Senate, vice investigation made by, <a href="#Page_61">61</a>.</li> + +<li>Immorality and wages, <a href="#Page_16">16</a>, <a href="#Page_17">17</a>, <a href="#Page_50">50</a>-<a href="#Page_62">62</a>.</li> + +<li>Industrial education for women, lack of, <a href="#Page_48">48</a>.</li> + +<li>Industrial efficiency, connected with social hygiene problems, <a href="#Page_3">3</a>, <a href="#Page_18">18</a>.</li> + +<li>Industrial stress, its bearing upon sexual hygiene and morals, <a href="#Page_62">62</a>-<a href="#Page_64">64</a>.</li> + +<li>Infection. <i>See</i> Venereal infection.</li> + +<li>Instruction in sex hygiene and the physiology of reproduction, what, when, and by whom to be given, <a href="#Page_3">3</a>, <a href="#Page_10">10</a>, <a href="#Page_25">25</a>, <a href="#Page_42">42</a>-<a href="#Page_44">44</a>, <a href="#Page_90">90</a>-<a href="#Page_102">102</a>, <a href="#Page_106">106</a>, <a href="#Page_110">110</a>-<a href="#Page_122">22</a>, <a href="#Page_142">142</a>-<a href="#Page_149">49</a>, <a href="#Page_179">179</a>-<a href="#Page_189">89</a>, <a href="#Page_191">191</a>; +<ul><li>mistakes in, serious, <a href="#Page_9">9</a>;</li> +<li>list of subjects to be considered, <a href="#Page_148">148</a>, <a href="#Page_149">149</a>;</li> +<li>conditions to be observed in giving, <a href="#Page_149">149</a>-<a href="#Page_152">52</a>;</li> +<li>for girls, <a href="#Page_164">164</a>-<a href="#Page_167">67</a>.</li> +<li><i>See</i> Education, Educational phases, Teaching phases.</li> +</ul></li> + +<li>Instructors in sex relations, lack of competent, <a href="#Page_3">3</a>, <a href="#Page_10">10</a>, <a href="#Page_11">11</a>, <a href="#Page_192">192</a>.</li> + +<li>Insurance, recommended, <a href="#Page_67">67</a>.</li> + +<li>Intoxicating liquors and commercialized prostitution, <a href="#Page_17">17</a>.</li> + +<li>Investigations into immorality and diseases, <a href="#Page_196">196</a>.</li> +<li> </li> + +<li>Kelley, Florence, quoted on department stores, <a href="#Page_63">63</a>.</li> + +<li>Kingsley, Charles, quoted, <a href="#Page_141">141</a>.</li> +<li> </li> + +<li>Lectures, <a href="#Page_7">7</a>, <a href="#Page_78">78</a>, <a href="#Page_192">192</a>, <a href="#Page_193">193</a>.</li> + +<li>Legislation and prostitution, <a href="#Page_20">20</a>, <a href="#Page_21">21</a>.</li> + +<li>Living wage. <i>See</i> Wages.</li> + +<li>Love, as controller of passion, <a href="#Page_174">174</a>-<a href="#Page_178">78</a>.</li> +<li> </li> + +<li>Marriage, age of, and age of sexual maturity, discrepancy between, <a href="#Page_13">13</a>, <a href="#Page_27">27</a>, <a href="#Page_28">28</a>.</li> + +<li>Marriage laws, object of, <a href="#Page_27">27</a>.</li> + +<li>Massachusetts Commission on Minimum Wage Boards, report of, <a href="#Page_54">54</a>-<a href="#Page_57">57</a>.</li> + +<li>Masturbation, <a href="#Page_130">130</a>-<a href="#Page_132">32</a>, <a href="#Page_14">145</a>, <a href="#Page_198">198</a>.</li> + +<li>Materials of sex education, summary, <a href="#Page_197">197</a>-<a href="#Page_199">99</a>.</li> + +<li>Medical phases of immorality, <a href="#Page_15">15</a>, <a href="#Page_16">16</a>, <a href="#Page_32">32</a>-<a href="#Page_44">44</a>; +<ul><li>statistics of venereal diseases in the United States, <a href="#Page_32">32</a>;</li> +<li>the microbes of syphilis and gonorrhea, <a href="#Page_36">36</a>-<a href="#Page_39">39</a>;</li> +<li>infection of innocent persons, <a href="#Page_39">39</a>-<a href="#Page_41">41</a>;</li> +<li>possibility of recovery, <a href="#Page_41">41</a>;</li> +<li>bibliography, <a href="#Page_205">205</a>.</li></ul></li> + + +<li>Medicine, means of defense against social evils provided by, <a href="#Page_2">2</a>, <a href="#Page_4">4</a>.</li> + +<li>Menstrual pain, <a href="#Page_159">159</a>-<a href="#Page_161">61</a>.</li> + +<li>Menstruation, <a href="#Page_159">159</a>-<a href="#Page_161">61</a>.</li> + +<li>Mental suffering among adolescents, <a href="#Page_130">130</a>, <a href="#Page_131">131</a>.</li> + +<li>Methods of sex education, summary, <a href="#Page_193">193</a>-<a href="#Page_197">97</a>.</li> + +<li>Minimum wage, <a href="#Page_67">67</a>.</li> +<li><span class="pagenum"><a name="Page_232" id="Page_232"></a>[232]</span></li> +<li>Ministers, not competent to give instruction in sex relations, <a href="#Page_3">3</a>.</li> + +<li>Minneapolis, report on women's wages in, <a href="#Page_56">56</a>, <a href="#Page_59">59</a>.</li> + +<li>Moral and religious phases of the social emergency, <a href="#Page_23">23</a>, <a href="#Page_168">168</a>-<a href="#Page_189">89</a>; +<ul><li>bibliography, <a href="#Page_212">212</a>.</li></ul></li> + + +<li><i>Mother Nature and Her Helpers,</i> <a href="#Page_104">104</a>, <a href="#Page_107">107</a>.</li> + +<li>Motion-pictures, <a href="#Page_6">6</a>, <a href="#Page_19">19</a>, <a href="#Page_72">72</a>.</li> + +<li>Muscular activity, importance of, <a href="#Page_155">155</a>-<a href="#Page_158">58</a>.</li> +<li> </li> + +<li>Nature study, <a href="#Page_92">92</a>.</li> + +<li>Nervous system, stability of, <a href="#Page_154">154</a>-<a href="#Page_158">58</a>.</li> + +<li>Newspapers, <a href="#Page_79">79</a>.</li> + +<li>New York, report on women's wages in, <a href="#Page_56">56</a>, <a href="#Page_59">59</a>.</li> + +<li>Noguchi, his test of the syphilis microbe, <a href="#Page_38">38</a>.</li> + +<li>Normal schools, instruction in sex relations to begin in, <a href="#Page_3">3</a>; +<ul><li>sex education for teachers to be given in, <a href="#Page_192">192</a>.</li> +</ul></li> + +<li>Novels, <a href="#Page_7">7</a>.</li> +<li> </li> + +<li>Opiates, <a href="#Page_63">63</a>.</li> + +<li>Orders, social, <a href="#Page_77">77</a>, <a href="#Page_80">80</a>.</li> + +<li>Oregon, surveys made by the Consumers' League in, <a href="#Page_52">52</a>, <a href="#Page_53">53</a>.</li> + +<li>Oregon Social Hygiene Society, <a href="#Page_151">151</a>, <a href="#Page_211">195</a> <i>n.</i></li> +<li> </li> + +<li>Paralysis, <a href="#Page_32">32</a>, <a href="#Page_34">34</a>.</li> + +<li>Parenthood, <a href="#Page_180">180</a>, <a href="#Page_181">181</a>.</li> + +<li>Parents, confidence between child and, in matters of reproduction, <a href="#Page_89">89</a>-<a href="#Page_92">92</a>, <a href="#Page_110">110</a>-<a href="#Page_122">22</a>; +<ul><li>meetings for, <a href="#Page_122">122</a>-<a href="#Page_126">26</a>.</li> +<li><i>See</i> Instruction.</li> +</ul></li> + +<li>Paresis, <a href="#Page_32">32</a>.</li> + +<li>Parties, social, <a href="#Page_78">78</a>.</li> + +<li>Passion, controlled by love, <a href="#Page_174">174</a>-<a href="#Page_178">78</a>; +<ul><li>by religious fervor <a href="#Page_176">176</a>.</li></ul></li> + + +<li>Patten, Prof. Simon N., quoted, <a href="#Page_51">51</a>.</li> + +<li>Pessimism, <a href="#Page_173">173</a>.</li> + +<li>Philadelphia, report on women's wages in, <a href="#Page_56">56</a>, <a href="#Page_59">59</a>.</li> + +<li>Physical exercise, <a href="#Page_138">138</a>, <a href="#Page_139">139</a>. +<ul><li><i>See</i> Play.</li></ul></li> + + +<li>Physiological phases of immorality, <a href="#Page_13">13</a>-<a href="#Page_15">15</a>, <a href="#Page_25">25</a>-<a href="#Page_31">31</a>; +<ul><li>instruction in physiology of reproduction, <a href="#Page_25">25</a>;</li> +<li>the sex impulse, <a href="#Page_26">26</a>-<a href="#Page_28">28</a>;</li> +<li>belief in physiological necessity of gratification, <a href="#Page_28">28</a>-<a href="#Page_31">31</a>, <a href="#Page_33">33</a>, <a href="#Page_99">99</a>, <a href="#Page_146">146</a>, <a href="#Page_176">176</a>, <a href="#Page_198">198</a>;</li> +<li>bibliography, <a href="#Page_204">204</a>, <a href="#Page_205">205</a>.</li></ul></li> + + +<li>Physiology, study of, <a href="#Page_93">93</a>.</li> + +<li>Picture post-cards, <a href="#Page_19">19</a>.</li> + +<li>Play, <a href="#Page_81">81</a>-<a href="#Page_83">83</a>, <a href="#Page_87">87</a>, <a href="#Page_88">88</a>.</li> + +<li>Playgrounds, <a href="#Page_81">81</a>-<a href="#Page_83">83</a>.</li> + +<li>Pool-halls, <a href="#Page_74">74</a>.</li> + +<li>Portland, Ore., women's wages in, <a href="#Page_52">52</a>, <a href="#Page_53">53</a>; +<ul><li>attendance at moving-picture shows in, <a href="#Page_72">72</a>.</li></ul></li> + + +<li>Portland, Ore., Municipal Employment Bureau, <a href="#Page_64">64</a>.</li> + +<li>Portland, Ore., Vice Commission, <a href="#Page_57">57</a>, <a href="#Page_60">60</a>.</li> + +<li>Priests, not competent to give instruction in sex relations, <a href="#Page_3">3</a>.</li> + +<li>Problem plays, <a href="#Page_6">6</a>.</li> + +<li>Property, used for immoral purposes, <a href="#Page_17">17</a>.</li> + +<li>Prostitutes, what is to be done with them, <a href="#Page_14">14</a>; +<ul><li>status of, <a href="#Page_65">65</a>.</li> +<li><i>See</i> Prostitution.</li></ul></li> + + +<li>Prostitution, past efforts to deal with, <a href="#Page_1">1</a>, <a href="#Page_3">3</a>; +<ul><li>physiological factors of, <a href="#Page_13">13</a>-<a href="#Page_15">15</a>, <a href="#Page_25">25</a>-<a href="#Page_31">31</a>;</li> +<li>medical phase of, <a href="#Page_15">15</a>, <a href="#Page_16">16</a>;</li> +<li>economic phases of, <a href="#Page_16">16</a>-<a href="#Page_18">18</a>;</li> +<li>commercialized, <a href="#Page_17">17</a>, <a href="#Page_18">18</a>, <a href="#Page_195">195</a>;</li> +<li>and recreational pursuits, <a href="#Page_19">19</a>;</li> +<li>legal phases of, <a href="#Page_20">20</a>, <a href="#Page_21">21</a>;</li> +<li>and public education, <a href="#Page_21">21</a>-<a href="#Page_23">23</a>;<span class="pagenum"><a name="Page_233" id="Page_233"></a>[233]</span></li> +<li>moral and religious aspects of, <a href="#Page_23">23</a>;</li> +<li>biological aspect of, <a href="#Page_23">23</a>.</li> +<li><i>See</i> Social emergency.</li></ul></li> + + +<li>Psychic therapy, <a href="#Page_160">160</a>.</li> + +<li>Public opinion, relation of, to public education and to law enforcement, <a href="#Page_21">21</a>.</li> +<li> </li> + +<li>Quack doctors, <a href="#Page_7">7</a>, <a href="#Page_18">18</a>, <a href="#Page_30">30</a>, <a href="#Page_130">130</a>, <a href="#Page_145">145</a>, <a href="#Page_199">199</a>.</li> +<li> </li> + +<li>Recreation centers, <a href="#Page_81">81</a>-<a href="#Page_88">88</a>.</li> + +<li>Recreation movement, <a href="#Page_81">81</a>-<a href="#Page_83">83</a>.</li> + +<li>Recreational phases of the social emergency, <a href="#Page_19">19</a>, <a href="#Page_70">70</a>-<a href="#Page_83">83</a>; +<ul><li>bibliography, <a href="#Page_207">207</a>.</li></ul></li> + +<li>Regimen for boys, <a href="#Page_87">87</a>, <a href="#Page_88">88</a>, <a href="#Page_137">137</a>.</li> + +<li>Religious aspect of the social emergency, <a href="#Page_23">23</a>, <a href="#Page_168">168</a>-<a href="#Page_189">89</a>; +<ul><li>bibliography, <a href="#Page_212">212</a>.</li></ul></li> + + +<li>Reproduction, silence hitherto in regard to, <a href="#Page_1">1</a>, <a href="#Page_2">2</a>, <a href="#Page_5">5</a>, <a href="#Page_6">6</a>; +<ul><li>recent change of attitude in regard to matters of, <a href="#Page_6">6</a>, <a href="#Page_7">7</a>;</li> +<li>dangers in this change of attitude, <a href="#Page_7">7</a>-<a href="#Page_12">12</a>;</li> +<li>instruction in, <a href="#Page_25">25</a>, <a href="#Page_89">89</a>-<a href="#Page_102">102</a>, <a href="#Page_106">106</a>, <a href="#Page_110">110</a>-<a href="#Page_122">22</a>, <a href="#Page_164">164</a>-<a href="#Page_167">67</a>;</li> +<li>the impulse toward, <a href="#Page_26">26</a>-<a href="#Page_28">28</a>;</li> +<li>instruction in, at present lacking, <a href="#Page_84">84</a>;</li> +<li>aims of instruction in, <a href="#Page_84">84</a>-<a href="#Page_86">86</a>;</li> +<li>a true philosophy must lie back of instruction in, <a href="#Page_106">106</a>, <a href="#Page_107">107</a>;</li> +<li>bibliography, <a href="#Page_204">204</a>.</li> +<li><i>See</i> Instruction.</li></ul></li> + + +<li>Road-houses, <a href="#Page_19">19</a>, <a href="#Page_75">75</a>, <a href="#Page_76">76</a>.</li> +<li> </li> + +<li>St. Louis, report on women's wages in, <a href="#Page_56">56</a>, <a href="#Page_59">59</a>.</li> + +<li>St. Paul, report on women's wages in, <a href="#Page_56">56</a>, <a href="#Page_59">59</a>.</li> + +<li>Saloons, <a href="#Page_19">19</a>, <a href="#Page_74">74</a>.</li> + +<li>"Salvarsan," <a href="#Page_39">39</a>.</li> + +<li>Schaudinn, his determination of the syphilis microbe, <a href="#Page_37">37</a>.</li> + +<li>Schools, responsibility of, <a href="#Page_70">70</a>; +<ul><li>sex instruction should be given in, <a href="#Page_191">191</a>.</li></ul></li> + + +<li>Seager, Prof. H.R., cited, <a href="#Page_62">62</a>.</li> + +<li>Self-control, the importance of, <a href="#Page_88">88</a>, <a href="#Page_146">146</a>, <a href="#Page_147">147</a>, <a href="#Page_174">174</a>-<a href="#Page_179">79</a>, <a href="#Page_200">200</a>, <a href="#Page_201">201</a>.</li> + +<li>Seminal emissions, <a href="#Page_131">131</a>, <a href="#Page_145">145</a>, <a href="#Page_146">146</a>, <a href="#Page_199">199</a>.</li> + +<li>Sex, matters of, connection between moral and religious matters and, <a href="#Page_168">168</a>-<a href="#Page_189">89</a>; +<ul><li>sacredness of, <a href="#Page_186">186</a>, <a href="#Page_187">187</a>.</li></ul></li> + + +<li>Sex impulse, <a href="#Page_26">26</a>-<a href="#Page_28">28</a>.</li> + +<li>Sex life of child, <a href="#Page_108">108</a>-<a href="#Page_110">10</a>.</li> + +<li>Sex relations, silence hitherto in regard to, <a href="#Page_1">1</a>, <a href="#Page_2">2</a>, <a href="#Page_5">5</a>, <a href="#Page_6">6</a>; +<ul><li>lack of competent instructors in, <a href="#Page_3">3</a>;</li> +<li>recent change of attitude in regard to matters of, <a href="#Page_6">6</a>, <a href="#Page_7">7</a>;</li> +<li>dangers in this change of attitude, <a href="#Page_7">7</a>-<a href="#Page_9">9</a>;</li> +<li>mistakes in teaching of, serious, <a href="#Page_9">9</a>.</li> +<li><i>See</i> Instruction, Reproduction.</li></ul></li> + + +<li>Sexual maturity, age of, and age of marriage, discrepancy between, <a href="#Page_13">13</a>, <a href="#Page_27">27</a>, <a href="#Page_28">28</a>.</li> + +<li>Sexual necessity, belief in, <a href="#Page_28">28</a>-<a href="#Page_31">31</a>, <a href="#Page_33">33</a>, <a href="#Page_99">99</a>, <a href="#Page_146">146</a>, <a href="#Page_176">176</a>, <a href="#Page_198">198</a>.</li> + +<li>"606," <a href="#Page_39">39</a>.</li> + +<li>Skating-rinks, <a href="#Page_75">75</a>.</li> + +<li>Social emergency, the, what constitutes, <a href="#Page_9">9</a>; +<ul><li>phases of, <a href="#Page_13">13</a>-<a href="#Page_24">24</a>;</li> +<li>physiological phases, <a href="#Page_13">13</a>-<a href="#Page_15">15</a>, <a href="#Page_25">25</a>-<a href="#Page_31">31</a>;</li> +<li>medical phases, <a href="#Page_15">15</a>, <a href="#Page_16">16</a>, <a href="#Page_32">32</a>-<a href="#Page_44">44</a>;</li> +<li>economic phases, <a href="#Page_16">16</a>-<a href="#Page_18">18</a>, <a href="#Page_45">45</a>-<a href="#Page_69">69</a>;</li> +<li>recreational phases, <a href="#Page_19">19</a>, <a href="#Page_70">70</a>-<a href="#Page_83">83</a>;</li> +<li>legal phases, <a href="#Page_20">20</a>, <a href="#Page_21">21</a>;</li> +<li>educational phases, <a href="#Page_21">21</a>-<a href="#Page_23">23</a>, <a href="#Page_84">84</a>-<a href="#Page_103">103</a>;</li> +<li>biological phases, <a href="#Page_23">23</a>;</li> +<li>moral and religious phases, <a href="#Page_23">23</a>, <a href="#Page_168">168</a>-<a href="#Page_189">89</a>;</li> +<li>teaching phases: for children, <a href="#Page_104">104</a>-<a href="#Page_126">26</a>;</li> +<li>teaching phases: for boys, <a href="#Page_127">127</a>-<a href="#Page_153">53</a>;</li> +<li>teaching phases: for girls, <a href="#Page_154">154</a>-<a href="#Page_167">67</a>.</li></ul></li> + + +<li>Social hygiene, movement for, retarded by many, <a href="#Page_11">11</a>; +<ul><li>books on, <a href="#Page_11">11</a>.<span class="pagenum"><a name="Page_234" id="Page_234"></a>[234]</span></li> +<li>See Social emergency, Reproduction.</li></ul></li> + + +<li>Societies, of social hygiene, <a href="#Page_12">12</a>.</li> + +<li>Society, sex life in relation to, <a href="#Page_184">184</a>-<a href="#Page_186">86</a>.</li> + +<li>Spinal diseases, <a href="#Page_32">32</a>, <a href="#Page_34">34</a>.</li> + +<li>Stage, the, <a href="#Page_6">6</a>, <a href="#Page_19">19</a>.</li> + +<li>Standard of chastity, double. +<ul><li><i>See</i> Double standard.</li></ul></li> + + +<li>Standards of living, <a href="#Page_50">50</a>-<a href="#Page_62">62</a>.</li> + +<li>Sterility, <a href="#Page_33">33</a>, <a href="#Page_34">34</a>.</li> + +<li>Street, the, as an attraction, <a href="#Page_72">72</a>, <a href="#Page_73">73</a>.</li> + +<li>Sunday supplement, <a href="#Page_79">79</a>.</li> + +<li>Swimming, <a href="#Page_82">82</a>.</li> + +<li>Syphilis, and the syphilis microbe, <a href="#Page_32">32</a>-<a href="#Page_39">39</a>, <a href="#Page_100">100</a>, <a href="#Page_199">199</a>; +<ul><li>infection of innocent persons, <a href="#Page_39">39</a>-<a href="#Page_41">41</a>;</li> +<li>possibility of recovery from, <a href="#Page_41">41</a>.</li></ul></li> +<li> </li> + + +<li>Teachers of sex hygiene, instruction to be provided for, in normal schools and colleges, <a href="#Page_192">192</a>.</li> + +<li>Teaching phases of the social emergency, for children, <a href="#Page_104">104</a>-<a href="#Page_126">26</a>; +<ul><li>for boys, <a href="#Page_127">127</a>-<a href="#Page_153">53</a>;</li> +<li>for girls, <a href="#Page_154">154</a>-<a href="#Page_167">67</a>;</li> +<li>bibliography, <a href="#Page_211">211</a>, <a href="#Page_212">212</a>.</li></ul></li> + + +<li>Tramping-clubs, <a href="#Page_82">82</a>.</li> + +<li>Traveling exhibits, <a href="#Page_195">195</a>.</li> +<li> </li> + +<li>Unemployment, relief of, <a href="#Page_67">67</a>.</li> + +<li>Unions, social, <a href="#Page_77">77</a>.</li> +<li> </li> + +<li>Venereal diseases, in the United States, statistics of, <a href="#Page_32">32</a>; +<ul><li>reason for frequency of, <a href="#Page_33">33</a>;</li> +<li>gonorrhea and syphilis, <a href="#Page_33">33</a>-<a href="#Page_39">39</a>, <a href="#Page_100">100</a>, <a href="#Page_146">146</a>, <a href="#Page_199">199</a>;</li> +<li>as affecting children, <a href="#Page_34">34</a>;</li> +<li>infection of innocent persons, <a href="#Page_39">39</a>-<a href="#Page_41">41</a>;</li> +<li>possibility of recovery from, <a href="#Page_41">41</a>.</li></ul></li> + + +<li>Venereal infection, prevalence of, <a href="#Page_15">15</a>, <a href="#Page_32">32</a>; +<ul><li>fear of, not sufficient motive in promoting chastity, <a href="#Page_15">15</a>;</li> +<li>effects of, <a href="#Page_32">32</a>-<a href="#Page_44">44</a>;</li> +<li>in men, <a href="#Page_32">32</a>, <a href="#Page_33">33</a>;</li> +<li>in women, <a href="#Page_34">34</a>;</li> +<li>in children, <a href="#Page_34">34</a>, <a href="#Page_35">35</a>;</li> +<li>of innocent persons, <a href="#Page_39">39</a>-<a href="#Page_41">41</a>.</li> +<li><i>See</i> Venereal diseases.</li></ul></li> + + +<li>Vice commissions, <a href="#Page_52">52</a>-<a href="#Page_61">61</a>.</li> + +<li>Vice in adolescents, <a href="#Page_131">131</a>-<a href="#Page_134">34</a>.</li> + +<li>Vice investigations, <a href="#Page_51">51</a>-<a href="#Page_61">61</a>.</li> + +<li>Virility, importance of, to be taught, <a href="#Page_142">142</a>-<a href="#Page_149">49</a>.</li> + +<li>Vocational training, <a href="#Page_16">16</a>.</li> +<li> </li> + +<li>Wage-earners, women as, increase of numbers, <a href="#Page_46">46</a>. +<ul><li><i>See</i> Women.</li></ul></li> + + +<li>Wages and vice, <a href="#Page_16">16</a>, <a href="#Page_17">17</a>, <a href="#Page_50">50</a>-<a href="#Page_62">62</a>.</li> + +<li>Wagner, Charles, quoted, <a href="#Page_135">135</a>, <a href="#Page_136">136</a>, <a href="#Page_138">138</a>.</li> + +<li>Wasserman, his test of the syphilis microbe, <a href="#Page_38">38</a>.</li> + +<li>"Weaker sex, the," the phrase has lost some of its significance, <a href="#Page_49">49</a>, <a href="#Page_50">50</a>.</li> + +<li>Welfare work, <a href="#Page_68">68</a>, <a href="#Page_69">69</a>.</li> + +<li>Woman's Auxiliary Department of the Police, <a href="#Page_58">58</a>.</li> + +<li>Women, infection in, <a href="#Page_34">34</a>; +<ul><li>as wage-earners, increase of numbers, <a href="#Page_46">46</a>;</li> +<li>drift of, from domestic service, <a href="#Page_47">47</a>;</li> +<li>lack of industrial education for, <a href="#Page_48">48</a>;</li> +<li>loss due to emergence from seclusion, <a href="#Page_49">49</a>;</li> +<li>the phrase "the weaker sex" has lost some of its significance, <a href="#Page_49">49</a>, <a href="#Page_50">50</a>;</li> +<li>connection of wages and immorality among, <a href="#Page_51">51</a>-<a href="#Page_62">62</a>;</li> +<li>bearing of industrial stress on morals of, <a href="#Page_62">62</a>-<a href="#Page_64">64</a>;</li> +<li>dangers to, in seeking employment, <a href="#Page_64">64</a>;</li> +<li>summing up of their economic condition, <a href="#Page_65">65</a>, <a href="#Page_66">66</a>.</li> +</ul></li> +<li> </li> + +<li>Zoölogy, <a href="#Page_93">93</a>.</li></ul> + + + + + + + + + + + + +<pre> + + + + + +End of the Project Gutenberg EBook of The Social Emergency, by Various + +*** END OF THIS PROJECT GUTENBERG EBOOK THE SOCIAL EMERGENCY *** + +***** This file should be named 15858-h.htm or 15858-h.zip ***** +This and all associated files of various formats will be found in: + https://www.gutenberg.org/1/5/8/5/15858/ + +Produced by Jason Isbell, Melissa Er-Raqabi and the Online +Distributed Proofreading Team at https://www.pgdp.net. + + +Updated editions will replace the previous one--the old editions +will be renamed. + +Creating the works from public domain print editions means that no +one owns a United States copyright in these works, so the Foundation +(and you!) can copy and distribute it in the United States without +permission and without paying copyright royalties. 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You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + +Title: The Social Emergency + Studies in Sex Hygiene and Morals + +Author: Various + +Commentator: Charles W. Eliot + +Editor: William Trufant Foster + +Release Date: May 18, 2005 [EBook #15858] + +Language: English + +Character set encoding: ASCII + +*** START OF THIS PROJECT GUTENBERG EBOOK THE SOCIAL EMERGENCY *** + + + + +Produced by Jason Isbell, Melissa Er-Raqabi and the Online +Distributed Proofreading Team at https://www.pgdp.net. + + + + + +THE +SOCIAL EMERGENCY + +_Studies in Sex Hygiene and Morals_ + +EDITED BY +WILLIAM TRUFANT FOSTER +PRESIDENT OF REED COLLEGE +PRESIDENT PACIFIC COAST FEDERATION FOR SEX HYGIENE + +WITH AN INTRODUCTION BY +CHARLES W. ELIOT +PRESIDENT EMERITUS OF HARVARD UNIVERSITY + +[Illustration: Publishers Stamp] + +BOSTON NEW YORK CHICAGO +HOUGHTON MIFFLIN COMPANY +The Riverside Press Cambridge + + + + +COPYRIGHT, 1914, BY WILLIAM TRUFANT FOSTER +ALL RIGHTS RESERVED + +The Riverside Press +CAMBRIDGE, MASSACHUSETTS +U.S.A. + + + + +PREFACE + + +This volume is the outgrowth of an extension course conducted by Reed +College in Portland, Oregon, in 1913. The course was offered to teachers +and to workers in various other fields of social service as an outline of +the main problems of social hygiene and morals and as a guide to further +study. An edition of forty-five hundred copies of the syllabus of the +course was soon exhausted, and there appeared to be a sufficient demand +for the publication of some of the lectures. + +The chapters are the various lectures, condensed by the editor, but +otherwise substantially as given, with the exception of chapters I, II, +and XII, which are here presented for the first time. In the original +course, Reed College fortunately had the services of Calvin S. White, +M.D., and L.R. Alderman, officers of the Oregon Social Hygiene Society. +Their addresses have been omitted, because they were prepared rather to +meet local conditions and the needs of the course than for the general +public. For the same reason the greater part of the addresses of William +House, M.D., and of the editor have been omitted. + +_The Social Emergency_ does not purport to be a comprehensive or +systematic treatment of the problems of sex hygiene and morals; it +presents merely the views of a number of persons on certain phases of the +subject. Although no writer is responsible for the ideas of any other +writer, yet nearly all the writers have read and approved all the +chapters. Furthermore, the editor has had the aid of other competent +critics. The proof has been read by Maurice Bigelow, Ph.D., Professor of +Biology, Teachers College, Columbia University; by Calvin S. White, M.D., +Secretary of the State Board of Health of Oregon and President of the +Oregon Social Hygiene Society; and by William Snow, M.D., Secretary of the +American Social Hygiene Association. Others, including Edward L. Keyes, +Jr., M.D., and Harry Beal Torrey, Ph.D., have read the particular chapters +concerning which they could give expert opinion. The editor is grateful to +all these men, and to Florence Read, Secretary of Reed Extension Courses, +who has given valuable aid. With their help he has endeavored to avoid +the errors, the exaggerations, the narrowness of view, and the hysteria +that characterize some of the current discussions concerning sex and the +social evil. + +If there is one dominant truth in this volume, it is that any plan for +meeting the social emergency that would relax the control of moral and +spiritual law over sex impulses is antagonistic, not only to physical +health, but as well to the highest development of personality and to the +progressive evolution of human society. + +W.T.F. + +REED COLLEGE, +PORTLAND, OREGON, +April, 1914. + + + + +CONTENTS + + +INTRODUCTION. By Charles W. Eliot, LL.D., President Emeritus of +Harvard University 1 + +I. THE SOCIAL EMERGENCY. By William Trufant Foster, Ph.D., LL.D. 5 + +II. VARIOUS PHASES OF THE QUESTION. By William Trufant Foster 13 + +III. PHYSIOLOGICAL ASPECTS. By William House, M.D., Member of the +Executive Committee, Oregon Social Hygiene Society 25 + +IV. MEDICAL PHASES. By Andrew C. Smith, M.D., Member of the +Oregon State Board of Health 32 + +V. ECONOMIC PHASES. By Arthur Evans Wood, A.B., Instructor in +Social Economics, Reed College; Member of the Vice Commission, Portland, +Oregon 45 + +VI. RECREATIONAL PHASES. By Lebert Howard Weir, A.B., Field +Secretary of the Playground and Recreation Association of America 70 + +VII. EDUCATIONAL PHASES. By Edward Octavius Sisson, Ph.D., +Commissioner of Education for the State of Idaho; recently Professor of +Education, Reed College 84 + +VIII. TEACHING PHASES: FOR CHILDREN. By William Greenleaf Eliot, +Jr., A.B., Minister of Church of Our Father, Portland; Member of the +Executive Committee, Oregon Social Hygiene Society 104 + +IX. TEACHING PHASES: FOR BOYS. By Harry H. Moore, Executive +Secretary, Oregon Social Hygiene Society 127 + +X. TEACHING PHASES: FOR GIRLS. By Bertha Stuart, A.B., M.D., +Director of the Gymnasium for Women, University of Oregon 154 + +XI. MORAL AND RELIGIOUS PHASES. By Norman Frank Coleman, A.M., +Professor of English, Reed College 168 + +XII. AGENCIES, METHODS, MATERIALS, AND IDEALS. By William Trufant +Foster 190 + +LIST OF REFERENCES 203 + +INDEX 219 + + + + +THE SOCIAL EMERGENCY + + + + +INTRODUCTION + +_By Charles W. Eliot_ + + +This book is a collection of essays by several authors on the various +aspects of social hygiene, and on the proper means of forming an +enlightened public opinion concerning the measures which society can now, +at last, wisely undertake against the vices and evils which in the human +race accompany bodily self-indulgence and lack of moral stamina. + +Till within five years, it was the custom in families, churches, and +schools, to say nothing about sex relations, normal or abnormal; and in +society at large to do nothing about the ancient evil of prostitution, to +provide neither isolation nor treatment for the worst of contagious +diseases, and to regard the blindness, feeble-mindedness, sterility, +paralysis, and insanity which result from those diseases as afflictions +which could not be prevented. The progress of medicine within twenty +years, both preventive and curative, has greatly changed the ethical as +well as the physical situation. The policy of silence and concealment +concerning evils which are now known to be preventable is no longer +justifiable. The thinking public can now learn what these evils are, how +destructive they are, and by what measures they may be cured or prevented. +With this knowledge goes the responsibility and duty of applying it in +defense of society and civilization. + +This book is a sincere effort, first, to supply the needed knowledge of +terrible wrongs and destructions; and, secondly, to indicate cautiously +and tentatively the most available means of attacking the evils described. +It is an attempt to enlighten public opinion on one of the gravest of +modern problems--indeed, the very gravest, with the exception of the +warfare between capital and labor. The book is not intended for children, +or even for adolescents, but rather for parents, teachers, and ministers +who have to answer the questions of children and youth about sex +relations, or deal sympathetically with the victims of sexual vice. + +All efforts to deal directly with sex relations in schools, churches, and +clubs are hampered, and must be for some years to come, by the lack of +competent instructors in that difficult subject. So far as instruction in +educational institutions is concerned, it seems as if the normal schools +and the colleges for men or for women must be selected for the first +experiments on class instruction. Family instruction is in most cases +impossible; because neither father nor mother is competent to teach the +children what needs to be taught about both the normal and the disordered +sex relations. The ministers and priests are as a rule equally +incompetent. They can give precepts or orders, but not explanations or +reasons. Considerate managers of large industries ought to have a keen +interest in all social hygiene problems, because they nearly concern +industrial efficiency; but it is only lately that business men have begun +to understand the close connection between public health and industrial +prosperity, and most of them are not well informed on the subject. + +Against prostitution and drunkenness governments of many sorts have been +struggling ineffectually for centuries. These two evils go together; but +whether taken separately or together no government has yet adopted an +effective mode of dealing with them. Fortunately medical science has +lately placed in the hands of government, and of private associations, +effective means of defense against the social vices and their +consequences; and the new social ethics call loudly on all men of good +will to enlist in the warfare against these ancient evils, which to-day +are more destructive than ever before, because of the prevailing +industrial and social freedom, and the new facilities for individual +traveling, and the migration of masses of men. + +This book is intended to arouse public sentiment, spread accurate +knowledge, check rash enthusiasm, and promote well-informed and resolute +action. + + + + +CHAPTER I + +THE SOCIAL EMERGENCY + +_By William Trufant Foster_ + + +Concerning matters of sex and reproduction there has been for many +generations a conspiracy of silence. The silence is now broken. Whatever +may be the wisdom or the folly of this change of attitude, it is a fact; +and it constitutes a social emergency. + +Throughout the nineteenth century the taboo prevailed. Certain subjects +were rarely mentioned in public, and then only in euphemistic terms. The +home, the church, the school; and the press joined in the conspiracy. +Supposedly, they were keeping the young in a blessed state of innocence. +As a matter of fact, other agencies were busy disseminating falsehoods. +Most of our boys and girls, having no opportunity to hear sex and marriage +and motherhood discussed with reverence, heard these matters discussed +with vulgarity. While those interested in the welfare of the young +withheld the truth, those who could profit by their downfall poisoned +their minds with error and half-truths. An abundance of distressing +evidence showed that nearly all children gained information concerning sex +and reproduction from foul sources,--from misinformed playmates, +degenerates, obscene pictures, booklets, and advertisements of quack +doctors. At the same time the social evil and its train of tragic +consequences showed no abatement. The policy of silence, after many +generations of trial, proved a failure. + +The past few years have seen a sudden change. Subjects formerly tabooed +are now thrust before the public. The plain-spoken publications of social +hygiene societies are distributed by hundreds of thousands. Public +exhibits, setting forth the horrors of venereal diseases, are sent from +place to place. Motion-picture films portray white slavers, prostitutes, +and restricted districts, and show exactly how an innocent girl may be +seduced, betrayed, and sold. The stage finds it profitable to offer +problem plays concerned with illicit love, with prostitution, and even +with the results of venereal contagion. Newspapers that formerly made only +brief references to corespondents, houses of bad repute, statutory +offenses, and serious charges, now fill columns with detailed accounts of +divorce trials, traffic in women, earnings of prostitutes, and raids on +houses. Novels that might have been condemned and suppressed a few decades +ago are now listed among "the best sellers." Lectures on sex hygiene and +morals are given widely, over four hundred such lectures having been given +under the auspices of a single society. Fake doctors, while obeying the +letter of new laws, are bolder than ever in some directions and use the +alarm caused by the production of _Damaged Goods_, for example, as a means +of snaring new victims. Generations of silence, enforced by the powerful +influence of social custom, have been suddenly followed by a campaign of +pitiless publicity, sanctioned by eminent men and women, and carried +forward by the agencies of public education that daily reach the largest +number of human beings--namely, the press, the motion picture, and the +stage. + +This far-reaching change in the customs of society is fraught with +immediate dangers, because we do not know whether the mere knowledge of +facts concerning sexual processes, vices, and diseases will do a given +individual harm or good. The effect of such information upon any person is +unquestionably determined by his physiological age, by his nervous system, +by the manner and time of the presentation of the subject; above all, by +his will power and the controlling ideals that are acquired along with +scientific facts. As yet, we have not discovered thoroughly trustworthy +pedagogical principles, administrative methods, and printed materials for +public education in matters of sex. So difficult and complicated are the +problems, and so disastrous are mistakes in this field of instruction, +that the home, the church, and the school--the institutions to which young +people should naturally look for truth in all matters, the agencies best +qualified to solve the problems--are extremely cautious and conservative. +While these agencies, which are concerned primarily with the welfare of +the individual, the family, and society, have made some efforts to solve +the problems, and to discover a safe and gradual transition from the old +order to the new, other agencies, concerned primarily with making money, +have rushed in to exploit the new freedom and the universal interest in +matters of sex. This passing of the old order, and the invasion of the new +order before we are prepared for it, constitute the social emergency of +the twentieth century. Great as are the industrial and political +revolutions of modern times, it is doubtful if anything so deeply concerns +the coming generations as our measure of success in confronting the +present social emergency. + +In no other phase of social education are mistakes so serious. Other +changes, demanded by new ideas of the function of the school, have been +made prematurely and clumsily, but without grave danger. We have adjusted +ourselves readily enough to compulsory education, normal schools, higher +education for women, expert supervision, the kindergartens, physical +training, industrial schools, university extension, care of defectives, +and vocational guidance. Every new type of school and every new subject +has been introduced before there were teachers trained for the new work. +We stumbled along. Few were greatly concerned over mistakes in the +teaching of penmanship and spelling and millinery and Latin and algebra. +Few protested against the inefficient teaching of physiology as long as +it rattled only dry bones, and had no evident relation to the physical +functions and health of the student. But the moment men proposed to teach +a subject of vital consequence, there was a cry of protest--and rightly. + +Here mistakes will not do: here incompetent teachers cannot be trusted. +Ill-advised efforts to teach sex hygiene may aggravate the very evils we +are trying to assuage. Because the subject is of vital importance, +education in sexual hygiene and morals must proceed cautiously and +conservatively; according to tried methods, psychologically sound; always +under the control of men and women of maturity, who see the present +emergency in its many phases, who know how to teach, whose character is in +keeping with the highest ideals of their work, and who approach their +subject with reverence and their pupils with the joy and inspiration which +come from a large opportunity to serve mankind. + +Unhappily, not all of those who have been stimulated by the new freedom of +speech to thrust themselves forward as teachers of sex hygiene, and as +social reformers, are safe leaders. Some are ignorant and unaware that +enthusiasm is not a satisfactory substitute for knowledge. Some are +hysterical. At a recent purity convention, a woman said, "I know little +about the facts, but it is wonderful how much ignorance can accomplish +when accompanied by devotion and persistence." That declaration was +applauded. Some people appear to believe that they will arrive safely if +they go rapidly enough and far enough, even though they may be going in +the wrong direction. Many retard the movement for social hygiene by making +statements they do not know to be true, especially in respect to the +extent of sexual immorality, the number of prostitutes, and the prevalence +of venereal disease. Young people of opposite sexes, finding evidence on +every hand that the traditional taboo is removed, discuss the subject for +personal pleasure. + +The books in the field of social hygiene which have most scrupulously and +successfully avoided everything that might be sexually stimulating are not +the ones bought by the largest numbers. The demand for erotic publications +is so great as to warn us in advance that the new freedom will prove +dangerous for many whose minds are already unclean. The propaganda for +social purity is unlike many others, in that there is special danger of +doing injury to the very ones in special need of help. The fact that the +young, the ignorant, the hysterical, and the sexually abnormal, as well as +commercialized agencies, are using the newfound license in dangerous ways +is reason enough for the liberal and whole-hearted support of the American +Social Hygiene Association and affiliated societies. + +These private organizations are striving to meet the present social +emergency. They are temporary expedients. Their chief aim is public +education. They should frustrate the efforts of all dangerous agencies and +hasten the day when the home, the church, and the school shall meet their +full responsibilities in the teaching of sexual hygiene and morals. + + + + +CHAPTER II + +VARIOUS PHASES OF THE QUESTION + +_By William Trufant Foster_ + + +It is necessary to take into account all phases of the social emergency. +The question is not merely one of physiology, or pathology, or diseases, +or wages, or industrial education, or recreation, or knowledge, or +commercial organization, or legal regulation, or lust, or social customs, +or cultivation of will power, or religion. It is all of this and more. The +danger is that we shall see only one or two sides of a many-sided problem. +A solution may appear adequate because it leaves essential factors out of +consideration. + +One physiological factor in the situation is of fundamental importance, +namely, the discrepancy between the age of sexual maturity and the +prevailing age of marriage,--an artificial condition largely determined by +social customs, by modern educational systems, and by standards of living. +While society has set forward, generation after generation, the age at +which marriage seems feasible, the age of puberty has remained virtually +the same. This unnatural condition--as artificial as the clothes we +wear--is a phase of the emergency which should be considered by those who +condemn as unnatural and forced the education of adolescent boys and girls +in sexual hygiene and morals. Partly as a result of this has come the +general acceptance of the double standard of chastity which has bitterly +condemned the girl--made her an outcast of society--and excused the boy +for the same offense, on the false plea of physiological necessity. + +With the sanction of this double standard, tacitly accepted by society, +thousands of prostitutes have been harbored and protected. What shall we +do with them? We may drive them out of certain districts and certain +houses, and even certain cities, but they are still with us, and we are +responsible for them. If they are denied resorts where men seek them, they +will seek men. Most of them are unable, without special training, to earn +a living in any other way, and many of them would not if they could. A +majority are mentally defective and should be wards of society. Any plan +which fails to take care of these women--adequately, permanently, and +humanely--ignores one of the greatest of the problems which history, with +the sanction of society, has made a factor of the present emergency. + +The medical phase of the present situation is not often ignored, except by +those who hold that there is no such thing as disease. All countries are +alarmed over the prevalence of venereal infection. Definite information, +however, concerning the extent of these diseases, the sources and +conditions of contagion, and the complications and results, is not to be +had; because society still persists in treating venereal diseases as not +subject to public registration and control, in spite of their terrible +attacks on tens of thousands of innocent victims. + +The fear of contracting disease has long been used in attempts to promote +a single standard of chastity. Such fear has no doubt played its part and +will continue to keep many prudent men away from prostitutes. But in +looking forward to the work of the next generation, we must face the need +of higher motives than the fear of disease, for science may at any time +discover positive safeguards against contagion, thus diminishing one of +the factors of the present emergency and by the same stroke accentuating +others. + +Of the economic phases of the emergency, there are some which directly +affect the wage-earner. One is the failure of wages to keep pace with the +higher cost of living; another is the increase in the number and +proportion of wage-earning women and the resultant keenness of competition +for places; another is the fact that women workers are for the most part +unorganized and unprotected; another is the occasional effect of +supplementary wages of vice in lowering the wages of women in industry; +still another is the constant temptation of shop-girls to imitate their +patrons' vulgar displays of finery. But of all the economic factors +contributing to the moral breakdown of girls, the most general and +inexcusable is the failure of our public schools to provide vocational +training, although it is certain that above fifty per cent of all girls +leave the schools to become wage-earners. Failure to gain a living wage is +undoubtedly one of the causes, though seldom the sole cause, of the first +delinquency of some girls. + +Other economic conditions serve to promote and intrench the business of +prostitution. These conditions are as real as any other factors and will +block reform until they are squarely met. One of these is the excessive +profit on property used for immoral purposes. The fact that such property +is often owned by persons who pass as respectable members of society does +not make the problem easier. Then there is the intimate connection between +the sale of intoxicating liquors and commercialized prostitution, as +definitely revealed by the investigations of every vice commission. + +Another economic factor intrenching prostitution as a business is the +commercial organization which continues to do an international and +interstate business, partly because of our inadequate white-slave laws and +inadequate appropriation for enforcement. + +Most important among the economic aids to prostitution as a business are +the high immediate wages of vice in contrast with the low wages of virtue. +A girl in the shop, or factory, or office may be capitalized at six +thousand dollars; in the clutches of a procurer, she may become worth +twenty-six thousand dollars. As a prostitute, she "earns more than four +times as much as she is worth as a factor in the social and industrial +economy, where brains, intelligence, virtue and womanly charm should bring +a premium." In an average lifetime, to be sure, the wages of one woman in +industry are greater than the earnings in the short life of one +prostitute; but from the viewpoint of the man who pockets most of the +earnings, it is more profitable to kill off a dozen women than to keep one +at decent work through an average lifetime. This economic condition is +revealed to the cast-out woman after a few years, on the brink of the +grave; but at the outset of her brief career, she sees the immediate gain, +not the ultimate ruin. + +There are other economic factors which will aid all movements for social +hygiene when they are more clearly perceived by those engaged in reputable +business: first, the loss to honest industry due to the reduced efficiency +of sexual perverts, of the diseased, and of those who, through their +ignorance, have been kept in worry by "leading specialists"; and, in the +second place, the inevitable reduction in the profits of legitimate +business due to the excessive profits of illegitimate business. + +The recreational pursuits of young people are other factors of immediate +concern to those who would see the problems of social hygiene in their +entirety. Adolescent boys and girls spend most of their leisure time +either in wholesome physical activity conducive to normal sex life or in +various forms of amusement fraught with danger. In seeking innocent +recreation, young people can hardly escape contact with amusements +cunningly devised to excite sex impulses and at the same time to lower +respect for woman. The bill-boards and the picture post-cards, the +penny-in-the-slot machines and the motion pictures, the exhibits of quack +doctors, vaudeville performances, many so-called comic operas, popular new +songs, the dress of women approved by modern fashion,--these all help at +times to prepare young people to fall before the special temptations that +beset all commercial recreation centers. Especially dangerous are the +saloons, billiard rooms, dance-halls, ice-cream parlors, road-houses and +amusement parks. Both male and female enemies of decency frequent these +resorts. They are often schools of sexual immorality, with clever and +persistent teachers. Unless we take them into due account, we cannot see +the whole problem of education in sexual hygiene and morals. + +Then there are the legal phases of the situation. We must consider, on the +one hand how much can be accomplished by legislation, in view of all the +known factors in the situation. Our courts, for example, in spasmodically +or regularly rounding up women, fining them ten or fifteen dollars apiece, +and turning them loose, are trying to meet the social emergency by +shutting their eyes to nine out of ten of its essential features. Their +policy gives a clean bill to the male prostitute, arrests the woman, takes +away a part of her earnings, sets her free under the necessity of seeking +new victims to offset the fine, offers her no incentive to lead any other +life, incidentally increases opportunities for police graft, and virtually +gives the sanction of the law to the whole nefarious business. The ostrich +with his head buried in the sand sees our gravest social problem about as +clearly and wholly as do many who are administering laws concerning +prostitution in American cities. + +The impotence of laws passed in advance of public education and public +demand is a difficulty often overlooked. Some reformers seem to think +they can eliminate the social evil by getting a law passed. They urge +state legislatures to pass laws requiring every school to teach sex +hygiene. These people think they are going straight at a solution; but +they fail to see the patent fact that there are not now enough competent +teachers for this work; no, not one teacher for every hundred schools. +Another example of futile legislation is the California law requiring the +reporting of cases of venereal diseases. One could easily list a score of +laws in the domain of sexual morals which are ineffective, either because +in their very nature they could not be enforced, or because the public do +not wish to have them enforced. Perhaps there are no factors of the social +emergency so frequently left out of account as the relation of public +education to public opinion and the relation of public opinion to the +possibility of law enforcement. + +As a matter of fact the educational phases of social reform are of most +immediate importance. Nothing can so profitably occupy the attention of +social hygiene societies as the education of the public. If groups of +social workers come to serious disagreement on other phases of the +present emergency,--if the discussion of restricted districts, +minimum-wage laws, health certificates for marriage, and reporting of +diseases divides the group into warring camps,--all can unite in favor of +spreading certain truths as widely as possible; and it is not difficult to +agree on at least a few of the many methods which have already proved +effective in educational campaigns. + +At the outset of our attempt to educate the general public in matters of +sex, we face certain factors which govern the scope, time, place, and +method of any successful efforts. Failure to give these factors due +consideration has brought many attempts to early and unhappy ends, and +convinced some people that ignorance is safer than such education. + +We must reckon carefully with the centuries of social tradition which have +resulted in the taboo on the subjects of sex and reproduction. It may be +that this conspiracy of silence has proved a failure; it may be that it +has no basis worthy of intellectual respect. It may be that all people +should welcome the new freedom of speech. These are not issues in the +process of education. Our first concern is the actual state of the public +mind; we begin with that or else we fail. + +Biologically the all-inclusive issue concerns the survival of the race. +Nature has no favorites: the fittest of the human stock will survive after +others have degenerated and disappeared; the fittest animals will +ultimately people the earth. Sexual degeneracy is the surest road to race +extinction. + +No aspects are more important than those concerning morals and religion. +The restraining influences of the fear of disease may and probably will be +thrown off by science. Whether education in scientific aspects of the +subject will do good or harm in a given case depends on the extent to +which moral and religious ideals control the conduct of the individual. +The inadequacy of mere knowledge in the realm of sex hygiene is painfully +evident. To the knowledge of what is right must be added the will to do +the right. As moral and religious instruction is the dominant educational +need of the present generation, so the moral and religious aspects of sex +problems transcend all others in importance. + +These are the most important phases of the social emergency. It is +difficult to see them in all their intricate relationships and to realize +that in any one approach we touch only one side of a many-sided problem. +The great majority of our people see only the superficial aspects, or see +one particular phase in distorted perspective, because that is brought +close to them through a special case of misfortune. Even social workers +are in danger of narrowness of vision because of devoted service in +particular fields. The aim of the following chapters is to consider +successively and in right relationships various aspects of the social +emergency. + + + + +CHAPTER III + +PHYSIOLOGICAL ASPECTS + +_By William House_ + + +All instruction in the physiology of reproduction as an aid to sexual +hygiene should be so conducted as to give assurance that the wonders of +the origin and development of life in all its millions of forms be taught +in a respectful, even reverent, spirit. Naught in the universe is more +marvelous than the beginnings of life. Naught else compares with the +wonders of growth and development. + +Rightly taught, reproduction may be cleansed from the foul interpretations +which have soiled the minds of countless children, and may be made into a +body of wonderful and sacred truths capable of fortifying youthful minds +against the uncleanness and indecencies which have contributed so largely +to sexual impurity. If it be never forgotten that human ingenuity has been +taxed in untold numbers of unsuccessful experiments to produce life by +other than nature's methods, while the power of reproduction resides in +even the lowliest of living organisms, the mystery and marvel are +multiplied a hundredfold, and the subject of reproduction is invested with +a halo of splendid and inspiring proportions. + + * * * * * + +The sex organs are the agencies by which every plant and every animal, +each after its kind, brings into the world a succeeding generation. Sex +activity is the result of sex impulse. The imperative need of reproduction +in the scheme of nature is responsible for the presence of sex impulse as +it occurs in every normal adult animal. Were it not for this impulse the +earth would soon become void of life. The human sex impulse is a powerful +one, thought compelling, at times well-nigh overmastering. Though in the +main good, it sometimes produces harmful results. Among the lower animals +the sex function is exercised without thought or knowledge of consequence, +restrained only by the limitations of physical power,--the power to obtain +by might, by conquest. In fully developed mankind, the mind acts as a +constraining force which may control or even completely subdue physical +manifestations of sex impulse. + +In adolescents--those who are approaching _maturity_, but are in a +transition state, neither man nor child--sex desire may be as strong as in +those of riper years. Many who are passing through this period know little +or nothing of the forces that pulse through their frames and seem to +consume them with unquenchable fires. These forces are the sex impulses, +the beginning of sex life and sex activity. And as every work of man or +nature while in a state of transition is unstable, less firmly founded, +more easily destroyed or injured than at any other time, so it is that the +adolescent finds himself in greater danger than at any other time of life. +Consumed with incomprehensible desire, which he cannot gratify, he is the +victim of circumstances which cause him distress, yet admit of no relief. + +Probably all marriage laws have as their real object the protection of +child life. Without marriage laws there could be no organized society and +the human race would soon sink to the level of the animal world in +general. Under present social conditions marriages are put off longer and +longer. Each succeeding generation is marked by an increase in the age of +those who marry. But the conditions which cause late marriages in no way +lessen the sex impulses or mitigate the distress which these impulses +cause. The impulse to multiply is neither greater nor less than in the +past when marriages generally occurred earlier. Fortunately it is weaker +in the female than in the male. There are those who believe that the male +must exercise it if he would achieve his full strength of mind and body. +Certain political and philosophic sects take cognizance of this belief and +advocate legalized provision for the gratification of the sex impulse even +to the extent of providing for the destruction of the lives of the unborn. + +The most pernicious of the false beliefs regarding physiological necessity +are as follows:-- + +1. That a life of sexual continence is not consistent with the best +physical health. + +2. That the exercise of the sex function is necessary to the full +development and preservation of "manly power,"--the power of procreation. + +3. That the sexual impulse in man is so imperious that it is impossible +to control it and, therefore, a sexually continent life cannot be expected +of man. + +4. That, therefore, the moral standard which we apply to woman cannot be +applied to man. + +To correct these erroneous beliefs about the sex function, Dr. M.J. Exner +brought together the testimony of the foremost medical authorities of the +United States. He drew up a statement regarding sexual continence, and +submitted it to leading physiologists for criticism so as to bring its +phraseology wholly within the requirements of scientific precision. It was +then submitted for endorsement to leading medical authorities throughout +the country. The ready and hearty response of 370 of these men in +endorsing the declaration leaves no doubt as to the conviction of the +leading men of the medical profession on this question. The declaration is +as follows:-- + +"In view of the individual and social dangers which spring from the +widespread belief that continence may be detrimental to health, and of the +fact that municipal toleration of prostitution is sometimes defended on +the ground that sexual indulgence is necessary, we, the undersigned, +members of the medical profession, testify to our belief that continence +has not been shown to be detrimental to health or virility; that there is +no evidence of its being inconsistent with the highest physical, mental +and moral efficiency; and that it offers the only sure reliance for sexual +health outside of marriage."[1] + +The erroneous beliefs concerning physiological necessity have been +propagated chiefly on the authority of advertising medical fakers, whose +business depends on misrepresentation and deceit, men whose methods +exclude them from the ranks of reputable physicians. They are also taught +by those within the ranks of the profession who are ignorant or +unscrupulous or both, and who for the most part have no higher incentive +in their profession than the pursuit of the dollar. The teaching of these +men is in most cases more an expression of their own vicious habits than +of real conviction. Both wholly misrepresent the teaching and attitude of +the great majority of physicians who constitute the reputable body of the +profession. + +Dr. William H. Howell, Professor of Physiology at Johns Hopkins +University, says: "There is no evidence whatsoever that the sexual +appetite or the act of reproduction has any physiological relationship to +the preservation of the integrity of the individual. This appetite has +been created or evolved and made strong in us for an entirely different +purpose. A sexual necessity exists only so far as the integrity of the +race is concerned; so far as the individual is concerned his sexual +functions may be unused or he may be completely unsexed without any injury +to his bodily health." + +FOOTNOTES: + +[1] The full list of authorities is given in _The Physician's Answer_, by +M.J. Exner, M.D., Secretary, Student Department, International Committee, +Young Men's Christian Associations, Association Press, New York, 1913. +This is the best treatment of the question of physiological necessity. It +is freely quoted in this chapter. [Editor.] + + + + +CHAPTER IV + +MEDICAL PHASES + +_By Andrew C. Smith_ + + +Some idea of the prevalence of venereal diseases in the United States may +be obtained from the following statistics of the census for 1910. The +registration area covered a population of 48,877,893 persons. The figures +are here extended to cover a population of 90,000,000 people: Deaths +ascribed to venereal disease, 5275; spinal cord diseases, 2598; paresis, +4845. Other diseases partly due to syphilis: softening of the brain, a +term indiscriminately used to cover a number of diseases including brain +syphilis and paresis, 2111; paralysis, usually meaning apoplexy, but +always including many cases of brain syphilis, 14,479; premature birth, by +some believed to be the result of syphilis in one half of all cases, +34,174; congenital debility, deaths due in many cases to feebleness of the +child resulting from syphilis, 25,285; blindness, one fourth the total +number of blind in this country estimated at 15,000 to 20,000. Many +estimate that over half of the entire male population have had gonorrhea. +The principal reason for this alarming distribution among all classes of +these infections and their steady increase is ignorance and +misunderstanding of physiological facts, particularly the viciously false +teaching of the street corner that sexual activity is a physiological +necessity. + +These diseases would be arrested were there a widespread knowledge of +their disastrous effects. Although young men hear the mischievous lie that +"gonorrhea is no worse than a bad cold," thousands of them are punished +with sterility as a result of the disease. Nearly all the neglected cases +result in so-called ascending infections, reaching the bladder and kidneys +and causing many deaths, and many men carry the infection in dormant form, +to infect innocent wives in later years. + +Appalling as are the consequences of gonorrheal infection in men, they are +not so fatal or so far-reaching as syphilis. The causative parasite of +this disease spares not a single tissue in the body and may disturb any or +all of its functions, not even mentality escaping. As a cause of death it +is extremely frequent. Our statistics ordinarily ascribe to syphilis but +a small percentage of the deaths actually due to it; for instance, many of +our cases of spinal disease, paralysis, arterial and other organic +diseases are tabled under other names, although directly due to syphilis. + +In women gonococcic infections are even more destructive than in men, as +it is extremely common for the infection to extend to the tubes and to the +peritoneal cavity, thus necessitating dangerous and mutilating operations, +generally followed by sterility and often by death. Syphilis, though less +frequent in women than in men, is nearly if not quite as fatal as in men, +and otherwise similar in its baneful effects. I The child suffers the most +tragic results of venereal infection, for it is always wholly innocent, +yet infected to a greater or less extent, if the parents be syphilitic, +and frequently if the birth-canal be gonorrheally infected. Although +silver nitrate is a remedy for gonorrheal infection, if applied to the +eyes immediately after birth, nevertheless the babe frequently suffers +with infected eyes, and not infrequently with blindness. + +If the child's sad infection is syphilis, instead of gonorrhea, there are +still other miseries in store for it. If it is not so fortunate to be +stillborn, it may have infection that ranges from almost imperceptible +degrees to the most loathsome extent that it is possible for animal tissue +to harbor. Its brain may be so invaded by the syphilitic parasites that it +can never attain any degree of mentality; its spinal column maybe so +involved that paralytic conditions will surely result; and if these nerve +centers escape special involvement, other organs may be affected, such as +the stomach, bowels, and liver; if these escape, the bones may be so +deficient in vitality as to be incapable of sustaining the frame as +development proceeds; the skin only may be involved, or the mucous +membranes so affected as to make of the child a perpetual snuffler and +inefficient breather. In most cases of lesser as well as greater mental +defect, the tests show syphilitic infection. Endless are the complications +that may be visited upon the innocent progeny of syphilitic antecedents. + +The gonorrheal infections occur in the mucous membranes lining the +cavities, especially those of the urethra and female genital tract. It is +in these tissues that the germ of gonorrhea finds lodgment, and once there +its development is hard to interrupt. Although the growth of the +gonorrheal germ produces acute symptoms, such as discharge and pain, these +pass off under treatment in a few weeks. Unfortunately the disease is far +from cured, for the microbe has found its natural habitat in the +inter-cellular structure of the genital mucus, from which it cannot +readily be dislodged, and from which it may invade other tissues. It may +remain in a state of latency for an indefinite time; then transferred to a +new field, it may resume its original activities. While in this stage of +latency it is difficult to destroy. At this time it is more likely to be +further disseminated, as the patient, ignorant of the condition, is more +likely to convey the disease, which so often occurs in married life after +a long forgotten infection. + +The gonococcus (the microbe of gonorrhea) is a pus--producing bacterium, +occurring in pairs, resembling in form two coffee grains, generally with a +distinct interval of separation. Although its natural habitat is the +mucous membrane lining the genito-urinary tracts it may invade the +muscular and serous and other tissues. If often affects the Fallopian +tubes and ovaries and the serous lining of the pelvic and abdominal +cavities. The deeper sub-mucous tissues of the uterus and the male +genito-urinary tracts are also frequently involved, it being sometimes +impossible to eradicate it from these deeper retreats. From these deeper +tissues it is more commonly taken up by the circulation and deposited in +distant parts, frequently in the joints. When it becomes thus +systematically disseminated, the so-called secondary or metastatic lesions +are almost as numerous, though not as virulent, as syphilitic infection. +Recent pathological researchers have found that occasionally the +gonococcus becomes the causative factor in inflammations of the muscles, +tendons, and glands, and in inflammatory conditions of the lungs, kidneys, +heart, and even the brain, spinal cord, and the serous membranes +enveloping these great cranial and spinal viscera. + +The individuality and characteristics of the syphilis microbe were not +positively determined until in 1905, Schaudinn, of Germany, convinced the +medical world that it was a spiral, corkscrew-like organism, from a +quarter to one millimeter in thickness, and from four to twelve +millimeters in length. It is not so discriminating as the gonococcus in +its points of inoculation, nor is it as vulnerable to attack; and it is +vastly more destructive to the tissues invaded. It spares no tissue in the +human frame, and resists destruction by any known drugs of vegetable +origin. When in a latent state its presence was often impossible to +determine until, two years after its discovery, a test was worked out by +Wasserman, also of Germany, by which diagnosis of the infection may be +made,--even in latent form,--as in a hereditary case where no clinical +manifestations have yet asserted themselves. There is another valuable +blood test worked out by Noguchi. With these two tests we are now able to +diagnose the disease, almost absolutely, and follow up the treatment till +cure is complete, except in some of the incurable brain and spinal cord +cases. + +In 1909, Ehrlich determined, after a series of laboratory experiments on +animals inoculated with the syphilis germ (spirochaeta pallida), that a +complex compound, with arsenic as its base, had the desired effect of +destroying the parasite, in a dose not poisonous to the animal. This +compound, first designated as "606," representing its number among his +many laboratory experiments, he later named "salvarsan." With the +assistance of his clinical friends, he soon demonstrated the action of his +compound on man, and gave it freely to the world. Although it is now +almost universally used, it has not proved to be the absolute cure that it +was hoped it would be, as some of the spirochaetae seem to be hidden away +where they are protected from the circulating poison,--to bring forth new +progeny,--thus producing so-called recurrence. + +The possibility of the infection of innocent persons is always uppermost +in the mind of the medical man, and should equally concern the layman. +Contaminated articles and utensils, such as towels and common +drinking-cups, have caused many infections. This danger is greater from +syphilis than from gonorrhea, for the reason that the spirochaeta pallida +is more virulent than the gonococcus. In our own fields, camps, and mines, +it is common for men to drink from one jug or dipper. Infection almost +surely follows if one of the crowd has a syphilitic sore on the lip. So +intense is the activity of the spirochaeta pallida in the primary stage +that it may be borne to innocent parties by unwashed clothes and utensils +of any kind, that have been in recent contact with a primary syphilitic +sore. A dentist's or a doctor's instruments, for instance, are extremely +dangerous as infection carriers, if they are not thoroughly sterilized by +boiling. The danger of infection in syphilis and gonorrhea depends largely +upon the virulence of the individual infection. As some living tubercle +bacilli may be harbored and thrown off with impunity, while others will +destroy the strongest man, regardless of all treatment, so some spirochaetae +or gonococci may be safely disposed of, while others are most deadly. + +Of all the sad instances of germ infection, the saddest are those from +venereal germs, for they are disseminated mostly in vice, and inoculated +into the innocent through ignorance. A common cause of infection of the +innocent is the false popular belief that venereal germs are transmitted +only in sexual congress. The truth is that any part of the body is in +danger of inoculation from syphilis if the germ be virulent. So may any +membranous point be infected by the gonococcus, whether conveyed by hand +or instrument or fabric. This explains the number of gonococcic infections +occurring in girl children. They come in membranous contact (at the outlet +of vagina or rectum, or in the eye) with a contaminated article of +clothing, or with the contaminated hands of an infected person. Ignorance +is the cause of nearly all venereal infections. Why, then, should venereal +infection not be eradicated? With adequate education, if there is not +eradication, there will at least be compensation, for the sacrifice will +be mainly of those who will not accept education--the unfit. + +The possibility of recovery from syphilis is greater at present than it +has been in the past, but we cannot yet say that the disease is absolutely +curable in a given case. While most cases treated early with salvarsan, +and followed by judicious use of mercury, are curable, there are +nevertheless those which do not thus respond, and which in spite of all +treatment go from bad to worse, till the patient's miseries are ended in +insanity, paralysis, and death. + +While the venereal diseases are the greatest physical evils to be +attributed to sex ignorance, there are others chargeable to the same +cause. There are, for instance, important physiological phenomena +pertaining to sex development, ignorance of which is often baneful to the +developing adolescent of either sex. When the boy's voice begins to +change, and hair begins to appear on his face and body, and more thrilling +sensations occasionally command his attention, he should be told, modestly +but distinctly, that a pure and manly function is developing within him, +the sole object of which is reproduction, and he must not consider it in a +vulgar way, nor discuss it with others than his parents or physician or +minister. Tell him that these physical changes of oncoming manhood are due +to the establishment of the secretion of the procreative fluid,--the +semen,--and will be safely cared for by nature. Fortify him against the +mental pollution of the quack advertisement, and the satanically false +teaching of ignorant associates that sexual intercourse is physiologically +necessary, by impressing him with the fact that nature cares for the +disposal of the seminal secretion. When clearly made aware of these simple +sex principles, and convinced that it is unmanly and depraved to consider +them vulgarly, the rapidly developing manly boy will not become a +masturbator or a frequenter of bawdy-houses and a victim of the gonococcic +or spirochaetic infections; nor will he become a moral assassin, a seducer +of girls. + +The sister, no less than the brother, needs pure, plain, non-prudish sex +education. If her mother is not qualified to impart it, she, like the boy, +should seek the aid of her minister, or physician, or a qualified school +teacher; better a few suggestions from an experienced, modest source than +many suggestions from inexperienced and often lewd companions. As the +brother was told of the physical phenomena accompanying his sex +development, so the sister should be apprised of the physiological +necessity of her periodical functions, and of nature's kindly care and +development of her delicate and wonderful sex mechanism, the sole purpose +of which is maternity. It will fortify her maidenliness to tell her that +much of the world is deceitful and degrading in sex matters, and that if +she would be a perfect woman, mentally and physically, she must vigilantly +guard her virtue, maintaining absolute purity, not only with persons of +the opposite sex, but with persons of her own sex, and the person of her +own self. Incalculable good can be done toward the uplift of wayward +humanity by sex education. + + + + +CHAPTER V + +ECONOMIC PHASES + +_By Arthur Evans Wood_ + + +In any effort for social improvement it is necessary to know conditions +that make both for and against success. This is especially so in social +hygiene, for it is closely related to all aspects of modern life. Lack of +education and false instruction are largely responsible for sexual +immorality. It is not so generally known that economic conditions are +responsible for vice, opinions on this matter ranging all the way from a +denial that economic conditions have anything to do with vice to the +assertion that vice would disappear with the increase in the incomes of +working-people. Assuming that ignorance is the fundamental cause of vice +(an assumption which does not "stand to reason") the results of ignorance +must manifest themselves through the institutions of society. Some +institutions, such as slavery, encourage vice. Likewise, any caste system, +such as feudalism in the Middle Ages, in which there must be depths as +well as heights, supplies the vicious classes. The aim of this chapter is +to show that, while modern economic conditions do not create "the social +evil" they furnish an environment favorable to its spread. If this is so, +an improvement in these conditions must accompany all other measures for +the eradication of vice. + +One of the most significant facts of the industrial evolution of the last +half-century is the increase in the number of women who have become +wage-earners outside the home. According to the Federal Census the number +of females fifteen years of age and over, employed as breadwinners in +1900, was 5,007,069, an increase of 34.9 per cent over the number thus +employed in 1890.[2] The largest number in any one occupation, 1,213,828, +were servants and waitresses. Of this class the domestics were not +employed "outside the home." The homes, however, were not their own, and +salutary influences of home life do not exist for the majority of +domestics. In the decade between 1900 and 1910 the increase in the number +of wage-earning women has been even more accelerated than in previous +decades, and to-day probably from 8,000,000 to 10,000,000 women in the +United States are industrially employed. + +One important aspect of this influx of women into industry is that the +proportion of those in domestic and personal service, which has always +been women's work, has decreased; whereas the proportion of those in +manufacturing, trade, and transportation, which are new employments for +women, has increased.[3] This means that not only are working-girls and +women leaving the homes, but they are also abandoning in increasing +numbers those occupations to which in times past their sex has been most +accustomed. It is impossible that this prodigious change in the sphere and +work of women should not be accompanied by some change in the social and +moral standards that were nourished in the seclusion of the home. Miss +Jane Addams has made the suggestion that perhaps the superior reputation +of women for virtue is due to the fact that, generally speaking, women +have been secluded from the influences of the world.[4] + +The increase in the proportion of girls engaged in non-domestic pursuits +means that industrial vocations for women are becoming more dissociated +from the arts of home-making,--a fact which is doubtless the cause of many +an inner struggle. + +In the present lack of industrial education young girls who must work to +support themselves or their families drift about from place to place with +no definite vocational aims. Frequently they come to the offices of child +labor commissions wanting work, but not knowing what they can do, or even +what they would like to do. If they do find work, it is rarely of a sort +that offers incentives for a career. Lack of skill, of interests, and of +ambitions result in industrial inefficiency. They are also the usual +accompaniments of moral delinquency. + +Even where opportunities for industrial training are offered, they may not +lessen the disparity between industrial opportunities that exist for girls +and womanly tastes. A recent report on the need for a trade school for +girls in Worcester, Massachusetts, advocates a school that will train for +skill in the machine-operating trades, because there is most demand for +workers in these trades.[5] One might think in reading the report that +machines for stitching corsets and underwear provided the ideal vocation +for women. Biological considerations, if no others, would favor +distribution of wage-earning women away from the mechanical pursuits into +those which are more or less associated with the domestic arts. + +A further significance for social hygiene of the entrance of women into +industry is that it places a strain upon the spirit of chivalry which is a +basis of right relations between the sexes. Chivalry in men has +accompanied the comparative seclusion of women from the world, and is due +to those instincts which lead men to protect those who are weaker than +themselves. The term "the weaker sex" has a sound physiological basis. +With the passing of the domestic system of industry, however, the +seclusion of women becomes more and more a thing of the past. In factory +and shop they mingle promiscuously with men. Crowds of young working-girls +in every large city at the noon hour throng the streets. If they walk to +and from work they sometimes have to pass unprotected through parts of +the city given over to vice.[6] They thus become familiar with vice +conditions and are often subject to ungentlemanly, if not insulting, +conduct. There are in every community a number of men who are decent only +under restraint, and the economic position of wage-earning girls weakens +that restraint. + +Moreover, the phrase "the weaker sex" has lost some of its significance. +Many occupations, such as clerking, stenographing, laundering, and certain +kinds of unskilled factory work are almost entirely taken over by women, +who labor throughout the same working-day as men, and usually at a lesser +wage than men would receive for the same kind of work. Under these +conditions, to talk of the physical weakness of women is to accuse our +civilization of cruelty. + +Around wages most of the discussion has centered concerning the economic +aspect of vice. The investigations conducted throughout the country have +revealed a great variety of opinion concerning the relation between low +wages and immorality. There has been much confusion of thought on the +question. It is true, on the one hand, that injustice is done to +wage-earning girls and women of the country when the report is circulated +that the difference between morality and immorality is only one of dollars +and cents. On the other hand, to deny that low wages paid to working-girls +has any bearing on the question of vice is evidence of failure to grasp +the moral problem involved. Morality, to be sure, is always expressed in +the overcoming of difficulties. Yet we can hold a person blameworthy only +if in the full possession of his or her faculties. A poorly nourished, +fatigued girl has no such self-possession. If she does not earn enough on +which to live, and "goes wrong," her inadequate wage is a factor in her +wrong-doing, and the one who pays it to her cannot be rid of his share of +the responsibility. "Sin is misery, misery is poverty. The antidote for +poverty is income,"[7] says Professor Simon N. Patten, who is doing a vast +deal toward bringing economics and morals on speaking terms with each +other. + +Vice investigations in Chicago, Minneapolis, Portland, Oregon, +Philadelphia, and elsewhere snow that there are many economic factors +besides wages involved as causes of vice. Some of these other factors are +housing, hours of work morally dangerous employments, associations at +work, and fatigue. The wage, however, is more important than all of these, +for the wage largely governs living conditions, associations and +recreation. The wage often makes the difference between life as mere +existence and life with the opportunities for self-improvement that should +belong to a human being. + +It will be of value, then, to note some of the facts about wages that have +appeared in recent surveys made by the Consumers' League of Oregon, by the +State of Massachusetts, and by the Federal Government. After showing that +the minimum cost of living for a self-supporting woman in Portland is $10 +a week, the Oregon Survey shows that in the nine principal occupations +employing women in Portland, from 22 to 92 per cent are receiving less +than $10 a week. The table is as follows:-- + +Occupations Per cent + under $10 + +Department stores 58.2 +Factories 74.7 +Hotels and restaurants 49.2 +Laundries 92.6 +Offices (clerks) 46.4 +Offices (stenographers) 22.4 +Printing-shops 56.1 +Telephone exchanges 50. +Miscellaneous 48.7 + +Another table shows that in five different employments,--laundries, +factories, offices, department stores, and miscellaneous employment,--out +of 509 women all but 31 (office workers) close the year with a deficit.[8] + +A significant point is that among all but factory workers the excess of +expenditures over incomes is greatest among those who live at home. This +disproves the statement often made that those who live at home do not need +a living wage. In conclusion, the _Report_ of the Oregon Survey says: "The +investigation has proved beyond a doubt that a large majority of +self-supporting women in the State are earning less than it costs them to +live decently; that many are receiving subsidiary help from their homes, +which thus contribute to the profits of their employers; that those who do +not receive help from relatives are breaking down in health from lack of +proper nourishing food and comfortable lodging quarters, or are +supplementing their wages by money received from immoral living."[9] + +The Massachusetts Commission on Minimum Wage Boards reports even lower +standards in wages for women. Among wage-earning girls and women over 18 +years of age, 93 per cent of the candy-workers, 60 per cent of the workers +in retail stores, and 75 per cent of laundry-women receive less than $8 a +week.[10] In the cotton textile industry, among the 8021 women over 18 +years of age whose wages were investigated, 38 per cent received less than +$6 a week.[11] Among the individual stories that are buried in the +_Report_, the following are typical:-- + + Ernestine is an eighteen-year-old Canadian girl, very pretty and + neatly dressed. Her parents both died several months ago and left her + utterly alone, without living relatives. She worked as a stock girl at + $4.50 a week for two months, was laid off, and went to a summer hotel + as waitress for $3 a week, room and board. She worked there for two + months, or until the season was over, and then came to another store + for $5 a week. She pays $1.50 for her room, including light and heat, + has no carfare, does her laundering, except for shirt waists which + cost her $.30 during the summer. She goes without breakfast or eats + only a banana, gets her lunch for ten or fifteen cents, and her + dinners for twenty or twenty-five cents. She has never paid more than + twenty-five cents for a meal since she started to work. She is just a + child, and is quite bewildered over the problem of facing life on $5 a + week, and is terribly afraid of debt. She is intelligent and + clever.[12] + + Jennie is a frail little body, about 40 years old. After working 16 + years in a Boston department store her wage was $5 a week.... For + eleven years Jennie's little $5 a week had been the sole support of + herself and her aged mother.... When her astonished employer learned + that she had worked 16 years in his store and attained a wage of only + $5 a week, he raised it $1. So the wage is supplemented by the girls + (in the store) underpaid themselves, but comprehending the woman's + need.... Thus seventeen years of faithful service to one master has + won for Jennie this position of semi-dependence upon charity, + increasing anxiety over an unprovided-for future, and declining health + as a result of her pitiless struggle to stretch a miserable $5 over + the cost of support of herself and mother.[13] + +The most comprehensive report has been made by the Federal Government, and +includes a survey of conditions among women in stores and factories in +seven cities[14]. According to this report the average earnings of the +women in retail stores of these cities is $6.88 in the case of those who +live at home, and $7.89 in the case of those who are "adrift."[15] Among +the factory women of these cities the average wage of those who live at +home is $6.40, and of those who are "adrift," $6.78. The Boston +investigation shows that from 11,000 to 12,000 women and girls were living +in lodging- or boarding-houses at an average cost of $5.18 a week for +prime necessities, leaving only $2.24 for clothing and all other expenses. +The following comment is made on this government report by the +Massachusetts Minimum Wage Commission:-- + + Although more than half the adrift women (in Boston) live in lodging- + or boarding-houses,--numbering be it remembered between 11,000 and + 12,000 girls and women,--two thirds of them lack the use of a + sitting-room and must entertain men as well as women in their + bedrooms. Not a few indications were seen in the course of the + investigation of the demoralizing results of this practice. Many of + the young women in lodgings were young and were friendless and were + earning very low pay. Eighteen per cent of those who were reported + without the use of a sitting-room were under twenty-five. The housing + or food, or both, were reported as bad for a number of these + perilously defenceless young women.[16] + +Consideration of wages and standards of living leads to the question, What +is a living wage? Studies in different parts of the country agree that it +is about $10 a week. An estimate made by social workers for the +Massachusetts Minimum Wage Commission places the minimum at $10.60 for +girls who are adrift, and $8.37 to $8.71 for girls and women living at +home. This estimate, however, made no allowance for unemployment, +sickness, accident, or old age.[17] The Portland Vice Commission and the +Consumers' League of Oregon have adopted a $10 minimum.[18] The first +conference called by the Oregon Industrial Welfare Commission adopted +$9.25 a week, or $40 per month, as "the sum required to maintain in frugal +but decent conditions of living a self-supporting woman employed in +mercantile establishments in Portland."[19] To this, however, +representatives of the employees on the conference made objection, stating +that a straight $10 a minimum was the only safe one. + +If the minimum is rightly placed at $10, and if the investigations are +true in showing that the majority of self-supporting women the country +over are receiving less than this amount, we may now come to a more +detailed discussion as to the relation between underpayment and vice. It +is just here that it is easy to jump at conclusions. Most people approach +social questions not with a scientific mind, but with preconceptions which +mar their judgment. For example, the socialist exaggerates the effect of +bad wage conditions, and the Woman's Auxiliary Department of the police +exaggerate the influence of home conditions. Again, personal testimony is +unreliable, because, on the one hand, victims of the social evil are +liable to blame external conditions; and, on the other hand, well-fed, +well-housed investigators often underestimate the bad moral effect of poor +nourishment and fatigue. + +Of this much we may be certain: low wages poor living, which involves +poor housing, poor food, no savings, and either no recreation or +dependence on others for it. In the federal report on living conditions of +women in stores and factories, it is estimated that in the seven cities +where the investigation took place approximately 65,000 women are +adrift.[20] Since the majority of these are receiving less than the +minimum cost of a decent living, they are "perilously defenseless young +women." + +Another federal report,[21] bearing directly on the relation between +conditions of work and vice, concludes that whereas few girls "go wrong" +on account of poverty, the misstep once taken, poverty and want are +powerful deterrents to reform. A fourfold classification is made of +immoral women, as follows: (1) Unmarried mothers; (2) girls who leave and +regain the path of virtue, having their fling for the sake of good times; +(3) occasional prostitutes, who enter the career as a business for a +while; (4) professional prostitutes. Mention should be here made of this +report, because its total effect is to minimize economic causes of +prostitution, placing the responsibility elsewhere than on industrial +conditions. It is to be noted, however, that it does emphasize the +indirect effects of poverty, and does speak of the moral danger lurking in +certain occupations, and of the bad effects of the lack of industrial +education. + +More definite responsibility for vice is ascribed to low wages in the +reports of vice commissions. The Chicago _Report_ says that of one group +of 119 immoral women, 18 came from department stores, and 38 said that +they had taken up the career for the need of money. The Portland _Report_ +presents 22 women as "Cases in which Low Wage and Vice are closely +associated."[22] The _Report_ continues:-- + + In presenting the foregoing table and statements from girls, this + commission does not take the position that the low wages of + self-supporting girls is the sole contributing cause of their + delinquency, realizing that there are thousands of girls who would + endure the utmost hardships before yielding themselves to those who + are ready to seduce them. The evidence as to the effect of wage + conditions is taken from the girls themselves, who, perhaps lacking + adequate moral training, have, in the extremities of their position, + allowed themselves to be driven "the easiest way."[23] + +In the vice investigation conducted by the Illinois State Senate, 50 girls +in one day testified under oath, 45 of whom said that their downfall had +been due to the lack of money. The foregoing evidence is the kind +unfortunate girls would be likely to give. Nevertheless, making due +allowances, this evidence tends to confirm reports of vice commissions +whose purpose has been strictly scientific. + +If a conservative estimate of the proportion of vice due to low wages of +girls would be 10 to 15 per cent, it must not be concluded that this +represents all of the baneful moral effect of poverty. Whatever the other +non-economic causes of vice, they are aggravated where poverty exists. Not +only is this so, but alleged other causes may be partly economic. Bad home +conditions are due not only to the lack of moral discipline, but also to +the lack of income. The average wage of the adult male wage-earner of +that section of the United States lying east of the Rockies and north of +Mason and Dixon's line is said to be about $600. Sometimes the wage is as +low as $500, and in only a few instances as high as $750.[24] If +wage-earning men attempt to support families on these incomes, it means +that they are not able to provide adequately for their wives and children. +If they do not attempt to do so, it means, taking men as they are, an +increase in the army of men who support prostitution. Professor H.R. +Seager has said that prostitution in aid of wages is the greatest disgrace +of our civilization.[25] An accompanying disgrace lies in the fact that +economic conditions and other factors prevent the average male wage-earner +in so large a section of our country from fulfilling his desire for +marriage and a home of the sort that makes for health and happiness. + +Besides the low wages of women and men, other economic facts have their +bearing upon sexual hygiene and morals. These facts may be grouped under +the head of industrial stress and strain which is moral as well as +physical. The underpaid factory or store girl is subject to constant +fatigue. In the rush season in department stores, girls often depend upon +opiates for dulling the nervous strain. No trade is free from its special +physical strain. There are, moreover, many morally dangerous trades. Work +as chambermaids in hotels is conspicuously perilous for girls. The Chicago +Juvenile Protective Association says, "The majority of girls who work in +hotels go wrong sooner or later." The modern department stores, which +employ the majority of young working-girls, offer temptations. Mrs. +Florence Kelley refers to work in these stores as "the most dangerous to +morals and health, of all occupations into which children can go."[26] Of +course, it may be said that a "good girl" will not go wrong. It may also +be said that a good social order will not place even good girls daily +under conditions that are liable to bring about a physical or moral +breakdown. Closer analysis of human character reveals the fact that +physical and moral health are more closely associated than we have +hitherto believed them to be. + +According to statistics about female offenders, domestic service is +morally the most dangerous employment.[27] The reasons for this are two: +the social ostracism and the loneliness, and the low grade of worker. Each +of these causes augments the influence of the other. The application of +industrial standards to this neglected form of work should lead to +improvements. + +For those dependent upon employment offices, the seeking of a job may +involve moral danger. The practice of private employment bureaus in +sending unsuspecting girls to immoral places under the pretext of finding +legitimate employment is common. The director of the Municipal Employment +Bureau in Portland says that, the managers of houses are sometimes so bold +as to telephone to the bureau for girls, telling for what purpose the +girls are wanted.[28] One of the private bureaus was detected several +times cooperating in such practices. The menace of such places can +scarcely be overestimated. + +We may now conclude our review of the economic phases of social hygiene. +Economic conditions to-day are under indictment as endangering the health +and morals of working-girls and women. Moral delinquency may arise through +temptations met and hardships endured at the place of work; through scanty +wages, inadequate for daily necessities; through lack of sympathetic +consideration on the part of employers; through the stupidity of the +community in adhering to worn-out educational methods that do not train +wage-earners for earning a livelihood; through lack of protective +legislation in regard to hours and conditions of labor. As a matter of +fact, each of these conditions has been found to be an accompaniment of +vice; and taken all together they constitute an environment that makes +clean living difficult. Against the dark background of modern industry +should be portrayed the luxurious conditions that are apparently enjoyed +by those who have taken "the easiest way." In ancient society the status +of the prostitute was that of slave: to-day it is that of an industrial +citizen.[29] If the program of social hygiene comprehended only talking +about sex to working-girls--to laundry-girls, for example, who, after a +day's work of ten hours at the machines, go at night to their +boarding-houses where they wash dishes to eke out a living,--then this +program would not be unlike the advice of a physician who tells a poor man +with tuberculosis that he must go to the country for a year and live on +cream and eggs. + +Even in the case of wage-earning girls who adopt loose ways to satisfy +extravagant desires, their tastes are established by women of the wealthy +and middle classes. The leisure of these women is due to their +wage-earning sisters, who in factories and mills make the cloth, prepare +food-stuffs, and do all sorts of tasks that formerly kept women of the +upper classes at home. Through the instinct of imitation, combined with +the American feeling of democracy, the habits of the well-to-do determine +the ambition of many a working-girl. + +Other factors are industrial arrangements which segregate men in +construction and lumber camps for a part of the year, and then, without +providing for their further employment, turn them loose into cities where +only saloons welcome them and cash their checks, and where +disease-infected lodging-houses are their only places of abode. +Furthermore, standing armies take thousands of able-bodied men out of +normal industrial relationships, and keep them in camps that become the +congregating places of prostitutes. + +The most hopeful phase of the whole problem that it lies within the power +of the State to transform the industrial environment through progressive +legislation. The law cannot form character, but it can protect that which +has been developed through voluntary effort. Vice is partly a by-product +of industrial chaos which can be eradicated by industrial organization. +When working-people can establish themselves more generally in homes of +their own,--"every man under his vine, and under his fig tree," as it +were,--then they will be able to give more time to their children, and +will perhaps cooperate better in the program for sex instruction. + +Economic improvements should include a minimum wage for women, and one for +men based upon the needs of a family; the eight-hour day; insurance +against sickness, old age, and accidents; relief of unemployment; one +day's rest in seven for all continuous industries; industrial education +compulsory for all children; abolition of child labor; and amelioration of +conditions under which women work. + +When wage standards are raised, there arises the problem concerning those +who cannot earn a living wage. "Who will pay poor, ignorant Mary Konovsky +more than $6.90 a week?" is a question asked by a manufacturer during a +minimum-wage discussion in New York State. The reply is, If Mary is really +not worth more, she must be sent by the State to an industrial school +until she can earn her living; and if she should be proved to be mentally +deficient (as about 50 per cent of prostitutes are said to be), then she +must be placed in an institution where she can be humanely and permanently +cared for. The impossible alternatives are that she should be denied a +living wage when she can earn it, or that she should be allowed to drift, +in danger of becoming the prey of vicious men. + +Meanwhile, before the machinery of a full legislative program can be set +to work, the field is open for voluntary philanthropic endeavor. Welfare +work in stores and factories that is done by some one who acts, not as a +detective with condescending side interests in welfare, but +whole-heartedly and sympathetically can avail much. Real social work in +business establishments should be profitable to employers as well as to +employees. The aim of all public and private effort should be to make +industry not the occasion of stumbling, but what it should be, the +universal means of progress. + +FOOTNOTES: + +[2] _Statistical Abstract of U.S._, p. 163. (1911.) + +[3] _Woman and Child Wage-Earners in U.S._, vol. IX, p. 20; "History of +Women in Industry." + +[4] _A New Conscience and an Ancient Evil_, chap. I. + +[5] _A Trade School for Girls_, U.S. Bureau of Education, Bulletin no. 17, +pp. 52 _ff._(1913.) + +[6] Portland, Oregon, Vice Commission, _Report_, p. 188. (1913.) + +[7] _Social Basis of Religion._ + +[8] Social Survey Committee of Consumers' League of Oregon, _Report_, pp. +21, 22. + +[9] _Ibid._, p. 24. + +[10] Massachusetts Commission on Minimum Wage Boards, _Report_, pp. 51, +114, 157. + +[11] _Ibid._, p. 191. + +[12] _Report_ of Massachusetts Commission, as above cited, p. 188. + +[13] _Ibid._, p. 114. + +[14] _Woman and Child Wage-Earners_, vol. V. The cities included were +Boston, New York, Philadelphia, Chicago, St. Paul, Minneapolis, and St. +Louis. + +[15] By "adrift" is meant the condition of a self-supporting woman who is +alone or of a widow with children to support. + +[16] _Report_ of Massachusetts Commission, p. 213. + +[17] _Ibid._, p. 222. + +[18] _Report_ of Portland Vice Commission, p. 165. + +[19] _Morning Oregonian_, July 24, 1913. + +[20] Referred to on p. 211 of the _Report_ of the Massachusetts Commission +on Minimum Wage Boards. + +[21] _Woman and Child Wage-Earners_, vol. XV, pp. 81, _ff._; "Relation of +Occupation and Criminality of Women." + +[22] _Report_ of Portland Vice Commission, p. 176. + +[23] _Report_ of Portland Vice Commission, p. 176. + +[24] Scott Nearing, _Wages in the United States_, pp. 208, _ff._ + +[25] _American Labor Legislation Review_, vol. III, no. 1, p. 88. + +[26] _Social Diseases_, vol. III, no. 3, p. 9. + +[27] See Portland Vice Commission _Report_, p. 193; also _Woman and Child +Wage-Earners_, vol. XV. + +[28] Portland Vice Commission _Report_, p. 192. + +[29] E.R. Seligman, _The Social Evil_, Introduction. + + + + +CHAPTER VI + +RECREATIONAL PHASES + +_By Lebert Howard Weir_ + + +This chapter is in no sense an attempt to discuss pathologic sex problems, +but rather to show the necessity of providing facilities for normal, +wholesome living for all the people during their leisure time. This will +solve many of the vexing sex problems. + +At the outset, it is important to contrast the 27,000,000 hours a year, +during which the school has charge of all the children, with the +135,000,000 hours at the children's free disposal. Yet we are inclined to +charge the schools with the responsibilities of many failures in the +physical and moral make-up of growing boys and girls. The greater part of +the education of the boys and girls is received outside of school through +the various activities which fill up these 135,000,000 hours a year. +Society has, therefore, a great responsibility in directing the activities +of the free time of young people. + +People employed in the home, store, factory, shop, or office, in a year +of 365 days spend about 2880 hours of this time in sleep. Taking the +average working-day as nine hours and the number of working-days in the +year as 300, excluding Sundays and holidays, each person is employed in +needful occupations 2700 hours during the year. Out of the working-days, a +total of 2100 hours are at each person's disposal to use as he sees fit. +Of the remaining 60 days, 15 hours of each day are for free use,--or a +total of nearly 35 per cent of the entire year. What are the children, +young people, and adults doing with this time? + +One answer is found in the records of the juvenile court, in rescue homes, +in reformatories, in the police and criminal courts, in jails and +penitentiaries, in hospitals for the treatment of venereal diseases, the +insane and feeble-minded; another in the fallen women (and men, too), of +whom so much has been said of late; another in the crowded saloons and +busy restaurants in the heart of the city, with their music, bright +lights, food, liquor, and overdressed, painted women with their consorts; +still another in the billiard-rooms and the moving-picture theaters. + +The extent to which people of all ages and races resort to the +moving-picture show is known by few people. In Portland, Oregon, a weekly +attendance of 5000 is reported for a house with a seating capacity of 175; +a weekly attendance of 3500 for a house seating 75; a weekly attendance of +25,000 for a house seating 500. Another with a seating capacity of 567 +reports a weekly attendance of 22,000. The attendance of all the +moving-picture houses in any city is a startling revelation of the use of +the time of the people. + +All forms of leisure-time consumption are offshoots of the one great +common meeting-place of all the people, the street. The street is more +than an avenue for traffic. It is the social meeting-place of many of the +inhabitants. It is the playground of nearly all the children. Its glitter +and glare, its lights and shadows and care-free spirit, attract boys and +girls. They come as moths flutter about the candle flame and often with +equally disastrous results. The call of the street is irresistible. It is +the simplest, most convenient avenue for the satisfaction of that hunger +for pleasure, excitement, amusement, and recreation, common to all ages, +all races, and both sexes. It is the avenue for the spontaneous outpouring +of the spirit of democracy. No matter how thickly the city may scatter its +playgrounds, its athletic fields, boating and swimming centers and +recreation buildings, the street will always have to be reckoned with as +the one great all-engulfing factor in the use of the leisure time of the +people. + +Surely the possibilities for good or evil are infinite when the spirit of +youth and age play free, willingly receiving impressions on every hand. +Unfortunately, in the majority of cases the ministry in this field of +infinite character-building possibilities has fallen into the hands of men +who for the most part reckon its possibilities only in terms of the +nickels, dimes, and dollars that pass over the bar or counter or through +the box office. Many of them conceive low opinions of the recreation +desires of the people, furnishing the lurid, the _risque_, the bold, the +daring forms of entertainment, or coupling it with other lines of +business, as in the case of the saloon, with unfortunate social results. + +Can the city afford the commercial exploitations of so much of this +valuable time? The answer must be that it can afford it only when the +ideals of the men conducting these various forms of amusement are as high +as the best that the community would demand if managing similar +institutions. The saloon proprietor is not interested primarily in the +physical and moral welfare of his patrons or in the general social welfare +of the city. He provides various forms of recreation to increase the +patronage of the bar; it is an unwritten law that those who avail +themselves of the card-tables, of the pool- and billiard-tables, the +moving-picture shows in the saloons, and who hear the music, must +patronize the bar. Thirty-six per cent of the pool and billiard licenses +are held by men holding saloon licenses, and in all the large pool- and +billiard-halls, especially in the center of the city, not connected +directly with saloons, liquor is served upon the demand of the patrons. +The evil of the situation is significant when it is remembered that the +larger percentage of the patrons of those places are men under twenty-five +years of age. Profanity is common, and usually gambling is permitted. +Often these pool- and billiard-parlors are the "hang-outs" of vicious, +depraved young men who live upon the earnings of unfortunate women. This +use of the leisure time of men is physically, morally, and socially +dangerous and should not be permitted. + +The public skating-rink is fairly free from objectionable features, but +boys and girls attending without proper chaperons often form undesirable +acquaintances. Women of the street and their male companions often attend. +Juvenile court officials are aware of the immoralities springing from this +source. + +The amusement parks present almost unlimited possibilities for the +formation of undesirable acquaintances. The fact that they are open in the +evening, and not lighted in all parts, the presence of cafes where liquors +can be had, inadequate police protection, the secrecy possible through the +presence of large crowds, the size of the parks, the distance from the +homes in the city, and the unchaperoned attendance of large crowds of +young people, all make amusement parks dangerous without closer +supervision by public authorities. + +In former days the road-house ministered to the legitimate needs of +wayfaring travelers. To-day the name "road-house" is synonymous with the +"bawdy-house" of the city. Located just beyond the borders of towns and +cities, beyond police supervision, catering to men and women who desire +secrecy for their revels and orgies, the road-house is one of the worst +possible institutions now ministering to the leisure time of the people. + +In some sections of this country, the public excursion, both by land and +water, is as bad as the road-house. Instead of being a time of relaxation +and recreation, a time of freedom from cares of the workaday life and +enjoyment of pure air, sunshine, and beauties of nature, and of fine +social relationships of people, the excursions have become dissipations of +physical and moral energy. With proper supervision and with proper +standards on the part of promoters of transportation companies, the public +excursion can be a fine constructive factor in the use of the leisure time +of the people. + +Festivals and carnivals conducted by the people of a community, +commemorative of national holidays or of historical events or of religious +life, are often admirable. But whenever the festival or carnival becomes a +commercial enterprise for the purpose of attracting crowds to the city, +for advertisement and for gain by merchants and hotel proprietors, young +people are in danger. The city becomes the mecca for undesirable men and +women who prey upon the susceptibilities of the people, animated by the +festival spirit. The hotels are the temporary homes of women of the +street. Every large festival of this kind has been followed by social +evils of the most virulent type. Many a girl and many a boy, yielding to +the influences of the abandonment of the crowd, take the first step in +sexual vice. This type of festival is not socially profitable to a +community, where the commercial aim and purpose predominates. The +commercial exploitation of the recreation and social needs of the people +is usually productive of sexual immorality. + +A characteristic feature of American life is the club, union, society, or +order spontaneously formed by the people. No matter what the fundamental +purposes of these groups may be, whether for protection against sickness, +accident, and industrial evils, whether for the study of art, music, and +literature, or for the promotion of physical activities, the primary bond +that brings the group together and holds it together is the social +instinct of mankind. + +Those which administer to the play and recreation life of their members +most efficiently are strongest. The dances, card parties, lectures, +entertainments, and other social activities conducted by such groups are +usually under the best kind of social control, far better than any type of +commercial amusement and perhaps better than most public-supervised +amusements. The strength is in the comparative smallness of the group, the +personal acquaintance of the members, the presence of older people with +the young, and the existence of individual and group responsibility and +ideals. Far better social control would result if all public dances and +public skating-rinks and excursions were conducted on this group or +society basis. + +One field of neglected social activity is the home as a recreation and +social center. The day of the "party" seems to be past. Parents have thus +lost one strong hold on the character development of their children. +Thousands of parents in the modern city have lost the social spirit of the +home because of crowded living conditions, but there are also thousands, +especially in the Western cities, who still have individual homes; every +such home should be the primary social and recreation center for +adolescent boys and girls. The revival of the small group social in the +home for the young people would be a constructive contribution to some of +the moral problems of the young. + +In the leisure-time activities of children, the Sunday supplement or +"funny sheet" of the newspaper is of importance. The funny sheet appeals +not so much through humor as through glaring color and grotesque pictures +which violate every canon of color combination and of art. Exaggerated +types of mischievous children and freakish adults, and equally freakish +and unthinkable mechanical devices, are favorite subjects. Disobedience of +children, premature and unnatural childish love-affairs, domestic +infelicity, the privileges and advantages of bachelorhood are paraded +Sunday after Sunday before the susceptible minds of millions of children. + + * * * * * + +Multitudinous as are the private agencies administering to the +leisure-time activities of all the people, neither the commercial +amusements nor the numerous spontaneous private organizations answer all +the requirements of social and recreative needs of the people. On the one +hand, commercial amusements, while used and enjoyed by masses of the +people, have been objects of danger and distrust because of their +anti-social effects. On the other hand, the private society, club, order, +and organization are essentially narrow, and formed with other purposes +and ideals in view than ministering to the social and recreative needs and +desires of the people. The providing of ample facilities for the fullest +and most wholesome use of the leisure time of the people is a community +responsibility, just as important to the public welfare as a system of +public education. + +This community sense of responsibility did not in the beginning have the +wide constructive vision which characterizes it to-day. It was designed +first as a corrective of pathological social ills, especially relative to +childhood and youth. Congestion in the modern city, an incident and a +result of specialization and expansion of American industrial and +commercial life, caused living conditions inimical to the health and +morals of all the people. As usual the children suffered most. Deprived of +light, air, wholesome living quarters, play space, and the advantages of a +real home, they fell easy victims to disease, sickness, death, and, what +is worse, to the disease and death of ideals and morals. Juvenile faults +and crimes increased at an alarming rate. The therapy of play was applied. +It was soon found, however, that the great mission of playgrounds was not +as a therapeutic agent, but as a preventive and constructive force. The +movement took on large, positive, constructive aims, purposes, and ideals. +It expanded into the playground and recreation movement, with emphasis +upon the latter, aiming to provide for and direct the leisure-time +activities of all the people. Play was restored as the right of every +child, without which no wholesome physical, mental, and moral growth is +possible. + +As constructively related to other great social problems, the playground +and recreation movement was found almost universally applicable. Sexual +immorality and the white-slave traffic are combated by recreation centers +where young women obtain under normal conditions the highest ideals and +satisfy the spirit of youth, which is the sign of life itself. + +The scope of this larger movement is as follows: It promotes the +establishment of playgrounds within walking distance of every child; +athletic and sport fields for older boys and girls and for men and women; +boating and swimming centers and parks for the use of all; recreation and +social centers in municipal recreation buildings and in school buildings, +where all the people of a community, irrespective of race or creed, may +find opportunity for the fullest possible recreation and social life; it +promotes school and municipal camps, tramping-clubs, and other activities +that cultivate the habit of outdoor life; physical education and athletics +in the schools that reach every child, instead of a few as now; it stands +for school playgrounds, in connection with every school; it seeks to +provide facilities through which musical, literary, dramatic, and artistic +talents of the people may find encouragement and expression, and for a +constructive social supervision of all commercial amusements. + +Yet playgrounds and recreation centers are not free from social dangers. +Many of the moral dangers of commercial amusements may arise in +municipally owned and managed systems of recreation. In fact public +playgrounds have become such moral menaces as to warrant their closure in +the interests of public welfare. Some of the worst cases of sexual +immorality coming to the juvenile courts arise in public playgrounds. This +is the result of bringing large numbers of young people into a common play +place without the most careful supervision, guidance, and direction. The +physical growth and health, the morals, the happiness, and the ideals of +citizenship of great masses of the people are so deeply involved in the +right use of the leisure time of the people that to conduct their +activities in any way but according to the highest standards is a civic +crime. + + + + +CHAPTER VII + +EDUCATIONAL PHASES + +_By Edward Octavius Sisson_ + + +The education of youth as it exists has a great gap wherever the subjects +of reproduction and sex are concerned. Children are taught at home many +things about every other part of their lives, but usually nothing about +this; at school they learn the anatomy and physiology of bones and +muscles, of sense-organs, and nervous system, of glands and alimentary +canal, of respiration and circulation; but a sudden silence falls just +before sex is reached. We study everything about life except its origin, +and in ignoring that we lose a most fascinating and beautiful field of +inquiry, an essential part of knowledge, and a vital element in moral +intelligence.[30] + +The aims of sex education may be stated in the main as follows:-- + +(1) The first aim is individual prudence. Every normal human being must +undergo crucial tests and solve vital problems in his own sex life. The +most beautiful successes of life and its most conspicuous failures are +both exceedingly frequent in the realm of sex. The conditions of the +sexual life are sufficiently alike in all normal cases so that the +experience of the race is valuable to the individual in meeting his own +problems. Each child as he passes onward through youth to maturity is +treading a road new to him, not lacking in danger and pitfalls, nor +without opportunities for great reward. Education must give him all the +available advance information concerning the road he is to travel. + +(2) The second aim is general intelligence. Sex is a universal element in +all living beings, with the exception of the very lowest; it pervades the +life of the spirit as well as the life of the body. No man, therefore, can +be intelligent concerning things in general without a clear, definite and +accurate knowledge of the fundamental facts of sex. One of the strongest +new visions concerning sex is the marvelous way in it ramifies into all +fields of thought and action. Not a few of the most eminent workers in +modern science incline to consider all aspects of human life, including +even religion itself, as emanations or processes from the sex basis. Such +in particular are G. Stanley Hall in America and Freud in Germany. Without +going to such extremes we may still recognize the fact that in all sorts +of physical and psychic problems in morals, religion, and sociology, sex +plays an important part and must be understood if we are to grasp the +situation and its meaning.[31] + +(3) The third aim is social enlightenment. The human spirit in our own day +is manifestly addressing itself to the solution of the special social +problems which involve the sexual life of men. Three of these problems may +be specified: (a) The so-called "social evil," including not merely +prostitution, but also all other forms of waste and injury through sexual +errors; (b) the problem of family life, including marriage and the rearing +of children, as well as pathological aspects such as desertion and +divorce; (c) the vast problem of eugenics or race culture. + +In all these fields the problems of sex are involved. Men and women who +desire to bear their whole burden as members of a progressive society must +contribute to the solution of these great social problems, and to do this +wisely must know something about the basic facts of sex life.[32] + +The first and basic part of sex education is bodily regimen: children and +youth must live an abundant, vigorous, wholesome physical life.[33] Cities +have threatened to be the "graves of the human species" in this respect. +Sedentary life chokes and misdirects the currents of nervous energy and +the very circulation of the blood. The lad who plays vigorously, even +violently; who can "get his second wind," turn a handspring, do a good +cross-country run, swim the river, possesses a great bulwark of defense +against sexual vice, especially in its secret forms. + +The revival of play, of play for all, boys and girls, weak as well as +strong, is one of the most hopeful movements on foot to-day. Let us base +our promotions from grade to grade, and especially for "graduation" from +school, partly upon physical tests, requiring each student to make of +himself physically, not a record-breaking athlete, but the best that can +be made out of the stuff in him. + +Food, sleep, clothing, bathing, fresh air,--all these are vital also; +whatever turns the flow and thrill of life into wholesome channels, +abolishes indolence, stagnation, morbidity, and fosters abundance of +bodily life,--such is the regimen of sex health. + +No bodily regimen can be effective without mental control. Nowhere does +mind affect body more immediately and powerfully than in the realm of sex. +The educator has two great tasks in this respect: first to improve the +general environment in which the young must live and develop. As things +are, our streets, store-windows, books and magazines, and especially +public amusements, such as theaters and dance halls, abound in sexual +suggestion and stimulation.[34] These agencies stimulate an excessive +stream of sexual desire, with all its physical accompaniments, in boys +and men: the natural and inevitable result is an overwhelming impulse +toward illicit satisfaction in self-abuse or sexual immorality. Society in +self-defense and the interest of its youth must wage war upon this +mercenary exploiting of the sex impulse. Licentious thinking is the great +foe of continence; the saying of Jesus may be paraphrased thus with +physiological correctness: "He that looketh upon a woman to lust after her +hath already committed the sexual act in his _nervous system_." + +Hence, the second task in this connection is to arouse and arm the youth +against the lusts of the mind, and lead him in a resolute fight for +mastery over his own thoughts. "Do not harbor in your mind anything you +would fear to have your enemies know, or blush to have your friends know," +is a good motto for boys and youth. + +When we come to instruction in matters of reproduction and sex, the first +principle is that it should be given in organic relation with the rest of +life and thought. It arises naturally in two main connections: in response +to the child's own questions and problems; and as part and parcel of +biological science. The common questions of the little child, "Where does +the baby come from?" or perhaps even earlier, "How does the hen make the +eggs?"--an actual question of a four-year-old--are the signal and the open +door for easy and natural enlightenment. Seize the opportunity: tell the +truth, as simply and briefly as possible, and the beginning is made; watch +for and utilize all such opportunities, as they come, and the main road of +the task is marked out; shock is minimized, if not eliminated, mutual +confidence is engendered, and a priceless reward may be won. But if at +that first question we falter, quibble, blush, lie, jest, or repel, we +have entered the wrong road which leads eternally astray. Let no question +ever be either ignored or neglected, least of all repelled. It is the +golden opportunity for parent, teacher, or friend. To guarantee against +the child seeking promiscuous and irresponsible sources of information, +let his questions ever find the warmest welcome and kindest response at +the parent's knee.[35] + +Now the movements of the child's own mind in matters of sex and +reproduction may either be actual questions more or less explicit, or they +may be subtler seekings for light,--hints, vague inquiries, gropings after +what he cannot phrase or hesitates to utter; these inward stirrings are +vital, and the alert and sympathetic and patient parent can in the main +perceive them and bring them to light. But success need not be hoped for +in this respect unless first the beginnings are attended to; uncounted +parents can testify to the infinite difficulty of breaking to the boy or +girl the silence long practiced with the child. Nor will occasional or +spasmodic fits of interest and action by the parent achieve much; +Emerson's proverb holds inflexibly here; "What wilt thou have?" quoth God; +"pay for it and take it." Pay we must in time, in thought, in perseverance +and patience, in study of the problems and self-preparation for the task. +Happily the progress of sex hygiene among adults is yearly increasing the +number of fathers and mothers who are awake and active. + +We have spoken of meeting the motions of the child, as though the educator +might never need to take the initiative; in all probability that might be +true in an ideal state. As things are it would be unsafe to rely +absolutely upon questions; the parent and on occasion other educators must +take the initiative in some cases. In doing so, however, the most +scrupulous care should be taken to be sure that the mind of the learner is +ready for the particular instruction. + + * * * * * + +In biological instruction what is needed is not an artificial appendix or +addendum, but simply that we should cease to mutilate science by omitting +its most fruitful and essential elements. Nature study for little children +is the first available field; it should begin even before the kindergarten +age, with the simplest and easiest observations, and proceed by gentle +gradations of progress; it finds abundant and fascinating material in +growing plants, eggs, brooding chickens, kittens, puppies, and, best of +all, the new baby, where the home questions and the nature study meet in a +profound emotional and intellectual experience.[36] + +The botany, zooelogy, physiology, and hygiene the upper grades and the +high school the natural mediums for further scientific treatment.[37] It +will probably be found advisable to separate the sexes for this part of +the work, and have boys taught by men and girls by women. Not a few high +schools and colleges are already carrying on such instruction with entire +success. + +It seems quite clear that the school must set itself, wisely, indeed, but +also resolutely and effectively, to provide clear, true, scientific +knowledge of the origin of life and the laws of sex. The educator can, +must, and will answer truly and purely, all questions in these matters on +which the child and youth are now left to random, miscellaneous, +clandestine sources, and get vile, false, and pernicious answers. + + * * * * * + +As childhood passes into youth and the pubertal changes begin, the +objective curiosity of the earliest years passes gradually into the +intense concern of personal problems. The general principle is the same: +do not drag in the subject of sex and reproduction, but do not evade or +ignore it when it appears; deal with it truly, purely, honestly, +fearlessly, as an essential and organic part of truth and life. + +The safe and happy outcome in these personal problems can be guaranteed in +only one way--that the young person should be able to turn with complete +confidence and little embarrassment to some trusted and intimate +counselor, preferably the parent, but otherwise physician, pastor, older +friend, with whom he has already discussed sexual questions, and who he +knows will receive his advances with sympathy, answer his questions with +frankness and intelligence, and hold his confidence sacred. Happy the +youth or maiden who has such a guide in the crises of unfolding powers and +perils. + +The chief problem of this part of the education is the accurate and timely +adaptation of what is taught to the needs of the successive periods of +development. Hence chronological or "calendar" age and school grade are +both unreliable guides to the educator: a group of fifteen-year-old boys, +or of eighth grade boys, includes some who are children not yet entered +upon pubescence, others who are mature,--that is, have attained the power +of reproduction,--and still others who are in process of change. These +three groups cannot be treated identically; each period has its own +peculiar needs. The problem of sorting out the individuals and meeting the +needs of each group is difficult because of our traditional neglect of the +whole task. But of any particular lesson we may agree with him who says, +"Better a year too early than an hour too late." + +The earliest safeguard, rather regimen than instruction, is the +inculcation of the idea and habit of "Hands off" the sex organs. The +little child is taught this by his mother, and it becomes second nature. +The pre-pubescent boy and girl may receive some slight but impressive +additional perception as to the danger of meddling in any way. They should +also be warned strictly against any other person who offers to tamper with +their sex organs or adjacent parts of the body. Let them understand that +they are justified in any means of defense, the fist, a club, or a stone; +and that the offender is forever damned by his act and must never again +be trusted; and, of course, that they should at once lay the whole case +before their parents or other persons in authority. + +The special instruction of the pre-pubescent and pubescent periods is as +yet by no means fully agreed upon among experts. We can give here only a +few points that seem fairly clear. + +(1) Girls should know in advance enough of the general facts of +menstruation so that the onset of the period may not cause, as it now does +in thousands of cases, shock and sometimes dangerous errors of conduct. +They should also know that the sexual nature of men is active and +aggressive instead of passive and defensive as in the woman; and that +hence the woman must in general take the leading part in the control of +the sexual relation, or, at least, of those preliminary intimacies that +tend to culminate in sexual union. If it be contended that this is a +delicate and difficult idea to convey, liable to be exaggerated and to +produce false attitudes, the answer is that if difficulty is to deter us +we may as well stop the whole task of sex education before we begin; and +moreover that the disasters now resulting from ignorance are ten times +worse than any probable results of instruction. + +This sexual difference means not only that the girl must be intolerant of +improper advances, but also that for her own sake and that of her sister +women she must beware of conduct, attitudes, or forms of dress that tend +unduly to excite the sexual impulses in boys and men. + +In view of the enormous morbidity and mortality inflicted upon innocent +women and their children by sexual disease, the girl should learn the main +facts concerning the nature, effects, and incidence of gonorrhea and +syphilis. Health certificates of prospective bridegrooms will probably be +more easily enforced if such intelligence becomes general. The time for +such instruction is difficult to state, and would vary with the social +environment; probably late adolescence would be early enough in most +cases; earlier information is indispensable for girls who by reason of +their economic or social status are peculiarly exposed to sexual +temptation and danger. + +Training for motherhood, a great gap in our educational system, is a +closely related theme, of incomparable importance, but beyond the scope +of this work. + +(2) Boys should learn early the rewards of continence: that the +conservation of the sexual secretions is the indispensable condition of +manly growth in stature, muscular powers, voice, heart, and brain. They +should learn the possibility and healthiness of continence--always +understanding that mental continence is the prerequisite of physical +continence. + +They should know in good time that nocturnal emissions are quite normal, +when not too frequent, and indicate not lost manhood or the danger of it, +but merely the fact that the sexual glands are now for the first time all +developed and active. This is one of the simplest and most commonplace +facts in the whole range of sex knowledge, yet, through ignorance of it, +unknown multitudes of boys have suffered anxiety sometimes amounting to +terror, have become moody and dejected, lost interest in work and studies; +and finally thousands of them, ashamed to ask counsel or enlightenment +from any decent source, have had recourse to the venereal quack, who so +artfully spreads his snares for them in daily paper and widely circulated +pamphlet. Once the victim is in his hands there is almost no limit to the +evil that may result.[38] High-school principals tell of watching the +faces of their boys during a lecture on sex hygiene and noting the visible +signs of relief and new hope when the lecturer explained the true nature +and meaning of emissions. + +So far as the so-called "sexual necessity" is concerned, let boys +understand that it is unknown among animals; that its completest +embodiment is found in degenerates and imbeciles; and that athletes, +thinkers, priests, scholars, warriors, the finest men of every type, hold +their passions strictly subject to their wills. Let them know that the +world is well supplied with wretches whom this very "sexual necessity" has +robbed of their precious virile powers, but that the cases of impotence +through chastity are certainly unproved and probably non-existent except +in the imagination of people who want to believe in them. And finally that +numberless fathers of big healthy families were as chaste as the wives who +bore their children. + +Boys should learn that the man who insists on premarital sexual necessity +has two roads open to him--one that of the libertine and seducer, the most +contemptible of creatures; the other that of the whore-follower, whom +nature perpetually menaces with vile and pestilential plagues, making him +a misery to himself and menace to all clean persons who associate with +him, especially his future wife and unborn children. + +This involves, at least for the present state of society, some information +regarding the two chief venereal diseases: that all prostitutes, +professional or otherwise, are sooner or later infected, and that no +reglementation can give security. They should know something of the +horrors of syphilis, its loathsomeness, its extraordinary power to +penetrate to the physiological Holy of Holies, poison the germ cells, and +damn in advance the unborn children of its victim. They must know the +fatal treachery of gonorrhea: how it lurks unsuspected in the victim who +supposes himself cured, and strikes, like a bolt out of clear sky, +blinding newborn infants, and robbing innocent wives of motherhood, +health, or life itself. + +To object to this instruction because it is gruesome, or because it may +seem like intimidation, is sentimentalism: in this matter, as elsewhere in +the realm of knowledge, the truth should scare no one who does not need to +be scared. It is better to be safe than sorry; and it is better to be +scared than syphilitic. "I dare do all that may become a man," says +Macbeth; "who dares do more is none"; let a man dare if he will with his +own body, aye, his own soul; he is but a coward who does not shrink from +buying voluptuous moments with the hazard of wife and child. Hydrophobia +is far less perilous than venereal disease, and if one hundredth as many +were attacked by it the world would be placarded with scarlet danger +signs; the man who decried the precautions as intimidation would be shut +up in a home for imbeciles. If this is intimidation, let us have more of +it. + +Above all, boys should learn the beauty and glory of the true relation of +the sexes; the bond of love and unity between man and woman truly +married--in soul as well as body. As he cherishes and vindicates the honor +of his father and mother and sisters, so should he be taught to use his +intelligence and heart to hold sacred in youth the powers and functions +that will enable him to become in turn husband and father, to give a clean +soul and body in marriage to a pure woman, and to pass on the germ of life +to the children of his body. A few lessons on heredity will show him that +he is but the steward of an inheritance that has come down from a thousand +ancestors and may well be perpetuated through generations to come. +Prudence is good; but no narrow selfish motive will meet the need. The lad +who is "good" merely for the sake of his own skin is usually a poor +creature; the finest lad--who might perhaps hazard his own individual +fate--will refuse to gamble with the souls and bodies of those others who +shall be his own flesh and blood. No virtue is safe that is not +enthusiastic: and only altruism is truly enthusiastic. + +The boy and girl, now young man and young woman, must both learn that +prostitution is a social sin:[39] the "scarlet woman" has been truly +called the eternal priestess bearing the sins of humanity. This is a vast +theme; we have got beyond the realm of mere sex education;--but truth is +one, and life is one, and neither logic nor humanity will consent to our +stopping short of the whole truth. Social intelligence--the illumination +of man's life with man--the scientific and spiritual comprehension of the +apostolic dictum, "We are all members one of another"--and "if one member +suffer, all members suffer with it"--these are the great arrears of +education. But there never was a time when the spirit of man moved so +rapidly forward as here and now, and the movement for sex education is but +one striking phase of the great advance. + +FOOTNOTES: + +[30] An examination of tables of contents and indexes of standard school +texts in nature study and biology will reveal the almost universal absence +of all ideas relating to sex and reproduction. There are two or three +recent exceptions. + +[31] G. Stanley Hall, _Educational Problems_, vol. I, pp. 388-97, Thomson +and Geddes, _Problems of Sex_, pp. 5-17. + +[32] Thomson and Geddes, _op. cit._, pp. 46-52; Saleeby, _Parenthood and +Race Culture_; Morrow, _Social Diseases and Marriage; Hall, Educational +Problems_, vol. I, pp. 424-43. + +[33] Fisher, _National Vitality_; Hall, _Youth_, chaps. II, V, VI, XII. + +[34] "What makes a Magazine?" _Twentieth Century Magazine_, September, +1912, pp. 11-20; _The Exploitation of Pleasure._ Russell Sage Foundation. + +[35] See Mrs. Woodallen Chapman, _The Moral Problem of the Children_, esp. +pp. 61-93. Also the chapter in this book on the education of children. + +[36] An epoch-marking book in this field is Miss Torelle's _Plant and +Animal Children and How They Grow._ (Heath.) See also pamphlet, _The +Origin of Life_, by R.E. Blount. (Scott, Foresman & Co.) + +[37] "The Teaching of Sex in Schools and Colleges," _Social Diseases_, +October, 1911. Addresses by G. Stanley Hall, Maurice A. Bigelow, Josiah +Strong, Charles W. Eliot, and Mary Putnam Blount, _Sexual Reproduction in +Animals: the Purpose and Methods of teaching it._ Proceedings N.E.A., +1912, pp. 1324-27. + +[38] Hall, G.S., _Adolescence_, vol. I, pp. 459-62. + +[39] Jane Addams, _A New Conscience and an Ancient Evil._ + + + + +CHAPTER VIII + +TEACHING PHASES: FOR CHILDREN + +_By William Greenleaf Eliot, Jr._ + + +My children when they were little were fascinated with a book which their +mother used to read to them, called _Mother Nature and Her Helpers._ Each +chapter or lesson was made up of interesting information and ideas +suggested by the pictures. At the head of the first chapter was a picture +of a mother sitting by a cradle with every surrounding and circumstance of +humble, happy home life. Succeeding chapters were upon the cradle and the +home of plants and animals. Ovaries of plants and nests of birds and +squirrels were all set forth in terms of the child's experience of home +life, home-building, home-protecting, and feeding the baby. Doubtless the +design of the author was to lead the child to an understanding and +appreciation of its own home life and love by showing it home life in its +origins and elements. But an equally important implication lay in the +fact that the child was brought into its intimacy with plant and animal +life along the angle of its own human experience and of its own home +ideals. After such an introduction to the homes of plants and animals, +whenever it should seem best to apprise the child of the details of plant +and animal reproduction, the additional facts would instantly find their +places in close relation to facts already familiar and already related to +his highest childish affections and ideals. + +For the basis of sexual instruction for a child should be the difference, +not the similarity between man and animals. If the basis is made the +similarity between man and animals, the child, as time goes on and as its +own sexual life increasingly awakens, may tend to imitate animals, may +attempt to justify the natural and unrestrained promiscuousness of its own +instincts, may justify unrestrained sexual life in the name of nature as +against the alleged artificialities of civilization. The basis must be +human, not animal; moral, not biological. + +Biology goes far to explain humanity, but the interpretation is found in +the spiritual affections, experiences, and implications of family life. +The family life of animals is constituted of animal instinct freely +followed. The family life of man would be ruined by the free following of +animal instinct. There is a distinct danger in all so-called sex +instruction of children which makes plant and animal life the norm. + +The definite and clean instruction of children in the physical facts of +reproduction may rightly and wisely begin with the simple facts, +anatomical and functional, of plants and animals; but it is important that +a true philosophy lie back of this instruction. Man is not only a higher +order of mammalia; he is a worshiper of God and capable of practicing his +presence. And from this base our instruction to children, drawn from the +anatomical and functional life of plants and animals, must always subserve +the moral, the spiritual superiority of man and the human family. + +The little child will understand and even idealize plant and animal life +if he learns of plant and animal life first in human terms. His moral +development is menaced if this process is reversed so that a +counter-tendency is set up,--a tendency to interpret the human functions +in animal terms. It is better for the child to humanize animal +relationships than to animalize human relationships,--and this can be +achieved only through a constant observance of the human basis in the +sexual as indeed in all phases of a child's education. The little book +which I mentioned at the beginning does just this,--it introduces the +child to the home life of animals, it interprets animal life in ideal +terms. It lays a basis for relating later information of sex functions to +the home life of plants and animals. At the proper time in a child's +development, he is prepared to place a true and intelligent value upon the +differences between the home life of animals and the home life of human +beings, and to justify intelligently and with full consent of mind and +sanction of conscience the differences of sexual practice as between +plants and animals on the one hand and human beings on the other. He is +prepared to see that it is enough for the sex life of plants and animals +that it be physically and biologically normal. It is not enough for the +true and ideal family life of man that the sex relation should be +biologically normal. It must be morally normal--normal, that is, to the +highest human interests. + +The more concrete and detailed problems of method would not be serious if +every child's mind were a blank or even if its instincts were analogous to +normal animals. But neither is the case, and the problem of method and +means of instruction is therefore amazingly complicated. If the sex life +of a child were analogous to that of normal animals, it would not awaken +at all until puberty. And if the child's mind were a blank on sex matters, +it need only be kept from the invasion of wrong ideas from outside. But +the sex life of a child begins long before puberty,--both physically and +mentally. In the child, the physical signs are more or less detached from +the mental signs,--at this or that phase of a child's life, the one or the +other may have precedence; but the two are subtly interrelated, and tend +to contribute to each other. In the human being a sex life that is normal, +both biologically and morally, is an achievement; not a thing which would +take care of itself if the child were left alone and merely kept ignorant +of the abnormal. The human child is born abnormal,--that is to say, with +latent possibilities of sexual abnormality, physical and mental,--and this +by virtue of the mere fact that he is not only with animals a creature of +instinct, but with humanity a being with ideas. + +This statement is doubtless oftener true of the sex life of boy children +than of girl children; but it is a fact and a very important fact, and it +lies at the bottom of the problem when we come to consider the details of +instructional method. If it were not for these facts, it would make no +difference who imparted sex information to the child, so the facts were +accurately told; and it would make no difference what facts were given, or +at what age the child received them, if no lies were conveyed. But because +the child's physical and mental sex life awakens early, and because every +child has latent tendencies to abnormality and latent responsiveness to +the abnormal, it is of critical importance that we decide who shall teach +the individual child, when the child shall be informed, and what the child +shall be told. It is of critical importance because, if the instruction +comes wrongly, we may, even with good intentions, contribute to the very +abnormality that we wish to forefend or overcome. With some children we +could perhaps safely take chances so far as the self-awakening sex life +is concerned if we did not know that it is impossible, without more harm +than good to keep the child from such perfectly normal relations with +other children as almost certainly will expose it to disastrous +misinformation a suggestion. + +Whatever ought to be said of the importance of the home tradition and +ideals and the general physical and moral regimen of the child (and these +are of supreme importance), the facts of the last two paragraphs lay the +ground for this general statement: that in the case of a child whose moral +and sexual environment has been bad and perverting, proper sex instruction +cannot make matters worse, whereas in the best families much harm may +arise from the lack of such instruction. + +If any information is imparted to the child at all, the first instruction +should properly come from one or other of the child's parents. It is +sometimes the case that opportunity for the first information is presented +when the child asks questions. And the supposed question of the child is, +"Where did the baby come from?" Our course would be much smoother if +every child asked its mother or father this question, or if every child +began with this particular question, or if every child asked any question +at all. Sometimes the child asks the nurse this question; sometimes the +child is an only child or for some other reason this question never occurs +to it; sometimes the child's first question pertains to some curiosity +about its own navel, or "where eggs come from," or "why the hen makes +them," or "how they get into the hen," or what is meant by "half shepherd +and half St. Bernard." But children do not ask the questions that the +books say they ask, and ready-made answers do not always apply. + +Whether a child asks the conventional questions or the unexpected +questions, and whether it asks questions or not, the parent ought to have +some pretty definite notion of when, what, and how to tell a child. A +child's questions about the baby should be answered truthfully; all such +replies as escape by the stork, cabbage-patch, or grocer-boy route should +be avoided. It goes without saying that children's questions should be met +seriously and even reverently, and that parents should never speak of nor +allude lightly, jokingly, or irreverently to sex relationships in the +child's presence. + +A child may ask a question prematurely, or at a time when the parent finds +it impossible to answer in such a way as to make the desired impression or +to avoid the undesirable impression. The postponement should be frankly a +postponement, and the parent should answer the question at some later time +chosen by the parent and upon the parent's own motion. If the child never +affords the parent a natural opening for the first or later conversation, +the parent should make the opening by reference to the recent arrival of a +baby in the child's home, or in some neighbor's family, or even to the +arrival of kittens or chicks. + +Such preliminary information should come at or near the first asking of +questions, or if no questions are asked, at any convenient time between +the ages of six and eight years, and in any case before the child goes to +school or mingles much away from home with other children. It is a mistake +to suppose that very much need be said to the young child. If the child's +normal curiosity is satisfied in a clean way from the right source, that +is sufficient. Especially should it be advised of the truth about those +facts concerning which it is liable be misinformed in its contacts with +other children. Only, parents ought to remember that their child, however +carefully brought up and protected, at any time and of its own motion, may +itself be that corrupting "other child" against which we are so sedulously +warned! + +Or, again, the child when it has been duly instructed by parents may +without harmful intentions talk too freely with other children. It may do +some harm to other children in this; but what is more likely, it may +receive harm by calling out uninformed and hurtful conversation from the +other side. For this reason, a parent in talking to children should be +careful to explain that they should not talk to others. If they are +properly brought-up children, their modesty will respond, and their +trained obedience will keep faith. + +This is the place to try to make clear the importance of such secrecy and +confidence between parents and child. There is a secrecy which adds a +glamour of pleasurable naughtiness, leading straight to prudery and +pruriency with all their consequences. Such secrecy is the sort that +develops when parents do take the child into their confidence. Such +harmful secrecy is not to be confounded with the confidence between parent +and child. In opposing the harmful kind of secrecy, there are those who +very wrongly, as I believe, object to any secrecy; who say, "All things +are clean; why should any difference whatever be made between the lungs or +the stomach, and the sex organs; it is often the very making of any +distinction that causes and helps cause all the trouble." Now the case +against all secrecy would be valid if the premises of the argument were +sound. Roughly speaking, lungs are lungs, and stomachs are stomachs, but +the sex organs and their impulses, reflexes, and irradiations are +connected with the subtlest complexes of mind and affections, inextricably +connected with everything human, with further irradiations into the entire +social body. + +By all that makes it important to prevent the private and mutual secrecies +of children, by so much and ten times more is it important to establish +confidential secrecy between parent and child. For in so doing, you not +only prevent the undesirable secrecy, but you build normally on modesty; +you lay foundations for a true sense of shame, disgust, and disgrace; and +in doing so, set up one of the strong defenses against perversions and +prurient allurement and seduction. + +Prudery should be made impossible and true modesty conserved by proper +secrecy in sex matters, and back of that by the proper attitude, +conversation, and practice in the child's familiar domestic functions. +Prudery and modesty must not be confounded; for by as much as we condemn +the one, ought we to value the other. + +Up to the time, then, that a child goes to school, everything has probably +been done that can be done so far as its instruction is concerned, (1) if +the child has been kept as far as possible from foul suggestions from +others; (2) if the child has had its questions honestly answered or +temporarily though unevasively postponed; (3) if the child knows from its +parents' lips that it came into the world from its mother's body, first +growing there "beneath its mother's heart" until it was strong enough to +be born; and that the mother would never have wished to have her child +grow in her body had it not been that there was a strong man who would +care for both mother and little child with great love and tenderness; that +there has to be a father to love the mother and child, and that, +therefore, mother and child must love the father, and the child must love +both father and mother, and that this love is what makes the home; and (4) +if in the process of imparting information, confidence has been +established and modesty conserved. + +Anyone who has ever seen a group of six- to ten-year-old boys and girls +stand side by side and gaze with rapt but natural wonder and delight at a +bureau drawer or chest full of the beautiful little garments waiting and +ready for an expected child can never doubt the wisdom of a child's +knowing from the start some better version of the story than any of the +evasive temporizings of the conventional parent. + +What shall the parent do who has never spoken of these things to his child +until now the child is ten, eleven, or twelve years of age, and especially +if the parent has given the child one of these evasive answers in reply to +its innocent questions? It may be said in passing that if the parent has +thus evasively answered the child's first questions, he will never be +bothered in all probability with any more questions. For the best way to +set up the barrier is to answer questions falsely; and one way to +establish confidence and to facilitate further communication is to answer +truthfully. + +The child may know more or less than you think it knows. The parent does +not know what a ten- or twelve-year-old child knows or does not know. +Again, a parent does not know at what time or in what way or to what +extent the child's sexual life and impulse have already awakened. And the +parent does not know to what extent the child may know "what ain't so." It +is a mistake in most cases for the parent to try to find answers to these +questions by questioning the child. For just as a parent may start wrong +by deceiving the child, so the child may start wrong by deceiving the +parent, and even a pretty good child, especially after it has been +deceived by the parent, is likely to follow the same cue when it is +questioned by the parent. The parent should not tempt the child to such a +misstep. + +Again, the parent, whether mother or father, should never try to open the +conversation or resume it at a time when the boy or girl is likely to be +interrupted or distracted or is eager at the moment to be somewhere else +and doing something else. The mother and daughter quietly sewing together, +or the father and son off for a walk, or sitting on a log, or lying on the +grass, are ready for a confidential talk. + +If the boy or girl was deceived in response to its first questions, the +father or mother may retract in some such way as this: "Do you remember, +Molly, that when you asked me where your baby brother came from, I told +you the doctor made us a present? Well, that's the way fathers and mothers +answer little children, just as we told you that Christmas presents came +from Santa Claus. You came to know that papa and mamma are Santa Claus and +that Santa Claus is a fairy story--and so you have probably already +learned how the baby came. The baby really grows in the mother's body--did +you know that? Do you know how long it takes for it to grow there? No? It +takes nine months. Before you were born, you were growing inside of your +mother's body. The blood from your mother's body flowed into your body; +in this way your body grew. When the baby comes out of its mother's body, +it does not hurt the baby, but it hurts the mother. It was so when you +were born, but your mother was so happy to think she was to have a baby +and to feel it growing inside her body that she did not think much about +the pain. If your mother is ever a little tired and cross, you must +remember that she loves you beyond anything that pain can measure and that +she deserves your tenderest care." + +At this or some other fitting time, the father or mother may give the +child some further intimation of the process by which the child comes to +grow in the mother's body, and in some such way as follows: "Some one may +have told you how babies come to grow in their mothers' bodies. But most +people are ignorant about these things. I think I can explain it to you a +little if you will look for a moment at this flower that I have in my +hand, because the coming of a baby in the mother's body is in some ways +like the coming of the seed in the body of the flower. You have probably +learned at school in your nature-study work that these are--what? Yes, +the petals. And these stamens, and this is the pistil. Do you notice the +powder on the end of the stamen? That is called pollen. If you put that +powder under magnifying glass, each grain will look like a grain of wheat. +Now, do you notice that the pistil spreads out here at the base like a +vase with a narrow neck and big bowl? I am going to cut the thick part +open. Do you notice those tiny things like seeds? Yes, those are seeds, +but they would not grow just by themselves. A grain of that pollen gets on +to the end of the pistil (sometimes the wind, sometimes a bee puts it +there), and immediately it begins to send a long thread from itself right +down the center of the pistil, and this thread carries at the front the +heart of the pollen grain, and when it reaches the tiny seed the two go +together and the heart of the pollen joins with the heart of the seed and +then it is a true seed and can grow,--and can grow into another plant that +can have flowers that can have seeds, and so on almost forever. No one +fully understands this very wonderful fact. We only know that it is a +fact,--that the heart of a seed from a father flower had to join to the +heart of a seed of a mother flower before a true seed that can grow into +a plant is born. And we only know that something like this is true about +father and mother animals, and that something like this is true of our own +human father and mother." + +So much to show how the parent may "break in," for that is often the +crucial thing. After the start is made, details may be found in the books +provided for just this purpose.[40] Indeed, after beginning, it is +sometimes better to put the right book into the boy's hands; or better yet +to read the book with the child. Especially is the latter course +preferable if the book seems at any point unwise,--and there are few books +prepared for children which are not at some point or other unwise. Only, +in all this process of definite instruction in which analogies from the +life of plants and animals are used, the instructor must make sure that +the illustrations are thought of as analogies for the anatomy and biology +only, and guards must be reserved, implicitly and explicitly, against the +child's supposing that everything in plants and animals is normal for +human beings. All that the child learns of reproduction of plants and +animals should be related to the home and affectional life even of +animals, and the analogy between animals and man should stop far short of +that to which in all the animal world there is no real analogy--the life +and meaning of the higher order of human family life. + +If the proper person to teach the child is the parent and if the parent +does not know how, the obvious thing to do is to call the parents together +and to try to teach them how. Besides meetings for parents (fathers and +mothers together), excellent results have come from meetings for fathers +and sons addressed by a man, and from meetings for mothers and daughters +addressed by a woman. + +The following details as to arrangement and conducting of parents' +meetings may be of value. For such meetings in the public school, the +consent of the local school board must be obtained. This ought not to be +granted if those seeking permission are either cranks or quacks. The Viavi +people are said to be obtaining such permission for use of schoolhouses +under the specious plea of social hygiene. Others, well intentioned but +with extreme purist ideas and unwise methods, occasionally volunteer their +services. The school authorities should be cautious. But when those who +apply are intelligent and honest and above question as to their standing +and judgment, school boards ought not only to consent, but to support and +cooperate. A grudging consent, mixed with indifference, finds its way by +capillary attraction to the school principals and teachers and constitutes +a real hindrance. When the consent of the school authorities has been +obtained, the next step is the selection and training of speakers and the +notification or the parents. Where permitted, the notices or invitations +should be sent out by the school in which the meeting is to be held, by +mail, sealed, to every home in the district whence pupils in that school +come. This should be done even if the local society has to pay the +postage. If the school authorities will not or cannot do this, then cards +of invitation should be sent home through the pupils. In either case, the +invitation should be so worded as to do no harm to the children who may +read it. + +Parents' meetings may be addressed by two speakers, a physician and a +layman. The two speakers should get to the schoolhouse in time to see that +the speaker's desk and chair are not on a high platform too far from the +little group of parents. The chair and table should be brought down to the +floor close to the seats and the parents brought forward. The principal of +the school should introduce the layman, accompanying the physician, to be +chairman of the evening. The chairman should make a brief address, as +outlined in the syllabus provided by the Committee on Education of the +Society, introducing the physician. The physician should make a brief +address as outlined in the syllabus, and then, after proper explanations, +the physician should resume his chair. Both physician and layman, seated, +should engage in a dialogue, in which the layman should endeavor with all +the intelligence, sympathy, and skill at his command to put himself in the +place of the humblest parent in the room and ask such questions of the +physician as such a parent might ask or ought to ask. For example:-- + + Layman, "Doctor, I have a little boy four years old. When ought I to + talk to him about sex matters?" + + Physician, "When the child asks questions." + + Layman, "What do you mean by that?" + + Physician, "Well,--suppose the child asks where the baby came from?" + + Layman, "What do you say if the child asks that?" + + Physician, "I would tell it that the baby grows in its mother's body," + etc. + + Layman, "I have a little boy eight years old to whom I have never + talked about these things. What do you advise?" + + Physician, "I would take the first opportunity, some time when the boy + is not likely to be interrupted. Refer to some newly arrived or + expected baby and tell him frankly where the baby comes from." + + Layman, "But Doctor, I have already told him that a stork brought the + baby." + + Physician, "Then tell him you told him that as a fairy story like the + Santa Claus story, but that now he is old enough to know the truth. + Then tell him the truth." + + Layman, "But I find it hard to talk about these things and I am afraid + my child might ask me questions I could not answer." + + Physician, "There are books, a list of which will be handed you, which + you can read, and parts or all of which you can read to your child." + + Layman, "What if my child asks me a question I can't answer." + + Physician, "Don't dodge or evade. If you must postpone an answer, do + so frankly with a promise that when you can you will answer, or that + you will put him in the way of getting good information by reading or + otherwise." + +This conversation should be extended to apply to adolescent boys and girls +and to young men and women. Enough has been given to show the nature and +spirit of the dialogue. The people's interest never flags. The layman must +ask all the strategic questions, and he must keep at it until he gets +answers in simple, understandable terms. If the physician uses "function" +or "coordinate" or "puberty" or "adolescence" or other academic terms, +the layman must force simple words at every turn; and in any attempts to +describe what a parent should say to a child, the layman should take care +that a child's comprehension is reached and that the parent is guided as, +to vocabulary. Both speakers should lift the level of their counsels above +that of mere physical prudence; they should explain and duly emphasize the +moral issue. + +FOOTNOTES: + +[40] A classified bibliography is provided at the end of this volume. + + + + +CHAPTER IX + +TEACHING PHASES: FOR BOYS + +_By Harry H. Moore_ + + +The adolescent boy is the hope of our race. He is the man in the making. +Whether he is to be a constructive force, a nonentity, or a destructive +force depends largely on influences during this period. In adolescence the +processes of destruction are quick and sudden. Statistics of reformatories +and prisons show that either crime itself or the moral breakdown which +leads to crime begins in boyhood. A study of the lives of great +constructive characters shows that their success was largely determined by +influences during this period. Certainly, there is no more important task +for our nation than the training of our boys. + +Adolescence begins at puberty, the transition period during which the sex +functions come into full prominence. Its beginning is marked by great +physical changes. There are also mental and psychic changes. This fuller +development of sex means for the youth new power, new emotion, new +capacities for enjoyment of life. At this time the will should emerge as +an asset of character. The boy now desires more knowledge of the new world +in which he finds himself. He wants to see it by day and by night. He +wants to be physically active, or entertained. He belongs to some sort of +gang and is loyal to it. His is an age of hero worship. + +If the knowledge and the entertainment he finds is wholesome, if the gang +is a good one, if the hero is a noble character, if, with emotion and new +powers, there is also a strong will, all goes well. But if these +influences are not helpful and the will is weak, the result may be quickly +disastrous.[41] + +Inquiry into the lives of any considerable number of adolescent boys leads +one to believe that there exists what almost might be called a conspiracy +of silence, misinformation, and bad influence against most boys of this +age. Parents for the most part either evade or answer untruthfully the +questions of their six-, seven-, and eight-year-old boys regarding birth +and reproduction. From this time on, nearly all boys receive many false +and low ideas regarding sex, marriage, and the relationship between men +and women. + +After the stork story, there come incorrect versions of reproduction from +boy companions. Then come notes at school, picture cards, comic weeklies, +quack advertisements, and unwholesome vaudeville acts. These destructive +influences come, for the most part, entirely unsolicited, in response to a +normal desire for knowledge and clean entertainment. Boys seldom go to +their first shows to see what is vulgar or sensual. They go for clean fun, +gymnastics, magicians, and other legitimate amusements. The unwholesome +features are thrust upon them. + +As a result of these influences on the impressionable mind of the growing +boy, he comes to regard sex as low and vile instead of sacred. He acquires +a vulgar vocabulary which he necessarily uses in his thinking and +sometimes in his conversation. The silence and evasive answers of adults +withhold healthful knowledge and increase curiosity. Curiosity often +leads to investigation, which often results disastrously. + +The specific evil results are of three kinds: (1) masturbation; (2) +needless mental suffering due largely to ignorance; (3) illicit +intercourse. + +Masturbation is prevalent among boys. Two hundred and thirty-two replies +were received to a question asked college students regarding their +severest temptations of school days. Of these, one hundred and thirty-two +said that masturbation had been one of their severest temptations and one +hundred and thirty-one said they had yielded to it.[42] Similar inquiries +have brought similar results. The sum total of vitality lost to humanity +by this practice is great. + +There is much needless mental suffering among boys and young men due to +ignorance and false ideas advanced by quacks. Groundless fear, brooding +anxiety, and despair sometimes start before adolescence and often last +into the twenties. Physical peculiarities of no consequence sometimes +cause boys to fear that they are abnormal. Unaware of the fact that +spontaneous nocturnal emissions are to be expected, many suffer mental +anguish. According to one writer, a single New York dealer had 3,000,000 +"confidential" letters, "written to advertising medical companies and +doctors, mostly by youth with their heart's blood."[43] Large sums of +money are obtained by quacks everywhere for treating normal conditions. +Many men have applied to the Advisory Department of the Oregon State Board +of Health after years of worry. Although those who apply are no longer +boys, most of their troubles began in boyhood. A large proportion of the +suffering could have been avoided by simple instruction in sexual hygiene. + +Social vice often occurs in adolescent boyhood, both as a direct result of +unmastered passion and as an indirect result of individual vice. In some +cases, the habits a boy forms in his early 'teens make him a subject of +venereal disease in later life. A doctor writes, "I am aware that it is +popularly supposed that self-abuse and sexual intercourse are +antagonistic--by many, the one is regarded as a necessary alternative of +the other. So far from being a protective, the former is a most powerful +provocative of the latter. According to my own observation, it is not the +strongly sexed, the most virile young men, who are most given to +licentiousness, but those whose organs have been rendered weak and +irritable from this unnatural exercise--in whom the habit of sensual +indulgence has been set up, and in whom self-control has not been +developed by exercise."[44] This combination of silence, misinformation, +and bad influence causes a damnable attitude of mind on the part of the +boy toward women, love, marriage, and the home.[45] + +The experience of a Chicago business man with his sixteen-year-old son is +told in a recent popular magazine. Whether an actual occurrence or not, it +is typical of conditions in most any city. + + I do not desire to convey the idea that our boy was a wicked boy. He + was not. He was just the average type of what we call the "upper + middle-class" boy. He was merely tuned to the low moral tone of the + city. Vice to him was not a monster of hideous mien. He had seen it + from childhood.... I knew that a greater part of his ideas on + patriotism, on women, on the sanctity of marriage were but reflections + of views he had heard expressed, often tritely and cleverly, and + cynicism born of hearing such things flaunted over the footlights or + dished out as "clever" in the newspapers. + +In the father's earnest efforts to understand the remedy for the +situation, he is reminded of his own experience when he began life in the +city. He continues:-- + + The boy's words awakened memories. I recalled the sense of shocked and + shamed decency I felt when first I came to the city, a boy almost, and + fresh from the country; how I tossed in my bed trying to see as right + things that every one in the city appeared to accept as a matter of + course, but that, from earliest boyhood I had been taught to regard as + wicked. I could not for many months become accustomed to seeing + immodestly dressed women on or off the stage, or to hearing + half-veiled indecency flaunted from the stage, blazoned in the + newspapers, or used even in ordinary conversation. I could not get + used to ... scenes and actions directly forbidden as unforgivable at + home.[46] + +We are horrified by certain vices, the public now and then cries out +against specific manifestations of lust, and sometimes it is with +difficulty that mobs are restrained from violence But about much of our +immorality there is an attractiveness that has made it acceptable and even +wins for it applause. The influence is there, and it is insidiously and +perniciously working itself into the minds of our boys Many commercialized +amusements now exploit the sex impulse. It is impossible to measure the +effects of such exploitation. + +There are brighter pictures. Those who have intimate relation with +hundreds of boys learn to admire the American boy for his earnest desire +to be clean and strong and for his attitude toward the sacred things of +life. If we give the boy positive help, we may expect him to grow into +noble manhood. We would not remove him from all the evil in the world, but +we may expect a minimum of harm as a result of contact with evil. We may +not expect to keep him away from all foul talk; but we may make foul talk +disgust rather than attract him. The American boy is normally clean. If we +will do our part, he will respond. + +William Holabird represents a type which may well be taken as an example +in sex education. + + While chiefly known to the public as a golfer, Holabird was catcher on + the school baseball team, half-back on the eleven, held the gold medal + for the inter-class track meet, and, in fact, excelled in all athletic + sports. As a scholar he always ranked high. He was devotion itself to + his parents, his brothers and sisters, respectful to his elders, a + leader among his associates, and beloved by all who knew him; tall in + stature and muscled like a Greek god, with clear-cut, delicate, + refined, and manly features.... With a rare combination of strength + and gentleness accompanied by a bearing and life well illustrating "He + was one of nature's noblemen."... A splendid athlete, with a life + without a spot or stain, he was a natural leader and a model for all + the fellows in the school. The younger boys followed and imitated + him.... He hated everything false or unclean or vulgar. To us all, men + and boys alike, it was an inspiration to know him.[47] + +Our standards for boys and men have been too low. Charles Wagner says, in +writing of youth and love:-- + + Chastity has a host of enemies.... These enemies are quick to throw at + your head, as an unanswerable argument, "He who tries to play the + angel, plays the fool." + +But he continues:-- + + Many play the fool who have never tried to play the angel. They have + not fallen into the mud because they tried to fly too high, but + because they began too low down.... A society which permits license in + youth, and counsels it, degrades love.... Sin against love at its + base,--in youth,--and the life of the whole nation is torn, and + suffers immeasurably.... The rule of conduct here is chastity Every + infraction is a sin. Though this law may seem difficult and severe, it + is the only safe one. Morality without it is but rubbish.[48] + +A start has been made. During the last decade, we have declared that we +must no longer have two standards of purity, one for the man and another +for the woman. We recognize a difference between the nature of the man and +the nature of the woman; but as our goal and as our standard for practical +life, we have abandoned "the double standard." This is a great advance, +for our young people as a whole measure up fairly well to standards which +society as a whole sets for them. It is entirely within reason to expect a +large majority of our boys to reach full maturity and marriage with an +absolutely clean record, as far as personal and social purity are +concerned. In fact, we should be constantly working toward a time when the +personally impure boy and the socially impure young man will be +eliminated. Both the men and the women of our nation must demand this. + +There are many ways by which we may guide and help the adolescent. Only +the abnormal boy is not active and curious. If we do not provide wholesome +activity, boys are likely to find activity which is destructive in its +influence. Therefore, we must do far more than mitigate bad influences. We +must plan proper regimen. We must supply a steady succession of +constructive activities as well as definite instruction to satisfy +curiosity. No other course will do. + +In the matter of regimen, wholesome food, sufficient sleep, proper +clothing, bathing, fresh air, and physical exercise are of great +importance. The life and energy and passion of the adolescent boy must not +be checked, but diverted into wholesome and constructive channels. + + Excessive mental labor, a sedentary life, pernicious reading, + idleness, can transform into a tormenting and persistent desire that + which, without it would have been easily mastered. On the other hand, + a healthful regimen, energetic habits, amusements and physical fatigue + are diversions so useful that, thanks to them, the most critical years + pass by unnoticed.[49] + +A daily cold shower, followed by a vigorous rubdown, is beneficial if the +boy reacts favorably to it. The bath, acts as a sedative. + +The value of gymnasium work, track and field athletics, swimming, and +"hiking" is constantly demonstrated in the lives of American boys. + + Athletics are to be recommended as possessing a positive prophylactic + value against the indulgence of sensual propensities. Physical + exercise serves as an outlet for the superabundant energy which might + otherwise be directed toward the sexual sphere. In the period of + "storm and stress" which characterizes pubescence and which often + leads to nervous perturbation and excitement ... there is no better + divertitive from sexual thoughts than active athletic exercises pushed + to the point of physical fatigue, as a relief to nerve tension.[50] + +In addition, physical exercise tends to develop an ambition to excel, to +become physically strong and robust. With such an ambition, boys realize, +intuitively to a certain extent, that to succeed they must refrain from +vice. Physical exercise has a fourfold moral value: it substitutes +wholesome activity for vice; it serves as an outlet for excess of nervous +energy; it develops the will; it develops ambition to be virile. All +wholesome recreation is an enemy of impurity. Jane Addams says that +recreation is stronger than vice, and that recreation alone can stifle the +lust for vice.[51] Recreation which involves physical activity is the most +helpful to the adolescent boy. + +The boy's companions are important. Emerson says, "You send your child to +the schoolmaster, but 'tis the schoolboys who educate him."[52] Books +which contain high ideals of manhood and also of womanhood are obviously +helpful, as are also dramas of this character. And finally those general +principles of moral and religious education must be used, without which +we can have no strong foundation for clean living. + +If we have failed to give proper instruction previous to adolescence, we +now have a golden opportunity (and in thousands of cases, our last +opportunity) to save the adolescent to a life of purity. As a rule, he has +ideas of sex life which are, at least, unwholesome. Curiosity is at a high +pitch, and passion is likely to be strong. Nevertheless, the ambitions and +ideals of a boy at adolescence are high. He will fight to be clean if he +understands that clean living means the acquisition of strength. He would +rather have virility than anything else in the world. + +As to method, let us deal with the boy as a creature with reason. The best +plan is to place before boys a standard of virile manhood, and then to +show how such a standard may be met by clean living. Real characters who +have achieved high standards of vigor should be shown as heroes worthy of +imitation. Lincoln is known by most adolescent boys to have been a man of +great physical strength. He was "a man without vices, even in his youth, +but full even in ripe age of the sap of virility."[53] The effect of +clean living upon nations may also be spoken of. Charles Kingsley writes +of the Teuton:[54]-- + + It was not the mere muscle of the Teuton which enabled him to crush + the decrepit and debauched slave nations.... It had given him more, + that purity of his: it had given him, as it may give you, gentlemen, a + calm and steady brain, and a free and loyal heart; the energy which + comes from self-restraint; and the spirit which shrinks from neither + God nor man, and feels it light to die for wife and child, for people + and for Queen. + +Because thousands of our boys are now growing into manhood who will never +receive the advantages of such a plan as we hope will be worked out during +the next decade,--boys who are now at the danger point,--an emergency +exists that must be met in the best way possible. For these boys, we are +now forced to give single talks or short series of talks. Just what facts +should be mentioned in a talk to any particular group of boys is a matter +which must always be governed by the age, development, and environment of +the boys concerned. + +The first task for a teacher or a speaker giving a single lesson or a +series of lessons is to set up a high standard of manhood. The lessons may +concern the development and the conservation of virility. The teacher may +explain that virility means not only muscular strength but endurance, +energy, will power, and courage; and that in addition to these, a true man +has chivalry,--he is concerned for the welfare of others, especially for +the safety of women and children. He must possess more than physical +prowess; he must possess human virtues or he is no better than a brute. +The need for the conservation of virility in the race as well as in the +individual should be explained. Boys should see that the conservation of +virility in men is of far more importance than the conservation of our +water-power or our mines,--that we owe a duty not only to ourselves, but +to the nation and to the next generation. + +A statement somewhat like the following can then be made: "It is our duty +to pass on to the next generation at least a little more vitality than we +inherited from the past generation. It is, therefore, important that we +understand the main facts of reproduction, so that now we may live right +and make no mistakes which may cause us to reproduce inferior children +when we mature." The speaker may then describe the wonderful and beautiful +process of reproduction in plants, and explain that human reproduction is +a similar process. + +Under the subject of the development of virility, much time should be +spent upon a discussion of various ways by which virility can be +developed. The relative values of various kinds of physical exercise, +proper eating, the value of fresh air and of sufficient rest should be +emphasized. It may then be said that in addition to these things an +important source of virility is the absorption of the secretions of +various glands by the blood. + +The speaker may make a statement similar to this: "When our bodies were +designed, we were given reproductive organs for two different and distinct +purposes. We have referred to the second and final purpose of +reproduction. You already knew more or less about that. The earlier +function of the reproductive organs is not understood by most boys. It is +this: _the rebuilding of boys into men_. The first purpose and, in some +respects, the most important purpose of the reproductive organs is to +rebuild a boy into a man. It would be absolutely impossible for us to +become men were it not for these organs. I will explain this by three +illustrations." + +These three illustrations are generally very effective: an explanation of +the influence of the thyroid gland upon development; a comparison of two +horses, one of which was castrated when a colt; and the effect of +castration upon boys in Oriental countries. + +The speaker may then say that the testicles do two things: first, +manufacture the male germ cells, spermatozoa, which are the most highly +potentialized and highly energized portions of matter in all living +nature; and, second, secrete a substance that is absorbed by the blood, +giving tone to the muscle, power to the brain and strength to the nerves. +It should be made clear that this is one of the great sources of virility. +From the illustrations referred to, a boy is likely to draw conclusions +regarding the vital importance of the functions of the testicles and +regarding any possible misuse of them. It may be well at this point to use +a cross-section drawing showing the scrotum, the testicle, the seminal +vesicle, and the bladder.[55] Some teachers will consider it desirable to +add that some boys, who do not understand the high purposes of these +organs, misuse them; that when such boys realize their mistake, if they +stop absolutely and at once, nature comes to the rescue and restores +virility. + +The talks should be essentially constructive. To warn boys against +horrible effects of masturbation and to tell them things not to do is a +poor method. It is far better to explain that by keeping clean a boy may +acquire virility. The boy can draw conclusions. + +In referring to the normality of seminal emissions, it should be explained +that the fluid excreted by a nocturnal seminal emission comes from the +seminal vesicles up in the body. This will show that the loss of fluid +involved in a nocturnal emission is different from the loss caused by +masturbation.[56] In this connection, boys should be warned against quack +doctors; also against their advertisements which are often worded to scare +the ignorant. + +The venereal diseases should be referred to in talks to adolescent boys. +In this connection, the four sex lies may be vigorously contradicted. +These are (1) that gonorrhea is no worse than a bad cold; (2) that sexual +intercourse is necessary for the preservation of health; (3) that +emissions are dangerous and lead to debility, lost manhood, and insanity; +and (4) that one standard of morality is right for men and another for +women. + +It should be explained that although both animals and human beings are +endowed with the sex instinct, only human beings have the gift of control. +That the sex instinct is a great blessing, and not a curse, should be made +clear. It may be stated that various blessings are sometimes converted +into sources of destruction when not controlled. A spirited horse is a +source of great enjoyment, but if not controlled may maim us for life. +Fire is a great blessing and a great joy to us when we are camping by a +lake or in the mountains; but, beyond our control, it may cause forest +fires. Temper, the capacity for anger, is highly desirable; but it must be +controlled or murder may result. We must control the sex instinct, or it +may control us and sink us lower than the brutes. On the other hand, if we +control this instinct, we gain virility, a keener appreciation of the +beauties of life, and life itself becomes richer and fuller. + +In conclusion, the appeal should be for clean living for the sake of +physical strength and vigor, not for one's own sake, but for the sake of +country and future wife and children. + +The standard toward which we are working in sex education involves the +dissemination throughout the school curriculum of such information as we +now give in a single talk. In addition to such nature-study work and +simple biology and physiology and hygiene as should be included in the +lower grades, there should be instruction in biology and in personal +hygiene required for all upper-grammar and all high-school students, as +soon as well qualified teachers are available. In personal hygiene a +proper amount of sex hygiene should be incorporated; and with the +treatment of other diseases, gonorrhea and syphilis should be given +adequate attention; the idea of the whole plan being to place all these +matters in their proper setting, without undue emphasis on matters of sex. + +Either (first) as a part of one of these courses or (second) as a part of +some other general course, or (third) as a separate course, the following +subjects should be considered:-- + +1. What is virility? + (a) Virility and the next generation. + (b) Virility and our nation. + (c) Types of virility. + +2. Muscle, exercise, and virility. + (a) How, when, and where to exercise. + (b) "Second wind." + (c) Rest. + (d) Will power. + +3. Food, good blood, and virility. + (a) What to eat. + (b) Tobacco. + (c) Clogged-up machines. + (d) Blood and other body fluids. + +4. Fresh air, bathing, and virility. + (a) Sleeping-porches, camping. + (b) How to bathe. + (c) Change of clothes. + +5. Virility and disease. + (a) Disease generally an unnecessary evil. + (b) Relative seriousness of tuberculosis, typhoid, syphilis, gonorrhea, + diphtheria, colds, headaches, adenoids, enlarged tonsils. + (c) Body and mind. + +6. Virility and certain glands. + (a) Importance of the thyroid gland and the testicles. + (b) Difference between stallion and gelding. + (c) Seminal vesicles. + (d) Quack doctors. + +7. Virility and reproduction. + +8. Fatherhood and the next generation. + +In our attitude toward the boy, we must show him that we respect him, that +we have faith and confidence in him, and expect great things of him. We +should meet him on the level of a boy's everyday interests in sport, use +simple language, and no unnecessary technical terms. Some workers with +boys unwisely force confessions of guilt. We should respect the boy's +right of privacy. + +When we deal with boys in the mass, the grouping is difficult. Boys who +have reached the period of puberty should be in a separate group from +pre-pubescents, and boys who are well advanced in adolescence--those who +have been pubescent for two or three years--should be taught in still a +third group. This applies to single talks as well as to courses of +instruction. + +As far as we know the best basis of division between the pubescent and +pre-pubescent boy (when physical examinations are not possible) is the +change of voice. Only one who understands these matters well and knows the +boys should do the grouping. Even such a man should not adopt an arbitrary +basis of grouping but must take one boy at a time and place him in the +group for which he seems best fitted. + +We should endeavor to include the father in our plans of sex instruction +and be careful not to break down such confidence as exists between father +and son. We shall find that only a small proportion of fathers give their +sons any instruction in sexual matters, and that it is difficult to stir +them to action. In one investigation, it was found that one hundred boys +out of one hundred and twenty-one had received no sex instruction from +their fathers.[57] + +When confidence between father and son does exist, we should help the +father rather than relieve him of his task. It is difficult to discover +fathers who have confidential relations with their boys unless each family +is dealt with separately. The Oregon Social Hygiene Society has conducted +father and son meetings, and has required the father either to accompany +the boy or sign a card signifying his willingness to have his son attend. +Few fathers have attended, sometimes none at all. On one occasion there +were thirty-five boys and not one father.[58] Requiring permission may be +regarded as an assumption that the talk is questionable; and, furthermore, +the requiring of special permission is likely to create an undesirable +attitude on the part of the boy. Plans for father and son meetings which +will be free from these objections will possibly be developed by other +schools or social hygiene societies. Our aim is so to educate one +generation of boys that when they become fathers they will inform their +son regarding these sacred relationships and functions of life. + + * * * * * + +The boy is normally clean and wholesome. His first question regarding the +origin of life is a good question. When denied wholesome information, the +further investigation which often follows is indicative of desirable +qualities of character. Later, though disturbed by false ideas which have +been forced upon him, he still wishes to be clean and strong. He desires +to master low passions. He would rather have muscular strength and +endurance and energy and will power and courage and chivalry than any +amount of money. He shudders at the thought of causing suffering to an +innocent woman or child. He would sacrifice his life for the girl whom he +regards as the personification of loveliness and purity. If we will but +deal with him fairly and honestly, he will see in birth an ever-recurring +miracle; he will regard his body as a sacred temple; he will see in sex +power a source of richer and fuller life; he will respect women; he will +regard marriage as the most sacred relationship in life. Thus noble +manhood, a nation's greatest asset, will in large measure be achieved. + +FOOTNOTES: + +[41] John L. Alexander (editor), _Boy Training._ Association Press, New +York, especially pp. 11 to 22. + +[42] _Pedagogical Seminary_, vol. IX, no. 3. Worcester, Massachusetts. + +[43] G. Stanley Hall, _Adolescence_, vol. I, p. 459. + +[44] Prince A. Morrow in the _Transactions_ (vol. I, p. 88) of the +American Society of Sanitary and Moral Prophylaxis. + +[45] Charles Wagner, _The Simple Life_, p. 181. (McClure, Phillips & Co.) +Caleb Williams Saleeby, _Parenthood and Race Culture._ (Moffat, Yard & +Co.) Francis G. Peabody, _Jesus Christ and the Social Question_, p. 162. +(Grosset & Dunlap.) + +[46] "What my Boy Knows," _American Magazine_, New York, April, 1913. + +[47] Robert E. Speer, _Young Men Who Overcame_, p. 21. (Fleming H. Revell +Co., Chicago.) + +[48] Charles Wagner, _Youth_, pp. 248-50. + +[49] Charles Wagner, _Youth_, p. 246. + +[50] _The Boy Problem_, Educational Pamphlet no. 4, p. 26, of the American +Society of Sanitary and Moral Prophylaxis, 105 West 40th Street, New York. + +[51] Jane Addams, _The Spirit of Youth and the City Streets_, p. 20. The +Macmillan Company, New York. + +[52] Emerson, _Education_, p. 38. Riverside Monograph Series. + +[53] Henry Bryan Binns, _Abraham Lincoln_, p. 356. + +[54] Charles Kingsley, _The Roman and the Teuton_, p. 46. + +[55] Winfield S. Hall, M.D., _From Youth into Manhood_, p. 32. Association +Press, New York. + +[56] Hall, _Reproduction and Sexual Hygiene._ + +[57] From an investigation conducted by Dr. Winfield S. Hall. + +[58] "A Social Emergency," First Annual Report of the Social Hygiene +Society of Portland, Oregon, and the Bulletin of the Oregon Social Hygiene +Society, vol. I, no. I. + + + + +CHAPTER X + +TEACHING PHASES: FOR GIRLS + +_By Bertha Stuart_ + + +The normality of the reaction to sex knowledge depends upon the physical +and mental training of the child. Our thoughts concerning girls run in +fixed grooves. We believe that, in babyhood, instinct leads them to prefer +dolls to their brothers' guns and a little later renders them less active +physically and more gentle and tractable mentally. Because of this +supposed difference in instincts and because of a well-defined picture in +our own minds of the final product we wish to evolve, we build a structure +externally fair, but lacking the foundation to enable it to resist the +stress of time and circumstance. Because of our traditionally different +ways of dealing with girls and boys, we have produced girls who are not +healthy little animals, but women in miniature with nervous systems too +unstable to cope successfully with the strain of our modern complex life. + +The stability of the nervous system is dependent upon the proper +development of the fundamental centers. Incomplete development of the +lower parts means incomplete development in the higher. These fundamental +centers are stimulated to growth and development especially by the +activity of the large muscle masses. Not only is the development of the +brain and nervous system dependent upon muscular activity, but the growth +and activity of the vital organs as well,--the heart, lungs, and digestive +system,--and the normality of sex life. + +All this we acknowledge in the case of the boy. Even with him, we fail to +live up to our convictions, as is shown by the long hours of inactivity in +school and the lack of suitable activities during recess periods. But on +the whole we encourage the boy to run and climb and jump and take distinct +pride in these accomplishments. + +The same accomplishments in our girls occasion alarm; we have an ideal of +gentle womanhood. Even though unrestrained up to the time she attends +school, the girl then enters upon the long career of physical repression +which characterizes her training. Parents, teachers, neighbors, and +schoolmates often seem to conspire to curb all the natural impulses upon +which her health and rounded development depend. + +Aside from the reproductive organs, the physical mechanism of the girl is +much like that of the boy. There is no peculiarity in the structure of the +reproductive organs to prohibit vigorous activity. The development and +health of these organs and their ligamentous supports are dependent +primarily upon the quality and free circulation of the blood, both of +which are preeminently the result of fresh air and exercise. If the +muscular system in general is well developed, there is no reason why the +muscular and ligamentous structure of the reproductive organs should not +be equally well developed. To insure their proper development, exercise is +essential. + +A questionnaire answered by girls at the University of Oregon shows that, +with few exceptions, plays and games were not indulged in throughout the +high-school period and systematic playing ceased for the majority in the +seventh and eighth grades. This custom prevails throughout the country. +Just at the time when a girl needs abundant and free open-air play to +develop the muscles, train endurance of the heart, and increase the +capacity of the lungs, she omits it altogether. This is one of the chief +factors in the anaemias and poor circulation common in that period. The +derangement in the blood results in digestive disturbances and loss of +appetite, followed by headache and lassitude which further disincline the +girl for activity. Add to this the nervous strain incident to endeavors to +carry on a successful social career, the nerve tension resulting from the +unhygienic clothing assumed at this time, the lack of the steadying +influence of home responsibilities, and we have ample cause for the +nervous, high-strung girl who is becoming so common that we are in danger +of regarding her as the normal girl. + +So greatly has the school curriculum encroached upon the home that the +girl has no longer time to share its responsibilities, nor is there longer +time for the family reading-circle, or music, or games for the maintenance +of the unity and fellowship of the home. This condition cannot but react +unfavorably upon the nervous system. If the brain is not rested and the +emotions satisfied by the relationships in the home, a feverish unrest, a +nervous irritability, a futile search supplant the calmness of spirit, +stableness of reactions and depth of contentment which must be long +continued to become a habit of mind. + +Our school systems of to-day are designed for a girl as strong physically +as a boy; in fact stronger than most of our city boys. Our girls should +possess as much vitality as our boys; but until we change our methods of +dealing with girls, we must treat them as they exist and not as the normal +individuals we hope some day to evolve. Most girls have +disorders,--"nervousness," headache, backache, constipation, colds, +fatigue, or pain at the menstrual period. So common are these disturbances +that we consult a physician only in extreme cases, and rarely seek the +cause of the condition or attempt more than temporary relief. A pain which +under ordinary circumstances would receive medical attention is viewed +with resignation when coincident with the menses. As a consequence of this +neglect, many girls suffer unnecessary drains upon their vitality. + +We find all degrees of menstrual pain. It may be so mild as to be little +more than discomfort, or so intense that unconsciousness results. The pain +may be sharp and knife-like, or it may be a dull ache. It may be +localized, low down in one or both sides, distributed over the whole +abdomen or concentrated in the back. With this pain, there may be +headache, or a headache may be the only symptom. Frequently there is +gastro-intestinal disturbance--nausea, vomiting, diarrhoea, or +constipation. In anaemic cases fainting is common. + +Local or operative treatment is not as a rule necessary, for the majority +of cases yield to a strict regime of hygienic living. The regime should +include regulation of sleeping, of eating, of hours of work and +relaxation, of dressing and of exercise. The exercise should be prescribed +and directed by a person trained in medical gymnastics. + +Frequently mental disturbances are associated with the phenomenon of +menstruation. The most usual symptoms are heightened irritability, +hysterical manifestations and depression. Depression is often the only +symptom; to some girls the premonitory "blues" signify the approach of +the period. Occasionally we encounter the reverse, an excessive +stimulation and feeling of well-being and strength. There is some loss in +the power of concentration. In normal cases, however, this loss is less +than many people suppose it to be. Lassitude and a feeling of general +debility are confined chiefly to the anaemic cases. + +The mental symptoms clear up as the physical condition is improved, aided +by a sensible attitude toward the whole process. Often girls who suffer +some pain live through the whole month in dread of the period. This +attitude should be changed, by lessening the pain and by psychic therapy. +Psychic therapy has proved successful in obstinate cases. + +The girl who suffers considerably from any of these disorders at the +monthly period should be relieved from the strain of examinations, the +classroom, and lessons which must be learned, although mental hygiene +requires that her mind be kept active and her interests in quiet pleasures +stimulated. She should not be left to introspection and morbidness or to +the sickly sentimental thoughts often recommended for her. This alone +would cause her to exhibit some of the so-called "phenomena" of +adolescence. Many of these phenomena are abnormal and are traceable to low +physical vitality and lack of strong mental interests. The menstrual +period should not be attended by pain or discomfort; nor should our girls +be brought up to regard it as a time of sickness. When our girls are +taught that normal girls experience no indisposition at this time, they +will not be resigned to pain. The high-school life of the girl below the +average in physical vitality cannot be regulated to her advantage in a +co-educational school. Cities should maintain girls' high schools, taught +by women teachers, for all girls upon whom the stress and strain of +competition with normal individuals would react unfavorably. In the +majority of cases, menstrual pain in girls is due to nerve tension, anaemia +and poor circulation, improper clothing, and mental attitude. The girls +who experience no pain are those who have led an active out-of-door life +and have never stopped playing. + +The character and arrangement of a girl's clothing is one of the most +important matters in her whole regimen. Clothing may neutralize the +beneficial effects of her otherwise hygienic habits. The long-continued +even though light pressure of the corset--and it is seldom +light--interferes with the free circulation of the blood. The alteration +in intro-abdominal pressure is conducive to misplacements of abdominal and +pelvic organs; the anterior pressure on the iliac bones, the result of the +modern long hip corset, is a fruitful source of partial separation of +sacro-iliac joints--the cause of many backaches. Respiration is limited, +the free play of abdominal muscles is prevented, constipation is promoted, +and digestion is impaired. The strain on muscles and nerves caused by +high-heeled shoes is a prolific source of headache and backache and +reduced efficiency. Women have no conception how greatly their +susceptibility to fatigue is increased and their total efficiency reduced +by their methods of dress. The pity is that the majority will not learn +unless the decrees of fashion change. + +The hygienic problems of girls in industry will largely disappear when it +becomes a matter of common knowledge that industrial efficiency is +dependent upon physical efficiency. The physical efficiency of the worker +cannot be maintained at its highest standard when the period allotted to +rest is too short to allow the body to rebuild its tissues and dispose of +the toxic products of fatigue. All activity must be balanced by rest. If +this equilibrium between expenditure and income is disturbed, exhaustion +ensues. If long continued, it results in permanent impairment of health. +The organism poisoned by its own toxic products is incapable of productive +effort and the output will steadily diminish as the fatigue increases. The +present long working day causes a progressive diminution in the vitality +of the worker, defeats its own end, and leaves the girl weak in the face +of temptations. + +The housing of unmarried girls is a very serious question. Homes for +working-girls require skillful management and a matron of insight and +sympathy. The bedrooms may be small, but well lighted and ventilated. +There should be a sunny dining-room, a library, several small parlors, +attractively furnished, a gymnasium which could be used for dancing, +shower baths, and an assembly room for concerts, lectures, and moving +pictures. This should be in charge of a trained social leader who would +direct entertainments and stimulate wholesome interests. With an +establishment of this kind we should not find so many of our girls on the +streets or seeking diversion in cheap theaters and dance halls. When girls +are able to live,--not simply exist in the deadening monotony of +alternation between work and sleep,--their heightened mental activity, +interest, and enthusiasm will prove a valuable asset to employers. + +One of the chief requisites of the mental training of girls is a +knowledge, supplied at the right time and in the right way, of the +fundamental principles of reproduction. With such knowledge the girl's +mind will not be distracted by curiosity, or become morbid, when, instead +of intelligent response, the girl meets with evasions and attempted +concealments. She should not receive this knowledge in the form of +isolated facts, but as a correlated part of a great whole to be +assimilated gradually. The girl who is trained in this way will understand +and accept human reproduction as a natural process. + +Questionnaires show that a majority of girls hear the facts of +reproduction at the age of seven or eight, a few younger, and a few at +the age of ten,--almost none at a later age. The majority hear these facts +from children a year or two older, a few from their mothers, and the rest +from books. A large number experience a feeling of disgust which remains +with them until they receive better information. Their questions disclose +a depth of ignorance and misconception which is appalling. + +Girls, at the age of twelve, thirteen, or fourteen, should have presented +to them a course in physiology which includes the anatomy and hygiene of +the reproductive organs. This is carefully omitted from present-day +secondary-school textbooks. This course should use charts, pictures, and +models. The significance of menstruation, the hygiene of the period, and +the causes and prevention of pain should be explained. Under the hygiene +of the period, the daily bath should be urged, with caution against +chills, in which lies the only possibility of injury. The fertilization of +the ovum and cell division may be described by use of the blackboard and +embryological models of the later stages of development. The forces which +bring about labor can be explained without unduly stressing the attending +pain. + +The course would be incomplete without a discussion of the necessity of +careful selection in marriage from the eugenic standpoint. The perils and +results of the venereal diseases should be told simply and frankly. The +instruction in eugenics, like that in reproduction, should be progressive +and indirect, at least up to the age of seventeen or eighteen years. Again +it may be correlated with plant life by pointing out the beauty of strong, +hardy plants and their relation to the seeds. Children can be taught to +save the seeds of the most beautiful blossoms for the following year. +Instruction can be continued with the lower animals. The child will then +grow up with the idea that strength and vigor and freedom from disease are +desirable qualities, and must exist in the parent if they are to exist in +the offspring. The idea can be readily carried over to the human family. +At the age of seventeen or eighteen, the influence of heredity and the +effects of the racial poisons should be fully explained, and emphasis laid +upon qualities necessary for racial betterment. + +For our girls the first need is a sounder physical organism, which can be +attained only through the systematic continuance of physical activities +through childhood and girlhood; the second need is sounder mental +interests, which can be attained only through the systematic guidance of +the mental activities throughout childhood and girlhood; and the third +need is instruction in laws of reproduction. + + + + +CHAPTER XI + +MORAL AND RELIGIOUS PHASES + +_By Norman Frank Coleman_ + + +Personal and social hygiene in matters of sex are, in very important ways, +dependent upon moral and religious training. On the other hand, morals and +religion are in important ways dependent upon forces set free by the +growth and activity of sex instincts and powers. One of the most +significant facts in modern social progress is its recognition of this +interdependence of mind and body. We have learned that physical health +depends upon peace of mind, hopefulness, courage, and many other things +that have seemed in the past to be purely mental or spiritual; and we have +learned also that the character of people and the spirit in which they do +their work depend upon their health, upon conditions of food and warmth +and shelter, things which in the past have been regarded as affecting only +the physical man. It is now somewhat out of date to set physical +conditions over against moral and religious; every great human problem is +more and more clearly seen in this day to involve all these conditions in +its rise, and to require thoughtful consideration of them all for its +solution. As we face the problems of sex, we must recognize the importance +of fresh air, exercise, wholesome food, clean cups and clean towels, and +we must also recognize the importance of clean thoughts and high purposes. +We must know clearly the facts of biological and medical science, and with +them in mind we must touch the springs of conduct in affection and +imagination. Our aim must be to achieve that mastery over the forces of +life finely expressed by Browning's Rabbi ben Ezra: "Nor soul helps flesh +more, now, than flesh helps soul." + +We may consider, first, how, in matters of sex, flesh helps soul; second, +how soul helps flesh; and third, how in normal childhood and youth soul +and flesh grow together in mutual help. + +The first great outstanding fact is that the physical powers of sex reach +maturity in the same years in which the moral and religious instincts are +greatly quickened. If we recall our youth, we must realize that, in the +years between twelve and twenty, our lives were greatly disturbed and +perplexed, and also greatly exalted and inspired by desires and impulses +partly toward the opposite sex and partly toward the service of God and +our fellows. In the normal adolescent boy or girl there is a powerful +expanding and enriching of sex thoughts and desires and purposes. There is +also a rapid development of social sympathy and passion; the revolutionary +movements of all lands are recruited from those who like Shelley have in +their youth vowed,-- + + "I will be wise, + And just, and free, and mild, if in me lies + Such power, for I grow weary to behold + The selfish and the strong still tyrannize + Without reproach or check." + +And there is a wonderful flowering of the young life in religious feeling +and aspiration; a large majority of religious conversions take place in +adolescence. + +We can scarcely escape the conviction that these are not different +awakenings, but rather different phases of the one great awakening of the +young life as it prepares for the tasks and responsibilities of manhood +and womanhood. The part that sex development plays in this awakening has +been variously stressed by different special students of the physiology +and psychology of adolescence. Some scientists have not hesitated to give +it first place and to treat social passion and religious enthusiasm as +secondary manifestations of sex energy.[59] However that may be, we know +that each speaks naturally in terms of the other. The religious mystic of +the Middle Ages was devoted to the Divine Lover or the Heavenly Lady, and +the modern revolutionary is _wedded_ to the Cause. On the other hand, the +lover naturally adopts the language of religion to express his devotion to +the lady of his heart. The water-tight compartment theory of life is in +these days thoroughly discredited. We know that the various powers of soul +and body are related and interdependent, and we feel sure that the +developing powers of sex do have very vital relation to developing powers +of moral purpose and religious aspiration. In support of this relation we +recall the unfortunate effects upon the character of those who by chance +or the barbarity of men have been desexed in childhood. We must allow for +other factors at work here, yet the clearly established facts of the +stunting of mental and moral growth in desexed children reinforce our own +experience and observation, and indicate that the energies that are +developed with sex and maturity are largely available for moral and +religious growth. The youth with full sex consciousness and impulse is +normally the youth of abundant energy for moral and religious activity. It +seems, therefore, quite fundamental to the right understanding of sex that +we consider the body, not the enemy of the soul, but its friend; not a +clog upon the spiritual growth of boy and girl advancing into manhood and +womanhood, but an important source of energy for the upward climb. + +When we turn to the second part of our discussion and ask how in matters +of sex soul helps flesh, the need and the fact are clearer and perhaps +more urgent. Dante found the souls of the lustful in the second circle of +hell, driven hither and thither by warring winds,-- + + "The stormy blast of hell + With restless fury drives the spirits on, + Whirled round and dashed amain with sore annoy." + +Here we have clear recognition of the two great characters of sex impulse, +its violence and its fitfulness. In the one character it needs to be +subdued that it may not destroy; in the other it needs to be directed that +it may build up. + +As we look back through history, and as we look abroad through our land +and through all civilized lands, one of the most conspicuous facts +concerning the powers of sex is their frightful destructiveness. The +spectacle of wasted manhood and womanhood, of depleted powers in body, +mind, and soul, is in history and in present society appalling. It is so +oppressive that it has driven many thoughtful men and women to despair. +Men otherwise hopeful and purposeful here become gloomy and fatalistic; +they have no hope that lust will ever be effectively controlled. + +Such pessimism, however, contradicts the history as well as the instincts +of the race. In the face of great evils there have always been those who +would sit down in discouragement despair; every great destructive force in +human history has daunted some men to the point of inactivity. Yet the +evils have been controlled. Ignorant and fearful people have said, "This +thing is beyond human power; it is useless for us to struggle against +fate." Yet men of vision and of courage have struggled and won. No man of +moral passion and religious purpose can adopt an attitude of passive +submission to the forces of destruction. We can admit no necessary evil, +or the battle of human progress is lost. We ask ourselves soberly, +therefore, how this tremendous outrush of destructive energy may be +controlled. The answer is plain. Men have by the agency of fire itself +constructed the means by which fire is controlled and domesticated; they +have turned disease against itself, and by the agency of antitoxins have +conquered it; they are learning to arouse and organize the fighting spirit +of men against its own most ancient and fearful expression and are +enlisting soldiers of peace in a war against war. Even so the race depends +upon the higher affections for control of the lower, and lust is +controlled by love. I talked once to a young man in college who had given +himself to sexual vice when he had been in high school; until a year +before I spoke with him, he had supposed that virtually all men were and +must be sexually indulgent. For twelve months he had kept himself clean. I +inquired why and how. He replied simply that he had fallen in love with a +young woman and wished to marry her. His former course now seemed to him +shameful and unmanly. Lust yielding to love! In one of his sonnets to the +woman who afterward became his wife, Edmund Spenser says:-- + + "You frame my thoughts and fashion me within: + You stop my tongue and teach my heart to speak: + You calm the storm that passion did begin: + Strong through your cause, but by your virtue weak." + +In our own experience, as far as we have achieved victory in our own +bodies and minds over our baser passions, we have achieved it by the power +of the higher affections. It is a fact of common experience that love +calms the storm that passion did begin. So Spenser's lady strengthened +passion by her charm, but weakened it by her virtue. + +Nor is this the only higher affection that, in the practical experience of +men, has controlled and transformed animal passion. Thousands of fully +sexed men have, through the centuries, turned their bodily and mental +energies so fully to devoted service for God and their fellows as to rise +above the clamoring demands of physical appetite, in the vigorous terms of +the New Testament making themselves eunuchs for the kingdom of God's sake. +This is a hard saying, and the experience it treats of must always be +confined to a small number of men; yet it goes far toward demonstrating a +general possibility, and it should effectively dispose of the "necessity" +argument, by which men often excuse their vicious practices. + +One thing more should be said on this subject of control. Not only are the +higher, more spiritual affections the most effective masters of the lower; +they are the _only_ effective masters. Public reprobation can do much, but +it is ineffectual with large numbers of relatively unattached members of +society, and it is impotent against secret vice. Motives of cautious fear +are always weak with full-blooded and generous youth, and they are likely +to become weaker with all men as medical science discovers ways to prevent +or escape the most obviously fearful consequences of sexual license. + +A familiar phrase comes to my mind, as no doubt it comes to yours: "The +expulsive power of the higher affections"; yet I think that phrase is not +quite suitable. It is not a question of expulsion. It is not wholly a +question of control; it is mainly a question of direction. What we need +to-day with boys and girls for the solving of the sex problems is to +direct those energies, which in their false direction are destructive, +into right and healthful ways; that is, we need to socialize and elevate +that affection, which in baser forms has aspects of ugly animalism. + +As one of the solutions of the problem of control it has been proposed to +separate the sexes in the adolescent years. From my point of view, this +would defeat our object. In the association of boys and girls during the +adolescent period, we may enlist the higher affections for the control and +the direction of the powers that are set free by sex impulses developed in +that very period of life. + +What happens in the experience of the normal boy? In this period of early +adolescence he finds within himself a wonderful quickening of +mind,--impulses, feelings, longings that he does not understand. These +impulses, feelings, longings, perplex him, it may be for years. They reach +out vaguely, blindly toward the opposite sex, sometimes in a perverted +way, but oftener naturally and honestly. Then the young man falls in love. +At once his more or less vague, cloudy, incoherent, formless feelings and +purposes are concentrated, directed, and fixed in devotion to a young +woman whom he idealizes, almost deifies. That is the first stage in the +natural directing and forming of sex powers and impulses toward social, +moral, and religious ends. Of course the young man may discover, after a +while, that the first object of his fancy is not so angelic as he thought. +By and by his fancy changes and may rove to several other maidens before +he reaches maturity; but each successive experience, if he is true to his +better self, concentrates his affections and directs them, until, if he is +fortunate, in the course of time he finds his true mate and enters upon +marriage. He is now fairly equipped for what most of us know to be a long +course in the discipline of the selfish, the personal, the more or less +brute desires and ambitions of man. Here he learns to subject himself, +his own comfort, his own ends, his own ambitions, to the good of his wife +and her happiness, to the good of his children and the satisfaction of +their needs. Then, more and more, after having concentrated the powers of +his spirit through faithful courtship and through happy marriage and +fatherhood, the man is able to diffuse these same energies through many +channels, for the protection of all sorts and conditions of women and +children. The man is now a citizen, a member of society, with developed +powers of social sympathy, of social energy. How has he developed these +powers? Not by any supposition that the early sex instincts he felt in his +boyhood were wholly animal and must be atrophied by disuse, but by +gathering and directing them into the right channels. Direction, like +control, depends upon enlightened, purposeful, persistent love. + +In the third place, we may consider how, in matters of sex, the flesh and +the soul may grow together in mutual help. The essential facts and the +vital importance of the sex life appeal to the developing boy or girl in +four great relations, in relation to father and mother, in relation to +the strength and grace of his or her own body and mind, in relation to his +or her future family, and in relation to society in general. These appeals +come in successive periods and open the way to healthful instruction and +guidance from childhood up to manhood and womanhood. + +Sex questions first arise in the child's mind in connection with +parenthood. The first thing a little boy or girl needs to know is that the +young life is sheltered and fed during long months in the mother's body, +and that the father had a share in that life. Is it not amazing that in +this twentieth century we find many girls twelve years old and over who do +not know that their father had any share in starting their lives? I knew +of a girl nineteen years old, a student in college, who did not know that +a man had any essential part in bringing children into the world, but +supposed, when any question of illegitimate childbirth was raised, that +possibly God punished a bad woman by sending her a baby before she was +married. It is little short of criminal that many girls are allowed to +reach adolescence with no sex thought or image clearly in their minds +except such as they have received directly or indirectly from animals. If +boys and girls knew from the beginning that a part of the father's life +and a part of the mother's life united to form the beginning of their +lives, the question of sex would begin on a plane where there were +religious, moral, and spiritual associations, and an atmosphere of love +and holiness. These young people could then see the facts of sex clearly +instead of through the mists of prurient fancy and suggestion as they see +them now.[60] The boy and girl who know these two tremendous facts of the +nurturing care of the mother before birth, and the cooperation of the +father and mother in the beginning of life, are fortified against the +principal moral and spiritual dangers that they are to face in the future. + +The next information and guidance needed by our boys and girls concerns +the influence of sex upon their own development. The objection is +continually raised that it is not well for little children to have sex +thoughts emphasized in their minds. But at present no boy or girl grows up +and plays among other children, or hears talk on the streets, or goes to +work in factory or store, without hearing these facts emphasized day by +day, emphasized unhealthily and distorted shamefully. We propose simply to +have the emphasis shifted and lightened for it will be lightened if the +facts are given truly and in right relations. Boys and girls should learn, +at the same time they are learning facts of nutrition, excretion, +respiration, and circulation of the blood, those facts regarding sex which +are most important for healthy growth of mind and body. They should know +that the organs of reproduction have a definite relation to the natural +and healthful development of the full powers of their bodies in future +years; that internal secretions of these organs coming into the blood help +to build up bones and muscles, help to make their nerve fibers active and +vigorous, help to form their brains, and help to equip them for manly +strength and womanly grace in the years that are to come. These are very +simple matters. These facts of sex can be conveyed by just a few sentences +of clear, considerate, wise information at the right time, in relation to +the other facts of bodily development. + +Considering now the period of puberty, we find additional needs, for no +boy or girl reaches puberty, under ordinary conditions, without knowing +that it brings the possibility of fatherhood and motherhood, brings the +possibility of that process that we call fertilization, in which the life +of plants and animals begins. The boy or girl who reaches this age has a +right to know what fertilization means, and what fertilization implies; +has a right to the simple biological facts which will tell him the +relation between the life of the parents and the life of the child, the +mysterious relation in body and mind that we call heredity. The beginning +of the socializing of sex energy and sex power depends upon recognition of +the fact that this power that develops in the young man and young woman at +puberty is not to be used for selfish gratification, is not primarily a +source of pleasure, but has a very direct relation to the health, +intelligence, and happiness of others. This relation may be enforced by a +simple study of succeeding generations of flowers and the ways in which +forms, colors, and sizes originate and are handed down from generation to +generation in wonderful variety. Or it may be illustrated from an +observation of the beginnings of sex in infusoria; how tiny animals in +stagnant water grow to full size and each divides simply into two to form +a new generation; how this simple asexual process continuing for several +generations results in growing weakness and old age, steadily decreasing +size, steadily decreasing vitality until there comes a time when one +infusorian unites with another. There sex begins. That union of two +individuals is required to restore youth, to refresh vitality and energy, +and to produce greater variety in the forms of life. When a boy or girl +knows these simple facts, he is better able to understand the power of +reproduction than he can possibly be if they are not before him, or if all +he has heard has been ceaseless reiteration of the pleasures of selfish +indulgence of sex appetite. + +Finally, when the boy and the girl come into later adolescence and face +manhood and womanhood, they are ready to know some of the larger social +aspects of sex. They are ready to know of the diseases brought on by +perverted sex habits; of the frightful waste of those who give themselves +to licentiousness, the frightful waste of strength and youthful energy +not only in those that actually go down, but in those that survive. More +than that, seeking right relations of themselves to society, they need to +know the social aspects of sex. The young man needs to know what it means +for a woman to bear a child; he needs to know the social and economic +dependence of the pregnant woman and of the young mother, so that he may +realize what the power of fatherhood means in the actual work of society. +I cannot imagine any man talking glibly of the necessary evil, or of man's +inability to control sex passions, if he knows the social facts of sex. +Any young man who knows even a part of the burden his mother bore for him, +if he has a spark of manhood in his being, is surely fortified against +temptation to selfish indulgence. If, beyond that, he can see the relation +of the home to society, the relative steadiness and dependability of a +worker with a wife and children, who bears the home burdens in a man's +way, as compared with the floating, homeless wanderer who walks our +streets; if he knows these central facts and the dependence of the home +upon the faithfulness of the man and the presence of the man, if he has a +spark of patriotism in his heart, he must realize in his thought and in +his practice the necessity for the socialization of that passion which, +though it begin in individual and selfish forms, issues in such fateful +social consequences. + +The solution of this great, urgent, pressing problem, which we are feeling +the weight of more and more in these years of careful investigation of our +social conditions, will come in frankly recognizing the beginnings upon +which the whole sex life in mind and body is based, and in transforming +fundamentally important animal instincts and desires into higher +affections, humanizing them for the sake of the loved one, for the sake of +family, for the sake of the social brotherhood and sisterhood in which we +are members. + +My closing word is one which seems to me most significant of the true, the +beautiful, the victorious way out of so much discouragement and so much +crime,--that is the word "consecration." That word includes two essential +ideas, the ideas of sacredness and cooperation. The problems of sex will +never be solved until the sacredness of sex is recognized, for sex is +vitally and indissolubly bound up with the two greatest facts that you +and I know. The greatest fact of the organized world around us is life, +the greatest fact of the spiritual world into which we lift our souls is +love, and the beginnings of life and the beginnings of love are in sex. No +boy or girl will readily understand what life means except as he has some +clear, wise teaching about sex; no boy or girl will fully understand what +love means except through recognition of the dignity and worth and purity +of the fundamental facts and powers of sex. + +Who shall give this enlightenment? I think it must be clear that this +enlightenment cannot be given by the very young and inexperienced person, +that the facts can be rightly given only by some person who knows their +sacredness for himself or herself. They can be given best by a mature +person who has seen and felt what they mean. In the long run, I have no +doubt that our boys and girls will get the information that they must have +from their parents, for the father and the mother are the best qualified +to give it. I have named both the father and the mother, for the solution +of our problem is not only in knowing the sacredness of sex, it is also +in working together for the elevation of sex life. We shall not be able, +we men, in the future, to sit down and say, "Oh, well, John will learn +from his mother"; "Mary's mother will make that clear to her"; "Their +mother does these things." It will not be possible for the socializing of +the sex instincts and the ripening of the sex powers to be made clear to +young people except as men and women both recognize the sacredness of the +sex relation and undertake to make things clear to boys and girls. Men +must give up their selfish indifference to evil conditions, and +women--some women--must give up the bitterness and hardness that come into +their hearts and their faces when they think of the suffering that their +sex has endured at the hands of man. This is not a problem for one sex. It +cannot be solved by either half of the great whole of humanity. We know +this to be true in our personal life; it is equally true in our social +life. It is only by the girding-up of the whole spirit of man to go forth +and meet his duty as a lover, as a husband, as a father, and it is only by +the girding-up of all the powers of the woman to lead and to help, that +the family is organized. In this great human family of ours the man and +the woman in days that are coming will cooperate to remove from our midst +the blackest and most fearful perversion of the natural powers of our +race. We do not believe in sitting down idly before this problem and +saying, "It has always been, it always will be." In this great day of +moral and spiritual progress, with powers that we have inherited from our +forefathers in this land and other lands, we know that there is no +necessary evil. We are learning what the evil of sex is, and how it +arises, and we are beginning to use the forces at hand for its +destruction. Conscience is kindling and determination is hardening among +our people that this thing shall cease to be. The ape and the tiger shall +yet die from our midst, and man's spirit shall triumph in his flesh. + +FOOTNOTES: + +[59] A. Forel, _The Sexual Question_, chap. XII, "Religion and Sexual +Life"; William James, _Varieties of Religious Experience_, chap. I; +especially the first footnote. + +[60] F.W. Foerster, _Marriage and the Sex Problem_, chap. IV; especially +section (d), "The Educational Significance of Monogamy." + + + + +CHAPTER XII + +AGENCIES, METHODS, MATERIALS, AND IDEALS + +_By William Trufant Foster_ + + +At the outset we observed that the present social emergency is not +concerned merely with diseases, or physiology, or laws, or wages, or +suffrage, or recreation, or education, or religion. All of these phases of +the present situation, and many others, must be taken into account in our +attempted solution of the problem of sex hygiene and morals. A person who +believes that he can offer a quick and certain way out of our difficulties +appears to have no comprehension of the problem. This much, however, is +certain: the greatest need is public education. The policy of silence has +failed. Accurate and widespread knowledge is a necessary condition of +progress, whatever may be the chosen direction. The main questions at +issue concern the Agencies, Methods, Materials, and Ideals of +education.[61] The following propositions are intended as a brief summary +of the most important truths concerning each of those four aspects. + + +I. AGENCIES + +1. As there are but few parents who can and will give the necessary +instruction, it must be given by other agencies, at least until a new +generation of parents has been prepared to meet this responsibility. + +2. Although the failure of parents calls for the immediate action of other +agencies, the instruction should be so conducted as to break down the +barriers of false modesty and establish confidence between parents and +children.[62] + +3. As the public school is the only agency of formal education that +reaches nearly all of the children of the nation, sex instruction must +eventually be given in all public schools; only thus can we bring forward +a new generation of parents, equipped with the knowledge and desire to do +their duty by their children. + +4. As a majority of our boys and girls do not enter high school, some +instruction in matters of sex should be given in grammar schools. + +5. No community should introduce direct sex education into the schools as +a part of the curriculum, until it has informed parents, cultivated +favorable public opinion, and obtained the services of teachers who are +qualified for the work by nature and by special preparation. + +6. All normal schools and all college departments of education should at +once embody, in their courses for teachers, instruction in the matter and +methods of sex education, and adequate instruction should be provided for +teachers now in service; and within a reasonable time after such +opportunities have been offered in a given State, certificates to teach in +that State should be granted only to those who have had the prescribed +preparation. + +7. As there is not now a sufficient number of public school teachers +prepared to teach sex hygiene, such teaching must be done in part, at +least for many years, by private agencies. + +8. Lectures should be arranged for parents by churches, schools, colleges, +clubs, granges, boards of health, and other organizations; but no one +should be accepted as a lecturer until he is approved by a board of +health, social hygiene society, college, or other organization which is +unquestionably competent to pass judgment on the qualifications of the +speaker. + +9. Since there are adults in every community that will not be reached, +even when sex education becomes a part of the day-school curriculum, such +instruction should be offered in continuation schools, in social +settlements, in Young Men's Christian Associations, in college extension +courses, in factories, stores, lumber-camps, car-shops,--indeed, wherever +the happy connection can be made between those who need the help and those +who are surely qualified to give help.[63] + + +II. METHODS + +1. Sex instruction as a rule should not be isolated; it should not be +prominent; it should be an integral part of courses in biology, hygiene, +and ethics. "Specialists" in sex education are undesirable as teachers of +boys and girls, in or out of school. + +2. As there is a discrepancy between the age of puberty and the age of +marriage, due to artificial conditions of modern society, it is important +that sex consciousness and sex curiosity should develop slowly: +accordingly, sex instruction, unlike instruction in other subjects, must +seek to satisfy rather than to stimulate interest in the subject; +questions must be answered truthfully, but the answers must not lead the +curiosity of the child beyond the information that is immediately +necessary for the guidance of his own conduct. + +3. The aims of sex education can be fully attained only by the +encouragement of every means for keeping the mind occupied throughout +waking hours with wholesome thoughts and the body sufficiently active in +vigorous work and play, preferably out of doors. + +4. Lectures and class instruction should be provided only for carefully +selected groups: almost nothing can be gained, and much may be lost, by +presenting the subject before miscellaneous audiences. + +5. At every age, in every class, there are likely to be individuals who +need certain instruction not needed by the entire class: such instruction +should be given privately. + +6. Books dealing directly with human sex life should not be given to +children before the age of puberty; some of the books most widely used are +dangerous; instruction should come directly from parent or teacher. + +7. Traveling exhibits, made up of concrete and vivid materials, and +prepared with due consideration of all the accepted principles of sex +education, may be used effectively and inexpensively to bring the truths +before many thousands of adults in many places.[64] + +8. Against commercialized prostitution, the educational campaign should be +one of pitiless publicity: the public should know the names of all persons +engaged in promoting the business, whether they are prostitutes (including +female _and male), or liquor dealers, owners of houses, owners of real +estate, lessees, proprietors, financial backers, policemen, or +politicians; their connection with the traffic should be proclaimed by +means as effective as the "tin-plate" signs for disorderly houses. + +9. Reliable investigations should be made further to reveal the +relationships between sexual immorality and venereal diseases, on the one +hand, and, on the other hand, between sexual immorality and ignorance, low +wages, injurious clothing, lack of wholesome amusements, low dance-halls, +grills, moving-picture houses, vaudeville shows and so-called legitimate +theaters, mental deficiency, armies and navies, and--most important of +all--the liquor traffic; and the outcome of such investigations should be +made known through persistent campaigns of public education. + +10. The conclusions of every vice commission and of every other dependable +investigation--not the details--must be kept before the public, until the +truth is common knowledge that segregation never segregates; that +safeguarding clinics never safeguard; that medical control never controls; +that official protection of immorality increases immorality; and that, if +there be any such thing as a necessary evil, it is not the shameless +partnership of government and vice.[65] + + +III. MATERIALS + +1. Elementary nature-study for children and biological study for boys and +girls of high-school age may lead gradually and safely to the teaching of +plant and animal reproduction, provided that the subject is not left on +the plane of animal life; it is a mistake to suppose that the teaching of +biology necessarily promotes right conduct in matters of sex. + +2. Subordinate and incidental to instruction in normal sex processes, +warning should be given of the dangers of individual vice, illicit sexual +intercourse, and venereal diseases; but such instruction should be given +only to groups that are homogeneous in respect to sex, physiological age, +and social environment, or preferably, to individuals.[66] + +3. Instruction concerning venereal disease, which leaves the impression +that the chief danger of illicit intercourse is "getting caught," should +not be tolerated: knowledge of facts though scientifically accurate, is +not necessarily protection to the individual or to society. + +4. As sex instruction for young people has none but practical aims, +hygienic and moral, only such knowledge concerning sex processes, +reproduction, and diseases should be given at each period as is necessary +for the welfare of the individual at that period. + +5. The practice of masturbation is sufficiently common among both boys and +girls to call for warnings to all children at the earliest ages; any +teacher or parent should be qualified to help in individual cases. + +6. The education of adolescent boys must stress the six great truths that +will fortify them against the main arguments of the enemies of decency and +health:-- + +(1) Sexual intercourse is not a physiological necessity; continence was +never known to impair physical or mental vigor. + +(2) There can be but one standard of chastity; the purity a man demands +for his sister, he must achieve for himself. + +(3) Seminal emissions are natural among healthy men; usually they need +cause no concern. + +(4) Gonorrhea is a terrible disease, with tragic consequences that one can +never fully foretell; syphilis is worse. + +(5) Every woman who offers her body for prostitution is, sooner or later, +a probable source of contagion; clean living is the only positive +safeguard against venereal disease. + +(6) Nearly every "advertising specialist" is a criminal of the most +contemptible type; the only safe adviser is the doctor in reputable +standing who is not afraid to sign his name to his prescription or to his +advice. + + +IV. IDEALS + +1. "The function of education is to guide the intellect into a knowledge +of right and wrong, to supply motives for right conduct, and to furnish +occasions by which alone can moral habits be cultivated." (Drummond.) + +2. The first aim of sex education is necessarily to bring about an +open-minded, serious, if possible a reverent, attitude toward sex and +motherhood, in place of the traditional secrecy and vulgarity; a teacher +who cannot do this should do nothing.[67] + +3. In so far as the sex life of animals is made the basis of instruction, +the _difference_ between man and the lower animals is the point to +emphasize; otherwise the facts of animal life may appear to justify +irresponsible sex activities, whereas the glory of man is his control over +animal instincts. + +4. Since it is not ignorance of what is right, but rather the will to do +the right, that is usually responsible for sexual delinquency among +adults, the program of public education must include more effective moral +education in all grades of all schools; every subject, properly taught, is +a means of cultivating will power, of strengthening character; but the +school curriculum is now made to yield but a small part of its +possibilities. + +5. The appeal must be made to self-respect and to chivalry; especially +through history and literature the idea of sex must be spiritualized; the +right education of the emotions is fundamental.[68] + +6. Through the study of heredity and eugenics, the social responsibility +of the individual may be made to serve as a higher incentive for right +conduct than the fear of disease. + +7. If there is one truth concerning sex education that needs emphasis +above all others, it is that all plans for meeting the social emergency +must strengthen the control of moral and spiritual law over sex impulses; +otherwise sex education may be antagonistic not only to physical health, +but as well to the highest development of personality and to the +progressive evolution of human society. + +FOOTNOTES: + +[61] The best expression of the consensus of opinion of those who should +know most about the subject is the _Report of the Special Committee on the +Matter and Methods of Sex Education_ issued by the American Federation for +Sex Hygiene, New York, December, 1912. + +[62] _Sex Education_, by Ira S. Wile, M.S., M.D. (New York, 1912), aims to +assist parents to banish the difficulties and to suggest a course of +instruction. It is a brief and wholly admirable treatise. + +[63] _Progress_, the second annual report of the Oregon Social Hygiene +Society, gives some account of the most extensive public education that +has been conducted in this country. + +[64] The Exhibit of the Oregon Social Hygiene Society has been seen by +over 50,000 people, at a total cost of less than two cents for each +person. + +[65] Especially valuable are the two volumes by Abraham Flexner, written +for the Bureau of Social Hygiene. See List of References. + +[66] See _American Youth_, New York, April, 1913 ("Sex Education Number"). +An article by George W. Hinckley tells of the ideal way in which he gives +individual instruction to his boys at Good Will Farm, Hinckley, Maine. + +[67] "Sex-instruction as a Phase of Social Education," in _Religious +Education_, 1913, by Maurice A. Bigelow, is one of the best articles on +this subject. + +[68] F.W. Foerster, _Marriage and the Sex Problem._ No book on this +subject has reached a higher plane of idealism. At the same time it is +scientifically sound. + + + + +LIST OF REFERENCES + + + + +CHAPTERS I, II + +GENERAL SURVEY + + +_Prepared by Maida Rossiter, Librarian, Reed College_ + +Addams, Jane. _A New Conscience and an Ancient Evil._ New York, 1912. + +American Federation for Sex Hygiene. Report of the Sex Education Sessions +of the Fourth International Congress on School Hygiene. New York, 1913. + +American Medical Association. _Nostrums and Quackery._ Chicago. + +Bloch, Iwan. _Sexual Life of our Time in its Relation to Modern +Civilization_; tr. by Eden Paul. St. Louis, 1911. + +Brieux, Eugene. _Damaged Goods._ In his _Three Plays._ New York, 1911. + +Commonwealth Club of California. _The Red Plague._ Commonwealth Club of +California. _Transactions_, vol. VI, no. 1, May, 1911; vol. VIII, no. 7, +August, 1913. + +Dealey, J.Q. _The Family in its Sociological Aspects._ Boston, 1912. + +Ellis, Havelock. _Task of Social Hygiene._ Boston, 1912. + +Flexner, A. _Prostitution in Western Europe._ New York, 1913. Bureau of +Social Hygiene Publications. + +---- _Prostitution in the United States._ (In preparation.) Bureau of +Social Hygiene Publications. + +Foerster, F.W. _Marriage and the Sex Problem_; tr. by Meyrick Booth. New +York, 1912. + +Forel, August. _Sexual Question_; tr. by C.F. Marshall. New York, 1908. + +Fosdick, R.D. _European Police Systems._ New York 1913. + +Kneeland, G.J. _Commercialized Prostitution in New York City._ New York, +1913. Bureau of Social Hygiene Publications. + +Morrow, P.A. _Social Diseases and Marriage._ New York 1904. + +Northcote, Hugh. _Christianity and Sex Problems._ Philadelphia, 1906. + +Seligman, E.R.A., ed. _Social Evil._ Ed. 2, rev. New York, 1912. + +Sisson, E.O. _Educational Emergency._ Atlantic Monthly, vol. 106, pp. +54-63, July, 1910. + +Thomson, J.A., _and_ Geddes, P. _Problem of Sex._ New York, 1912. + +Westermarck, Edward. _History of Human Marriage._ New York, 1903. + +Wilson, R.N. _American Boy and the Social Evil._ Philadelphia, 1905. + +Zenner, Philip. _Education in Sexual Physiology and Hygiene._ Cincinnati, +1910. + + + + +CHAPTER III + +PHYSIOLOGICAL ASPECTS + +_Reproduction_ + + +Exner, M.J. _The Physician's Answer._ New York, 1913. + +Howell, W.H. _Textbook of Physiology._ Ed. 4. Philadelphia, 1911. + +Landois, Leonard. _Textbook of Human Physiology._ Ed. 10. Philadelphia, +1904. + +Marshall, F.H.A. _Physiology of Reproduction._ New York, 1910. + + +_Heredity and Eugenics_ + +Castle, W.E. _Heredity._ New York, 1911. + +Darbishire, A.D. _Breeding and the Mendelian Theory._ New York, 1911. + +Davenport, C.B. _Heredity in Relation to Eugenics._ New York, 1911. + +Ellis, Havelock. _Problem of Race Regeneration._ New York, 1911. + +Jordan, D.S. _Heredity of Richard Roe._ Boston, 1911. + +Kellicott, W.E. _Social Direction of Human Evolution._ New York, 1911. + +Punnett, R.C. _Mendelism._ New York, 1911. + +Saleeby, C.W. _Methods of Race Regeneration._ New York, 1912. + +---- _Parenthood and Race Culture._ New York, 1909. + +Walter, H.E. _Genetics._ New York, 1913. + +Winship, A.E. _Jukes-Edwards; a Study in Education and Heredity._ +Harrisburg, 1900. + + + + +CHAPTER IV + +MEDICAL PHASES + + +Dock, L.L. _Hygiene and Morality; Medical, Social and Legal Aspects of +Venereal Diseases._ New York, 1910. + +Fisher, Irving. _National Vitality._ Washington, 1910. U.S. 61st Cong., 2d +Sess. Senate Doc. 419. + +Hall, W.S. _Biology, Physiology, and Sociology of Reproduction_ also, +_Sexual Hygiene._ Ed. 11. Chicago, 1906. + +Keyes, E.L. _Observations of the Persistence of Gonococci in the Male +Urethra._ American Journal of the Medical Science, January, 1912. + +Morrow, P.A. _Social Diseases and Marriage._ Philadelphia, 1904. + +Taylor, R.W. _Practical Treatise on Genito-Urinary and Venereal Diseases +and Syphilis._ Ed. 3. Philadelphia, 1904. + + + + +CHAPTER V + +ECONOMIC PHASES + + +Adams, T.S., _and_ Sumner, H.L. _Labor Problems._ Ed. 8. New York, 1911. +Chap. I. + +Addams, Jane. _A New Conscience and an Ancient Evil._ New York, 1912. + +Butler, E.B. _Women and the Trades._ New York, 1909. + +Flexner, Abraham. _Prostitution in the United States._ New York. (In +preparation.) Bureau of Social Hygiene Publications. + +---- _Prostitution in Western Europe._ New York, 1913. Bureau of Social +Hygiene Publications. + +Fosdick, R.D. _European Police Systems._ New York, 1913. Bureau of Social +Hygiene Publications. + +Goldmark, Josephine. _Fatigue and Efficiency._ New York, 1912. + +Kelley, Florence. _Some Ethical Gains through Legislation._ New York, +1905. + +Kneeland, G.J. _Commercialized Prostitution in New York City._ New York, +1913. Bureau of Social Hygiene Publications. + +More, L.B. _Life Earner's Budgets; A Study of Standards and Cost of Living +in New York City._ New York, 1907. + +Roe, C.G. _Panders and their White Slaves._ Chicago, 1910. + +Ryan, J.A. _A Living Wage._ New York, 1910. + +Sanger, W.W. _History of Prostitution._ New York, 1913. + +Seligman, E.R.A., ed. _Social Evil._ Ed. 2, rev. New York, 1912. Chap. I. + +Streightoff, F.H. _Standard of Living among Industrial People of America._ +Boston, 1911. + +U.S. Bureau of Labor. _Women and Child Wage-Earners in the United States._ +Washington, 1911-12. Vols. 5, 15. + +U.S. Immigration Commission. _Steerage Conditions; Importation and +Harboring Women for Immoral Purposes...._ Washington, 1911. U.S. 61st +Cong., 3d Sess. Senate Doc. 753. + +Reports of Commission, vol. 37. + +Vice Commission Reports. + +A list of vice commissions is printed at the end of these references. + + + + +CHAPTER VI + +RECREATIONAL PHASES + + +Addams, Jane. _Spirit of Youth and the City Streets._ New York, 1912. + +Allen, W.H. _Civics and Health._ Boston, 1909. + +Camp-Fire Girls of America. _Manual._ New York, 1913. + +Chicago Vice Commission. _Report_, 1911. + +Collier, John. _Moving Pictures; Their Function and Proper Regulation._ +Playground Magazine, vol. 4, pp. 232-39, October, 1910. + +_Health Department Control of Venereal Diseases. Social Diseases_, vol. 2, +nos. 2-3, April and July, 1911. + +Israels, Mrs. C.H. _Dance Problem._ Playground Magazine, vol. 4, pp. +242-50, October, 1910. + +Juvenile Protective Association of Chicago. Reports on dance halls, moving +picture theaters, saloons, department stores, etc. Chicago, 1911-12. + +Minneapolis Vice Commission. _Report_, 1911, pp. 129-31. + +Perry, C.A. _Wider Use of the School Plant._ New York, 1910. + +Playground Association of America. _Proceedings_, 1907 to date. New York, +1908 to date. + +Russell Sage Foundation. Recreation Bibliography. New York, 1912. + +Ward, E.J., ed. _Social Centers._ New York, 1913. + + + + +CHAPTER VII + +EDUCATIONAL PHASES + + +American Federation for Sex Hygiene. _Proceedings_, 1913. New York, 1913. +Report of the Sex Education Sessions of the Fourth International Congress +on School Hygiene and the Annual Meeting of the Federation at Buffalo, +August 27-29, 1913. + +---- Report of Special Committee on the Matter and Methods of Sex +Education. Presented before the Sub-Section on Sex Hygiene of the +Fifteenth International Congress on Hygiene and Demography, held in +Washington, D.C., September 23-28, 1912. New York City, 1913. + +Cocks, O.G. _Engagement and Marriage: Talks with Young Men._ New York, +1913. Sex Education Series. Study no. 4. + +Cook, W.A. _Problems of Sex Education._ Journal of Educational Psychology, +vol. 4, pp. 253-60, May, 1913. + +Ellis, Havelock. _Studies in the Psychology of Sex._ Philadelphia, +1900-10. 6 vols. + +Hall, G.S. _Adolescence._ New York, 1908. Chap. VI. + +---- _Educational Problems._ New York, 1911. Chap. VII. + +Hall, W.S. _Sexual Knowledge._ Philadelphia, 1913. + +---- _Strength of Ten._ 1909. + +Henderson, C.R. _Education with Reference to Sex._ National Society for +the Scientific Study of Education. 8th Yearbook, 1909. + +Lyttleton, Edward. _Training of the Young in Laws of Sex._ New York, 1900. + +Manny, F.A. Bibliography of Sex Hygiene. _Educational Review_, vol. 46, +pp. 168-76, September, 1913. + +Moll, Albert. _Sexual Life of the Child._ New York, 1912. + +Phelps, Jessie. _Teaching of Sex in Normal Schools._ National Conference +of Charities and Corrections. _Proceedings_, 1912, pp. 267-70. + +Putnam, H.C. _Sex Instruction in Schools._ National Society for the +Scientific Study of Education. 8th Yearbook, 1909, pt. 2. + +Society of Sanitary and Moral Prophylaxis. Educational pamphlets. + No. 1. _Young Man's Problem._ + No. 2. _Instruction in Physiology and Hygiene of Sex for Teachers._ + No. 3. _Relations of Social Diseases with Marriage and their Prophylaxis._ + No. 4. _Boy Problem._ + No. 5. _How my Uncle the Doctor instructed me in Matters of Sex._ + No. 6. _Health and Hygiene of Sex._ + +Thomas, W.I. _Sex and Society._ Chicago, 1907. + +Wagner, Charles. _Youth._ New York, 1905. Book 3. + +Warthin, A.S. _Sex Pedagogy in the High School._ In Johnston, C.H., ed., +High School Education. New York, 1912. + +Wile, I.S. _Sex Education._ New York, 1912. Bibliography, pp. 149-50. + +Willson, R.N. _American Boy and the Social Evil._ Philadelphia, 1905. + +---- _Education of the Young in Sex Hygiene; A Textbook for Parents and +Teachers._ Philadelphia, 1913. + + + + +CHAPTER VIII + +TEACHING PHASES + +_For Children_ + + +Chapman, Mrs. Rose Wood Allen. _How Shall I Tell my Child?_ Chicago, 1912. + +Hall, W.S. _Strength of Ten._ 1909. + +Lyttleton, Edward. _Training of the Young in Laws of Sex._ New York, 1900. + +Moll, Albert. _Sexual Life of the Child._ New York, 1912. + +Morley, Margaret. _Renewal of Life._ Chicago, 1906. + +Torelle, Ellen. _Plant and Animal Children; how they grow._ Boston, 1912. + + + + +CHAPTER IX + +TEACHING PHASES + +_For Boys_ + + +_Boys' Venereal Peril._ Chicago, 1911. (16-18 years.) + +Hall, W.S. _From Youth into Manhood._ New York, 1910. (11-15 years.) + +---- _Instead of Wild Oats._ Chicago, 1912. + +---- _John's Vacation; A Story for Boys._ Chicago, 1913. + +---- _Life's Beginnings._ New York, 1912. (10-14 yrs.) + +Lowry, E.B. _Truths; Talks with a Boy concerning himself._ Chicago, 1911. + +Morley, M.W. _A Song of Life._ Chicago, 1902. (Young men.) + +Oker-Blom, Max. _How my Uncle, the Doctor, instructed me in Matters of +Sex._ Society of Sanitary and Moral Prophylaxis. Educational Pamphlet no. +5. (10-14 years.) + +Sperry, L.B. _Confidential Talks with Young Men._ + +Wegener, Hans. _We Young Men._ Philadelphia, 1911. (21 years and upward.) + +Wilson, R.N. _American Boy and the Social Evil._ Philadelphia, 1905. (18 +years and upward.) + +---- _Nobility of Boyhood._ Philadelphia, 1910. (14-18 years.) + +_Young Man's Problem._ New York, 1912. Society of Sanitary and Moral +Prophylaxis. Educational Pamphlet no. 1. + + + + +CHAPTER X + +TEACHING PHASES + +_For Girls_ + + +Chamberlain, A.F. _The Child; A Study in the Evolution of Man._ Ed. 2. +London, 1911. + +Cleaves, M.A. _Education in Sexual Hygiene for Young Working Women._ +Charities and the Commons, vol. 15, pp. 721-24, Feb. 24, 1906. + +Dudley, Gertrude, _and_ Kellor, F.A. _Athletic Games in the Education of +Women._ New York, 1909. + +Gesell, A.L. _Normal Child and Principles of Education._ Boston, 1912. + +Goldmark, J.C. _Fatigue and Efficiency._ New York, 1912. + +Gordon, H.L. _Modern Mother._ New York, 1909. + +Hall, W.S. _The Doctor's Daughter; A Story for Girls._ Chicago, 1913. + +---- _Life Problems; A Story for Girls._ Chicago, 1913. + +Johnson, G.E. _Education by Plays and Games._ Boston, 1907. + +Lowry, E.B. _Herself; Talks with Women concerning themselves._ Chicago, +1911. + +---- _False Modesty._ Chicago, 1912. + +---- _Confidences; Talks with a Young Girl concerning herself._ Chicago, +1910. + +Mosher, E.M. _Health and Happiness._ New York, 1912. + +Oppenheim, Nathan. _Care of the Child in Health._ + +---- _Development of the Child._ New York, 1908. + +Partridge, G.E. _Genetic Philosophy of Education._ New York, 1912. + +_Plain Talks with Girls about their Health and Physical Development._ +Salem, 1912. Oregon State Board of Health. Circular no. 4. + +Puffer, J.A. _The Boy and his Gang._ Boston, 1912. + +Saleeby, C.W. _Woman and Womanhood._ New York, 1911. + +Smith, N.M. _Three Gifts of Life._ New York, 1913. + +Sperry, L.B. _Confidential Talks with Young Women._ Chicago, n.d. + +Tyler, J.M. _Growth and Education._ Boston, 1905. + + + + +CHAPTER XI + +MORAL AND RELIGIOUS PHASES + + +Abbott, Lyman. _Womanhood._ Oregon Social Hygiene Society. Circular no. +16. + +Bible. Mark X, 2-12. Compare Deut. XXIV, 1-4. + +Bible. Matt. V, 27-30. + +Bible. I Cor. 7. + +Foerster, F.W. _Marriage and the Sex Problem._ New York, 1912. + +Hall, G.S. _Adolescence._ New York, 1908. Chaps. XIII-XV. + +Hamilton, Cosmo. _A Plea for the Younger Generation._ New York, 1913. + +James, William. _Varieties of Religious Experience._ New York, 1911. Chap. I. + + + + +PERIODICALS + +The following periodicals are sources of news in regard to sex education, +sex hygiene, and allied subjects:-- + +_American Breeders' Magazine; A Journal of Genetics and Eugenics._ +Published quarterly by the American Breeders' Association. Washington, +D.C. Sent to members, annual membership, $2.00. + +American Medical Association: _Journal._ Published weekly by the American +Medical Association, 535 Dearborn Avenue, Chicago, Ill. $5.00 yearly. + +_American Physical Education Review._ Published monthly by the American +Physical Education Association, Springfield, Mass. $3.00 yearly. + +_Eugenics Review._ Published quarterly by the Eugenics Education Society, +6, York Buildings, Adelphi, London. _4s. 6d._ yearly. + +_Journal of Educational Psychology._ Published monthly, except July and +August, by Warwick & York, Baltimore, Md. $2.50 yearly. + +_Social Diseases._ Published quarterly. 105 West 40th Street, New York +City. $1.00 yearly. + +_Survey; A Journal of Constructive Philanthropy._ Published weekly by the +Survey Associates, 105 East 22d Street, New York City. $2.00 yearly. + +_Vigilance._ A monthly magazine correlating constructive efforts for the +suppression of the social evil. Published monthly by the American +Vigilance Association, 156 Fifth Avenue, New York City. $1.00 yearly. + +U.S. Commissioner of Education. Monthly record of current educational +publications. Bibliography, published monthly, devotes one section to sex +hygiene. Sent free from Commissioner's Office, Washington, D.C. + + + + +ORGANIZATIONS INTERESTED IN SOCIAL HYGIENE + + +American Federation for Sex Hygiene. Combined with American Vigilance +Association to form American Social Hygiene Association. + +American Health Defense League. 37 Liberty Street, New York City. + +American Medical Association. 535 Dearborn Avenue, Chicago. Secy., Dr. +Alex. R. Craig. + +American Purity Alliance. 207 East 15th Street, New York City. + +American Social Hygiene Association. 105 West 40th Street, New York +City. Secys., Dr. William Snow, J.B. Reynolds. + +American Unitarian Association. Department of Social and Public Service. +Committee on Sex Education and Hygiene. Boston, Mass. + +American Vigilance Association. Combined with American Federation for Sex +Hygiene to form American Social Hygiene Association. + +Bureau of Social Hygiene. Members: Davis, Katharine B.; Warburg, Paul M.; +Murphy, Starr J.; Rockefeller, John D., Jr., Chairman. P.O. Box 579, New +York City. + +California Social Hygiene Society. San Francisco. Secy., C.N. White. + +Chicago Society of Social Hygiene. 100 State Street, Chicago. Secy., W.T. +Belfield. + +Colorado Society for Social Health. Denver, Colo. + +Committee of Fourteen. 27 E. 22d Street, New York City. Secy., F.H. +Whitin. + +Commonwealth Club of California. 804 First National Bank Building, San +Francisco, Cal. + +Connecticut Society of Social Hygiene. 42 High Street, Hartford, Conn. +Secy., T.N. Hepburn. + +Detroit Society for Sex Hygiene. 33 High Street E., Detroit, Mich. Secy., +Raymond E. Van Syckle. + +Friends' Committee on Philanthropic Labor. Park Avenue and Laurens Street, +Baltimore, Md. + +Illinois Vigilance Association. 153 Lasalle Street, Chicago. + +Indiana Society of Social Hygiene. 723 Hume-Mansur Building, Indianapolis, +Ind. Secy., Dr. H.G. Hamer. + +Indiana State Board of Health. Indianapolis, Ind. International Congress +on School Hygiene. Fourth meeting held in Buffalo, August 27-29, 1913. + +International Purity Association. + +Juvenile Protective Association. 816 South Halsted Street, Chicago. + +Los Angeles Society of Social Hygiene. 311 Higgins Building, Los Angeles, +Cal. + +Maryland Society of Social Hygiene. 15 E. Pleasant Street, Baltimore, Md. +Secy., Howard C. Hill. + +Massachusetts Association of Boards of Health. Boston, Mass. + +Massachusetts Society for Sex Education. 7 Hancock Avenue, Boston, Mass. + +Massachusetts State Board of Health. State House, Boston, Mass. + +Mexican Society of Sanitary and Moral Prophylaxis of Venereal Diseases. + +Milwaukee Society of Social and Moral Hygiene. Milwaukee, Wis. + +National Conference of Charities and Corrections. Angola, Ind. Secy., +Alexander Johnson. + +National Consumers' League. 105 East 22d Street, New York City. + +National Education Association. Ann Arbor, Mich. Secy., D.W. Springer. + +National Purity Association. 79 Fifth Avenue, Chicago. + +New Jersey Society for the Prevention of Social Diseases. East Orange, +N.J. Secy., Dr. Thomas N. Gray. + +New York State Reformatory for Women at Bedford. Laboratory of Social +Hygiene. Supt., Katharine Bement Davis. + +New Zealand Society of Sanitary and Moral Prophylaxis. + +Oregon Social Hygiene Society. 703 Selling Building, Portland, Ore. Secy., +H.H. Moore. + +Oregon State Board of Health. 720 Selling Building, Portland, Ore. Secy., +Dr. Calvin S. White. + +Pacific Coast Federation for Sex Hygiene. Portland, Ore. Secy., H.H. +Moore. + +Pennsylvania Society for the Study and Prevention of Social Diseases. 1708 +Locust Street, Philadelphia. Secy., R.N. Wilson. + +Rhode Island State Board of Health. State House, Providence, R.I. + +St. Louis Society of Social Hygiene. St. Louis, Mo. Secy., Dr. H.E. +Kleinschmidt. + +School of Eugenics of Boston. 168 Newbury Street, Boston, Mass. + +Seattle Society of Hygiene. League Building, Seattle, Wash. Secy., Dr. +Sydney Strong. + +Social Purity and White Cross Movement. The Philanthropist, P.O. Box 2554, +New York City. + +Society of Sanitary and Moral Prophylaxis. 611 Tilden Building, 105 West +40th Street, New York City. Secy., Dr. E.L. Keyes, Jr. + +Spokane Society of Social and Moral Hygiene. 420 Old National Bank +Building, Spokane, Wash. Secy., Dr. J.R. Lantz. + +Texas State Society of Social Hygiene. San Antonio, Texas. Secy., Dr. T.Y. +Hull. + +Triennial Congress for the Suppression of the White Slave Traffic. Fifth +meeting held in London, June 30-July 4, 1913. + +Washington State Board of Education. Olympia, Washington. + +West Virginia Society of Social Hygiene. Elkins, West Va. Secy., O.G. +Wilson, Supt. of Public Schools. + +World's Purity Federation. LaCrosse, Wis. Pres., B.S. Steadwell. + + + + +REPORTS AND INVESTIGATIONS + +MUNICIPAL + + +Atlanta, Ga. Vice Commission. _Report_, 1912. + +Chicago. Vice Commission. _Social Evil in Chicago._ Chicago, 1911. + +Cleveland. Vice Commission. _Report_, 1911. + +Columbia, Mo. Vice Commission. Appointed March, 1913. + +Columbus, Ohio. Appointed March, 1913. + +Denver, Colo. Vice Commission. Appointed September 15, 1912. Became Denver +Morals Commission January 31, 1913. + +Grand Rapids. Morals Efficiency Commission of the Citizens. To carry on +work started by Committee of 41. + +Hartford, Conn. Vice Commission. Appointed January, 1912. + +Jacksonville, Fla. Vice Commission. Appointed September, 1912. + +Kansas City. Vice Commission. _Report_, 1912. + +Little Rock, Ark. Vice Commission. _Report_, 1912. + +Macon, Ga. Vice Commission. Appointed January, 1913. + +Minneapolis. Vice Commission. _Report_, 1911. + +New York City-- + Seligman, E.R.A., ed. _Social Evil._ New York, 1912. + Kneeland, G.J. _Commercialized Prostitution in New + York City._ New York, 1913. + +Philadelphia. Vice Commission. _Report._ Philadelphia, 1913. + +Portland, Ore. Vice Commission. _Report_, 1913. + +Rochester. Vice Commission. _Report._ + +St. Paul, Minn. Morals Committee. _Report._ + +San Francisco-- + Commonwealth Club of California. _Report on Prevalence + of Venereal Diseases._ February, 1911. + +Shreveport, La. Vice Commission. Appointed April, 1913. + +Syracuse. Moral Survey Committee. _Report on the Social + Evil in Syracuse._ 1913. + + + + +STATE + + +Illinois. Vice Commission. Appointed February, 1913. + +Maryland. Vice Commission. Appointed March, 1913. + +Massachusetts. Vice Commission. Established April, 1913. + +Missouri. Vice Commission. Appointed April, 1913. + +Wisconsin. Vice Commission. Established May, 1913. + + + +STANDING COMMISSIONS + + +Pittsburg, Pa. Morals Efficiency Commission. Appointed May, 1912. +Chairman, Frederick A. Rhodes. + +Minneapolis. Morals Commission. Appointed March, 1913. Chairman, Dr. +Marion D. Shutter. + +Denver. Morals Commission. Appointed January 31, 1913. Chairman, Rev. H.F. +Rail. + +New York. Committee of Fourteen. + +Chicago. Morals Court. + + + + +INDEX + +Addams, Jane, cited, 47, 139. + +Adolescence, a critical period, 127; + begins at puberty, 127; + information and entertainment sought during, 128, 129; + evils to which it is exposed, 130-34; + ways in which the boy may be helped during, 137-41. + +Adolescents, sex impulse in, 27. + +Agencies of sex education, summary, 191-93. + +American Social Hygiene Association, 12. + +Amusement parks, dangers of, 19, 75. + +Armies, dangers of their camps, 67. + +Athletics, benefits of, 138. + _See_ Play. + + +Bathing, benefits of, 138. + +Bill-boards, evils of, 19. + +Billiard rooms, dangers of, 19, 74. + +Biological aspect of the social emergency, 23. + +Blindness, sometimes due to venereal infection, 32, 34. + +Boating, 82. + +Bodily regimen. _See_ Regimen. + +Books, 7, 11, 195. + +Boston, report on women's wages in, 56, 59. + +Botany, study of, in upper grades and high schools, 93. + +_Boy Problem, The_, quoted, 138. + +Boys, pre-pubescent and pubescent instruction to be given to, 98-102; + teaching phases for, 127-53; + adolescence of, 127-30; + evils to which they are exposed (masturbation, mental suffering, illicit + intercourse), 130-34; + are normally clean, 134, 152; + ways in which they may be helped during adolescence, 137-41; + subjects and methods of instruction for, 142-49; + conditions to be observed in giving instruction to, 149-52. + + +Camps, construction and lumber, 66; + military, 67; + school and municipal, 82. + +Card parties, 78. + +Carnivals, 76, 77. + +Castration, effect of, 144. + +Chastity, double standard of, 14, 136, 146. + +Chicago, report on women's wages in, 56, 59. + +Chicago Juvenile Protective Association, quoted, 63. + +Chicago Vice Commission, report of, 60. + +Child labor, abolition of, 68. + +Children, infection in, 34, 35. + +Clean living, importance of, to be indicated to the boy, 140, 141, 147. + +Clothing of girls, 157, 161, 162. + +Clubs, social, 77, 80. + +Colleges, instruction in sex relations to begin in, 3; + sex education for teachers to be given in, 192. + +Commissions, vice, 51-61. + +Companions of the boy, 139. + +Consecration, 186, 187. + +Consumers' League of Oregon, 57. + +Contagion, sources and conditions of, 15. + _See_ Venereal infection, Venereal diseases. + +Control. _See_ Self-control. + +Cost of living, 16. + _See_ Wages and vice. + + +Dance-halls, 19. + +Dances, 78. + +Degeneracy, sexual, road to race extinction, 23. + +Department stores, employment of girls in, 63. + +Diseases. _See_ Venereal diseases. + +Domestic service, 46-48, 64. + +Double standard of chastity, 14; + abandonment of, 136, 146. + +Dress of women, 19. + +Drunkenness and prostitution, 3, 4. + + +Economic phases of immorality, 16-18, 45-69; + women as wage-earners, 46; + wages and immorality, 50-62; + industrial stress, and dangers in seeking employment, 62-64; + improvements recommended, 67, 68; + bibliography, 206, 207. + +Education, industrial, compulsory, recommended, 68; + public, the greatest need, 190; + summary of agencies of, 191-93; + of methods of, 193-97; + of materials of, 197-99; + of ideals of, 199-201. + _See_ Educational phases, Instruction, Teaching phases. + +Educational phases of the social emergency, 21-23, 84-103; + aims of sex education, 84-86; + bodily regimen, 87, 88; + mental control, 88, 89; + first principle of instruction in reproduction, 89-92; + nature study, botany, etc., 92, 93; + pre-pubescent and pubescent instruction, 93-102; + difference between man and animals the basis of instruction, 105, 106; + first instruction, 106; + a true philosophy must lie back of instruction, 106, 107; + bibliography, 208, 209. + +Ehrlich, his cure for syphilis, 38, 39. + +Eight-hour day, 67. + +Employment bureaus, 64. + +Excursions, 76. + +Exner, Dr. M.J., statement of, regarding sexual continence, 29, 30 _n._ + + +Family, not competent to instruct in sex relations, 3. + +Federal Government, report on women's wages, 55, 56. + +Federal report (Woman and Child Wage-Earners), 59. + +Festivals, 76, 77. + +Freud, his view of sex basis, 86. + + +Girls, pre-pubescent and pubescent instruction to be given to, 96-98; + teaching phases for, 154-67; + stability of nervous system, 154-58; + menstruation and menstrual pain, 159-61; + clothing of, 161, 162; + in industry, 162, 163; + housing of unmarried, 163, 164; + instruction to be given on reproduction, 164-67. + +Girls' high schools, 161. + +Gonorrhea and the gonorrhea microbe, 33-39, 100, 146, 199. + + +Hall, G. Stanley, his view of sex basis, 86. + +Holabird, William, 135. + +Home, the, as recreation and social center, 78, 79. + +Hotels, employment of girls in, 63. + +Housing of unmarried girls, 163, 164. + +Howell, Dr. William H., quoted on the sexual appetite, 31. + +Hygiene. _See_ Social emergency, Reproduction. + + +Ice-cream parlors, 19. + +Ideals of sex education, 199-201. + +Illinois State Senate, vice investigation made by, 61. + +Immorality and wages, 16, 17, 50-62. + +Industrial education for women, lack of, 48. + +Industrial efficiency, connected with social hygiene problems, 3, 18. + +Industrial stress, its bearing upon sexual hygiene and morals, 62-64. + +Infection. _See_ Venereal infection. + +Instruction in sex hygiene and the physiology of reproduction, what, + when, and by whom to be given, 3, 10, 25, 42-44, 90-102, 106, 110-122, + 142-49, 179-89, 191; + mistakes in, serious, 9; + list of subjects to be considered, 148, 149; + conditions to be observed in giving, 149-52; + for girls, 164-67. + _See_ Education, Educational phases, Teaching phases. + +Instructors in sex relations, lack of competent, 3, 10, 11, 192. + +Insurance, recommended, 67. + +Intoxicating liquors and commercialized prostitution, 17. + +Investigations into immorality and diseases, 196. + + +Kelley, Florence, quoted on department stores, 63. + +Kingsley, Charles, quoted, 141. + + +Lectures, 7, 78, 192, 193. + +Legislation and prostitution, 20, 21. + +Living wage. _See_ Wages. + +Love, as controller of passion, 174-78. + + +Marriage, age of, and age of sexual maturity, discrepancy between, + 13, 27, 28. + +Marriage laws, object of, 27. + +Massachusetts Commission on Minimum Wage Boards, report of, 54-57. + +Masturbation, 130-32, 145, 198. + +Materials of sex education, summary, 197-99. + +Medical phases of immorality, 15, 16, 32-44; + statistics of venereal diseases in the United States, 32; + the microbes of syphilis and gonorrhea, 36-39; + infection of innocent persons, 39-41; + possibility of recovery, 41; + bibliography, 205. + +Medicine, means of defense against social evils provided by, 2, 4. + +Menstrual pain, 159-61. + +Menstruation, 159-61. + +Mental suffering among adolescents, 130, 131. + +Methods of sex education, summary, 193-97. + +Minimum wage, 67. + +Ministers, not competent to give instruction in sex relations, 3. + +Minneapolis, report on women's wages in, 56, 59. + +Moral and religious phases of the social emergency, 23, 168-89; + bibliography, 212. + +_Mother Nature and Her Helpers,_ 104, 107. + +Motion-pictures, 6, 19, 72. + +Muscular activity, importance of, 155-58. + + +Nature study, 92. + +Nervous system, stability of, 154-58. + +Newspapers, 79. + +New York, report on women's wages in, 56, 59. + +Noguchi, his test of the syphilis microbe, 38. + +Normal schools, instruction in sex relations to begin in, 3; + sex education for teachers to be given in, 192. + +Novels, 7. + + +Opiates, 63. + +Orders, social, 77, 80. + +Oregon, surveys made by the Consumers' League in, 52, 53. + +Oregon Social Hygiene Society, 151, 195 _n._ + + +Paralysis, 32, 34. + +Parenthood, 180, 181. + +Parents, confidence between child and, in matters of reproduction, + 89-92, 110-22; + meetings for, 122-26. + _See_ Instruction. + +Paresis, 32. + +Parties, social, 78. + +Passion, controlled by love, 174-78; + by religious fervor 176. + +Patten, Prof. Simon N., quoted, 51. + +Pessimism, 173. + +Philadelphia, report on women's wages in, 56, 59. + +Physical exercise, 138, 139. + _See_ Play. + +Physiological phases of immorality, 13-15, 25-31; + instruction in physiology of reproduction, 25; + the sex impulse, 26-28; + belief in physiological necessity of gratification, 28-31, 33, 99, + 146, 176, 198; + bibliography, 204, 205. + +Physiology, study of, 93. + +Picture post-cards, 19. + +Play, 81-83, 87, 88. + +Playgrounds, 81-83. + +Pool-halls, 74. + +Portland, Ore., women's wages in, 52, 53; + attendance at moving-picture shows in, 72. + +Portland, Ore., Municipal Employment Bureau, 64. + +Portland, Ore., Vice Commission, 57, 60. + +Priests, not competent to give instruction in sex relations, 3. + +Problem plays, 6. + +Property, used for immoral purposes, 17. + +Prostitutes, what is to be done with them, 14; + status of, 65. + _See_ Prostitution. + +Prostitution, past efforts to deal with, 1, 3; + physiological factors of, 13-15, 25-31; + medical phase of, 15, 16; + economic phases of, 16-18; + commercialized, 17, 18, 195; + and recreational pursuits, 19; + legal phases of, 20, 21; + and public education, 21-23; + moral and religious aspects of, 23; + biological aspect of, 23. + _See_ Social emergency. + +Psychic therapy, 160. + +Public opinion, relation of, to public education and to law enforcement, 21. + + +Quack doctors, 7, 18, 30, 130, 145, 199. + + +Recreation centers, 81-88. + +Recreation movement, 81-83. + +Recreational phases of the social emergency, 19, 70-83; + bibliography, 207. + +Regimen for boys, 87, 88, 137. + +Religious aspect of the social emergency, 23, 168-89; + bibliography, 212. + +Reproduction, silence hitherto in regard to, 1, 2, 5, 6; + recent change of attitude in regard to matters of, 6, 7; + dangers in this change of attitude, 7-12; + instruction in, 25, 89-102, 106, 110-22, 164-67; + the impulse toward, 26-28; + instruction in, at present lacking, 84; + aims of instruction in, 84-86; + a true philosophy must lie back of instruction in, 106, 107; + bibliography, 204. + _See_ Instruction. + +Road-houses, 19, 75, 76. + + +St. Louis, report on women's wages in, 56, 59. + +St. Paul, report on women's wages in, 56, 59. + +Saloons, 19, 74. + +"Salvarsan," 39. + +Schaudinn, his determination of the syphilis microbe, 37. + +Schools, responsibility of, 70; + sex instruction should be given in, 191. + +Seager, Prof. H.R., cited, 62. + +Self-control, the importance of, 88, 146, 147, 174-79, 200, 201. + +Seminal emissions, 131, 145, 146, 199. + +Sex, matters of, connection between moral and religious matters and, 168-89; + sacredness of, 186, 187. + +Sex impulse, 26-28. + +Sex life of child, 108-10. + +Sex relations, silence hitherto in regard to, 1, 2, 5, 6; + lack of competent instructors in, 3; + recent change of attitude in regard to matters of, 6, 7; + dangers in this change of attitude, 7-9; + mistakes in teaching of, serious, 9. + _See_ Instruction, Reproduction. + +Sexual maturity, age of, and age of marriage, discrepancy between, 13, 27, 28. + +Sexual necessity, belief in, 28-31, 33, 99, 146, 176, 198. + +"606," 39. + +Skating-rinks, 75. + +Social emergency, the, what constitutes, 9; + phases of, 13-24; + physiological phases, 13-15, 25-31; + medical phases, 15, 16, 32-44; + economic phases, 16-18, 45-69; + recreational phases, 19, 70-83; + legal phases, 20, 21; + educational phases, 21-23, 84-103; + biological phases, 23; + moral and religious phases, 23, 168-89; + teaching phases: for children, 104-26; + teaching phases: for boys, 127-53; + teaching phases: for girls, 154-67. + +Social hygiene, movement for, retarded by many, 11; + books on, 11. + See Social emergency, Reproduction. + +Societies, of social hygiene, 12. + +Society, sex life in relation to, 184-86. + +Spinal diseases, 32, 34. + +Stage, the, 6, 19. + +Standard of chastity, double. + _See_ Double standard. + +Standards of living, 50-62. + +Sterility, 33, 34. + +Street, the, as an attraction, 72, 73. + +Sunday supplement, 79. + +Swimming, 82. + +Syphilis, and the syphilis microbe, 32-39, 100, 199; + infection of innocent persons, 39-41; + possibility of recovery from, 41. + + +Teachers of sex hygiene, instruction to be provided for, + in normal schools and colleges, 192. + +Teaching phases of the social emergency, for children, 104-26; + for boys, 127-53; + for girls, 154-67; + bibliography, 211, 212. + +Tramping-clubs, 82. + +Traveling exhibits, 195. + + +Unemployment, relief of, 67. + +Unions, social, 77. + + +Venereal diseases, in the United States, statistics of, 32; + reason for frequency of, 33; + gonorrhea and syphilis, 33-39, 100, 146, 199; + as affecting children, 34; + infection of innocent persons, 39-41; + possibility of recovery from, 41. + +Venereal infection, prevalence of, 15, 32; + fear of, not sufficient motive in promoting chastity, 15; + effects of, 32-44; + in men, 32, 33; + in women, 34; + in children, 34, 35; + of innocent persons, 39-41. + _See_ Venereal diseases. + +Vice commissions, 52-61. + +Vice in adolescents, 131-34. + +Vice investigations, 51-61. + +Virility, importance of, to be taught, 142-49. + +Vocational training, 16. + + +Wage-earners, women as, increase of numbers, 46. + _See_ Women. + +Wages and vice, 16, 17, 50-62. + +Wagner, Charles, quoted, 135, 136, 138. + +Wasserman, his test of the syphilis microbe, 38. + +"Weaker sex, the," the phrase has lost some of its significance, 49, 50. + +Welfare work, 68, 69. + +Woman's Auxiliary Department of the Police, 58. + +Women, infection in, 34; + as wage-earners, increase of numbers, 46; + drift of, from domestic service, 47; + lack of industrial education for, 48; + loss due to emergence from seclusion, 49; + the phrase "the weaker sex" has lost some of its significance, 49, 50; + connection of wages and immorality among, 51-62; + bearing of industrial stress on morals of, 62-64; + dangers to, in seeking employment, 64; + summing up of their economic condition, 65, 66. + + +Zooelogy, 93. + + + + + + +End of the Project Gutenberg EBook of The Social Emergency, by Various + +*** END OF THIS PROJECT GUTENBERG EBOOK THE SOCIAL EMERGENCY *** + +***** This file should be named 15858.txt or 15858.zip ***** +This and all associated files of various formats will be found in: + https://www.gutenberg.org/1/5/8/5/15858/ + +Produced by Jason Isbell, Melissa Er-Raqabi and the Online +Distributed Proofreading Team at https://www.pgdp.net. + + +Updated editions will replace the previous one--the old editions +will be renamed. + +Creating the works from public domain print editions means that no +one owns a United States copyright in these works, so the Foundation +(and you!) can copy and distribute it in the United States without +permission and without paying copyright royalties. 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