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+The Project Gutenberg EBook of Sex-education, by Maurice Alpheus Bigelow
+
+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: Sex-education
+       A series of lectures concerning knowledge of sex in its
+       relation to human life
+
+Author: Maurice Alpheus Bigelow
+
+Release Date: February 22, 2010 [EBook #31352]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK SEX-EDUCATION ***
+
+
+
+
+Produced by Jeannie Howse, Bryan Ness and the Online
+Distributed Proofreading Team at https://www.pgdp.net (This
+file was produced from images generously made available
+by The Internet Archive/American Libraries.)
+
+
+
+
+
+
+       *       *       *       *       *
+
+    +-----------------------------------------------------------+
+    | Transcriber's Note:                                       |
+    |                                                           |
+    | Inconsistent hyphenation in the original document has     |
+    | been preserved.                                           |
+    |                                                           |
+    | Obvious typographical errors have been corrected. For     |
+    | a complete list, please see the end of this document.     |
+    |                                                           |
+    +-----------------------------------------------------------+
+
+       *       *       *       *       *
+
+
+
+
+SEX-EDUCATION
+
+
+
+
+[Illustration]
+
+THE MACMILLAN COMPANY
+
+NEW YORK · BOSTON · CHICAGO · DALLAS
+ATLANTA · SAN FRANCISCO
+
+MACMILLAN & CO., LIMITED
+LONDON · BOMBAY · CALCUTTA
+MELBOURNE
+
+THE MACMILLAN CO. OF CANADA, LTD.
+TORONTO
+
+   [Illustration: PRINCE A. MORROW
+   Chief organizer of the American movement for sex-education.
+   Physician, educator, author, social reformer. Born in Kentucky,
+   December 19, 1864. Died in New York City, March 17, 1913.
+   _Courtesy of Dr. A.S. Morrow._]
+
+
+
+
+SEX-EDUCATION
+
+A SERIES OF LECTURES CONCERNING
+KNOWLEDGE OF SEX IN ITS RELATION
+TO HUMAN LIFE
+
+
+BY
+
+MAURICE A. BIGELOW
+
+PROFESSOR OF BIOLOGY AND DIRECTOR OF THE SCHOOL
+OF PRACTICAL ARTS, TEACHERS COLLEGE
+COLUMBIA UNIVERSITY
+
+
+New York
+THE MACMILLAN COMPANY
+1916
+
+_All rights reserved_
+
+
+
+
+COPYRIGHT, 1916,
+
+BY THE MACMILLAN COMPANY.
+
+
+Set up and electrotyped. Published June, 1916.
+
+
+Norwood Press
+J.S. Cushing Co.--Berwick & Smith Co.
+Norwood, Mass., U.S.A.
+
+
+
+
+To
+
+THE MEMORY OF
+
+DR. PRINCE A. MORROW
+
+WHOSE GREAT FAITH IN THE ESSENTIAL GOODNESS OF HUMAN
+NATURE LED HIM TO BELIEVE THAT THE PROBLEMS OF
+SEX HAVE ARISEN FROM IGNORANCE AND
+THAT EDUCATION IS THE KEY TO
+THEIR SOLUTION
+
+
+
+
+PREFATORY NOTE
+
+
+Many of the lectures printed in this volume have formed the basis of a
+series given at Teachers College, Columbia University, during the
+summer sessions of 1914 and 1915, and during the academic year
+1914-1915. Others were addressed to parents, to groups of men, to
+women's clubs, and to conferences on sex-education. In order to avoid
+extensive repetition, there has been some combination and rearrangement
+of lectures that originally were addressed to groups of people with
+widely different outlooks on the sexual problems.
+
+Several years ago the late Dr. Prince A. Morrow announced that a volume
+dealing with many of the timely topics of sex-education was to be
+prepared by the undersigned with the advice and criticism of a
+committee of the American Federation for Sex-Hygiene; but even before
+Dr. Morrow's death it became evident that this plan was impracticable.
+Three members (Morrow, Balliet, Bigelow) of the original committee
+collaborated in a report presented at the XV International Congress on
+Hygiene and Demography. Since that time the writer, working
+independently, has found it desirable to reorganize completely the
+original outline announced by Dr. Morrow.
+
+In accordance with a declaration made voluntarily in a conversation
+with Dr. Morrow, the author considers himself pledged to devote all
+royalties from this book to the movement for sex-education.
+
+Among the many persons to whom is due acknowledgment of helpfulness in
+the preparation of this book, the author is especially indebted for
+suggestions to the late Dr. Prince A. Morrow, to Dr. William F. Snow,
+Secretary of the American Social Hygiene Association, and to Dr. Edward
+L. Keyes, Jr., President of the Society of Sanitary and Moral
+Prophylaxis; for constructive criticism, to his colleagues, Professor
+Jean Broadhurst and Miss Caroline E. Stackpole, of Teachers College,
+who have read carefully both the original lectures and the completed
+manuscript; and to Olive Crosby Whitin (Mrs. Frederick H. Whitin),
+executive secretary of the Society of Sanitary and Moral Prophylaxis,
+who has suggested and criticized helpfully both as a reader of the
+manuscript and as an auditor of many of the lectures delivered at
+Teachers College.
+
+                                                           M.A.B.
+
+    TEACHERS COLLEGE,
+  COLUMBIA UNIVERSITY,
+    December 28, 1915.
+
+
+
+
+SUMMARY OF CONTENTS
+
+
+                                                                  PAGE
+
+   I. THE MEANING, NEED, AND SCOPE OF SEX-EDUCATION                  1
+
+      § 1. Sex-education and its relation to sex-hygiene and
+      social hygiene. § 2. The misunderstanding of sex. § 3. The
+      need of sex-instruction. § 4. The scope of sex-education.
+
+  II. THE PROBLEMS FOR SEX-EDUCATION                                28
+
+      § 5. Sex problems and the need of special knowledge. § 6.
+      First problem: Personal sex-hygiene. § 7. Second problem:
+      Social diseases. § 8. Third problem: Social evil. § 9.
+      Fourth problem: Illegitimacy. § 10. Fifth problem: Sexual
+      morality. § 11. Sixth problem: Sexual vulgarity. § 12.
+      Seventh problem: Marriage. § 13. Eighth Problem: Eugenics.
+      § 14. Summary.
+
+ III. ORGANIZATION OF EDUCATIONAL ATTACK ON THE SEX PROBLEMS        90
+
+      § 15. The task of sex-education. § 16. The aims of
+      sex-education. § 17. The aims as the basis of organized
+      sex-instruction.
+
+  IV. THE TEACHER OF SEX-KNOWLEDGE                                 108
+
+      § 18. Who should give sex-instruction? § 19. The child's
+      first teachers of sex-knowledge. § 20. Selecting teachers
+      for class instruction. § 21. Certain undesirable teachers
+      for special hygienic and ethical instruction.
+
+   V. BOOKS AS TEACHERS CONCERNING SEX AND LIFE                    121
+
+      § 22. Value and danger of special sex-books for young
+      people. § 23. General literature and sex problems. § 24.
+      Dangers in literature on sexual abnormality.
+
+  VI. SEX-INSTRUCTION FOR PRE-ADOLESCENT YEARS                     133
+
+      § 25. Elementary instruction and influence. § 26. Hygienic
+      and educational treatment of unhealthful habits.
+
+ VII. SEX-INSTRUCTION FOR EARLY ADOLESCENT YEARS                   146
+
+      § 27. The biological foundations. § 28. Scientific facts
+      for boys. § 29. Scientific facts for girls.
+
+VIII. SPECIAL SEX-INSTRUCTION FOR ADOLESCENT BOYS AND YOUNG MEN    156
+
+      § 30. Developing attitude towards womanhood. § 31.
+      Developing ideals of love and marriage. § 32. Reasons for
+      pre-marital continence. § 33. Essential knowledge
+      concerning prostitution. § 34. Need of refinement of men.
+      § 35. Dancing as a sex problem for men. § 36. Dress of women
+      as a sex problem for men. § 37. The problem of self-control
+      for young men. § 38. The mental side of a young man's
+      sexual life.
+
+  IX. SPECIAL INSTRUCTION FOR MATURING YOUNG WOMEN                 184
+
+      § 39. The young woman's attitude towards manhood. § 40. The
+      young woman's attitude towards love and marriage. § 41.
+      Reasons for pre-marital continence of young women. § 42.
+      Need of optimistic and æsthetic views of sex by women.
+      § 43. Other problems for young women.
+
+   X. CRITICISMS OF SEX-EDUCATION                                  203
+
+      § 44. A plea for reticence--Agnes Repplier. § 45. A plea
+      for religious approach--Cosmo Hamilton. § 46. The conflict
+      between sex-hygiene and sex-ethics--Richard Cabot § 47. The
+      arrogance of the advocates of sex-education--William H.
+      Maxwell. § 48. Lubricity in education--W.H. Taft. § 49.
+      Conclusions from the criticisms of sex-education.
+
+  XI. THE PAST AND THE FUTURE OF THE SEX-EDUCATION MOVEMENT        227
+
+      § 50. The American movement. § 51. Important steps. § 52.
+      The future of the larger sex-education.
+
+ XII. SOME BOOKS FOR SEX-EDUCATION                                 238
+
+      INDEX                                                        249
+
+
+
+
+I
+
+THE MEANING, NEED, AND SCOPE OF SEX-EDUCATION
+
+
+§ 1. _Sex-education and Its Relation to Sex-hygiene and Social Hygiene_
+
+[Sidenote: Definition of sex-education.]
+
+Sex-education in its largest sense includes all scientific, ethical,
+social, and religious instruction and influence which directly and
+indirectly may help young people prepare to solve for themselves the
+problems of sex that inevitably come in some form into the life of
+every normal human individual. Note the carefully guarded phrase "help
+young people prepare to solve for themselves the problems of sex", for,
+like education in general, special sex-education cannot possibly do
+more than help the individual prepare to face the problems of life.
+
+[Sidenote: More than sex-hygiene.]
+
+Now, sex-education as thus defined is more extensive than sex-hygiene,
+which term was originally applied to instruction concerning sex.
+Sex-hygiene obviously refers to health as influenced by sexual
+processes, and as such it is a convenient subdivision of the science of
+health. It would be quite satisfactory as a name for popular
+instruction concerning sex if that were strictly, or even primarily,
+hygienic; but in a later lecture it will be shown that the most
+desirable sex-instruction is only in a minor part a problem of hygiene.
+I realize that this statement may be declared heretical by many of the
+present-day advocates of sex-hygiene, because they have approached this
+latest educational movement from the standpoint of physical health, and
+especially because their attention has been drawn to the very common
+occurrence of pathological conditions. Nevertheless, the sexual
+problems of our times do not all affect physical health, which hygiene
+aims to conserve; and the sex-educational movement will be quite
+inadequate without great stress upon certain ethical, social, and other
+aspects of sex. Young people need instruction that relates not only to
+health but also to attitude and to morals as these three are influenced
+by sexual instincts and relationships. This idea will be developed
+later, but I anticipate here simply to suggest the point of view of the
+statement that "sex-hygiene" is altogether too limited as a general
+designation for the desirable instruction concerning sex. The continued
+use of the term "sex-hygiene," now that the scope of the desirable
+sex-instruction has been extended far beyond the accepted limits of the
+science of health, is tending to cause confusion. The educational
+problems will be more definite and the support of the intelligent
+public more assured if we limit the use of "sex-hygiene" to the
+specific problems of health as affected by sexual processes and cease
+trying to make it include those phases of sex-instruction which have
+nothing directly to do with health.
+
+Two general terms, "sex-instruction" and "sex-education," are available
+as all-inclusive designations of the desirable instruction concerning
+any aspects of sex. They are quite free from the above objections to
+"sex-hygiene," and it is highly desirable that they should be used in
+all educational discussions where there is no specific reference to the
+problems of health. Sex-hygiene will be used in these lectures only
+when there is some direct reference to health as influenced by the
+sexual functions.
+
+[Sidenote: Social hygiene.]
+
+Social hygiene in its complete sense means the great general movement
+for the improvement of the conditions of life in all lines in which
+there is social ill health or need of social reform; but it is often
+limited to the sexual aspect of the unfortunate and unfavorable
+conditions of life, and it has been proposed to adopt the term "social
+hygiene" as a substitute that avoids the word "sex" in sex-hygiene. For
+this reason it has been incorporated into the names of several
+societies that are interested in sex-hygiene (_e.g._, the American
+Social Hygiene Association). Probably the relation of sex-hygiene to
+the so-called "social evil" has suggested the use of social hygiene in
+its most limited sense. It will be unfortunate if this usage becomes so
+prominent that we think of the health problems of society as chiefly
+sexual, for the larger outlook of Ellis's "Task of Social Hygiene" is
+desirable. Likewise, the phrase "social evil" in the sense of sexual
+evil misleadingly suggests that the only evil of society is the sexual
+one, but this evasive designation is being supplanted by the more
+definite and franker word "prostitution."
+
+It should be noted that "social hygiene" as a substitute for
+"sex-hygiene" is narrower in that it does not include the personal
+problems of health as affected by sexual processes. This is a serious
+omission, for certainly all sex-hygiene taught before the later
+adolescent years should be personal and not social.
+
+[Sidenote: Phases of sex-education.]
+
+The relation of sex-hygiene or social hygiene as a limited phase of
+sex-education is shown by the following outline:
+
+                       { sex-hygiene (personal, | for sexual health
+                       { social)                |
+                       {                        |
+                       { biology (including     | for attitude
+                       { physiology) of         | regarding sex,
+                       { reproduction           | and for important
+                       {                        | scientific facts
+                       {                        |
+In the broadest        { heredity and eugenics  | for sexual conduct
+outlook, sex-education {                        | leading to race
+(or sex-instruction)   {                        | improvement
+includes:              {                        |
+                       { ethics and sociology   | for sexual conduct
+                       { of sex                 |
+                       {                        |
+                       { psychology of sex      | for sexual health
+                       {                        | and conduct
+                       {                        |
+                       { æsthetics of sex       | for attitude
+
+[Sidenote: Sex and reproduction.]
+
+Since the original purpose of sex was perpetuation of plant and animal
+species, and since in the study of biology the idea of sex is
+illustrated and developed by examination of the reproductive processes
+in various types, it has been customary for many writers on
+sex-education to use the terms "sex" and "reproduction" as if they were
+synonymous. This is no longer so in human life; for while reproduction
+is a sexual process, sexual activities and influences are often quite
+unrelated to reproduction. In fact, most of the big problems that have
+made sex-education desirable, if not necessary, are problems of sex
+apart from reproduction. It therefore seems clear that, while studies
+of reproduction are prominent in sex-education, they should be regarded
+as introductory to the problems of sex, especially for young people.
+
+
+§ 2. _The Misunderstanding of Sex_
+
+[Sidenote: Objection to word "sex."]
+
+Some educators have expressed the wish that some one might suggest a
+satisfactory substitute for the terms "sex-hygiene" and
+"sex-education," omitting the word "sex." This word and its companion
+"sexual" are objectionable because they are associated in the minds of
+most people with vulgar interpretation of the physical aspects of the
+beginning of individual life, and much of the opposition to the
+proposed sex-instruction in home and schools is evidently based on the
+feeling that the very word "sex" involves something inherently vulgar.
+
+[Sidenote: Definite words necessary.]
+
+It is probable that many decades will pass before the majority of
+intelligent people cease to feel that the words "sex" and "sexual" have
+had such vulgar associations that they should be kept out of our
+everyday vocabulary, but I can see no hope of developing an improved
+attitude towards the sexual aspect of human life if we continue to
+admit that we are afraid of the necessary words. It seems to me that in
+one decade there has been a great advance in that the scientific
+writers and speakers on problems of sex have been using words which
+definitely and directly express the desired meanings, and have avoided
+the suggestive circumlocutions which characterize many modern realistic
+novels. One who does not already appreciate the serious impressiveness
+of cold scientific language in discussion of sexual problems should
+take one of the indecently suggestive paragraphs from stories in the
+most notoriously vulgar of the fifteen-cent magazines, and translate
+the meaning of the paragraph into direct and definite words. The result
+will be complete loss of the stealthy suggestiveness which has made
+concealed sexuality so dangerously attractive to the type of mind that
+revels in the modern sex-problem novels. We want no such suggestive
+concealment in a scheme of sex-education, for it aims at a purer and
+higher understanding of sex in human life. We must have direct and
+definite and dignified scientific language, and among the necessary
+words none are as essential as "sex" and "sexual." We must use them
+freely if attitude towards sex is to be improved; and their dignified
+and scientific usage will gradually dispel the embarrassment which many
+unfortunate people now experience when these words remind them that the
+perpetuation of life in all its higher forms has been intrusted to the
+coöperation of two kinds, or sexes, of individuals.
+
+Thus viewing the objections which have been raised against the use of
+the word "sex" in the educational movement, I have shifted my first
+stand with the opposition until now I favor the frank and dignified use
+of this and similar words on appropriate occasions. I believe that
+those interested in the search for solutions of the vital problems of
+sex should quietly but systematically work to include the words "sex"
+and "sexual" in the dignified and scientific vocabulary needed by all
+people to express the newer and nobler interpretations of the
+relationships between men and women.
+
+[Sidenote: No "sex" studies.]
+
+Of course, this does not mean that sex, either as a word or as a fact
+of nature, should be over-emphasized with people who are too young to
+appreciate the fundamental facts of life. As already suggested, it is
+not desirable that any parts of the curricula for schools should be
+known to the pupils as "sex" studies; but we need such terms as
+"sex-hygiene" and "sex-instruction" to indicate to teachers and parents
+that certain parts of the education of the children are being directed
+towards a healthy, natural and wholesome relation to sex.
+
+[Sidenote: "Sex" and "love."]
+
+It is absurd to suppose that the free, dignified, and scientific use of
+the word "sex" is going to make people more sensual, more uncontrolled,
+and more immoral. There is much more reason for fearing the free use of
+the word "love," which has both psychical and physical meanings so
+confused that often only the context of sentences enables one to
+determine which meaning is intended. In fact, many writers and speakers
+seek to avoid all possible misunderstanding by using the word
+"affection" for psychical love. Now, in spite of such confusion, and
+the fact that to many people the word "love" in connection with sex
+suggests only gross sensuality, we continue to use it freely and it is
+one of the first words taught to children. Why then do we not hear
+protests against using the word "love"? Simply because we have been
+from childhood accustomed to the word, first in its psychical sense,
+and it is only later that most of us have learned that it has a sensual
+meaning to some people. In short, familiarity with the word "love" in
+its psychical sense has bred in us a contempt for those who mistake the
+physical basis of love for love in its combined physical and psychical
+completeness.
+
+[Sidenote: Meaning of sex.]
+
+To many it is surprising to find that the word "sex" has never been
+used in such degraded connections as has the word "love," and that it
+has not been half so much misunderstood. There is no obvious vulgarity
+in the lexicographer's definitions of the word "sex." It simply means,
+as the science of biology points out so clearly, that the perpetuation
+of human life, and of most other species of life, has been intrusted to
+pairs of individuals which are of the two kinds commonly called the
+sexes, male and female. Why nature determined that each new life in the
+vast majority of species should develop from two other lives has long
+been a biological puzzle, and most satisfactory of the answers given is
+that bi-parental origin of new individuals allows for new combinations
+of heritable qualities from two lines of descent. However, such a
+biological explanation of the relation of the two sexes to double
+parentage is of relatively little practical significance in present-day
+human life when compared with the fact that out of the necessity for
+life's perpetuation by two coöperating individuals there has grown
+psychical or spiritual love with all its splendid possibilities that
+are evident in ideal family life. Moreover, the influence of sex in
+human life has extended far beyond the family (that is, that group of
+individuals who stand related to one another as husband, wife, parents,
+and children), for it is a careless observer indeed who does not note
+in our daily life many social and psychical relationships of men and
+women who have no mutual interests relating to the biological processes
+of race perpetuation. Of course, the psychologist recognizes that far
+back of the platonic contact of the sexes on social and intellectual
+lines is the suppressed and primal instinct that provides physical
+unions for race perpetuation. However, this is of no practical
+interest, for, as a matter of fact, the primal instincts are quite
+subconscious in the usual social relations between the sexes.
+
+[Sidenote: The larger view of sex.]
+
+There is grandeur in this view of sex as originally a provision for
+perpetuation of life by two coöperating individuals, later becoming the
+basis of conjugal affection of the two individuals for each other and
+of their parental affection for their offspring, and finally leading to
+social and intellectual comradeship of men and women meeting on terms
+which are practically free from the original and biological meaning of
+sex.
+
+Instead, then, of trying to keep sex, both word and fact, in the
+background of the new educational movement, I believe it is best to
+work definitely for a better understanding of the part which sex plays
+in human life, as outlined in the preceding paragraph. Hence, in these
+lectures I shall never go aside in order to avoid either the word or
+the idea of sex; on the contrary, I shall attempt to direct the
+discussion so as to emphasize the larger and very modern view of the
+relationship of sex and human life.
+
+[Sidenote: The many-sided bearings of sex.]
+
+In this first lecture I want to make it clear that the rôle of sex in
+human life is vastly greater than that directly involved in sexual
+activity. I shall in several lectures touch the big problems from the
+standpoint of the sexual instincts as these play an important part in
+social, psychical, and æsthetic life even if they are rarely exercised,
+physiologically, or if, as in millions of individuals, they never come
+to mean more than possibilities of sexual activity for which
+opportunities in marriage do not come. I am especially anxious to avoid
+the narrow viewpoint of numerous writers on sex-hygiene who seem to
+overlook the fact that sexual functioning is only a prominent incident
+in the cycle of sexual influences in the lives of most people. Human
+life, and especially marriage, should no longer be regarded from the
+mere biological point of view as for the sole purpose of reproductive
+activity. It is a far more uplifting view that the conscious or
+unconscious existence of the sexual instincts, with or without
+occasional activity, affords the fundamental physical basis for states
+of mind that may profoundly affect the whole course of life in every
+normal man and woman.
+
+Supplementary to this section on the "Misunderstanding of Sex," I
+suggest the reading of Chapters I-VI of "Sex" by Geddes and Thomson,
+the "Problems of Sex" by the same authors, and Chapter VI in "The
+Wonder of Life" by Thomson.
+
+
+§ 3. _The Need of Sex-Instruction_
+
+[Sidenote: The old silence and the new enlightenment.]
+
+The time-honored policy has been one of silence and mystery concerning
+all things sexual. Everything in that line has long been considered
+impure and degraded and, therefore, the less said and the less known,
+the better, especially for young people. Such has been the almost
+universal attitude of parents until within the present century, when
+many have awakened to the fact that the policy of silence has been a
+gigantic failure, because it has not preserved purity and innocence and
+because it has allowed grave evils, both hygienic and moral, to develop
+under the cloak of secrecy.
+
+[Sidenote: Children will not remain ignorant.]
+
+"I don't believe in teaching my boys and girls any facts concerning
+sex. I prefer to keep them innocent until they have grown up." In these
+decisive words a prominent woman closed a statement of her firm
+conviction that the world-wide movement for the sex-instruction of
+young people is a stupendous mistake. Poor deluded mother! How does she
+expect to keep her children ignorant of the world of life around them?
+Is she planning to transplant them to a deserted island where they may
+grow up innocently? Or is she going to keep the children in some
+cloister within whose walls there will be immunity from the
+contamination of the great busy world outside? Or is she going to have
+them guarded like crown princes, and if so, where are absolutely safe
+guards to be found? Such are the questions which rush into the minds of
+those who have studied the problem of keeping children ignorant of the
+most significant facts of life. It is usually an easy matter to protect
+children against smallpox and typhoid and some other diseases, but no
+parent or educator has yet found out how we may be sure to keep real
+live children ignorant of sex knowledge. They seem to absorb such
+forbidden facts as naturally and as freely as the air they breathe.
+Ask any large group of representative men--ministers, or doctors, or
+teachers, or men of business, or the world's toilers--whether any of
+them knew the essential facts of sexual life before they were twelve
+years of age, and ninety-seven in every hundred will answer quickly in
+the affirmative. Ask any large group of women, excepting those whose
+girlhood has been guarded with exceptional care, and the overwhelming
+majority will acknowledge that they knew the essential facts before
+they were fifteen years old. Once more, ask these same men and women
+whether their early knowledge of sex came from pure and reliable
+sources or from vulgar playmates and depraved servants; and with rare
+exceptions it is found that vulgarity made the strongest impression in
+the first lessons concerning the great facts of life. Such being the
+truth, it is nonsense for parents to sit in complacency because they
+feel sure that their children are safely protected against any vulgar
+first lessons concerning sex; for no one can know that children are
+safely guarded from others who may corrupt their innocent minds. As an
+illustration, a few years ago the mothers of a group of little girls in
+one of the best-managed private schools felt that with careful
+supervision both in school and home there was no danger of forbidden
+knowledge reaching the children. But one day a new pupil innocently
+exhibited to her mother a miniature notebook with unprintable notes on
+sexual topics. The resulting investigation revealed a secret club
+organized by the pupils for the purpose of passing to each member
+through notebooks all newly acquired information, which had a peculiar
+value because it must be kept secret from teachers and parents. That
+club had been in existence during two school years. This is only a
+sample case of many which have proved that if children are allowed the
+freedom that developing individuality demands, their mothers must not
+feel too sure that their darlings are protected against knowledge of
+life, and perhaps of life in its most degraded aspects.
+
+[Sidenote: The vital question for parents.]
+
+Here, then, is the fact that every parent should ponder seriously:
+Normal children are almost certain to get sexual information not later
+than the early adolescent years, and usually from unreliable and vulgar
+sources. It is, therefore, not a question whether children of school
+ages should be taught the important facts of sex, but whether parents
+and trained teachers rather than playmates and other unreliable persons
+should be the instructors. Which will parents choose for their own
+children? Thousands of intelligent parents have already faced this
+question, and have decided that their children shall have early
+sex-instruction in home or school or both in order that there will be
+little danger of vulgar impressions taking a deep hold on child minds.
+
+Granted, then, that children should be given some reliable instruction
+concerning things sexual, who should be the teacher, what should be
+taught, and when should the instruction be given? These are the
+fundamental questions now being considered by the parents and educators
+who have accepted sex-education as necessary. Upon the final answers to
+such questions the decision of many parents will depend. I shall
+attempt to answer them in later lectures.
+
+[Sidenote: Sex mystery has prevented progress.]
+
+The policy of maintaining mystery and secrecy concerning sex has failed
+with adults even more sadly than with children. Health and morals have
+suffered incalculable injury. The sexual evils of our time are not as
+bad as were those of the ancient civilizations, but we have little
+reason to be proud of the slight progress made. But why should we
+expect the human to make progress when sexual problems have been kept
+in darkness? The wonder is that, with the prevailing dark outlook on
+sexual life throughout the past nineteen centuries, the world has not
+developed more sexual vice. Innate animalistic appetites have tended to
+lead downward, and surely the policy of silence has offered no
+counteracting influence towards higher living. While religion and
+ethics, by means of certain rules of conduct, have maintained certain
+sexual standards, they have not kept vast numbers of humans from
+falling far below those standards into utter degradation. The modern
+teachers of religion and ethics have prevented general sexual
+degradation, but they have failed to give human sexuality any decided
+uplift. The reason for this failure is the policy of mystery and
+silence. The teachers of religion and ethics have preferred to let
+general and more or less abstruse rules govern conduct in sexual lines.
+Until recent years there have been few sermons in which common sexual
+problems have been presented so that the preacher's meaning has been
+clear to all. On the contrary, there has been universal mystery and
+evasion concerning the greatest facts of life.
+
+[Sidenote: Sexual instincts offer no guidance.]
+
+Many people have justified the mystery thrown around sexual processes
+on the theory that the reproductive instincts of mature people are
+sufficient guides for conduct. This involves a misunderstanding of
+sexual instincts of the higher mammals which are often unscientifically
+cited as models for human imitation. In these animals sexual union is
+instinctively determined, because normally the sexual hunger or
+excitement of both sexes is stimulated and controlled by the
+physiological condition of the female at the times favorable for
+fertilization (_i.e._, at the oestrual periods). For example, a pair of
+dogs living in close companionship show signs of mutual sexual desires
+only for a few days at the semi-annual oestrual or fertile periods of
+the female. It occasionally happens that the males of various wild and
+domesticated mammals exhibit signs of automatic sexual excitement
+(_i.e._, not caused by the stimulus arising from the physiological
+condition of the female); but in such cases of male excitement outside
+of the mating or oestrual periods, the normal females invariably offer
+instinctive opposition to attempted union by abnormally or
+automatically excited males. Thus, directly and indirectly, there is
+instinctive control and limitation of sexual union among the animals
+that are most closely related to the human race.
+
+It is biologically possible that similar conditions may have existed in
+the earliest human life, but that is pure speculation and has no
+bearing on the practical problems of sex in human life to-day. The fact
+is that the simple physiological stimuli which produce sexual
+excitement in both sexes of animals have practically no influence in
+determining human sexual union. On the contrary, memory associations
+consciously connected with the opposite sex, especially those
+associations that are centered in affection, may at any time in the
+normal individual of either human sex afford the basis for a chain of
+mental states leading to sexual excitement and union. There is not, as
+in the animals, instinctive dependence on the physiological conditions
+that are favorable for fertilization. In fact, spontaneous
+physiological demands play in civilized human life a minor part in
+initiating sexual excitement. The reason why some humans seem to have
+unusual sexual intensity is not so much a matter of exceptionally
+strong sexuality as of susceptibility to the numerous sexual stimuli
+with which modern life abounds. For this reason, a man who has formed
+lewd memory associations is more susceptible to sexual stimulations,
+_e.g._, by obscene pictures, vulgar words, unusual dress or actions of
+women, close physical association as in dancing, and certain forms of
+music. It is not at all uncommon that individuals who are
+hyper-sensitive to sexually suggestive stimuli are really functionally
+weak.
+
+[Sidenote: Intelligent control only.]
+
+It follows from the facts outlined above that instinctive control of
+sexual actions applies to animals but not to human life. On the
+contrary, human control must be on the basis of intelligent choice.
+This means the greatest task of human life, for it requires voluntary
+control of instinctive demands which are intensified by numerous
+stimuli or temptations that are exclusively human. No wonder that
+natural sex hunger left uncontrolled leads human beings to excesses and
+degradation that no species of animals with their guiding instincts
+could possibly reach.
+
+[Sidenote: Individual responsibility.]
+
+The absence from human life of any instinctive control of sexual
+actions leaves a great responsibility on each individual whose natural
+desires lead impulsively and insistently towards sexual union and must
+be restrained, controlled, and directed by voluntary choice. In short,
+all individuals who are intelligent beings are personally responsible
+for voluntary control of their sexual desires with reference to the
+ethical, social, and eugenic interests and rights of all other
+individuals now and in the future.
+
+[Sidenote: Sexual knowledge necessary.]
+
+With such an understanding of instincts in relation to human sexual
+actions, we cannot wonder that the old policy of mystery has failed so
+completely. Since human beings are left to control the most powerful
+appetite by intelligence, it is evident that a policy based on silence,
+ignorance, and mystery must fail. The only safe and sure road to the
+needed control of sexual actions is to be found in knowledge, and the
+widespread recognition of this fact has led to the new movement for
+general enlightenment regarding sexual processes in their various
+relations to human life.
+
+[Sidenote: Education as a solution of sex problems.]
+
+It is not surprising that we have turned to seek an educational
+solution for the problems of sex. Education has become the modern
+panacea for many of our ills--hygienic, industrial, political, and
+social. We have found people losing health for various reasons and we
+have proposed hygienic instruction as a prophylactic. We have analyzed
+many problems of the industries, and now we are beginning to seek their
+solution in industrial education. We have noted that numerous social
+and political misunderstandings check progress of individuals and
+nations, and we are coming to think the pathway upwards is to be found
+in better knowledge of social and political science. And, in like
+manner, in every phase of this modern life of ours we are looking to
+knowledge as the key to all significant problems. It is truly the age
+of education, not simply the education offered in schools and colleges,
+but education in the larger sense, including the learning of useful
+knowledge from all sources whatsoever.
+
+With such unbounded confidence in the all-sufficiency of education, it
+is most natural that we should turn to it in these times when we have
+come to realize the existence of amazing sexual problems caused either
+by ignorant misuse, or by deliberate abuse, of the sexual functions
+which biologically are intrusted with the perpetuation of human life
+and which psychologically are the source of human affection in its
+supreme forms. If education is to solve the civic, hygienic, and
+industrial problems of to-day and to-morrow, why should it not also
+help with the age-old sexual evils? So reasoning, we have naturally
+turned to education as one, but not the only, method of attack on the
+sexual problems which have degraded and devitalized human life of all
+past times, but which somehow have kept out of the limelight of
+publicity until our own times.
+
+
+§ 4. _The Scope of Sex-education_
+
+[Sidenote: Sex-education is not primarily for schools.]
+
+It is well to make clear in this first lecture that no one proposes to
+limit sex-instruction to schools and colleges. We may safely leave
+mathematics and writing and even reading to schools, but sex-education
+will fail unless the schools can get the coöperation of the homes, the
+churches, the Y.M.C.A., the Y.W.C.A., the W.C.T.U., the Boy Scouts, the
+Camp Fire Girls, and other organizations which aim to reach young
+people socially, religiously, and ethically. The part which these have
+already taken in the sex-education movement is in the aggregate far
+more important than what the schools have been able to accomplish.
+Sex-education, then, should be understood as including all serious
+instruction--no matter where or when or by whom given--which aims to
+help young people face the problems that normal sexual processes bring
+to every life.
+
+[Sidenote: Sex-instruction impossible in most homes.]
+
+In a later lecture I shall urge the importance of beginning
+sex-instruction in the home. There are some parents who wish that it
+were possible not only to begin but also to end it there, for they fear
+that public instruction will lead to a weakening of a certain sense of
+reserve and privacy that has long been considered sacred to the best
+family life. Perhaps this has some truth, but we must remember that
+only in rare homes are there such ideal relationships of parents to
+each other and to their offspring that matters of sex are sacred to the
+family circle. The fact which parents and educators must face is that
+there are now relatively few homes in which there is one parent able to
+begin the elementary instruction of young children; and, therefore, as
+a practical matter for the best interests of the vast majority of young
+people, we must consider ways and means for instruction outside of most
+homes. This need not interfere in the least with the parents who are
+able and willing to give sex-instruction to the children, for the home
+instruction will naturally anticipate that which the schools must give
+for the pupils who are not properly instructed at home. It seems to me
+to be a situation like that of children learning to read at home and
+later continuing reading at school. Sex-instruction begun at home will
+form the child's attitude and give him some elementary information, and
+later he may profitably learn more in the same lines in the class work
+of school, especially in connection with science instruction for which
+few homes have facilities. Moreover, it is quite possible that one
+instructed at home in childhood may gain from later school instruction
+something of great social value, for we must remember that the problems
+of sex which most demand attention are not individual, but social.
+Hence, it may be worth while for the home-instructed individual to
+learn through class instruction that people outside the home look
+seriously upon knowledge concerning sexual processes, and that every
+individual's life must be adjusted to other lives, that is, to society.
+
+Summarizing, it appears that however desirable home instruction
+regarding sex may be, the majority of parents are not able and willing
+to undertake the work, and so the public educational system and
+organizations for social and religious work should provide a scheme of
+instruction which will make sure that all young people will have an
+opportunity to get the most helpful information for the guidance of
+their lives.
+
+[Sidenote: Caution in school instruction.]
+
+[Sidenote: Parents' co-operation.]
+
+In order to gain the serious attention of those who believe themselves
+unalterably opposed to school instruction regarding things sexual, I
+anticipate a later discussion and mention in this connection that
+there must be great caution in all attempts at school teaching that
+directly touches human sexual life. It would be a dangerous experiment
+to introduce sex-instruction into all schools by sudden legislation.
+There must be specially trained teachers of selected personality and
+tact. No existing high school has enough such teachers, and in the
+grammar schools where the pupils are at the age when proper instruction
+would influence them most, the problem of general class instruction is
+absolutely unsolved. Only here and there in schools below the high
+school has a teacher or principal of rare quality made satisfactory
+experimental teaching. So uncertain are we at present regarding how we
+should approach the problem of teaching grammar-school children that
+the only safe advice for general use is that teachers, or preferably
+principals, should begin with parents' conferences led by one who is a
+conservative expert on sex-instruction. Were I principal of a school
+with pupils from, say, two hundred and fifty homes, I should begin at
+once to organize conferences designed to awaken the parents to the need
+of sex-instruction for their children, and to the importance of making
+at least a beginning in the homes. I should expect, according to the
+experience of others, that of the five hundred parents, two hundred
+mothers and fifty fathers would take an interest in the conferences,
+and that at least one hundred fathers too busy for meetings would
+approve heartily after hearing reports from their wives. Thus, I
+should try to reach the majority of homes represented in my school. I
+should be in no hurry to introduce class instruction--I mean
+instruction related directly to human life; but, of course, I should
+encourage my teachers to emphasize the life-histories of animals and
+plants in the nature-study, and so lay in the pupils' minds a firm
+foundation for later connection between human life and all life. At the
+same time, I should keep my teachers on the lookout for individual
+pupils or groups that might need special attention and, if such be
+found, I should seek the coöperation of their parents. And finally,
+after a year or two of co-working with parents, I should hope to get
+permission for special talks based on nature-study and hygiene. These
+talks should first be given to limited groups of pupils, preferably in
+the presence of some parents who are interested and who have given
+their children some home instruction. Working along such conservative
+lines, I believe a tactful principal of a grammar school might succeed
+in developing much of the needed instruction for pre-adolescent pupils.
+
+[Sidenote: Instruction in high schools.]
+
+With regard to high-school pupils, we should remember that nine-tenths
+of the desirable information is already included in the biology of our
+best high schools. The remaining tenth is that which connects all life
+with human life; and this requires tact and exceptional skill. However,
+the high schools no longer offer an insoluble problem, for many
+teachers have succeeded in giving the desirable instruction to the
+satisfaction of critical principals and parents.
+
+[Sidenote: Sex-education from early childhood to maturity.]
+
+There is a widespread impression that sex-instruction should begin with
+the approach of adolescence and soon be completed. This idea is often
+expressed by parents and even by prominent educators who say that the
+father or teacher ought "to take the boy of thirteen aside and tell him
+some things he ought to know." Still others have the same point of view
+when they advocate that a physician should be called for a lecture to
+high-school boys. In fact, most people who have not seriously studied
+the problems of sex-education seem to believe that one concentrated
+dose of sex-instruction in adolescent years is sufficient guidance for
+young people.
+
+Such limited personal instruction might suffice if sex-education were
+limited to sex-hygiene. A few hygienic commands in pre-adolescent years
+and one impressive talk in early puberty might teach the boy or girl
+how not to interfere with health; but it is improbable that such brief
+instruction will make a permanent impression which will insure hygienic
+practice of the precepts laid down. If we hold that sex-hygiene is
+important, then it must be drilled into the learner from several points
+of view. An isolated lesson on any topic of general hygiene is of very
+doubtful efficiency.
+
+[Sidenote: Brief instruction does not fix attitude.]
+
+The most important reason why sex-instruction should not be
+concentrated in a short period of youth is that it is impossible to
+exert the most desirable influence upon health, attitude, and morals
+except by instruction beginning in early childhood and graded for each
+period of life up to maturity. Most young people who in early
+adolescence receive their first lessons from parents and teachers have
+already had their attitude formed by their playmates. Even their morals
+may become corrupted and their health irreparably injured several years
+before puberty. The only sure pathway to health, attitude, and morals
+is in beginning with young children and instructing them as gradually
+as the problems of sex come forward.
+
+[Sidenote: Sex-instruction after youth.]
+
+The greatest possible good of sex-education will not be secured if it
+stops with early adolescent years. There are many problems of sex in
+relation to society, particularly in relation to monogamic marriage,
+that young people should be led to consider in the late teens and early
+twenties. Our sex-education system will not be completely organized
+until we find ways and means for carrying the instruction by lectures,
+conferences, and books beyond the years commonly occupied by
+public-school education. Colleges and other higher educational
+institutions may contribute somewhat to this advanced sex-instruction;
+but obviously the great majority of maturing young people cannot be
+reached personally except by instruction arranged in churches, the
+Y.M.C.A., and the Y.W.C.A., evening schools, and other such
+institutions. In many respects this proposed instruction for maturing
+young people is of very great importance and deserves encouragement
+such as has not yet been given by those who have written and lectured
+in favor of a movement for sex-education of young people.
+
+[Sidenote: The larger sex-education.]
+
+In conclusion of this introductory lecture, let me say that I have
+tried to suggest in a general survey that sex-education in its largest
+outlook touches great problems of life in very many ways. I have also
+tried to convince that it is far more than merely a school subject,
+limited entirely to a curriculum extended over a few years. This is the
+common misunderstanding arising from the familiar use of the word
+"education." As opposed to this narrow conception, I understand
+sex-education, the larger sex-education, to be a collective term
+designating all organized effort, both in and out of schools, toward
+instructing and influencing young people with regard to the problems of
+sex. Here we have returned to the central thought of the definition
+with which this lecture opened, and which I emphasize because it is the
+foundation of all future lectures: The larger sex-education includes
+all scientific, ethical, social, and religious instruction and
+influence which in any way may help young people prepare to meet the
+problems of life in relation to sex.
+
+
+
+
+II
+
+THE PROBLEMS FOR SEX-EDUCATION
+
+
+§ 5. _Sex Problems and the Need of Special Knowledge_
+
+[Sidenote: Arguments for sex-education.]
+
+In these lectures I shall discuss the great sex problems towards the
+solution of which knowledge conveyed by special education may help.
+These problems offer reasons or arguments in favor of sex-education,
+and I shall attempt to present them from this point of view. I shall at
+the same time point out in preliminary outline how organized
+instruction may apply more or less directly to the sex problems that
+seem to show the need of educational attack, but in later lectures the
+organization of instruction will be considered more specifically.
+
+[Sidenote: Propagandism needed.]
+
+In reviewing the literature that during the past decade has advocated
+sex-education, it has seemed to me that there is left little
+possibility of any decidedly new and important contribution to the
+arguments favoring such instruction, for the whole case has been
+splendidly presented by eminent writers in the fields of medicine,
+biology, sociology, and ethics. It now appears that the great majority
+of educators, scientists, and intelligent citizens in general have
+accepted the arguments for sex-instruction, so far as they have been
+informed concerning the meaning and need of the movement; and this
+leads me to the belief that in the future we need not new arguments but
+frequent restatements of the established facts which indicate the
+importance of widespread knowledge regarding the function that is
+inseparably connected with the perpetuation of life. In short, we now
+need a propagandism for extending the sex-education movement among the
+masses of people.
+
+For those who have already accepted sex-education, a survey of the
+facts that created a demand for sex-instruction will give a clearer
+outlook on the movement. The rapid increase of interest in
+sex-education has been the result of widespread dissemination of
+convincing facts concerning some common disharmonies that grow out of
+the sexual problems of the human race. These facts which have led to
+sex-education should be kept in mind by all who wish to understand or
+to play a part in the instruction of young people.
+
+It is quite unnecessary, and still more undesirable, to recite at
+length in these lectures the social, medical, and psycho-pathological
+facts concerning abnormal or perverted sexual processes. Fortunately,
+the educational ends may be gained by a general review that points out
+the bearings of the main lines of the sexual problems, the
+misunderstandings and mistakes that education may help prevent and
+correct.
+
+[Sidenote: Parents should know reasons for sex-instruction.]
+
+It is important that the general public, especially the parents, should
+understand the reasons which have induced numerous physicians,
+ministers, and educators to become active advocates of systematic
+sex-instruction for young people. Although the movement has made
+extensive progress in the ten years of propagandic work, is probably
+true that the majority of even intelligent parents are not yet
+convinced that their children need sex-instruction. This is due largely
+to the fact that the parents have not yet been shown the reasons why it
+is now, and always has been, unsafe to allow children to gain more or
+less sexual information from unreliable and vulgar sources. In fact, it
+is surprising to find many parents, especially mothers, who seem unable
+to grasp the idea that their "protected" children can possibly get
+impure information.
+
+There are other parents who know that their children are almost sure to
+get vulgar information regarding sexual matters, and that some young
+people are likely to make sexual mistakes; but they calmly look upon
+such things as part of the established order of the world.
+
+Still another type of parents who should know the reasons for
+sex-instruction are those who accept the traditional idea that their
+daughters must be kept "protected" and "innocent" while their sons are
+free to sow a large field of "wild oats," concerning which society in
+general, and such parents in particular, will care little as long as
+social diseases, bastardy suits, or chronic alcoholism do not result
+from the dissipations. These are the fathers and mothers who need the
+most enlightenment concerning the importance of such sex-instruction as
+will make clear the far-reaching consequences of "wild oat sowing."
+Perhaps most such parents are ignorant, but some are simply
+thoughtless. As an illustration of the latter, the editor of a
+well-known magazine was recently talking with a prominent author and
+made some reference to the immoral habits of young men. Their
+conversation was essentially as follows: The author remarked, "I assume
+that my boys will be boys and will have their fling before they settle
+down and marry." The editor quickly replied, "Yes, and I presume that
+you expect your boys to sow their wild oats with my daughters, and that
+in return you will expect my sons to dissipate with your daughters. At
+any rate, you have damnable designs on somebody's daughters." This put
+on the wild-oat proposition a light which was apparently new to the
+literary man, for he replied, "That is a phase of the young man's
+problem which never occurred to me. It does sound startling when stated
+in that personal way."
+
+All these classes of parents who have not yet learned the facts which
+point to ignorance as the cause of the abundant sexual errors of young
+people and those who do not understand that sexual promiscuity or
+immorality is an error of gravest significance both to the individual
+and to society, should have set before them time and again some of the
+startling facts which in the first five years of the American
+sex-education movement were promulgated among physicians, ministers,
+and educators. All such ignorant or indifferent parents will not take
+an interest in the proposed sex-instruction unless they are convinced
+by frank and forcible statements regarding the great need of special
+safeguarding of young people.
+
+[Sidenote: Special associations needed.]
+
+Since there are so many people who still need the most elementary
+knowledge concerning the sexual problems that demand educational
+attack, it is important that there should be local associations which
+can manage lectures, publications, conferences, and other means of
+informing the public as to the gravity of the sexual problems of our
+times, and as to the part which sex-instruction may play in the attempt
+at finding a solution. Such work is now being done splendidly by the
+societies named in § 51. The magnitude of the problem of reaching the
+public is such that there is abundant work for numerous branches of
+such societies or for local groups willing to take a part in the needed
+work. As suggested elsewhere, the success of the movement for
+sex-instruction of children of school ages will depend largely upon the
+attitude and coöperation of parents; and hence it is important that
+parents should be led to understand the reasons or arguments for
+sex-instruction. In other words, they should know the problems that
+indicate the importance of enlightening the rising generation
+concerning the great facts of sex and life.
+
+[Sidenote: Books for parents.]
+
+Among the numerous publications that seem to me adapted for convincing
+parents that their children need instruction, I commonly mention the
+following: Lowry's "False Modesty" and "Teaching Sex Hygiene," Howard's
+"Start your Child Right," Wile's "Sex Education," Galloway's "Biology
+of Sex," March's "Towards Racial Health," Lyttleton's "Training of the
+Young in Laws of Sex," and pamphlets by Dr. Prince Morrow. See also
+pages 241-243.
+
+[Sidenote: Knowledge needed concerning eight sex problems.]
+
+There are eight important sex problems of our times that offer reasons
+or arguments for sex-instruction, because ignorance plays a large part
+in each problem. I shall state them briefly here and discuss each in
+succeeding lectures: (1) Many people, especially in youth, need
+hygienic knowledge concerning sexual processes as they affect personal
+health. (2) There is an alarming amount of the dangerous social
+diseases which are distributed chiefly by the sexual promiscuity or
+immorality of many men. (3) The uncontrolled sexual passions of men
+have led to enormous development of organized and commercialized
+prostitution. (4) There are living to-day tens of thousands of
+unmarried mothers and illegitimate children, the result of the common
+sexual irresponsibility of men and the ignorance of women. (5) There is
+need of more general following of a definite moral standard regarding
+sexual relationships. (6) There is a prevailing unwholesome attitude of
+mind concerning all sexual processes. (7) There is very general
+misunderstanding of sexual life as related to healthy and happy
+marriage. (8) There is need of eugenic responsibility for sexual
+actions that concern future generations.
+
+Here are the eight sexual problems of our times. Any one of them has
+significance great enough to demand the attention of educators and
+social reformers. One and all they point to the need of better
+understanding regarding the sexual functions and their relation to
+life. I shall now turn to outline the main facts concerning each of
+these sexual problems so far as it seems likely that they will concern
+educators and social workers. For convenience I shall use the following
+brief headings: (1) Personal sex-hygiene, (2) social diseases, (3)
+social evil, (4) illegitimacy, (5) sexual morality, (6) sexual
+vulgarity, (7) sexual problems and marriage, (8) eugenics.
+
+[Sidenote: Historical order.]
+
+These sexual problems toward whose solution special instruction of
+young people may help are stated here in the order in which they have
+attracted attention as reasons for sex-education. Thus, for instance,
+personal sex-hygiene was the chief reason recognized twenty years ago;
+social diseases began to attract public attention ten years ago;
+commercial prostitution has been especially prominent in the
+discussions of the past five years; and only recently has there been
+emphasis on sex-education with reference to eugenics.
+
+The historical order which I follow in this lecture is not now the
+order of greatest importance. For example, sexual morality (5) and
+vulgarity (6) are probably of far greater significance than any of the
+other sexual problems that offer arguments for sex-education.
+
+[Sidenote: Not all sex problems concern youth.]
+
+To avoid possible misunderstanding, let me repeat from the first
+lecture the proposition that sex-education should extend in home and
+school from childhood to maturity. It follows that these lectures
+concerning the problems of sex that seriously affect the human race are
+not all applicable as arguments for instruction in schools or for
+children of school age. Some of the problems of sex point to the need
+of special instruction in pre-adolescent or in adolescent years, but
+some of them concern directly only those who are approaching maturity.
+
+
+§ 6. _First Problem for Sex-instruction: Personal Sex-hygiene_
+
+[Sidenote: Personal and social hygiene.]
+
+It is convenient to group under personal sex-hygiene all hygienic
+knowledge concerning sexual processes in their personal as
+distinguished from their social aspects. The distinction between these
+two aspects of sex-hygiene is essentially on the same basis as that
+between personal and public hygiene. For example, indigestion and
+overwork are matters of personal hygiene, while tuberculosis and
+typhoid are problems of public hygiene because the individual case
+leads through infection to disease of others. Similarly, such
+individual disorders as masturbation and deranged menstruation concern
+personal health directly, while venereal diseases are clearly included
+in social sex-hygiene.
+
+[Sidenote: Personal sex-hygiene needed.]
+
+If there were no other reasons for sex-instruction, I believe that it
+would be worth while to teach such hygienic knowledge of self and sex
+as would guard young people against harmful habits and unhealthful care
+of their sexual mechanisms; and which, moreover, would guide them
+across the threshold of adolescence with some helpful understanding of
+the significance of the metamorphosis. Many men and women suffer from
+injured, if not ruined, health because they did not know, especially
+between ten and fourteen years, the laws of personal sex-hygiene, which
+concern health in ways not involving sexual relationship. Many boys and
+some girls are injured both physically and mentally by the habit of
+masturbation. Numerous girls are injured physically and many mentally
+because they have not learned in advance the nature and hygiene of
+menstruation. Many boys are injured both in mind and character because
+they have no scientific guidance which helps them understand themselves
+during the stormy transition from youth into manhood. Moreover, there
+are certain simple hygienic commands that children under twelve should
+receive from parents and teachers. In all these lines the bearings of
+personal hygienic instruction are so obvious that we need not at this
+time stop to consider in more detail this first reason or problem for
+sex-instruction of young people.
+
+
+§ 7. _Second Problem for Sex-instruction: Social Diseases_
+
+[Sidenote: Recent publicity regarding vice and disease.]
+
+During the past decade the general public has received some astounding
+revelations concerning the enormous extent of illicit sexual
+promiscuity, which is immorality according to our commonly accepted
+code of morals. Along with the evidence as to the existence of
+widespread promiscuity, has come the still more alarming information
+from the medical profession that sexual promiscuity commonly
+distributes the germs of the two highly infectious and exceedingly
+destructive diseases, syphilis and gonorrhea, known in medical science
+as venereal or social. When these are acquired by individuals guilty of
+sexual promiscuity, they seriously and often fatally affect the victim;
+but of far greater social-hygienic importance is the medical evidence
+that they are very often transmitted to persons innocent of any
+transgression of the moral law, especially to wives and children.
+
+The medical revelations concerning the relation of sexual immorality to
+the plague of social diseases, has come from certain eminent
+physicians, notably the late Dr. Prince A. Morrow. His translation of
+Fournier's "Syphilis and Marriage" (1881), his own "Social Diseases and
+Marriage" (1904), and several of his pamphlets published by the
+American Society of Sanitary and Moral Prophylaxis, have been
+authoritative statements of conditions as the medical world sees them.
+
+[Sidenote: Social diseases and immorality.]
+
+The extent of social diseases is a fairly accurate measure of the
+minimum amount of immorality, for nothing is better established in
+medical science than that promiscuity in sexual relations is directly
+or indirectly responsible for spread of the microörganisms which cause
+the diseases. If for several generations all men and women limited
+their sexual relations to monogamic marriage, and the relatively rare
+cases of non-sexual and prenatal infection were treated so as to render
+them non-contagious, the social diseases would probably disappear from
+the human family. Such a statement is significant only in showing the
+relation of social diseases to sexual promiscuity, for of course, there
+is no reasonable hope that the venereal germs will ever be annihilated
+by universal monogamy.
+
+[Sidenote: Attack by education and sanitation.]
+
+Reduction of the amount of venereal disease must depend upon (1)
+hygienic and moral education which will lead people to avoid the
+sources of infection and (2) sanitary and medical science which works
+either by applying antiseptic or other prophylactic methods for
+preventing development of the causative microörganisms, or by using
+germicides for destroying those germs which have already produced
+disease. Thus the educational and the sanitary attack on the social
+diseases lie parallel. Both are needed, for, even with all the possible
+methods of attack, the progress against these diseases will be
+exceedingly slow.
+
+Those who are interested in the facts relating to social diseases which
+point to the need of sex-education as one method of prevention, are
+referred to the pamphlets published by the American Society of Sanitary
+and Moral Prophylaxis; Morrow's "Social Diseases and Marriage";
+Creighton's "The Social Disease and How to Fight It"; Dock's "Hygiene
+and Morality"; Henderson's "Education with Reference to Sex"; and
+certain chapters in Warbasse's "Medical Sociology."
+
+[Sidenote: Estimated amount of disease.]
+
+With regard to the accuracy of the commonly quoted statements
+concerning the prevalence of social disease, and therefore of
+immorality, it must be said in all fairness that there has been much
+guesswork and some deliberate exaggeration. We learn from various books
+and lectures that fifty, sixty-five, seventy-five and even ninety per
+cent of the men in the United States over eighteen years of age are at
+some time infected with at least one of the social diseases. The fact
+is that there is no scientific way of getting accurate statistics, for
+unlike other contagious diseases, the venereal ones are kept more or
+less secret, and numerous cases cannot be discovered by health
+officers. All the published figures regarding the prevalence of such
+diseases are merely estimates based upon the experience of certain
+physicians with special groups of men, especially in hospitals. There
+is no reliable scientific evidence as to the prevalence of venereal
+disease in the whole mass of our American population.
+
+[Sidenote: Education not concerned with percentages.]
+
+However, so far as education is concerned, there is nothing to be
+gained by dispute as to the possible inaccuracy of the higher
+percentages,[1] for it is generally admitted that probably over fifty
+per cent of the men in America and Europe become infected with
+gonorrhea or syphilis, or both, one or more times during their lives,
+especially in early manhood. This conservative estimate is sufficient
+to show that the sexual morals of probably the majority of men are at
+some time in their lives loose. There is reason to believe that with
+most such men the period of moral laxity is in early manhood before
+marriage, which, though not excusable, is explainable on physiological
+grounds. It is important to correct the wrong impression which is now
+widespread, especially among women who have read the more or less
+sensational statements in certain books and magazines, that the quoted
+figures on social disease mean that from fifty to ninety per cent of
+all men are immoral from time to time for many years. If that were
+true, the situation represented by the highest estimates would be
+hopeless, and we might as well start out to adjust society to a system
+of recognized sexual promiscuity. Fortunately, it is far from true, for
+a great many men included in even the conservative statistics of
+social disease were infected because they strayed from the moral path
+very few times and in many cases only once. This fact makes the outlook
+for improved sexual morals and health more hopeful, for probably the
+majority of young men need help in controlling themselves for a few
+years only, especially between eighteen and twenty-five.[2]
+
+[Sidenote: Established facts.]
+
+The reports of medical men regarding the damage done by the social
+diseases are inaccurate chiefly when they attempt to state percentages
+of the whole population. They are reliable when they state observed
+facts, such as the following: It is now established in medical science
+that (1) gonorrheal infection results in tens of thousands of cases in
+complications, such as heart disease, gonorrheal rheumatism, sterility
+of both men and women, blindness of infants, inflammatory diseases of
+female reproductive organs, and other well-marked sequelæ of the
+disease; and (2) that syphilis is responsible for a large majority of
+cases of locomotor ataxia, paresis and certain types of insanity, and
+also for numerous aneurisms of arteries, many apoplexies, and much
+disease of liver, kidneys, and other organs. Moreover, syphilis is
+charged with being the greatest race destroyer. Fournier, the great
+French specialist, noted that only two children survived from a series
+of ninety pregnancies of syphilitic women of the well-to-do class. It
+is probably true that much less than ten per cent of syphilitized
+embryos ever grow into mature men and women, and even these few
+survivors are likely to carry in their bodies the germs or the "virus"
+of syphilis which may affect the next generation.
+
+[Sidenote: Social diseases admittedly dangerous.]
+
+Such direct statements as the above may be accepted as not exaggerated.
+However, it little matters in sex-education, except for the purposes of
+sensational writers, whether statistics regarding the damage done by
+venereal diseases are more than estimates; for it is sufficient to
+remember that every physician of large experience agrees that syphilis
+and gonorrhea are so common and so destructive of health and life that
+they must be classed among the most dangerous diseases that now
+threaten the human race. This ought to be sufficient to attract the
+serious attention of every thinking man and woman.
+
+[Sidenote: Double standard of morality.]
+
+Thus, in general survey, we see the great problems of social-sexual
+hygiene caused by diseases that are widely distributed because sexual
+instincts are uncontrolled. In short, the alarming problem of the
+social diseases results from masculine promiscuity or the failure of
+men to adhere to the monogamic standards of morality. In other and
+familiar phrasing, there is widespread acceptance and practice of the
+so-called "double standard of sexual morality," a monogamic one for
+respectable women and promiscuity for many of their male relatives and
+friends. (See writings of Morrow, especially "The Sex Problem"; also
+Creighton's "The Social Disease.")
+
+[Sidenote: One problem for sex-education.]
+
+Our brief survey of the hygienic problems caused by sexual promiscuity
+and its characteristic diseases is sufficient to indicate one great
+problem for sex-education. Such social-hygiene problems have been most
+responsible for the recent and rapid rise of the movement for
+sex-education, and they must be recognized in any adequate scheme for
+instruction of young people.
+
+[Sidenote: Is sex-hygiene adequate?]
+
+Can scientific education hope to solve the sexual problems of society
+by inculcating such fear of venereal diseases that men will remain true
+to the monogamic code of morality? Many cynical disbelievers in
+sex-hygiene answer this question negatively by asking in biblical
+phrase, "Can the leopard change his spots?" In other words, these
+doubting ones believe that sexual instincts are so firmly fixed in the
+nature of _many_ men and _some_ women that there is no hope of radical
+change through education.[3] There is something in this point of view.
+It is probably true that even the most radical advocates of
+sex-education do not hope to secure universal monogamy and consequent
+disappearance of social diseases. A conservative and rational answer to
+the above question whether sex-education can solve the problem of
+social diseases, is that a large percentage of even civilized people
+are not yet ready to have their most powerful instincts controlled by
+scientific knowledge. Hence, there is no hope that the hygienic task of
+sex-education will be finished soon after instruction becomes an
+established part of general education in homes and schools. At the very
+best there will be incomplete returns for the social-hygienic aspect of
+sex-instruction, but already we know for a certainty that enough young
+men will be influenced to make the teaching justifiable. I feel sure of
+this because I have met personally many such men and my friends know
+many more.
+
+According to the investigations made by Dr. Exner, the medical
+secretary of the Young Men's Christian Association, a great reduction
+of venereal disease has followed sex-hygienic campaigns in college
+towns.
+
+[Sidenote: Medical treatment.]
+
+In another way hygienic teaching may reduce the amount of venereal
+diseases, and that is by leading infected individuals to seek thorough
+medical treatment without delay. This, of course, will render the
+diseased person non-infectious to others. Physicians report that there
+is now a marked movement in this direction and, moreover, that many
+infected young men voluntarily seek medical examinations before
+marriage.
+
+[Sidenote: Woman's need of information.]
+
+Even if we refuse to believe that social-hygienic teaching will protect
+many young men from sexual diseases, there is the woman's need of
+information to be considered. As said before, women more than men
+suffer the consequences of venereal infections. Therefore, every young
+woman who considers marriage should know the possibility of danger to
+herself and her children, and be able to decide accordingly. Of course,
+even with much knowledge she may marry the wrong man, for correct
+diagnosis of social disease is not always easy; but if her confidence
+is betrayed and she becomes infected, she ought to know the importance
+of immediate and radical medical treatment. Let me illustrate these
+statements that women should know the danger of venereal disease. One
+of my college friends neglected an important legal case to travel seven
+hundred miles in order to tell face to face another college friend that
+she was about to marry a dangerous man. Being utterly ignorant of the
+existence of sexual diseases, the girl and her mother characterized my
+friend's statement by a short and ugly word, and ordered him to leave
+their home instantly. The marriage occurred and some months later the
+young woman went to her grave, a victim of gonorrheal salpingitis and
+peritonitis.
+
+Another case which illustrates the danger of a woman's ignorance: One
+of my students of many years ago married a minister who infected her
+with syphilis and kept her from medical attention until the disease
+was in a highly developed stage, and even then conspired with an
+inefficient doctor to keep her ignorant of the nature of the disease.
+
+[Sidenote: The right to knowledge.]
+
+These are not extreme cases, for any physician with large experience
+knows that such things are common. Medical literature is full of such
+painful recitals of venereal tragedies. It is not desirable that all
+young women should know the details of such tragedies, but they should
+know that dangers exist. Parents and educators will not have done their
+duty until they coöperate to give all young women the protective
+knowledge they have a right to demand.[4]
+
+[Sidenote: Best people must lead.]
+
+There is another way of looking at the possible effect of the social
+side of sex-hygienic instruction. It is sure to make a decided
+impression upon many young people of the type that we regard as the
+best in every way. These will be the leaders of the future and they in
+turn will help improve conditions. Perhaps it may all work out as the
+drug problem is being solved. Widespread social and hygienic
+information regarding the harmful effect of alcohol, cocaine, opium,
+and other drugs has first of all impressed leading citizens; and these
+are beginning to control by laws those who cannot be reached directly
+by education. In some such ways those who are impressed by formal
+sex-education may lend a hand in influencing many who could not be
+touched directly by hygienic education.
+
+[Sidenote: Legislation needed.]
+
+There is no doubt that public enlightenment regarding the dangers of
+social diseases will soon lead to legislation and public medical work
+which will contribute greatly towards reduction of the diseases. For
+example, legislation with reference to venereal disease should require
+doctors to report cases to health officers, should forbid "quack"
+advertising of fake "cures," should forbid sale by drug stores of
+nostrums for personal treatment, should provide dispensaries and
+hospitals for reliable treatment at reasonable cost, should require
+medical examinations for marriage licenses and provide for such
+examinations at moderate charges or at public expense, should require
+certain sanitary precautions in care of eyes of new-born infants, and
+should provide for discovery and treatment of congenital syphilis in
+school children. These are lines in which good laws might help vastly
+in the war against the social diseases. Moreover, it is obvious that
+all laws which help control the social evil will work indirectly
+against the social diseases.
+
+[Sidenote: Probable results of instruction.]
+
+In conclusion, it seems probable that popular knowledge of the social
+side of sex-hygiene will reduce the amount of venereal disease (1) by
+teaching some people the dangers of promiscuity, (2) by adoption of
+certain sanitary precautions that lessen danger of infection, (3) by
+leading people to seek competent medical aid which, while often
+failing to restore the victim's health, will probably eliminate the
+danger of contagion for others, and (4) by intelligent support of laws
+that directly or indirectly affect the social diseases.
+
+[Sidenote: Social diseases not most important.]
+
+I have given great prominence to the social-sexual diseases in their
+relation to sex-education because along this line there has been
+developed the widespread interest in sex-instruction as _one_ method of
+protecting young people against promiscuity. So far as the questions of
+teaching are concerned, my personal view is that some of the other
+reasons or problems for sex-instruction are more important, because I
+believe that educational emphasis on them will give the greatest
+results in improved sexual conditions of society.
+
+
+§ 8. _Third Problem for Sex-instruction: the Social Evil_
+
+So far as the problems of sex-education are concerned, there is nothing
+to be gained by an extensive review of commercialized prostitution. It
+is generally accepted that the social evil or prostitution is increased
+by the common ignorance of young people of both sexes regarding the
+physical and social relations of sex.
+
+Of course, it is not true that all prostitution is due to ignorance,
+for it often involves enlightened men and women. However, there seems
+to be good reason for believing that large numbers of people of both
+sexes might be kept out of prostitution by very simple sex-instruction.
+Let us look for a moment at some facts concerning the relation of the
+ignorance of the women to their entrance into the underworld, and later
+consider certain reasons why many men patronize the social evil.
+
+[Sidenote: Why women enter prostitution.]
+
+With regard to the women victims of prostitution, it seems to be
+generally accepted that economic pressure, feeble-mindedness, bad
+social environment, and unguided instincts, independently or combined,
+are the chief causes of their downfall. However, there is a deeper
+reason why numerous women enter prostitution, for all of these factors
+commonly operate because of inadequate sexual knowledge. In short,
+ignorance is the fundamental cause of much prostitution on the part of
+women. Many a girl with starvation wages, bad social surroundings,
+sub-normal mentality, or even intense instincts is able to keep her
+womanhood because she knows the awful dangers of sexual promiscuity.
+For our present educational purposes, it is sufficient to point out the
+opinion of competent social workers that knowledge might often
+counteract the forces that lead women from virtue and down into
+prostitution.
+
+[Sidenote: Men also ignorant.]
+
+A large number of men patronize prostitution because they are ignorant
+in one or more of the following respects. Some of them have drifted
+into abnormal sexual habits when they were boys, and later into illicit
+relations. Some of them did not know the effect of alcoholic drinks in
+leading many young men to their first immoral sexual acts. Some of them
+have deliberately patronized prostitution because they have accepted as
+truth the monstrous lie that sexual activity is necessary to preserve
+the health of men.[5] Most of the men do not realize that prostitution
+offers great danger to their own health, still greater danger to the
+health of innocent wives and children, and a greatly shortened life for
+many women who are the victims of sexual slavery. Most men do not know
+that dark tragedies are often concealed beneath the apparent gay life
+of the women who are victims of sexual degradation. These are some of
+the things of which many young men I have known were very ignorant, and
+it has been no difficult task to trace a close connection between their
+ignorance and their vice.
+
+[Sidenote: Ignorance the chief cause.]
+
+Looking at the social evil from any point of view, it seems to me that
+ignorance, dense ignorance, is largely responsible for the existence of
+that darkest blot on our boasted civilization--the social-sexual evil.
+No matter how we look at the established facts regarding prostitution,
+they all point to the need of sexual instruction for the protection of
+the youth of both sexes. The Chicago Vice Commission concluded that
+"the lack of information, education and training with reference to the
+function and control of the sexual instinct, and the consequences of
+its abuse and perversion, appears at every point of our inquiry for
+the sources of the supply of the victims of vice, either as the cause
+of the perversion of children and youth or as a complication of all
+other causes."[6] Of course, we dare not dream that any sex-instruction
+that now seems possible will completely eradicate prostitution; but we
+do know of thousands of boys and girls who have been directed to safety
+by knowledge of some fundamental sexual facts.
+
+[Sidenote: Sex plays and novels.]
+
+Concerning presentation of the social evil by fiction and the drama,
+there is much honest disagreement. My personal opinion is that little
+good is done by the theater or by such publications as Reginald
+Kaufmann's "House of Bondage," and Elizabeth Robin's "My Little
+Sister." They all leave the unsophisticated reader with an exaggerated
+and even hysterical notion that white slavery is exceedingly common and
+the main cause of prostitution. Certainly the great majority of the
+army of prostitutes, both public and clandestine, in America, and a
+still higher percentage on the continent of Europe, did not become
+novitiates of vice in prisons of prostitution.
+
+[Sidenote: Limited reading desirable.]
+
+It seems to me that a very limited reading regarding the social evil is
+sufficient for one who is not engaged in medical or social work that
+requires scientific knowledge of this darkest side of human life.
+Certainly, the indiscriminate reading of vice investigations is
+dangerous for many young people,--for young men because some of them
+are allured into personal investigations, and for young women because
+they get an exaggerated and pessimistic view of all sexual problems.
+For the intelligent reader who wants the general information that every
+public-spirited citizen should have, the well-known book by Jane Addams
+will serve both as an outline and an encyclopedia of the social evil.
+Social workers and some educators will find use for the other books
+mentioned below.
+
+  Jane Addams.--"A New Conscience and an Ancient Evil."
+    (Macmillan).
+
+  Seligman, E.R.A. (Editor).--"The Social Evil." (Putnam.) Contains
+    bibliography on the subject.
+
+  Sumner, Dean W.T., and others.--"The Social Evil in Chicago."
+    Vice-Commission Report, 1911. Now published by the American
+    Social Hygiene Association. The "introduction and summary" (pp.
+    25-47) deserves careful reading.
+
+  Cocks, O.G.--"The Social Evil" (Association Press).
+
+  "Vigilance," a journal devoted to attacking the social evil, has
+    been discontinued and replaced by bulletins of the American
+    Social Hygiene Association, 105 West 40th Street, New York City.
+
+
+§ 9. _The Fourth Problem for Sex-education: Illegitimacy_
+
+[Sidenote: Society condemns illegitimacy.]
+
+Most awful of all the results of the sexual mistakes of men and women
+are the unmarried mothers and their illegitimate children. Of course, I
+know that there are well-meaning people who argue that motherhood is
+the supreme fact and that the formality of a marriage ceremony is
+merely a medievalism in our laws and customs; but the inexorable truth
+remains that our modern social system is centered around the home which
+is strictly regulated by church and state and public opinion.[7]
+Whatever may be the philosophical rights and wrongs of individual
+freedom in sexual relationship, the facts of practical life are that an
+overwhelming majority of the most intelligent people are united in
+support of our established laws and customs demanding legitimacy of
+motherhood and birthright. As a result of this age-old stand for
+legitimacy, illegitimate mothers and children do not have a square deal
+at the bar of public opinion. Everybody knows that the vast majority of
+illegitimate children do not have a fair chance in the world's work.
+Professor Cattell, in _Science_, March, 1914, points out that since
+illegitimates occur one in every twenty-five births in the United
+States, and since they are on the whole equal to other children in
+mentality, there ought to be forty of them among the thousand leading
+men of science designated in the directory of the "American Men of
+Science;" but none are known. The conclusion must be that illegitimate
+children do not have an equal chance at education which leads to
+prominence in science. But it is not simply a matter of limited
+education, for in every way the fate of most illegitimate children is
+usually pitiful. Only now and then one born under a lucky star is
+adopted and educated by large-minded foster parents who recognize that
+the illegitimate is not responsible for having come into this world
+under conditions opposed to the best interests of society.
+
+[Sidenote: Ignorance the cause.]
+
+It seems to be generally accepted that in the vast majority of cases,
+unmarried mothers and illegitimate children are due to ignorance of the
+women. Women who are professionally immoral do not bear many
+children.[8] In fact, excepting the feeble-minded prostitutes, the
+general rule is that those who are mothers have only one child and that
+one the result of the first sexual errors. It is a safe general
+conclusion that ignorance of sexual laws is responsible for the great
+majority of cases of illegitimacy.
+
+Edith Livingston Smith, of Boston, in an article on "Unmarried Mothers"
+in _Harper's Weekly_ for September 6, 1913, expressed views of the
+causes of illegitimacy that many a social worker will indorse heartily:
+
+    "I see shop girls and waitresses, factory girls and maids, chorus
+    girls, stenographers, and governesses, each with a different
+    story, each with the same terror of the consequences of their
+    folly. 'I never knew,' they tell me, 'I never knew there were such
+    temptations.'...
+
+    "Let us go back to the question of sex-education of the public.
+    Silence has been the policy in the past. We have taught our
+    children biology and natural history, we have taught them
+    physiology, carefully ignoring the organs of reproduction; we
+    have warned the young to make use of their senses and their
+    brains, but we have refused to recognize the very force that
+    guides all these instincts, the vital power of sex. Yet, in the
+    face of this stupidity, acknowledging the call of the age, girls
+    are sent out into the industrial world, where they fight shoulder
+    to shoulder with men. Here they find potential worth of their
+    individualities; here they meet with the same--no
+    greater--temptation than their brothers, but with no knowledge to
+    guide them, no traditions to give them poise, no ameliorating
+    factor of social tenderness or tolerance when inexperience fails
+    to temper their emotions and their femininity....
+
+    "A girl's protection must come from without, a boy's from within.
+    Every boy who reaches the age of adolescence knows his nature. It
+    asserts itself. His sex instincts are dominant, aggressive. He is
+    man, the father of the race, and the laws of procreation are to
+    him an open book. A girl stays innocent until she is awakened. It
+    is the kiss, the touch, the senses stirred, that make her, in the
+    glory of her womanhood or in her shame, acknowledge her sex.
+
+    "The very frailty of such a girl, her dependence upon her
+    intuitions and emotions, the triumph of feeling over intellect,
+    place her in greater danger than her brothers, even were their
+    responsibility to society the same. But, add to this the fact that
+    in yielding to sexual temptation she has the burden of
+    child-bearing--how much more necessary that she should have some
+    knowledge of what she is to meet in the world, or what she must
+    combat, lest her emotions forestall her intelligence as physical
+    development precedes mental appreciation."
+
+[Sidenote: Men also ignorant.]
+
+Illegitimacy is often due to ignorance of men as well as of women.
+Prominent physicians have cited from their notebooks cases of
+"protected" children in early adolescence who instinctively entered
+into sexual relationship in utter ignorance of the natural result. Such
+cases where the boy is entirely ignorant must be very rare; but there
+are probably many boys who do not really understand that the sexual act
+is very likely to lead to a ruined life for the girl companion and her
+offspring. Arthur Donnithorne, in "Adam Bede," did not forecast that
+his act would lead to the ruin of Hetty Sorrel and her condemnation for
+infanticide.
+
+[Sidenote: More than biology needed.]
+
+It is obvious that something more than the ordinary biological facts of
+reproduction must be included in sex-instruction that tries to prevent
+such tragedies. In another lecture we shall consider moral teaching,
+but here let us look at the cold facts of life that ought to be taught
+at some appropriate time to young people. Not only should they know the
+simple biological probability that sexual relationship will lead to
+reproduction, but they should be led to consider the relentless
+consequences of illegitimate propagation. On this latter point general
+literature, _e.g._, "Adam Bede" and "The Scarlet Letter," teaches some
+impressive lessons.
+
+Another point needs emphasis with the numerous young people, especially
+men, who are not controlled by moral laws, who know the probabilities
+of illegitimacy occurring, but who have acquired the popular
+impression that the order of nature is easily changed. Many physicians
+and social workers know girls who have gone down because they were
+persuaded to trust the efficiency of popular ways and means of avoiding
+the natural outcome of the sexual act. Hence, young people of both
+sexes should somehow learn that under the conditions that usually
+attend illicit union there is always a strong probability that the ways
+of nature cannot be easily circumvented. It is unlawful to explain,
+except to medical audiences, why this is so; but much illegitimacy will
+be prevented if it can be made widely known among young men and women
+that, according to reliable physicians, tragedies of illegitimacy are
+often due to misplaced confidence in popular methods of contraception.
+
+[Sidenote: Criminal operations.]
+
+There is yet another line of information that if widely known might
+have some bearing on the problem of illicit sexual relations:
+Physicians and social workers report that many young men and some women
+know the possibility of illegitimate pregnancy, but feel safe because
+they know the addresses of doctors and midwives who will perform
+criminal operations. The great danger of the operation, especially at
+the hands of such third-class doctors as would attempt to terminate
+pregnancy criminally, should be widely known by the general public,
+which only now and then gets a hint in the newspaper reports of a
+tragedy involving some unfortunate girl.
+
+[Sidenote: Relative passion of men and women.]
+
+There is the widespread misunderstanding among young men that sexual
+hunger is as insistent in virtuous young women as in themselves and
+that therefore illicit gratification is a mutual gain and
+responsibility. Some young men may be guided by the information that
+there is much reliable evidence indicating that, while an innate
+tendency towards general emotions of affection is strong in the average
+young woman, there is general absence of the localized passions that
+naturally and automatically develop in young men. In other words, the
+first definite sexual temptation is likely to come to a young woman
+from outside herself, and young men should be impressed with their
+responsibility for allowing even the beginning of situations that may
+arouse dormant but dangerous instincts.
+
+
+§ 10. _The Fifth Problem for Sex-education: Sexual Morality_
+
+In this lecture I shall set forth the proposition that a definitely
+organized scheme of education should aim directly at making young
+people strict adherents of the established code of sexual morality. For
+brevity, I shall occasionally speak of morality and immorality,
+omitting the qualifying word "sexual."
+
+[Sidenote: Definition of sexual morality.]
+
+This lecture, in fact this entire series of lectures on sex-education,
+is based on the fundamental proposition that sexual morality demands
+that sexual union be restricted to monogamic marriage, and conversely,
+that such sexual relation outside of marriage is immoral. Such a
+definition of sexual morality is accepted by church and state and the
+chief citizens in every civilized country. It is the only practical
+definition which is satisfactory to the vast majority of educated
+American men and women, even to those who believe in freedom of divorce
+and in forgiveness for youthful transgressions of the accepted moral
+code. Sexual morality has had changeable standards, and in other times
+and countries custom has made polygamy and promiscuity acceptable as
+moral; but the monogamic ideal of morality now prevails in the world's
+best life.
+
+[Sidenote: Morality in America and Europe.]
+
+Monogamic morality as a protection for family life means much more in
+America than in Europe. It is true that there is an astounding amount
+of prostitution in America, but we should be grateful that our ideals
+of the monogamic family have not been seriously influenced and seem to
+be slowly but surely improving among our best people. As illustrations
+of our adherence to monogamic law, let me give some facts for
+comparison of America and continental Europe. In America, illegitimate
+births are not accurately reported but are probably less than five per
+cent of the total number for the whole country. Locally the proportion
+is often very much higher. Thus in Washington, D.C., where (1914) over
+ten thousand, chiefly negroes, live in alleys between the streets and
+under extremely unhygienic and immoral conditions, fifty per cent of
+the children are illegitimate, while but twenty per cent of the colored
+children born of mothers living outside the alleys, and less than
+eleven per cent of the total born of all races in the city are
+illegitimate. In various small American regions with a white population
+the proportion of illegitimacy is astoundingly high, but the average
+for the entire country is hopefully low. In many German towns
+statistics show above twenty-five per cent, and in the whole empire,
+more than half the legitimate first-born children are conceived before
+marriage. All writers, the German ones included, seem to agree that the
+majority of Teutonic men and women enter into free unions before
+marriage and public opinion does not severely condemn.
+
+In many rural districts of England, France, and Sweden, and even in
+London and Paris, a large percentage of the marriages are simply
+legalization of free unions. In short, in all these countries the
+monogamic ideal is not followed by a large percentage of people. It
+must be remembered that the great majority of people involved in the
+above figures are of the peasant and laboring classes; conditions are
+quite different among women of the educated classes. These must
+ultimately set the moral standards for the masses.
+
+Our American conditions are quite different, especially outside of the
+large cosmopolitan cities. It is impossible not to believe in the moral
+integrity of the great majority of unmarried women in America.
+Certainly even in our worst communities we have no such general
+immorality of women as above European figures suggest. Perhaps
+wholesale prostitution in which one public woman may be the mistress of
+ten, twenty, or even fifty men, may tend to protect any equal number of
+American women; whereas in Europe a peasant woman would probably be for
+a time the paramour of one man, thus tending to make equal numbers of
+immoral men and women.
+
+However, it matters nothing for our present purposes what may be the
+explanation of conditions of sexual promiscuity here or abroad. The one
+great fact is that our national code of morality is a monogamic one,
+approved as ideal even by many of those who fail to live strictly in
+harmony with its dictates. Hence, all Americans who are prominently
+interested in sex-education believe that it should aim to make our
+young people more ready to accept and understand morality according to
+the monogamic ideal.
+
+Those who are interested in this problem of morality as related to
+marriage should read Foerster's "Marriage and the Sex Problem."
+
+[Sidenote: Relation of sex-hygiene and ethics.]
+
+Among those who see the need of teaching sex-ethics as a part of the
+larger outlook of sex-education, there are two points of view: (1)
+those who favor the teaching of sex-ethics with the hope of preventing
+the hygienic problems arising from immorality, and (2) those who
+believe in sexual morality for its own sake or as an accepted code of
+conduct.
+
+The founders of the American Society for Sanitary and Moral Prophylaxis
+placed sanitation first in the name and stated in the constitution that
+"the object of this Society is to limit the spread of diseases which
+have their origin in the Social Evil. It proposes to study every means,
+sanitary, moral, and administrative, which promise to be most effective
+for this purpose." Most of the papers that have been read at the
+meetings of the Society have emphasized the sanitary aim as primary,
+and the moral aim as a means to the hygienic end; but in the past three
+years there has been a decided tendency towards placing emphasis upon
+morality, and recently the executive committee of the Society voted to
+propose the following revised statement: "The aim of this Society is to
+promote the appreciation of the sacredness of human sexual relation,
+and thereby to minimize the moral and physical evils resulting from
+ignorance and vice." This change of emphasis is well expressed in
+President Keyes's report to the Society (_Journal_, Vol. V, No. 1).
+
+As to the relation between sex-hygiene and sex-ethics as phases of the
+larger sex-education, there has been much discussion. Several writers
+have contended that there is some conflict between sanitary and moral
+ends, but have failed to convince most readers that hygiene and ethics
+should not be associated in teaching. In fact, the most impressive
+sex-hygiene is that relating to social disease, and its value is
+chiefly in the ethical appeal for protection of innocent wives and
+children.
+
+[Sidenote: Dr. Cabot's view.]
+
+Most prominent of those who have declared that hygienic and moral
+teaching should be dissociated is Dr. Richard C. Cabot, of Boston. I
+shall discuss his point of view in connection with a later lecture on
+"Criticisms of Sex-education" (§ 46). In the present discussion of
+sexual morality as an important reason for sex-education, it is
+sufficient to say that Dr. Cabot seems to disagree with other teachers
+on the question of the influence of formal instruction on the morals of
+people.
+
+[Sidenote: Moral and hygienic problems.]
+
+Sex-education is now commonly understood to be attempting to solve the
+moral as well as the hygienic problems of sex. As suggested before,
+these two lines of problems are clearly related but not coincident; for
+sexual health and morals are not entirely coördinated. We must not
+overlook the possibility that the marvellous progress of
+bacteriological and medical science may some day largely reduce the
+health problems of sex without improving morality. In fact, sexual
+immorality that is hygienic does actually exist to a limited extent.
+Such facts indicate that while sex-education was first planned to solve
+health problems, the ultimate sex-education must attempt to guide
+sexual conduct by moral principles. This coming need of more emphasis
+on the moral problems of sex should be clearly foreseen by those who
+are interested in sex-education.
+
+[Sidenote: Super-morality desirable.]
+
+Now, while sexual morality as commonly understood is a direct aim of
+sex-education, it is not, in the opinion of many people, the ideal and
+ultimate goal of sex-education in its broadest outlook. There is
+something higher than conventional morality for the reason that, while
+natural sexual union in monogamic marriage is never legally or
+ecclesiastically immoral, it is very often far from ideal. It is not
+ideal if it is unethical, unhygienic, or unæsthetic. It is unethical,
+if it is not a bi-personal desideratum (_i.e._, based on mutual
+love[9]); it is unhygienic when not promotive and conservative of
+health; and it is unæsthetic if the concomitant psychical reactions are
+not in harmony with the beautiful in nature and life. In all these
+ways, morality as commonly and legally and ecclesiastically understood
+may fall very far short of the ideal sexual relationships. Such an
+ideal is now held by many men and women who wish that morality might
+mean to all the world not simply the limitation of sexual union to
+monogamic marriage, but also that it might be made to mean an
+all-satisfying monogamic affection and comradeship based on certain
+physiological, psychical, æsthetic, and ethical laws that underlie
+human sexual potentialities. Such would be a morality so far beyond
+the accepted standards that for convenience we may call it
+super-morality, or the new morality. This, I sincerely believe, is the
+ultimate goal of sex-education in its largest outlook.
+
+[Sidenote: Super-morality deserves emphasis.]
+
+Among those who have contributed to the sex-education movement there
+are none who have properly emphasized this super-morality, which, I
+believe, is the ultimate goal of the larger sex-education for the most
+enlightened people. The definition that sex-education means all
+instruction which aims to help young people prepare to solve for
+themselves the sexual problems that inevitably come to every normal
+individual, is broad enough to include all questions of hygiene,
+morality, and super-morality that may come into one's life. The third
+aim of sex-education (§ 16) which refers to the "social, ethical, and
+psychical aspects of sex as affecting the individual life in relation
+to other individuals," should be understood as meaning first a stand
+for morality and then, this having been attained, super-morality is an
+easy stage forward. The same idea was touched by the writer in a paper
+on "Biology in Sex-Instruction" (_Journal of Society of Sanitary and
+Moral Prophylaxis_, October, 1911) in these words: "If the great
+questions of sex relationship are ever satisfactorily solved, it must
+be through the direct application of the four sciences which are
+centered around human life, namely, psychology, ethics, sociology, and
+last, but far from least, æsthetics. As we have seen, biology teaches
+much directly bearing on the purely physical aspects of the
+perpetuation of human life, and its study is absolutely necessary for
+mental attitude and basal facts; but the keystone of the arch of
+sex-education must be contributed by these four sciences which touch
+human life much deeper than the merely physical, to which the science
+of biology is limited. Above all we must look to these sciences for the
+solution of the problems of sex in relation to society, which more than
+any physical ills have led to our present problems concerning sexual
+disharmonies."
+
+[Sidenote: Super-morality not for the masses.]
+
+But while there is something attractive in this larger interpretation
+of sex-education as looking forward to the highest adaptation of sex
+and life, I realize that as a practical matter we must first of all
+work with young people for sexual morality as defined by the accepted
+code. We must remember that the vast majority of people are not yet
+ready, and will not soon be ready, for a code of super-morality.
+Confusion might result from an attempt at wholesale teaching of such
+idealism of sex relationship. Certainly, so far as sex-education aims
+to help immature young people, there is nothing to do but hold up
+monogamic marriage as the basis of our accepted morality; but the
+higher view of super-morality should be promulgated as rapidly as
+possible among people who are advanced enough to understand that
+morality as defined by church and state is not the best interpretation
+of life's possibilities. To many it is a significant fact that we now
+find numerous young men and women ready to stand for super-morality as
+a foundation for monogamic marriage. Fortunately, such individuals need
+not wait for the world to grasp the idea of super-morals; and already
+there is many a home in which the higher view of life and sex prevails.
+
+[Sidenote: Cautious teaching concerning immorality.]
+
+Immorality in sexual lines should not be overstressed when teaching
+young people. Rather should there be emphasis on the moral, the normal,
+the healthful, the helpful, and the æsthetic processes in human life.
+We should emphasize sexual health and morals, not disease and
+immorality. Concerning immoral living in general, young people should
+know only enough for necessary warning. Curiosity derived from
+extensive knowledge of immorality has drawn many a young man into the
+whirlpool of sexual depravity. It is beyond question that in sexual
+lines there is the danger that Pope saw when he declared that vice is a
+monster that seen too oft, we first endure, then pity, then embrace.
+Sex-education should guard against such dangerous familiarity with
+vice.
+
+
+§ 11. _The Sixth Problem for Sex-education: Sexual Vulgarity_
+
+[Sidenote: Present attitude.]
+
+Even a limited study of the prevailing attitude towards sex and
+reproduction convinces one that back of the greatest sexual problems of
+our times is the almost universal secrecy, disrespect, vulgarity, and
+irreverence concerning every aspect of sex and reproduction. Even
+expectant motherhood is commonly concealed as long as possible, and all
+reference to the developing new life is usually accompanied with
+blushes and tones suggestive of some great shame. Nothing sexual is
+commonly regarded as sacred. Love and marriage, motherhood and birth,
+are all freely selected as themes for sexual jests, many of them so
+vulgar that no printed dictionary supplies the necessary words. And I
+am not simply referring to the great masses of uneducated people, for
+the saddest fact is that a very large proportion of intelligent people
+have not an open-minded and respectful attitude concerning sex and
+reproduction.
+
+[Sidenote: Vast change of attitude needed.]
+
+Now, unless we can devise some way to counteract the prevailing narrow,
+vulgar, disrespectful, and irreverent attitude towards all aspects of
+sex and reproduction; unless we can make people see sexual processes in
+all their normal aspects as noble, beautiful, and splendid steps in the
+great plan of nature; unless we can substitute a philosophical and
+æsthetic view of sex relationship for the time-worn interpretation of
+everything sexual as inherently vulgar, base, ignoble, and demanding
+asceticism for those who would reach the highest spiritual development;
+unless we can begin to make these changes in the prevailing attitude
+towards sex and reproduction, we cannot make any decided advance in the
+attempt to help solve sexual problems by special instruction.
+
+First of all, sex-education must work for a purified and dignified
+attitude which sees vulgarity and impurity only when the functions of
+sex have been voluntarily and knowingly misused and thereby debased.
+Sex-education must work against the idea that sexual processes are
+inherently vulgar, degraded, base, and impure. Such an interpretation
+is correct only when sexual instincts are uncontrolled and thereby out
+of harmony with the highest ideals of life. But control does not mean
+asceticism which aims at complete subjugation of sexual instincts and
+would annihilate them if that were biologically possible. The early
+Christians, disgusted with the sexual degradation of the paganistic and
+materialistic Romans, preached a doctrine of sexual asceticism as the
+ideal for those who would rise to the heights of spiritual life. This
+pessimistic interpretation of the relation of sex and life has
+persisted even in some ecclesiastical teachings of the twentieth
+century, and probably has had not a little responsibility for the
+widely accepted and depressing view that sex is a necessary but
+regrettable fact of human life.
+
+[Sidenote: Attitude changing.]
+
+Fortunately, the old ascetic point of view is passing rapidly.
+Nineteenth-century science has given us a nobler view of the physical
+world. Scientifically considered, matter is no longer base and
+degraded. Especially has the biological science of the past fifty years
+made _living_ matter and its activities profoundly impressive. And of
+the life-activities none are so significant and so all-important as
+those relating to the perpetuation of the human species. Biological
+science has taught this emphatically, and the processes connected with
+sex have been lifted to a place of dignity and purity.
+
+[Sidenote: Æsthetic attitude desirable.]
+
+The old asceticism, with its uniformly dark outlook on life, has no
+lessons worth while in our modern problems relating to sex.[10] We need
+severe control and not annihilation of our most powerful instincts. The
+bright outlook of æsthetics rather than the dark one of asceticism
+should prevail, for sex-instincts and processes are essentially pure
+and beautiful phases of that wonderful something we call "life."
+Sex-education should aim to give this attitude by presenting life as
+fundamentally free from the degradation arising from misuse and
+misunderstanding of sex.
+
+[Sidenote: Not a new ideal.]
+
+The æsthetic interpretation of sex is no new ideal. Canon Lyttleton,
+formerly Head Master of Eton College and later Canon of Westminster,
+believed that "viewed rightly, the subject of sex, the ever-recurring
+miracle of generation and birth, is full of nobleness, purity, and
+health." The late Dr. Prince A. Morrow wrote, "the sex function is
+intimately connected with the physical, mental, and moral development.
+Its right use is the surest basis of individual health, happiness and
+usefulness in life, as well as of racial permanence and prosperity. Its
+abuse and misuse is the cause of a vast deal of disease and misery."
+And finally, we may quote President-Emeritus Eliot of Harvard
+University: "Society must be relieved by sound instruction of the
+horrible doctrine that the begetting and bearing of children are in the
+slightest degree sinful or foul processes. That doctrine lies at the
+root of the feeling of shame in connection with these processes and of
+the desire for secrecy. The plain fact is that there is nothing so
+sacred and propitious on earth as the bringing of another normal child
+into the world in marriage. There is nothing staining or defiling about
+it, and therefore there is no need for shame or secrecy, but only for
+pride and joy. This doctrine should be part of the instruction given to
+all young people."
+
+[Sidenote: Attitude all-important in sex-education.]
+
+If sex-education succeeds in giving young people this enlightened
+attitude, there will be little difficulty in solving most of the
+ethical and hygienic problems of sex. A young man who has caught a
+glimpse of the highest interpretation of sex in its relation to human
+life, in short a young man to whom all natural sexual processes are
+essentially pure and noble and beautiful, is not one who will make
+grave hygienic mistakes in his own life, and he will not be personally
+connected with the social evil and its diseases, and he will avoid
+almost intuitively the physiologic and psychologic mistakes that most
+often cause matrimonial disaster. Everything, then, in successful
+sex-education depends upon the attitude formed in the minds of
+learners; and towards this our major efforts should be directed.
+
+[Sidenote: Comparison with animals not helpful.]
+
+The prevailing vulgar attitude towards sex will not be greatly improved
+by repeated emphasis upon the animal nature of reproduction in attempts
+at supporting the thesis that propagation is the sole function of
+sexual processes in human life. Such an interpretation of human
+sexuality as purely animalistic in function is implied, if not
+expressed, by some workers for the "purity" movement. I sincerely
+believe that such a view will inevitably tend to increase the feeling
+that sexual processes are heritages from the beasts which unfortunately
+must be tolerated because nature has provided no other way for
+perpetuating human life.
+
+[Sidenote: Sexual pessimism.]
+
+An intelligent woman, a happy wife and mother, who had accepted this
+ascetic and pessimistic view of sex, said the other day: "Oh, love and
+marriage and motherhood would be so beautiful were it possible to
+escape the unspeakably vulgar facts of physical life!" Poor woman! It
+must have been some fiend incarnate who in the guise of a prophet of
+purity preached to her the animalistic interpretation of sex, which
+made her overlook the fact that the very beauty which she could not
+quite grasp had its origin in her emotions arising from the despised
+sexual nature.
+
+This is not an isolated case. Several young women who have graduated
+from college within ten years vouch for the statement that many
+thoughtful students are strong in the belief that ideal marriage is
+platonic friendship and that it is a sad fact of life that husband and
+wife must lay aside their high ideals in order to become parents.
+
+Such depressing interpretations of life are bound to come from the
+radical type of "purity" preaching based on the sexual mistakes of the
+past and on the lives of animals. A similar pessimistic view regarding
+the function of eating might be based on mistakes of drunkards and
+gluttons and on the habits of the porcine family. If these are to guide
+our conduct, then food-taking is to be regarded as a necessary but
+vulgar habit inherited from our animal ancestors; and if we are to be
+logical and attempt to rise to ideal purity in eating, we must hasten
+to dispense with the culinary science and all the æsthetics which have
+made civilized eating a fine art. Of course, this is just what the
+strict ascetic does; but such radical disbelievers in the pleasures
+that we have associated with eating would be declared lunatics in any
+civilized country.
+
+[Sidenote: Two kinds of hunger.]
+
+I have chosen eating for illustrating my point, for the demands for
+food and for sexual activity are the two primal and necessary forms of
+hunger. The hunger for food has led to the refinements of civilized
+dining, but there has been great evolution. The animals feed (German,
+fressen) in order to satisfy hunger only; civilized humans eat (essen)
+not only to satisfy the hunger appetite inherited from the animals, but
+also for the sake of the concomitant social æsthetic pleasures that add
+much to the joy of living. Now, if we are logical, we must interpret on
+parallel lines the sexual hunger that is necessary for the perpetuation
+of human life. Like eating, it is a necessary function inherited from
+the animals; but there has been an evolution of greater significance.
+In the animal world, sexual activity has only one function,
+reproduction; but human life at its highest has superadded psychical
+and social meaning to sexual relationships, and the result has been
+affection and the human family. If we reject this higher view of the
+double significance of sexuality in human life, and insist that only
+the necessary propagative function is worthy of recognition, it is
+almost inevitable that most people will continue to accept the hopeless
+view that human sexuality is on the same vulgar plane as that of the
+animals; in short, that it is only an animal function. This, I insist,
+is a depressing interpretation that will never help overcome the
+prevailing vulgar attitude toward sex.
+
+[Sidenote: Human sexuality more than animal.]
+
+It is only by frankly recognizing and developing the psychical and
+æsthetic meanings that are distinctly human and superadded to the
+merely propagative function of the animals, that people can be led far
+away from the vulgar outlook on sex and reproduction in human life.
+
+[Sidenote: Relation of attitude and morality.]
+
+There is no question that wholesome attitude towards sex and
+reproduction is closely associated with the problems of sexual
+morality, and especially so far as educational procedure is concerned.
+It is true that large numbers of moral people hold the vulgar attitude
+towards sex and reproduction; but for people who do not accept the
+moral code without question there is probably no better way of teaching
+sexual morality than by influencing the individual's attitude. There
+are many people who stand for sexual morality for no other reason than
+that they have a dignified and æsthetic attitude towards sex.
+
+[Sidenote: Sexual vulgarity a stage in evolution.]
+
+There is much evidence that the world is rapidly improving in this
+respect. Sexual vulgarity seems to represent a stage in the evolution
+of human life from the barbaric to the fully civilized. The sexual
+vulgarity of primitive peoples, both ancient and modern, has been all
+too frequently recalled by writers whose pseudo-scientific
+superficiality leads them to believe that knowledge concerning barbaric
+and ultra-bestial sensuality will help solve modern sex problems. In
+the classical days when Venus and Bacchus and other deities of
+sensuality were worshipped by their devotees, there was sexual
+vulgarity in action and language such as now exists only among the most
+ignorant or depraved people in civilized lands. The advent of Christian
+civilization in Europe left no place for temples and worship of
+sensuality, but still the age-old tendency towards a crude and
+barbaric kind of sexual vulgarity and obscenity has continued in
+folklore, in colloquial language, and in literature. However, there has
+been a vast change in the attitude of the best people within the last
+two centuries. Once many English writers, many of them now deservedly
+obscure, published prose and poetry that would now be criminal. An
+unexpurgated edition of Shakespeare's "Complete Works," or of
+Boccaccio's "Decameron," could not be circulated through the United
+States mails, and there are many good people who are asking how long we
+shall continue to allow the unexpurgated "Old Testament" the privilege
+of circulation. It is not simply prose and poetry that has been
+purified. Scientific literature has shown the influence of the reaction
+against obscenity. Linnæus and other naturalists of the past were fond
+of giving scientific names that perpetuated vulgar comparisons with
+sexual organs, but no naturalist of the present day would dare suggest
+such designations for unnamed animals and plants. The older medical
+literature contains abundant obscenities; but scientific dignity, as
+well as the refinement of modern medical writers, has tended to compel
+the elimination of vulgarity. However, there are still too many
+physicians, especially those working with venereal and genito-urinary
+diseases, who go out of their way to illuminate their conversations,
+lectures, books, and magazine articles with veiled vulgarity. Even
+high-class medical journals occasionally contain illustrations of this
+tendency. However, the medical profession as a class stands for
+dignified scientific presentation of facts, and obscenity will soon be
+tabooed in medical and all other reputable literature. Save for
+occasional emanations privately printed by and for degenerate persons,
+public obscenity will soon be unknown. Its complete disappearance will
+have a vast influence upon the problem of sexual attitude.
+
+
+§ 12. _The Seventh Problem for Sex-instruction: Marriage_
+
+[Sidenote: Physiology and psychology of marriage.]
+
+It is the consensus of opinion of numerous physicians, ministers, and
+lawyers that a very large proportion of matrimonial disharmonies have
+their foundation in the common misunderstanding of the physiology and
+especially of the psychology of sex. In the opinion of many students of
+sexual problems, this is the strongest reason for sex-instruction. It
+is certainly a line in which limited spread of information has already
+given some definite and satisfactory results. Many of my friends and
+former students have helped me accumulate a long list of cases in which
+scientific knowledge regarding sex has prevented and corrected
+matrimonial disagreements; and having easily found so much definite
+influence of sex-science upon marriage, I am forced to believe that
+sex-instruction specially organized for people of marriageable age is
+already giving results of tremendous importance to very many
+individuals. Large numbers of young people are already awake to the
+need of scientific guidance in marriage, and there is a great demand
+for helpful information.
+
+Advanced sex-instruction with reference to the problems of marriage
+need not wait for general establishment of elementary instruction for
+children of school ages. Lectures and books are already reaching large
+numbers of adults. Such enlightenment will help in two ways, by the
+influence on marriage and by preparing adults to teach children.
+
+[Sidenote: Other knowledge needed.]
+
+There is another side to the problem of marriage that points to need of
+the larger sex-education. Physiology and psychology of sex are
+fundamental; but they alone are not sufficient to complete that mutual
+adjustment and understanding which marriage at the full development of
+its possibilities involves. Matrimonial harmony cannot be entirely a
+problem of applied science, as some superficial devotees of science
+seem to think; for science can never analyze those subtle and
+ever-varying qualities that go to make up what we call personality, and
+marriage in its largest outlook is the intimate blending of two
+personalities. Psychological and physiological knowledge will
+undoubtedly help the two married individuals in their progress towards
+the harmonious adjustment of their individualities; but there are many
+little, but often serious, problems that the physiology and psychology
+of sex cannot solve. They are problems that involve mutual affection,
+comradeship, sympathy, unselfishness, coöperation, kindliness, and
+devotion of husband and wife. Obviously, these can never be developed
+by any formal instruction.
+
+[Sidenote: Helpful literature.]
+
+Probably there is no better way to help young people realize the
+possibilities of matrimonial harmony than by suggesting wholesome
+literature. Some of this is a part of the world's general treasure of
+books that in prose and poetry, in history and romance, hold up a high
+ideal of love with marriage. There is much such literature that gives
+young people inspiration, but too much of it, like college life, ends
+with a commencement. "And then they were married and lived happily ever
+after"--is the familiar closing as the novelist rings down the curtain
+after reciting only the prologue in the life drama of his two lovers.
+We need more literature that does not end with the wedding march, but
+which gives young people the successful solution of the problems after
+marriage. Some such is available in history and biography; some in
+essays. As I write there come to my mind several books that have
+impressed me: Professor Palmer's "Life of Alice Freeman Palmer";
+Leonard Huxley's "Life and Letters of T.H. Huxley," which gives many
+intimate glimpses of the ideal home life which the great biologist
+centered around Mrs. Huxley; William George Jordan's "Little Problems
+of Married Life"; Orrin Cock's "Engagement and Marriage"; and that much
+misunderstood[11] but helpful book "Love and Marriage" by Ellen Key.
+Many of the stories by Virginia Terhune Van de Water, published in the
+magazines and collected in a book entitled "Why I Left my Husband"
+(Moffatt, Yard), deal with real problems of married life.
+
+[Sidenote: Similar education of the sexes.]
+
+The problems of co-education and coördinate education have not a little
+bearing on the adjustment of the two sexes in marriage. In these days
+when vocational education is fashionable in theory and is attracting
+attention in practice, we are told that co-education and coördinate
+education are mistakes because they provide the same training for both
+sexes. We are told that girls must be educated for their vocation of
+home-making, while boys must be educated for business, trades, or
+professions. Everywhere in this current movement for vocational
+education we find the emphasis placed on making education for the two
+sexes just as dissimilar as possible. Fortunately for the educational
+adjustments of the two sexes to each other, much of the present-day
+discussion that demands extensive sex specialization of education
+cannot be made practical and the training of the two sexes will
+inevitably continue to be quite similar, with at most a limited amount
+of time spent on application of certain knowledge to practical ends
+that are chiefly of interest to one sex only. By far the greater part
+of education from kindergarten through the university is in the nature
+of the fundamentals of knowledge and will continue to be essentially
+similar for both sexes. For illustration, the writer happens to be
+connected with a college which offers a four-year course and graduate
+work specially arranged with reference to household arts. Surely here
+is an opportunity for education far different from that of the typical
+college for men. As a matter of fact, there is great similarity. The
+greater part of the four years is filled with general courses in
+English, modern languages, chemistry, biology, physics, sociology,
+economics, and fine arts, while a minor part of the curriculum consists
+of courses in cookery, clothing, and household administration. The
+general courses are in essentials not different from courses in
+colleges for men. Here and there instructors select materials and in
+other ways relate the general courses to household arts, but after all
+a girl who completes these courses has acquired the same educational
+fundamentals that her brother gets in Columbia College or in any other
+standard college for men. It is only, then, in the cookery, clothing,
+and administration that there is sex-differentiated education, and even
+in these the practice necessary to acquire proficiency in technique is
+the chief peculiarity. So far as fundamental knowledge is concerned;
+cookery is chiefly an application of chemistry, physics, and physiology
+that could easily be made clear to one who had completed courses in
+these sciences in a college for men; dress design is an application of
+fine arts and its construction is a mechanical problem. The mental
+problems involved in dress design and making cannot be far different
+from house design and construction which are supposed to be primarily
+adapted to men.
+
+[Sidenote: Little differentiation.]
+
+On the whole, then, there is really little possibility of
+sex-differentiated education. This, I insist, is a fortunate fact of
+vast importance in the mutual adjustment of the two sexes in marriage.
+There could be no adjustment on an intelligent basis if education could
+be utterly dissimilar. There can be perfect adjustment only when the
+two individuals are adjusted harmoniously, and that means similar
+outlooks on life's problems.
+
+[Sidenote: Need of sex-education for feminism.]
+
+Many of the problems of the modern feministic movement are such as to
+demand rational education of both women and men with reference to sex
+and marriage. Let me quote C. Gasquoine Hartley, whose suggestive
+Chapters VIII and IX in her "Truth About Woman" (Dodd, Mead) deserve to
+live long after the readable but unscientifically applied earlier
+chapters are consigned to oblivion:
+
+    "To hear many women talk it would appear that the new ideal is a
+    one-sexed world. A great army of women have espoused the task of
+    raising their sex out of subjection. For such a duty the strength
+    and energy of passion is required. Can this task be performed if
+    the woman to any extent indulges in sex--otherwise subjection to
+    man? Sexuality debases, even reproduction and birth are regarded
+    as 'nauseating.' Woman is not free, only because she has been the
+    slave to the primitive cycle of emotions which belong to physical
+    love. The renunciation, the conquest of sex--it is this that must
+    be gained. As for man, he has been shown up, women have found him
+    out; his long-worn garments of authority and his mystery and
+    glamour have been torn into shreds--woman will have none of him.
+
+    "Now obviously these are over-statements, yet they are the logical
+    outcome of much of the talk that one hears. It is the visible sign
+    of our incoherence and error, and in the measure of these follies
+    we are sent back to seek the truth. Women need a robuster courage
+    in the face of love, a greater faith in their womanhood, and in
+    the scheme of Life. Nothing can be gained from the child's folly
+    in breaking the toys that have momentarily ceased to please. The
+    misogamist type of woman cannot fail to prove as futile as the
+    misogamist man. Not 'Free _from_ man' is the watch-cry of women's
+    emancipation that surely is to be, but 'Free _with_ man.'"
+
+[Sidenote: Sex and intellectualism.]
+
+And further on the same author, considering the problem of the women of
+the common type that are classified as a "third sex," that of
+temperamental neuter, says:
+
+    "Economic conditions are compelling women to enter with men into
+    the fierce competition of our disordered social state. Partly due
+    to this reason, though much more, as I think, to the strong
+    stirring in woman of her newly-discovered self, there has arisen
+    what I should like to call an over-emphasized Intellectualism.
+    Where sex is ignored there is bound to lurk danger. Every one
+    recognizes the significance of the advance in particular cases of
+    women towards a higher intellectual individuation, and the social
+    utility of those women who have been truly the pioneers of the new
+    freedom; but this does not lessen at all the disastrous influence
+    of an ideal which holds up the renunciation of the natural rights
+    of love and activities of women, and thus involves an irreparable
+    loss to the race by the barrenness of many of its finest types.
+    The significance of such Intellectuals must be limited, because
+    for them the possibility of transmission by inheritance of their
+    valuable qualities is cut off, and hence the way is closed to a
+    further progress. And, thus, we are brought back to that simple
+    truth from which we started; there are two sexes, the female and
+    the male, on their specific differences and resemblances blended
+    together in union every true advance in progress depends--on the
+    perfected woman and the perfected man."
+
+[Sidenote: Young women misled by sexual pessimists.]
+
+One who studies carefully the various aspects of the extreme feministic
+movement must admit that there are many signs of the dangers which the
+above quotations point out so clearly. Of course, we cannot believe in
+the sincerity of all of the numerous women of thirty-five to fifty
+years who pretend to ignore sex completely. Probably most of them have
+discovered that they have misunderstood themselves; but it is also
+probable that they have discovered too late for making a readjustment
+in their own lives. However, it matters little whether such women have
+really succeeded in ignoring sex. The real problem for educational
+attack lies in the fact that such women often succeed in proselyting
+young women under twenty-five, and these in turn may not come to see
+the real truth about sex and life until ten or fifteen years later.
+Clearly, organized education must protect young women against such
+influences.
+
+[Sidenote: The greatest good in sex-education.]
+
+The greatest good which may come from the sex-education movement is not
+prevention or elimination of social diseases, it is not improved
+health, it is not general acceptance of the moral law of sex, it is not
+one or all these that are devoutly to be hoped for; but far greater
+than such possible results from sex-education, it will bring to many a
+man and woman a deeper, nobler, and purer knowledge of what sex means
+for the coming race and of what it means now to each individual who
+realizes life's fullest possibilities in conjugal affection which
+culminates in new life and new motives for more affection. Such an
+understanding of sex in relation to home life will help this old world
+more than anything else which sex-education may accomplish.
+
+[Sidenote: The greatest sex problem.]
+
+The problems of sex and marriage deserve far more attention than can be
+given in this lecture. I am convinced that knowledge of sex in its
+physical, psychical, social, and æsthetic aspects is the only sure
+foundation for harmonious marriage under modern conditions. Therefore,
+I believe this to be the greatest sex problem open to educational
+attack.
+
+
+§ 13. _The Eighth Problem for Sex-instruction: Eugenics_
+
+[Sidenote: Meaning of eugenics.]
+
+Eugenics, or the science of human good breeding, is just now the most
+popular of the problems concerning human sex and reproduction. In
+recent years, the biological investigators of heredity have published
+some startling facts which show that the human race must soon check its
+reckless propagation of the unfit and encourage reproduction by the
+best types of men and women. This is not the place for a review of the
+eugenic propositions. Those interested will find them in non-technical
+form in many books (see the bibliographical chapter of this book, page
+248).
+
+[Sidenote: Eugenics in biology.]
+
+Some of the chief facts of eugenics should be a part of every
+well-organized scheme of sex-instruction, and taught through biology (§
+17). Probably no other topic in biology is so likely to make an
+ethical-social appeal, for the central point of eugenics is the
+responsibility of the individual whose uncontrolled sexual actions may
+transmit undesirable and heritable qualities and bring a train of
+disaster to generations of descendants.
+
+[Sidenote: Relation of eugenics and sex-hygiene.]
+
+At this point we digress to correct the widespread error in confusing
+sex-hygiene and eugenics. Many people who ought to know better use the
+two terms synonymously, perhaps because they are afraid of that
+comparatively novel but frank prefix in "sex-hygiene." The fact is that
+eugenics and sex-hygiene have little in common. Eugenics is the
+science of reproducing better humans by applying the established laws
+of genetics or heredity. In brief, it means, on the positive side,
+selecting desirable people as parents; and, negatively, preventing
+propagation by the undesirables. This is the sum total of the task of
+eugenics in the accurate sense of the term.
+
+[Sidenote: Facts of heredity.]
+
+So far as we know, each coming generation will inherit only qualities
+that the parents inherited from their parents. It is a well-known
+principle of biology that changes in the bodies of human beings during
+their lifetime (dating from the fertilized egg that produces the
+individual) are never in any noticeable degree inherited by
+descendants. In short, acquired characteristics of the body tissues do
+not influence the germ plasm, the living matter concerned with heredity
+and reproduction, but the germ plasm that determines what the next
+generation will inherit is fixed at birth. Thus tuberculosis,
+alcoholism, gonorrhea, and syphilis may be acquired during the life of
+an individual, but do not become fixed in the germ plasm. If the
+infants show effects of any of these diseases, it is not because of
+true heredity but because they were infected or influenced before
+birth. Rarely does this happen to children of a tuberculous mother, but
+often to those of a syphilitic mother. In a gonorrheal ophthalmia
+neonatorum (specific inflammation of infants' eyes) it is a case of
+infection _during_ birth.
+
+[Sidenote: Sex-hygiene and eugenics parallel.]
+
+Thus, it appears that sex-hygiene either personal or social (concerned
+with venereal diseases) is not a part of eugenics. It is, however, a
+phase of euthenics, which deals with the environmental factors that
+affect the individual life. It is clear, then, that sex-hygiene (in the
+strict medical sense) and eugenics are parallel and not conflicting.
+Eugenics aims to select better parents who will transmit their own
+qualities genetically. Sex-hygiene in its personal and social aspects
+will make healthier parents able to give their offspring a healthier
+start in life, especially because the offspring is free from the
+prenatal effects of disease.
+
+The teaching of heredity and eugenics is intended to develop a sense of
+individual responsibility for the transmission of one's good or bad
+inherited qualities to offspring. The teaching of sex-hygiene, either
+personal or social, looks towards improving personal health and
+preventing infection and injurious influence on the unborn next
+generation. Obviously, we need both sex-hygiene and eugenics as part of
+the larger sex-instruction.
+
+
+§ 14. _Summary of Lectures on Sex Problems_
+
+[Sidenote: Problems of health, attitude, and morals.]
+
+We have made a general survey of the problems that offer reasons for
+sex-instruction. We have noted that some of the problems are concerned
+with health and, hence, lie within the scope of sex-hygiene in the
+strict sense of that term; but some of them have only the remotest
+relation to health and hygiene. On the contrary, they relate to the
+ethical, social, and æsthetic attitude of individuals towards sex and
+reproduction. Obviously, these touch problems not of sex health, but of
+sex morality. In their educational importance I believe them as great,
+perhaps even greater, than those of sex-hygiene. In fact, I have come
+to believe that many individuals can best solve all their own sexual
+problems on the basis of moral and æsthetic attitude.
+
+[Sidenote: Many-sided instruction needed.]
+
+Considering, as we have done, the sex problems in their many aspects,
+we are forced to the conclusion that sex-education will prove adequate
+only when it combines instruction from the several points of view. It
+must be much more than the sex-hygiene with which the sex-instruction
+movement started. We need sexual knowledge that will conserve health,
+that will develop social and ethical and eugenic responsibility for
+sexual actions, that will lead to increased happiness as well as to
+improved health, and that will give a nobler and purer view of life's
+possibilities. In all these lines in which sex influences human life
+profoundly, sex-education holds out the hope of help towards a better
+life for all who receive and apply its lessons.
+
+FOOTNOTES:
+
+[1] In the _American Journal of Public Health_ for July, 1913, Dr.
+John S. Fulton, Director General of the XV International Congress on
+Hygiene and Demography, criticized severely the extremely radical
+statistics that were presented on charts at the sex-hygiene exhibit of
+the Congress, and were later published in Wilson's "Education of the
+Young in Sex-hygiene."
+
+[2] There is danger in quoting to young men the estimates as to
+prevalence of social diseases and, therefore, of promiscuity. Fear of
+consequences will not control one who is led to believe that he is
+doing what most men do. (See Parkinson in _Educational Review_, Jan.
+1911, pp. 44-46.)
+
+[3] Many writers have discounted the value of warnings involved in
+sex-instruction concerning social disease (see especially Cabot's
+papers referred to in § 46, and Parkinson in _Educational Review_,
+January, 1911).
+
+[4] Louise Creighton, in her excellent little book on "The Social
+Disease and How to Fight It" (Longmans), has well presented the
+problems of social impurity from woman's point of view.
+
+Dr. W.S. Hall, in "Life's Problems," has given in a few pages the
+necessary protective knowledge.
+
+[5] See "The Sexual Necessity," by Drs. Howell and Keyes.
+
+[6] See also, Henderson's "Education with Reference to Sex."
+
+[7] See chapter on "Motherhood and Marriage" in Foerster's "Marriage
+and the Sex Problem."
+
+[8] As an illustration of this fact, out of 558 Pittsburgh
+professional prostitutes, 406 had never had children. Of the 152 who
+were mothers, only 24 had two or more children.
+
+[9] Many thinking men and women now agree with Ellen Key that
+"marriage is immoral without mutual love," that "love is the sole
+decisive point of view in questions concerning this relationship,"
+that "it will come to pass that no finely sensitive woman will become
+a mother except through mutual love," that "everything which is
+exchanged between husband and wife in their life together can only be
+the free gift of love, can never be demanded by one or the other as a
+right." (Key--"The Morality of Woman.")
+
+[10] Foerster, in his "Marriage and the Sex Problem," urges that
+self-control over sexual passions is the working of the old idea of
+asceticism, which he believes "should be regarded, not as a negation
+of nature nor as an attempt to extirpate natural forces, but as
+practice in the art of self-discipline. Its object should be to show
+humanity what the human will is capable of performing, to serve as an
+encouraging example of the conquest of the spirit over the animal
+self." My personal view is that nothing is gained by confusing
+self-control and the old asceticism.
+
+[11] Misunderstood, it seems to me, because her philosophy demanding
+that marriage begin with, exist with, and end with love means freedom
+in love, and this has been misinterpreted as "free love" in the sense
+of promiscuity. I know of no writer who stands for marriage on a
+higher plane than that advocated by Ellen Key. Her lecture on
+"Morality of Woman" (Seymour Co., Chicago) is a good condensed
+statement of her largest ideas and a helpful introduction to "Love and
+Marriage."
+
+
+
+
+III
+
+ORGANIZATION OF EDUCATIONAL ATTACK ON THE SEX PROBLEMS
+
+
+§ 15. _The Task of Sex-education_
+
+[Sidenote: Pragmatic solution of sex problems.]
+
+In the preceding series of lectures we have surveyed eight important
+sex problems that can never be solved, even in part, unless by
+widespread information that specifically guides the individual and
+organized society in the adjustment of sexual instincts to the peculiar
+conditions that obtain in our modern civilized life. To spread the
+knowledge that will help civilized humanity on towards the best
+possible adjustment of sex and life, and therefore to a pragmatic
+solution of sexual problems, is the task or the chief aim of
+sex-education.[12]
+
+[Sidenote: No hope for complete solution.]
+
+[Sidenote: Constant advance towards ideals.]
+
+Of course, only the ultra-Utopian dreamer claims that sex-education can
+solve all the sexual problems of civilized life, but even the most
+pessimistic disbeliever in the new movement admits that knowledge of
+sexual life will be helpful to the great majority of people. Hence, it
+is worth while to organize the educational attack on the sex problems
+which we have considered in the preceding lectures. It seems to me that
+we may gain an advantage by frankly admitting that the educational
+attack is not expected to solve all sex problems for all people, for by
+such admission we put to flight those shallow cynics who have opposed
+the sex-education movement because they think (and probably correctly)
+that immorality and social diseases and all other sexual disharmonies
+will continue to exist as long as the human species does. Likewise,
+there will be dishonesty and murder and preventable diseases and all
+other human troubles in spite of education; but the advancement of
+learning has slowly and progressively reduced the sum total of all the
+disharmonies of life until now civilized people are largely free from
+many of the original or barbaric conditions. Along similar lines we may
+confidently think of sex-education as making a constantly advancing and
+victorious attack on the problems of life that have grown out of our
+primitive sexual instincts. Sex-education, like all other education,
+strives towards ideals that individuals and society may always approach
+but may never reach. It is only another case of Emerson's advice,
+"hitch your wagon to a star," which means the adoption of high ideals
+that lead ever on and on towards better life.
+
+With this understanding that _the task of sex-education is the
+ever-advancing improvement of sexual conditions in individual as well
+as in social life_, let us turn now to consider the possible lines for
+definite educational attack on the chief problems of sex. It will be
+most helpful if we first analyze the general task of sex-education into
+some specific aims that may definitely guide instruction, and then in
+later lectures consider the methods and detailed subject matter of
+sex-instruction.
+
+
+§ 16. _The Aims of Sex-education_
+
+[Sidenote: Emphasis on social disease.]
+
+Since the revelations concerning the disastrous physical effects of
+sexual immorality, especially as it exists in the commercialized
+conditions of the social evil, have had the chief influence in
+awakening intelligent people from their age-long ignorance and
+indifference concerning the great sex problems, it was natural that
+those who first proposed special instruction should have emphasized the
+social evil and its diseases so much as to create the widespread but
+erroneous impression that the great aim of sex-education is to teach
+the distressing facts concerning the pathological consequences of
+immorality.
+
+[Sidenote: Other problems need emphasis.]
+
+Now, without in the least underestimating the vast importance of the
+emphasis placed on sexual immorality and social diseases in the
+splendid pioneer work of the late Dr. Morrow and others for the
+sex-education movement, and without suggesting that these topics should
+be neglected while reorganizing the educational attack on sex problems,
+I believe that so far as formal instruction in homes, schools, and
+colleges is concerned, we may gain a decided advantage if we now
+recognize and declare boldly that the physical effects of the diseases
+arising from the social evil constitute _only one of several_ groups of
+sex problems that organized education should attempt to solve.
+
+Concerning the other problems that sex-education should touch with
+great definiteness, it is my personal view that most of those outlined
+in the preceding lectures will be affected by instruction along five
+important lines, as follows:
+
+[Sidenote: Five lines of instruction.]
+
+(1) The scientific truths that lead to serious and respectful attitude
+on all sex questions. (2) The personal sex-hygiene that independent of
+social diseases conserves individual health directly or indirectly
+through sexual normality. (3) The ethical responsibility of individuals
+for the physical or social or psychical harm of their sexual actions
+upon other individuals, _e.g._, in prostitution and illegitimacy. (4)
+The hygienic, ethical, and psychical laws that promote physical and
+mental health in monogamic marriage. (5) The established principles of
+heredity and eugenics which foretell the possible coming of a better
+race of humans. I believe that in these five lines there are
+educational problems of present and future greater significance to
+human health and happiness than are found in the social evil and its
+diseases, commandingly important though these be. Therefore, in viewing
+the field of sex-education with reference to the possible usefulness of
+knowledge in helping individuals solve the vital problems that have
+grown naturally out of the reproductive function, I believe that we are
+logical only when we organize our educational aims so as to give
+scientific instruction concerning the problems of sex in the several
+lines in addition to the physical or hygienic aspects of the social
+evil and its diseases.
+
+[Sidenote: Four aims.]
+
+As I now see in the large the sexual problems which scientifically
+organized education should attack, the educational aims may be grouped
+under four general headings as follows:
+
+First and most important, sex-education should aim to develop an
+open-minded, serious, scientific, and respectful attitude towards all
+problems of human life which relate to sex and reproduction.
+
+Second, sex-education should aim to give that knowledge of personal
+hygiene of the sexual organs which is of direct value in making for the
+most healthful and efficient life of the individual.
+
+Third, sex-education should aim to develop personal responsibility
+regarding the social, ethical, psychical, and eugenic aspects of sex as
+affecting the individual life in its relation to other individuals of
+the present and future generations; in short, sex-education should
+consider the problems of sexual instincts and actions in relation to
+society.
+
+Fourth, sex-education should aim to teach _briefly_ to young people,
+during later adolescence, the essential hygienic, social, and eugenic
+facts regarding the two destructive diseases which are chargeable to
+sexual promiscuity or immorality.
+
+[Sidenote: Order of importance of aims.]
+
+For emphasis, let me briefly summarize these aims of sex-education: (1)
+Serious, scientific, and respectful attitude of mind on sex questions;
+(2) personal sex-hygiene; (3) social and ethical and eugenic
+responsibility for sex actions; (4) relation of immorality and social
+diseases. I have deliberately, placed these educational aims in this
+order because it is the order of greatest permanent importance in the
+sex-education movement; it represents the greatest value to the largest
+number of individuals who may learn the scientific truth; and it is the
+order most natural, most logical, and most effective in pedagogical
+practice with young people.
+
+[Sidenote: Relation of aims to problems of sex.]
+
+Sex-education organized with regard to these four aims will touch
+definitely all the eight problems of sex that have been discussed in
+preceding lectures. The first aim will directly affect the problem of
+vulgarity and indirectly touch those stated under the third aim. The
+second aim is obviously directed to the problem of personal health as
+it may be influenced by the sexual processes of one individual
+independent of others. Of course, there is also the personal aspect of
+social diseases, but it is clearer to consider both personal and social
+aspects of these diseases as a unit in the fourth aim. The third aim is
+based on five of the eight great problems which involve individual
+responsibility for the social evil, for illegitimacy, for sexual
+immorality, for matrimonial harmony, and for eugenics. The social
+aspects of the venereal diseases obviously involve personal
+responsibility of the individual in relation to society as well as a
+personal hygienic problem. Thus, six of the eight great sex problems
+are essentially social and only those relating to personal hygiene and
+individual attitude are so distinctly personal as to have only an
+indirect relation to other individuals, as might be true in case of
+unharmonious marriage of individuals who are vulgar minded or who have
+been injured by unhygienic personal habits. Finally, the fourth aim
+provides for teaching the _essential_ facts that may help individuals
+protect themselves directly, and society indirectly, against the
+diseases that awakened the world to the need of sex-education.
+
+Let us turn now to analyze the aims of sex-education and consider how
+they may be connected with a definite scheme for sex-instruction.
+
+
+§ 17. _The Aims as the Basis of Organized Sex-instruction_
+
+I have placed first the aim to develop a serious and respectful
+attitude toward sex and reproduction because at the root of the sexual
+problems of our times is the prevailing vulgar interpretation of sex
+and life discussed in a preceding lecture (§ 11).
+
+[Sidenote: Biology and attitude.]
+
+Recognizing the great importance of attitude, how may it be influenced
+by instruction in home or school? The most widely accepted answer is
+that the best beginning may be made through study of biology (including
+botany, zoölogy, and physiology) and through nature-study and hygiene
+taught on a biologic basis. No other method of introduction to
+sex-instruction is so natural and so likely to lead to a serious,
+scientific, and open-minded attitude concerning sex. In fact, a large
+part of the study of reproduction of plants and animals in courses of
+biology in schools and colleges has its value chiefly in the
+overwhelming evidence that problems of sex and reproduction are natural
+and dignified aspects of life. Such biological study determines
+attitude in no small degree. This is the chief justification for study
+of the reproductive processes in a series of animals and plants
+representing stages between the complex development of the highest
+animals which parallel human life and the lowest forms which the
+microscope reveals. In all my classes of twenty years in high school
+and college I have noted a marked development of serious, scientific,
+and open-minded attitude in response to natural and frank presentation
+of animal and plant life-histories. Moreover, I have many times
+requested large groups of students to write freely and frankly
+concerning the influence of biological courses upon their own attitude;
+and their papers have strongly supported my observation that study of
+animal and plant life-histories exerts a profound influence upon the
+attitude of students towards the human problems of sex and
+reproduction. If I were stating a defense for biology as one of three
+or four essential science courses for general education, I should place
+the greatest emphasis upon the study of animals and plants as a
+foundation for sex-instruction. Certain critics would reply that all
+the biological facts that are actually used in the direct human
+application of sex-instruction could be taught in a few lectures
+without a year's course in biology; but it is a demonstrated fact that
+a few isolated lessons do not give the attitude that comes from a good
+course of biology taught with the view to culminating in special
+sex-instruction.
+
+[Sidenote: Literature and attitude.]
+
+Only recently has it been pointed out that one's attitude towards sex
+may be profoundly influenced by reading certain general literature that
+holds up high ideals of love and sex and life. It will be most
+convenient to consider the influence of literature on sex-instruction
+in another lecture (§ 23).
+
+[Sidenote: Teaching personal sex-hygiene.]
+
+Now let us consider the general bearings of the personal sex-hygiene
+demanded by the second aim. For children under ten and twelve the
+necessary hygiene should be presented personally (see § 25). For young
+people of adolescent years there are four possible ways of instruction
+in personal sex-hygiene: (1) It may be added naturally to a course or
+series of lessons in general hygiene including the problems of health
+for all systems of organs. (2) It may be included in a study of
+vertebrate and human reproduction in a course of biology or zoölogy.
+(3) It may be presented by a special lecture that is independent of all
+regular courses of study. (4) Special booklets may be put into the
+hands of young people. Let us now examine each of these ways:
+
+[Sidenote: Sex-hygiene in general hygiene.]
+
+(1) Sex-hygiene as a natural part of a series of lessons in general
+hygiene is most satisfactory when preceded by biological nature-study
+or high-school biology in which life-histories of organisms have been
+studied for the sake of attitude. At present we lack satisfactory
+textbooks for this kind of correlation. There is a strong reaction
+against independent courses of hygiene in high schools, and the next
+plan is becoming more common.
+
+[Sidenote: Hygiene in biology.]
+
+(2) The inclusion of the necessary hygiene of all organs in courses of
+biology or zoölogy that have emphasized physiology and its bearings on
+health is the best arrangement so far proposed and tested in practice.
+It has been tried with success by Dr. W.H. Eddy in the High School of
+Commerce, New York City, and by other high-school teachers working
+along the same lines. The arguments for teaching general hygiene on a
+biological basis have been presented in the last chapter of "The
+Teaching of Biology in Secondary Schools" by Lloyd and Bigelow, and put
+in textbook form in the "Applied Biology" and "Introduction to Biology"
+by M.A. and Anna N. Bigelow. However, personal sex-hygiene is not
+included in these textbooks, because educational and public opinion do
+not yet stand for such radical lessons in books for schools.
+
+[Sidenote: Special lectures on hygiene.]
+
+(3) Special lectures on sex-hygiene independent of biology or general
+hygiene are at best makeshifts, and not without dangers. I fear the
+effect of the abrupt introduction to sex problems by special lectures,
+especially for girls who may be shocked much more than the average boys
+can be. I heartily sympathize with parents and school officials who
+object to special lectures that suddenly focus attention on problems of
+sexual health. It seems to me that special lectures should be given
+only when no other method of teaching is possible. This applies
+especially to young people who are not in schools. While I have
+stressed biological nature-study as offering the ideal basis for the
+broadest kind of sex-education, I realize that there are cases where
+such study cannot be held prerequisite to some aspects of sex-hygiene
+that young people should know. However, we should aim to make such
+cases the exceptions and not the rule. Some good may be accomplished by
+teaching certain facts of sex-hygiene frankly and directly to those who
+have absolutely no knowledge of nature-study and biology; but after
+watching the reactions of groups of boys who were receiving such
+information, I have been convinced that even with a limit of one hour
+for instruction a biological setting is decidedly important in that it
+gives an indirect approach.
+
+(4) Special books and pamphlets are useful when, and only when, the
+above methods are impossible, but certain cautions are desirable (see §
+22).
+
+[Sidenote: Difficulty in ethical-social teaching.]
+
+The third aim involves some difficult educational problems. Since we
+confess that we know so little concerning efficient methods for
+ethical, moral, or social teaching, it is evident that we must be far
+from a satisfactory plan for dealing with instruction which is intended
+to oppose most powerful instinctive tendencies and long-established
+habits of sensuality. Clearly the third aim sets no easy task for the
+educator; but since the possible solution of sex problems must turn on
+the sex actions of the individual in relation to society, the
+ethical-social aspects of sex-education must not be evaded because the
+way is not yet entirely clear. The fact is that a good beginning has
+been made, especially in teaching concerning social diseases, heredity,
+and eugenics.
+
+[Sidenote: Social hygiene and ethics.]
+
+The value of all the proposed teaching concerning the relation of
+immorality and social diseases is more ethical than hygienic. Read any
+of the standard literature on the social side of venereal diseases,
+especially the masterly writings of the eminent physician and chief
+organizer of the American movement for sex-education, the late Dr.
+Prince A. Morrow, of New York City; and one notes that the medical
+facts have bearings in two directions. First, they indicate the
+desirability of morality as a protection of personal health; and
+second, they teach that the pathological results of the individual's
+immoral living may be passed on later to innocent wives and children.
+The first is as clearly personal hygiene as teaching that impure water
+may cause typhoid; but the second is social hygiene and ethics. The
+second is more impressive to all but the most selfish people.
+
+There is good reason for believing that information concerning the
+social diseases is more likely to impress the average young man through
+the social-ethical appeal much more than as a matter of personal
+health. Therefore, a biological lesson on social diseases, which may be
+presented most logically in connection with other germ diseases, may
+have its chief value in that its meaning is social and ethical.
+
+[Sidenote: Biology and ethics.]
+
+As another illustration of biology touching ethics, I have recently
+come to believe that the teaching concerning heredity and eugenics,
+which should be a standard part of the best sex-instruction, has its
+greatest value in the ethical appeal, and not in the direct biological
+application of the laws of heredity which underlie eugenics. I realize
+that this statement is likely to be disputed by those biologists who
+see in eugenics only the possibility of controlling heredity so as to
+propagate better strains of humans, just as breeders of plants and
+animals have produced better domesticated varieties. A biologist
+naturally believes that the ultimate aim of eugenics is improvement
+of physical and psychical qualities; but considering the
+ethical-social-biological complications of human sex-problems, it seems
+improbable that any decided and extensive improvement is likely to
+come if we continue to limit our interpretation of the principles of
+eugenics to the purely biological standpoint of the breeder of plants
+and animals. Let me illustrate by some concrete facts from eugenics:
+
+There is a widespread opinion among science teachers that high-school
+biology should present some of the best established facts of heredity;
+and that these should be eugenically applied to human life by means of
+such illustrations as those afforded by the histories of certain
+degenerate families, such as the well-known Jukes and Kallikaks. A
+brief sketch of the history of the latter family, as described in Dr.
+Goddard's interesting book, "The Kallikak Family" (Macmillan), will
+make clear my point as to the ethical appeal of eugenics.
+
+[Sidenote: Eugenics and ethical teaching.]
+
+A young man of good ancestry broke the moral law about one hundred and
+forty years ago and became the father of an illegitimate son by a
+feeble-minded mother. Of 480 descendants of this son, there have been
+46 normal, many immoral, many alcoholic and 143 feeble-minded. The same
+man who back in the revolutionary days made a moral mistake which led
+to such awful consequences, later married a woman of good family and
+became the progenitor of a second line of 496 descendants of whom 494
+have been normal mentally, while two were affected by alliance with
+another family; and all have been first-class citizens, many of them
+prominent in business, professions, etc.
+
+Even making due allowance for the depressing influence of the
+environment in which most of the down-and-out descendants in the
+degenerate line lived, the comparison between the normal and the
+abnormal lines from the same ancestor gives the most convincing eugenic
+evidence that has been discovered in the human race. Doubtless it will
+long be used as a basis for attempted biological control of the
+propagation of the unfit. Many similar cases of hereditary degeneracy
+are recorded in books on eugenics.
+
+Such a eugenic record as that of this Kallikak family should be
+reviewed in every high school and college in connection with the topic
+"heredity" in a course of biology, for it will teach two important
+lessons: (1) The biological principle that defects, both physical and
+mental, are highly heritable, even for many generations; and (2) the
+ethical responsibility for the sex actions of the individual who may
+start a long train of human disaster that may visit the children unto
+even later than the third and fourth generations. The first lesson is a
+purely biological one which suggests the eugenic argument that
+defective humans, like undesirable animals and plants, should not take
+part in the perpetuation of the species. The second lesson is not
+biological but ethical, suggesting individual responsibility for
+conduct which may disastrously affect other individuals' lives. It
+seems to me that so far as general education is concerned, the ethical
+lesson is the more impressive and more likely to lead to voluntary
+eugenic practice by individuals. It is my observation that even many
+intelligent people are not seriously impressed by the biological
+evidences for eugenics considered as a general problem, but their
+reaction is one of interest when one begins to present the question of
+ethical responsibility for the transmission of physical and mental
+defects to future generations. Such considerations have led me to the
+view, already suggested, that eugenic studies in courses of biology
+have their greatest practical value in their ethical implications,
+which, of course, by influencing individual responsibility for
+reproduction may lead to the desirable biological improvement of the
+human race. Teachers of biology should present, as an economic problem,
+the facts which will make better breeds of plants and animals by direct
+application of the biological laws of heredity; but they should present
+and apply parallel facts to human life in order to influence first of
+all individual responsibility for ethical control of reproductive
+activity, and thus indirectly work eugenically for an improved human
+race.
+
+[Sidenote: Aim of eugenics.]
+
+Thus the aim of eugenics is most likely to be attained through ethical
+rather than biological application of the teaching which our schools
+can give. The men and women who view life selfishly with no feelings of
+ethical responsibility towards others of the present or future will
+take no practical interest in the biological problems of human
+eugenics, although the economic problems of plant and animal breeding
+may interest some of these same people.
+
+[Sidenote: Education and other aspects of sex problems.]
+
+In addition to the ethical-social bearings of biological teaching, our
+sex-education will be incomplete until we learn how to attack the sex
+problems directly and effectively with reference to the ethical,
+social, psychical, and æsthetic aspects. Perhaps we may be able to do
+this only with mature people; probably it is too much to hope that even
+a serious impression will be made on all intelligent people; but
+somehow sex-education must be completed by adequate presentation of
+these aspects, for the problems of sex are satisfactorily solved only
+in the lives of those fortunate individuals whose vision of the
+relation of sex and life combines the viewpoints of biology, hygiene,
+psychology, ethics, religion, and last--but far from least--æsthetics.
+
+[Sidenote: Only essential knowledge of social diseases.]
+
+Finally, the educational application of the fourth aim demands some
+explanation. Sometime in the adolescent period all young people should
+learn the essential facts regarding the two social diseases and their
+relation to immoral living. There is the widespread impression that
+those advocating sex-education believe in giving great prominence to
+the social diseases; but in opposition to this I cite the report of a
+committee of the American Federation for Sex Hygiene, published in the
+_Journal of the Society of Sanitary and Moral Prophylaxis_, January,
+1913, and later reprinted as a pamphlet by the American Social Hygiene
+Association. In that report there are _twenty-three_ recommendations
+concerning sex-instruction; but _only_ one mentions social diseases
+and in these words: "During the later period of adolescence ... there
+should be given ... special instruction as to the character and dangers
+of the venereal diseases." That seems sufficient. It is not desirable
+that young people should review the horrible facts relating to
+perverted sexuality. Ten or twenty brief and authoritative statements
+quoted impressively from medical and social literature ought to give
+fair warning of lurking dangers in immoral living. More extensive
+information has often proved dangerous. I would gladly advocate that
+this dark side of life be kept in sealed books if I did not know that
+so many young people need forewarning and definite guidance. Our
+educational system will not do its full duty if it fails to offer the
+needed help so that it may be obtained by all adolescent young people
+who are not so fortunate as to be guided by parents and other personal
+teachers.
+
+FOOTNOTES:
+
+[12] To avoid misunderstanding, let me repeat from the first lecture
+that I am constantly thinking of sex-education in the larger sense;
+and instruction in schools can be, at best, only a part.
+
+
+
+
+IV
+
+THE TEACHER OF SEX-KNOWLEDGE
+
+
+§ 18. _Who Should Give Sex-instruction?_
+
+A large number of people have been convinced that young people need
+knowledge which will help them face the great problems of sex; but they
+withhold their approval of the sex-education movement because they are
+not satisfied that proper teachers exist. It is, therefore, evident
+that we cannot make permanent progress by emphasizing the need of
+sex-education unless we can give assurance that qualified teachers are
+available.
+
+[Sidenote: The teacher most important.]
+
+The situation as regards teachers of sex-instruction is very different
+from that of all other subjects concerning which young people should be
+taught. We cannot safely plan the teaching regarding sex until we know
+the teacher. This will be evident, I think, after some general
+considerations concerning selection of teachers and some discussion of
+problems such as the first teacher, teachers for classes, and some
+undesirable teachers. The general rule should be, first, find the safe
+and sure teacher and, second, select the facts and plan the lessons
+that the chosen teacher may give effectively.
+
+[Sidenote: Teachers of same sex for children.]
+
+So far as young children are concerned, the needed instruction is so
+general in character that the sex of the competent teacher is of little
+importance, but the information that ought to prepare for and guide
+through the mazes of adolescent youth should come to young people from
+teachers of the same sex. If exceptions must be made rather than omit
+instruction altogether, some very mature women may safely guide both
+boys and girls through adolescence; but men, even physicians, should
+not undertake instruction of adolescent young women, unless parents and
+other mature people are present to help with attitude. That women may
+well instruct boys I know, because the most impressive sex lecture I
+ever heard was given by the late Dr. Mary Wood-Allen to the boys of the
+freshman class when I was a college student. But note that I have said
+"some very mature women." The fact is that I fear danger for some boys
+if they are frankly instructed by attractive young women who are only
+ten to fifteen years older than their pupils. Hence, I urge great
+caution if there must be any exceptions to the general rule that
+teachers and pupils should be of the same sex.
+
+[Sidenote: Coeducational classes.]
+
+I realize the difficulty of applying this rule in many high schools
+where the foundations of sex-education are well laid on the biological
+basis. There is no reason why the biological studies should not be
+coeducational through nature-study and biology as far as the
+development of frogs and birds and, in a general way, of mammals. In
+fact, both of my textbooks, the "Applied Biology" and the "Introduction
+to Biology," which emphasize reproduction of organisms more than other
+high-school books, have been used throughout in coeducational classes.
+However, these books stop where the problems of human life begin and
+should be supplemented by lessons for sex-limited classes. There are
+writers who suggest that segregation of the sexes for teaching
+concerning human life may be at present a necessity because complete
+frankness on sexual questions is certainly obstructed by tradition; but
+we must not ignore the deep social reasons why, in general, there must
+be maintained a certain amount of reserve between the sexes in the
+consideration of some important problems of life. No educational theory
+or practice can possibly alter the fundamental physical or psychical
+relations of the sexes which nature seems to have fixed immutably.
+
+[Sidenote: Married women as teachers.]
+
+One other point that deserves attention in this connection is the
+common statement that only married women, preferably mothers, can be
+competent instructors of young women. This strikes me as more than
+absurd. Personal experience is not always necessary for teaching in any
+line. The greatest medical teachers have not had the diseases they
+describe so clearly. The best elementary teachers and specialists on
+the care of children are not always mothers; on the contrary, some of
+these are men. The fact is that these teachers have learned, not from
+personal experience, but from the great accumulations of scientific
+knowledge of medicine, hygiene, and education. There is an abundance of
+such knowledge relating to sex that may be clearly understood by bright
+women who have no bi-personal knowledge of sex. Therefore, I believe
+that it is nonsense to insist that only women with complete sexual
+experiences can be efficient guides for other women.
+
+
+§ 19. _The Child's First Teachers of Sex-knowledge_
+
+[Sidenote: Mothers and other first teachers.]
+
+The first instruction which may begin to lay the foundation for the
+individual's sex-education should be given in early childhood by
+parents, or by other adults, who happen to be on the most intimate
+personal terms with the child. Usually this means the mother; but there
+are numerous cases of teachers, governesses, grandmothers, and even
+fathers who have greater personal influence with certain children than
+their mothers have. The essential point is that the child should be
+instructed only by an adult who can exert the greatest personal
+influence.
+
+[Sidenote: Mothers and adolescent boys.]
+
+Many parents who believe in sex-education for their children hold that
+the mothers should give all necessary hygienic guidance and teach the
+elementary facts of life to the children of both sexes in the
+pre-adolescent years, but that with the dawn of adolescence the girls
+should continue to be instructed by their mothers, while the boys
+should be guided by their fathers. So far as girls are concerned, this
+seems to be a fairly good plan; but nine times out of ten it is not
+best for the boys for several reasons: First, the sudden change of
+attitude on the part of the mother will surely impress upon the boy
+that there is something about sex in boys that even his mother dares
+not talk over with him. At about this same time when the mother begins
+to avoid the sex question with her boy, he will surely begin to get
+vulgar information and impressions from his boy companions. He will in
+all probability begin to hear the impure and obscene stories and vulgar
+language that are so common among many men and boys, and he will be
+sure to learn that the vulgarity which he hears must not be repeated in
+the presence of his mother and sisters. It is a most critical time in
+the mental attitude of the boy. His mother has so far been directing
+him towards purity and then suddenly sets him adrift. If there is ever
+a time in a boy's life when he needs intimacy with his mother, it is in
+the early adolescent years of twelve to fourteen. A strong mother's
+heart to heart guidance at that time will influence the boy more than
+all the sex-education which the schools and colleges combined can ever
+hope to offer. Such is the problem of home teaching for adolescent
+boys. I emphatically protest against the foolish and even dangerous
+idea that because a boy is beginning to metamorphose into a man his
+mother should cease to help him with the problems of sex. Lucky is that
+adolescent boy whose mother realizes her duty and her opportunity and
+holds him as intimately as if he were a girl of corresponding age.
+
+
+§ 20. _Selecting Teachers for Class Instruction_
+
+The references to "the teacher" in the following are primarily
+applicable to those who may be called upon to give sex-instruction as
+class work in schools, colleges, churches, the Y.M.C.A., the Y.W.C.A.,
+and other educational organizations.
+
+The chief question for discussion in this lecture is that of selecting
+the teacher of those phases of sex-instruction that are directly
+related to human life, that is, personal sex-hygiene and sex-ethics. So
+far as biological facts of sex are concerned, there are no special
+problems such as may not be handled by teachers of biology in general
+according to the accepted methods (see Lloyd and Bigelow, "Teaching of
+Biology in the Secondary School" and Bigelow, "Teacher's Manual of
+Biology").
+
+[Sidenote: Regular teachers if possible.]
+
+As already suggested, a large part of the sex-instruction is simply an
+extension of biological science, hygiene, and ethics; and in secondary
+schools and colleges should be given by selected teachers of the
+regular staff and whenever possible as a part of regular courses. There
+may be some necessary modifications to this plan; for example, in
+Teachers College the course on sex-education and another series of
+lectures on sex-physiology and hygiene for women are open to students
+who do not take the biology courses in which the sex-instruction
+logically belongs.
+
+[Sidenote: Sex-hygiene and ethics.]
+
+The culminating stages of any complete scheme for formal sex-education
+of young people will be sex-hygiene considered in its strict sense as
+that special phase of sex-education which deals with problems of
+health, and sex-ethics which determines the responsibility of
+individuals for control of sexual instincts. While nature-study and
+biology and general hygiene may be organized so as to present the major
+portion of the facts which should be included in a complete scheme of
+sex-instruction in schools and colleges, the application of these facts
+to personal life is the most difficult problem of sex-education. In
+fact, it is the only real problem, for long before sex-education became
+a definite movement the most efficient science teachers were presenting
+the fundamental facts on which we now propose to build with certain
+hygienic and ethic instruction which directly touches the personal life
+of the student. As already said, the human application will require
+only a few lessons, preferably in connection with nature-study,
+biology, ethics, or hygiene. But although brief, such instruction is
+the keystone in the arch of sex-education, and it is very important
+that there be no serious mistakes in selecting the teachers.
+
+[Sidenote: Sex specialists not desirable.]
+
+I have mentioned special teachers as necessary for instruction with
+direct reference to specialists human life. I hasten to add that I
+still agree with the report of the special committee (Morrow, _et al._)
+of the American Federation for Sex Hygiene that it is not desirable
+that any teacher should make a specialty of this type of instruction
+and of no other. We do not want "sex specialists" in the schools (see
+pp. 10 and 20-23 of the Report of the Committee). It is important that
+all teachers should have general information regarding the sex problems
+of young people in order to be able to help individual pupils.
+
+
+§ 21. _Certain Undesirable Teachers for Special Hygienic and Ethical
+Instruction_
+
+It will be most helpful if we consider the problem of selecting
+teachers with a view to rejecting those who certainly should not
+undertake the special hygienic and ethical teaching, for teachers who
+are good in other subjects and who are fortunately free from certain
+disqualifications discussed in the following, may by means of study
+adapt themselves for the final and most important stages of
+sex-education.
+
+There are five types of teachers who should be regarded as disqualified
+for teaching personal sex-hygiene and sex-ethics.
+
+[Sidenote: Embarrassed teachers.]
+
+First, those men and women who are unable to speak of sex-hygiene as
+calmly and seriously as they do of any other phase of hygiene had
+better not undertake the instruction of young people. There are many
+such men and women among teachers who, so far as scientific training is
+concerned, ought to be good teachers of sex-hygiene. As an illustration
+of this attitude that leaves the wrong impression with students, it is
+reported that a good teacher of hygiene recently prefaced a brief talk
+to college girls as follows: "I shall now consider a process that no
+cultured woman ever mentions except with bated breath. I refer to
+menstruation."
+
+[Sidenote: Abnormal teachers.]
+
+The second kind of people who should not teach sex-hygiene are the men
+and women who are the unfortunate victims of sexual abnormality, either
+physical or psychical, that more or less influences their outlook on
+life. Certain neurotic and hysterical men or women who lack thorough
+physiological training and whose own sexual disturbances have led them
+to devour omnivorously and unscientifically the psychopathological
+literature of sex by such authors as Havelock Ellis, Krafft-Ebing, and
+Freud, are probably unsafe teachers of sex-hygiene. Especially is this
+true of the women of this type whose introspective morbidity has led
+them to diagnose their own functional disturbances as the direct result
+of "over-sexuality" and restraint from normal sexual expression--a
+diagnosis that is probably wrong nine times in ten cases. Such a woman
+is a very dangerous teacher of sex-hygiene for adolescent girls; and a
+positive menace to older unmarried women who, if free from absorbing
+work, may spend their leisure in becoming more or less restless under
+the unsocial, if not unphysiologic, conditions of unwelcome celibacy.
+This is no imaginary danger. The reader of this will not be interested
+in details, but the author has received from physicians and others
+reliable information concerning several extremely abnormal women of the
+above-described type who are taking an active interest in the
+sex-instruction of young people and are actually suggesting to their
+friends among young women the dangerous and untrue doctrine that
+prolonged celibacy for women results in repressed sexuality that surely
+leads to ill health. Such ideas, it is true, are traceable to certain
+well-known radical writers on the psychopathology of sex; but we must
+remember that the great majority of physicians and other scientific
+investigators who have studied such problems refuse to believe that
+repressed sex instincts in either men or women do the harm that a few
+extremists have claimed. But even if it were known beyond the shadow of
+a doubt that repressed sex instincts may injure people, it would be
+unwise to intrust young people to instruction by teachers who have a
+hypochondriacal interest in such a doctrine of repression. Such
+suggestions can do only harm to the vast majority of persons who
+receive them. To say the least, it is unfortunate that the
+psychopathology of sex has become so widely circulated among those who
+are not well trained in physiology and psychiatry.
+
+[Sidenote: Teachers who emphasize sexual abnormality.]
+
+The third kind of people who should not be intrusted with teaching
+sex-hygiene are the men and women who, without a scientific
+perspective, have plunged into the literature of sexual abnormality
+until they have come to think that knowledge concerning perverted life
+is an important part of sex-education for young people, especially for
+those of post-adolescent years. I know of teachers and physicians who
+advise young people not much over twenty years of age to read such
+psychopathological works as those of Krafft-Ebing, Ellis, and Freud,
+and various works dealing with commercialized vice. Here is a grave
+danger. The less that people without professional use for knowledge of
+sexual pathology know concerning it, the better it will be for their
+peace of mind and possibly for their morals. Therefore, I urge that he
+who enthusiastically studies the abnormalities of sex life without
+reference to scientific research or professional demands, is not likely
+to be the kind of teacher who will present abnormal life only so far as
+is necessary to an understanding of the perfectly normal.
+
+[Sidenote: Pessimistic teachers.]
+
+The fourth kind of people who ought not to instruct the young in
+personal problems of sex-hygiene are the men and women whose own
+unhappy romances or married life, or whose knowledge of vice
+conditions, have made them pessimistic concerning sex-problems. There
+are in our schools and colleges to-day some such men and many such
+women, and there will be danger for young people when the growing
+freedom of expression allows these sexual pessimists to impress their
+own hopeless philosophy of sex upon students. The educational world
+does not need such teachers, but rather those who can follow the late
+Dr. Morrow in seeing a bright side of life that almost dispels the
+darkness of sexual errors.
+
+[Sidenote: Teachers not respected by pupils.]
+
+The fifth kind of persons who ought not to teach the personal side of
+sex-hygiene are those who cannot command the most serious respect of
+their pupils. This applies especially to many men teachers whose
+flippant attitude and even questionable living are not likely to help
+their pupils, especially boys, towards a satisfactory interpretation of
+sex problems. Of course, such teachers ought not be in schools at all,
+but the fact is that for various reasons they sometimes get there and
+stay there; and so they must be weighed by the school official who
+selects the teachers to be intrusted with special problems of
+sex-education.
+
+[Sidenote: No instruction without satisfactory teachers.]
+
+Summarizing, I have in this lecture aimed to warn the school
+administrator, and others who must select teachers of classes, against
+the kinds of teachers who ought not be chosen for presenting the
+special problems of sex-education, especially those of sex-hygiene and
+sex-ethics. I have pointed out that there are five serious
+disqualifications; and it is probable that if strictly applied when
+choosing teachers for special sex-instruction, there will be
+elimination of three or four in every ten of those whose training in
+science might be expected to qualify them as teachers of this special
+line. It is a fair question as to what a school or other institution
+should do if it has no teachers who are free from the above
+disqualifications. My own belief is that it is better to get an
+outsider for the handling of the special problems. If this is
+impracticable, then suggest to the students that they read certain
+books such as are recommended in the last sections of this book. Even
+entire omission of the study of the personal and social aspects of
+sex-hygiene and sex-ethics is far wiser than intrusting a class to a
+teacher with one or more of the negative qualifications that we have
+been considering in this lecture. The effect of sex-education upon
+individual lives will in no small degree depend upon the impression
+made by the living teacher who deals with the difficult problems of sex
+in relation to hygiene and ethics. Hence, the greatest care should be
+taken when selecting the teacher for this all-important part of the
+student's sex-education.
+
+
+
+
+V
+
+BOOKS AS TEACHERS CONCERNING SEX AND LIFE
+
+
+§ 22. _Value and Danger of Special Sex Books for Young People_
+
+[Sidenote: Books for private reading.]
+
+There are many parents and teachers who believe that young people
+should get their sexual information by private reading, and numerous
+books for boys and girls have been prepared to meet such a demand. The
+desire for such "private" reading undoubtedly exists, especially in
+boys; but this is part of the general air of secrecy and vulgarity that
+has enshrouded the truth about sexual matters. Many eminent physicians
+agree that there are elements of physical and perhaps moral danger when
+a boy reads a sex-science book secretly, but that there are few such
+possibilities in frank and scientific teaching by a competent
+instructor. This is recognized by leaders in the Y.M.C.A., and they
+prefer to read books with the boys in study classes. Many scientific
+women think there is no such danger for average girls, but agree that
+girls as well as boys will gain in respect for the subject of sex if
+the atmosphere of secrecy can be avoided. Hence, while books for
+private reading are better than ignorance, they alone will not solve
+many of the problems at which sex-education is directed. We must cease
+to foster the secrecy created by an atmosphere of obscenity, and the
+study of sex must be brought into the light of day. Let good books be
+recommended through parents and with their approval be issued freely by
+libraries and without restrictions which suggest something dark and
+wrong. Let parents and teachers encourage such reading, but not as
+something requiring secrecy. Rather let such books be read as freely as
+any other good books, and let parents and competent teachers follow the
+young readers closely so as to explain facts and help develop the
+desirable attitude of mind. Especially let parents encourage the idea
+that approved sex-science books may be read at the family fireside as
+properly as any other books. Above all, let parents and teachers work
+in every possible way against the time-worn idea that problems of sex
+are essentially vulgar and demand secrecy even in scientific study. We
+must have a nobler and healthier outlook on human life than that which
+so commonly prevails, and we can never get it by secret study of
+sex-science by young people. Such study may do some good by warning
+against unhygienic habits and social diseases; but it is certainly
+inadequate to give the open-minded attitude needed so much for
+appreciating the ethical, social, and æsthetic bearings of human life
+as it is influenced by normal sexual functions.
+
+[Sidenote: Pamphlets _vs._ books.]
+
+It has been urged by well-known teachers that, for sex-instruction,
+pamphlets are better than books in that they do not hold the attention
+too long on topics that may be exciting to some young people. On the
+other hand, books usually make a stronger appeal, while pamphlets are
+likely to be regarded lightly, as are magazines and newspapers. There
+is no doubt that most sex books for young people are too extended, and
+there is need of condensed forty-and fifty-cent booklets in place of
+the books commonly sold at one dollar. Three or four small booklets by
+different authors read at widely separated intervals will interest and
+influence a young man more than one large and comprehensive book. There
+is besides great value in the points of view of various authors.
+
+[Sidenote: Better books needed.]
+
+At present there are no thoroughly satisfactory books for adolescent
+boys and girls. In my opinion, W.S. Hall's books for boys are the most
+reliable, and his "Life Problems" is the best selection of facts for
+girls; but some mature readers criticize the style of presentation.
+Some other books for adolescent young people are mentioned with
+critical notes in the bibliography at the end of this book. There is
+still plenty of chance for authors to experiment in writing books of
+this class.
+
+
+§ 23. _General Literature and Sex Problems_
+
+[Sidenote: Sex in literature.]
+
+In the world's best literature there is much that teaches important
+lessons in the field of the larger sex-education. In the guise of love,
+sex problems have always held the prominent place in all literature.
+Many a great book teaches direct or positive lessons by holding up high
+ideals for inspiration and imitation; but some of the most impressive
+lessons are in negative form, especially in fiction that deals with the
+tragedies of life.
+
+[Sidenote: Religious books.]
+
+As examples of literature of direct influence in helping many young
+people solve the problems of sex, we think first of that which holds up
+high ideals of personal purity, such as the Bible and other religious
+books. There is no doubt that such literature has a tremendous
+influence on many young people; but it has little influence on others,
+probably in part because the somewhat mystical style of most religious
+writings is meaningless to many people.
+
+[Sidenote: Appeal of poetry.]
+
+It is a fact that many young people who refuse to be interested in
+religious literature may be influenced for sexual purity by the
+emotional appeal of some general literature. This is especially true of
+romantic poetry. I believe that the high "idealism" of love inspired by
+Tennyson's "The Princess" and "Idylls of the King," by Longfellow's
+"Evangeline" and "The Hanging of the Crane," by some of Shakespeare's
+plays, and by other great poetry with similar themes has had and will
+continue to have greater influence on the attitude and ethics of many
+young people than all the formal sex-teaching that can be organized.
+Hence, I believe that teachers of literature should be led to take
+interest in the larger sex-education to the end that by selection and
+interpretation of great masterpieces they may contribute in a valuable
+way to the solution of some of the problems that have their center in
+the deeper nature of sex.
+
+[Sidenote: Importance of interpretation.]
+
+Interpretation of literature by teachers is very important for the
+purposes of sex-education of young people. As an example, take
+Tennyson's "Idylls of the King," whose movement centers in the life
+problems that turn around love. The average reader is likely to miss
+the great lessons if the poem is not critically interpreted either by
+living teachers or by such critical essays as those by Henry van Dyke
+in his "Poetry of Tennyson" and Newell Dwight Hillis in his "Great
+Books as Life-Teachers." Without interpretation "The Idylls" may teach
+false as well as true lessons of life. Some of the Knights of the Round
+Table (Galahad and Percivale) were worthy followers of the good and
+pure King Arthur, and some of them (like Lancelot and Tristram and
+Merlin) proved unable to live up to the vow of chastity to which Arthur
+swore all his knights. And on the part of the ladies of Arthur's court,
+there was purity and devotion and true womanhood in Elaine and Enid,
+while Guinevere and Ettarre and Vivien were unchaste and faithless. In
+fact, all phases of the relations of men and women in the struggles and
+perplexities of life are pictured; and therefore it is important that a
+well-trained teacher should be the guide and interpreter if the "Idylls
+of the King" are to be read with the idea of understanding their true
+bearings on life, which includes their contribution to the larger
+sex-education.
+
+I have used "The Idylls of the King" as an illustration because they
+are so many-sided in sex problems; but much other great literature may
+be made to help young people to high ideals of relationships between
+men and women. I have emphasized the place of such literature in the
+larger sex-education because I have come to believe that interpretation
+of life either real or in great literature may have profound influence
+in the development of one's philosophy of life. As a matter of
+educational procedure insuring that young people will learn to
+interpret life, especially those aspects that the larger sex-education
+touches so definitely, there appears to be no more natural and
+unobtrusive way of approach than that offered by the study of
+literature. I am convinced that many teachers of literature may be
+efficient workers in the cause of the larger sex-education,
+supplementing the scientific teaching in the ethical lines where
+science is admittedly weak, if not helpless. It is to be hoped that
+numerous teachers will soon grasp this opportunity. If they will study
+the sex-education movement in order to get its general bearings and
+will teach the sex aspect of literature on a basis of high ideals of
+life and love, we need have no fear as to the culmination of the
+instruction which properly begins with study of the biological facts of
+life in its sexual aspects and leads on and on to its climax in the
+ethical aspects of the individual's sex life in relation to other
+individuals, that is, to society.
+
+[Sidenote: Not to be labeled "sex-education."]
+
+I take it for granted that no teacher of literature who contributes to
+sex-instruction will let the students know that the emphasis placed on
+great life problems is part of a conspiracy of parents and educators to
+give in the name of sex-education instruction that will help prepare
+the individual for facing the problems. Here, as elsewhere, the young
+people had better be left unaware that their elders are so interested
+in giving them instruction regarding sex problems that they have
+organized, for study of ways and means, a movement known as
+sex-education.
+
+[Sidenote: Sex tragedies of fiction.]
+
+The abundant literature that points to the moral to be drawn from
+sexual tragedies has doubtless influenced thousands of young people. I
+have talked with many educated people who confessed to having been
+profoundly influenced by such books as Eliot's "Adam Bede," Hawthorne's
+"Scarlet Letter," Goethe's "Faust," Hardy's "Tess of the
+d'Urbervilles." One might go on and compile an extensive bibliography,
+for fiction of all languages of all times is full of the errors into
+which insistent sex instincts have drawn men and women who were not
+masters of themselves. All standard fiction in which sexual errors and
+their penalties are associated may do good as a part of the larger
+sex-education, but the teacher should make sure that the young readers
+arrive at the correct interpretation.
+
+[Sidenote: Fiction without a moral.]
+
+Against that type of fiction which presents sex problems that do not
+clearly "point a moral," the average so-called "problem novel" of
+recent time, there should be general opposition by workers for the
+larger sex-education. Many of the modern novels and magazine stories
+seem to introduce sexual situations for the same reason that Boccaccio
+did in some of his tales, namely, the attractiveness of lasciviousness.
+Unlike the commendable novels, it is characteristic of the equivocal
+ones that no penalty is demanded or paid and no moral conclusion is
+suggested. In fact, the way is very often left open to an immoral
+interpretation. All such literature certainly tends to work against the
+aims of sex-education. Perhaps parents and teachers may coöperate to
+keep much of this kind of literature out of the hands of young people,
+but the safest procedure is in cultivating taste for literature that
+does teach helpful lessons of life. If young people do read books and
+magazines that seem to stand for uncertain morals, it is best that
+parents and teachers should point out the moral interpretations.
+
+
+§ 24. _Dangers in Literature on Abnormal Sexuality_
+
+[Sidenote: Danger in present interests in the abnormal.]
+
+The opinion is spreading among those who are studying the educational
+problems relating to sex that there is great danger, even for many
+adults, in much of the literature describing psychopathological and
+abnormal social-sexual facts. There are enormous quantities of such
+literature, particularly concerning the social evil. It is extremely
+doubtful whether the reader who is not directly engaged in medicine,
+psychiatry, or social reform will profit by filling his mind with facts
+from the darkest side of life. No doubt it is important that all
+intelligent men and women should know enough about sexual immorality
+and the life of the underworld so that they will realize the necessity
+of protecting young people from vice in all its forms; but this does
+not mean that everybody should read extensively in the mass of printed
+matter that sets forth the most awful details concerning human
+depravity. There is a real danger in this line. The sex-education
+movement has already brought the problems of sex out of the old-time
+secrecy, and no other topics of the times are so freely read and
+discussed. This might be well if the reading and discussion always took
+constructive lines leading towards improvement of sexual relationships;
+but unfortunately, much of the present popular interest in sexual
+problems seems to be a morbid craving for the abnormal. We find this
+tendency in the demand for a certain type of sex-problem novels, we
+see it frequently on the stage and in motion pictures, and we hear it
+in general conversation. The advertised suggestion of sexual immorality
+in a forthcoming serial novel often raises surprisingly the circulation
+of certain magazines. A few hints of sexual irregularity in certain
+plays have brought crowded audiences. A scandalous divorce case,
+reported as freely as the law allows, is a choice morsel for average
+readers of newspapers. Everywhere it is the sexual abnormality,
+perversity, and even bestial vulgarity, that seems to attract the most
+attention. Books and magazines and theaters and preachers who extol the
+normal and bright side of sex-life are not now extremely popular with
+the masses of people. As a well-known magazine recently summarized the
+present situation, "it has struck sex o'clock in America." There is no
+denying the fact that in recent years the popular interest in sex
+problems has taken a dangerous turn. It is time for those who are
+active in the sex-education movement to note the signs of the times,
+for an effective educational scheme for young people must take into
+account the present tendency towards a dangerous interest in literature
+relating to sexual abnormality, especially immorality. All this
+tendency towards interest in the abnormal or irregular sexual problems
+must cause not a little worry to those whose interest is primarily in
+securing widespread recognition of the advantages of normal and moral
+living.
+
+[Sidenote: Need of interest in normal sex life.]
+
+Perhaps those who are seriously interested in sex-education may help
+stem the tide towards interest in sexual abnormality by using greater
+care in the selection of literature, both for young people and for
+their elders. I recently met a superintendent of schools who had
+carefully read certain large volumes on the medical, psychical, and
+social abnormalities of sex, and many books and pamphlets on the social
+evil. Altogether he had read more than five thousand pages on the
+immoral and abnormal aspects of sex. He wanted to know where he might
+find a book on the normal side of sex in its physiological,
+psychological, and ethical aspects. Unfortunately, there is no such
+treatise by an author whose scientific standing equals that of several
+of those who have written extensively on the abnormal side; and
+probably this is in part the reason why so many young men and women are
+now molding their ideas of sexual life according to the patterns
+described by the authors of works on social and sexual pathology. Not a
+month passes in which I am not astounded to find men and women who have
+plunged deeply into studies of sexual vice and pathology and who know
+less of the normal biology of sex than is contained in such books as
+W.S. Hall's "Sexual Knowledge" or the last chapter of Martin's "Human
+Body, Advanced Course." This is indeed a strange situation, and we
+might compare it with reading extensive works on insanity before
+learning the elements of normal psychology. It is certainly a useless,
+if not a dangerous line of approach to the information concerning sex
+which intelligent people need. The leaders in the sex-education
+movement will do well to promote the circulation of some brief and
+authoritative statement of the chief facts relating to the problems of
+abnormal sexual life and then to discourage the popular circulation of
+the extensive works which only certain physicians and social reformers
+need. I know that there is some difference of opinion as to the effect
+of such literature. I know many prominent educators and physicians who
+would keep the extensive works on the psychopathology of sex out of the
+hands of all general readers; but I also know a few who see no
+possibility of danger in widespread circulation of such books.
+
+[Sidenote: Limited knowledge of the abnormal.]
+
+Looking at all sides of the present situation, it is my personal
+conclusion that every one should learn first the scientific facts
+regarding normal processes connected with the sexual system; and then
+for the general reader there should be only a limited amount of warning
+knowledge regarding the dangers of sexual abnormalities.
+
+
+
+
+VI
+
+SEX-INSTRUCTION FOR PRE-ADOLESCENT YEARS
+
+
+[Sidenote: Periods of early life.]
+
+In § 8 of the Report of the Committee of Three of the American
+Federation for Sex-hygiene, by Morrow and others, the life of the child
+was divided into four periods, namely,--under six years, from six to
+twelve, twelve to sixteen, sixteen to maturity. This division now seems
+to me to be too arbitrary, and I have come to believe that it is more
+helpful to consider sex-instruction for three periods as follows:
+pre-adolescence (ending at eleven to fourteen years); early adolescence
+(twelve to sixteen years for girls, thirteen to seventeen for boys);
+later adolescence (sixteen to twenty-one for girls, eighteen to
+twenty-five for boys).
+
+
+§ 25. _Elementary Instruction and Influence_
+
+[Sidenote: Nature-study.]
+
+The life-histories of plants and animals as taught in the best
+nature-study[13] are important in forming attitude towards reproduction
+and giving a basis for simple and truthful answers to the child's
+questions as to the origin of the individual human life. The
+publications listed in the last section of this book under the headings
+"For Girls" and "For Boys" will help parents and teachers.
+
+There is need of little private hygienic instruction, but of much
+guidance away from harmful habits. This will be indicated in the next
+section which considers masturbation as it concerns children of both
+sexes and all ages.
+
+[Sidenote: Protection.]
+
+The protection of children from corrupting influences is an important
+work of sex-education in pre-adolescent years. Probably the greatest
+safety lies in parents giving simple facts regarding reproduction and
+in cultivating confidence so that any accidental contact of their
+children with vulgarity will be counteracted in advance. Many parents,
+especially mothers, have found this possible.
+
+[Sidenote: Girls' preparation for puberty.]
+
+In the years between ten and twelve every child should learn from a
+parent or other adult confidant some general facts regarding their
+approaching puberty. This is especially important in the case of girls,
+for many a girl has been physically and mentally injured because a
+prudish mother has procrastinated too long the giving of information
+regarding the first menstrual period. The facts in the first thirty
+pages of W.S. Hall's "Life Problems" should be known by many girls of
+eleven and by the great majority before thirteen. Some books for young
+girls are defective in that they avoid reference to the coming
+changes. I see no excuse for a sex-hygiene book for girls who are too
+young to be trusted with the simplest knowledge regarding menstruation.
+Such children should be interested in nature studies and perhaps the
+elements of general hygiene, but certainly not in books with
+curiosity-stimulating titles.
+
+[Sidenote: Special needs of boys.]
+
+Since boys entering puberty pass through no such sharply defined
+beginning as girls do, the information they need in advance is not so
+specific. At the same time, we must recognize that the average boy
+under twelve years picks up more information regarding sexual life than
+a girl does, and so the problem of teaching self-control comes earlier,
+although the average girl enters puberty a year or two before the boy.
+Parents and teachers must recognize the fact that sexual tendencies
+come to many boys several years before puberty, and masturbation and
+even premature sexual intercourse are possible problems with many boys
+long before the twelfth year. The boy's early gathering of sexual
+information is not without advantage, for it becomes possible for
+parents and other adult confidants to explain many important truths as
+to the proper use of his sex organs and as to his conduct towards
+girls. All this can be done with the average boy of eleven or twelve
+and with hundreds of even nine and ten without any fear of giving
+information that is startlingly new and without any danger of giving a
+nervous shock.
+
+[Sidenote: Cautious teaching of girls.]
+
+It is not so with average girls of equal ages, if we may accept the
+opinion of many women who are trained in science and medicine. Specific
+information as to the functional relationships of the two sexes is said
+by many educated women to have been absolutely new and startling to
+them at twenty and twenty-five years. Evidently there is a special
+reason for gradual and cautious teaching of girls, and so it is
+probably best, as many parents urge, that in pre-adolescent years the
+girl's instruction in social-sexual lines be training in modest
+deportment and a proper reserve towards boys. This ought to be
+sufficient for the girl's protection until gradually in adolescent
+years she learns the whole story of life, probably several years later
+than her boy friends whose natural leadership in sexual activity makes
+their early information desirable as a protection to both sexes.
+
+[Sidenote: Children's friendships.]
+
+In the pre-adolescent years parents and teachers should coöperate in
+developing a spirit of group fellowship between boys and girls and at
+the same time instill into the boys something of that chivalrous and
+protective attitude of boys towards girls such as one finds in the
+families of the highest culture. I emphatically mean "group
+fellowship," for it is certainly undesirable to encourage in
+pre-adolescents any tendency towards paired comradeship. It is
+certainly best that boys and girls should have many good friends of
+both sexes. The real truth back of the old adage "two is company and
+three is a crowd" makes the "crowd" highly desirable for both
+pre-adolescence and early adolescence, for in these years it is
+friendship and not romantic love that will be most helpful in the later
+life. As one step in this direction, all sensible adults should show
+their disfavor to the abominable habit of teasing small children
+concerning their best friends of the other sex. Parents and teachers
+will do some of the best work in the larger sex-education if they begin
+in pre-adolescent years to develop the social life of the children
+along lines similar to those suggested above.
+
+[Sidenote: Summary.]
+
+Summarizing, it is evident that there is very little direct
+sex-instruction suitable for pre-adolescent years. So far as the
+child's own life is concerned, it now seems clear that parents or other
+adult confidants must instruct individuals, or possibly small uniformly
+selected groups. Class instruction seems out of the question except for
+life-history studies of animals and plants. On the whole, then, there
+is nothing radical or impossible in the proposition that there should
+be a beginning of sex-education before the advent of adolescence.
+
+
+§ 26. _Hygienic and Educational Treatment of Unhealthful Habits_
+
+[Sidenote: Problems of children.]
+
+All adults should take a sane and scientific view of the sex problems
+that are likely to come even to normal children. We must remember that
+they are born with sexual mechanisms that may easily and automatically
+lead into harmful habits unless parents and teachers guide
+hygienically and mentally along the lines that are known to offer
+safety.
+
+[Sidenote: Masturbation.]
+
+Concerning habitual manipulation of the sexual organs of either sex,
+known in medical literature as masturbation or self-abuse (often
+erroneously called "onanism"), there are certain facts that are
+important for the guidance of all parents and teachers. I discuss it in
+this connection since the problem often arises in the later years of
+the pre-adolescent period.
+
+[Sidenote: Does not indicate degeneracy.]
+
+It is absurd to suppose that the tendency towards the habit means
+degeneracy or innate viciousness of children. Young horses, dogs,
+monkeys, and other animals sometimes form a similar habit, the stimulus
+being some irritation of the sexual organs. Hence, it is not at all
+unnatural when children attempt to relieve their irritated organs by
+friction, and then it is inevitable that the sensitive nerve endings
+will give sensations that are more or less pleasurable and satisfying,
+depending upon the sex, age, and emotional peculiarity of the
+individual child. This fact suggests to parents and teachers the
+methods of prophylaxis; namely, avoid (1) irritation of sexual organs
+and (2) opportunity for manipulation.
+
+[Sidenote: Irritation.]
+
+[Sidenote: Circumcision.]
+
+With regard to irritation, the first sign of such disturbance may
+appear in babyhood. In the case of boys, whose structure renders them
+vastly more liable than girls to external irritation, the family
+physician should make sure during infancy whether circumcision or a
+stretching of the prepuce (foreskin) may be desirable. According to Dr.
+Emmet Holt, the eminent pediatrician, about one male baby in four or
+five is born with an elongated or tight prepuce that needs surgical
+attention. A corresponding abnormality of the clitoris is sometimes
+found in baby girls. Some radical surgeons advocate universal
+circumcision of boys because they believe that it reduces local
+irritation, favors cleanliness, tends to prevent masturbation, and
+reduces susceptibility to the venereal diseases. There is certainly
+some truth in these claims; but some conservative surgeons point out
+that for the great majority of boys all these advantages may be
+obtained by reasonable attention to hygienic habits, that orthodox
+Jewish and other circumcised boys are by no means free from harmful
+habits, that some boys are more irritable after circumcision, that
+preputial stretching is often a good substitute for circumcision, and
+that the taunts of other boys often make circumcised boys too conscious
+of their own mutilation. A scientific doctor who has no special
+financial interest in the increase of surgical operations and who
+carefully reviews both the radical and conservative literature relating
+to circumcision, will not hasten to submit boys to this operation until
+it is certain that their sexual organs happen to have congenital
+deformity that only radical surgical treatment can correct.
+
+[Sidenote: Hygienic rules.]
+
+In addition to making sure that uncleanliness or structural abnormality
+are not responsible for irritation of sex organs, there are some
+special hygienic rules useful for parents and teachers who have charge
+of children. Most important is avoidance of habit formation. Clothing
+should be well adjusted to avoid pressure and friction of the sexual
+organs, and so constructed (especially night clothing) that it is not
+convenient for the hands to reach the organs. Normal boys require
+pockets, but they should open at the waist-band and not at the side of
+the hips. The reason for these suggestions is evident. When we recall
+that little children naturally tend to explore themselves, such as by
+putting fingers into the mouth, feeling their toes, inserting foreign
+objects into nose and ears, and when we also recall how quickly a child
+may learn the habit of sucking its thumb, we must realize the
+importance of guarding the child from extending such activities to its
+sexual organs, which, because they possess the most sensitive nerve
+endings in the body, are most liable to lead to habitual manipulation.
+In the light of such facts, it is nonsense to assume, as so many good
+mothers have done, that only innately vicious children learn
+masturbation. The truth is that in the case of most children under
+twelve this habit has an origin no more vicious than such habits as
+thumb-sucking; and in all cases of habits, parents and others
+responsible for the children should be given the blame.
+
+[Sidenote: Other suggestions for parents.]
+
+The following suggestions in addition to those above are likely to help
+parents do much towards avoiding or solving the early sex problems of
+their children. These facts apply also to later years.
+
+Have children sleep on a hard mattress. The old-time feather bed was
+dangerous. There should be light-weight covers, and the room cool.
+Children should sleep on either side, _rarely_ in the unnatural back
+position. Aim to have regular sleeping hours; but do not send children
+to bed unsupervised when they are excited and not tired enough for
+immediate sleep. Have them arise as soon as wide awake in the morning.
+Never punish children by sending them to bed.
+
+[Sidenote: Dangers of privacy.]
+
+Do not leave children to their own devices; they may naturally fall
+into dangerous play. Privacy is often demanded by the moods of adults,
+but it is dangerous for children. A certain camp for boys has the
+commendable rule that the boys have no privacy during the entire
+summer. Many educators and physicians condemn private bedrooms or
+cubicles in schools for boys.
+
+[Sidenote: Athletics.]
+
+A strenuous life of physical and mental activity is the best solution
+of personal control of sexual instincts. Reasonable athletics and study
+make an ideal combination for both boys and girls. And yet we must not
+trust absolutely to athletics or other physical work, for there are
+certainly many individuals whose sexual desires are not controlled by
+muscular exercise. Much of the formal athletic training may have no
+more influence on sexual control than dogmatic creeds.
+
+[Sidenote: Drugs.]
+
+Strong condiments and alcoholic drinks are known to be sexual excitants
+for many people, and for this and other hygienic reasons should be
+forbidden to children. There is a widespread, but still undemonstrated
+opinion that tea, coffee, tobacco, and strong condiments have an
+exciting effect. However, there is plenty of scientific authority,
+based on other hygienic grounds, for avoiding these at least during the
+years of growth.
+
+[Sidenote: Constipation.]
+
+Constipation is likely to cause sexual irritation, and hence this is an
+additional reason for submitting children to competent doctors for
+treatment of this disturbance which so seriously affects general
+health, especially by auto-intoxication.
+
+[Sidenote: Bathing.]
+
+Cool bathing in the morning, especially of the sexual organs, is
+hygienic, except for girls during the monthly periods (including two
+days before the expected menstrual onset). For various reasons, bathing
+in very warm water should be very limited, and then only for cleansing.
+
+[Sidenote: Form of instruction.]
+
+In hygienic instructions to children, avoid giving them any ideas
+concerning the supposed prevalence of the habit of masturbation. There
+is a dangerous tendency to follow the crowd. Also, the habit should
+never be described to children except as "unnecessary handling of the
+sex organs." It is dangerous to suggest to children, as certain books
+do, that there is any pleasurable sensation resulting from manual
+manipulation of the organs, for the force of suggestion or curiosity
+has led some children to experiment with themselves until they formed
+the habit.
+
+[Sidenote: Symptoms.]
+
+There are no absolutely certain signs or symptoms, and those suggested
+by certain authors, especially by quack doctors, make young people and
+even parents and teachers judge some individuals in an unfortunate way.
+Especially should parents and teachers remember that there is
+absolutely no scientific basis for supposing that great diffidence,
+indigestion, pimples on the face, boys' lack of interest in girls, and
+numerous other popular "signs," are indications of the masturbation
+habit. Like the symptoms in patent-medicine advertising, the above
+"signs" are so general that they are sure to fit some cases.
+
+[Sidenote: Insanity.]
+
+Do not tell children the ancient falsehood that insanity will surely
+result from handling the sexual organs. It is true that masturbation is
+a common habit of certain types of insane people and of some neurotics;
+but it is probable that the habit is more often one of several factors
+rather than the direct cause of the nervous breakdown. However, it is
+scientific to say that the habit may weaken the nervous system and
+indirectly affect general health, especially in pre-adolescent and
+early adolescent years. Probably the greatest nervous damage comes
+because there is often greater excess than is possible in natural
+sexual relations; the strain of all sexual excess is more in loss of
+nervous energy than of secretions. The safest advice one can give
+children is that the doctors agree that unnecessary touching of sexual
+organs has interfered with the health of many children and that those
+who avoid this are most likely to grow up strong in body and mind. This
+is the truth and practically the whole of the known truth that might
+have influence with young people.
+
+[Sidenote: Mental habit.]
+
+Mental masturbation or "day dreaming" concerning sexual functions is
+probably more harmful than mechanical manipulation. It is believed to
+be more common in young women than in men. However, there is little
+reliable evidence as to the prevalence of the habit. As an educational
+problem, there is nothing to be done beyond informing all adolescent
+young people that allowing their minds to dwell on sexual affairs may
+interfere with nervous health, scholarship, and future efficiency in
+life. Hard mental and physical work and strenuous play as a daily
+routine will avoid or solve most such difficulties of young people.
+
+[Sidenote: Not hopeless.]
+
+In all dealing with this problem of young people, we must beware of
+overemphasis or exaggeration. Parents and teachers should do all
+possible to prevent and cure the habit; but there is still hope for
+most young people who, in spite of warning, occasionally lapse into
+their old habits. Both men and women of this type have led their
+classes through college and won success afterwards. Probably they would
+have done still better if entirely free from the habit. On the other
+hand, men and women of neurotic inheritance combined with the habit
+have suffered nervous collapse during college years; and it is
+scientific to assume that the additional nervous strain produced by
+masturbation was a contributing factor. Evidently, we dare make no
+definite prophecy as to what will happen to one who in early life forms
+the habit of masturbation. There is no excuse for excessive alarm in
+any ordinary case; but, as we have seen, there are good reasons why
+parents and teachers should calmly and yet firmly help young people
+avoid unnatural sexual activity.
+
+To those who must consider the problem of masturbation in boarding
+schools, I recommend Hime's "Schoolboys' Special Immorality."
+
+FOOTNOTES:
+
+[13] See books on nature-study, _e.g._, Holtz's "Nature-Study,"
+Hodge's "Nature-Study and Life," Comstock's "Handbook of
+Nature-Study." Morley's "Renewal of Life," March's "Towards Racial
+Health," and Hall's "The Doctor's Daughter" suggest the main lines of
+the nature-study approach to sex-education.
+
+
+
+
+VII
+
+SEX-INSTRUCTION FOR EARLY ADOLESCENT YEARS
+
+
+§ 27. _The Biological Foundations_
+
+In discussing instruction for the pre-adolescent years I have stressed
+biological nature-study as important for the purpose of giving general
+knowledge of how new living things come into the world. This will
+develop a good attitude concerning the origin of the individual human
+life. In this lecture I wish to direct attention to the scientific
+facts which are foundations for the sexual knowledge that is important
+for other phases of sex-instruction during early or late adolescence.
+
+[Sidenote: Biological foundations.]
+
+I believe that the best introduction to advanced sex-instruction is
+through biological ideas which may be presented in popular lectures and
+books; but, of course, will be best taught in courses of biological
+science. My own view as to the selection of materials for such
+biological studies is expressed in the sections on reproduction
+connected with the account of each animal or plant type in the "Applied
+Biology" and in the last chapter of the "Introduction to Biology."[14]
+In these books the study of life-histories of plants and animals leads
+up through vertebrates to mammals, and there are a few remarks
+suggesting that human development is like the mammals.[15] At this
+point these books should be supplemented by a brief survey of the
+essential structure, physiology, and embryology of human reproduction.
+
+[Sidenote: Mixed classes.]
+
+Biological studies of human reproduction should not be coeducational in
+high schools or the early years of college. Mature college students who
+have passed through extensive biological studies, may, without apparent
+embarrassment, study human embryology in mixed classes; but after
+experience with many such groups I have begun to think that separate
+classes are desirable if the course is made to include all the
+important facts that college graduates should know concerning human
+reproduction. At any rate, there should be special lessons or reading
+dealing with detailed information that directly concerns one sex only.
+
+[Sidenote: Impersonal approach of biology.]
+
+I certainly do not believe in completely revamping biological science
+for the purposes of sex-education. It is better not to "spoil" a course
+by overemphasis on sex, for much of the value of biology as a basis for
+sex-education is the fact that sex appears gradually and naturally and
+far away from human relations. This impersonal approach will be lost if
+the course in biology seems to revolve around sex-education, for that
+will make sex too prominent.
+
+It is still debatable as to how much should be taught in high schools
+or in public lectures concerning the biological facts of human
+reproduction. I think that I can make my own views clearer if I discuss
+this first for boys, then for girls.
+
+
+§ 28. _Scientific Facts for Boys_
+
+First, it is generally agreed that boys of high-school age may profit
+by learning their own sexual structure by means of diagrams such as the
+one in Hall's "Sexual Hygiene." There is no harm, and also no gain, in
+minute description, especially histological.
+
+[Sidenote: Scientific names.]
+
+The chief technical names of the parts of the male organs--testicle
+(spermary or testes), sperm duct (vas deferens), scrotum, prostate,
+seminal vesicles, penis, glans, prepuce (foreskin), urethra--should be
+taught; and the scientific dignity of these words as substitutes for
+vulgar words should be emphasized. In dealing with boys and young men I
+have noticed that these and other scientific words have a great
+influence on their attitude. The scientific names of the sex organs
+should be made part of popular vocabulary for the reason that there are
+no established common names corresponding to lungs, liver, stomach,
+arm, leg, brain, and so on for all prominent organs except the sexual.
+These have been left without authoritative names except in scientific
+language, and as a result dozens of ordinary words have been vulgarly
+applied and unprintable ones invented by uneducated people. Such usage
+of vulgar terminology is widespread, especially among men and boys. An
+editor of schoolbooks recently called my attention to the necessity of
+changing some ordinary words in certain books because in some
+localities the boys applied the words to sexual organs. Even the little
+words "nuts," "stones," "balls" accompanied by the adjective "two" mean
+testicles in the widespread vulgar language; and a physician told me
+that a college graduate used one of these words the other day when
+seeking medical advice concerning her baby. Here is an intolerable
+situation that must be improved by establishing in popular usage the
+dignified scientific words for the chief sexual organs. We must begin
+to do so by teaching the words frankly to boys of adolescent years, and
+by persuading parents to teach their children correctly.
+
+[Sidenote: Sex-physiology.]
+
+Having learned the structure and names of their sexual organs, boys may
+easily understand the function of each part if explained in simple
+language. Ten or twenty minutes ought to be enough time for stating the
+important facts. One printed page could state them clearly. Here is the
+time for personal hygienic advice, especially such topics as: rules for
+self-control; harmful habits (see discussion of masturbation in § 26);
+sexual activity not necessary for health; occasional nocturnal
+emissions not pathological.[16]
+
+[Sidenote: Female organs.]
+
+I believe it is well for boys of adolescent years to know a few leading
+facts regarding female structure and function, but such knowledge is
+best learned from oral description by a well-balanced teacher. Diagrams
+and (in some schools) a demonstrated dissection of a cat or other
+animal will be helpful. The meaning of the ovaries as sources of the
+egg-cells and of the uterus as the place for development of the
+fertilized egg-cell should be explained in a serious way that will help
+boys get some fundamental ideas as to what motherhood means Boys,
+moreover, should be informed concerning the existence of the periodic
+disturbance in the other sex, for unless they know they are sure at
+times to misunderstand their sisters and other girls. Professor W.S.
+Hall has stated the essential information in "Chums" (for boys twelve
+to sixteen), but his comparison of periodicity in the two sexes is not
+strictly accurate, for there are not in men any sexual cycles that are
+strictly comparable with the menstrual cycles of women.
+
+[Sidenote: No pictures.]
+
+It is probably best, as urged by several writers, that the life-like
+illustrations, some of them photographic, in books of human anatomy be
+kept away from boys of early adolescent age. Diagrams can be made to
+explain all that is necessary, and without the danger of stimulation
+that might come from the illustrated medical books.
+
+[Sidenote: Embryology.]
+
+The embryological facts of human biology are very impressive to boys
+and young men who know little of science. I believe that no other line
+of scientific facts is so likely to claim a serious and respectful
+attitude. The ideal way for giving a popular glimpse at human
+development is with a small series of lantern slides or photographs
+from embryological works. Unfortunately, there is no available popular
+treatment of the main facts of human development, but teachers trained
+in biology can easily glean the facts for the preparation of a short
+lecture.
+
+[Sidenote: Social diseases.]
+
+Since the venereal diseases are due to micro-organisms, I believe that
+they should be introduced in connection with the study of bacteria and
+other germs, either in school courses or in popular lectures. Such
+instruction should be very brief.
+
+
+§ 29. _Scientific Facts for Girls_
+
+[Sidenote: Girls more innocent.]
+
+I discussed first the problem of selecting scientific facts for boys
+because there is little dispute as to the advisability of giving them
+as much scientific information as may possibly replace the vulgar
+knowledge that the average boy is likely to possess. I know that there
+are a few men and many women who will disagree with this because they
+believe in the absolute ignorance of their boys; but I doubt whether
+one healthy adolescent boy in a hundred belongs in the "innocent"
+class. So we need not worry much concerning any supposed danger of
+treating facts too frankly, provided that they are given a dignified,
+scientific setting. In the case of numerous adolescent girls there is
+certainly dense ignorance, and so there must be more difficulty in
+getting approval of parents and teachers concerning facts proposed for
+girls. Often when talking with groups of parents I have heard them say
+that they would like to have their boys learn the scientific truth
+regarding certain facts, but they feel that it would be too startling
+and unnecessary for their daughters. Such is the widespread feeling
+which must be seriously considered in all planning of advanced
+sex-instruction for girls. No doubt there will be much honest
+disagreement with the suggestions here offered.
+
+The biological introduction based on plants and animals should be the
+same as for boys (§ 27).
+
+[Sidenote: Structure and names.]
+
+An adolescent girl of fourteen to sixteen should know the general plan
+of her own sexual structure. She should know the scientific names of
+her organs, not because there are many vulgar names as in the case of
+boys, but because dignified names help attitude. Ovaries, uterus
+(womb), vagina, Fallopian tubes, and vulva will be sufficient. Detailed
+description of the external organs (vulva) might arouse curiosity that
+leads to exploration and irritation, and hence many women physicians
+think that a girl under sixteen or possibly eighteen needs only the
+name vulva for the external parts surrounding the entrance to the
+vagina.
+
+[Sidenote: An ancient belief.]
+
+Some books for girls perpetuate the ancient but absurd emphasis on the
+virginal significance of the hymen; and a recent book from a prominent
+publisher goes so far as to try to frighten girls into remaining chaste
+by stating that a physician could discover if they have been unchaste.
+This is far from being always true, for the structure may be
+congenitally absent, may sometimes remain after sexual union, or may be
+accidentally destroyed in childhood; and reliable physicians have
+stated that proving unchastity by the hymen is by no means easy. Hence,
+the less said about the ancient belief, the better for young women. The
+truth is that the hymen is a worse-than-useless relic of embryological
+development, and it is neither an indicator nor a dictator of morality.
+
+[Sidenote: Physiology of women.]
+
+With regard to the physiology of the female organs, the following
+topics should be considered: The meaning of puberty as the beginning of
+a long fertile period of about thirty years; the nature of menstruation
+as a periodical process preparing the lining of the uterus for
+reception and attachment of an embryo if a sperm-cell meets a liberated
+egg-cell near an ovary, and not as a season of illness invented by the
+powers of darkness; the possibility of fertilization following sexual
+relations at any time during the fertile life of a woman; the essential
+facts of sexual relation as a method of depositing sperm-cells so that
+they can swim on the way to meet an egg-cell; and the nature of the
+close blood relationship of mother and embryo. These are physiological
+topics which many parents would like to have taught to their daughters
+of fourteen to eighteen by some careful woman or by some good book.
+
+[Sidenote: Social ills.]
+
+With regard to the social diseases and the social evil, I have long
+sympathized with the conservatives who hold that extremely limited
+knowledge is sufficient for the average girl under eighteen or twenty.
+No doubt that many working girls in cities need more protective
+knowledge than do school girls of the same age. Hall's "Life Problems"
+seems to me to give the important facts.
+
+[Sidenote: Habits.]
+
+As in the case of boys of adolescent years, there should be enough
+teaching to warn against harmful habits. Such knowledge may possibly be
+of personal application to a few girls and it will be of use to many
+girls who will later as mothers or teachers have the care of small
+children.
+
+[Sidenote: Knowledge concerning men.]
+
+I find that many thoughtful mothers and women physicians think that
+girls in late adolescent years should learn from some reliable source
+the most general facts regarding male structure and function. Here
+again the strong argument is that the majority will have the care of
+small children. Such instruction has often been given as part of
+courses in biology and physiology and also in special lectures. It is
+certain that some parents will favor such instruction, and others will
+regard it as indecent to suggest that girls should have any such
+knowledge. There will always be some parents who will let their
+daughters face life-problems blindly.
+
+[Sidenote: Mothercraft.]
+
+Sometime in adolescent years girls should learn the scientific facts
+regarding mothercraft or the care of small children. This phase of the
+sex-education is rapidly attracting attention from those who are
+interested in practical arts education, and before many years pass it
+will probably be treated adequately in connection with household arts
+in schools and colleges. I have already referred to household arts in
+general as making a decided contribution to the larger sex-education
+which works for harmonious adjustment of the sexes in the home.
+
+FOOTNOTES:
+
+[14] Both books by M.A. and Anna N. Bigelow.
+
+[15] Sets of drawings and lantern slides for the biological
+introduction to sex may be obtained from the American Social Hygiene
+Association, 105 W. 40th St., New York City.
+
+[16] The instructor of young men should not allow confusion to arise
+from the recent contention of some medical men that emissions are
+abnormal or unnatural because they are not known to occur in animals.
+Certain it is that they are adaptations to changes caused by enforced
+sexual restraint after the seminal secretions begin with puberty. Such
+restraint is, of course, abnormal or unnatural if we compare with
+animals; but many of our acts are unnatural and not necessarily
+unhealthful. For instance, the sedentary life of the student or
+professional worker is abnormal or unnatural, but it need not be
+unhealthful, if hygienic adaptations are made. Likewise, seminal
+emissions are unnatural for primitive men or animals without sexual
+restraint, but this does not mean that they are unhealthful for
+self-controlled men. Here, as in many other cases, comparison with
+animals is misleading and does not teach us useful facts concerning
+human sexual functioning. The truth is that physicians have no
+evidence of harm from emissions that are not caused by voluntary
+activity.
+
+
+
+
+VIII
+
+SPECIAL SEX-INSTRUCTION FOR ADOLESCENT BOYS AND YOUNG MEN
+
+
+[Sidenote: Methods and teachers.]
+
+In this lecture I shall discuss a number of problems in the relations
+of men to women which ought somehow to be made clear to boys who are in
+transition to manhood. I can do little more than point out the lines
+along which it is desirable that young men should be informed and
+influenced; for I confess that I do not know any guaranteed pedagogical
+method for teaching along these lines. So far as I can now see, it
+seems to me that a good beginning would consist in getting the best
+ideas before young men by lectures, books, and personal conversations.
+Here more than in any other phase of sex-education the influence of
+personality is of great importance. Many an ordinary teacher or
+lecturer may well present the cold facts of biological science that
+help interpret sex, but one who does not by his personal qualities
+command the entire confidence of his hearers is worse than useless in
+presenting to young men such problems as those outlined in this lecture
+under the following subheadings: Developing young men's attitude
+towards womanhood; developing ideals of love and marriage; reasons for
+pre-marital continence; essential knowledge concerning prostitution;
+need of more refinement in men; dancing as a sex problem for men; dress
+as a sexual appeal; the problem of self-control; the mental side of a
+young man's sex life.
+
+
+§ 30. _Developing Attitude towards Womanhood_
+
+[Sidenote: Influence of ideals.]
+
+Many there are among the believers in the larger sex-education who feel
+sure that a young man's greatest safety lies in having high ideals of
+womanhood. I have known a number of men who passed unscathed through
+the storm and stress of early manhood because each of them could say,
+as Tennyson makes the lover confess to Princess Ida, "from earlier than
+I know, immersed in rich foreshadowings of the world, I loved the
+woman." Some of these men learned to love "the woman" in the abstract,
+in the dream world, perhaps as the "brushwood girl" of Kipling. Others
+first loved "the woman" through boyhood sweethearts. Still others came
+to love her through mothers who inspired them with reverence for
+womanhood and motherhood.
+
+    ..."Happy he
+    With such a mother! faith in womankind
+      Beats with his blood, and trust in all things high comes easy
+        to him."
+                                                    (Tennyson)
+
+But it matters little for the future purity of the boy on the threshold
+of manhood whether he has learned to love "the woman" in the dreamland
+of youth or in the very real world of life. It is simply a question of
+the intensity of the devotion and of the loftiness of the ideals which
+She has aroused within him.
+
+[Sidenote: Who may influence boys.]
+
+Now, we of the older generation, who as parents and teachers are
+largely the makers of the boy's view of life, may play a very important
+part in developing in him a love for "the woman," a reverence for
+womanhood. The greatest opportunity falls to the lot of that mother
+whose natural gifts and education adapt her for impressing her son
+profoundly with appreciation of womanhood. The next greatest
+opportunity comes to the woman who as an instructor in school, church,
+or other institution comes into intimate relations that sometimes give
+the teacher greater influence than the mother is able or willing to
+exert. Finally, we must not discount the value of men's coöperation in
+this problem, for many a boy's attitude towards women is largely the
+reflection of what he has seen in his father and in other men,
+particularly in his teachers both secular and religious.
+
+Now, while the direct influence of personality is most important in
+this problem of developing a young man's attitude towards women,
+organized educational effort should not be neglected. It is important
+that both men and women help by encouraging young men to read good
+literature that unobtrusively tends to introduce them to the best in
+womanhood (see § 23); and by discussing with them, as opportunity
+offers, the higher ideals of the relationships between men and women.
+
+
+§ 31. _Developing Ideals of Love and Marriage_
+
+Closely associated with high ideals of womanhood is necessarily a pure
+understanding of love, even in its physical basis. While preparing this
+lecture I discovered that James Oliphant (in the _International Journal
+of Ethics_, Vol. 9, pp. 288-289, 1898) has well expressed some of the
+views that in a more or less unformulated shape have been in my mind
+for years.
+
+[Sidenote: Ideals of love in art.]
+
+    "If the true preparation for love and marriage is, as I hold it to
+    be, to learn to associate physical passion with the higher
+    emotions developed by social sympathy--with a single-hearted
+    devotion that demands courage, and self-sacrifice and considerate
+    forethought and tenderness; if we wish to bind all these qualities
+    together in the imagination of the young and clothe the conception
+    with every attribute of beauty that fancy can devise, how can we
+    forego the precious opportunities that lie to our hand in the
+    persuasive witchery of art? The power that may be exercised in the
+    formation of character by the presentment of ideal types is as yet
+    very imperfectly utilized. Love is _par excellence_ the theme of
+    the artist, and young people will soon find this out for
+    themselves; but there is a wide difference in the degrees of
+    idealization, and, while we concern ourselves to exclude the
+    grosser forms, we neglect the only effective means of
+    accomplishing this, namely, the persistent presentation of the
+    sentiment in its noblest examples. It is the prevalent idea that
+    the longer we can keep all notions of love, even in its romantic
+    guise, out of children's heads, the better it will be for them.
+    Surely it would be a wiser policy to fill their minds as soon as
+    they are able to receive them, with the creations of art in which
+    love is represented in its sublimest aspects. The youth who is
+    familiar with the love-stories of Shakespeare, and George Eliot,
+    and Meredith, will suffer little harm from the gilded sensualism
+    of the Restoration drama. Let us hasten to implant the images of
+    beauty that will keep the soul sweet and wholesome, and free from
+    the taint of any later influences, however sordid these may be."
+
+In the lecture on marriage as offering one of the problems for the
+larger sex-education (§ 12) and in the reference to general literature
+in § 23, I have called attention to literature which will be suggestive
+and useful to those who are considering the young man's attitude
+towards love and marriage.
+
+
+§ 32. _Reasons for Pre-marital Continence of Men_
+
+Recognizing the fact that moral considerations fail to reach many
+people, the following points should be emphasized in trying to show
+young men practical reasons why they should avoid pre-marital sexual
+relations.
+
+[Sidenote: Continence and health.]
+
+(1) Young men ought to know that many eminent physicians and
+physiologists agree that it has not been proved that continence injures
+the health of men who make an effort to avoid sexual temptations.
+Physicians of the highest standing never advise extra-marital or
+immoral relations, for they are far more likely to injure health than
+to improve it, and they surely injure character and reputation. On
+this question of continence young men should read such pamphlets as
+"Sexual Necessity" by Howell and Keyes; "The Young Man's Problem" and
+"Health and Hygiene of Sex" by Morrow; "The Physician's Answer" and
+"The Rational Sex Life for Men" by Exner.[17] Also, see pp. 183-190 in
+Geddes and Thomson's "Sex."
+
+Dr. Exner's "Physician's Answer" is based on the following declaration
+which was signed by about three hundred of the foremost physicians of
+America:
+
+    "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."
+
+[Sidenote: Psychical results of incontinence.]
+
+(2) It ought to be significant to young men that many men who are now
+in the thirties or forties look back upon their youthful errors with
+profound regret. Many such men testify that unforgettable immoral
+experiences keep them from reaching the heights of love with their
+wives. One of my friends, a well-known physician, recently met in his
+office within two or three months seven men of high standing who are
+now happily married, but who feel that conjugal life is short of its
+full æsthetic possibilities because of the ever-present remembrance of
+early sexual mistakes.
+
+[Sidenote: Physical results.]
+
+(3) While the above refers to the psychical effect of youthful errors,
+young men should learn that there is also a physical side to the same
+problem. Eminent physicians assert that many men have completely and
+permanently destroyed their sexual functions by extensive dissipations,
+either by masturbation or by natural relations; and that very many more
+have injured themselves so that perfection of the physical basis of
+love and marriage is impossible.
+
+[Sidenote: Possible diseases.]
+
+(4) The probability of venereal infection by pre-marital relations and
+the danger of transmission to innocent wives and children should be
+presented to all young men as a strong ethical appeal for continence
+(see § 7).
+
+[Sidenote: Purity for purity.]
+
+(5) The "fair play" or "square deal" appeal to young men should be
+based on the fact that most for young men who are unchaste demand
+purity of the girls they claim as sisters, friends, or sweethearts; and
+yet they help drag down other women. An honorable man should be willing
+to play fairly and give purity for purity.
+
+[Sidenote: Responsibility.]
+
+(6) The grave responsibility of young men whose unchastity is connected
+with illegitimacy or with the organized social evil should be made a
+strong point in appeals for pre-marital abstinence.
+
+[Sidenote: Sexuality and affection.]
+
+(7) Young men should be impressed with the idea that their sexual
+functions should be held sacred to affection; in other words, that
+sexual union is moral only as love interchange. In so far as young men
+may be led to this interpretation of the relation of sexuality to the
+best conceptions of life, there will be no danger of prostitution and
+there will be a guarantee of marriages that give completeness to
+affection. The men who are safeguarded against unchastity are those who
+have learned to think of love and marriage and sexual functioning as
+interdependent and coincident elements in the great drama of life and
+who feel the impossibility of their personal interest in marriage
+without love or in sexual union except as expression of deep affection.
+Such men are by no means as rare as the sensational reports of the
+social evil lead many people to believe.
+
+[Sidenote: Some men beyond appeal.]
+
+I realize that all these seven reasons for continence will fail with
+that large group of young men who have persuaded themselves that they
+will never marry and thus they shake off all responsibility such as
+appeals to the man who looks forward to love that culminates in
+marriage. No one has yet suggested any line of appeal to the men who
+are physically or psychically or morally so abnormal that they have no
+interest in the possibility of marriage; but fortunately such
+individuals constitute an insignificant minority.
+
+
+§ 33. _Essential Knowledge Concerning Prostitution_
+
+[Sidenote: Safeguarding boys.]
+
+(1) The adolescent boy should be safeguarded by the knowledge that in
+every city and in most towns there are women who for financial gain are
+constantly seeking to entice young men into immoral sexual relations;
+and that many unwary men are involuntarily entrapped, especially when
+influenced by alcohol.
+
+[Sidenote: Prostitution a business.]
+
+(2) The young man should know that the selling of woman's virtue is an
+organized business known as "prostitution" or "the social evil," words
+which stand for indescribable degradation and degeneracy that no beast
+could possibly imitate. Moreover, the young man should be informed that
+all immorality is not prostitution, but that most of the immoral
+relations of men are purchased directly or indirectly by money or its
+equivalent.
+
+[Sidenote: Some causes of prostitution.]
+
+(3) The young man should know that the great majority of prostitutes do
+not willingly undertake the shameful business of selling their virtue.
+He should know that the majority have gone downward for such reasons as
+follows: Many a woman has been betrayed by some detestable man who
+pretended to love her. Poverty has forced many other women to the
+first downward step. Many are easy victims because they belong to the
+feeble-minded class. Others have been driven into immoral life by
+parents and even husbands. Still others have been drugged, and raped
+while insensible. A limited number have begun prostitution as "white
+slaves" kept as prisoners until all hope of a better life has vanished.
+A few have deliberately begun to accept the attentions of lewd men in
+order to get money for luxurious dress and finery. And relatively very
+few have started downward because of sexual passion such as commonly
+influences men. In short, every young man should be informed that most
+women living by prostitution have begun innocently or unwillingly; but
+having made one false step, society has shunned them, even near
+relatives have cast them off, and a career of prostitution has appeared
+the only way of making a living, vulgar and unspeakably sordid though
+it be. It is evident that the responsibility for prostitution rests
+almost entirely upon men. Unfortunately, society does not recognize
+this fact and has no way of dealing legally with both men and women
+found associated in houses of prostitution. At present the women
+arrested for prostitution are treated as criminals, while their male
+associates in vice are allowed to depart as if they were respectable
+citizens.
+
+[Sidenote: Appeal to men.]
+
+Tell young men these facts as to why women become prostitutes. Help
+them to realize that most of these women are pitiful victims of man's
+worse than brutal sexual passions. Then add the astounding fact that
+very many of the women of the underworld have short lives, their health
+being undermined rapidly by dissipation, by alcohol used to bury their
+shame or to stimulate their flagging energies, and by the two loathsome
+diseases, gonorrhea and syphilis, which relatively few prostitutes
+escape--tell young men such facts which eminent physicians and
+sociologists have often verified, and there are good chances of
+striking sympathetic notes in their young manhood.
+
+[Sidenote: Danger of social disease.]
+
+(4) And there is one other line of facts concerning prostitution that
+the developing young man should know well, namely, that every
+prostitute is likely at any time to be infected with the social
+diseases, and that no ordinary medical examination can prove that she
+will not transmit these awful diseases to men who consort with her. In
+fact, within an hour after most careful medical examination she may
+become infected by some diseased man, and then she is capable of
+inoculating other men. Such facts, for which the greatest of special
+physicians vouch, will eradicate from the young man's mind the
+widespread notions that prostitutes are safe if they carry a
+physician's certificate, or one of the official cards given in some
+European cities. Many a young man of sixteen to twenty has not heard
+that prostitutes as a class are universally dangerous as distributors
+of the most terrible diseases, and his education is incomplete until he
+knows the exact truth from reliable sources.
+
+[Sidenote: Limited reading.]
+
+(5) It is not desirable that the young man should be set to read the
+numerous books packed with more or less sensational reports on the
+social evil, for these may sometimes tend toward morbidity. Any young
+man who is not effectively appealed to by the above facts will not be
+influenced by the most voluminous reports on prostitution ever
+published. Such reports are not useful for young men. They serve a good
+purpose by informing mature men and women and awakening them to the
+necessity of legislation, education, and other weapons with which we
+may fight the great black plague of social vice. For the average young
+man the books recommended in § 8 will give sufficient information and
+viewpoint.
+
+[Sidenote: Liaisons.]
+
+(6) Finally, the young man of adolescent years should be made to
+understand his responsibility for immorality that is not prostitution,
+that is, extra-marital relations with his girl friends and without
+pecuniary considerations. He should know the probability that he will
+ruin a girl's life, either because illegitimacy occurs or because her
+reputation suffers. Even if such immoral liaisons are kept private,
+both persons concerned are likely in after years to regret their
+illicit intimacy, especially if either marries another person.
+
+
+§ 34. _Need of More Refinement in Men_
+
+While refinement is a part of general culture, it is beyond doubt an
+important phase of the problems for the larger sex-education.
+Elsewhere I have referred to the need of better understanding and
+better adjustment between men and women, especially in marriage.
+Towards such a desideratum refinement of men will contribute immensely.
+Many cultured women avoid marriage and many are unhappy in marriage
+because men, sometimes even educated men, lack refinement in manners,
+language, and personal habits. In fact, "lack of refinement" is
+altogether too mild an expression, for many men are positively crude in
+manners, coarse and vulgar in language, and disgusting in personal
+habits.
+
+[Sidenote: Manners and chivalry.]
+
+In referring to manners, I am including not only the thousand and one
+little customs of everyday life among refined people, but also
+chivalric attitude towards all women. The world has changed vastly
+since knighthood was in flower, but many men of to-day might well take
+lessons in the art of courtesy to women as practiced by the famous
+knights of the age of chivalry. This problem of manners will be an
+increasingly important one, for here in America there is growing up a
+generation of boys who are far from chivalrous even to their mothers
+and sisters; and at the same time, the industrial competition and daily
+association of the two sexes is making young men realize that women are
+simply human beings and not super beings.
+
+[Sidenote: Language.]
+
+With regard to language, I am thinking not so much of the general need
+of speech that is grammatically, rhetorically, and vocally polished,
+which no doubt determines many a woman's estimate of a man, as I have
+in mind the repelling effect upon sensitive women of language that is
+coarse, vulgar, and profane. Hence, quite apart from the effect of low
+language on character, I believe it worth while to work for refinement
+of language of young men.
+
+[Sidenote: Personal habits.]
+
+And now with reference to personal habits, including cleanliness and
+refinement of actions, the average women of all classes set splendid
+examples for men of the same groups. It seems scarcely necessary to
+explain in detail concerning unclean personal habits and vulgar
+actions. It requires no keen observer to find plenty of examples. Those
+who have the training of boys should lose no opportunity to impress
+them with the importance of refinement, and especially in all phases of
+their home life. It is in the most intimate life of the home that
+refinement of personal habits of husbands may mean much to sensitive
+wives.
+
+
+§ 35. _Dancing as a Sex Problem for Young Men_
+
+[Sidenote: Dancing not to be eliminated.]
+
+It is more than useless to discuss the question whether dancing ought
+to be eliminated from the social life of young people, for it has
+physical, social, and æsthetic or dramatic values which will make
+dancing in some form or other coextensive with human life.
+
+[Sidenote: Young people and dancing.]
+
+Those who deal with adolescent boys and girls ought to have some
+understanding of the facts for and against dancing as it may influence
+the sexual control of young people, men especially. It is no longer
+sufficient to say, even to the young members of certain religious
+denominations, that "good people must not dance because it is wicked,"
+for in this doubting age young people will ask first what we mean by
+the word "wicked" and then for proof that dancing is wicked. The time
+has come when young people must be shown the scientific reasons if we
+want them to avoid dancing or to dance with certain approved movements.
+
+[Sidenote: Dancing a sexual stimulant.]
+
+It seems to be an accepted opinion among physiologists that dancing of
+any of the types that involve more or less closeness of contact between
+men and women in pairs is likely to lead to sexual stimulation that at
+times may be consciously recognized by normal men, but probably is not
+identified other than as general excitement by most women.
+
+[Sidenote: Danger no reason for condemning dancing.]
+
+The frank admission that dancing may sometimes stimulate sexual
+emotions is no condemnation of dancing, as many writers seem to think.
+We must know first whether such emotions lead to good or harm. Sexual
+emotions are not in themselves wrong from any except a strictly æscetic
+point of view. The fact that most intelligent men who in general are
+frankly truthful confess that dancing may sometimes arouse sexual
+emotion simply raises the question whether such emotions lead directly
+to immoral relations with women or whether they lead, as does the best
+social life of men and women together, to a higher æsthetic
+appreciation of life as it involves the relations of the two sexes.
+After discussing this with many--yes, with more than a hundred--men and
+women, I am now convinced that dancing may have both results, depending
+upon the individuals. Dancing, then, has its dangers, but so have many
+other things that go to make up the most complete life. Eating may lead
+to gluttony, mountain-climbing may lead to a broken neck, swimming to
+drowning, music and art to sensuality, and even love is not without
+danger of bestial degradation. Life is full of dangers and we are
+constantly striving to reduce them to a minimum. So we must refuse to
+condemn dancing because of its admitted sexual dangers for young
+people, unless it can be shown that the danger is so great and so
+unconquerable as to outweigh all the physical, social, and æsthetic
+considerations in favor of the pastime.
+
+[Sidenote: Dancing and immorality.]
+
+That dancing is a strong incentive to immorality is contended by many
+writers. A prominent physiologist has said that "the dance is the
+devil's procession so far as the young man is concerned." Others have
+pointed to the immorality that is connected with the dance halls, and
+to the fact that waves of immorality of young men have often followed
+the annual balls given in some high schools and colleges. Contrary to
+the view which I formerly held, I am now inclined to think that it is
+not fair to charge such immoral tendencies entirely to dancing, and
+therefore condemn all dancing as immoral. It is no secret of sociology
+that similar epidemics of immorality have been known to occur in
+connection with Sunday-school picnics, camp meetings, expositions,
+political and other conventions, and religious revivals. Shall we
+condemn all these along with dancing on the ground that they lead to
+immorality? We say "no" because immorality is only an incident, not a
+result in these cases. Likewise, I believe that dancing is but one of
+several factors that have led to immorality at the time of annual balls
+in high school and college. These are times of general tendency towards
+dissipation. Regular duties are cast aside, all the hygienic rules for
+eating and sleeping are broken, there is unusual freedom of speech and
+manners, available alcohol is freely used, emotions and not reason
+rules--these are characteristic of the college festivals that center
+around grand balls. In short, at such times there is a general let-down
+of usual standards and a swing back towards the barbaric festival of
+the ancients. It is not surprising, then, that pent-up sexual instincts
+assert their force at such times, and dancing, if it occurs under such
+conditions is, of course, likely to increase the danger of moral
+collapse because it incites sexual emotions.
+
+[Sidenote: Regulation of dancing needed.]
+
+Our conclusion, then, is that it is unscientific to charge dancing with
+being the direct cause of immorality, when it has been only one in a
+series of events. The facts warrant not condemnation of dancing as
+something utterly bad, but rather of allowing dancing to be associated
+with conditions that are likely to lead to dissipation and immorality.
+Unless some argument other than that arising from the coincidence of
+dancing with dissipation and immorality is brought forward, we must
+conclude that dancing should be regulated and associated so that the
+admitted dangers will be reduced to a minimum. Recognition of the
+dangers will lead mature people to see the importance of supervising
+and regulating dancing as a phase of the social life of young people.
+It will lead to dancing that is improved along social and æsthetic
+lines.
+
+[Sidenote: Self-control necessary.]
+
+While improvement of dancing will reduce its dangers, it will not
+eliminate the problem of self-control for normal young men. They must
+learn to understand their own emotions. They should be forewarned that
+others have found danger in dancing. They should know that some
+strong-willed men have given up dancing when they found that it made
+more intense the problem of sexual self-control, both mentally and
+physically. They should know the increased danger if dancing is
+associated with alcohol, vicious women, immodest dress, extreme freedom
+of conduct, and other morally depressing influences. Such knowledge
+along with general sex-education will do much to make dancing not only
+safe for average young men, but also helpful along social and æsthetic
+lines.
+
+[Sidenote: Extreme dances.]
+
+With regard to the extreme dances of the past five years, those who are
+well informed concerning sexual problems know that many of these dances
+which polite society has copied from the dens of the underworld are
+vastly more dangerous than the standard dances.
+
+
+§ 36. _Dress of Women as a Sex Problem for Men_
+
+[Sidenote: Dress and immorality.]
+
+Some of the students of sex problems assert with great emphasis that
+dress is the responsible factor in the sexual immorality of many men.
+Accepting the probability that there is some truth in the assertion,
+what is the solution of the problem? Should women in general adopt a
+style of dress which in lines and color is as repellently ugly as the
+official garb of women devotees of certain religious organizations? In
+short, should women make their dress decidedly unobtrusive and
+unattractive in order that the sexual temptations of _some_ men may be
+reduced? The answer must be an emphatic negative. We need more beauty
+in this life of ours, and we cannot afford to omit any beauty which
+women express in dress. The pity is that economic conditions so often
+set a limit to such expression. We must believe in making every
+possible application of the beauty of nature and art to human life; and
+beautiful dress on all women, and especially beautiful dress on
+attractive women, is the most important of such relations of beauty and
+life.
+
+[Sidenote: Dress and sexual appeal.]
+
+Accepting, then, beauty of dress as worthy of encouragement, what
+shall be done about its sexual attractiveness? This is a difficult
+question in these days with ever-changing fashions whose novelty makes
+extreme modes more dangerously attractive than they would be if
+universally adopted for a long term of years. But permanency of extreme
+styles or general adaptation of modest ones are absolutely impossible
+for the average woman of to-day. Hence, we must look forward to one
+extreme style following another. Young men must face the problem and
+fight their own battles. Like certain widespread diseases, there is
+constant danger of infection, and the only hope for young men is in
+special education as a kind of protective inoculation against
+temptation. This means that young men should be taught to see beauty in
+woman's form, face, and dress without allowing themselves to get into
+habits of sensual or physical emotions. Of course, for the normal young
+man there is sure to be more or less consciousness of emotions
+stimulated by the beautiful associated with women, but the individual
+man may train himself to turn such emotions into æsthetic or psychical
+lines instead of into those which are sensual, animalistic, or
+physical. In this connection, I have long been of the opinion that
+training in art appreciation, especially of sculpture, may help many
+men to an æsthetic attitude towards the human form.
+
+It is well known that beauty of woman's face or form or dress has
+sometimes led men into immorality; but I often wonder whether such men
+of weak control would not have fallen sooner or later at the command
+of some other form of stimulation. At any rate, such men do not lead us
+to general conclusions, for there are many more men who have been led
+upward and not downward by the combined beauty of form, face, and dress
+of women.
+
+[Sidenote: Duty of women.]
+
+While we refuse to excuse men who allow the sexual suggestiveness of
+women's dress to overcome their self-control, we should at the same
+time recognize that women have themselves to blame for much of the
+existing situation. I believe it is true that the average woman does
+not understand how dress that makes unusual exposure of the body may
+make a sexual appeal to men; but there is no such innocence on the part
+of the demi-mondes by whom many of the most dangerous styles are
+introduced. Perhaps women of intelligence and good standing may some
+day come to realize their responsibility for wearing clothing that
+means unusual temptation for men. However, this seems Utopian in these
+years when even women of the best groups are wearing equivocal dress;
+and so men must learn to fight their own battles against natural
+instincts stirred to greater intensity by dress invented to increase
+the trade of the women of the underworld.
+
+
+§ 37. _The Problem of Self-control for Young Men_
+
+[Sidenote: Difference between sexes.]
+
+[Sidenote: Automatic arousing of boys' instincts.]
+
+The problem of control of the insistent passions of normal young men
+has been unscientifically minimized by numerous writers and lecturers.
+It should be noted that many of these are men who have long since
+forgotten the storms and stresses of their early manhood, and others
+are women who do not know the facts indicating that the sexual
+instincts young men are characteristically active, aggressive,
+spontaneous, and automatic, while those of women _as a rule_ are
+passive and subject to awakening by external stimuli, especially in
+connection with affection. Such forgetful men and uninformed women are
+prone to regard the lack of control of many young men as simply due to
+"original sin," "innate viciousness," "bad companions," or
+"irresistible temptations"; and they overlook the great fact that
+maintaining perfect sexual control in his pre-marital years is for the
+average healthy young man a problem compared with which all others,
+including the alcoholic temptation, are of little significance. Such
+being the truth about young men, nothing is to be gained and much is to
+be lost if older people fail to take an understanding and sympathetic
+attitude. I question whether any young man has ever been helped through
+his adolescent crises by such oft-repeated assertions as that "there is
+no more reason that a young man should go astray than that his sister
+should," or, in other words, that "continence is as easy for a young
+man as for a girl of similar age." An observing young man will doubt
+such statements, and if he has had access to scientific information, he
+will feel sure that there has been an attempt to influence him by the
+kind of exaggeration commonly adopted by specialists in moral
+preachments. The plain truth is that there is a physiological "reason"
+or explanation, although not a justification for failure of
+self-control. Even if we accept the improbable statement of some
+writers that boys and girls are in early adolescence potentially equal
+in sexual instincts and assuming that they may be protected equally
+against vicious habits, we must not forget that every normal boy passes
+in early puberty through peculiar physiological changes that arouse his
+deepest instincts. I refer especially to the frequent occurrence of
+involuntary sexual tumescence and to the occasional nocturnal
+emissions, which processes leave the boy in no doubt whatever as to the
+nature, source, and desirability of sexual pleasure. Especially is this
+true of the automatic emissions that usually follow continence of
+healthy young men, for in connection with such relief of seminal
+pressure every nerve center of the sexual mechanism seems to be
+involved in the culminating nerve storm of which the awakening
+individual is often quite pleasurably conscious. In short, as men
+looking backward to their early manhood well understand, the physical
+sensations that come into the normal sexual experience of the
+adolescent boy are different only in degree of intensity from those
+which later are concomitants of sexual union. Such, in brief, is the
+physiological history of the normal adolescent boy, and one who has
+fallen into even most limited masturbation will probably be still more
+conscious of the fact that the ordinary sequence of events in the
+activity of the sexual organs leads to intense excitement that has
+almost irresistible attractiveness.
+
+[Sidenote: Average young women different.]
+
+Now, most scientifically-trained women seem to agree that there are no
+corresponding phenomena in the early pubertal life of the normal young
+woman who has good health. A limited number of mature women, some of
+them physicians, report having experienced in the pubertal years
+localized tumescence and other disturbances which made them definitely
+conscious of sexual instincts. However, it should be noted that most of
+these are known to have had a personal history including one or more
+such abnormalities as dysmenorrhea, uterine displacement, pathological
+ovaries, leucorrhea, tuberculosis, masturbation, neurasthenia,
+nymphomania, or other disturbances which are sufficient to account for
+local sexual stimulation. In short, such women are not normal. Such
+facts have led many physicians to the generalization that the average
+healthy adolescent girl does not undergo normal spontaneous changes
+which make her definitely conscious of the nature, source, and
+desirability of localized sexual pleasure. On the contrary, such
+consciousness commonly comes to many only as the result of stimuli
+arising in connection with affection.[18] Clearly it is nonsense to
+claim that the sexual temptations arising within the individual are
+equal for the two sexes. Potentially, girls may have passions as strong
+as boys, but they do not become so definitely and spontaneously
+conscious of their latent instincts.
+
+[Sidenote: Helping the young man.]
+
+Thus considering the available facts regarding the physiological
+reasons for the sexual tendencies of men, it seems to me that we gain
+nothing in trying to minimize the young man's sexual problems, for he
+is quite conscious that they are insistent. Far better it is that
+mature men who know life in its completeness should make the young man
+feel that his problems are not new, not insignificant, and that many
+another man has met and solved them in such a way as to make life more
+full of real happiness. Such sympathetic helpfulness will mean
+something to a young man, but he cannot be led far by one who in his
+own early experience has not learned both the strength and the mastery
+of the sexual instincts.
+
+[Sidenote: Women should know.]
+
+In another lecture I have discussed the proposition that it would be
+better for all concerned if women could have scientific understanding
+of the physiological facts concerning the sexual tendencies of men, not
+to make women more lenient or forgiving towards the mistakes of men,
+but rather to enable women to play an important part in the necessary
+adjustments through helpful comradeship. This last phrase will mean
+nothing to many people, but in many a modern home a well-informed wife
+has been able to lead the way to the satisfactory solution of the
+fundamental problems of life.
+
+[Sidenote: Self-control in marriage.]
+
+There is another and an all-important phase of the problem of teaching
+self-control which is commonly overlooked by those who are trying to
+help young men solve their greatest problems. I have in mind the need
+of self-control in marriage. Most writers and lecturers who emphasize
+the arguments for absolute self-control or continence before marriage,
+omit all reference to marital life. The natural inference, and one
+widely followed, is that the only moral duty of a young man is to
+control his intense desires and avoid illicit relations until sexual
+abandon is permitted under the license of the law and the benediction
+of the church. Such, I submit, is a fair conclusion for young men to
+draw from at least ninety per cent of the sex-education literature that
+is current to-day.
+
+Now, I believe this is all wrong. In fact, I am so radical as to
+believe that the intelligent women of the world would gain more from
+temperance and unselfishness and delicacy of men in sexual functioning
+in marriage than from sexual continence before marriage. Of course, I
+do not propose that ideal sexual conditions in marriage may justify
+pre-marital incontinence, but I make this sharp contrast simply to
+emphasize the belief that sexual intemperance and selfishness of men in
+marriage causes more mental and physical suffering of women than does
+sexual incontinence of men before marriage, and I am not forgetting the
+vast problem of social diseases and prostitution.
+
+I urge, then, that those who attempt to direct young men through the
+mazes of sexual life should hold up ideals not only of pre-marital
+continence, but also of post-nuptial temperance and harmonious
+adjustment between husband and wife. This post-nuptial problem is far
+more difficult to solve, for the intimacy of married life, especially
+in the earlier years, is sure to offer stimuli that are likely to make
+sexual instincts more insistent than those that come from celibate
+repression. However, self-control and temperance in marriage is no new
+and unattainable ideal, and harmonious adjustment of men and women in
+marriage is far more common than the pessimists would have us believe.
+
+
+§ 38. _The Mental Side of the Young Man's Sexual Life_
+
+[Sidenote: Effect of mental imagery.]
+
+Most of the discussions of the education of young men for moral living
+have centered around the problem of keeping him from physical sexual
+activity. So far as society is concerned, this is the great
+desideratum. So far as the individual life is concerned, it is
+important that self-control should extend to mental imagery. Professors
+Geddes and Thomson have well said, in "Sex," that "while anatomical
+chastity is a moral achievement, it is not the deepest virtue. The
+incisive declaration: 'Whosoever looketh on a woman to lust after her
+hath committed adultery with her already in his heart' expresses an
+even more searching standard, and modern science brings home to us the
+radical importance of our reflex thought and deep-down impulses, which
+appear to bulk largely in molding our lives and the lives of those who
+may spring from us." In language adapted to the understanding of
+average young men, this idea should be emphasized.
+
+In the opinion of some physiologists the greatest harm done to the
+individual who has long been a victim of masturbation is in the
+centering of the attention on imaginary sexual situations. This is
+especially true of mental masturbation. Hence, the relation of
+masturbation to the possible establishment of a disordered mental state
+should be known by adolescent boys and young men.
+
+[Sidenote: Control of thoughts.]
+
+It appears from the experience of many men that strenuous work and play
+are the only efficient weapons for driving sexual images into the
+background of the mind. This applies not only to sordid and lewd
+thoughts of unchaste sexual situations, but also to the mental images
+that are inevitably associated with the purest affection and which
+should be trained to obey when calm reason so orders.
+
+The following literature will be especially helpful to young men: W.S.
+Hall's "Sexual Hygiene for Men," or his "Sexual Knowledge"; Exner's
+"The Rational Sex Life for Men"; Morrow's "The Young Man's Problem,"
+and "Health and Hygiene of Sex for College Students"; King's "Fight for
+Character" (Y.M.C.A.); and the chapter on Ethics of Sex in "Sex" by
+Geddes and Thomson.
+
+FOOTNOTES:
+
+[17] The first three pamphlets are published by the Society of
+Sanitary and Moral Prophylaxis (New York); the Exner pamphlets by the
+Association Press (New York).
+
+[18] This is really not surprising if we remember the peculiarities of
+human instincts mentioned in an earlier lecture (§ 3).
+
+
+
+
+IX
+
+SPECIAL SEX-INSTRUCTION FOR MATURING YOUNG WOMEN
+
+
+[Sidenote: Parents would limit knowledge of daughters.]
+
+It was my original plan to make this lecture parallel with the
+preceding one for young men, but much discussion with parents and with
+scientifically trained women whose suggestions and criticisms I value
+has shown me that there is no consensus of opinion as to what should be
+taught to young women between eighteen and twenty-two years of age. I
+have found many fathers and mothers who think that their boys of
+fourteen or fifteen should be informed as suggested in the preceding
+lecture; but concerning some of the facts for boys these same parents
+were doubtful whether their daughters ought to know before twenty, and
+some of them have said twenty-five and even thirty. Some of them have
+said that they see no reason why an unmarried young woman of the
+protected group should know much more than a very limited amount of
+personal hygiene; but most of these people were decidedly hazy as to
+how the young woman about to marry may be sure of getting belated
+knowledge. In short, all along the line I have found intelligent
+parents and others who believe in very thorough sex-instruction for
+boys, but that "nice" girls should be kept as ignorant and innocent as
+possible. With such disagreement existing, it is evidently not possible
+to make such specific recommendations as have been made for boys.
+
+
+§ 39. _The Young Woman's Attitude towards Manhood_
+
+[Sidenote: Women should have ideals.]
+
+Among those who agree heartily with the proposition that by education
+the young man's attitude towards womanhood (§ 30) should be cultivated
+I find, to my surprise, many who object to any parallel attempt to
+influence young woman's ideals of manhood. I say that I am surprised
+because it has long seemed to me that many of the faults of men are
+largely traceable to the fact that women as a sex have not been able to
+hold a high standard for manhood; and, therefore, I wonder when some
+thinking women question the desirability of trying to influence young
+women by organized instruction. Of course, we must not forget that
+before the coming of the economic and social freedom of women there
+were very few of them who were able to maintain a stand for their
+ideals of manhood; but this is no longer true in a great and rapidly
+increasing group of the individualized and educated classes. Therefore,
+it seems clear that if the better groups of women want a higher type of
+manhood capable of better adjustment in marriage, it is important that
+they consider ways and means of molding the minds of young women with
+reference to ideal manhood.
+
+[Sidenote: Ideals and disappointment.]
+
+Occasionally I have met a strange view of life in some men and women
+who have grown pessimistic from revelations concerning the
+sexual-social problems and who think that true manhood is so rare that
+emphasizing it with young women will lead to ideals that can rarely be
+realized in actual life; and therefore, for women so influenced there
+will be increasing discontent and disappointment in marriage or
+deliberate celibacy. No doubt this is in part true, as witness the many
+highly educated women who have written or said that there seem to be
+few attractive marriageable men of their own age. However, it is rare
+indeed that such women say that life would have meant more without the
+higher education and its resulting ideals that have stood in the way of
+marriage such as might be happy for uneducated women. This is in line
+with the fact that many cultivated men and women find that education
+has given unattained ideals and unsatisfied ambitions and strenuous
+life and disappointments, but it is rare that they long for the
+care-free and animal-like happiness of the tropical savage. We must
+remember that education gives us keener feeling for life's pains, but
+it also compensates by giving soul-satisfying appreciation of its joys.
+So it seems reasonable to believe that while educating young women to
+believe in and demand a higher ideal of manhood in its natural
+relations to womanhood will certainly make disappointments more
+heart-pressing for some, it will just as surely make realization the
+supreme happiness of others. And as adjustment of manhood and womanhood
+through the larger sex-education becomes more and more abundant and
+more and more perfected, the sum total of human happiness will
+increase.
+
+Looking thus towards the ultimate good, I must refuse to accept the
+hopeless and depressing view that all young women should be kept
+ignorant of their relation to men and life in order that the absence of
+ideals of manhood may protect some women against possible
+disappointment by men.
+
+
+§ 40. _The Young Woman's Attitude towards Love and Marriage_
+
+[Sidenote: Reasons not same as for men.]
+
+In the preceding lecture to the parents and teachers of young men I
+emphasized the importance of developing the young man's ideals of love
+and marriage primarily because such ideals have so often helped men
+morally in character-formation and character-protection. I feel sure
+that this is not the chief reason why the ideals of young women should
+be developed along parallel lines. On the contrary, it seems to me that
+those representative women are right who think that the first reason
+why ideals of young women should be influenced is that there is need of
+a radical change in the attitude of a very common type of young women
+who are flippant and disrespectful concerning love and marriage, and
+whose influence on the morals of men is decidedly bad because they
+often give unguided young men their first and strongest impressions
+concerning women. A second reason, which is equally applicable to both
+sexes, is that advance understanding of the relations of love and
+marriage is likely to lead to happy and satisfactory adjustment in
+marriage.
+
+[Sidenote: Men naturally lead in love.]
+
+Perhaps the flippant and disrespectful attitude concerning affairs of
+the heart develops in many young women because they do not consciously
+feel in advance of experience the demand for affection which comes so
+naturally and spontaneously to many, possibly to all, normal young men
+whose views of life have not been artificially twisted. I fully realize
+the treacherous nature of the ground on which walks one who tries to
+compare the two sexes concerning their relative attitudes towards love,
+but certain it is that the novelist's descriptions of men as the
+leaders and aggressors in love is not fiction but the common fact of
+real life. Man's tendency towards leadership in love is not
+scientifically explained by any superficial assumption that established
+social conventions have repressed an original spontaneity of women. On
+the contrary, there are the best of physiological and psychological
+reasons for believing that the social conventions have arisen as an
+expression of masculine aggressiveness and natural tendency towards
+leadership in affairs of the heart. The accepted fact is that many
+young women have no understanding of or demand for affection until
+experience has taught them its place in life. In the records of real
+life, as well as in fiction, many a young woman's possibilities of
+happiness have been lost because she did not understand herself when
+love came into her experience.
+
+[Sidenote: Affection in marriage.]
+
+Another side to the problem of the young woman's relation to love and
+marriage is brought to our attention by the lamentable fact that many
+wives lose interest in devoted husbands when the children come. This is
+probably true in at least half the families; and many matrimonial
+disharmonies are the result. This is really one of the greatest
+problems of marriage which cultured women should consider seriously;
+for even more than in most other sex problems, it is one for the
+solution of which women are in a position to take the leading part.
+This problem is especially important in these days when the household
+inefficiency, personal extravagance, and desire for social position of
+numerous young women of eighteen to thirty are having an enormous
+influence in advancing the age of marriage because many of the best
+types of young men pause and consider seriously the impossibility of
+adjusting a small salary to the ideas of their women friends as to what
+is the minimum of a family budget. Add to such facts a growing
+pessimism of young men regarding inconstant affections of wives with
+children, and the need of special educational attack is evident.
+
+[Sidenote: The duty of parents.]
+
+From whatever side we look at the question whether the larger
+sex-education should somehow try to mold the ideals of young women
+with regard to love and marriage, we see reasons why parents should
+encourage their maturing daughters to get some advance understanding of
+such relation. If parents are themselves unable to help their daughters
+to this understanding, they can at least exert great influence by their
+own attitude, and they can approve the reading of books, and perhaps
+there may be opportunity for hearing lectures by women who understand
+life.
+
+[Sidenote: Books.]
+
+With regard to good literature that will help in this line, there are
+chapters in many of the books mentioned at the end of this lecture, and
+in more or less indirect form in the general literature suggested in
+the preceding lectures concerning young men, and in § 12 which deals
+with the general educational problem of marriage.
+
+
+§ 41. _Reasons for Pre-marital Continence of Women_
+
+[Sidenote: Many women do not need reasons.]
+
+Many women who have lived protected lives have declared themselves
+unable to understand why a young woman should need reasons for
+pre-marital continence; and these women are probably right so far as
+the great majority of the daughters of families in good social
+conditions are concerned. As pointed out in earlier lectures, there is
+abundant evidence that the average adolescent girl who is protected
+against external sexual stimuli and influenced constantly by the
+prevailing ideals which demand chastity of women, is not likely to need
+any arguments why she should avoid pre-marital incontinence. Moreover,
+there seems to be little danger that the average girl with good social
+environment will ever question her ideals of chastity unless under the
+stress of overwhelming affection; in other words, there is little
+possibility that such women will be interested in the strictly
+mechanical, non-affectionate, and unsentimental sexual relations which
+must inevitably characterize the common prostitution of men.
+
+[Sidenote: Unprotected girls.]
+
+Note that I am referring to the average young woman in good social
+environment, and for the moment omitting the vast class of so-called
+"unprotected" girls. Moreover, I am speaking of the "average," and I am
+not forgetting that medical journals and books record many exceptions.
+Nevertheless, we must not be misled by medical literature, for
+naturally the physician sees the women whose lack of health leads them
+to seek professional advice, and it is well known that in sexual lines
+women commonly become decidedly unhealthy before they consult
+physicians. As testimony concerning the average normal women, I have
+the greatest confidence in the statements of thoughtful women with
+sound scientific attitude; and such are my authority for the view that
+maintaining pre-marital continence is not one of the serious problems
+for the average young woman with good domestic and social environment.
+
+Now, while I admit in advance that the problem of pre-marital
+continence is not of great significance in the personal lives of the
+great majority of the type of women who are likely to hear or read this
+lecture, I do believe that this is the type of women who ought to think
+over the problem as it concerns the atypical girl of good social groups
+and the "unprotected" girl of more unfortunate groups. I cannot see,
+therefore, why it is not best and safest that all girls should learn
+from parents or reliable books or teachers the main reasons for
+pre-marital chastity.
+
+[Sidenote: The girl who needs help.]
+
+The atypical girls of good social groups who need guidance regarding
+pre-marital continence are of two types: either one with intensive
+sexuality which is often modifiable by medical or surgical treatment;
+or one of probably normal instincts but with radical sexual philosophy.
+The first type needs not only emphatic instruction regarding
+continence, but more often medical help, either for general health or
+for correction of localized sexual disturbance. The second type must be
+treated exactly as suggested for young men, because they are the women
+whose anarchistic repudiation of laws and convention in general has led
+to their acceptance of a _single_ standard of morality for men and
+women, but one of freedom from monogamic ideals. This type of women,
+long well known in the student groups of Paris and in Russian
+universities, is becoming more and more evident in America, especially
+among some well-educated young women who have dropped their ideals of
+chastity because they have found attractiveness in more or less
+superficial studies of radical socialism. Many of these radical women
+frankly say that they would like to marry the "right man," but failing
+to find that rare species, they claim their right to sexual freedom in
+more or less capricious liaisons. Others of these women are so highly
+individualized that marriage is beneath their contempt, either because
+it will "interfere with a career" or because the legal aspects and
+ecclesiastical ceremonies still suggest the old-time subjection of the
+wife to the husband. Women who are in a position to know from personal
+knowledge of radical people declare that there are still relatively few
+educated women who deliberately cut loose from monogamic standards; and
+that they are most commonly found among certain intimate and
+unconventional groups of students and professional workers, especially
+those who are united in "Bohemian life" by artistic or literary
+interests. But while such sexually anarchistic women are not common in
+America, there is reason for fearing that, unless some unexpected check
+comes to this undercurrent towards sexual freedom, it may be found ten
+or twenty years hence that a surprisingly large number, but _never a
+majority_, of unmarried young women have fallen into the sexual
+promiscuity that is so common among unmarried men of the same ages.
+
+[Sidenote: Radical sex literature.]
+
+Chief of the influences that lead a certain number of well-educated
+young women towards sexual freedom is radical printed matter. We are
+now getting in America a wide distribution of bold literature of the
+"free love" type, some of it with a scientific superficiality that
+will convince many beginners in the study of sexual problems. Much of
+this literature is translation or adaptation of books and articles by
+European authors; and I have previously remarked that abroad the ideals
+of sexual morality--and judging from the Great War, of morality in
+other lines--is frankly quite different from that upheld here. But some
+of this radical literature is American in origin. In addition to
+certain books and pamphlets, which might be advertised by giving names,
+I think of two New York medical journals, with a popular circulation,
+edited by a successful but much criticized physician, which rarely
+publish an issue without frank approval and even arguments for
+extra-marital relations other than prostitution, particularly for those
+who for one reason or another, unwelcome or voluntary, are leading
+celibate lives. The influence of such writings on young women who are
+inclined towards radicalism in all things is probably enormous, and it
+is unfortunate that vigorous opposition literature is not published and
+widely circulated.
+
+[Sidenote: Same instruction as for men.]
+
+In conclusion, it is clear that the problem of pre-marital continence
+is not limited to young men, for the "unprotected" girl from a
+low-grade home and environment, and the uninformed girl from the best
+of homes, and the radical girl from the most educated circles may,
+innocently or deliberately, select the pathway to unchastity. For these
+kinds of young women the educational problem is the same as for young
+men. They should have essentially the same instruction. And, in the
+case of both sexes, it is only by contrasting the good and evil that
+education can point out the worth-whileness of chastity.
+
+[Sidenote: Indirect responsibility.]
+
+There is a special aspect of the problem of pre-marital chastity of men
+that young women should understand, and that is their indirect
+responsibility for the unchastity of many men. In discussing dancing
+(§ 35) and extreme dress (§ 36), it has been indicated that women as a
+sex have a tremendous responsibility for the temptations of men. The
+same is true in the case of flirting or more extreme familiarities with
+men. However sure a young woman may feel of her own power of
+self-control, she should not consider lightly her possible part in a
+chain of events which may lead men to unchastity with other women. Many
+a man driven into the white heat of passion by thoughtless or
+deliberate acts of a pure girl has gone direct to seek relief of
+tension in the underworld. Of course, the girl in this case is not
+directly responsible for the downfall of the man; but I wonder if there
+is not moral, if not legal, responsibility for one who knowingly leads
+or helps another to the brink of a precipice from which he voluntarily
+falls.
+
+I am perfectly well aware that many good people will be horrified by
+the very suggestion that young women should be taught their
+responsibility for their men associates. Some will declare that the
+advocates of sex-education propose to destroy the innocence and romance
+in young women's lives. Others of the horrified ones will remain
+complacent because they believe that unchastity is caused by "innate
+depravity" of men. I am sorry to disagree with such people who are
+sincere, but the established facts point clearly to the conclusion that
+it is the duty of the mothers and teachers of girls to make them
+understand their relations to men and their responsibility for helping
+young men avoid sexual temptations. This is necessary when innocence
+stands in the way of the maximum safety and happiness of young people.
+
+
+§ 42. _Need of Optimistic and Æsthetic Views of Sex by Women_
+
+[Sidenote: Many women pessimistic concerning sexuality.]
+
+The most significant point in the sex-education movement at present is
+the fact that numerous women of the most intelligent groups are tending
+rapidly towards accepting an optimistic and æsthetic view of sexual
+relationships so far as these are normal and ethical and guided by
+affection. However, this higher philosophy of sexual life is still very
+far from being universal among educated women, and it is probably true
+that to the great majority of them sexuality has no æsthetic meaning
+but is simply a very troublesome physical function and an animal method
+for perpetuating the human species. That such an attitude should be
+common is not surprising, for in recent years numerous educated women
+have gained abundant information concerning abnormal sexuality, while
+very few have caught glimpses of the higher possibilities of the
+sexual functions. The truth is that it has been and still is difficult
+for most women to get well-balanced knowledge of sexual normality.
+There are hundreds of books and pamphlets that deal with amazing
+boldness with the sexual mistakes of human life, but there is not in
+general circulation to-day any printed matter which deals with normal
+sexual life with anything like the frankness and directness that is
+common in widely circulated literature on social vice and its
+concomitant diseases. Likewise, it is difficult for women to get the
+true view of sexual life from personal sources, for the vulgar side of
+sexuality is the one usually discussed by most people, some of whom
+revel in obscenity, some have had personal experiences that have caused
+ineradicable bitterness, and some more or less sincerely believe that
+knowledge of vice is of value as a safeguard or an antidote. The bright
+side of the sexual story is rarely told in conversation, either because
+it is unfamiliar or because it is the sacred secret between pairs of
+individuals who together have found life in all its completeness.
+
+[Sidenote: Æsthetic outlook.]
+
+Fortunately, this depressing emphasis on sexual abnormality is
+beginning to disappear, and we see sure signs of coming attention to
+sexual health rather than to disease and to purity rather than to vice.
+Leading women are beginning to give, through the impersonal medium of
+science and general literature, some definite and helpful testimony
+concerning the pathway to the essential good that is bound up in
+sexuality. It is especially important that young women of culture
+should be helped to this point of view, and as far as possible before
+they learn much concerning the dark problems that have originated from
+failure to keep sexual functions sacred to affection and possible
+parenthood. The educated women of to-day who have acquired and retained
+faith in the essential goodness of human sexual possibilities, and who
+at the same time have an understanding of the mistakes that weak humans
+are wont to make, are sure to play a most important part as teachers
+and mothers and leaders in the movement which is already guiding
+numerous intelligent men and women to a purified and noble view of the
+sexual relationships. As I see the big problems that demand
+sex-education, the future will depend largely upon the attitude of
+women. It is an essential part of the feministic movement. In the past
+there have been many alarming signs of a destructive sex antagonism
+that charged men with full responsibility for existing sex problems.
+But the advance guards of feminism are beginning to recognize that
+there are all-essential relationships between the sexes, and that only
+in sex coöperation can there be any permanent solution of the great
+questions. It is a great advance from the sex hostility of Christabel
+Pankhurst's "Plain Facts on a Great Evil" to the co-working attitude of
+Louise Creighton's "Social Disease and How to Fight It," of Olive
+Schreiner's "Woman and Labor," of Ellen Key's "Love and Marriage," and
+of Gascoigne Hartley's "Truth About Woman," all of which give us hope
+that women with optimistic and æsthetic interpretation of sex are
+coming to take the lead towards a better understanding of the relations
+of sex and life.
+
+
+§ 43. _Other Problems for Young Women_
+
+Concerning several other problems that have been discussed with special
+reference to young men, it seems best that all young women should be
+informed sometime between sixteen and twenty-two, the age limit
+depending upon maturity of the individual, home life, and social
+environment.
+
+[Sidenote: Prostitution.]
+
+With regard to prostitution, it seems important that girls should know
+the essential facts recommended in the lecture concerning boys. The
+"unprotected" girl of low-grade environment will often need some of
+this knowledge before she is fourteen (and in some cases, even twelve)
+years old. On the other hand, the average "protected" girl need not
+know until several years later. It seems possible that too early
+familiarity with the existence of sexual vice might tend to make some
+young women accept it as part of the established order of things; and,
+hence, the girl whose environment is protective and whose moral
+training has been complete will be perfectly safe without knowledge of
+vice and will be more likely to take an opposition attitude if she
+learns the facts concerning prostitution when she is approaching
+maturity. Even then the essential information should be given in such
+a way that the young woman will see the gravity of the social situation
+and, at the same time, not develop a spirit of sex hostility. Here,
+again, I must recommend Louise Creighton's "Social Disease and How to
+Fight It" as not only pointing out the nature of the great evil, but
+also recognizing that the existing situation can never be improved
+except by the sympathetic coöperation of the best men and women.
+
+[Sidenote: Dancing.]
+
+With regard to dancing, young girls should be taught that certain forms
+of this exercise are not approved by the most refined people. Before
+maturity, they should not know the physiological reason for this
+disapproval. In fact, I know many men and women who think it best that
+most women, even mature, should not have their attention called to the
+sexual dangers of dancing. For my part, I cannot see how women with
+such ignorance can coöperate with the best men in reducing the admitted
+dangers to a minimum.
+
+[Sidenote: Dress.]
+
+With regard to dress as a sexual problem, some mothers think they can
+handle the problem with their young daughters by emphasizing modesty
+and without further explanation; but the drawing power of fashions is
+so great that most young women are quick to revise their ideas of
+modesty to suit the latest style. Is it too much to hope that large
+numbers of young women would accept such facts as were stated in the
+lecture for young men (§ 36), and would be sincere enough to dress so
+that their attractiveness may appeal more to the æsthetic and less to
+the physical natures of men?
+
+[Sidenote: Merely a man's views.]
+
+In this lecture concerning the special teaching of young women, I have
+attempted nothing more than an outline of the impressions that I have
+gained from books and from representative women who are interested in
+the larger sex-education. I have not tried to make the discussion as
+extensive as that for young men, first, because I cannot believe that
+young women in general need so much special instruction; and, second,
+because only women can adequately advise concerning the sex-educational
+problems of young women. However, since the women who might be expected
+to know the truth about women have failed to agree on so many points,
+it may be worth while for a man to contribute some suggestions based on
+the most scientific information offered by some very reliable women.
+
+[Sidenote: Books.]
+
+Among the books which touch the special problems for young women, I am
+most favorably impressed by the following: Hall's "Life Problems" in
+the first thirty-two pages is adapted for girls of twelve to fourteen,
+and the remainder for older girls. Some parents are not enthusiastic
+about the story form, but the facts are well selected and presented.
+The last chapter of Smith's "Three Gifts of Life" is worth reading, but
+the first chapters are unscientific. For almost mature young women,
+there are chapters of Rummel's "Womanhood and Its Development," of
+Wood-Allen's "What a Young Woman Should Know," of Lowry's "Herself,"
+and of Galbraith's "Four Epochs of a Woman's Life." The last two are
+decidedly medical in point of view. The part for girls in Scharlieb and
+Sibley's "Youth and Sex," and some chapters of March's "Towards Racial
+Health," are good. The last two chapters of Geddes and Thomson's "Sex"
+will be appreciated by many intellectual young women. Hepburn's
+sentimental little story "The Perfect Gift" (Crist Co., 3¢) has helped
+many young people improve their æsthetic outlook. There are some
+helpful ideas in Henderson's "What It Is To Be Educated" (Houghton
+Mifflin Co.). While disagreeing (§ 46) with Dr. Richard Cabot's extreme
+emphasis on a mystical religious solution for problems of sex, I
+recognize that many young women have been helped by his "The Christian
+Approach to Social Morality" (Y.W.C.A.), and by his "What Men Live
+By."
+
+
+
+
+X
+
+CRITICISMS OF SEX-EDUCATION
+
+
+In the preceding lectures we have considered the arguments for
+sex-instruction. It will now be helpful to review some of the writings
+of those who oppose or at least point out the defects of the commonly
+accepted plan of sex-instruction. None of those writers whom I shall
+quote is known to be absolutely opposed to all sex-instruction, but
+some of them would limit the instruction so much that there would be
+little hope of the general movement having an important influence.
+
+
+§ 44. _A Plea for Reticence Concerning Sex_
+
+[Sidenote: Agnes Repplier.]
+
+Miss Agnes Repplier, the distinguished essayist, discusses in the
+_Atlantic Monthly_ (March, 1914) the plain speech on sex topics that
+are before the public to-day. While she holds no brief for "the
+conspiracy of silence," which she admits was "a menace in its day," she
+maintains that "the breaking of silence need not imply the opening of
+the flood-gates of speech." She goes on to say:
+
+[Sidenote: Present frankness.]
+
+    "It was never meant by those who first cautiously advised a
+    clearer understanding of sexual relations and hygienic rules that
+    everybody should chatter freely respecting these grave issues;
+    that teachers, lecturers, novelists, story-writers, militants,
+    dramatists, social workers, and magazine editors should copiously
+    impart all they know, or assume they know, to the world. The lack
+    of restraint, the lack of balance, the lack of soberness and
+    common sense were never more apparent than in the obsession of sex
+    which has set us all ababbling about matters once excluded from
+    the amenities of conversation.
+
+    "Knowledge is the cry. Crude, undigested knowledge, without limit
+    and without reserve. Give it to boys, give it to girls, give it to
+    children. No other force is taken account of by the visionaries
+    who--in defiance, or in ignorance of history--believe that evil
+    understood is evil conquered.
+
+    "We hear too much about the thirst for knowledge from people keen
+    to quench it. Dr. Edward L. Keyes, president of the Society of
+    Sanitary and Moral Prophylaxis, advocates the teaching of
+    sex-hygiene to children, because he thinks that it is the kind of
+    information that children are eagerly seeking. 'What is this
+    topic,' he asks, 'that all these little ones are questioning over,
+    mulling over, fidgeting over, worrying over? Ask your own
+    memories.'
+
+    [Sidenote: One child's life.]
+
+    "I do ask my memory in vain for the answer Dr. Keyes anticipates.
+    A child's life is so full, and everything that enters it seems of
+    supreme importance. I fidgeted over my hair which would not curl.
+    I worried over my examples which never came out right. I mulled
+    (though unacquainted with the word) over every piece of sewing put
+    into my incapable fingers, which could not be trained to hold a
+    needle. I imagined I was stolen by brigands, and became--by virtue
+    and intelligence--spouse of a patriotic outlaw in a frontierless
+    land. I asked artless questions which brought me into discredit
+    with my teachers, as, for example, who 'massacred' St.
+    Bartholomew. But vital facts, the great laws of propagation, were
+    matters of but casual concern crowded out of my life and out of my
+    companions' lives (in a convent boarding-school) by the more
+    stirring happenings of every day. How could we fidget over
+    obstetrics when we were learning to skate, and our very dreams
+    were a medley of ice and bumps? How could we worry over 'natural
+    laws' in the face of a tyrannical interdict which lessened our
+    chances of breaking our necks by forbidding us to coast down a
+    hill covered with trees? The children to be pitied, the children
+    whose minds become infected with unwholesome curiosity are those
+    who lack cheerful recreation, religious teaching, and the fine
+    corrective of work. A playground or a swimming pool will do more
+    to keep them mentally and morally sound than scores of lectures on
+    sex-hygiene.
+
+    [Sidenote: Personal teaching approved.]
+
+    "The world is wide, and a great deal is happening in it. I do not
+    plead for ignorance, but for the gradual and harmonious broadening
+    of the field of knowledge, and for a more careful consideration of
+    ways and means. There are subjects which may be taught in class,
+    and subjects which commend themselves to individual teaching.
+    There are topics which admit of _plein-air_ handling, and topics
+    which civilized man, as apart from his artless brother of the
+    jungles, has veiled with reticence. There are truths which may be,
+    and should be, privately imparted by a father, a mother, family
+    doctor, or an experienced teacher; but which young people cannot
+    advantageously acquire from the platform, the stage, the moving
+    picture gallery, the novel or the ubiquitous monthly magazine."
+
+There is much in Miss Repplier's paragraphs which will win hearty
+approval from those who have come to believe, as advocated throughout
+this series of lectures, in conservative teaching of sex-hygiene and a
+larger outlook for sex-education.
+
+[Sidenote: Current frankness not due to sex-education.]
+
+No doubt there has been too great a loss of a certain kind of reticence
+and a substitution of crude frankness, but it has not been caused by
+the sex-education movement. On the contrary, there are two evident
+sources of the plain speech of which Miss Repplier and others have
+complained: First, the commercializing of sex by novelists, dramatists,
+theater managers, and publishers--many of whom are reaping a golden
+harvest and few of whom have any sincere interest in promulgating
+sexual information to any end except their own pocketbooks. Second, the
+development of the feminist movement which has its deepest foundation
+in the age-old sexual misunderstandings of women by men, and which has
+led on and on into social and political complications of gravest
+significance. The very nature of the feminist revolt from masculine
+domination made plain speaking on sex matters inevitable.
+
+[Sidenote: Reaction against sensational frankness.]
+
+Neither of these sources of plain speech need give us cause for alarm,
+for a great reaction is already coming. The sensationalism of sexual
+revelations has had its day, and the intelligent public is recovering
+its balance. A lurid novel or play resembling "Damaged Goods" or "The
+House of Bondage" or certain vice-commission reports would not now be
+accepted by some prominent publishers who recently would not have
+hesitated to seize a first-class commercial opportunity in this line.
+The fact is that sexual sensationalism has ceased to pay because the
+intelligent public knows the main facts and has become disgusted with
+crude frankness that amounts to lasciviousness. On the side of feminism
+there is hope in the widespread disgust with Cristabel Pankhurst's
+"Plain Facts on a Great Evil" as compared with the very general
+approval of Louise Creighton's polished masterpiece, "The Social Evil
+and How to Fight It." This represents exactly the present attitude of
+numerous men and women who calmly discuss together the great problems
+of life fearlessly and without any elements of lasciviousness such as
+some people seem to think is necessarily associated with either
+unsexual or bisexual discussion of sex problems.
+
+[Sidenote: Not a typical case.]
+
+Miss Repplier's description of her own lack of youthful interest in
+things sexual is of value simply as applied to a limited number of
+extra-protected girls. Her experience teaches us nothing regarding boys
+or even girls under average conditions. We know beyond any doubt that
+average children in or near adolescence do seek the kind of information
+that Miss Repplier denies having thought about. It is not "pressed
+relentlessly upon their attention" by teachers, but by instinct and by
+environment. Playground and swimming pools and religious influence and
+work are all helpful in our dealings with young people, but all
+together they are inadequate without some information concerning sex.
+
+[Sidenote: Conclusion.]
+
+Finally, Miss Repplier, like so many other critics of sex-instruction,
+has in mind only the physical consequences of wrong-doing. Here again
+is the influence of the pioneer sex-hygiene. However, she pleads for
+the "gradual and harmonious broadening of the field of knowledge and
+for a more careful consideration of ways and means" for
+sex-instruction. This makes us believe that she will favor the larger
+sex-education which gives a place to "the cheerful recreation, the
+religious teaching, the childish virtues, the youthful virtues, the
+wholesome preoccupation," as well as essential knowledge of physical
+facts; and all as factors in preparing young people consciously and
+unconsciously to face the inevitable problems of sex. On the whole, we
+must regard Miss Repplier's discussion as a helpful contribution to the
+saner aspects of sex-education.
+
+
+§ 45. _A Plea for Religious Approach to Sex-instruction_
+
+[Sidenote: Cosmo Hamilton.]
+
+Another prominent author who does not agree with the current tendencies
+of sex-instruction is Cosmo Hamilton in his little book entitled "A
+Plea for the Younger Generation" (Doran Co.). He agrees with the
+sex-education writers that children should be instructed early, and as
+far as possible by their parents; but he wholly disagrees with the
+method of biological introduction. He would have parents go straight to
+the heart of the matter and tell the child, as simply and truly as can
+be, just how he came into the world. And he would fill the teaching
+with reverence by using as an illustration the birth of the babe of
+Bethlehem. Referring to those who in recent years have been working for
+a scientific introduction to sex-education, Mr. Hamilton says:
+
+[Sidenote: Religious appeal.]
+
+    "I think that these professors and scientists are wasting their
+    time, and I have written this small volume not only in order to
+    make a plea for the younger generation as to the way in which they
+    shall be taught sex truths, but also in order, if possible, to
+    prove to the advanced thinkers of the day that it is not
+    old-fashioned to beg that God may be put back into the lives of
+    His children, but a thing of urgent and vital importance. Without
+    faith the new generation is like a city built on sand. Without the
+    discipline and the inspiration of God the young boys and girls who
+    will all too soon be standing in our shoes will go through life
+    with hungry souls, with nothing to live up to, and very little to
+    live for."
+
+[Sidenote: Many not reached by religious appeal.]
+
+All this is very good so far as it appeals to the religious type of
+mind, but Mr. Hamilton seems to forget that vast numbers of people
+cannot be approached from this point of view. How can the illustration
+of the Christ-child help those who do not accept certain orthodox
+religious beliefs?
+
+
+§ 46. _The Conflict between Sex-hygiene and Sex-ethics_
+
+[Sidenote: Richard Cabot.]
+
+It has been said in an earlier lecture that several writers have
+declared that sex-ethics and sex-hygiene are essentially conflicting
+and should not be associated in teaching; that is to say, that hygienic
+facts should not be taught with the hope of improving morals. Most
+prominent of those who have declared that hygienic and moral teaching
+should be dissociated is Dr. Richard C. Cabot, of Boston. I shall give
+in this lecture attention to his writings because they have tended to
+introduce confusion by critical attention to certain weak details and
+unessentials in the original suggestions for sex-education, and by
+wrongly assuming that the original "sex-hygiene" was aimed at improved
+morals, whereas it was aimed directly at health. In a paper entitled
+"Consecration of the Affections (often misnamed 'Sex-hygiene')," read
+at the fifth (1911) Congress of the American School Hygiene
+Association, Dr. Cabot attacked the kind of sex-instruction that is
+limited to sex-hygiene. He has later returned to the attack on many
+occasions. I shall quote a number of his paragraphs and follow each
+with a discussion of its contents.
+
+[Sidenote: Hygiene and conduct.]
+
+    (1) "The straight, right action in matters of human affection has
+    nothing to do with hygiene. For hygiene has no words to proclaim
+    as to why you and I should behave ourselves. Hygiene has the right
+    and the duty to make clear the perverted and the diseased
+    consequences of certain errors. But these consequences are far
+    from constant.... Let us disabuse our minds, then, of the idea
+    that there are always bad physical consequences of mistake, error,
+    or sin in this [sex] field, and that those consequences are
+    reasons for behaving ourselves. But even if there were such
+    consequences, I think it even more mischievous for us to preach a
+    morality based upon them."
+
+That hygienic knowledge makes many people control their sexual selves
+is beyond dispute. Because the consequences of sexual error are far
+from constant is a weak argument against pointing out possible results.
+The consequences from pistols are far from constant, and yet I have no
+doubt that Dr. Cabot would teach small boys the danger of shooting
+themselves and other people.
+
+[Sidenote: Hygiene and ethics for health.]
+
+The last quoted sentence suggests Dr. Cabot's whole basis of contention
+against sex-hygiene. He seems to have inferred from the earlier papers,
+especially those by Dr. Morrow, that the hygiene of sex is to be taught
+as an approach to morality. On the contrary, the truth is that the aim
+of most of the first leaders in sex-instruction was to teach hygiene
+and ethics primarily in order to improve health. Dr. Morrow and others
+believed that hygienic teaching would secondarily react on sexual
+morality; but the original aim of the Society of Sanitary and Moral
+Prophylaxis was to limit the spread of venereal disease by sanitary,
+moral, and legal means. In other words, moral appeals were to aid in
+checking disease, and knowledge of disease was not claimed to improve
+morality, although such knowledge might react against immorality. It is
+this misunderstanding or overlooking of the real reasons for teaching
+concerning sex health that seems to have led Dr. Cabot into apparent
+opposition to the general movement for sex-instruction. One infers from
+all his lectures that he believes it good to teach hygiene for health,
+ethics for morality, and biology for science; but that these should not
+be correlated because to him they are unrelated. It seems to me that he
+has simply been misled by the overenthusiasm of some of the first
+writers on sex-hygiene and by the widespread use of that limited term
+instead of sex-education.
+
+[Sidenote: Is sex-hygiene immoral?]
+
+    (2) "Now I say that the preaching about sex-hygiene that is going
+    on in recent books and in the periodical press is immoral in its
+    tendency. It is like saying, 'Don't lie, for if you do, you won't
+    sleep at night, and insomnia is bad for the health.'"
+
+If insomnia often follows lying, then it should be taught as _one_
+reason why falsehoods should be avoided. This is not opposed to ethical
+teaching, for at the same time we can teach the other reasons for not
+telling lies. Likewise, sex-hygiene offers certain reasons for conduct
+and may be supplemented by sex-ethics.
+
+[Sidenote: Information and morality.]
+
+    (3) "The attempts to consecrate affection and to safeguard
+    morality by teaching in public or private schools what is called
+    'sex-hygiene' will, I believe, prove a failure. I have very
+    little confidence in the restraining or inspiring value of
+    information, as such. I have seen too much of its powerlessness in
+    medical men and students. No one knows so much of the harm of
+    morphine as the physicians do, yet there are more cases of
+    morphine habit among physicians than among any less informed
+    profession. It is, of course, easy to make young children familiar
+    with the facts of maternity and birth. Compared to the ordinary
+    methods of concealment and lying by parents to children about
+    these matters this is doubtless an improvement, but it does almost
+    nothing to meet the moral problems of sex which come up later in
+    the child's life. One may know all about maternity, without
+    knowing anything of the difficulties and dangers of sex. Many have
+    thought that by thorough teaching of the physiology of
+    reproduction in plants and animals we can anticipate and to a
+    considerable extent prevent the dangers and temptations referred
+    to above."
+
+It is not proposed "to consecrate affection" or "to safeguard morality"
+by hygienic knowledge; but simply to protect health. Of course,
+information will not restrain everybody; but if physicians did not know
+the dangers of morphine many more would be victims of the drug. Dr.
+Cabot overlooks the fact that physicians know how to use and obtain
+morphine, while other professional men do not. Teaching concerning
+maternity and birth will not directly meet the moral problems of sex,
+but it will help develop an attitude, "a consecration of the
+affections," that will guard against the dangers of sex. Such teaching
+to children is only one of many steps in the scheme of sex-education.
+No responsible advocate of sex-instruction claims that teaching
+children concerning the reproduction of animals and plants does
+anticipate and prevent sexual temptations; but it is a foundation for
+practical knowledge of human sex problems. I have elsewhere referred to
+the effect of such studies on attitude.
+
+[Sidenote: Contagion of personality.]
+
+    (4) "The positive moral qualities which make us immune to the
+    dangers of sex are obtainable not through warnings as to dangers,
+    but through the more positive activities just alluded to. All that
+    is most practical and successful in this field of endeavor may be
+    summarized as the _contagion of personality, human or divine_.
+    What is it that keeps any of us straight unless it is the
+    contagion of the highest personalities whom we have known, in man
+    and God?"
+
+We must admit that, perhaps, "positive moral qualities" are not
+obtainable through warnings, but in this pragmatic age we must have
+good social results gained by any honorable means. Many people are kept
+from crime by warnings of the law. Of course, this is not a "positive
+moral" result for the unethical individual who must be restrained by
+fear of legal consequences, but we do not worry about the individual
+when society gains. Likewise, a man kept from sexual promiscuity by
+fear of disease is not more positively moral, but he is a better member
+of society. No one will deny the importance of personality in its
+influence on positive moral qualities; but there are many people who
+are not influenced by personality, either human or divine. Other kinds
+of control, such as hygienic and legal, are necessary for such people.
+
+[Sidenote: Good and evil.]
+
+    (5) "A positive evil can be driven out only by a much more
+    positive good. The lower passion can be conquered only by a higher
+    passion."
+
+Here, again, Dr. Cabot seems to misunderstand the aim of hygienic
+teaching regarding sex. It is not expected "to conquer the lower
+passion" by hygiene, but to help keep it under control to the end that
+personal and social health will be improved. The opium evil (certainly
+a _positive_ one) is being driven out of China by military methods that
+are good only in their results in suppressing the drug. Likewise,
+hygiene of sex will be a practical good in so far as it may reduce the
+venereal curse. "Positive good" in Dr. Cabot's moral sense is only of
+limited application so far as the majority of people are concerned. In
+fact, the whole idea of solving the sexual problems by "consecration of
+the affections" makes its strong appeal only to those who have already
+grasped the higher view of sex and do not need sex-instruction. Other
+people cannot understand the phrase. We must find some more direct and
+practical attack on the sex problems for the masses; and I believe that
+this means scientific teaching which improves attitude, and hygienic
+teaching which protects personal and social health. It is worth while
+to get these results even if we do not succeed in improving morals.
+That, I believe, is another and quite independent problem.
+
+[Sidenote: Dissociation of hygienic and moral teaching.]
+
+In an address published in the _Journal of the Society of Sanitary and
+Moral Prophylaxis_, Vol. V, No. 1, January 1914, Dr. Cabot contended
+that the hygienic and moral aspects of sex-education should not be
+associated. It is possible that the following review and criticisms may
+be based upon a misinterpretation; but if so, I shall not feel lonely,
+for at the close of the discussion, Dr. Cabot said to his audience, "it
+is evident that I have not succeeded in touching even the surfaces of
+your minds, and have not made an atom of impression in making the
+distinction which I desired to make."
+
+Dr. Cabot's main points are quoted below, and my comments follow each
+quotation.
+
+    (1) "Sanitation can often be conveyed effectively by information,
+    but morality cannot be conveyed by telling things."
+
+[Sidenote: Teaching morals.]
+
+It is certainly true that sanitation can be taught by words. That words
+concerning moral things have no value is a proposition which Dr. Cabot
+did not clearly and convincingly support.
+
+    (2) "People often make sanitary mistakes from ignorance. So far as
+    you are ignorant you cannot be immoral. Morality is conditioned
+    upon knowledge of the right and wrong in question."
+
+[Sidenote: Immoral or unmoral.]
+
+Of course, one who is ignorant is unmoral and not immoral, but this
+does not divorce sanitary and moral problems of social disease. An
+ignorant and unmoral man may have unsanitary sexual habits, but
+enlighten him regarding venereal disease and his habits make him
+immoral.
+
+    (3) "I cannot see that biology has moral value."
+
+[Sidenote: Moral value of biology.]
+
+But it may have moral influence just as literature and history and
+biography may have. Of course, pure biology alone will not make people
+more sexually moral, but no responsible biologist has ever claimed that
+it will.
+
+    (4) "In morals, we are dealing with the will, and if we believe
+    that the will is guided by intelligence, we must believe that all
+    people who _know_ what is right will _do_ what is right."
+
+[Sidenote: Knowledge and will.]
+
+It does not follow that to know what is right is to do what is right.
+All depends upon the relative weight of opposing factors. A medical
+student may _know_ the facts regarding venereal disease; but he also
+knows the fact that his sexual instincts are insistent. The fact of his
+passion may be more weighty than his scientific knowledge; and his will
+may be guided by intelligent choice based on comparison of the two
+opposing facts. Hence, it is illogical to contend that knowledge may
+not influence moral conduct and that the will is not guided by
+intelligence.
+
+[Sidenote: Cultivation of morality.]
+
+    (5) "Any good achieved in any branch of morality helps all
+    morality. A person who learns any kind of self control is helped
+    toward all kinds. Anything that helps self control in one field
+    will help in all fields, the field of sex as well as others.
+    Whatever makes a person more obedient to conscience in matters of
+    truth or courage will help him in matters of chastity. We get
+    morality not by consciously cultivating particular virtues, but by
+    making ourselves useful men and women, by practice and by the love
+    and imitation of our betters. Thus, morality is cultivated in
+    hundreds of ways all at once."
+
+This is sound, but it is in no logical way opposed to any other aspect
+of sex-instruction discussed in this series of lectures.
+
+    (6) "Wherever the conditions of intimacy and interest
+    exist,--intimacy with the right person and interest in the right
+    thing,--moral training is going on."
+
+[Sidenote: Influence of individuals.]
+
+This is Dr. Cabot's strongest point. He believes in the moral influence
+of individuals. So do all leading advocates of sex-instruction or of
+any other form of moral education. This is in no sense opposed to any
+accepted proposition of sex-education.
+
+    (7) "Sanitation may increase immorality.... I do care more for
+    morality than for sanitation. Where the two conflict I want
+    morality to lead and to govern."
+
+[Sidenote: Morals rather than health.]
+
+Right here is the basis for Dr. Cabot's repeated attacks on the
+sex-education movement. He believes that morality and sanitation are
+decidedly conflicting. His address fails to support this idea with
+regard to a single point concerned with the proposed sex-education. He
+mentioned only two points wherein there is apparent conflict, namely,
+prophylaxis that allows immorality while avoiding venereal disease, and
+prevention of conception. Neither of these is directly involved in the
+sex-education movement, and their immoral bearings are highly
+debatable.
+
+[Sidenote: Ethics of venereal antisepsis.]
+
+Venereal prophylactics may increase promiscuity of some unmoral and
+immoral men, but if universally and scientifically used by such men,
+there would be little or no infection of innocent women and children.
+Therefore, I assert that the good that would come from the use of
+prophylactics by those who do not recognize moral control would be far
+more significant than the fact that venereal prophylactics might
+encourage immorality. Those who would use prophylactics would be no
+worse morally than they were before, but society would gain
+hygienically.
+
+[Sidenote: Ethics of contraception.]
+
+Regarding the morality of prevention of fertilization, the best of
+people hold opposing views. A great specialist in tuberculosis who
+entered the discussion of Dr. Cabot's paper convinced most of his
+hearers that hygienic prevention of fertilization of tubercular women
+is a very moral act for a physician to advise. The real question of
+morality involved in the problem of contraconception is not whether it
+is immoral that sperm-cells should be prevented from swimming on
+towards an egg-cell, but whether there is morality in a sexual union
+that has its meaning only in affection and is not definitely intended
+for propagation. It is obviously a complicated problem of hygiene,
+psychology, ethics, æsthetics, religious beliefs, social traditions,
+and personal prejudice; and it is absurd to allow it to become
+entangled in the general propositions of sex-education. As I have often
+said in this series of lectures, the larger sex-education aims at
+making the best possible adjustments of sex and life. If the æsthetic
+demands of affection are in real conflict with the animal function of
+propagation, then a pragmatically ethical solution is found in
+intelligent control of the original function. Ideally, the animal
+function of propagation should be associated with the possibilities of
+affection that have developed in the highest human life; but there are
+numerous cases in which there must be dissociation of the functions of
+affection and propagation, or the alternative is sexual asceticism.
+Which is moral? This is a question concerning which the individual must
+weigh his personal views and decide. Only the bigoted victims of
+arrogance will see immorality in the one who disagrees with him on this
+question. I insist, then, that even if advanced sex-education for
+adults should some day come to involve the problem of contraconception,
+there will be no conflict between hygienic knowledge and ethics, if the
+teaching leads to more perfect adjustment of sex and life.
+
+[Sidenote: Dr. Neumann's view.]
+
+Probably the great majority of workers in the sex-education movement do
+not in the least agree with Dr. Cabot's attempts to dissociate hygienic
+and moral problems. A far more helpful view is that expressed by Dr.
+Henry Neumann, leader of the Brooklyn Ethical Culture Society:
+
+    "Problems of hygiene, whether of sex, or nutrition, or temperance
+    and the like, are no less moral problems. They are problems of
+    habit; and habits are impossible without strong incentives to
+    start them and keep them going.... Ethical instruction is often
+    misunderstood to be barren preaching. It is nothing of the sort.
+    It consists in clarifying views of life. It begins with the fact
+    that there are certain tendencies in our nature which may work ill
+    or good. Then it tries to show to what these lead. It uses what is
+    best in us to make over what is worst. That is why problems of
+    sex-hygiene should be regarded as at bottom problems of
+    sex-morality."
+
+
+§ 47. _The Arrogance of the Advocates of Sex-education_
+
+In an article in the _Educational Review_, February, 1914,
+Superintendent Maxwell, of New York City, writes concerning what he
+calls "the teaching of child hygiene" as follows:
+
+[Sidenote: Dr. Maxwell's criticisms.]
+
+    "There are those to-day who claim that sexual information and
+    problems should be thrust upon the attention of boys and girls by
+    the teachers in the public schools, that this teaching is
+    necessary for the protection of virtue and the prevention of
+    disease, and that, if anyone hesitates to encourage the spread of
+    such literature and the teaching of such knowledge, he is an
+    arrant and presumptuous blockhead. The arrogance of the extreme
+    advocates of child hygiene blinds them to certain all-important
+    truths. The first is that our teachers are not prepared, and, in
+    too many cases, are not the most suitable persons to teach the
+    subject. The second is that to bring the adolescent mind face to
+    face with sexual matters engenders the habit of dwelling upon the
+    sexual passion, and in that may lie spiritual havoc and physical
+    ruin. A premature interest in the sexual passion debases the mind
+    and unsettles the will. The third is that parents have no right to
+    ask the teacher to do the work that is peculiarly theirs.
+
+    "And yet some good may emerge from this discussion. Parents may be
+    incited to do their duty in placing sex information before their
+    children whenever conditions demand such knowledge. And principals
+    and teachers, particularly principals, whenever they have the
+    acuteness to detect the tendency to wrong-doing, will no longer
+    hesitate to utter the word of warning in season. As for the
+    extravagant claims made for the teaching of sex-hygiene, I have
+    too much faith in the good sense of the American people to believe
+    that it will ever be generally and regularly taught in American
+    schools. Surely, we have learned something since the law compelled
+    us to teach the untruths regarding the effects of stimulants and
+    narcotics that were published in the early school manuals of
+    physiology and hygiene."
+
+[Sidenote: Reply to Dr. Maxwell.]
+
+I comment as follows: (1) Dr. Maxwell refers only to the "extreme
+advocates." They did exist in abundance a few years ago, but are
+already rare in the group of well-known educators. (2) Most teachers
+are not prepared and never can be prepared to teach the human aspect of
+sex problems, especially the hygienic in the strict sense. (3)
+Conservative sex-instruction such as was advocated by the advisers of
+the American Federation for Sex-hygiene (see "Report" by Morrow and
+others, 1913) aims to guard against "premature interest in the sexual
+passion." (4) While I sympathize with Dr. Maxwell's view that teaching
+the elementary hygiene of sex is the parent's duty, I am forced to
+recognize the futility of advocating that all or even a respectable
+minority of parents should undertake their duty (see § 4). The truth is
+that most of them will not, and cannot if they will, try to do so. (5)
+Dr. Maxwell's idea that sex-hygiene should be taught only when an
+astute principal or parent "detects wrong-doing" is, to say the least,
+an educational theory that will astonish one who knows even the
+elementary facts regarding the secrecy of the sexual life of young
+people in general. Will he next be logically consistent and advocate
+that all moral education should be given only after children show signs
+of wrong-doing? (6) Sex-hygiene, as Dr. Maxwell understands it to be
+concerned directly and solely with human sexual problems, will never be
+taught in American schools controlled by people of good sense; but
+sex-instruction from the larger viewpoint is taught in some of the best
+of Dr. Maxwell's high schools. (7) All advocates of sex-instruction who
+have a national reputation for educational sanity agree that
+legislation is most undesirable. (8) It is obvious that like so many
+others who have become confused regarding the sex-education movement,
+Dr. Maxwell has been impressed chiefly by the pioneer work that
+emphasized only hygienic teaching regarding sex.
+
+
+§ 48. _Lubricity in Education_
+
+Ex-President Taft has expressed his views against the sex-education
+movement. The newspapers quote as follows from an address delivered in
+Philadelphia in 1914:
+
+    "There is another danger in our educational influences and
+    environment. I refer to the spread of lubricity in literature, on
+    the stage and indirectly in education, under the plea that vice
+    may be avoided by teaching the awful consequences. By dwelling on
+    its details and explaining its penalties, sexual subjects are
+    obtruded into discussion between the sexes, lectures are delivered
+    on them, textbooks are written, and former restraints of modesty
+    are abandoned.
+
+    [Sidenote: Mr. Taft's alarm.]
+
+    "The pursuit of education in sex-hygiene is full of danger if
+    carried on in general public schools. The sharp, pointed and
+    summary advice of mothers to daughters, of fathers to sons, of a
+    medical professor to students in a college upon such a subject is,
+    of course, wise, but any benefit that may be derived from
+    frightening students by dwelling upon the details of the dreadful
+    punishment of vice is too often offset by awakening a curiosity
+    and interest that might not be developed so early and is likely to
+    set the thoughts of those whose benefit is at stake in a direction
+    that will neither elevate their conversations with their fellows
+    nor make more clean their mental habit.
+
+    "I deny that the so-called prudishness and the avoidance of nasty
+    subjects in the last generation has ever blinded any substantial
+    number of girls or boys to the wickedness of vice or made them
+    easier victims of temptations."
+
+[Sidenote: Evident misunderstanding.]
+
+The above requires little comment, for its misunderstandings are
+obvious to one who has followed the sex-education movement. Clearly Mr.
+Taft has been impressed by the social-hygiene side of the problems and
+does not realize the existence of a larger outlook for sex-education.
+Like so many other writers who seem to know little concerning the
+sexual life of children, especially of boys, Mr. Taft fears "the
+awakening of curiosity and interest"! This, of course, depends upon the
+facts taught and the age of the learner, but it hardly applies to
+children in or near adolescence who are taught along the lines
+suggested by the committee of the American Federation for Sex-Hygiene
+(1913). The last paragraph quoted from Mr. Taft will be denied
+completely by all who are familiar with the problems of adolescent
+education. To say the least, it is unfortunate that a man prominent in
+law and statesmanship should have lent the weight of his name to such
+superficial conclusions that are so obviously based on exceedingly
+limited information regarding both the established facts of sex and the
+most approved methods of sex-instruction.
+
+
+§ 49. _Conclusions from the Criticisms of Sex-education_
+
+I have selected for discussion the criticisms of several of the most
+prominent people who have expressed opposition to the sex-education
+movement. I think that all the important lines of arguments against the
+movement are represented in the extracts that I have quoted. We have
+seen that all of the criticisms have decidedly vulnerable points. Most
+of them refer to the discarded sex-hygiene of ten years ago; but some
+of them prove that the authors are quite ignorant of the sex problems
+that must be faced by numerous young people.
+
+[Sidenote: Criticisms important.]
+
+With the hope of locating the weaknesses of sex-education, I have for
+years examined carefully every criticism published, and it seems to me
+thoroughly scientific to conclude that all the important criticisms
+have not harmed the essentials of the sex-education movement; but, on
+the contrary, have been helpful in forcing reconstruction. In fact, the
+present-day conception of the larger sex-education must be credited to
+the severe critics more than to the friends of the original narrow
+movement for reducing venereal disease by hygienic instruction.
+
+
+
+
+XI
+
+THE PAST AND THE FUTURE OF THE SEX-EDUCATION MOVEMENT
+
+
+§ 50. _The American Movement_
+
+[Sidenote: Dr. Morrow leader in America.]
+
+In America the movement for sex-education began with the organization
+of the American Society of Sanitary and Moral Prophylaxis on February
+9, 1905, under the leadership of Dr. Prince A. Morrow. It is true that
+before this time there were various local and sporadic attempts at
+instruction concerning sexual processes, but such teaching was chiefly
+personal and there was no concerted movement looking towards making
+sex-instruction an integral part of general education. In 1892,
+thirteen years before the organization of the Society of Sanitary and
+Moral Prophylaxis, a group of members of the National Education
+Association considered briefly the importance of instructing young
+people. However, this meeting was of ephemeral significance and had no
+genetic relation to the present-day movement. Other early interest in
+sex-instruction is indicated in Professor Earl Barnes's bibliography
+which was published in his "Studies in Education," Vol. I, p. 301,
+1897.
+
+The educational activities, especially the publications of the American
+Society of Sanitary and Moral Prophylaxis, soon attracted the serious
+attention of numerous physicians, ministers, and educators in various
+parts of the United States; and about twenty other societies for study
+and improvement of the sex problems were organized within a few years
+after the original society.
+
+[Sidenote: Original aim for sanitary ends.]
+
+The sex-education movement both in Europe and America had its origin as
+an attempt to check the spread of the venereal or social diseases. The
+idea that education should work for sexual morality for its own sake
+and not simply for protection against venereal diseases has only
+recently begun to appear in the literature of sex-education, and so far
+it seems to have made only a limited impression on many of those who
+have been active in the prophylactic campaign against social disease.
+In fact, the tardy recognition of the moral aim of sex-education makes
+it seem probable that very little interest would have been aroused in
+the movement if it had been organized on purely ethical grounds and
+without any reference to the sanitary problems of social diseases. To
+one who looks at sexual morality as a question of right conduct which
+brings its own rewards, it is a shock to find so many thinking people
+who accept calmly the traditional views of the relation of the sexes
+and seem to take no interest in the immorality of men except as it is
+likely to lead to venereal disease or to illegitimacy which demands
+forced marriage or monetary payments. The truth is that the civilized
+world at large is very far from a working code of sexual morals which
+will be practiced because of promised rewards rather than because of
+probable punishments. It is natural, then, that the sex-education
+movement should have started with a proclamation of physical
+punishments for immorality rather than an offer of ethical and
+psychical rewards for morality.
+
+[Sidenote: Both sanitary and moral.]
+
+However, the fact that sex-education, under the name of "sex-hygiene,"
+was at first a sanitary propagandism need not interfere with the larger
+development of sex-education. It now seems probable that before many
+years pass we shall learn how to make a satisfactory combination of
+both the sanitary and moral sides of sex-education, and so it is best
+that the educational movement started on the foundation of the
+undisputed facts of sanitary science which have made a powerful
+impression on the people who do and who do not recognize a code of
+sexual morals.
+
+[Sidenote: Medical interest.]
+
+The deep interest of the medical profession is directly responsible for
+the close association between the beginning of the sex-education
+movement and the diseases of immorality. At the organization meeting of
+the American Society of Sanitary and Moral Prophylaxis, Dr. Prince
+Morrow in the opening paragraph of his address said: "We have met for
+the purpose of discussing the wisdom and the expediency of forming a
+society of sanitary and moral prophylaxis. The object is to organize a
+social defense against a class of diseases which are most injurious to
+the highest interests of human society." Thus, the American Society of
+Sanitary and Moral Prophylaxis started as an avowed enemy of the social
+diseases and so it has continued to the present. The very name of its
+official journal, _Social Diseases_,[19] indicated the central idea of
+the Society. Likewise, most of the local American societies for
+sex-hygiene have names including such phrases as "social hygiene,"
+"prevention of social diseases," "sanitary prophylaxis"; and only one,
+the Massachusetts Society for Sex Education, has a name which does not
+directly suggest the medical problems of sex.
+
+[Sidenote: In Europe.]
+
+In Europe, the sex-instruction movement has been concerned chiefly with
+spreading information concerning the social diseases. In 1902 an
+international congress for consideration of the venereal diseases was
+held in Brussels, and this congress recommended that in all countries
+there should be organized sanitary, social, moral, and legal societies
+for the prophylaxis of these diseases. As a result of this
+recommendation, prophylactic societies were formed in France, Germany,
+Italy, Holland, the United States, and other countries. Of these, the
+German society for the prevention of venereal disease became the
+strongest, with over five thousand members and twenty branch
+societies.
+
+[Sidenote: National societies.]
+
+The fact that the American Society of Sanitary and Moral Prophylaxis
+was organized by a group of people in New York City tended from the
+beginning to make it a local society. While for several years it took
+the lead in sex-hygiene and enrolled members residing in many parts of
+the United States, it was never a national organization. In recent
+years the word "American" has been omitted from its name, and its work
+has been limited to New York City and vicinity.[20] Many independent
+state and city societies were organized within a few years after the
+original sex-hygiene society in New York. This multiplication of
+societies called attention to the need of a national organization, and
+in 1910 the various societies were affiliated in the American
+Federation for Sex-Hygiene. Dr. Morrow was the leading spirit in the
+Federation until his death. In 1913, the Federation and the American
+Vigilance Association (a society especially concerned with the social
+evil) were united in the American Social Hygiene Association. Its
+offices are at 105 West 40th Street, New York City.
+
+
+§ 51. _Important Steps in the Sex-education Movement in America_
+
+    May 23, 1904. Dr. Prince Morrow's plea for the organization of a
+    society of sanitary and moral prophylaxis, read before the Medical
+    Society of the County of New York.
+
+    February 9, 1905. Organization meeting of the American Society of
+    Sanitary and Moral Prophylaxis, in New York.
+
+    March, 1906. Pennsylvania Society for the Prevention of Social
+    Diseases organized.
+
+    October, 1906. Chicago Society of Social Hygiene organized.
+
+    December, 1907. Portland (Ore.) Social Hygiene Society organized.
+
+    October, 1908. Spokane Society of Social and Moral Prophylaxis
+    organized.
+
+    June, 1910. American Federation for Sex-Hygiene organized.
+
+    1911. Oregon Social Hygiene Society organized.
+
+    July 20, 1912. Resolution of the National Education Association
+    favoring training of teachers with the view, ultimately, of
+    sex-instruction in schools.
+
+    September 23-28, 1912. Meeting of subsection on sex-hygiene,
+    Fifteenth International Congress on Hygiene and Demography.
+    Washington, D.C.
+
+    February, 1912. Organization of American Vigilance Association.
+
+    October, 1913. Merging of the American Federation for Sex-Hygiene
+    and the American Vigilance Association into the new American
+    Social Hygiene Association.
+
+    1913. Organization of Pacific Coast Federation for Sex-Hygiene,
+    changed to Pacific Coast Social Hygiene Association in June, 1914.
+
+    July, 1914. The National Education Association, at Minneapolis,
+    adopted the following resolutions in line with the latest
+    principles of the Society of Sanitary and Moral Prophylaxis and
+    the American Social Hygiene Association:
+
+      "The Association, re-affirming its belief in the constructive
+      value of education in sex-hygiene, directs attention to the
+      grave dangers, ethical and social, arising out of a sex
+      consciousness stimulated by undue emphasis upon sex problems
+      and relations. The situation is so serious as to render
+      neglect hazardous. The Association urges upon all parents the
+      obvious duty of parental care and instruction in such matters
+      and directs attention to the mistake of leaving such problems
+      exclusively to the school. The Association believes that
+      sex-hygiene should be approached in the public schools
+      conservatively under the direction of persons qualified by
+      scientific training and teaching experience in order to
+      assure a safe moral point of view. The Association,
+      therefore, recommends that institutions preparing teachers
+      give attention to such subjects as would qualify for
+      instruction in the general field of morals as well as in the
+      particular field of sex-hygiene."
+
+
+§ 52. _The Future of the Larger Sex-education_
+
+[Sidenote: Public has lost interest in sensationalism.]
+
+I hear many questions as to the probable future of sex-education. I am
+asked: "Is it moribund?" "Is it a disappearing fad?" "Has not the high
+tide of interest passed?" No doubt such questions are inspired by the
+oft-repeated statement that public interest in sexual questions has
+waned decidedly in the last few years. This is true, and it is a most
+fortunate indication of approaching sanity. The public interest in the
+last decade has been most deplorable, because it has centered in the
+abnormal and sensational aspects of sex. Authors have vied with each
+other in presenting the most lurid cases of social diseases, white
+slavery, sexual perversions, and every other available aspect of sexual
+degeneracy. Of course, the reading public was bound to grow tired of
+this, just as it wearies of a horrible murder trial or of a
+sensational divorce case. It is certainly true that there is a marked
+decline of general interest in sexual abnormality and sensationalism;
+but that does not mean that the sex-education movement is moribund.
+
+[Sidenote: Sex-education permanent.]
+
+The wave of sensational revelation has passed; but the intelligent
+public is no longer ignorant of the nature and causes of the great
+problems of sex, and is well aware that young people need definite
+guidance for facing the facts of life. It is unthinkable that
+intelligent parents who are now well informed concerning sex will ever
+again stand for the old policy of mystery and silence. It is,
+therefore, impossible to believe that there is any danger of
+sex-education disappearing. Of course, we have not reached a permanent
+system of sex-education. There certainly will be vast changes in our
+approved subject matter and methods of teaching; but the main idea of
+the sex-education movement is gaining support every day.
+
+[Sidenote: Sex-education fundamental.]
+
+There is another reason why sex-education will be permanent. In
+addition to the great need of educational help with information and
+influence which will mold the individual life with regard to the
+problems of sex, it must be evident to all that even the legislative,
+sanitary, social administrative, religious, ethical, and other attacks
+upon the problems depend upon knowledge and attitude, at least of the
+leaders. Look at the problems of sex outlined in the earlier lectures
+from whatever angle we will, and it appears that, in the final
+analysis, education offers the only key to a possible solution.
+Therefore, I assert that sex-education--the larger sex-education--is an
+absolutely fundamental factor in every phase of the social-hygiene and
+sex-ethical movement.
+
+[Sidenote: Ultimate effect of sex-education.]
+
+In closing the last lecture of this series, let me state my confession
+of faith in sex-education: It is certainly only _one of several_
+possible lines of attack on the alarming sex problems of our time; but
+it offers the most hopeful outlook towards improved sexual morals and
+health, both physical and psychical. However, we shall gain nothing of
+permanent value by extravagant claims or hopes as to the ultimate
+effect of sex-education. We must expect incomplete results. It will not
+entirely solve the sex problems for all individuals who receive
+instruction; but it will solve all of the problems of many individuals
+and help many others. It will not eradicate the social evil and its
+characteristic diseases, but it will protect many young people and so
+reduce the sum total of awful consequences. It will not prevent all
+divorces and matrimonial disharmonies, but already the biological
+teaching is helping and some day the social-ethical problems will be
+understood and then most intelligent men and women will understand the
+fundamental principles for permanent and harmonious monogamic marriage.
+Finally, sex-education will not enforce universal sexual morality in
+conformity with our accepted code, but it will help many individuals
+through decisive battles with sex-instincts.
+
+[Sidenote: Sex-Education and general education.]
+
+Such are some of the lines along which extreme claims and hopes for
+sex-education have been and are still being made. There is some truth
+in each; in fact, there is more than enough to justify the present
+movement for sex-education. To all those who see nothing in the
+movement because it will not solve all the sex problems which have
+created a demand for special instruction, we may reply by simply
+pointing to the fact that general education makes some better and more
+efficient citizens, but many times it fails to give desirable results.
+We believe in general education because it aims to offer all
+individuals help in preparation for more efficient life, although it
+succeeds only in part. Likewise, we should stand for the instruction of
+all young people in matters concerning sex because it is certain that
+such knowledge will function completely in many lives and will work
+appreciable good in many others.
+
+[Sidenote: A permanent and essential part of education.]
+
+I cannot believe that sex-education is one of the long line of modern
+educational fads which quickly pass their day, for no other phase of
+education so closely touches life. History and geography and even a
+large part of the "three Rs" may be of little use in the lives of
+numerous people, but sex-education deals with problems which the normal
+human life cannot possibly avoid and which each individual must be
+prepared to solve for himself. Therefore, we may confidently assert
+that instruction concerning the most important aspects of sex processes
+and relationships will soon be recognized as an absolutely necessary
+part of a rational and efficient scheme for the education of young
+people.
+
+[Sidenote: The never-ending problem of good and evil.]
+
+The larger sex-education is sure to have a permanent place in the
+never-ending work of preparing coming generations for the highest
+development of life's possibilities. Each succeeding generation of
+young people must be prepared by educational processes to face
+intelligently and bravely the problems of sex that are sure to come
+into every normal life. Of course, sex-education at its best
+development can do no more than give the individual a basis for
+intelligent choice between good and evil; but here, as in all other
+upward movements of human life, the decision must depend upon a clear
+and positive recognition of the advantages of the good as contrasted
+with the evil. Hence, the one essential task of sex-education in its
+broadest outlook is to guide natural human beings to recognition and
+choice of the best in the sexual sphere of life. And in so far as each
+coming generation of individuals may be thus guided by the larger
+sex-education, the problems of sex will be pragmatically solved, for
+the social aggregate of human life will become better, happier, nobler,
+truer, more in harmony with the highest ideals of life, more like our
+vision of perfected humanity.
+
+FOOTNOTES:
+
+[19] The name was changed in 1913 to _Journal of the Society of
+Sanitary and Moral Prophylaxis_.
+
+[20] While this book was in press, the name was changed to New York
+Social Hygiene Society.
+
+
+
+
+XII
+
+SOME BOOKS FOR SEX-EDUCATION
+
+
+I have decided to publish only the names of selected books which seem
+to me to be the best for teachers, parents, and young people. In making
+the selection, I have considered several hundred books which bear on
+the sex problems in an educational way, and have decided to reject the
+majority of them. While there might be some value in a long list with
+critical notes on books that I cannot recommend, it would be a worse
+than thankless task to compile such an annotated bibliography; for the
+compiler would surely add to his collection of enemies many authors
+whose books deserve severe criticism. The sudden and sensational
+publicity concerning matters of sex and the possibility of commercial
+exploitation has produced an avalanche of sex books, some good, many
+bad, and the majority ordinary. Evidently, most of the authors,
+including numerous physicians, have written to order and without
+special preparation.
+
+The books of the following lists are not all deserving of unqualified
+recommendation. In fact, some of them are included because they are the
+least objectionable of their much-needed kind, and others because they
+have some good grains that the reader will find worth picking from a
+mass of non-nutritious but, fortunately, non-poisonous chaff.
+
+I have not included many books which I recognize as important for
+readers thoroughly trained in science, but which are dangerous for the
+average reader of literature on sex.
+
+It is possible that I may have overlooked some very good books that I
+have not intended to ignore; and I shall be glad to have my attention
+called to books which deserve recognition.
+
+Special bibliographies have been published in Wile's "Sex-Education,"
+March's "Towards Racial Health," Geddes and Thomson's "Sex," and
+Foster's "Social Emergency."
+
+Publishers.--In most cases the first part of the names of well-known
+publishers has been given. Unless otherwise mentioned, they have
+offices in New York City. In addition, the following abbreviations have
+been used:
+
+A.M.A. = American Medical Association, Chicago.
+
+A.S.H.A. = American Social Hygiene Association, 105 West 40th St., New
+York City.
+
+S.S.M.P. = Society of Sanitary and Moral Prophylaxis, 105 West 40th
+Street, New York City.
+
+Association Press = press of the National Board of the Y.M.C.A., New
+York City.
+
+
+FOR EDUCATORS AND PARENTS
+
+  ADDAMS, JANE. "A New Conscience and an Ancient Evil."
+    Macmillan. $1.00. (Contains all the average reader needs to
+    know concerning prostitution.)
+
+  BOK, EDWARD, Editor. "Books of Self-Knowledge for Young
+    People and Parents." Revell. $.25 each.
+
+  BIGELOW, M.A. "Relation of Biology to Sex-Instruction in
+    Schools and Colleges." Journal of Social Diseases, II, 4,
+    October, 1911.
+
+  CABOT, RICHARD C. "The Christian Approach to Social
+    Morality." National Y.W.C.A., New York. $.50.
+
+  CABOT, RICHARD C. "What Men Live By." Houghton Mifflin.
+    $1.50. (A book that has helped many people.)
+
+  CABOT, R.C. "Consecration of the Affections." Proceedings
+    of Fifth Cong. Amer. School Hygiene Assoc., III, 1911, p. 114.
+    Also in Amer. Phy. Ed. Rev., XVI, 1911, pp. 247-253. (See
+    "Criticisms of Sex-Education" in § 46 of this book.)
+
+  COCKS, ORRIN G. "The Social Evil and Methods of
+    Treatment." Association Press. $.25.
+
+  CREIGHTON, LOUISE. "The Social Disease and How to Fight
+    It." Longmans. $.35. (A splendid essay on social impurity from a
+    modern woman's viewpoint. Constructive and optimistic.)
+
+  ELIOT, C.W. "Public Opinion and Sex-Hygiene." A.S.H.A.
+    $.05.
+
+  ELIOT, C.W. "School Instruction in Sex Hygiene."
+    Proceedings of Fifth Cong. Amer. School Hygiene Assoc., 1911.
+
+  ELLIS, HAVELOCK. "The Task of Social Hygiene." Houghton.
+    $2.50. (Certain chapters concern sex-education.)
+
+  GALLOWAY, T.W. "Biology of Sex." Heath. $.75.
+
+  GEDDES, PATRICK, and THOMSON, J. ARTHUR. "Sex."
+    Holt. $.50. (Excellent.)
+
+  GEDDES and THOMSON. "The Problems of Sex."
+    Moffat. $.50.
+
+  FOSTER, W.T. "The Social Emergency." Houghton. $1.35.
+    (Twelve excellent essays by President Foster, Reed College, and
+    nine others, on social hygiene and education.)
+
+  HALL, G. STANLEY. "Adolescence." Appleton. 2 vols.
+    $7.50.
+
+  HALL, G.S. "Youth: Its Education, Regimen and Hygiene."
+    Appleton. $1.50.
+
+  HALL, G.S. "Needs and Methods of Educating Young People
+    in Hygiene of Sex." Pedagogical Seminary, XV, March, 1908.
+
+  HALL, G.S. "Teaching of Sex in Schools and Colleges."
+    Journal of Social Diseases, II, 4, October, 1911.
+
+  HALL, WINFIELD S. "Sex Training in the Home." Richardson,
+    Chicago. $1.10.
+
+  HENDERSON, CHAS. R. "Education with Reference to Sex."
+    University of Chicago Press. Part I, 78 cts.; II, 80 cts. (Part
+    I demonstrates need of sex-education; II, the educational
+    problems.)
+
+  HERTER, C.A. "Biological Aspects of Human Problems."
+    Macmillan. $1.50. (Sexual instincts, pp. 182-252; sex-education,
+    306-316.)
+
+  HIME, MAURICE C. "Schoolboys' Special Immorality."
+    Churchill, London. $.40. (For masters of boarding schools.)
+
+  HODGE, C.F. "Social Hygiene in Public Schools." School
+    Science and Mathematics, April, 1911.
+
+  HOWARD, W.L. "Start Your Child Right." Revell. $.75.
+    (Readable, sensible, helpful to parents.)
+
+  LOWRY, EDITH B. "False Modesty: That Protects Vice by
+    Ignorance." Forbes. $.50. (Arguments for sex-instruction in home
+    and school.)
+
+  LOWRY, E.B. "Teaching Sex-Hygiene in the Public Schools."
+    Forbes. $.50. (Useful for parents and teachers.)
+
+  LYTTLETON, E. "Training the Young in the Laws of Sex."
+    Longmans, Green. $1.00. (Heartily approved by many educators.)
+
+  MARCH, NORAH H. "Towards Racial Health." Routledge,
+    London. $1.00. (Very helpful book for parents and teachers.)
+
+  MORLEY, MARGARET W. "Renewal of Life." McClurg. $1.10.
+    (Nature-study basis for teaching children.)
+
+  MORROW, BALLIET, and BIGELOW. "Report
+    of Special Committee on Matters and Methods of Sex-Education."
+    A.S.H.A. $.05.
+
+  MORROW, PRINCE A. "Teaching of Sex-Hygiene." A.S.H.A.
+    $.03. (A splendid address.)
+
+  MORROW, P.A. "The Boy Problem." S.S.M.P. $.05. (Helpful
+    to parents.)
+
+  MORROW, P.A. "The Sex Problem." S.S.M.P. $.03. (A fair
+    statement of the double morality problem.)
+
+  PARKINSON, WILLIAM D. "Sex and Education." Educational
+    Review, January, 1911. (Stands for ethical and æsthetic teaching
+    primarily.)
+
+  SCHARLIEB and SIBLY. "Youth and Sex." Dodge.
+    $.25.
+
+  SELIGMAN, E.R.A. "The Social Evil." Putnam. $1.50. (A
+    good survey of the evil, based on the work of the Committee of
+    Fourteen in New York.)
+
+  WILE, IRA S. "Sex Education." Duffield. $1.00. (A very
+    useful book for parents.)
+
+  WOOD-ALLEN, MARY. "Teaching Truth." Crist Co. $.50.
+    (Suggestions for mothers' talks to young children.)
+
+  "Social Hygiene." A quarterly journal of the A.S.H.A. $2.00 per
+    year, free to members.
+
+
+FOR GIRLS
+
+  ADDAMS, JANE. "Spirit of Youth and the City Streets."
+    Macmillan. $1.25.
+
+  CHAPMAN, ROSE WOODALLEN. "How Shall I Tell My Child?"
+    Revell. $.25.
+
+  DODGE, GRACE H. "A Bundle of Letters to Busy Girls."
+    Funk. $.50.
+
+  HALL, JEANNETTE W. "Life's Story." Steadwell, La Crosse,
+    Wis. $.25. (Biological facts for girls of 10 to 16.)
+
+  HALL, W.S. "Life Problems: A Story for Girls." A.M.A.
+    $.10. (A good pamphlet for girls of 12 to 18 years.)
+
+  HALL, W.S. "The Doctor's Daughter: Studies about Life."
+    A.M.A. $.10. (On nature-study basis, for girls under 12 years.)
+
+  HOOD, MARY G. "For Girls and the Mothers of Girls."
+    Bobbs-Merrill. $1.00.
+
+  HOWARD, W.L. "Confidential Chats with Girls." Clode.
+    $1.00.
+
+  SMITH, NELLIE M. "The Three Gifts of Life." Dodd, Mead.
+    $.50. (A girl's responsibility. For girls 15 to 18, who have no
+    more than grammar-school education. In general, sentimental and
+    unscientific; but Chapter IV, "Gift of Choice," is excellent.)
+
+  TORELLE, ELLEN. "Plant and Animal Children: How they
+    Grow." Heath. $1.00. (Useful as a nature-study reader concerning
+    reproduction of animals and plants.)
+
+  WOOD-ALLEN, MARY. "Almost a Woman." Crist Co. $.50. (A
+    story for girls of 12 years.)
+
+  WOOD-ALLEN, MARY. "What a Young Girl Should Know." Vir
+    Co., Philadelphia. $1.00. (For girls under 12 or 14.)
+
+
+FOR BOYS
+
+  HALL, W.S. "John's Vacation." A.M.A. $.10. (On
+    nature-study basis, for pre-adolescent boys.)
+
+  HALL, W.S. "Chums." A.M.A. $.10. (For adolescent boys.)
+
+  HALL, W.S. "Developing into Manhood." Association Press.
+    $.25. (Biological basis, for boys of 15 to 18 years.)
+
+  HALL, W.S. "Life's Beginnings." Association Press. $.25.
+
+  HALL, W.S. "Youth." Association Press. $.25. (For boys 10
+    to 12.)
+
+  HOWARD, W.L. "Confidential Chats with Boys." Clode.
+    $1.00.
+
+  JENKS, J.W. "Life Questions of School Boys." Association
+    Press. $.25.
+
+  JEWETT. "The Next Generation." Ginn. $.75. (Elementary
+    eugenics.)
+
+  TORELLE, ELLEN. "Plant and Animal Children." (See under
+    books for girls.)
+
+  TREWBY, ARTHUR. "Healthy Boyhood." Longmans. $.40.
+
+  WOOD-ALLEN, MARY. "Almost a Man." Crist Co. $.50.
+    (Similar to "Almost a Woman." For pre-adolescent boys.)
+
+
+FOR WOMEN
+
+  DRAKE, E.F.A. "What a Young Wife Ought to Know." Vir
+    Co., Philadelphia. $1.00.
+
+  GALBRAITH, ANNA. "Four Epochs of a Woman's Life."
+    Saunders, Philadelphia. $1.50. (Medical in style. Certain
+    sections relating to heredity are not satisfactory.)
+
+  HALL, W.S. "Sexual Knowledge." Intern. Bible House,
+    Philadelphia. $1.00.
+
+  KEY, ELLEN. "Morality of Woman and other Essays."
+    Seymour, Chicago. $1.00. (Ideal morality as a basis for
+    marriage. Good introduction to author's "Love and Marriage.")
+
+  LOWRY, E.B. "Herself." Forbes. $1.10. (In general,
+    accurate. Medical style.)
+
+  MARTIN, H.N. "Human Body--Advanced Course." Holt. $2.50.
+    (Last chapter, on reproduction, excellent.)
+
+  RUMMEL, LUELLA Z. "Womanhood and Its Development." Burton
+    Co., Kansas City. $1.50. (One of the best books for mature
+    women. Poorly printed.)
+
+  SCHREINER, OLIVE. "Woman and Labor." Stokes. $1.25.
+    (Important for the feminist movement.)
+
+  WEST, MRS. MAX. "Prenatal Care." Bulletin of Children's
+    Bureau, U.S. Dept. of Labor. (A very practical pamphlet.)
+
+  WOOD-ALLEN, MARY. "What a Young Woman Should Know." Vir
+    Co., Philadelphia. $1.00. (The best-known book, preferred by the
+    majority of mothers.)
+
+
+FOR MEN
+
+  EXNER, M.J. "Problems and Principles of Sex-Education."
+    Association Press. $.10. (Study of college men, and an essay on
+    principles.)
+
+  EXNER, M.J. "The Physician's Answer." Association Press.
+    $.15. (Summary of opinions of numerous physicians concerning the
+    problems of young men.)
+
+  EXNER, M.J. "The Rational Sex Life for Men." Association
+    Press. $.15. (Good, and helpful to many young men.)
+
+  HALL, W.S. "From Youth into Manhood." Association Press.
+    $.50. (Highly approved and widely used.)
+
+  HALL, W.S. "Instead of Wild Oats." Revell. $.25. (Bok
+    Series, Biological and Sociological basis.)
+
+  HALL, W.S. "Reproduction and Sexual Hygiene." Wynnewood,
+    Chicago. $.90. (Very useful book, but criticized by many who
+    disagree with the hygienic part.)
+
+  HALL, W.S. "Sexual Knowledge." Intern. Bible House.
+    Philadelphia. $1.00. (Useful for both men and women. Includes
+    the best of the above book.)
+
+  HOWARD, WILLIAM LEE. "Plain Facts on Sex Hygiene." Clode.
+    $1.00. (Sensational and exaggerated statements concerning social
+    diseases; language unnecessarily offensive in places; but
+    discussion of "continence" is good.)
+
+  HOWELL and KEYES. "The Sexual Necessity."
+    S.S.M.P. $.03.
+
+  LOWRY, E.B., and LAMBERT, R.J. "Himself: Talks
+    with Men concerning Themselves." Forbes. $1.00. (Accurate in
+    facts; not well arranged; not "the best book," as the publishers
+    claim.)
+
+  LYDSTON, G. FRANK. "Sex Hygiene for the Male." Riverton,
+    Chicago. $2.25. (Readable, fairly reliable, but not worth the
+    price.)
+
+  MARTIN, H.N. "Human Body--Advanced Course." Holt. $2.50.
+    (Last chapter, especially in 1910 edition.)
+
+  MOORE, H.H. "Keeping in Condition." Macmillan. $1.00. (A
+    physical training book.)
+
+  MORROW, PRINCE A. "Health and Hygiene of Sex." S.S.M.P.
+    $.05. (The best-known pamphlet for college men.)
+
+  SPEER, ROBERT E. "A Young Man's Questions." Revell. $.80.
+
+  SPERRY, LYMAN B. "Confidential Talks with Young Men."
+    Revell. $.75.
+
+  STALL, SYLVANUS. "What a Young Husband Ought to Know."
+    Vir Co., Philadelphia. $1.00. (This and the next are useful to
+    men who prefer a religious approach to sexual information.)
+
+  STALL, SYLVANUS. "What a Young Man Ought to Know." Vir
+    Co., Philadelphia. $1.00.
+
+  WILSON, ROBERT N. "American Boy and the Social Evil."
+    Winston. $1.00.
+
+
+FOR THE MARRIED
+
+  COCKS, ORRIN G. "Engagement and Marriage." Association
+    Press. $.25. (Talks to young men, but young women should be
+    interested.)
+
+  COWAN, JOHN. "Science of a New Life." 1869. $3.00.
+    (Obsolete, unreliable, unscientific; but widely sold by magazine
+    advertising.)
+
+  DAVIDSON, HUGH S. "Marriage and Motherhood." Dodge. $.25.
+
+  DAVIS, E.P. "Mother and Child." Lippincott. $1.50.
+
+  FOERSTER, F.W. "Marriage and the Sex Problem." Stokes.
+    $1.35. (An important book.)
+
+  HOLT, L.E. "Care and Feeding of Children." Appleton.
+    $.75. (The well-known nursery guide by the famous pediatrician.)
+
+  HOWARD, W.L. "Facts for the Married." Clode. $1.00.
+    (Good, from a physician's standpoint.)
+
+  JORDAN, W.J. "Little Problems of Married Life." Revell.
+    $1.00. (Essays which touch many problems of home life.)
+
+  KEY, ELLEN. "Love and Marriage." Putnam. $1.50. (The
+    greatest work of this famous Swedish author.)
+
+  SALEEBY, C.W. "Parenthood and Race Culture." Moffat,
+    Yard. $2.50. (Popular eugenics.)
+
+  SPERRY, LYMAN B. "Confidential Talks with Husband and
+    Wife." Revell. $1.00.
+
+  WOOD-ALLEN, MARY. "Ideal Married Life." Revell. $1.25.
+    (Best book by this well-known physician and author.)
+
+
+HEREDITY AND EUGENICS
+
+  CASTLE, W.E. "Heredity in Relation to Evolution and
+    Animal Breeding." Appleton. $1.50.
+
+  CONKLIN, F.G. "Heredity and Environment in the
+    Development of Men." Princeton University Press. $2.00.
+
+  DAVENPORT, C.B. "Heredity in Relation to Eugenics." Holt.
+    $2.00.
+
+  DAWSON, G.E. "Right of the Child to be Well Born." Funk.
+    $.75.
+
+  DONCASTER, L. "Heredity in the Light of Recent Research."
+    Putnam. $.40.
+
+  GEDDES, P., and THOMSON, J.A. "Evolution." Holt.
+    $.50.
+
+  GUYER, M.F. "Being Well Born." Bobbs-Merrill. $1.00.
+
+  KELLICOTT, W.E. "The Social Direction of Human
+    Evolution." Appleton. $1.50.
+
+  PUNNETT, R.C. "Mendelism." Macmillan. $.50.
+
+  SALEEBY, C.W. "Parenthood and Race Culture." Moffat,
+    Yard. $2.50.
+
+  THOMSON, J.A. "Heredity." Putnam. $3.50.
+
+  WALTER, H.E. "Genetics." Macmillan. $1.50.
+
+
+
+
+INDEX
+
+
+Abnormality, in literature, 129 ff.
+
+Adolescence, and sex-instruction, 146 ff.
+
+Adults, and special sex-instruction, 26.
+
+Æsthetics of sex, 4, 74, 197.
+
+Affection, 163;
+  "consecration of," 210;
+  in marriage, 189.
+
+Aims, of sex-education, 92, 94;
+  of sex-education societies, 228.
+
+Animals, and human sexuality, 72.
+
+Arguments, for sex-instruction, 28 ff.
+
+Asceticism, 69.
+
+Athletics, and sex, 141.
+
+Attitude, towards sex, 26, 67 ff.;
+  and morals, 75.
+
+
+Bibliography, 238 ff.
+
+Biology, 56, 65;
+  and ethics, 102 ff.;
+  and sex-instruction, 147;
+  moral value, 217.
+
+Books, as teachers, 121 ff., 241 ff.;
+  _see also_ literature.
+
+Boys, influence on, 158;
+  special instruction, 148-250.
+
+
+Cabot, R.C., 63, 210 ff.
+
+Childhood, 25.
+
+Children, ignorant of sex, 204.
+
+Circumcision, 139.
+
+Coeducation, in sex-instruction, 109;
+  and sex adjustment, 80.
+
+Continence, 160 ff., 176 ff.;
+  of women, 190 ff.
+
+Contraception, and ethics, 219.
+
+Control, of sex instincts, 18.
+
+Criticisms, of sex-education, 203 ff.;
+  conclusions regarding, 226.
+
+Curiosity, denied by Repplier and Taft, _q.v._
+
+
+Dancing, 169 ff., 200.
+
+Diseases, social or venereal, 37 ff.
+
+Dress, of women, 174 ff., 200.
+
+
+Education, as a solution, 19, 88;
+  coeducation, 80;
+  sex-differentiated, 82.
+
+Eliot, C.W., 71.
+
+Emissions, 149.
+
+Ethics, and biology, 102;
+  and sex-hygiene, 61 ff;
+  of sex, 4.
+
+Eugenics, 86 ff.;
+  aim of, 105;
+  and ethics, 103.
+
+Europe, and sex problems, 59 ff.;
+  morality in, 59;
+  sex-hygiene in, 230.
+
+Evolution, and vulgarity, 75.
+
+
+Fiction, and sex tragedies, 127.
+
+Foerster, 70.
+
+Frankness, 206.
+
+Friendships, of children, 136.
+
+Fulton, J.S., 40.
+
+Future, of sex-education, 234-237.
+
+
+Genetics, 87.
+
+Girls, special instruction, 151;
+  unprotected, 191.
+
+Gonorrhea, _see_ Diseases.
+
+Good, and evil, 215.
+
+
+Hamilton, Cosmo, 208.
+
+Hartley, C. Gasquoine, 82 ff.
+
+Heredity, 87;
+  and sex-education, 104.
+
+History, of sex-education, 227 ff.
+
+Homes, and sex-instruction, 21.
+
+Hunger, two kinds, 73.
+
+Hygiene, and ethics, 210 ff.;
+  of sex, 1-4, 25.
+
+
+Ideals, of manhood, 185;
+  of womanhood, 157;
+  of love and marriage, 159, 187.
+
+Ignorance, 45, 50, 54;
+  of children, 12-14.
+
+Illegitimacy, 52 ff., 59.
+
+Immorality, 38;
+  danger in teaching, 67.
+
+Instincts, sexual, 16-18.
+
+Intellectualism, and sex, 83.
+
+
+Kallikak family, 103.
+
+Key, Ellen, 64, 79.
+
+Knowledge, and will, 217.
+
+
+Lectures, on sex-hygiene, 100.
+
+Legislation, and social diseases, 47.
+
+Literature, general list, 241 ff.;
+  for parents, 33;
+  on marriage, 79;
+  on diseases, 39;
+  on sex, 11;
+  on social evil, 52;
+  general and sex, 124 ff.;
+  general references, 238 ff.;
+  for young men, 161, 183;
+  for young women, 201;
+  radical sex, 193.
+
+
+Marriage, 159, 187;
+  a sex problem, 71 ff.
+
+Masturbation, 137 ff.
+
+Maxwell, W.H., 221.
+
+Men, as leaders in love, 188;
+  instruction for, 156 ff.
+
+Misunderstanding, of sex, 5.
+
+Monogamy, 59.
+
+Morality, 58 ff.;
+  double standard, 42.
+
+Morrow, P.A., 37, 70;
+  leader, 227.
+
+Mothercraft, 155.
+
+Mothers, and boys, 111;
+  first teachers, 111.
+
+Mystery, and sex, 15.
+
+
+Names, of sex organs, 148 ff.
+
+National Education Association, resolution on sex-instruction, 232.
+
+Nature-study, 133.
+
+Need, of sex-instruction, 11, 19.
+
+Neumann, H., 221.
+
+
+Oliphant, James, 159.
+
+Optimism, sex, 196.
+
+Organization, of sex-education, 96 ff.
+
+
+Parents, and daughters, 184, 190;
+  coöperation of, 23;
+  responsibility, 14;
+  attitude, 30.
+
+Parkinson, W.D., 41.
+
+Passion, 58.
+
+Pessimism, sex, 72, 84, 196.
+
+Poetry, 124 ff.
+
+Pre-adolescence, 25, 133 ff.
+
+Problems of sex, 28 ff., 92, 95.
+
+Promiscuity, 38.
+
+Propagandism, needed, 28 ff.
+
+Prophylactics, venereal, 219.
+
+Prostitution, 48 ff., 164;
+  protective knowledge for women, 199.
+
+
+Reading, concerning perversion and vice, 51.
+
+Refinement, of men, 167.
+
+Religion, approach to sex-instruction, 209.
+
+Repplier, Agnes, 203.
+
+Reproduction, and sex, 5.
+
+Responsibility, indirect of women, 195;
+  individual, 18;
+  of parents, 30.
+
+
+Sanitation, and morals, 229;
+  _see also_ hygiene and ethics.
+
+Self-abuse, 137 ff.
+
+Self-control, 70, 173, 176-182;
+  of women, 190 ff.
+
+Sensationalism, 233.
+
+Sex-education, definition, 1;
+  larger view of, 27;
+  need of, 11;
+  problems of, 28 ff.;
+  relations, 4.
+
+Sex-hygiene, 1-5;
+  adequacy, 43;
+  personal, 35 ff.;
+  social, 3;
+  and eugenics, 86;
+  and ethics, 114, 212 ff.;
+  personal, 98 ff.
+
+Sex-instruction, in schools, 20, 23;
+  in homes, 21;
+  in high schools, 24;
+  many-sided, 89.
+
+Sex, meaning of the word, 6-10.
+
+Social diseases, 166;
+  essential knowledge to be taught, 107.
+
+Social evil, 4, 48 ff.
+
+Social hygiene, 3;
+  and ethics, 101.
+
+Societies, for sex problems, 231, 232.
+
+Society for Prophylaxis, 62.
+
+Super-morality, 64 ff.
+
+Syphilis, _see_ Diseases.
+
+
+Taft, W.H., 224.
+
+Task, of sex-education, 90.
+
+Teachers, of sex facts, 108;
+  for classes, 113;
+  married women, 110;
+  same sex as pupils, 109;
+  undesirable, 115.
+
+Teaching, morals, 216 ff.;
+  personal, 205, 214.
+
+Tennyson, and sex lessons, 125.
+
+
+Vulgarity, 67 ff.
+
+
+Women, and diseases, 45;
+  instruction for, 184 ff.
+
+
+Printed in the United States of America.
+
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+
+
+The following pages contain advertisements of a few of the Macmillan
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+  Curtis            Education Through Play (Educational
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+  Dresslar          School Hygiene                               $1.25
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+  Dutton            Social Phases of Education in the
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+  Eaton and Stevens Commercial Work and Training for Girls        1.50
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+<pre>
+
+The Project Gutenberg EBook of Sex-education, by Maurice Alpheus Bigelow
+
+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: Sex-education
+       A series of lectures concerning knowledge of sex in its
+              relation to human life
+
+Author: Maurice Alpheus Bigelow
+
+Release Date: February 22, 2010 [EBook #31352]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK SEX-EDUCATION ***
+
+
+
+
+Produced by Jeannie Howse, Bryan Ness and the Online
+Distributed Proofreading Team at https://www.pgdp.net (This
+file was produced from images generously made available
+by The Internet Archive/American Libraries.)
+
+
+
+
+
+
+</pre>
+
+
+<br />
+<br />
+<br />
+<br />
+
+<div class="tr">
+<p class="cen" style="font-weight: bold;">Transcriber's Note:</p>
+<br />
+<p class="noin">Inconsistent hyphenation in the original document has been preserved.</p>
+<p class="noin" style="text-align: left;">Obvious typographical errors have been corrected.
+For a complete list, please see the <span style="white-space: nowrap;"><a href="#TN">end of this document</a>.</span></p>
+<p class="noin">Click on the image to see a larger version.</p>
+</div>
+
+<br />
+<br />
+<br />
+<br />
+<hr />
+<br />
+<br />
+<br />
+<br />
+
+<h2>SEX-EDUCATION</h2>
+
+<br />
+<br />
+<br />
+<br />
+<hr />
+<br />
+<br />
+<br />
+<br />
+
+<p class="cen">THE MACMILLAN COMPANY<br />
+<br />
+NEW YORK &middot; BOSTON &middot; CHICAGO &middot; DALLAS<br />
+ATLANTA &middot; SAN FRANCISCO<br />
+<br />
+MACMILLAN &amp; CO., <span class="sc">Limited</span><br />
+LONDON &middot; BOMBAY &middot; CALCUTTA<br />
+MELBOURNE<br />
+<br />
+THE MACMILLAN CO. OF CANADA, <span class="sc">Ltd.</span><br />
+TORONTO</p>
+
+<br />
+<br />
+<br />
+<br />
+<hr />
+<br />
+<br />
+<br />
+<br />
+
+<div class="img">
+<a href="images/frontis.jpg">
+<img border="0" src="images/frontis.jpg" width="35%" alt="Prince A. Morrow" /></a><br />
+<p class="right" style="margin-top: .2em; margin-bottom: .2em; margin-right: 20%"><i>Courtesy of Dr. A.S. Morrow.</i></p>
+<p class="cen" style="margin-top: .2em; margin-bottom: .2em;">PRINCE A. MORROW</p>
+<p style="margin-left: 20%; margin-right: 20%; margin-top: .2em;">Chief organizer of the American movement for sex-education. Physician,
+educator, author, social reformer. Born in Kentucky, December 19, 1864.
+Died in New York City, March 17, 1913.</p>
+</div>
+
+<br />
+<br />
+<br />
+<br />
+<hr />
+<br />
+<br />
+<br />
+<br />
+
+<h1>SEX-EDUCATION</h1>
+
+<h3>A SERIES OF LECTURES CONCERNING<br />
+KNOWLEDGE OF SEX IN ITS RELATION<br />
+TO HUMAN LIFE</h3>
+
+<br />
+<br />
+<br />
+
+<h3>BY</h3>
+
+<h2>MAURICE A. BIGELOW</h2>
+
+<h5>PROFESSOR OF BIOLOGY AND DIRECTOR OF THE SCHOOL<br />
+OF PRACTICAL ARTS, TEACHERS COLLEGE<br />
+COLUMBIA UNIVERSITY</h5>
+
+<br />
+<br />
+<br />
+<br />
+<br />
+<br />
+
+<h5>New York<br />
+THE MACMILLAN COMPANY<br />
+1916</h5>
+
+<h5><i>All rights reserved</i></h5>
+
+<br />
+<br />
+<br />
+<br />
+<hr />
+<br />
+<br />
+<br />
+<br />
+
+<h4 class="sc">Copyright, 1916,<br />
+<br />
+By THE MACMILLAN COMPANY.</h4>
+
+<br />
+
+<h4>Set up and electrotyped. Published June, 1916.</h4>
+
+<br />
+<br />
+<br />
+<br />
+
+<h4>Norwood Press<br />
+J.S. Cushing Co.&mdash;Berwick &amp; Smith Co.<br />
+Norwood, Mass., U.S.A.</h4>
+
+<br />
+<br />
+<br />
+<br />
+<hr />
+<br />
+<br />
+<br />
+<br />
+
+<h4>To<br />
+THE MEMORY OF</h4>
+
+<h3>DR. PRINCE A. MORROW</h3>
+
+<h4>WHOSE GREAT FAITH IN THE ESSENTIAL GOODNESS OF HUMAN<br />
+NATURE LED HIM TO BELIEVE THAT THE PROBLEMS OF<br />
+SEX HAVE ARISEN FROM IGNORANCE AND<br />
+THAT EDUCATION IS THE KEY TO<br />
+THEIR SOLUTION</h4>
+
+<br />
+<br />
+<br />
+<br />
+<hr />
+<span class='pagenum'><a name="Page_vii" id="Page_vii">[vii]</a></span><br />
+
+<h3>PREFATORY NOTE</h3>
+<br />
+
+<p>Many of the lectures printed in this volume have formed the basis of a
+series given at Teachers College, Columbia University, during the
+summer sessions of 1914 and 1915, and during the academic year
+1914-1915. Others were addressed to parents, to groups of men, to
+women's clubs, and to conferences on sex-education. In order to avoid
+extensive repetition, there has been some combination and rearrangement
+of lectures that originally were addressed to groups of people with
+widely different outlooks on the sexual problems.</p>
+
+<p>Several years ago the late Dr. Prince A. Morrow announced that a volume
+dealing with many of the timely topics of sex-education was to be
+prepared by the undersigned with the advice and criticism of a
+committee of the American Federation for Sex-Hygiene; but even before
+Dr. Morrow's death it became evident that this plan was impracticable.
+Three members (Morrow, Balliet, Bigelow) of the original committee
+collaborated in a report presented at the XV International Congress on
+Hygiene and Demography. Since that time the writer, working
+independently, has found it desirable to reorganize completely the
+original outline announced by Dr. Morrow.</p>
+
+<p><span class='pagenum'><a name="Page_viii" id="Page_viii">[viii]</a></span>In accordance with a declaration made voluntarily in a conversation
+with Dr. Morrow, the author considers himself pledged to devote all
+royalties from this book to the movement for sex-education.</p>
+
+<p>Among the many persons to whom is due acknowledgment of helpfulness in
+the preparation of this book, the author is especially indebted for
+suggestions to the late Dr. Prince A. Morrow, to Dr. William F. Snow,
+Secretary of the American Social Hygiene Association, and to Dr. Edward
+L. Keyes, Jr., President of the Society of Sanitary and Moral
+Prophylaxis; for constructive criticism, to his colleagues, Professor
+Jean Broadhurst and Miss Caroline E. Stackpole, of Teachers College,
+who have read carefully both the original lectures and the completed
+manuscript; and to Olive Crosby Whitin (Mrs. Frederick H. Whitin),
+executive secretary of the Society of Sanitary and Moral Prophylaxis,
+who has suggested and criticized helpfully both as a reader of the
+manuscript and as an auditor of many of the lectures delivered at
+Teachers College.</p>
+
+<p class="right">M.A.B.</p>
+
+<p class="noin" style="margin-left: 5%;"><span class="sc">Teachers College</span>,<br />
+<span class="sc">Columbia University</span>,<br />
+December 28, 1915.</p>
+
+<br />
+<br />
+<br />
+<br />
+<a name="toc" id="toc"></a><hr />
+<span class='pagenum'><a name="Page_ix" id="Page_ix">[ix]</a></span><br />
+
+<h3>SUMMARY OF CONTENTS</h3>
+<br />
+
+<div class="centered">
+<table border="0" cellpadding="2" cellspacing="0" width="60%" summary="Table of Contents">
+  <tr>
+  <td class="tdr" width="10%" style="font-size: 80%;">&nbsp;</td>
+  <td class="tdl" width="75%">&nbsp;</td>
+  <td class="tdr" width="15%" style="font-size: 80%;">PAGE</td>
+  </tr>
+  <tr>
+  <td class="tdl" colspan="2">I. <a href="#I">The Meaning, Need, and Scope of Sex-education</a></td>
+  <td class="tdr">1</td>
+  </tr>
+  <tr>
+  <td class="tdr">&nbsp;</td>
+  <td class="tdl hang">&sect; 1. Sex-education and its relation to sex-hygiene and
+      social hygiene. &sect; 2. The misunderstanding of sex. &sect; 3. The
+      need of sex-instruction. &sect; 4. The scope of sex-education.</td>
+  <td class="tdr">&nbsp;</td>
+  </tr>
+  <tr>
+  <td class="tdl" colspan="2">II. <a href="#II">The Problems for Sex-education</a></td>
+  <td class="tdr">28</td>
+  </tr>
+  <tr>
+  <td class="tdr">&nbsp;</td>
+  <td class="tdl hang">&sect; 5. Sex problems and the need of special knowledge. &sect; 6.
+      First problem: Personal sex-hygiene. &sect; 7. Second problem:
+      Social diseases. &sect; 8. Third problem: Social evil. &sect; 9.
+      Fourth problem: Illegitimacy. &sect; 10. Fifth problem: Sexual
+      morality. &sect; 11. Sixth problem: Sexual vulgarity. &sect; 12.
+      Seventh problem: Marriage. &sect; 13. Eighth Problem: Eugenics.
+      &sect; 14. Summary.</td>
+  <td class="tdr">&nbsp;</td>
+  </tr>
+  <tr>
+  <td class="tdl" colspan="2">III. <a href="#III">Organization of Educational Attack On the Sex problems</a></td>
+  <td class="tdr">90</td>
+  </tr>
+  <tr>
+  <td class="tdr">&nbsp;</td>
+  <td class="tdl hang">&sect; 15. The task of sex-education. &sect; 16. The aims of
+      sex-education. &sect; 17. The aims as the basis of organized
+      sex-instruction.</td>
+  <td class="tdr">&nbsp;</td>
+  </tr>
+  <tr>
+  <td class="tdl" colspan="2">IV. <a href="#IV">The Teacher of Sex-knowledge</a></td>
+  <td class="tdr">108</td>
+  </tr>
+  <tr>
+  <td class="tdr">&nbsp;</td>
+  <td class="tdl hang">&sect; 18. Who should give sex-instruction? &sect; 19. The child's
+      first teachers of sex-knowledge. &sect; 20. Selecting teachers
+<span class='pagenum'><a name="Page_x" id="Page_x">[x]</a></span>      for class instruction. &sect; 21. Certain undesirable teachers
+      for special hygienic and ethical instruction.</td>
+  <td class="tdr">&nbsp;</td>
+  </tr>
+  <tr>
+  <td class="tdl" colspan="2">V. <a href="#V">Books as Teachers Concerning Sex and Life</a></td>
+  <td class="tdr"> 121</td>
+  </tr>
+  <tr>
+  <td class="tdr">&nbsp;</td>
+  <td class="tdl hang">&sect; 22. Value and danger of special sex-books for young
+      people. &sect; 23. General literature and sex problems. &sect; 24.
+      Dangers in literature on sexual abnormality.</td>
+  <td class="tdr">&nbsp;</td>
+  </tr>
+  <tr>
+  <td class="tdl" colspan="2">VI. <a href="#VI">Sex-instruction for Pre-adolescent Years</a></td>
+  <td class="tdr">133</td>
+  </tr>
+  <tr>
+  <td class="tdr">&nbsp;</td>
+  <td class="tdl hang">&sect; 25. Elementary instruction and influence. &sect; 26. Hygienic
+      and educational treatment of unhealthful habits.</td>
+  <td class="tdr">&nbsp;</td>
+  </tr>
+  <tr>
+  <td class="tdl" colspan="2">VII. <a href="#VII">Sex-instruction for Early Adolescent Years</a></td>
+  <td class="tdr">146</td>
+  </tr>
+  <tr>
+  <td class="tdr">&nbsp;</td>
+  <td class="tdl hang">&sect; 27. The biological foundations. &sect; 28. Scientific facts
+      for boys. &sect; 29. Scientific facts for girls.</td>
+  <td class="tdr">&nbsp;</td>
+  </tr>
+  <tr>
+  <td class="tdl" colspan="2">VIII. <a href="#VIII">Special Sex-instruction for Adolescent Boys and Young Men</a></td>
+  <td class="tdr">156</td>
+  </tr>
+  <tr>
+  <td class="tdr">&nbsp;</td>
+  <td class="tdl hang">&sect; 30. Developing attitude towards womanhood. &sect; 31.
+      Developing ideals of love and marriage. &sect; 32. Reasons for
+      pre-marital continence. &sect; 33. Essential knowledge
+      concerning prostitution. &sect; 34. Need of refinement of men.
+      &sect; 35. Dancing as a sex problem for men. &sect; 36. Dress of women
+      as a sex problem for men. &sect; 37. The problem of self-control
+      for young men. &sect; 38. The mental side of a young man's
+      sexual life.</td>
+  <td class="tdr">&nbsp;</td>
+  </tr>
+  <tr>
+  <td class="tdl" colspan="2">IX. <a href="#IX">Special Instruction for Maturing Young Women</a></td>
+  <td class="tdr">184<span class='pagenum'><a name="Page_xi" id="Page_xi">[xi]</a></span></td>
+  </tr>
+  <tr>
+  <td class="tdr">&nbsp;</td>
+  <td class="tdl hang">&sect; 39. The young woman's attitude towards manhood. &sect; 40. The
+      young woman's attitude towards love and marriage. &sect; 41.
+      Reasons for pre-marital continence of young women. &sect; 42.
+      Need of optimistic and &aelig;sthetic views of sex by women.
+      &sect; 43. Other problems for young women.</td>
+  <td class="tdr">&nbsp;</td>
+  </tr>
+  <tr>
+  <td class="tdl" colspan="2">X. <a href="#X">Criticisms of Sex-education</a></td>
+  <td class="tdr">203</td>
+  </tr>
+  <tr>
+  <td class="tdr">&nbsp;</td>
+  <td class="tdl hang">&sect; 44. A plea for reticence&mdash;Agnes Repplier. &sect; 45. A plea
+      for religious approach&mdash;Cosmo Hamilton. &sect; 46. The conflict
+      between sex-hygiene and sex-ethics&mdash;Richard Cabot &sect; 47. The
+      arrogance of the advocates of sex-education&mdash;William H.
+      Maxwell. &sect; 48. Lubricity in education&mdash;W.H. Taft. &sect; 49.
+      Conclusions from the criticisms of sex-education.</td>
+  <td class="tdr">&nbsp;</td>
+  </tr>
+  <tr>
+  <td class="tdl" colspan="2">XI. <a href="#XI">The Past and the Future of the Sex-education Movement</a></td>
+  <td class="tdr">227</td>
+  </tr>
+  <tr>
+  <td class="tdr">&nbsp;</td>
+  <td class="tdl hang">&sect; 50. The American movement. &sect; 51. Important steps. &sect; 52.
+      The future of the larger sex-education.</td>
+  <td class="tdr">&nbsp;</td>
+  </tr>
+  <tr>
+  <td class="tdl" colspan="2">XII. <a href="#XII">Some Books for Sex-education</a></td>
+  <td class="tdr">238</td>
+  </tr>
+  <tr>
+  <td class="tdr">&nbsp;</td>
+  <td class="tdl"><a href="#INDEX">Index</a></td>
+  <td class="tdr">249</td>
+  </tr>
+</table>
+</div>
+
+<br />
+<br />
+<br />
+<br />
+<a name="I" id="I"></a><hr />
+<span class='pagenum'><a name="Page_1" id="Page_1">[1]</a></span><br />
+
+<h2>I</h2>
+
+<h3 class="sc">The Meaning, Need, and Scope of Sex-education<span class="totoc"><a href="#toc">ToC</a></span></h3>
+<br />
+
+<p class="cend">&sect; 1. <i>Sex-education and Its Relation to Sex-hygiene and Social Hygiene</i></p>
+
+<div class="sidenote">Definition of sex-education.</div>
+
+<p>Sex-education in its largest sense includes all scientific, ethical,
+social, and religious instruction and influence which directly and
+indirectly may help young people prepare to solve for themselves the
+problems of sex that inevitably come in some form into the life of
+every normal human individual. Note the carefully guarded phrase "help
+young people prepare to solve for themselves the problems of sex", for,
+like education in general, special sex-education cannot possibly do
+more than help the individual prepare to face the problems of life.</p>
+
+<div class="sidenote">More than sex-hygiene.</div>
+
+<p>Now, sex-education as thus defined is more extensive than sex-hygiene,
+which term was originally applied to instruction concerning sex.
+Sex-hygiene obviously refers to health as influenced by sexual
+processes, and as such it is a convenient subdivision of the science of
+health. It would be quite satisfactory as a name for popular
+instruction concerning sex if that were strictly, or <span class='pagenum'><a name="Page_2" id="Page_2">[2]</a></span>even primarily,
+hygienic; but in a later lecture it will be shown that the most
+desirable sex-instruction is only in a minor part a problem of hygiene.
+I realize that this statement may be declared heretical by many of the
+present-day advocates of sex-hygiene, because they have approached this
+latest educational movement from the standpoint of physical health, and
+especially because their attention has been drawn to the very common
+occurrence of pathological conditions. Nevertheless, the sexual
+problems of our times do not all affect physical health, which hygiene
+aims to conserve; and the sex-educational movement will be quite
+inadequate without great stress upon certain ethical, social, and other
+aspects of sex. Young people need instruction that relates not only to
+health but also to attitude and to morals as these three are influenced
+by sexual instincts and relationships. This idea will be developed
+later, but I anticipate here simply to suggest the point of view of the
+statement that "sex-hygiene" is altogether too limited as a general
+designation for the desirable instruction concerning sex. The continued
+use of the term "sex-hygiene," now that the scope of the desirable
+sex-instruction has been extended far beyond the accepted limits of the
+science of health, is tending to cause confusion. The educational
+problems will be more definite and the support of the intelligent
+public more assured if we limit the use of "sex-hygiene" to the
+specific problems of health as affected by sexual processes and cease
+trying to make it include those <span class='pagenum'><a name="Page_3" id="Page_3">[3]</a></span>phases of sex-instruction which have
+nothing directly to do with health.</p>
+
+<p>Two general terms, "sex-instruction" and "sex-education," are available
+as all-inclusive designations of the desirable instruction concerning
+any aspects of sex. They are quite free from the above objections to
+"sex-hygiene," and it is highly desirable that they should be used in
+all educational discussions where there is no specific reference to the
+problems of health. Sex-hygiene will be used in these lectures only
+when there is some direct reference to health as influenced by the
+sexual functions.</p>
+
+<div class="sidenote">Social hygiene.</div>
+
+<p>Social hygiene in its complete sense means the great general movement
+for the improvement of the conditions of life in all lines in which
+there is social ill health or need of social reform; but it is often
+limited to the sexual aspect of the unfortunate and unfavorable
+conditions of life, and it has been proposed to adopt the term "social
+hygiene" as a substitute that avoids the word "sex" in sex-hygiene. For
+this reason it has been incorporated into the names of several
+societies that are interested in sex-hygiene (<i>e.g.</i>, the American
+Social Hygiene Association). Probably the relation of sex-hygiene to
+the so-called "social evil" has suggested the use of social hygiene in
+its most limited sense. It will be unfortunate if this usage becomes so
+prominent that we think of the health problems of society as chiefly
+sexual, for the larger outlook of Ellis's "Task of Social Hygiene" <span class='pagenum'><a name="Page_4" id="Page_4">[4]</a></span>is
+desirable. Likewise, the phrase "social evil" in the sense of sexual
+evil misleadingly suggests that the only evil of society is the sexual
+one, but this evasive designation is being supplanted by the more
+definite and franker word "prostitution."</p>
+
+<p>It should be noted that "social hygiene" as a substitute for
+"sex-hygiene" is narrower in that it does not include the personal
+problems of health as affected by sexual processes. This is a serious
+omission, for certainly all sex-hygiene taught before the later
+adolescent years should be personal and not social.</p>
+
+<div class="sidenote">Phases of sex-education.</div>
+
+<p>The relation of sex-hygiene or social hygiene as a limited phase of
+sex-education is shown by the following outline:</p>
+
+<br />
+
+<div class="centered">
+<table border="0" cellpadding="2" cellspacing="0" width="60%" summary="Table of Contents">
+  <tr>
+  <td class="tdl" width="33%" rowspan="6" style="vertical-align: middle; padding-left: 1em; padding-right: 1em;">In the broadest outlook, sex-education (or sex-instruction) includes:</td>
+  <td class="tdl bl" width="1%" style="border-top: solid 1pt black;">&nbsp;</td>
+  <td class="tdl brpl" width="33%">sex-hygiene (personal, social)</td>
+  <td class="tdl blpl" width="33%">for sexual health</td>
+  </tr>
+  <tr>
+  <td class="tdl bl">&nbsp;</td>
+  <td class="tdl brpl">biology (including physiology) of reproduction</td>
+  <td class="tdl blpl">for attitude regarding sex, and for important scientific facts</td>
+  </tr>
+  <tr>
+  <td class="tdl bl">&nbsp;</td>
+  <td class="tdl brpl">heredity and eugenics</td>
+  <td class="tdl blpl">for sexual conduct leading to race improvement</td>
+  </tr>
+  <tr>
+  <td class="tdl bl">&nbsp;</td>
+  <td class="tdl brpl">ethics and sociology of sex</td>
+  <td class="tdl blpl">for sexual conduct</td>
+  </tr>
+  <tr>
+  <td class="tdl bl">&nbsp;</td>
+  <td class="tdl brpl">psychology of sex</td>
+  <td class="tdl blpl">for sexual health and conduct</td>
+  </tr>
+  <tr>
+  <td class="tdl bl" style="border-bottom: solid 1pt black;">&nbsp;</td>
+  <td class="tdl brpl">&aelig;sthetics of sex</td>
+  <td class="tdl blpl">for attitude</td>
+  </tr>
+</table>
+</div>
+
+<div class="sidenote">Sex and reproduction.</div>
+
+<p><span class='pagenum'><a name="Page_5" id="Page_5">[5]</a></span>Since the original purpose of sex was perpetuation of plant and animal
+species, and since in the study of biology the idea of sex is
+illustrated and developed by examination of the reproductive processes
+in various types, it has been customary for many writers on
+sex-education to use the terms "sex" and "reproduction" as if they were
+synonymous. This is no longer so in human life; for while reproduction
+is a sexual process, sexual activities and influences are often quite
+unrelated to reproduction. In fact, most of the big problems that have
+made sex-education desirable, if not necessary, are problems of sex
+apart from reproduction. It therefore seems clear that, while studies
+of reproduction are prominent in sex-education, they should be regarded
+as introductory to the problems of sex, especially for young people.</p>
+
+<br />
+
+<p class="cend">&sect; 2. <i>The Misunderstanding of Sex</i></p>
+
+<div class="sidenote">Objection to word "sex."</div>
+
+<p>Some educators have expressed the wish that some one might suggest a
+satisfactory substitute for the terms "sex-hygiene" and
+"sex-education," omitting the word "sex." This word and its companion
+"sexual" are objectionable because they are associated in the minds of
+most people with vulgar interpretation of the physical aspects of the
+beginning of individual life, and much of the opposition to the
+proposed sex-instruction in home and schools is evidently based on the
+feeling that the very word "sex" involves something inherently vulgar.</p>
+
+<div class="sidenote">Definite words necessary.</div>
+
+<p><span class='pagenum'><a name="Page_6" id="Page_6">[6]</a></span>It is probable that many decades will pass before the majority of
+intelligent people cease to feel that the words "sex" and "sexual" have
+had such vulgar associations that they should be kept out of our
+everyday vocabulary, but I can see no hope of developing an improved
+attitude towards the sexual aspect of human life if we continue to
+admit that we are afraid of the necessary words. It seems to me that in
+one decade there has been a great advance in that the scientific
+writers and speakers on problems of sex have been using words which
+definitely and directly express the desired meanings, and have avoided
+the suggestive circumlocutions which characterize many modern realistic
+novels. One who does not already appreciate the serious impressiveness
+of cold scientific language in discussion of sexual problems should
+take one of the indecently suggestive paragraphs from stories in the
+most notoriously vulgar of the fifteen-cent magazines, and translate
+the meaning of the paragraph into direct and definite words. The result
+will be complete loss of the stealthy suggestiveness which has made
+concealed sexuality so dangerously attractive to the type of mind that
+revels in the modern sex-problem novels. We want no such suggestive
+concealment in a scheme of sex-education, for it aims at a purer and
+higher understanding of sex in human life. We must have direct and
+definite and dignified scientific language, and among the necessary
+words none are as essential as "sex" and "sexual." We must <span class='pagenum'><a name="Page_7" id="Page_7">[7]</a></span>use them
+freely if attitude towards sex is to be improved; and their dignified
+and scientific usage will gradually dispel the embarrassment which many
+unfortunate people now experience when these words remind them that the
+perpetuation of life in all its higher forms has been intrusted to the
+co&ouml;peration of two kinds, or sexes, of individuals.</p>
+
+<p>Thus viewing the objections which have been raised against the use of
+the word "sex" in the educational movement, I have shifted my first
+stand with the opposition until now I favor the frank and dignified use
+of this and similar words on appropriate occasions. I believe that
+those interested in the search for solutions of the vital problems of
+sex should quietly but systematically work to include the words "sex"
+and "sexual" in the dignified and scientific vocabulary needed by all
+people to express the newer and nobler interpretations of the
+relationships between men and women.</p>
+
+<div class="sidenote">No "sex" studies.</div>
+
+<p>Of course, this does not mean that sex, either as a word or as a fact
+of nature, should be over-emphasized with people who are too young to
+appreciate the fundamental facts of life. As already suggested, it is
+not desirable that any parts of the curricula for schools should be
+known to the pupils as "sex" studies; but we need such terms as
+"sex-hygiene" and "sex-instruction" to indicate to teachers and parents
+that certain parts of the education of the children are being directed
+towards a healthy, natural and wholesome relation to sex.</p>
+
+<div class="sidenote">"Sex" and "love."</div>
+
+<p><span class='pagenum'><a name="Page_8" id="Page_8">[8]</a></span>It is absurd to suppose that the free, dignified, and scientific use of
+the word "sex" is going to make people more sensual, more uncontrolled,
+and more immoral. There is much more reason for fearing the free use of
+the word "love," which has both psychical and physical meanings so
+confused that often only the context of sentences enables one to
+determine which meaning is intended. In fact, many writers and speakers
+seek to avoid all possible misunderstanding by using the word
+"affection" for psychical love. Now, in spite of such confusion, and
+the fact that to many people the word "love" in connection with sex
+suggests only gross sensuality, we continue to use it freely and it is
+one of the first words taught to children. Why then do we not hear
+protests against using the word "love"? Simply because we have been
+from childhood accustomed to the word, first in its psychical sense,
+and it is only later that most of us have learned that it has a sensual
+meaning to some people. In short, familiarity with the word "love" in
+its psychical sense has bred in us a contempt for those who mistake the
+physical basis of love for love in its combined physical and psychical
+completeness.</p>
+
+<div class="sidenote">Meaning of sex.</div>
+
+<p>To many it is surprising to find that the word "sex" has never been
+used in such degraded connections as has the word "love," and that it
+has not been half so much misunderstood. There is no obvious vulgarity
+in the lexicographer's definitions of the word "sex." It <span class='pagenum'><a name="Page_9" id="Page_9">[9]</a></span>simply means,
+as the science of biology points out so clearly, that the perpetuation
+of human life, and of most other species of life, has been intrusted to
+pairs of individuals which are of the two kinds commonly called the
+sexes, male and female. Why nature determined that each new life in the
+vast majority of species should develop from two other lives has long
+been a biological puzzle, and most satisfactory of the answers given is
+that bi-parental origin of new individuals allows for new combinations
+of heritable qualities from two lines of descent. However, such a
+biological explanation of the relation of the two sexes to double
+parentage is of relatively little practical significance in present-day
+human life when compared with the fact that out of the necessity for
+life's perpetuation by two co&ouml;perating individuals there has grown
+psychical or spiritual love with all its splendid possibilities that
+are evident in ideal family life. Moreover, the influence of sex in
+human life has extended far beyond the family (that is, that group of
+individuals who stand related to one another as husband, wife, parents,
+and children), for it is a careless observer indeed who does not note
+in our daily life many social and psychical relationships of men and
+women who have no mutual interests relating to the biological processes
+of race perpetuation. Of course, the psychologist recognizes that far
+back of the platonic contact of the sexes on social and intellectual
+lines is the suppressed and primal instinct that provides physical
+unions for race perpetuation. However, <span class='pagenum'><a name="Page_10" id="Page_10">[10]</a></span>this is of no practical
+interest, for, as a matter of fact, the primal instincts are quite
+subconscious in the usual social relations between the sexes.</p>
+
+<div class="sidenote">The larger view of sex.</div>
+
+<p>There is grandeur in this view of sex as originally a provision for
+perpetuation of life by two co&ouml;perating individuals, later becoming the
+basis of conjugal affection of the two individuals for each other and
+of their parental affection for their offspring, and finally leading to
+social and intellectual comradeship of men and women meeting on terms
+which are practically free from the original and biological meaning of
+sex.</p>
+
+<p>Instead, then, of trying to keep sex, both word and fact, in the
+background of the new educational movement, I believe it is best to
+work definitely for a better understanding of the part which sex plays
+in human life, as outlined in the preceding paragraph. Hence, in these
+lectures I shall never go aside in order to avoid either the word or
+the idea of sex; on the contrary, I shall attempt to direct the
+discussion so as to emphasize the larger and very modern view of the
+relationship of sex and human life.</p>
+
+<div class="sidenote">The many-sided bearings of sex.</div>
+
+<p>In this first lecture I want to make it clear that the r&ocirc;le of sex in
+human life is vastly greater than that directly involved in sexual
+activity. I shall in several lectures touch the big problems from the
+standpoint of the sexual instincts as these play an important part in
+social, psychical, and &aelig;sthetic life even if they are rarely exercised,
+physiologically, or if, as in millions of individuals, they never come
+<span class='pagenum'><a name="Page_11" id="Page_11">[11]</a></span>to mean more than possibilities of sexual activity for which
+opportunities in marriage do not come. I am especially anxious to avoid
+the narrow viewpoint of numerous writers on sex-hygiene who seem to
+overlook the fact that sexual functioning is only a prominent incident
+in the cycle of sexual influences in the lives of most people. Human
+life, and especially marriage, should no longer be regarded from the
+mere biological point of view as for the sole purpose of reproductive
+activity. It is a far more uplifting view that the conscious or
+unconscious existence of the sexual instincts, with or without
+occasional activity, affords the fundamental physical basis for states
+of mind that may profoundly affect the whole course of life in every
+normal man and woman.</p>
+
+<p>Supplementary to this section on the "Misunderstanding of Sex," I
+suggest the reading of Chapters I-VI of "Sex" by Geddes and Thomson,
+the "Problems of Sex" by the same authors, and Chapter VI in "The
+Wonder of Life" by Thomson.</p>
+
+<br />
+
+<p class="cend">&sect; 3. <i>The Need of Sex-Instruction</i></p>
+
+<div class="sidenote">The old silence and the new enlightenment.</div>
+
+<p>The time-honored policy has been one of silence and mystery concerning
+all things sexual. Everything in that line has long been considered
+impure and degraded and, therefore, the less said and the less known,
+the better, especially for young people. Such has been the almost
+universal attitude of parents until within the present century, when
+many <span class='pagenum'><a name="Page_12" id="Page_12">[12]</a></span>have awakened to the fact that the policy of silence has been a
+gigantic failure, because it has not preserved purity and innocence and
+because it has allowed grave evils, both hygienic and moral, to develop
+under the cloak of secrecy.</p>
+
+<div class="sidenote">Children will not remain ignorant.</div>
+
+<p>"I don't believe in teaching my boys and girls any facts concerning
+sex. I prefer to keep them innocent until they have grown up." In these
+decisive words a prominent woman closed a statement of her firm
+conviction that the world-wide movement for the sex-instruction of
+young people is a stupendous mistake. Poor deluded mother! How does she
+expect to keep her children ignorant of the world of life around them?
+Is she planning to transplant them to a deserted island where they may
+grow up innocently? Or is she going to keep the children in some
+cloister within whose walls there will be immunity from the
+contamination of the great busy world outside? Or is she going to have
+them guarded like crown princes, and if so, where are absolutely safe
+guards to be found? Such are the questions which rush into the minds of
+those who have studied the problem of keeping children ignorant of the
+most significant facts of life. It is usually an easy matter to protect
+children against smallpox and typhoid and some other diseases, but no
+parent or educator has yet found out how we may be sure to keep real
+live children ignorant of sex knowledge. They seem to absorb such
+forbidden facts as naturally and as freely as the air <span class='pagenum'><a name="Page_13" id="Page_13">[13]</a></span>they breathe.
+Ask any large group of representative men&mdash;ministers, or doctors, or
+teachers, or men of business, or the world's toilers&mdash;whether any of
+them knew the essential facts of sexual life before they were twelve
+years of age, and ninety-seven in every hundred will answer quickly in
+the affirmative. Ask any large group of women, excepting those whose
+girlhood has been guarded with exceptional care, and the overwhelming
+majority will acknowledge that they knew the essential facts before
+they were fifteen years old. Once more, ask these same men and women
+whether their early knowledge of sex came from pure and reliable
+sources or from vulgar playmates and depraved servants; and with rare
+exceptions it is found that vulgarity made the strongest impression in
+the first lessons concerning the great facts of life. Such being the
+truth, it is nonsense for parents to sit in complacency because they
+feel sure that their children are safely protected against any vulgar
+first lessons concerning sex; for no one can know that children are
+safely guarded from others who may corrupt their innocent minds. As an
+illustration, a few years ago the mothers of a group of little girls in
+one of the best-managed private schools felt that with careful
+supervision both in school and home there was no danger of forbidden
+knowledge reaching the children. But one day a new pupil innocently
+exhibited to her mother a miniature notebook with unprintable notes on
+sexual topics. The resulting investigation revealed a secret club
+<span class='pagenum'><a name="Page_14" id="Page_14">[14]</a></span>organized by the pupils for the purpose of passing to each member
+through notebooks all newly acquired information, which had a peculiar
+value because it must be kept secret from teachers and parents. That
+club had been in existence during two school years. This is only a
+sample case of many which have proved that if children are allowed the
+freedom that developing individuality demands, their mothers must not
+feel too sure that their darlings are protected against knowledge of
+life, and perhaps of life in its most degraded aspects.</p>
+
+<div class="sidenote">The vital question for parents.</div>
+
+<p>Here, then, is the fact that every parent should ponder seriously:
+Normal children are almost certain to get sexual information not later
+than the early adolescent years, and usually from unreliable and vulgar
+sources. It is, therefore, not a question whether children of school
+ages should be taught the important facts of sex, but whether parents
+and trained teachers rather than playmates and other unreliable persons
+should be the instructors. Which will parents choose for their own
+children? Thousands of intelligent parents have already faced this
+question, and have decided that their children shall have early
+sex-instruction in home or school or both in order that there will be
+little danger of vulgar impressions taking a deep hold on child minds.</p>
+
+<p>Granted, then, that children should be given some reliable instruction
+concerning things sexual, who should be the teacher, what should be
+taught, and when should the instruction be given? These <span class='pagenum'><a name="Page_15" id="Page_15">[15]</a></span>are the
+fundamental questions now being considered by the parents and educators
+who have accepted sex-education as necessary. Upon the final answers to
+such questions the decision of many parents will depend. I shall
+attempt to answer them in later lectures.</p>
+
+<div class="sidenote">Sex mystery has prevented progress.</div>
+
+<p>The policy of maintaining mystery and secrecy concerning sex has failed
+with adults even more sadly than with children. Health and morals have
+suffered incalculable injury. The sexual evils of our time are not as
+bad as were those of the ancient civilizations, but we have little
+reason to be proud of the slight progress made. But why should we
+expect the human to make progress when sexual problems have been kept
+in darkness? The wonder is that, with the prevailing dark outlook on
+sexual life throughout the past nineteen centuries, the world has not
+developed more sexual vice. Innate animalistic appetites have tended to
+lead downward, and surely the policy of silence has offered no
+counteracting influence towards higher living. While religion and
+ethics, by means of certain rules of conduct, have maintained certain
+sexual standards, they have not kept vast numbers of humans from
+falling far below those standards into utter degradation. The modern
+teachers of religion and ethics have prevented general sexual
+degradation, but they have failed to give human sexuality any decided
+uplift. The reason for this failure is the policy of mystery and
+silence. The teachers of religion and ethics have preferred to <span class='pagenum'><a name="Page_16" id="Page_16">[16]</a></span>let
+general and more or less abstruse rules govern conduct in sexual lines.
+Until recent years there have been few sermons in which common sexual
+problems have been presented so that the preacher's meaning has been
+clear to all. On the contrary, there has been universal mystery and
+evasion concerning the greatest facts of life.</p>
+
+<div class="sidenote">Sexual instincts offer no guidance.</div>
+
+<p>Many people have justified the mystery thrown around sexual processes
+on the theory that the reproductive instincts of mature people are
+sufficient guides for conduct. This involves a misunderstanding of
+sexual instincts of the higher mammals which are often unscientifically
+cited as models for human imitation. In these animals sexual union is
+instinctively determined, because normally the sexual hunger or
+excitement of both sexes is stimulated and controlled by the
+physiological condition of the female at the times favorable for
+fertilization (<i>i.e.</i>, at the &oelig;strual periods). For example, a pair
+of dogs living in close companionship show signs of mutual sexual
+desires only for a few days at the semi-annual &oelig;strual or fertile
+periods of the female. It occasionally happens that the males of
+various wild and domesticated mammals exhibit signs of automatic sexual
+excitement (<i>i.e.</i>, not caused by the stimulus arising from the
+physiological condition of the female); but in such cases of male
+excitement outside of the mating or &oelig;strual periods, the normal
+females invariably offer instinctive opposition to attempted union by
+abnormally or automatically <span class='pagenum'><a name="Page_17" id="Page_17">[17]</a></span>excited males. Thus, directly and
+indirectly, there is instinctive control and limitation of sexual union
+among the animals that are most closely related to the human race.</p>
+
+<p>It is biologically possible that similar conditions may have existed in
+the earliest human life, but that is pure speculation and has no
+bearing on the practical problems of sex in human life to-day. The fact
+is that the simple physiological stimuli which produce sexual
+excitement in both sexes of animals have practically no influence in
+determining human sexual union. On the contrary, memory associations
+consciously connected with the opposite sex, especially those
+associations that are centered in affection, may at any time in the
+normal individual of either human sex afford the basis for a chain of
+mental states leading to sexual excitement and union. There is not, as
+in the animals, instinctive dependence on the physiological conditions
+that are favorable for fertilization. In fact, spontaneous
+physiological demands play in civilized human life a minor part in
+initiating sexual excitement. The reason why some humans seem to have
+unusual sexual intensity is not so much a matter of exceptionally
+strong sexuality as of susceptibility to the numerous sexual stimuli
+with which modern life abounds. For this reason, a man who has formed
+lewd memory associations is more susceptible to sexual stimulations,
+<i>e.g.</i>, by obscene pictures, vulgar words, unusual dress or actions of
+women, close physical association as <span class='pagenum'><a name="Page_18" id="Page_18">[18]</a></span>in dancing, and certain forms of
+music. It is not at all uncommon that individuals who are
+hyper-sensitive to sexually suggestive stimuli are really functionally
+weak.</p>
+
+<div class="sidenote">Intelligent control only.</div>
+
+<p>It follows from the facts outlined above that instinctive control of
+sexual actions applies to animals but not to human life. On the
+contrary, human control must be on the basis of intelligent choice.
+This means the greatest task of human life, for it requires voluntary
+control of instinctive demands which are intensified by numerous
+stimuli or temptations that are exclusively human. No wonder that
+natural sex hunger left uncontrolled leads human beings to excesses and
+degradation that no species of animals with their guiding instincts
+could possibly reach.</p>
+
+<div class="sidenote">Individual responsibility.</div>
+
+<p>The absence from human life of any instinctive control of sexual
+actions leaves a great responsibility on each individual whose natural
+desires lead impulsively and insistently towards sexual union and must
+be restrained, controlled, and directed by voluntary choice. In short,
+all individuals who are intelligent beings are personally responsible
+for voluntary control of their sexual desires with reference to the
+ethical, social, and eugenic interests and rights of all other
+individuals now and in the future.</p>
+
+<div class="sidenote">Sexual knowledge necessary.</div>
+
+<p>With such an understanding of instincts in relation to human sexual
+actions, we cannot wonder that the old policy of mystery has failed so
+completely. Since human beings are left to control <span class='pagenum'><a name="Page_19" id="Page_19">[19]</a></span>the most powerful
+appetite by intelligence, it is evident that a policy based on silence,
+ignorance, and mystery must fail. The only safe and sure road to the
+needed control of sexual actions is to be found in knowledge, and the
+widespread recognition of this fact has led to the new movement for
+general enlightenment regarding sexual processes in their various
+relations to human life.</p>
+
+<div class="sidenote">Education as a solution of sex problems.</div>
+
+<p>It is not surprising that we have turned to seek an educational
+solution for the problems of sex. Education has become the modern
+panacea for many of our ills&mdash;hygienic, industrial, political, and
+social. We have found people losing health for various reasons and we
+have proposed hygienic instruction as a prophylactic. We have analyzed
+many problems of the industries, and now we are beginning to seek their
+solution in industrial education. We have noted that numerous social
+and political misunderstandings check progress of individuals and
+nations, and we are coming to think the pathway upwards is to be found
+in better knowledge of social and political science. And, in like
+manner, in every phase of this modern life of ours we are looking to
+knowledge as the key to all significant problems. It is truly the age
+of education, not simply the education offered in schools and colleges,
+but education in the larger sense, including the learning of useful
+knowledge from all sources whatsoever.</p>
+
+<p>With such unbounded confidence in the <span class='pagenum'><a name="Page_20" id="Page_20">[20]</a></span>all-sufficiency of education, it
+is most natural that we should turn to it in these times when we have
+come to realize the existence of amazing sexual problems caused either
+by ignorant misuse, or by deliberate abuse, of the sexual functions
+which biologically are intrusted with the perpetuation of human life
+and which psychologically are the source of human affection in its
+supreme forms. If education is to solve the civic, hygienic, and
+industrial problems of to-day and to-morrow, why should it not also
+help with the age-old sexual evils? So reasoning, we have naturally
+turned to education as one, but not the only, method of attack on the
+sexual problems which have degraded and devitalized human life of all
+past times, but which somehow have kept out of the limelight of
+publicity until our own times.</p>
+
+<br />
+
+<p class="cend">&sect; 4. <i>The Scope of Sex-education</i></p>
+
+<div class="sidenote">Sex-education is not primarily for schools.</div>
+
+<p>It is well to make clear in this first lecture that no one proposes to
+limit sex-instruction to schools and colleges. We may safely leave
+mathematics and writing and even reading to schools, but sex-education
+will fail unless the schools can get the co&ouml;peration of the homes, the
+churches, the Y.M.C.A., the Y.W.C.A., the W.C.T.U., the Boy Scouts, the
+Camp Fire Girls, and other organizations which aim to reach young
+people socially, religiously, and ethically. The part which these have
+already taken in the sex-education movement is in the aggregate far
+more important than what the schools <span class='pagenum'><a name="Page_21" id="Page_21">[21]</a></span>have been able to accomplish.
+Sex-education, then, should be understood as including all serious
+instruction&mdash;no matter where or when or by whom given&mdash;which aims to
+help young people face the problems that normal sexual processes bring
+to every life.</p>
+
+<div class="sidenote">Sex-instruction impossible in most homes.</div>
+
+<p>In a later lecture I shall urge the importance of beginning
+sex-instruction in the home. There are some parents who wish that it
+were possible not only to begin but also to end it there, for they fear
+that public instruction will lead to a weakening of a certain sense of
+reserve and privacy that has long been considered sacred to the best
+family life. Perhaps this has some truth, but we must remember that
+only in rare homes are there such ideal relationships of parents to
+each other and to their offspring that matters of sex are sacred to the
+family circle. The fact which parents and educators must face is that
+there are now relatively few homes in which there is one parent able to
+begin the elementary instruction of young children; and, therefore, as
+a practical matter for the best interests of the vast majority of young
+people, we must consider ways and means for instruction outside of most
+homes. This need not interfere in the least with the parents who are
+able and willing to give sex-instruction to the children, for the home
+instruction will naturally anticipate that which the schools must give
+for the pupils who are not properly instructed at home. It seems to me
+to be a <span class='pagenum'><a name="Page_22" id="Page_22">[22]</a></span>situation like that of children learning to read at home and
+later continuing reading at school. Sex-instruction begun at home will
+form the child's attitude and give him some elementary information, and
+later he may profitably learn more in the same lines in the class work
+of school, especially in connection with science instruction for which
+few homes have facilities. Moreover, it is quite possible that one
+instructed at home in childhood may gain from later school instruction
+something of great social value, for we must remember that the problems
+of sex which most demand attention are not individual, but social.
+Hence, it may be worth while for the home-instructed individual to
+learn through class instruction that people outside the home look
+seriously upon knowledge concerning sexual processes, and that every
+individual's life must be adjusted to other lives, that is, to society.</p>
+
+<p>Summarizing, it appears that however desirable home instruction
+regarding sex may be, the majority of parents are not able and willing
+to undertake the work, and so the public educational system and
+organizations for social and religious work should provide a scheme of
+instruction which will make sure that all young people will have an
+opportunity to get the most helpful information for the guidance of
+their lives.</p>
+
+<div class="sidenote">Caution in school instruction.</div>
+
+<p>In order to gain the serious attention of those who believe themselves
+unalterably opposed to school instruction regarding things sexual, I
+anticipate a later discussion and mention in this <span class='pagenum'><a name="Page_23" id="Page_23">[23]</a></span>connection that
+there must be great caution in all attempts at school teaching that
+directly touches human sexual life. It would be a dangerous experiment
+to introduce sex-instruction into all schools by sudden legislation.
+There must be specially trained teachers of selected personality and
+tact. No existing high school has enough such teachers, and in the
+grammar schools where the pupils are at the age when proper instruction
+would influence them most, the problem of general class instruction is
+absolutely unsolved. Only here and there in schools below the high
+school has a teacher or principal of rare quality made satisfactory
+experimental teaching. So uncertain are we at present regarding how we
+should approach the problem of teaching grammar-school children that
+the only safe advice for general use is that teachers, or preferably
+principals, should begin with parents' conferences led by one who is a
+conservative expert on sex-instruction. Were I principal of a school
+with pupils from, say, two hundred and fifty homes, I should begin at
+once to organize conferences designed to awaken the parents to the need
+of sex-instruction for their children, and to the importance of making
+at least a beginning in the homes. <span class="midnote">Parents' <span style="white-space: nowrap;">co-operation.</span></span>I should expect, according to the
+experience of others, that of the five hundred parents, two hundred
+mothers and fifty fathers would take an interest in the conferences,
+and that at least one hundred fathers too busy for meetings would
+approve heartily <span class='pagenum'><a name="Page_24" id="Page_24">[24]</a></span>after hearing reports from their wives. Thus, I
+should try to reach the majority of homes represented in my school. I
+should be in no hurry to introduce class instruction&mdash;I mean
+instruction related directly to human life; but, of course, I should
+encourage my teachers to emphasize the life-histories of animals and
+plants in the nature-study, and so lay in the pupils' minds a firm
+foundation for later connection between human life and all life. At the
+same time, I should keep my teachers on the lookout for individual
+pupils or groups that might need special attention and, if such be
+found, I should seek the co&ouml;peration of their parents. And finally,
+after a year or two of co-working with parents, I should hope to get
+permission for special talks based on nature-study and hygiene. These
+talks should first be given to limited groups of pupils, preferably in
+the presence of some parents who are interested and who have given
+their children some home instruction. Working along such conservative
+lines, I believe a tactful principal of a grammar school might succeed
+in developing much of the needed instruction for pre-adolescent pupils.</p>
+
+<div class="sidenote">Instruction in high schools.</div>
+
+<p>With regard to high-school pupils, we should remember that nine-tenths
+of the desirable information is already included in the biology of our
+best high schools. The remaining tenth is that which connects all life
+with human life; and this requires tact and exceptional skill. However,
+the high schools no longer <span class='pagenum'><a name="Page_25" id="Page_25">[25]</a></span>offer an insoluble problem, for many
+teachers have succeeded in giving the desirable instruction to the
+satisfaction of critical principals and parents.</p>
+
+<div class="sidenote">Sex-education from early childhood to maturity.</div>
+
+<p>There is a widespread impression that sex-instruction should begin with
+the approach of adolescence and soon be completed. This idea is often
+expressed by parents and even by prominent educators who say that the
+father or teacher ought "to take the boy of thirteen aside and tell him
+some things he ought to know." Still others have the same point of view
+when they advocate that a physician should be called for a lecture to
+high-school boys. In fact, most people who have not seriously studied
+the problems of sex-education seem to believe that one concentrated
+dose of sex-instruction in adolescent years is sufficient guidance for
+young people.</p>
+
+<p>Such limited personal instruction might suffice if sex-education were
+limited to sex-hygiene. A few hygienic commands in pre-adolescent years
+and one impressive talk in early puberty might teach the boy or girl
+how not to interfere with health; but it is improbable that such brief
+instruction will make a permanent impression which will insure hygienic
+practice of the precepts laid down. If we hold that sex-hygiene is
+important, then it must be drilled into the learner from several points
+of view. An isolated lesson on any topic of general hygiene is of very
+doubtful efficiency.</p>
+
+<div class="sidenote">Brief instruction does not fix attitude.</div>
+
+<p>The most important reason why sex-instruction should not be
+concentrated in a short period of <span class='pagenum'><a name="Page_26" id="Page_26">[26]</a></span>youth is that it is impossible to
+exert the most desirable influence upon health, attitude, and morals
+except by instruction beginning in early childhood and graded for each
+period of life up to maturity. Most young people who in early
+adolescence receive their first lessons from parents and teachers have
+already had their attitude formed by their playmates. Even their morals
+may become corrupted and their health irreparably injured several years
+before puberty. The only sure pathway to health, attitude, and morals
+is in beginning with young children and instructing them as gradually
+as the problems of sex come forward.</p>
+
+<div class="sidenote">Sex-instruction after youth.</div>
+
+<p>The greatest possible good of sex-education will not be secured if it
+stops with early adolescent years. There are many problems of sex in
+relation to society, particularly in relation to monogamic marriage,
+that young people should be led to consider in the late teens and early
+twenties. Our sex-education system will not be completely organized
+until we find ways and means for carrying the instruction by lectures,
+conferences, and books beyond the years commonly occupied by
+public-school education. Colleges and other higher educational
+institutions may contribute somewhat to this advanced sex-instruction;
+but obviously the great majority of maturing young people cannot be
+reached personally except by instruction arranged in churches, the
+Y.M.C.A., and the Y.W.C.A., evening schools, and other <span class='pagenum'><a name="Page_27" id="Page_27">[27]</a></span>such
+institutions. In many respects this proposed instruction for maturing
+young people is of very great importance and deserves encouragement
+such as has not yet been given by those who have written and lectured
+in favor of a movement for sex-education of young people.</p>
+
+<div class="sidenote">The larger sex-education.</div>
+
+<p>In conclusion of this introductory lecture, let me say that I have
+tried to suggest in a general survey that sex-education in its largest
+outlook touches great problems of life in very many ways. I have also
+tried to convince that it is far more than merely a school subject,
+limited entirely to a curriculum extended over a few years. This is the
+common misunderstanding arising from the familiar use of the word
+"education." As opposed to this narrow conception, I understand
+sex-education, the larger sex-education, to be a collective term
+designating all organized effort, both in and out of schools, toward
+instructing and influencing young people with regard to the problems of
+sex. Here we have returned to the central thought of the definition
+with which this lecture opened, and which I emphasize because it is the
+foundation of all future lectures: The larger sex-education includes
+all scientific, ethical, social, and religious instruction and
+influence which in any way may help young people prepare to meet the
+problems of life in relation to sex.</p>
+
+<br />
+<br />
+<br />
+<br />
+<a name="II" id="II"></a><hr />
+<span class='pagenum'><a name="Page_28" id="Page_28">[28]</a></span><br />
+
+<h2>II</h2>
+
+<h3 class="sc">The Problems for Sex-education<span class="totoc"><a href="#toc">ToC</a></span></h3>
+<br />
+
+<p class="cend">&sect; 5. <i>Sex Problems and the Need of Special Knowledge</i></p>
+
+<div class="sidenote">Arguments for sex-education.</div>
+
+<p>In these lectures I shall discuss the great sex problems towards the
+solution of which knowledge conveyed by special education may help.
+These problems offer reasons or arguments in favor of sex-education,
+and I shall attempt to present them from this point of view. I shall at
+the same time point out in preliminary outline how organized
+instruction may apply more or less directly to the sex problems that
+seem to show the need of educational attack, but in later lectures the
+organization of instruction will be considered more specifically.</p>
+
+<div class="sidenote">Propagandism needed.</div>
+
+<p>In reviewing the literature that during the past decade has advocated
+sex-education, it has seemed to me that there is left little
+possibility of any decidedly new and important contribution to the
+arguments favoring such instruction, for the whole case has been
+splendidly presented by eminent writers in the fields of medicine,
+biology, sociology, and ethics. It now appears that the great majority
+of educators, scientists, and intelligent citizens in general have
+accepted the <span class='pagenum'><a name="Page_29" id="Page_29">[29]</a></span>arguments for sex-instruction, so far as they have been
+informed concerning the meaning and need of the movement; and this
+leads me to the belief that in the future we need not new arguments but
+frequent restatements of the established facts which indicate the
+importance of widespread knowledge regarding the function that is
+inseparably connected with the perpetuation of life. In short, we now
+need a propagandism for extending the sex-education movement among the
+masses of people.</p>
+
+<p>For those who have already accepted sex-education, a survey of the
+facts that created a demand for sex-instruction will give a clearer
+outlook on the movement. The rapid increase of interest in
+sex-education has been the result of widespread dissemination of
+convincing facts concerning some common disharmonies that grow out of
+the sexual problems of the human race. These facts which have led to
+sex-education should be kept in mind by all who wish to understand or
+to play a part in the instruction of young people.</p>
+
+<p>It is quite unnecessary, and still more undesirable, to recite at
+length in these lectures the social, medical, and psycho-pathological
+facts concerning abnormal or perverted sexual processes. Fortunately,
+the educational ends may be gained by a general review that points out
+the bearings of the main lines of the sexual problems, the
+misunderstandings and mistakes that education may help prevent and
+correct.</p>
+
+<div class="sidenote">Parents should know reasons for sex-instruction.</div>
+
+<p>It is important that the general public, especially the parents, should
+understand the reasons which <span class='pagenum'><a name="Page_30" id="Page_30">[30]</a></span>have induced numerous physicians,
+ministers, and educators to become active advocates of systematic
+sex-instruction for young people. Although the movement has made
+extensive progress in the ten years of propagandic work, is probably
+true that the majority of even intelligent parents are not yet
+convinced that their children need sex-instruction. This is due largely
+to the fact that the parents have not yet been shown the reasons why it
+is now, and always has been, unsafe to allow children to gain more or
+less sexual information from unreliable and vulgar sources. In fact, it
+is surprising to find many parents, especially mothers, who seem unable
+to grasp the idea that their "protected" children can possibly get
+impure information.</p>
+
+<p>There are other parents who know that their children are almost sure to
+get vulgar information regarding sexual matters, and that some young
+people are likely to make sexual mistakes; but they calmly look upon
+such things as part of the established order of the world.</p>
+
+<p>Still another type of parents who should know the reasons for
+sex-instruction are those who accept the traditional idea that their
+daughters must be kept "protected" and "innocent" while their sons are
+free to sow a large field of "wild oats," concerning which society in
+general, and such parents in particular, will care little as long as
+social diseases, bastardy suits, or chronic alcoholism do not result
+from the dissipations. These are the fathers and <span class='pagenum'><a name="Page_31" id="Page_31">[31]</a></span>mothers who need the
+most enlightenment concerning the importance of such sex-instruction as
+will make clear the far-reaching consequences of "wild oat sowing."
+Perhaps most such parents are ignorant, but some are simply
+thoughtless. As an illustration of the latter, the editor of a
+well-known magazine was recently talking with a prominent author and
+made some reference to the immoral habits of young men. Their
+conversation was essentially as follows: The author remarked, "I assume
+that my boys will be boys and will have their fling before they settle
+down and marry." The editor quickly replied, "Yes, and I presume that
+you expect your boys to sow their wild oats with my daughters, and that
+in return you will expect my sons to dissipate with your daughters. At
+any rate, you have damnable designs on somebody's daughters." This put
+on the wild-oat proposition a light which was apparently new to the
+literary man, for he replied, "That is a phase of the young man's
+problem which never occurred to me. It does sound startling when stated
+in that personal way."</p>
+
+<p>All these classes of parents who have not yet learned the facts which
+point to ignorance as the cause of the abundant sexual errors of young
+people and those who do not understand that sexual promiscuity or
+immorality is an error of gravest significance both to the individual
+and to society, should have set before them time and again some of the
+startling facts which in the first five years of the American
+sex-education movement were <span class='pagenum'><a name="Page_32" id="Page_32">[32]</a></span>promulgated among physicians, ministers,
+and educators. All such ignorant or indifferent parents will not take
+an interest in the proposed sex-instruction unless they are convinced
+by frank and forcible statements regarding the great need of special
+safeguarding of young people.</p>
+
+<div class="sidenote">Special associations needed.</div>
+
+<p>Since there are so many people who still need the most elementary
+knowledge concerning the sexual problems that demand educational
+attack, it is important that there should be local associations which
+can manage lectures, publications, conferences, and other means of
+informing the public as to the gravity of the sexual problems of our
+times, and as to the part which sex-instruction may play in the attempt
+at finding a solution. Such work is now being done splendidly by the
+societies named in &sect; 51. The magnitude of the problem of reaching the
+public is such that there is abundant work for numerous branches of
+such societies or for local groups willing to take a part in the needed
+work. As suggested elsewhere, the success of the movement for
+sex-instruction of children of school ages will depend largely upon the
+attitude and co&ouml;peration of parents; and hence it is important that
+parents should be led to understand the reasons or arguments for
+sex-instruction. In other words, they should know the problems that
+indicate the importance of enlightening the rising generation
+concerning the great facts of sex and life.</p>
+
+<div class="sidenote">Books for parents.</div>
+
+<p>Among the numerous publications that seem to me adapted for convincing
+parents that their <span class='pagenum'><a name="Page_33" id="Page_33">[33]</a></span>children need instruction, I commonly mention the
+following: Lowry's "False Modesty" and "Teaching Sex Hygiene," Howard's
+"Start your Child Right," Wile's "Sex Education," Galloway's "Biology
+of Sex," March's "Towards Racial Health," Lyttleton's "Training of the
+Young in Laws of Sex," and pamphlets by Dr. Prince Morrow. See also
+pages 241-243.</p>
+
+<div class="sidenote">Knowledge needed concerning eight sex problems.</div>
+
+<p>There are eight important sex problems of our times that offer reasons
+or arguments for sex-instruction, because ignorance plays a large part
+in each problem. I shall state them briefly here and discuss each in
+succeeding lectures: (1) Many people, especially in youth, need
+hygienic knowledge concerning sexual processes as they affect personal
+health. (2) There is an alarming amount of the dangerous social
+diseases which are distributed chiefly by the sexual promiscuity or
+immorality of many men. (3) The uncontrolled sexual passions of men
+have led to enormous development of organized and commercialized
+prostitution. (4) There are living to-day tens of thousands of
+unmarried mothers and illegitimate children, the result of the common
+sexual irresponsibility of men and the ignorance of women. (5) There is
+need of more general following of a definite moral standard regarding
+sexual relationships. (6) There is a prevailing unwholesome attitude of
+mind concerning all sexual processes. (7) There is very general
+misunderstanding of sexual life as related to healthy <span class='pagenum'><a name="Page_34" id="Page_34">[34]</a></span>and happy
+marriage. (8) There is need of eugenic responsibility for sexual
+actions that concern future generations.</p>
+
+<p>Here are the eight sexual problems of our times. Any one of them has
+significance great enough to demand the attention of educators and
+social reformers. One and all they point to the need of better
+understanding regarding the sexual functions and their relation to
+life. I shall now turn to outline the main facts concerning each of
+these sexual problems so far as it seems likely that they will concern
+educators and social workers. For convenience I shall use the following
+brief headings: (1) Personal sex-hygiene, (2) social diseases, (3)
+social evil, (4) illegitimacy, (5) sexual morality, (6) sexual
+vulgarity, (7) sexual problems and marriage, (8) eugenics.</p>
+
+<div class="sidenote">Historical order.</div>
+
+<p>These sexual problems toward whose solution special instruction of
+young people may help are stated here in the order in which they have
+attracted attention as reasons for sex-education. Thus, for instance,
+personal sex-hygiene was the chief reason recognized twenty years ago;
+social diseases began to attract public attention ten years ago;
+commercial prostitution has been especially prominent in the
+discussions of the past five years; and only recently has there been
+emphasis on sex-education with reference to eugenics.</p>
+
+<p>The historical order which I follow in this lecture is not now the
+order of greatest importance. For <span class='pagenum'><a name="Page_35" id="Page_35">[35]</a></span>example, sexual morality (5) and
+vulgarity (6) are probably of far greater significance than any of the
+other sexual problems that offer arguments for sex-education.</p>
+
+<div class="sidenote">Not all sex problems concern youth.</div>
+
+<p>To avoid possible misunderstanding, let me repeat from the first
+lecture the proposition that sex-education should extend in home and
+school from childhood to maturity. It follows that these lectures
+concerning the problems of sex that seriously affect the human race are
+not all applicable as arguments for instruction in schools or for
+children of school age. Some of the problems of sex point to the need
+of special instruction in pre-adolescent or in adolescent years, but
+some of them concern directly only those who are approaching maturity.</p>
+
+<br />
+
+<p class="cend">&sect; 6. <i>First Problem for Sex-instruction: Personal Sex-hygiene</i></p>
+
+<div class="sidenote">Personal and social hygiene.</div>
+
+<p>It is convenient to group under personal sex-hygiene all hygienic
+knowledge concerning sexual processes in their personal as
+distinguished from their social aspects. The distinction between these
+two aspects of sex-hygiene is essentially on the same basis as that
+between personal and public hygiene. For example, indigestion and
+overwork are matters of personal hygiene, while tuberculosis and
+typhoid are problems of public hygiene because the individual case
+leads through infection to disease of others. Similarly, such
+individual disorders as masturbation and <span class='pagenum'><a name="Page_36" id="Page_36">[36]</a></span>deranged menstruation concern
+personal health directly, while venereal diseases are clearly included
+in social sex-hygiene.</p>
+
+<div class="sidenote">Personal sex-hygiene needed.</div>
+
+<p>If there were no other reasons for sex-instruction, I believe that it
+would be worth while to teach such hygienic knowledge of self and sex
+as would guard young people against harmful habits and unhealthful care
+of their sexual mechanisms; and which, moreover, would guide them
+across the threshold of adolescence with some helpful understanding of
+the significance of the metamorphosis. Many men and women suffer from
+injured, if not ruined, health because they did not know, especially
+between ten and fourteen years, the laws of personal sex-hygiene, which
+concern health in ways not involving sexual relationship. Many boys and
+some girls are injured both physically and mentally by the habit of
+masturbation. Numerous girls are injured physically and many mentally
+because they have not learned in advance the nature and hygiene of
+menstruation. Many boys are injured both in mind and character because
+they have no scientific guidance which helps them understand themselves
+during the stormy transition from youth into manhood. Moreover, there
+are certain simple hygienic commands that children under twelve should
+receive from parents and teachers. In all these lines the bearings of
+personal hygienic instruction are so obvious that we need not at this
+time stop to consider in more detail this first reason or problem for
+sex-instruction of young people.</p>
+
+<span class='pagenum'><a name="Page_37" id="Page_37">[37]</a></span><br />
+
+<p class="cend">&sect; 7. <i>Second Problem for Sex-instruction: Social Diseases</i></p>
+
+<div class="sidenote">Recent publicity regarding vice and disease.</div>
+
+<p>During the past decade the general public has received some astounding
+revelations concerning the enormous extent of illicit sexual
+promiscuity, which is immorality according to our commonly accepted
+code of morals. Along with the evidence as to the existence of
+widespread promiscuity, has come the still more alarming information
+from the medical profession that sexual promiscuity commonly
+distributes the germs of the two highly infectious and exceedingly
+destructive diseases, syphilis and gonorrhea, known in medical science
+as venereal or social. When these are acquired by individuals guilty of
+sexual promiscuity, they seriously and often fatally affect the victim;
+but of far greater social-hygienic importance is the medical evidence
+that they are very often transmitted to persons innocent of any
+transgression of the moral law, especially to wives and children.</p>
+
+<p>The medical revelations concerning the relation of sexual immorality to
+the plague of social diseases, has come from certain eminent
+physicians, notably the late Dr. Prince A. Morrow. His translation of
+Fournier's "Syphilis and Marriage" (1881), his own "Social Diseases and
+Marriage" (1904), and several of his pamphlets published by the
+American Society of Sanitary and Moral Prophylaxis, have been
+authoritative statements of conditions as the medical world sees them.</p>
+
+<div class="sidenote">Social diseases and immorality.</div>
+
+<p><span class='pagenum'><a name="Page_38" id="Page_38">[38]</a></span>The extent of social diseases is a fairly accurate measure of the
+minimum amount of immorality, for nothing is better established in
+medical science than that promiscuity in sexual relations is directly
+or indirectly responsible for spread of the micro&ouml;rganisms which cause
+the diseases. If for several generations all men and women limited
+their sexual relations to monogamic marriage, and the relatively rare
+cases of non-sexual and prenatal infection were treated so as to render
+them non-contagious, the social diseases would probably disappear from
+the human family. Such a statement is significant only in showing the
+relation of social diseases to sexual promiscuity, for of course, there
+is no reasonable hope that the venereal germs will ever be annihilated
+by universal monogamy.</p>
+
+<div class="sidenote">Attack by education and sanitation.</div>
+
+<p>Reduction of the amount of venereal disease must depend upon (1)
+hygienic and moral education which will lead people to avoid the
+sources of infection and (2) sanitary and medical science which works
+either by applying antiseptic or other prophylactic methods for
+preventing development of the causative micro&ouml;rganisms, or by using
+germicides for destroying those germs which have already produced
+disease. Thus the educational and the sanitary attack on the social
+diseases lie parallel. Both are needed, for, even with all the possible
+methods of attack, the progress against these diseases will be
+exceedingly slow.</p>
+
+<p><span class='pagenum'><a name="Page_39" id="Page_39">[39]</a></span>Those who are interested in the facts relating to social diseases which
+point to the need of sex-education as one method of prevention, are
+referred to the pamphlets published by the American Society of Sanitary
+and Moral Prophylaxis; Morrow's "Social Diseases and Marriage";
+Creighton's "The Social Disease and How to Fight It"; Dock's "Hygiene
+and Morality"; Henderson's "Education with Reference to Sex"; and
+certain chapters in Warbasse's "Medical Sociology."</p>
+
+<div class="sidenote">Estimated amount of disease.</div>
+
+<p>With regard to the accuracy of the commonly quoted statements
+concerning the prevalence of social disease, and therefore of
+immorality, it must be said in all fairness that there has been much
+guesswork and some deliberate exaggeration. We learn from various books
+and lectures that fifty, sixty-five, seventy-five and even ninety per
+cent of the men in the United States over eighteen years of age are at
+some time infected with at least one of the social diseases. The fact
+is that there is no scientific way of getting accurate statistics, for
+unlike other contagious diseases, the venereal ones are kept more or
+less secret, and numerous cases cannot be discovered by health
+officers. All the published figures regarding the prevalence of such
+diseases are merely estimates based upon the experience of certain
+physicians with special groups of men, especially in hospitals. There
+is no reliable scientific evidence as to the prevalence of venereal
+disease in the whole mass of our American population.</p>
+
+<div class="sidenote">Education not concerned with percentages.</div>
+
+<p><span class='pagenum'><a name="Page_40" id="Page_40">[40]</a></span>However, so far as education is concerned, there is nothing to be
+gained by dispute as to the possible inaccuracy of the higher
+percentages,<a name="FNanchor_1_1" id="FNanchor_1_1"></a><a href="#Footnote_1_1" class="fnanchor">[1]</a> for it is generally admitted that probably over fifty
+per cent of the men in America and Europe become infected with
+gonorrhea or syphilis, or both, one or more times during their lives,
+especially in early manhood. This conservative estimate is sufficient
+to show that the sexual morals of probably the majority of men are at
+some time in their lives loose. There is reason to believe that with
+most such men the period of moral laxity is in early manhood before
+marriage, which, though not excusable, is explainable on physiological
+grounds. It is important to correct the wrong impression which is now
+widespread, especially among women who have read the more or less
+sensational statements in certain books and magazines, that the quoted
+figures on social disease mean that from fifty to ninety per cent of
+all men are immoral from time to time for many years. If that were
+true, the situation represented by the highest estimates would be
+hopeless, and we might as well start out to adjust society to a system
+of recognized sexual promiscuity. Fortunately, it is far from true, for
+a great many men included in <span class='pagenum'><a name="Page_41" id="Page_41">[41]</a></span>even the conservative statistics of
+social disease were infected because they strayed from the moral path
+very few times and in many cases only once. This fact makes the outlook
+for improved sexual morals and health more hopeful, for probably the
+majority of young men need help in controlling themselves for a few
+years only, especially between eighteen and twenty-five.<a name="FNanchor_2_2" id="FNanchor_2_2"></a><a href="#Footnote_2_2" class="fnanchor">[2]</a></p>
+
+<div class="sidenote">Established facts.</div>
+
+<p>The reports of medical men regarding the damage done by the social
+diseases are inaccurate chiefly when they attempt to state percentages
+of the whole population. They are reliable when they state observed
+facts, such as the following: It is now established in medical science
+that (1) gonorrheal infection results in tens of thousands of cases in
+complications, such as heart disease, gonorrheal rheumatism, sterility
+of both men and women, blindness of infants, inflammatory diseases of
+female reproductive organs, and other well-marked sequel&aelig; of the
+disease; and (2) that syphilis is responsible for a large majority of
+cases of locomotor ataxia, paresis and certain types of insanity, and
+also for numerous aneurisms of arteries, many apoplexies, and much
+disease of liver, kidneys, and other organs. Moreover, syphilis is
+charged with being the greatest race destroyer. Fournier, the great
+French specialist, <span class='pagenum'><a name="Page_42" id="Page_42">[42]</a></span>noted that only two children survived from a series
+of ninety pregnancies of syphilitic women of the well-to-do class. It
+is probably true that much less than ten per cent of syphilitized
+embryos ever grow into mature men and women, and even these few
+survivors are likely to carry in their bodies the germs or the "virus"
+of syphilis which may affect the next generation.</p>
+
+<div class="sidenote">Social diseases admittedly dangerous.</div>
+
+<p>Such direct statements as the above may be accepted as not exaggerated.
+However, it little matters in sex-education, except for the purposes of
+sensational writers, whether statistics regarding the damage done by
+venereal diseases are more than estimates; for it is sufficient to
+remember that every physician of large experience agrees that syphilis
+and gonorrhea are so common and so destructive of health and life that
+they must be classed among the most dangerous diseases that now
+threaten the human race. This ought to be sufficient to attract the
+serious attention of every thinking man and woman.</p>
+
+<div class="sidenote">Double standard of morality.</div>
+
+<p>Thus, in general survey, we see the great problems of social-sexual
+hygiene caused by diseases that are widely distributed because sexual
+instincts are uncontrolled. In short, the alarming problem of the
+social diseases results from masculine promiscuity or the failure of
+men to adhere to the monogamic standards of morality. In other and
+familiar phrasing, there is widespread acceptance and practice of the
+so-called <span class='pagenum'><a name="Page_43" id="Page_43">[43]</a></span>"double standard of sexual morality," a monogamic one for
+respectable women and promiscuity for many of their male relatives and
+friends. (See writings of Morrow, especially "The Sex Problem"; also
+Creighton's "The Social Disease.")</p>
+
+<div class="sidenote">One problem for sex-education.</div>
+
+<p>Our brief survey of the hygienic problems caused by sexual promiscuity
+and its characteristic diseases is sufficient to indicate one great
+problem for sex-education. Such social-hygiene problems have been most
+responsible for the recent and rapid rise of the movement for
+sex-education, and they must be recognized in any adequate scheme for
+instruction of young people.</p>
+
+<div class="sidenote">Is sex-hygiene adequate?</div>
+
+<p>Can scientific education hope to solve the sexual problems of society
+by inculcating such fear of venereal diseases that men will remain true
+to the monogamic code of morality? Many cynical disbelievers in
+sex-hygiene answer this question negatively by asking in biblical
+phrase, "Can the leopard change his spots?" In other words, these
+doubting ones believe that sexual instincts are so firmly fixed in the
+nature of <i>many</i> men and <i>some</i> women that there is no hope of radical
+change through education.<a name="FNanchor_3_3" id="FNanchor_3_3"></a><a href="#Footnote_3_3" class="fnanchor">[3]</a> There is something in this point of view.
+It is probably true that even the most radical advocates of
+<span class='pagenum'><a name="Page_44" id="Page_44">[44]</a></span>sex-education do not hope to secure universal monogamy and consequent
+disappearance of social diseases. A conservative and rational answer to
+the above question whether sex-education can solve the problem of
+social diseases, is that a large percentage of even civilized people
+are not yet ready to have their most powerful instincts controlled by
+scientific knowledge. Hence, there is no hope that the hygienic task of
+sex-education will be finished soon after instruction becomes an
+established part of general education in homes and schools. At the very
+best there will be incomplete returns for the social-hygienic aspect of
+sex-instruction, but already we know for a certainty that enough young
+men will be influenced to make the teaching justifiable. I feel sure of
+this because I have met personally many such men and my friends know
+many more.</p>
+
+<p>According to the investigations made by Dr. Exner, the medical
+secretary of the Young Men's Christian Association, a great reduction
+of venereal disease has followed sex-hygienic campaigns in college
+towns.</p>
+
+<div class="sidenote">Medical treatment.</div>
+
+<p>In another way hygienic teaching may reduce the amount of venereal
+diseases, and that is by leading infected individuals to seek thorough
+medical treatment without delay. This, of course, will render the
+diseased person non-infectious to others. Physicians report that there
+is now a marked movement in this direction and, moreover, that many
+infected young men voluntarily seek medical examinations before
+marriage.</p>
+
+<div class="sidenote">Woman's need of information.</div>
+
+<p><span class='pagenum'><a name="Page_45" id="Page_45">[45]</a></span>Even if we refuse to believe that social-hygienic teaching will protect
+many young men from sexual diseases, there is the woman's need of
+information to be considered. As said before, women more than men
+suffer the consequences of venereal infections. Therefore, every young
+woman who considers marriage should know the possibility of danger to
+herself and her children, and be able to decide accordingly. Of course,
+even with much knowledge she may marry the wrong man, for correct
+diagnosis of social disease is not always easy; but if her confidence
+is betrayed and she becomes infected, she ought to know the importance
+of immediate and radical medical treatment. Let me illustrate these
+statements that women should know the danger of venereal disease. One
+of my college friends neglected an important legal case to travel seven
+hundred miles in order to tell face to face another college friend that
+she was about to marry a dangerous man. Being utterly ignorant of the
+existence of sexual diseases, the girl and her mother characterized my
+friend's statement by a short and ugly word, and ordered him to leave
+their home instantly. The marriage occurred and some months later the
+young woman went to her grave, a victim of gonorrheal salpingitis and
+peritonitis.</p>
+
+<p>Another case which illustrates the danger of a woman's ignorance: One
+of my students of many years ago married a minister who infected her
+with syphilis and kept her from medical attention until <span class='pagenum'><a name="Page_46" id="Page_46">[46]</a></span>the disease
+was in a highly developed stage, and even then conspired with an
+inefficient doctor to keep her ignorant of the nature of the disease.</p>
+
+<div class="sidenote">The right to knowledge.</div>
+
+<p>These are not extreme cases, for any physician with large experience
+knows that such things are common. Medical literature is full of such
+painful recitals of venereal tragedies. It is not desirable that all
+young women should know the details of such tragedies, but they should
+know that dangers exist. Parents and educators will not have done their
+duty until they co&ouml;perate to give all young women the protective
+knowledge they have a right to demand.<a name="FNanchor_4_4" id="FNanchor_4_4"></a><a href="#Footnote_4_4" class="fnanchor">[4]</a></p>
+
+<div class="sidenote">Best people must lead.</div>
+
+<p>There is another way of looking at the possible effect of the social
+side of sex-hygienic instruction. It is sure to make a decided
+impression upon many young people of the type that we regard as the
+best in every way. These will be the leaders of the future and they in
+turn will help improve conditions. Perhaps it may all work out as the
+drug problem is being solved. Widespread social and hygienic
+information regarding the harmful effect of alcohol, cocaine, opium,
+and other drugs has first of all impressed leading citizens; and these
+are beginning to control by laws those who cannot be reached directly
+by education. In some such ways those who are impressed by <span class='pagenum'><a name="Page_47" id="Page_47">[47]</a></span>formal
+sex-education may lend a hand in influencing many who could not be
+touched directly by hygienic education.</p>
+
+<div class="sidenote">Legislation needed.</div>
+
+<p>There is no doubt that public enlightenment regarding the dangers of
+social diseases will soon lead to legislation and public medical work
+which will contribute greatly towards reduction of the diseases. For
+example, legislation with reference to venereal disease should require
+doctors to report cases to health officers, should forbid "quack"
+advertising of fake "cures," should forbid sale by drug stores of
+nostrums for personal treatment, should provide dispensaries and
+hospitals for reliable treatment at reasonable cost, should require
+medical examinations for marriage licenses and provide for such
+examinations at moderate charges or at public expense, should require
+certain sanitary precautions in care of eyes of new-born infants, and
+should provide for discovery and treatment of congenital syphilis in
+school children. These are lines in which good laws might help vastly
+in the war against the social diseases. Moreover, it is obvious that
+all laws which help control the social evil will work indirectly
+against the social diseases.</p>
+
+<div class="sidenote">Probable results of instruction.</div>
+
+<p>In conclusion, it seems probable that popular knowledge of the social
+side of sex-hygiene will reduce the amount of venereal disease (1) by
+teaching some people the dangers of promiscuity, (2) by adoption of
+certain sanitary precautions that lessen danger of infection, (3) by
+leading people to seek competent medical aid <span class='pagenum'><a name="Page_48" id="Page_48">[48]</a></span>which, while often
+failing to restore the victim's health, will probably eliminate the
+danger of contagion for others, and (4) by intelligent support of laws
+that directly or indirectly affect the social diseases.</p>
+
+<div class="sidenote">Social diseases not most important.</div>
+
+<p>I have given great prominence to the social-sexual diseases in their
+relation to sex-education because along this line there has been
+developed the widespread interest in sex-instruction as <i>one</i> method of
+protecting young people against promiscuity. So far as the questions of
+teaching are concerned, my personal view is that some of the other
+reasons or problems for sex-instruction are more important, because I
+believe that educational emphasis on them will give the greatest
+results in improved sexual conditions of society.</p>
+
+<br />
+
+<p class="cend">&sect; 8. <i>Third Problem for Sex-instruction: the Social Evil</i></p>
+
+<p>So far as the problems of sex-education are concerned, there is nothing
+to be gained by an extensive review of commercialized prostitution. It
+is generally accepted that the social evil or prostitution is increased
+by the common ignorance of young people of both sexes regarding the
+physical and social relations of sex.</p>
+
+<p>Of course, it is not true that all prostitution is due to ignorance,
+for it often involves enlightened men and women. However, there seems
+to be good reason for believing that large numbers of people <span class='pagenum'><a name="Page_49" id="Page_49">[49]</a></span>of both
+sexes might be kept out of prostitution by very simple sex-instruction.
+Let us look for a moment at some facts concerning the relation of the
+ignorance of the women to their entrance into the underworld, and later
+consider certain reasons why many men patronize the social evil.</p>
+
+<div class="sidenote">Why women enter prostitution.</div>
+
+<p>With regard to the women victims of prostitution, it seems to be
+generally accepted that economic pressure, feeble-mindedness, bad
+social environment, and unguided instincts, independently or combined,
+are the chief causes of their downfall. However, there is a deeper
+reason why numerous women enter prostitution, for all of these factors
+commonly operate because of inadequate sexual knowledge. In short,
+ignorance is the fundamental cause of much prostitution on the part of
+women. Many a girl with starvation wages, bad social surroundings,
+sub-normal mentality, or even intense instincts is able to keep her
+womanhood because she knows the awful dangers of sexual promiscuity.
+For our present educational purposes, it is sufficient to point out the
+opinion of competent social workers that knowledge might often
+counteract the forces that lead women from virtue and down into
+prostitution.</p>
+
+<div class="sidenote">Men also ignorant.</div>
+
+<p>A large number of men patronize prostitution because they are ignorant
+in one or more of the following respects. Some of them have drifted
+into abnormal sexual habits when they were boys, and later into illicit
+relations. Some of them did not know the effect of alcoholic <span class='pagenum'><a name="Page_50" id="Page_50">[50]</a></span>drinks in
+leading many young men to their first immoral sexual acts. Some of them
+have deliberately patronized prostitution because they have accepted as
+truth the monstrous lie that sexual activity is necessary to preserve
+the health of men.<a name="FNanchor_5_5" id="FNanchor_5_5"></a><a href="#Footnote_5_5" class="fnanchor">[5]</a> Most of the men do not realize that prostitution
+offers great danger to their own health, still greater danger to the
+health of innocent wives and children, and a greatly shortened life for
+many women who are the victims of sexual slavery. Most men do not know
+that dark tragedies are often concealed beneath the apparent gay life
+of the women who are victims of sexual degradation. These are some of
+the things of which many young men I have known were very ignorant, and
+it has been no difficult task to trace a close connection between their
+ignorance and their vice.</p>
+
+<div class="sidenote">Ignorance the chief cause.</div>
+
+<p>Looking at the social evil from any point of view, it seems to me that
+ignorance, dense ignorance, is largely responsible for the existence of
+that darkest blot on our boasted civilization&mdash;the social-sexual evil.
+No matter how we look at the established facts regarding prostitution,
+they all point to the need of sexual instruction for the protection of
+the youth of both sexes. The Chicago Vice Commission concluded that
+"the lack of information, education and training with reference to the
+function and control of the sexual instinct, and the consequences of
+its abuse and perversion, appears at every point of <span class='pagenum'><a name="Page_51" id="Page_51">[51]</a></span>our inquiry for
+the sources of the supply of the victims of vice, either as the cause
+of the perversion of children and youth or as a complication of all
+other causes."<a name="FNanchor_6_6" id="FNanchor_6_6"></a><a href="#Footnote_6_6" class="fnanchor">[6]</a> Of course, we dare not dream that any sex-instruction
+that now seems possible will completely eradicate prostitution; but we
+do know of thousands of boys and girls who have been directed to safety
+by knowledge of some fundamental sexual facts.</p>
+
+<div class="sidenote">Sex plays and novels.</div>
+
+<p>Concerning presentation of the social evil by fiction and the drama,
+there is much honest disagreement. My personal opinion is that little
+good is done by the theater or by such publications as Reginald
+Kaufmann's "House of Bondage," and Elizabeth Robin's "My Little
+Sister." They all leave the unsophisticated reader with an exaggerated
+and even hysterical notion that white slavery is exceedingly common and
+the main cause of prostitution. Certainly the great majority of the
+army of prostitutes, both public and clandestine, in America, and a
+still higher percentage on the continent of Europe, did not become
+novitiates of vice in prisons of prostitution.</p>
+
+<div class="sidenote">Limited reading desirable.</div>
+
+<p>It seems to me that a very limited reading regarding the social evil is
+sufficient for one who is not engaged in medical or social work that
+requires scientific knowledge of this darkest side of human life.
+Certainly, the indiscriminate reading of vice investigations is
+dangerous for many young people,&mdash;for young <span class='pagenum'><a name="Page_52" id="Page_52">[52]</a></span>men because some of them
+are allured into personal investigations, and for young women because
+they get an exaggerated and pessimistic view of all sexual problems.
+For the intelligent reader who wants the general information that every
+public-spirited citizen should have, the well-known book by Jane Addams
+will serve both as an outline and an encyclopedia of the social evil.
+Social workers and some educators will find use for the other books
+mentioned below.</p>
+
+<div class="block"><p class="hang">Jane Addams.&mdash;"A New Conscience and an Ancient Evil."
+(Macmillan).</p>
+
+<p class="hang">Seligman, E.R.A. (Editor).&mdash;"The Social Evil." (Putnam.) Contains
+bibliography on the subject.</p>
+
+<p class="hang">Sumner, Dean W.T., and others.&mdash;"The Social Evil in Chicago."
+Vice-Commission Report, 1911. Now published by the American
+Social Hygiene Association. The "introduction and summary" (pp.
+25-47) deserves careful reading.</p>
+
+<p class="hang">Cocks, O.G.&mdash;"The Social Evil" (Association Press).</p>
+
+<p class="hang">"Vigilance," a journal devoted to attacking the social evil, has
+been discontinued and replaced by bulletins of the American
+Social Hygiene Association, 105 West 40th Street, New York City.</p></div>
+
+<br />
+
+<p class="cend">&sect; 9. <i>The Fourth Problem for Sex-education: Illegitimacy</i></p>
+
+<div class="sidenote">Society condemns illegitimacy.</div>
+
+<p>Most awful of all the results of the sexual mistakes of men and women
+are the unmarried mothers and their illegitimate children. Of course, I
+know that there are well-meaning people who argue that motherhood is
+the supreme fact and that the formality of a marriage ceremony is
+merely a medievalism in our laws and customs; <span class='pagenum'><a name="Page_53" id="Page_53">[53]</a></span>but the inexorable truth
+remains that our modern social system is centered around the home which
+is strictly regulated by church and state and public opinion.<a name="FNanchor_7_7" id="FNanchor_7_7"></a><a href="#Footnote_7_7" class="fnanchor">[7]</a>
+Whatever may be the philosophical rights and wrongs of individual
+freedom in sexual relationship, the facts of practical life are that an
+overwhelming majority of the most intelligent people are united in
+support of our established laws and customs demanding legitimacy of
+motherhood and birthright. As a result of this age-old stand for
+legitimacy, illegitimate mothers and children do not have a square deal
+at the bar of public opinion. Everybody knows that the vast majority of
+illegitimate children do not have a fair chance in the world's work.
+Professor Cattell, in <i>Science</i>, March, 1914, points out that since
+illegitimates occur one in every twenty-five births in the United
+States, and since they are on the whole equal to other children in
+mentality, there ought to be forty of them among the thousand leading
+men of science designated in the directory of the "American Men of
+Science;" but none are known. The conclusion must be that illegitimate
+children do not have an equal chance at education which leads to
+prominence in science. But it is not simply a matter of limited
+education, for in every way the fate of most illegitimate children is
+usually pitiful. Only now and then one born under a lucky star is
+adopted and educated by large-minded foster parents who recognize that
+the <span class='pagenum'><a name="Page_54" id="Page_54">[54]</a></span>illegitimate is not responsible for having come into this world
+under conditions opposed to the best interests of society.</p>
+
+<div class="sidenote">Ignorance the cause.</div>
+
+<p>It seems to be generally accepted that in the vast majority of cases,
+unmarried mothers and illegitimate children are due to ignorance of the
+women. Women who are professionally immoral do not bear many
+children.<a name="FNanchor_8_8" id="FNanchor_8_8"></a><a href="#Footnote_8_8" class="fnanchor">[8]</a> In fact, excepting the feeble-minded prostitutes, the
+general rule is that those who are mothers have only one child and that
+one the result of the first sexual errors. It is a safe general
+conclusion that ignorance of sexual laws is responsible for the great
+majority of cases of illegitimacy.</p>
+
+<p>Edith Livingston Smith, of Boston, in an article on "Unmarried Mothers"
+in <i>Harper's Weekly</i> for September 6, 1913, expressed views of the
+causes of illegitimacy that many a social worker will indorse heartily:</p>
+
+<div class="block"><p>"I see shop girls and waitresses, factory girls and maids, chorus
+girls, stenographers, and governesses, each with a different
+story, each with the same terror of the consequences of their
+folly. 'I never knew,' they tell me, 'I never knew there were such
+temptations.'...</p>
+
+<p>"Let us go back to the question of sex-education of the public.
+Silence has been the policy in the past. We have taught our
+children biology and natural history, we have taught them
+physiology, carefully <span class='pagenum'><a name="Page_55" id="Page_55">[55]</a></span>ignoring the organs of reproduction; we
+have warned the young to make use of their senses and their
+brains, but we have refused to recognize the very force that
+guides all these instincts, the vital power of sex. Yet, in the
+face of this stupidity, acknowledging the call of the age, girls
+are sent out into the industrial world, where they fight shoulder
+to shoulder with men. Here they find potential worth of their
+individualities; here they meet with the same&mdash;no
+greater&mdash;temptation than their brothers, but with no knowledge to
+guide them, no traditions to give them poise, no ameliorating
+factor of social tenderness or tolerance when inexperience fails
+to temper their emotions and their femininity....</p>
+
+<p>"A girl's protection must come from without, a boy's from within.
+Every boy who reaches the age of adolescence knows his nature. It
+asserts itself. His sex instincts are dominant, aggressive. He is
+man, the father of the race, and the laws of procreation are to
+him an open book. A girl stays innocent until she is awakened. It
+is the kiss, the touch, the senses stirred, that make her, in the
+glory of her womanhood or in her shame, acknowledge her sex.</p>
+
+<p>"The very frailty of such a girl, her dependence upon her
+intuitions and emotions, the triumph of feeling over intellect,
+place her in greater danger than her brothers, even were their
+responsibility to society the same. But, add to this the fact that
+in yielding to sexual temptation she has the burden of
+child-bearing&mdash;how much more necessary that she should have some
+knowledge of what she is to meet in the world, or what she must
+combat, lest her emotions forestall her intelligence as physical
+development precedes mental appreciation."</p></div>
+
+<div class="sidenote">Men also ignorant.</div>
+
+<p><span class='pagenum'><a name="Page_56" id="Page_56">[56]</a></span>Illegitimacy is often due to ignorance of men as well as of women.
+Prominent physicians have cited from their notebooks cases of
+"protected" children in early adolescence who instinctively entered
+into sexual relationship in utter ignorance of the natural result. Such
+cases where the boy is entirely ignorant must be very rare; but there
+are probably many boys who do not really understand that the sexual act
+is very likely to lead to a ruined life for the girl companion and her
+offspring. Arthur Donnithorne, in "Adam Bede," did not forecast that
+his act would lead to the ruin of Hetty Sorrel and her condemnation for
+infanticide.</p>
+
+<div class="sidenote">More than biology needed.</div>
+
+<p>It is obvious that something more than the ordinary biological facts of
+reproduction must be included in sex-instruction that tries to prevent
+such tragedies. In another lecture we shall consider moral teaching,
+but here let us look at the cold facts of life that ought to be taught
+at some appropriate time to young people. Not only should they know the
+simple biological probability that sexual relationship will lead to
+reproduction, but they should be led to consider the relentless
+consequences of illegitimate propagation. On this latter point general
+literature, <i>e.g.</i>, "Adam Bede" and "The Scarlet Letter," teaches some
+impressive lessons.</p>
+
+<p>Another point needs emphasis with the numerous young people, especially
+men, who are not controlled by moral laws, who know the probabilities
+of <span class='pagenum'><a name="Page_57" id="Page_57">[57]</a></span>illegitimacy occurring, but who have acquired the popular
+impression that the order of nature is easily changed. Many physicians
+and social workers know girls who have gone down because they were
+persuaded to trust the efficiency of popular ways and means of avoiding
+the natural outcome of the sexual act. Hence, young people of both
+sexes should somehow learn that under the conditions that usually
+attend illicit union there is always a strong probability that the ways
+of nature cannot be easily circumvented. It is unlawful to explain,
+except to medical audiences, why this is so; but much illegitimacy will
+be prevented if it can be made widely known among young men and women
+that, according to reliable physicians, tragedies of illegitimacy are
+often due to misplaced confidence in popular methods of contraception.</p>
+
+<div class="sidenote">Criminal operations.</div>
+
+<p>There is yet another line of information that if widely known might
+have some bearing on the problem of illicit sexual relations:
+Physicians and social workers report that many young men and some women
+know the possibility of illegitimate pregnancy, but feel safe because
+they know the addresses of doctors and midwives who will perform
+criminal operations. The great danger of the operation, especially at
+the hands of such third-class doctors as would attempt to terminate
+pregnancy criminally, should be widely known by the general public,
+which only now and then gets a hint in the newspaper reports of a
+tragedy involving some unfortunate girl.</p>
+
+<div class="sidenote">Relative passion of men and women.</div>
+
+<p><span class='pagenum'><a name="Page_58" id="Page_58">[58]</a></span>There is the widespread misunderstanding among young men that sexual
+hunger is as insistent in virtuous young women as in themselves and
+that therefore illicit gratification is a mutual gain and
+responsibility. Some young men may be guided by the information that
+there is much reliable evidence indicating that, while an innate
+tendency towards general emotions of affection is strong in the average
+young woman, there is general absence of the localized passions that
+naturally and automatically develop in young men. In other words, the
+first definite sexual temptation is likely to come to a young woman
+from outside herself, and young men should be impressed with their
+responsibility for allowing even the beginning of situations that may
+arouse dormant but dangerous instincts.</p>
+
+<br />
+
+<p class="cend">&sect; 10. <i>The Fifth Problem for Sex-education: Sexual Morality</i></p>
+
+<p>In this lecture I shall set forth the proposition that a definitely
+organized scheme of education should aim directly at making young
+people strict adherents of the established code of sexual morality. For
+brevity, I shall occasionally speak of morality and immorality,
+omitting the qualifying word "sexual."</p>
+
+<div class="sidenote">Definition of sexual morality.</div>
+
+<p>This lecture, in fact this entire series of lectures on sex-education,
+is based on the fundamental proposition that sexual morality demands
+that <span class='pagenum'><a name="Page_59" id="Page_59">[59]</a></span>sexual union be restricted to monogamic marriage, and conversely,
+that such sexual relation outside of marriage is immoral. Such a
+definition of sexual morality is accepted by church and state and the
+chief citizens in every civilized country. It is the only practical
+definition which is satisfactory to the vast majority of educated
+American men and women, even to those who believe in freedom of divorce
+and in forgiveness for youthful transgressions of the accepted moral
+code. Sexual morality has had changeable standards, and in other times
+and countries custom has made polygamy and promiscuity acceptable as
+moral; but the monogamic ideal of morality now prevails in the world's
+best life.</p>
+
+<div class="sidenote">Morality in America and Europe.</div>
+
+<p>Monogamic morality as a protection for family life means much more in
+America than in Europe. It is true that there is an astounding amount
+of prostitution in America, but we should be grateful that our ideals
+of the monogamic family have not been seriously influenced and seem to
+be slowly but surely improving among our best people. As illustrations
+of our adherence to monogamic law, let me give some facts for
+comparison of America and continental Europe. In America, illegitimate
+births are not accurately reported but are probably less than five per
+cent of the total number for the whole country. Locally the proportion
+is often very much higher. Thus in Washington, D.C., where (1914) over
+ten thousand, chiefly negroes, live in alleys between <span class='pagenum'><a name="Page_60" id="Page_60">[60]</a></span>the streets and
+under extremely unhygienic and immoral conditions, fifty per cent of
+the children are illegitimate, while but twenty per cent of the colored
+children born of mothers living outside the alleys, and less than
+eleven per cent of the total born of all races in the city are
+illegitimate. In various small American regions with a white population
+the proportion of illegitimacy is astoundingly high, but the average
+for the entire country is hopefully low. In many German towns
+statistics show above twenty-five per cent, and in the whole empire,
+more than half the legitimate first-born children are conceived before
+marriage. All writers, the German ones included, seem to agree that the
+majority of Teutonic men and women enter into free unions before
+marriage and public opinion does not severely condemn.</p>
+
+<p>In many rural districts of England, France, and Sweden, and even in
+London and Paris, a large percentage of the marriages are simply
+legalization of free unions. In short, in all these countries the
+monogamic ideal is not followed by a large percentage of people. It
+must be remembered that the great majority of people involved in the
+above figures are of the peasant and laboring classes; conditions are
+quite different among women of the educated classes. These must
+ultimately set the moral standards for the masses.</p>
+
+<p>Our American conditions are quite different, especially outside of the
+large cosmopolitan cities. It is impossible not to believe in the moral
+integrity of the great majority of unmarried women in <span class='pagenum'><a name="Page_61" id="Page_61">[61]</a></span>America.
+Certainly even in our worst communities we have no such general
+immorality of women as above European figures suggest. Perhaps
+wholesale prostitution in which one public woman may be the mistress of
+ten, twenty, or even fifty men, may tend to protect any equal number of
+American women; whereas in Europe a peasant woman would probably be for
+a time the paramour of one man, thus tending to make equal numbers of
+immoral men and women.</p>
+
+<p>However, it matters nothing for our present purposes what may be the
+explanation of conditions of sexual promiscuity here or abroad. The one
+great fact is that our national code of morality is a monogamic one,
+approved as ideal even by many of those who fail to live strictly in
+harmony with its dictates. Hence, all Americans who are prominently
+interested in sex-education believe that it should aim to make our
+young people more ready to accept and understand morality according to
+the monogamic ideal.</p>
+
+<p>Those who are interested in this problem of morality as related to
+marriage should read Foerster's "Marriage and the Sex Problem."</p>
+
+<div class="sidenote">Relation of sex-hygiene and ethics.</div>
+
+<p>Among those who see the need of teaching sex-ethics as a part of the
+larger outlook of sex-education, there are two points of view: (1)
+those who favor the teaching of sex-ethics with the hope of preventing
+the hygienic problems arising from immorality, and (2) those who
+believe in sexual morality for its own sake or as an accepted code of
+conduct.</p>
+
+<p><span class='pagenum'><a name="Page_62" id="Page_62">[62]</a></span>The founders of the American Society for Sanitary and Moral Prophylaxis
+placed sanitation first in the name and stated in the constitution that
+"the object of this Society is to limit the spread of diseases which
+have their origin in the Social Evil. It proposes to study every means,
+sanitary, moral, and administrative, which promise to be most effective
+for this purpose." Most of the papers that have been read at the
+meetings of the Society have emphasized the sanitary aim as primary,
+and the moral aim as a means to the hygienic end; but in the past three
+years there has been a decided tendency towards placing emphasis upon
+morality, and recently the executive committee of the Society voted to
+propose the following revised statement: "The aim of this Society is to
+promote the appreciation of the sacredness of human sexual relation,
+and thereby to minimize the moral and physical evils resulting from
+ignorance and vice." This change of emphasis is well expressed in
+President Keyes's report to the Society (<i>Journal</i>, Vol. V, No. 1).</p>
+
+<p>As to the relation between sex-hygiene and sex-ethics as phases of the
+larger sex-education, there has been much discussion. Several writers
+have contended that there is some conflict between sanitary and moral
+ends, but have failed to convince most readers that hygiene and ethics
+should not be associated in teaching. In fact, the most impressive
+sex-hygiene is that relating to social disease, and its value is
+chiefly in the ethical appeal for protection of innocent wives and
+children.</p>
+
+<div class="sidenote">Dr. Cabot's view.</div>
+
+<p><span class='pagenum'><a name="Page_63" id="Page_63">[63]</a></span>Most prominent of those who have declared that hygienic and moral
+teaching should be dissociated is Dr. Richard C. Cabot, of Boston. I
+shall discuss his point of view in connection with a later lecture on
+"Criticisms of Sex-education" (&sect; 46). In the present discussion of
+sexual morality as an important reason for sex-education, it is
+sufficient to say that Dr. Cabot seems to disagree with other teachers
+on the question of the influence of formal instruction on the morals of
+people.</p>
+
+<div class="sidenote">Moral and hygienic problems.</div>
+
+<p>Sex-education is now commonly understood to be attempting to solve the
+moral as well as the hygienic problems of sex. As suggested before,
+these two lines of problems are clearly related but not coincident; for
+sexual health and morals are not entirely co&ouml;rdinated. We must not
+overlook the possibility that the marvellous progress of
+bacteriological and medical science may some day largely reduce the
+health problems of sex without improving morality. In fact, sexual
+immorality that is hygienic does actually exist to a limited extent.
+Such facts indicate that while sex-education was first planned to solve
+health problems, the ultimate sex-education must attempt to guide
+sexual conduct by moral principles. This coming need of more emphasis
+on the moral problems of sex should be clearly foreseen by those who
+are interested in sex-education.</p>
+
+<div class="sidenote">Super-morality desirable.</div>
+
+<p>Now, while sexual morality as commonly understood is a direct aim of
+sex-education, it is not, <span class='pagenum'><a name="Page_64" id="Page_64">[64]</a></span>in the opinion of many people, the ideal and
+ultimate goal of sex-education in its broadest outlook. There is
+something higher than conventional morality for the reason that, while
+natural sexual union in monogamic marriage is never legally or
+ecclesiastically immoral, it is very often far from ideal. It is not
+ideal if it is unethical, unhygienic, or un&aelig;sthetic. It is unethical,
+if it is not a bi-personal desideratum (<i>i.e.</i>, based on mutual
+love<a name="FNanchor_9_9" id="FNanchor_9_9"></a><a href="#Footnote_9_9" class="fnanchor">[9]</a>); it is unhygienic when not promotive and conservative of
+health; and it is un&aelig;sthetic if the concomitant psychical reactions are
+not in harmony with the beautiful in nature and life. In all these
+ways, morality as commonly and legally and ecclesiastically understood
+may fall very far short of the ideal sexual relationships. Such an
+ideal is now held by many men and women who wish that morality might
+mean to all the world not simply the limitation of sexual union to
+monogamic marriage, but also that it might be made to mean an
+all-satisfying monogamic affection and comradeship based on certain
+physiological, psychical, &aelig;sthetic, and ethical laws that underlie
+human sexual potentialities. Such would be a morality so <span class='pagenum'><a name="Page_65" id="Page_65">[65]</a></span>far beyond
+the accepted standards that for convenience we may call it
+super-morality, or the new morality. This, I sincerely believe, is the
+ultimate goal of sex-education in its largest outlook.</p>
+
+<div class="sidenote">Super-morality deserves emphasis.</div>
+
+<p>Among those who have contributed to the sex-education movement there
+are none who have properly emphasized this super-morality, which, I
+believe, is the ultimate goal of the larger sex-education for the most
+enlightened people. The definition that sex-education means all
+instruction which aims to help young people prepare to solve for
+themselves the sexual problems that inevitably come to every normal
+individual, is broad enough to include all questions of hygiene,
+morality, and super-morality that may come into one's life. The third
+aim of sex-education (&sect; 16) which refers to the "social, ethical, and
+psychical aspects of sex as affecting the individual life in relation
+to other individuals," should be understood as meaning first a stand
+for morality and then, this having been attained, super-morality is an
+easy stage forward. The same idea was touched by the writer in a paper
+on "Biology in Sex-Instruction" (<i>Journal of Society of Sanitary and
+Moral Prophylaxis</i>, October, 1911) in these words: "If the great
+questions of sex relationship are ever satisfactorily solved, it must
+be through the direct application of the four sciences which are
+centered around human life, namely, psychology, ethics, sociology, and
+last, but far from least, &aelig;sthetics. As we have seen, biology teaches
+much <span class='pagenum'><a name="Page_66" id="Page_66">[66]</a></span>directly bearing on the purely physical aspects of the
+perpetuation of human life, and its study is absolutely necessary for
+mental attitude and basal facts; but the keystone of the arch of
+sex-education must be contributed by these four sciences which touch
+human life much deeper than the merely physical, to which the science
+of biology is limited. Above all we must look to these sciences for the
+solution of the problems of sex in relation to society, which more than
+any physical ills have led to our present problems concerning sexual
+disharmonies."</p>
+
+<div class="sidenote">Super-morality not for the masses.</div>
+
+<p>But while there is something attractive in this larger interpretation
+of sex-education as looking forward to the highest adaptation of sex
+and life, I realize that as a practical matter we must first of all
+work with young people for sexual morality as defined by the accepted
+code. We must remember that the vast majority of people are not yet
+ready, and will not soon be ready, for a code of super-morality.
+Confusion might result from an attempt at wholesale teaching of such
+idealism of sex relationship. Certainly, so far as sex-education aims
+to help immature young people, there is nothing to do but hold up
+monogamic marriage as the basis of our accepted morality; but the
+higher view of super-morality should be promulgated as rapidly as
+possible among people who are advanced enough to understand that
+morality as defined by church and state is not the best interpretation
+of life's possibilities. To many it is a significant fact <span class='pagenum'><a name="Page_67" id="Page_67">[67]</a></span>that we now
+find numerous young men and women ready to stand for super-morality as
+a foundation for monogamic marriage. Fortunately, such individuals need
+not wait for the world to grasp the idea of super-morals; and already
+there is many a home in which the higher view of life and sex prevails.</p>
+
+<div class="sidenote">Cautious teaching concerning immorality.</div>
+
+<p>Immorality in sexual lines should not be overstressed when teaching
+young people. Rather should there be emphasis on the moral, the normal,
+the healthful, the helpful, and the &aelig;sthetic processes in human life.
+We should emphasize sexual health and morals, not disease and
+immorality. Concerning immoral living in general, young people should
+know only enough for necessary warning. Curiosity derived from
+extensive knowledge of immorality has drawn many a young man into the
+whirlpool of sexual depravity. It is beyond question that in sexual
+lines there is the danger that Pope saw when he declared that vice is a
+monster that seen too oft, we first endure, then pity, then embrace.
+Sex-education should guard against such dangerous familiarity with
+vice.</p>
+
+<br />
+
+<p class="cend">&sect; 11. <i>The Sixth Problem for Sex-education: Sexual Vulgarity</i></p>
+
+<div class="sidenote">Present attitude.</div>
+
+<p>Even a limited study of the prevailing attitude towards sex and
+reproduction convinces one that back of the greatest sexual problems of
+our times is the almost universal secrecy, disrespect, vulgarity, and
+irreverence concerning every aspect of sex and reproduction. <span class='pagenum'><a name="Page_68" id="Page_68">[68]</a></span>Even
+expectant motherhood is commonly concealed as long as possible, and all
+reference to the developing new life is usually accompanied with
+blushes and tones suggestive of some great shame. Nothing sexual is
+commonly regarded as sacred. Love and marriage, motherhood and birth,
+are all freely selected as themes for sexual jests, many of them so
+vulgar that no printed dictionary supplies the necessary words. And I
+am not simply referring to the great masses of uneducated people, for
+the saddest fact is that a very large proportion of intelligent people
+have not an open-minded and respectful attitude concerning sex and
+reproduction.</p>
+
+<div class="sidenote">Vast change of attitude needed.</div>
+
+<p>Now, unless we can devise some way to counteract the prevailing narrow,
+vulgar, disrespectful, and irreverent attitude towards all aspects of
+sex and reproduction; unless we can make people see sexual processes in
+all their normal aspects as noble, beautiful, and splendid steps in the
+great plan of nature; unless we can substitute a philosophical and
+&aelig;sthetic view of sex relationship for the time-worn interpretation of
+everything sexual as inherently vulgar, base, ignoble, and demanding
+asceticism for those who would reach the highest spiritual development;
+unless we can begin to make these changes in the prevailing attitude
+towards sex and reproduction, we cannot make any decided advance in the
+attempt to help solve sexual problems by special instruction.</p>
+
+<p>First of all, sex-education must work for a purified and dignified
+attitude which sees vulgarity and <span class='pagenum'><a name="Page_69" id="Page_69">[69]</a></span>impurity only when the functions of
+sex have been voluntarily and knowingly misused and thereby debased.
+Sex-education must work against the idea that sexual processes are
+inherently vulgar, degraded, base, and impure. Such an interpretation
+is correct only when sexual instincts are uncontrolled and thereby out
+of harmony with the highest ideals of life. But control does not mean
+asceticism which aims at complete subjugation of sexual instincts and
+would annihilate them if that were biologically possible. The early
+Christians, disgusted with the sexual degradation of the paganistic and
+materialistic Romans, preached a doctrine of sexual asceticism as the
+ideal for those who would rise to the heights of spiritual life. This
+pessimistic interpretation of the relation of sex and life has
+persisted even in some ecclesiastical teachings of the twentieth
+century, and probably has had not a little responsibility for the
+widely accepted and depressing view that sex is a necessary but
+regrettable fact of human life.</p>
+
+<div class="sidenote">Attitude changing.</div>
+
+<p>Fortunately, the old ascetic point of view is passing rapidly.
+Nineteenth-century science has given us a nobler view of the physical
+world. Scientifically considered, matter is no longer base and
+degraded. Especially has the biological science of the past fifty years
+made <i>living</i> matter and its activities profoundly impressive. And of
+the life-activities none are so significant and so all-important as
+those relating to the perpetuation of the human species. Biological
+science has <span class='pagenum'><a name="Page_70" id="Page_70">[70]</a></span>taught this emphatically, and the processes connected with
+sex have been lifted to a place of dignity and purity.</p>
+
+<div class="sidenote">&AElig;sthetic attitude desirable.</div>
+
+<p>The old asceticism, with its uniformly dark outlook on life, has no
+lessons worth while in our modern problems relating to sex.<a name="FNanchor_10_10" id="FNanchor_10_10"></a><a href="#Footnote_10_10" class="fnanchor">[10]</a> We need
+severe control and not annihilation of our most powerful instincts. The
+bright outlook of &aelig;sthetics rather than the dark one of asceticism
+should prevail, for sex-instincts and processes are essentially pure
+and beautiful phases of that wonderful something we call "life."
+Sex-education should aim to give this attitude by presenting life as
+fundamentally free from the degradation arising from misuse and
+misunderstanding of sex.</p>
+
+<div class="sidenote">Not a new ideal.</div>
+
+<p>The &aelig;sthetic interpretation of sex is no new ideal. Canon Lyttleton,
+formerly Head Master of Eton College and later Canon of Westminster,
+believed that "viewed rightly, the subject of sex, the ever-recurring
+miracle of generation and birth, is full of nobleness, purity, and
+health." The late Dr. Prince A. Morrow wrote, "the sex function is
+intimately connected with the physical, mental, and moral development.
+Its right <span class='pagenum'><a name="Page_71" id="Page_71">[71]</a></span>use is the surest basis of individual health, happiness and
+usefulness in life, as well as of racial permanence and prosperity. Its
+abuse and misuse is the cause of a vast deal of disease and misery."
+And finally, we may quote President-Emeritus Eliot of Harvard
+University: "Society must be relieved by sound instruction of the
+horrible doctrine that the begetting and bearing of children are in the
+slightest degree sinful or foul processes. That doctrine lies at the
+root of the feeling of shame in connection with these processes and of
+the desire for secrecy. The plain fact is that there is nothing so
+sacred and propitious on earth as the bringing of another normal child
+into the world in marriage. There is nothing staining or defiling about
+it, and therefore there is no need for shame or secrecy, but only for
+pride and joy. This doctrine should be part of the instruction given to
+all young people."</p>
+
+<div class="sidenote">Attitude all-important in sex-education.</div>
+
+<p>If sex-education succeeds in giving young people this enlightened
+attitude, there will be little difficulty in solving most of the
+ethical and hygienic problems of sex. A young man who has caught a
+glimpse of the highest interpretation of sex in its relation to human
+life, in short a young man to whom all natural sexual processes are
+essentially pure and noble and beautiful, is not one who will make
+grave hygienic mistakes in his own life, and he will not be personally
+connected with the social evil and its diseases, and he will avoid
+almost intuitively the physiologic and psychologic mistakes that most
+<span class='pagenum'><a name="Page_72" id="Page_72">[72]</a></span>often cause matrimonial disaster. Everything, then, in successful
+sex-education depends upon the attitude formed in the minds of
+learners; and towards this our major efforts should be directed.</p>
+
+<div class="sidenote">Comparison with animals not helpful.</div>
+
+<p>The prevailing vulgar attitude towards sex will not be greatly improved
+by repeated emphasis upon the animal nature of reproduction in attempts
+at supporting the thesis that propagation is the sole function of
+sexual processes in human life. Such an interpretation of human
+sexuality as purely animalistic in function is implied, if not
+expressed, by some workers for the "purity" movement. I sincerely
+believe that such a view will inevitably tend to increase the feeling
+that sexual processes are heritages from the beasts which unfortunately
+must be tolerated because nature has provided no other way for
+perpetuating human life.</p>
+
+<div class="sidenote">Sexual pessimism.</div>
+
+<p>An intelligent woman, a happy wife and mother, who had accepted this
+ascetic and pessimistic view of sex, said the other day: "Oh, love and
+marriage and motherhood would be so beautiful were it possible to
+escape the unspeakably vulgar facts of physical life!" Poor woman! It
+must have been some fiend incarnate who in the guise of a prophet of
+purity preached to her the animalistic interpretation of sex, which
+made her overlook the fact that the very beauty which she could not
+quite grasp had its origin in her emotions arising from the despised
+sexual nature.</p>
+
+<p><span class='pagenum'><a name="Page_73" id="Page_73">[73]</a></span>This is not an isolated case. Several young women who have graduated
+from college within ten years vouch for the statement that many
+thoughtful students are strong in the belief that ideal marriage is
+platonic friendship and that it is a sad fact of life that husband and
+wife must lay aside their high ideals in order to become parents.</p>
+
+<p>Such depressing interpretations of life are bound to come from the
+radical type of "purity" preaching based on the sexual mistakes of the
+past and on the lives of animals. A similar pessimistic view regarding
+the function of eating might be based on mistakes of drunkards and
+gluttons and on the habits of the porcine family. If these are to guide
+our conduct, then food-taking is to be regarded as a necessary but
+vulgar habit inherited from our animal ancestors; and if we are to be
+logical and attempt to rise to ideal purity in eating, we must hasten
+to dispense with the culinary science and all the &aelig;sthetics which have
+made civilized eating a fine art. Of course, this is just what the
+strict ascetic does; but such radical disbelievers in the pleasures
+that we have associated with eating would be declared lunatics in any
+civilized country.</p>
+
+<div class="sidenote">Two kinds of hunger.</div>
+
+<p>I have chosen eating for illustrating my point, for the demands for
+food and for sexual activity are the two primal and necessary forms of
+hunger. The hunger for food has led to the refinements of civilized
+dining, but there has been great evolution. The animals feed (German,
+fressen) in order to satisfy hunger only; civilized <span class='pagenum'><a name="Page_74" id="Page_74">[74]</a></span>humans eat (essen)
+not only to satisfy the hunger appetite inherited from the animals, but
+also for the sake of the concomitant social &aelig;sthetic pleasures that add
+much to the joy of living. Now, if we are logical, we must interpret on
+parallel lines the sexual hunger that is necessary for the perpetuation
+of human life. Like eating, it is a necessary function inherited from
+the animals; but there has been an evolution of greater significance.
+In the animal world, sexual activity has only one function,
+reproduction; but human life at its highest has superadded psychical
+and social meaning to sexual relationships, and the result has been
+affection and the human family. If we reject this higher view of the
+double significance of sexuality in human life, and insist that only
+the necessary propagative function is worthy of recognition, it is
+almost inevitable that most people will continue to accept the hopeless
+view that human sexuality is on the same vulgar plane as that of the
+animals; in short, that it is only an animal function. This, I insist,
+is a depressing interpretation that will never help overcome the
+prevailing vulgar attitude toward sex.</p>
+
+<div class="sidenote">Human sexuality more than animal.</div>
+
+<p>It is only by frankly recognizing and developing the psychical and
+&aelig;sthetic meanings that are distinctly human and superadded to the
+merely propagative function of the animals, that people can be led far
+away from the vulgar outlook on sex and reproduction in human life.</p>
+
+<div class="sidenote">Relation of attitude and morality.</div>
+
+<p><span class='pagenum'><a name="Page_75" id="Page_75">[75]</a></span>There is no question that wholesome attitude towards sex and
+reproduction is closely associated with the problems of sexual
+morality, and especially so far as educational procedure is concerned.
+It is true that large numbers of moral people hold the vulgar attitude
+towards sex and reproduction; but for people who do not accept the
+moral code without question there is probably no better way of teaching
+sexual morality than by influencing the individual's attitude. There
+are many people who stand for sexual morality for no other reason than
+that they have a dignified and &aelig;sthetic attitude towards sex.</p>
+
+<div class="sidenote">Sexual vulgarity a stage in evolution.</div>
+
+<p>There is much evidence that the world is rapidly improving in this
+respect. Sexual vulgarity seems to represent a stage in the evolution
+of human life from the barbaric to the fully civilized. The sexual
+vulgarity of primitive peoples, both ancient and modern, has been all
+too frequently recalled by writers whose pseudo-scientific
+superficiality leads them to believe that knowledge concerning barbaric
+and ultra-bestial sensuality will help solve modern sex problems. In
+the classical days when Venus and Bacchus and other deities of
+sensuality were worshipped by their devotees, there was sexual
+vulgarity in action and language such as now exists only among the most
+ignorant or depraved people in civilized lands. The advent of Christian
+civilization in Europe left no place for temples and worship of
+sensuality, but still the age-old tendency towards <span class='pagenum'><a name="Page_76" id="Page_76">[76]</a></span>a crude and
+barbaric kind of sexual vulgarity and obscenity has continued in
+folklore, in colloquial language, and in literature. However, there has
+been a vast change in the attitude of the best people within the last
+two centuries. Once many English writers, many of them now deservedly
+obscure, published prose and poetry that would now be criminal. An
+unexpurgated edition of Shakespeare's "Complete Works," or of
+Boccaccio's "Decameron," could not be circulated through the United
+States mails, and there are many good people who are asking how long we
+shall continue to allow the unexpurgated "Old Testament" the privilege
+of circulation. It is not simply prose and poetry that has been
+purified. Scientific literature has shown the influence of the reaction
+against obscenity. Linn&aelig;us and other naturalists of the past were fond
+of giving scientific names that perpetuated vulgar comparisons with
+sexual organs, but no naturalist of the present day would dare suggest
+such designations for unnamed animals and plants. The older medical
+literature contains abundant obscenities; but scientific dignity, as
+well as the refinement of modern medical writers, has tended to compel
+the elimination of vulgarity. However, there are still too many
+physicians, especially those working with venereal and genito-urinary
+diseases, who go out of their way to illuminate their conversations,
+lectures, books, and magazine articles with veiled vulgarity. Even
+high-class medical journals occasionally contain illustrations of this
+<span class='pagenum'><a name="Page_77" id="Page_77">[77]</a></span>tendency. However, the medical profession as a class stands for
+dignified scientific presentation of facts, and obscenity will soon be
+tabooed in medical and all other reputable literature. Save for
+occasional emanations privately printed by and for degenerate persons,
+public obscenity will soon be unknown. Its complete disappearance will
+have a vast influence upon the problem of sexual attitude.</p>
+
+<br />
+
+<p class="cend">&sect; 12. <i>The Seventh Problem for Sex-instruction: Marriage</i></p>
+
+<div class="sidenote">Physiology and psychology of marriage.</div>
+
+<p>It is the consensus of opinion of numerous physicians, ministers, and
+lawyers that a very large proportion of matrimonial disharmonies have
+their foundation in the common misunderstanding of the physiology and
+especially of the psychology of sex. In the opinion of many students of
+sexual problems, this is the strongest reason for sex-instruction. It
+is certainly a line in which limited spread of information has already
+given some definite and satisfactory results. Many of my friends and
+former students have helped me accumulate a long list of cases in which
+scientific knowledge regarding sex has prevented and corrected
+matrimonial disagreements; and having easily found so much definite
+influence of sex-science upon marriage, I am forced to believe that
+sex-instruction specially organized for people of marriageable age is
+already giving results of tremendous importance to very many
+individuals. Large numbers of young people are <span class='pagenum'><a name="Page_78" id="Page_78">[78]</a></span>already awake to the
+need of scientific guidance in marriage, and there is a great demand
+for helpful information.</p>
+
+<p>Advanced sex-instruction with reference to the problems of marriage
+need not wait for general establishment of elementary instruction for
+children of school ages. Lectures and books are already reaching large
+numbers of adults. Such enlightenment will help in two ways, by the
+influence on marriage and by preparing adults to teach children.</p>
+
+<div class="sidenote">Other knowledge needed.</div>
+
+<p>There is another side to the problem of marriage that points to need of
+the larger sex-education. Physiology and psychology of sex are
+fundamental; but they alone are not sufficient to complete that mutual
+adjustment and understanding which marriage at the full development of
+its possibilities involves. Matrimonial harmony cannot be entirely a
+problem of applied science, as some superficial devotees of science
+seem to think; for science can never analyze those subtle and
+ever-varying qualities that go to make up what we call personality, and
+marriage in its largest outlook is the intimate blending of two
+personalities. Psychological and physiological knowledge will
+undoubtedly help the two married individuals in their progress towards
+the harmonious adjustment of their individualities; but there are many
+little, but often serious, problems that the physiology and psychology
+of sex cannot solve. They are problems that involve mutual affection,
+comradeship, sympathy, unselfishness, co&ouml;peration, <span class='pagenum'><a name="Page_79" id="Page_79">[79]</a></span>kindliness, and
+devotion of husband and wife. Obviously, these can never be developed
+by any formal instruction.</p>
+
+<div class="sidenote">Helpful literature.</div>
+
+<p>Probably there is no better way to help young people realize the
+possibilities of matrimonial harmony than by suggesting wholesome
+literature. Some of this is a part of the world's general treasure of
+books that in prose and poetry, in history and romance, hold up a high
+ideal of love with marriage. There is much such literature that gives
+young people inspiration, but too much of it, like college life, ends
+with a commencement. "And then they were married and lived happily ever
+after"&mdash;is the familiar closing as the novelist rings down the curtain
+after reciting only the prologue in the life drama of his two lovers.
+We need more literature that does not end with the wedding march, but
+which gives young people the successful solution of the problems after
+marriage. Some such is available in history and biography; some in
+essays. As I write there come to my mind several books that have
+impressed me: Professor Palmer's "Life of Alice Freeman Palmer";
+Leonard Huxley's "Life and Letters of T.H. Huxley," which gives many
+intimate glimpses of the ideal home life which the great biologist
+centered around Mrs. Huxley; William George Jordan's "Little Problems
+of Married Life"; Orrin Cock's "Engagement and Marriage"; and that much
+misunderstood<a name="FNanchor_11_11" id="FNanchor_11_11"></a><a href="#Footnote_11_11" class="fnanchor">[11]</a> but helpful book <span class='pagenum'><a name="Page_80" id="Page_80">[80]</a></span>"Love and Marriage" by Ellen Key.
+Many of the stories by Virginia Terhune Van de Water, published in the
+magazines and collected in a book entitled "Why I Left my Husband"
+(Moffatt, Yard), deal with real problems of married life.</p>
+
+<div class="sidenote">Similar education of the sexes.</div>
+
+<p>The problems of co-education and co&ouml;rdinate education have not a little
+bearing on the adjustment of the two sexes in marriage. In these days
+when vocational education is fashionable in theory and is attracting
+attention in practice, we are told that co-education and co&ouml;rdinate
+education are mistakes because they provide the same training for both
+sexes. We are told that girls must be educated for their vocation of
+home-making, while boys must be educated for business, trades, or
+professions. Everywhere in this current movement for vocational
+education we find the emphasis placed on making education for the two
+sexes just as dissimilar as possible. Fortunately for the educational
+adjustments of the two sexes to each other, much of the present-day
+discussion that demands extensive sex specialization of education
+cannot be made practical and the training of the two sexes will
+inevitably continue to be quite similar, with at most a limited amount
+of time spent on application of certain knowledge to practical <span class='pagenum'><a name="Page_81" id="Page_81">[81]</a></span>ends
+that are chiefly of interest to one sex only. By far the greater part
+of education from kindergarten through the university is in the nature
+of the fundamentals of knowledge and will continue to be essentially
+similar for both sexes. For illustration, the writer happens to be
+connected with a college which offers a four-year course and graduate
+work specially arranged with reference to household arts. Surely here
+is an opportunity for education far different from that of the typical
+college for men. As a matter of fact, there is great similarity. The
+greater part of the four years is filled with general courses in
+English, modern languages, chemistry, biology, physics, sociology,
+economics, and fine arts, while a minor part of the curriculum consists
+of courses in cookery, clothing, and household administration. The
+general courses are in essentials not different from courses in
+colleges for men. Here and there instructors select materials and in
+other ways relate the general courses to household arts, but after all
+a girl who completes these courses has acquired the same educational
+fundamentals that her brother gets in Columbia College or in any other
+standard college for men. It is only, then, in the cookery, clothing,
+and administration that there is sex-differentiated education, and even
+in these the practice necessary to acquire proficiency in technique is
+the chief peculiarity. So far as fundamental knowledge is concerned;
+cookery is chiefly an application of chemistry, physics, and physiology
+that could easily be made clear to one who had completed <span class='pagenum'><a name="Page_82" id="Page_82">[82]</a></span>courses in
+these sciences in a college for men; dress design is an application of
+fine arts and its construction is a mechanical problem. The mental
+problems involved in dress design and making cannot be far different
+from house design and construction which are supposed to be primarily
+adapted to men.</p>
+
+<div class="sidenote">Little differentiation.</div>
+
+<p>On the whole, then, there is really little possibility of
+sex-differentiated education. This, I insist, is a fortunate fact of
+vast importance in the mutual adjustment of the two sexes in marriage.
+There could be no adjustment on an intelligent basis if education could
+be utterly dissimilar. There can be perfect adjustment only when the
+two individuals are adjusted harmoniously, and that means similar
+outlooks on life's problems.</p>
+
+<div class="sidenote">Need of sex-education for feminism.</div>
+
+<p>Many of the problems of the modern feministic movement are such as to
+demand rational education of both women and men with reference to sex
+and marriage. Let me quote C. Gasquoine Hartley, whose suggestive
+Chapters VIII and IX in her "Truth About Woman" (Dodd, Mead) deserve to
+live long after the readable but unscientifically applied earlier
+chapters are consigned to oblivion:</p>
+
+<div class="block"><p>"To hear many women talk it would appear that the new ideal is a
+one-sexed world. A great army of women have espoused the task of
+raising their sex out of subjection. For such a duty the strength
+and energy of passion is required. Can this task be performed if
+the woman to any extent indulges in <span class='pagenum'><a name="Page_83" id="Page_83">[83]</a></span>sex&mdash;otherwise subjection to
+man? Sexuality debases, even reproduction and birth are regarded
+as 'nauseating.' Woman is not free, only because she has been the
+slave to the primitive cycle of emotions which belong to physical
+love. The renunciation, the conquest of sex&mdash;it is this that must
+be gained. As for man, he has been shown up, women have found him
+out; his long-worn garments of authority and his mystery and
+glamour have been torn into shreds&mdash;woman will have none of him.</p>
+
+<p>"Now obviously these are over-statements, yet they are the logical
+outcome of much of the talk that one hears. It is the visible sign
+of our incoherence and error, and in the measure of these follies
+we are sent back to seek the truth. Women need a robuster courage
+in the face of love, a greater faith in their womanhood, and in
+the scheme of Life. Nothing can be gained from the child's folly
+in breaking the toys that have momentarily ceased to please. The
+misogamist type of woman cannot fail to prove as futile as the
+misogamist man. Not 'Free <i>from</i> man' is the watch-cry of women's
+emancipation that surely is to be, but 'Free <i>with</i> man.'"</p></div>
+
+<div class="sidenote">Sex and intellectualism.</div>
+
+<p>And further on the same author, considering the problem of the women of
+the common type that are classified as a "third sex," that of
+temperamental neuter, says:</p>
+
+<div class="block"><p>"Economic conditions are compelling women to enter with men into
+the fierce competition of our disordered social state. Partly due
+to this reason, though much more, as I think, to the strong
+stirring in woman of her newly-discovered self, there has arisen
+what I should like to call an over-emphasized <span class='pagenum'><a name="Page_84" id="Page_84">[84]</a></span>Intellectualism.
+Where sex is ignored there is bound to lurk danger. Every one
+recognizes the significance of the advance in particular cases of
+women towards a higher intellectual individuation, and the social
+utility of those women who have been truly the pioneers of the new
+freedom; but this does not lessen at all the disastrous influence
+of an ideal which holds up the renunciation of the natural rights
+of love and activities of women, and thus involves an irreparable
+loss to the race by the barrenness of many of its finest types.
+The significance of such Intellectuals must be limited, because
+for them the possibility of transmission by inheritance of their
+valuable qualities is cut off, and hence the way is closed to a
+further progress. And, thus, we are brought back to that simple
+truth from which we started; there are two sexes, the female and
+the male, on their specific differences and resemblances blended
+together in union every true advance in progress depends&mdash;on the
+perfected woman and the perfected man."</p></div>
+
+<div class="sidenote">Young women misled by sexual pessimists.</div>
+
+<p>One who studies carefully the various aspects of the extreme feministic
+movement must admit that there are many signs of the dangers which the
+above quotations point out so clearly. Of course, we cannot believe in
+the sincerity of all of the numerous women of thirty-five to fifty
+years who pretend to ignore sex completely. Probably most of them have
+discovered that they have misunderstood themselves; but it is also
+probable that they have discovered too late for making a readjustment
+in their own lives. However, it matters little whether such women have
+really succeeded in ignoring sex. The <span class='pagenum'><a name="Page_85" id="Page_85">[85]</a></span>real problem for educational
+attack lies in the fact that such women often succeed in proselyting
+young women under twenty-five, and these in turn may not come to see
+the real truth about sex and life until ten or fifteen years later.
+Clearly, organized education must protect young women against such
+influences.</p>
+
+<div class="sidenote">The greatest good in sex-education.</div>
+
+<p>The greatest good which may come from the sex-education movement is not
+prevention or elimination of social diseases, it is not improved
+health, it is not general acceptance of the moral law of sex, it is not
+one or all these that are devoutly to be hoped for; but far greater
+than such possible results from sex-education, it will bring to many a
+man and woman a deeper, nobler, and purer knowledge of what sex means
+for the coming race and of what it means now to each individual who
+realizes life's fullest possibilities in conjugal affection which
+culminates in new life and new motives for more affection. Such an
+understanding of sex in relation to home life will help this old world
+more than anything else which sex-education may accomplish.</p>
+
+<div class="sidenote">The greatest sex problem.</div>
+
+<p>The problems of sex and marriage deserve far more attention than can be
+given in this lecture. I am convinced that knowledge of sex in its
+physical, psychical, social, and &aelig;sthetic aspects is the only sure
+foundation for harmonious marriage under modern conditions. Therefore,
+I believe this to be the greatest sex problem open to educational
+attack.</p>
+
+<span class='pagenum'><a name="Page_86" id="Page_86">[86]</a></span><br />
+
+<p class="cend">&sect; 13. <i>The Eighth Problem for Sex-instruction: Eugenics</i></p>
+
+<div class="sidenote">Meaning of eugenics.</div>
+
+<p>Eugenics, or the science of human good breeding, is just now the most
+popular of the problems concerning human sex and reproduction. In
+recent years, the biological investigators of heredity have published
+some startling facts which show that the human race must soon check its
+reckless propagation of the unfit and encourage reproduction by the
+best types of men and women. This is not the place for a review of the
+eugenic propositions. Those interested will find them in non-technical
+form in many books (see the bibliographical chapter of this book, page
+248).</p>
+
+<div class="sidenote">Eugenics in biology.</div>
+
+<p>Some of the chief facts of eugenics should be a part of every
+well-organized scheme of sex-instruction, and taught through biology (&sect;
+17). Probably no other topic in biology is so likely to make an
+ethical-social appeal, for the central point of eugenics is the
+responsibility of the individual whose uncontrolled sexual actions may
+transmit undesirable and heritable qualities and bring a train of
+disaster to generations of descendants.</p>
+
+<div class="sidenote">Relation of eugenics and sex-hygiene.</div>
+
+<p>At this point we digress to correct the widespread error in confusing
+sex-hygiene and eugenics. Many people who ought to know better use the
+two terms synonymously, perhaps because they are afraid of that
+comparatively novel but frank prefix in "sex-hygiene." The fact is that
+eugenics and sex-hygiene have little in common. Eugenics is the
+<span class='pagenum'><a name="Page_87" id="Page_87">[87]</a></span>science of reproducing better humans by applying the established laws
+of genetics or heredity. In brief, it means, on the positive side,
+selecting desirable people as parents; and, negatively, preventing
+propagation by the undesirables. This is the sum total of the task of
+eugenics in the accurate sense of the term.</p>
+
+<div class="sidenote">Facts of heredity.</div>
+
+<p>So far as we know, each coming generation will inherit only qualities
+that the parents inherited from their parents. It is a well-known
+principle of biology that changes in the bodies of human beings during
+their lifetime (dating from the fertilized egg that produces the
+individual) are never in any noticeable degree inherited by
+descendants. In short, acquired characteristics of the body tissues do
+not influence the germ plasm, the living matter concerned with heredity
+and reproduction, but the germ plasm that determines what the next
+generation will inherit is fixed at birth. Thus tuberculosis,
+alcoholism, gonorrhea, and syphilis may be acquired during the life of
+an individual, but do not become fixed in the germ plasm. If the
+infants show effects of any of these diseases, it is not because of
+true heredity but because they were infected or influenced before
+birth. Rarely does this happen to children of a tuberculous mother, but
+often to those of a syphilitic mother. In a gonorrheal ophthalmia
+neonatorum (specific inflammation of infants' eyes) it is a case of
+infection <i>during</i> birth.</p>
+
+<div class="sidenote">Sex-hygiene and eugenics parallel.</div>
+
+<p>Thus, it appears that sex-hygiene either personal or social (concerned
+with venereal diseases) is not <span class='pagenum'><a name="Page_88" id="Page_88">[88]</a></span>a part of eugenics. It is, however, a
+phase of euthenics, which deals with the environmental factors that
+affect the individual life. It is clear, then, that sex-hygiene (in the
+strict medical sense) and eugenics are parallel and not conflicting.
+Eugenics aims to select better parents who will transmit their own
+qualities genetically. Sex-hygiene in its personal and social aspects
+will make healthier parents able to give their offspring a healthier
+start in life, especially because the offspring is free from the
+prenatal effects of disease.</p>
+
+<p>The teaching of heredity and eugenics is intended to develop a sense of
+individual responsibility for the transmission of one's good or bad
+inherited qualities to offspring. The teaching of sex-hygiene, either
+personal or social, looks towards improving personal health and
+preventing infection and injurious influence on the unborn next
+generation. Obviously, we need both sex-hygiene and eugenics as part of
+the larger sex-instruction.</p>
+
+<br />
+
+<p class="cend">&sect; 14. <i>Summary of Lectures on Sex Problems</i></p>
+
+<div class="sidenote">Problems of health, attitude, and morals.</div>
+
+<p>We have made a general survey of the problems that offer reasons for
+sex-instruction. We have noted that some of the problems are concerned
+with health and, hence, lie within the scope of sex-hygiene in the
+strict sense of that term; but some of them have only the remotest
+relation to health and hygiene. On the contrary, they relate to the
+<span class='pagenum'><a name="Page_89" id="Page_89">[89]</a></span>ethical, social, and &aelig;sthetic attitude of individuals towards sex and
+reproduction. Obviously, these touch problems not of sex health, but of
+sex morality. In their educational importance I believe them as great,
+perhaps even greater, than those of sex-hygiene. In fact, I have come
+to believe that many individuals can best solve all their own sexual
+problems on the basis of moral and &aelig;sthetic attitude.</p>
+
+<div class="sidenote">Many-sided instruction needed.</div>
+
+<p>Considering, as we have done, the sex problems in their many aspects,
+we are forced to the conclusion that sex-education will prove adequate
+only when it combines instruction from the several points of view. It
+must be much more than the sex-hygiene with which the sex-instruction
+movement started. We need sexual knowledge that will conserve health,
+that will develop social and ethical and eugenic responsibility for
+sexual actions, that will lead to increased happiness as well as to
+improved health, and that will give a nobler and purer view of life's
+possibilities. In all these lines in which sex influences human life
+profoundly, sex-education holds out the hope of help towards a better
+life for all who receive and apply its lessons.</p>
+
+<br />
+<hr style="width: 15%;" />
+<br />
+
+<h4>FOOTNOTES:</h4>
+
+<div class="footnote"><p class="noin"><a name="Footnote_1_1" id="Footnote_1_1"></a><a href="#FNanchor_1_1"><span class="label">[1]</span></a> In the <i>American Journal of Public Health</i> for July, 1913,
+Dr. John S. Fulton, Director General of the XV International Congress
+on Hygiene and Demography, criticized severely the extremely radical
+statistics that were presented on charts at the sex-hygiene exhibit of
+the Congress, and were later published in Wilson's "Education of the
+Young in Sex-hygiene."</p></div>
+
+<div class="footnote"><p class="noin"><a name="Footnote_2_2" id="Footnote_2_2"></a><a href="#FNanchor_2_2"><span class="label">[2]</span></a> There is danger in quoting to young men the estimates as
+to prevalence of social diseases and, therefore, of promiscuity. Fear
+of consequences will not control one who is led to believe that he is
+doing what most men do. (See Parkinson in <i>Educational Review</i>, Jan.
+1911, pp. 44-46.)</p></div>
+
+<div class="footnote"><p class="noin"><a name="Footnote_3_3" id="Footnote_3_3"></a><a href="#FNanchor_3_3"><span class="label">[3]</span></a> Many writers have discounted the value of warnings
+involved in sex-instruction concerning social disease (see especially
+Cabot's papers referred to in &sect; 46, and Parkinson in <i>Educational
+Review</i>, January, 1911).</p></div>
+
+<div class="footnote"><p class="noin"><a name="Footnote_4_4" id="Footnote_4_4"></a><a href="#FNanchor_4_4"><span class="label">[4]</span></a> Louise Creighton, in her excellent little book on "The
+Social Disease and How to Fight It" (Longmans), has well presented the
+problems of social impurity from woman's point of view.</p>
+
+<p class="noin">Dr. W.S. Hall, in "Life's Problems," has given in a few pages the
+necessary protective knowledge.</p></div>
+
+<div class="footnote"><p class="noin"><a name="Footnote_5_5" id="Footnote_5_5"></a><a href="#FNanchor_5_5"><span class="label">[5]</span></a> See "The Sexual Necessity," by Drs. Howell and Keyes.</p></div>
+
+<div class="footnote"><p class="noin"><a name="Footnote_6_6" id="Footnote_6_6"></a><a href="#FNanchor_6_6"><span class="label">[6]</span></a> See also, Henderson's "Education with Reference to Sex."</p></div>
+
+<div class="footnote"><p class="noin"><a name="Footnote_7_7" id="Footnote_7_7"></a><a href="#FNanchor_7_7"><span class="label">[7]</span></a> See chapter on "Motherhood and Marriage" in Foerster's
+"Marriage and the Sex Problem."</p></div>
+
+<div class="footnote"><p class="noin"><a name="Footnote_8_8" id="Footnote_8_8"></a><a href="#FNanchor_8_8"><span class="label">[8]</span></a> As an illustration of this fact, out of 558 Pittsburgh
+professional prostitutes, 406 had never had children. Of the 152 who
+were mothers, only 24 had two or more children.</p></div>
+
+<div class="footnote"><p class="noin"><a name="Footnote_9_9" id="Footnote_9_9"></a><a href="#FNanchor_9_9"><span class="label">[9]</span></a> Many thinking men and women now agree with Ellen Key that
+"marriage is immoral without mutual love," that "love is the sole
+decisive point of view in questions concerning this relationship," that
+"it will come to pass that no finely sensitive woman will become a
+mother except through mutual love," that "everything which is exchanged
+between husband and wife in their life together can only be the free
+gift of love, can never be demanded by one or the other as a right."
+(Key&mdash;"The Morality of Woman.")</p></div>
+
+<div class="footnote"><p class="noin"><a name="Footnote_10_10" id="Footnote_10_10"></a><a href="#FNanchor_10_10"><span class="label">[10]</span></a> Foerster, in his "Marriage and the Sex Problem," urges
+that self-control over sexual passions is the working of the old idea
+of asceticism, which he believes "should be regarded, not as a negation
+of nature nor as an attempt to extirpate natural forces, but as
+practice in the art of self-discipline. Its object should be to show
+humanity what the human will is capable of performing, to serve as an
+encouraging example of the conquest of the spirit over the animal
+self." My personal view is that nothing is gained by confusing
+self-control and the old asceticism.</p></div>
+
+<div class="footnote"><p class="noin"><a name="Footnote_11_11" id="Footnote_11_11"></a><a href="#FNanchor_11_11"><span class="label">[11]</span></a> Misunderstood, it seems to me, because her philosophy
+demanding that marriage begin with, exist with, and end with love means
+freedom in love, and this has been misinterpreted as "free love" in the
+sense of promiscuity. I know of no writer who stands for marriage on a
+higher plane than that advocated by Ellen Key. Her lecture on "Morality
+of Woman" (Seymour Co., Chicago) is a good condensed statement of her
+largest ideas and a helpful introduction to "Love and Marriage."</p></div>
+
+<br />
+<br />
+<br />
+<br />
+<a name="III" id="III"></a><hr />
+<span class='pagenum'><a name="Page_90" id="Page_90">[90]</a></span><br />
+
+<h2>III</h2>
+
+<h3 class="sc">Organization of Educational Attack on the Sex Problems<span class="totoc"><a href="#toc">ToC</a></span></h3>
+
+<br />
+
+<p class="cend">&sect; 15. <i>The Task of Sex-education</i></p>
+
+<div class="sidenote">Pragmatic solution of sex problems.</div>
+
+<p>In the preceding series of lectures we have surveyed eight important
+sex problems that can never be solved, even in part, unless by
+widespread information that specifically guides the individual and
+organized society in the adjustment of sexual instincts to the peculiar
+conditions that obtain in our modern civilized life. To spread the
+knowledge that will help civilized humanity on towards the best
+possible adjustment of sex and life, and therefore to a pragmatic
+solution of sexual problems, is the task or the chief aim of
+sex-education.<a name="FNanchor_12_12" id="FNanchor_12_12"></a><a href="#Footnote_12_12" class="fnanchor">[12]</a></p>
+
+<div class="sidenote">No hope for complete solution.</div>
+
+<div class="sidenote">Constant advance towards ideals.</div>
+
+<p>Of course, only the ultra-Utopian dreamer claims that sex-education can
+solve all the sexual problems of civilized life, but even the most
+pessimistic disbeliever in the new movement admits that knowledge of
+sexual life will be helpful to the great majority of people. Hence, it
+is worth while to organize the educational attack <span class='pagenum'><a name="Page_91" id="Page_91">[91]</a></span>on the sex problems
+which we have considered in the preceding lectures. It seems to me that
+we may gain an advantage by frankly admitting that the educational
+attack is not expected to solve all sex problems for all people, for by
+such admission we put to flight those shallow cynics who have opposed
+the sex-education movement because they think (and probably correctly)
+that immorality and social diseases and all other sexual disharmonies
+will continue to exist as long as the human species does. Likewise,
+there will be dishonesty and murder and preventable diseases and all
+other human troubles in spite of education; but the advancement of
+learning has slowly and progressively reduced the sum total of all the
+disharmonies of life until now civilized people are largely free from
+many of the original or barbaric conditions. Along similar lines we may
+confidently think of sex-education as making a constantly advancing and
+victorious attack on the problems of life that have grown out of our
+primitive sexual instincts. Sex-education, like all other education,
+strives towards ideals that individuals and society may always approach
+but may never reach. It is only another case of Emerson's advice,
+"hitch your wagon to a star," which means the adoption of high ideals
+that lead ever on and on towards better life.</p>
+
+<p>With this understanding that <i>the task of sex-education is the
+ever-advancing improvement of sexual conditions in individual as well
+as in social life</i>, let <span class='pagenum'><a name="Page_92" id="Page_92">[92]</a></span>us turn now to consider the possible lines for
+definite educational attack on the chief problems of sex. It will be
+most helpful if we first analyze the general task of sex-education into
+some specific aims that may definitely guide instruction, and then in
+later lectures consider the methods and detailed subject matter of
+sex-instruction.</p>
+
+<br />
+
+<p class="cend">&sect; 16. <i>The Aims of Sex-education</i></p>
+
+<div class="sidenote">Emphasis on social disease.</div>
+
+<p>Since the revelations concerning the disastrous physical effects of
+sexual immorality, especially as it exists in the commercialized
+conditions of the social evil, have had the chief influence in
+awakening intelligent people from their age-long ignorance and
+indifference concerning the great sex problems, it was natural that
+those who first proposed special instruction should have emphasized the
+social evil and its diseases so much as to create the widespread but
+erroneous impression that the great aim of sex-education is to teach
+the distressing facts concerning the pathological consequences of
+immorality.</p>
+
+<div class="sidenote">Other problems need emphasis.</div>
+
+<p>Now, without in the least underestimating the vast importance of the
+emphasis placed on sexual immorality and social diseases in the
+splendid pioneer work of the late Dr. Morrow and others for the
+sex-education movement, and without suggesting that these topics should
+be neglected while reorganizing the educational attack on sex problems,
+I believe that so far as formal instruction in homes, schools, and
+<span class='pagenum'><a name="Page_93" id="Page_93">[93]</a></span>colleges is concerned, we may gain a decided advantage if we now
+recognize and declare boldly that the physical effects of the diseases
+arising from the social evil constitute <i>only one of several</i> groups of
+sex problems that organized education should attempt to solve.</p>
+
+<p>Concerning the other problems that sex-education should touch with
+great definiteness, it is my personal view that most of those outlined
+in the preceding lectures will be affected by instruction along five
+important lines, as follows:</p>
+
+<div class="sidenote">Five lines of instruction.</div>
+
+<p>(1) The scientific truths that lead to serious and respectful attitude
+on all sex questions. (2) The personal sex-hygiene that independent of
+social diseases conserves individual health directly or indirectly
+through sexual normality. (3) The ethical responsibility of individuals
+for the physical or social or psychical harm of their sexual actions
+upon other individuals, <i>e.g.</i>, in prostitution and illegitimacy. (4)
+The hygienic, ethical, and psychical laws that promote physical and
+mental health in monogamic marriage. (5) The established principles of
+heredity and eugenics which foretell the possible coming of a better
+race of humans. I believe that in these five lines there are
+educational problems of present and future greater significance to
+human health and happiness than are found in the social evil and its
+diseases, commandingly important though these be. Therefore, in viewing
+the field of sex-education with reference to the possible usefulness of
+knowledge in helping <span class='pagenum'><a name="Page_94" id="Page_94">[94]</a></span>individuals solve the vital problems that have
+grown naturally out of the reproductive function, I believe that we are
+logical only when we organize our educational aims so as to give
+scientific instruction concerning the problems of sex in the several
+lines in addition to the physical or hygienic aspects of the social
+evil and its diseases.</p>
+
+<div class="sidenote">Four aims.</div>
+
+<p>As I now see in the large the sexual problems which scientifically
+organized education should attack, the educational aims may be grouped
+under four general headings as follows:</p>
+
+<p>First and most important, sex-education should aim to develop an
+open-minded, serious, scientific, and respectful attitude towards all
+problems of human life which relate to sex and reproduction.</p>
+
+<p>Second, sex-education should aim to give that knowledge of personal
+hygiene of the sexual organs which is of direct value in making for the
+most healthful and efficient life of the individual.</p>
+
+<p>Third, sex-education should aim to develop personal responsibility
+regarding the social, ethical, psychical, and eugenic aspects of sex as
+affecting the individual life in its relation to other individuals of
+the present and future generations; in short, sex-education should
+consider the problems of sexual instincts and actions in relation to
+society.</p>
+
+<p>Fourth, sex-education should aim to teach <i>briefly</i> to young people,
+during later adolescence, the essential hygienic, social, and eugenic
+facts regarding the two destructive diseases which are chargeable to
+sexual promiscuity or immorality.</p>
+
+<div class="sidenote">Order of importance of aims.</div>
+
+<p><span class='pagenum'><a name="Page_95" id="Page_95">[95]</a></span>For emphasis, let me briefly summarize these aims of sex-education: (1)
+Serious, scientific, and respectful attitude of mind on sex questions;
+(2) personal sex-hygiene; (3) social and ethical and eugenic
+responsibility for sex actions; (4) relation of immorality and social
+diseases. I have deliberately, placed these educational aims in this
+order because it is the order of greatest permanent importance in the
+sex-education movement; it represents the greatest value to the largest
+number of individuals who may learn the scientific truth; and it is the
+order most natural, most logical, and most effective in pedagogical
+practice with young people.</p>
+
+<div class="sidenote">Relation of aims to problems of sex.</div>
+
+<p>Sex-education organized with regard to these four aims will touch
+definitely all the eight problems of sex that have been discussed in
+preceding lectures. The first aim will directly affect the problem of
+vulgarity and indirectly touch those stated under the third aim. The
+second aim is obviously directed to the problem of personal health as
+it may be influenced by the sexual processes of one individual
+independent of others. Of course, there is also the personal aspect of
+social diseases, but it is clearer to consider both personal and social
+aspects of these diseases as a unit in the fourth aim. The third aim is
+based on five of the eight great problems which involve individual
+responsibility for the social evil, for illegitimacy, for sexual
+immorality, for matrimonial harmony, and for eugenics. The social
+<span class='pagenum'><a name="Page_96" id="Page_96">[96]</a></span>aspects of the venereal diseases obviously involve personal
+responsibility of the individual in relation to society as well as a
+personal hygienic problem. Thus, six of the eight great sex problems
+are essentially social and only those relating to personal hygiene and
+individual attitude are so distinctly personal as to have only an
+indirect relation to other individuals, as might be true in case of
+unharmonious marriage of individuals who are vulgar minded or who have
+been injured by unhygienic personal habits. Finally, the fourth aim
+provides for teaching the <i>essential</i> facts that may help individuals
+protect themselves directly, and society indirectly, against the
+diseases that awakened the world to the need of sex-education.</p>
+
+<p>Let us turn now to analyze the aims of sex-education and consider how
+they may be connected with a definite scheme for sex-instruction.</p>
+
+<br />
+
+<p class="cend">&sect; 17. <i>The Aims as the Basis of Organized Sex-instruction</i></p>
+
+<p>I have placed first the aim to develop a serious and respectful
+attitude toward sex and reproduction because at the root of the sexual
+problems of our times is the prevailing vulgar interpretation of sex
+and life discussed in a preceding lecture (&sect; 11).</p>
+
+<div class="sidenote">Biology and attitude.</div>
+
+<p>Recognizing the great importance of attitude, how may it be influenced
+by instruction in home or school? The most widely accepted answer is
+that the best beginning may be made through study of biology (including
+botany, zo&ouml;logy, and <span class='pagenum'><a name="Page_97" id="Page_97">[97]</a></span>physiology) and through nature-study and hygiene
+taught on a biologic basis. No other method of introduction to
+sex-instruction is so natural and so likely to lead to a serious,
+scientific, and open-minded attitude concerning sex. In fact, a large
+part of the study of reproduction of plants and animals in courses of
+biology in schools and colleges has its value chiefly in the
+overwhelming evidence that problems of sex and reproduction are natural
+and dignified aspects of life. Such biological study determines
+attitude in no small degree. This is the chief justification for study
+of the reproductive processes in a series of animals and plants
+representing stages between the complex development of the highest
+animals which parallel human life and the lowest forms which the
+microscope reveals. In all my classes of twenty years in high school
+and college I have noted a marked development of serious, scientific,
+and open-minded attitude in response to natural and frank presentation
+of animal and plant life-histories. Moreover, I have many times
+requested large groups of students to write freely and frankly
+concerning the influence of biological courses upon their own attitude;
+and their papers have strongly supported my observation that study of
+animal and plant life-histories exerts a profound influence upon the
+attitude of students towards the human problems of sex and
+reproduction. If I were stating a defense for biology as one of three
+or four essential science courses for general education, I should place
+the greatest <span class='pagenum'><a name="Page_98" id="Page_98">[98]</a></span>emphasis upon the study of animals and plants as a
+foundation for sex-instruction. Certain critics would reply that all
+the biological facts that are actually used in the direct human
+application of sex-instruction could be taught in a few lectures
+without a year's course in biology; but it is a demonstrated fact that
+a few isolated lessons do not give the attitude that comes from a good
+course of biology taught with the view to culminating in special
+sex-instruction.</p>
+
+<div class="sidenote">Literature and attitude.</div>
+
+<p>Only recently has it been pointed out that one's attitude towards sex
+may be profoundly influenced by reading certain general literature that
+holds up high ideals of love and sex and life. It will be most
+convenient to consider the influence of literature on sex-instruction
+in another lecture (&sect; 23).</p>
+
+<div class="sidenote">Teaching personal sex-hygiene.</div>
+
+<p>Now let us consider the general bearings of the personal sex-hygiene
+demanded by the second aim. For children under ten and twelve the
+necessary hygiene should be presented personally (see &sect; 25). For young
+people of adolescent years there are four possible ways of instruction
+in personal sex-hygiene: (1) It may be added naturally to a course or
+series of lessons in general hygiene including the problems of health
+for all systems of organs. (2) It may be included in a study of
+vertebrate and human reproduction in a course of biology or zo&ouml;logy.
+(3) It may be presented by a special lecture that is independent of all
+regular courses of study. (4) <span class='pagenum'><a name="Page_99" id="Page_99">[99]</a></span>Special booklets may be put into the
+hands of young people. Let us now examine each of these ways:</p>
+
+<div class="sidenote">Sex-hygiene in general hygiene.</div>
+
+<p>(1) Sex-hygiene as a natural part of a series of lessons in general
+hygiene is most satisfactory when preceded by biological nature-study
+or high-school biology in which life-histories of organisms have been
+studied for the sake of attitude. At present we lack satisfactory
+textbooks for this kind of correlation. There is a strong reaction
+against independent courses of hygiene in high schools, and the next
+plan is becoming more common.</p>
+
+<div class="sidenote">Hygiene in biology.</div>
+
+<p>(2) The inclusion of the necessary hygiene of all organs in courses of
+biology or zo&ouml;logy that have emphasized physiology and its bearings on
+health is the best arrangement so far proposed and tested in practice.
+It has been tried with success by Dr. W.H. Eddy in the High School of
+Commerce, New York City, and by other high-school teachers working
+along the same lines. The arguments for teaching general hygiene on a
+biological basis have been presented in the last chapter of "The
+Teaching of Biology in Secondary Schools" by Lloyd and Bigelow, and put
+in textbook form in the "Applied Biology" and "Introduction to Biology"
+by M.A. and Anna N. Bigelow. However, personal sex-hygiene is not
+included in these textbooks, because educational and public opinion do
+not yet stand for such radical lessons in books for schools.</p>
+
+<div class="sidenote">Special lectures on hygiene.</div>
+
+<p>(3) Special lectures on sex-hygiene independent of <span class='pagenum'><a name="Page_100" id="Page_100">[100]</a></span>biology or general
+hygiene are at best makeshifts, and not without dangers. I fear the
+effect of the abrupt introduction to sex problems by special lectures,
+especially for girls who may be shocked much more than the average boys
+can be. I heartily sympathize with parents and school officials who
+object to special lectures that suddenly focus attention on problems of
+sexual health. It seems to me that special lectures should be given
+only when no other method of teaching is possible. This applies
+especially to young people who are not in schools. While I have
+stressed biological nature-study as offering the ideal basis for the
+broadest kind of sex-education, I realize that there are cases where
+such study cannot be held prerequisite to some aspects of sex-hygiene
+that young people should know. However, we should aim to make such
+cases the exceptions and not the rule. Some good may be accomplished by
+teaching certain facts of sex-hygiene frankly and directly to those who
+have absolutely no knowledge of nature-study and biology; but after
+watching the reactions of groups of boys who were receiving such
+information, I have been convinced that even with a limit of one hour
+for instruction a biological setting is decidedly important in that it
+gives an indirect approach.</p>
+
+<p>(4) Special books and pamphlets are useful when, and only when, the
+above methods are impossible, but certain cautions are desirable (see &sect;
+22).</p>
+
+<div class="sidenote">Difficulty in ethical-social teaching.</div>
+
+<p><span class='pagenum'><a name="Page_101" id="Page_101">[101]</a></span>The third aim involves some difficult educational problems. Since we
+confess that we know so little concerning efficient methods for
+ethical, moral, or social teaching, it is evident that we must be far
+from a satisfactory plan for dealing with instruction which is intended
+to oppose most powerful instinctive tendencies and long-established
+habits of sensuality. Clearly the third aim sets no easy task for the
+educator; but since the possible solution of sex problems must turn on
+the sex actions of the individual in relation to society, the
+ethical-social aspects of sex-education must not be evaded because the
+way is not yet entirely clear. The fact is that a good beginning has
+been made, especially in teaching concerning social diseases, heredity,
+and eugenics.</p>
+
+<div class="sidenote">Social hygiene and ethics.</div>
+
+<p>The value of all the proposed teaching concerning the relation of
+immorality and social diseases is more ethical than hygienic. Read any
+of the standard literature on the social side of venereal diseases,
+especially the masterly writings of the eminent physician and chief
+organizer of the American movement for sex-education, the late Dr.
+Prince A. Morrow, of New York City; and one notes that the medical
+facts have bearings in two directions. First, they indicate the
+desirability of morality as a protection of personal health; and
+second, they teach that the pathological results of the individual's
+immoral living may be passed on later to innocent wives <span class='pagenum'><a name="Page_102" id="Page_102">[102]</a></span>and children.
+The first is as clearly personal hygiene as teaching that impure water
+may cause typhoid; but the second is social hygiene and ethics. The
+second is more impressive to all but the most selfish people.</p>
+
+<p>There is good reason for believing that information concerning the
+social diseases is more likely to impress the average young man through
+the social-ethical appeal much more than as a matter of personal
+health. Therefore, a biological lesson on social diseases, which may be
+presented most logically in connection with other germ diseases, may
+have its chief value in that its meaning is social and ethical.</p>
+
+<div class="sidenote">Biology and ethics.</div>
+
+<p>As another illustration of biology touching ethics, I have recently
+come to believe that the teaching concerning heredity and eugenics,
+which should be a standard part of the best sex-instruction, has its
+greatest value in the ethical appeal, and not in the direct biological
+application of the laws of heredity which underlie eugenics. I realize
+that this statement is likely to be disputed by those biologists who
+see in eugenics only the possibility of controlling heredity so as to
+propagate better strains of humans, just as breeders of plants and
+animals have produced better domesticated varieties. A biologist
+naturally believes that the ultimate aim of eugenics is improvement of
+physical and psychical qualities; but considering the
+ethical-social-biological complications of human sex-problems, it seems
+improbable that any decided and <span class='pagenum'><a name="Page_103" id="Page_103">[103]</a></span>extensive improvement is likely to
+come if we continue to limit our interpretation of the principles of
+eugenics to the purely biological standpoint of the breeder of plants
+and animals. Let me illustrate by some concrete facts from eugenics:</p>
+
+<p>There is a widespread opinion among science teachers that high-school
+biology should present some of the best established facts of heredity;
+and that these should be eugenically applied to human life by means of
+such illustrations as those afforded by the histories of certain
+degenerate families, such as the well-known Jukes and Kallikaks. A
+brief sketch of the history of the latter family, as described in Dr.
+Goddard's interesting book, "The Kallikak Family" (Macmillan), will
+make clear my point as to the ethical appeal of eugenics.</p>
+
+<div class="sidenote">Eugenics and ethical teaching.</div>
+
+<p>A young man of good ancestry broke the moral law about one hundred and
+forty years ago and became the father of an illegitimate son by a
+feeble-minded mother. Of 480 descendants of this son, there have been
+46 normal, many immoral, many alcoholic and 143 feeble-minded. The same
+man who back in the revolutionary days made a moral mistake which led
+to such awful consequences, later married a woman of good family and
+became the progenitor of a second line of 496 descendants of whom 494
+have been normal mentally, while two were affected by alliance with
+another family; and all have been first-class citizens, many of them
+prominent in business, professions, etc.</p>
+
+<p><span class='pagenum'><a name="Page_104" id="Page_104">[104]</a></span>Even making due allowance for the depressing influence of the
+environment in which most of the down-and-out descendants in the
+degenerate line lived, the comparison between the normal and the
+abnormal lines from the same ancestor gives the most convincing eugenic
+evidence that has been discovered in the human race. Doubtless it will
+long be used as a basis for attempted biological control of the
+propagation of the unfit. Many similar cases of hereditary degeneracy
+are recorded in books on eugenics.</p>
+
+<p>Such a eugenic record as that of this Kallikak family should be
+reviewed in every high school and college in connection with the topic
+"heredity" in a course of biology, for it will teach two important
+lessons: (1) The biological principle that defects, both physical and
+mental, are highly heritable, even for many generations; and (2) the
+ethical responsibility for the sex actions of the individual who may
+start a long train of human disaster that may visit the children unto
+even later than the third and fourth generations. The first lesson is a
+purely biological one which suggests the eugenic argument that
+defective humans, like undesirable animals and plants, should not take
+part in the perpetuation of the species. The second lesson is not
+biological but ethical, suggesting individual responsibility for
+conduct which may disastrously affect other individuals' lives. It
+seems to me that so far as general education is concerned, the ethical
+lesson is the more impressive and more likely to <span class='pagenum'><a name="Page_105" id="Page_105">[105]</a></span>lead to voluntary
+eugenic practice by individuals. It is my observation that even many
+intelligent people are not seriously impressed by the biological
+evidences for eugenics considered as a general problem, but their
+reaction is one of interest when one begins to present the question of
+ethical responsibility for the transmission of physical and mental
+defects to future generations. Such considerations have led me to the
+view, already suggested, that eugenic studies in courses of biology
+have their greatest practical value in their ethical implications,
+which, of course, by influencing individual responsibility for
+reproduction may lead to the desirable biological improvement of the
+human race. Teachers of biology should present, as an economic problem,
+the facts which will make better breeds of plants and animals by direct
+application of the biological laws of heredity; but they should present
+and apply parallel facts to human life in order to influence first of
+all individual responsibility for ethical control of reproductive
+activity, and thus indirectly work eugenically for an improved human
+race.</p>
+
+<div class="sidenote">Aim of eugenics.</div>
+
+<p>Thus the aim of eugenics is most likely to be attained through ethical
+rather than biological application of the teaching which our schools
+can give. The men and women who view life selfishly with no feelings of
+ethical responsibility towards others of the present or future will
+take no practical interest in the biological problems of human
+eugenics, although the economic problems of plant and animal breeding
+may interest some of these same people.</p>
+
+<div class="sidenote">Education and other aspects of sex problems.</div>
+
+<p><span class='pagenum'><a name="Page_106" id="Page_106">[106]</a></span>In addition to the ethical-social bearings of biological teaching, our
+sex-education will be incomplete until we learn how to attack the sex
+problems directly and effectively with reference to the ethical,
+social, psychical, and &aelig;sthetic aspects. Perhaps we may be able to do
+this only with mature people; probably it is too much to hope that even
+a serious impression will be made on all intelligent people; but
+somehow sex-education must be completed by adequate presentation of
+these aspects, for the problems of sex are satisfactorily solved only
+in the lives of those fortunate individuals whose vision of the
+relation of sex and life combines the viewpoints of biology, hygiene,
+psychology, ethics, religion, and last&mdash;but far from least&mdash;&aelig;sthetics.</p>
+
+<div class="sidenote">Only essential knowledge of social diseases.</div>
+
+<p>Finally, the educational application of the fourth aim demands some
+explanation. Sometime in the adolescent period all young people should
+learn the essential facts regarding the two social diseases and their
+relation to immoral living. There is the widespread impression that
+those advocating sex-education believe in giving great prominence to
+the social diseases; but in opposition to this I cite the report of a
+committee of the American Federation for Sex Hygiene, published in the
+<i>Journal of the Society of Sanitary and Moral Prophylaxis</i>, January,
+1913, and later reprinted as a pamphlet by the American Social Hygiene
+Association. In that report there are <i>twenty-three</i> recommendations
+concerning <span class='pagenum'><a name="Page_107" id="Page_107">[107]</a></span>sex-instruction; but <i>only</i> one mentions social diseases
+and in these words: "During the later period of adolescence ... there
+should be given ... special instruction as to the character and dangers
+of the venereal diseases." That seems sufficient. It is not desirable
+that young people should review the horrible facts relating to
+perverted sexuality. Ten or twenty brief and authoritative statements
+quoted impressively from medical and social literature ought to give
+fair warning of lurking dangers in immoral living. More extensive
+information has often proved dangerous. I would gladly advocate that
+this dark side of life be kept in sealed books if I did not know that
+so many young people need forewarning and definite guidance. Our
+educational system will not do its full duty if it fails to offer the
+needed help so that it may be obtained by all adolescent young people
+who are not so fortunate as to be guided by parents and other personal
+teachers.</p>
+
+<br />
+<hr style="width: 15%;" />
+<br />
+
+<h4>FOOTNOTES:</h4>
+
+<div class="footnote"><p class="noin"><a name="Footnote_12_12" id="Footnote_12_12"></a><a href="#FNanchor_12_12"><span class="label">[12]</span></a> To avoid misunderstanding, let me repeat from the first
+lecture that I am constantly thinking of sex-education in the larger
+sense; and instruction in schools can be, at best, only a part.</p></div>
+
+<br />
+<br />
+<br />
+<br />
+<a name="IV" id="IV"></a><hr />
+<span class='pagenum'><a name="Page_108" id="Page_108">[108]</a></span><br />
+
+<h2>IV</h2>
+
+<h3 class="sc">The Teacher of Sex-knowledge<span class="totoc"><a href="#toc">ToC</a></span></h3>
+
+<br />
+
+<p class="cend">&sect; 18. <i>Who Should Give Sex-instruction?</i></p>
+
+<p>A large number of people have been convinced that young people need
+knowledge which will help them face the great problems of sex; but they
+withhold their approval of the sex-education movement because they are
+not satisfied that proper teachers exist. It is, therefore, evident
+that we cannot make permanent progress by emphasizing the need of
+sex-education unless we can give assurance that qualified teachers are
+available.</p>
+
+<div class="sidenote">The teacher most important.</div>
+
+<p>The situation as regards teachers of sex-instruction is very different
+from that of all other subjects concerning which young people should be
+taught. We cannot safely plan the teaching regarding sex until we know
+the teacher. This will be evident, I think, after some general
+considerations concerning selection of teachers and some discussion of
+problems such as the first teacher, teachers for classes, and some
+undesirable teachers. The general rule should be, first, find the safe
+and sure teacher and, second, select the facts and plan the lessons
+that the chosen teacher may give effectively.</p>
+
+<div class="sidenote">Teachers of same sex for children.</div>
+
+<p><span class='pagenum'><a name="Page_109" id="Page_109">[109]</a></span>So far as young children are concerned, the needed instruction is so
+general in character that the sex of the competent teacher is of little
+importance, but the information that ought to prepare for and guide
+through the mazes of adolescent youth should come to young people from
+teachers of the same sex. If exceptions must be made rather than omit
+instruction altogether, some very mature women may safely guide both
+boys and girls through adolescence; but men, even physicians, should
+not undertake instruction of adolescent young women, unless parents and
+other mature people are present to help with attitude. That women may
+well instruct boys I know, because the most impressive sex lecture I
+ever heard was given by the late Dr. Mary Wood-Allen to the boys of the
+freshman class when I was a college student. But note that I have said
+"some very mature women." The fact is that I fear danger for some boys
+if they are frankly instructed by attractive young women who are only
+ten to fifteen years older than their pupils. Hence, I urge great
+caution if there must be any exceptions to the general rule that
+teachers and pupils should be of the same sex.</p>
+
+<div class="sidenote">Coeducational classes.</div>
+
+<p>I realize the difficulty of applying this rule in many high schools
+where the foundations of sex-education are well laid on the biological
+basis. There is no reason why the biological studies should not be
+coeducational through nature-study and biology as far as the
+development of frogs and birds and, in a general <span class='pagenum'><a name="Page_110" id="Page_110">[110]</a></span>way, of mammals. In
+fact, both of my textbooks, the "Applied Biology" and the "Introduction
+to Biology," which emphasize reproduction of organisms more than other
+high-school books, have been used throughout in coeducational classes.
+However, these books stop where the problems of human life begin and
+should be supplemented by lessons for sex-limited classes. There are
+writers who suggest that segregation of the sexes for teaching
+concerning human life may be at present a necessity because complete
+frankness on sexual questions is certainly obstructed by tradition; but
+we must not ignore the deep social reasons why, in general, there must
+be maintained a certain amount of reserve between the sexes in the
+consideration of some important problems of life. No educational theory
+or practice can possibly alter the fundamental physical or psychical
+relations of the sexes which nature seems to have fixed immutably.</p>
+
+<div class="sidenote">Married women as teachers.</div>
+
+<p>One other point that deserves attention in this connection is the
+common statement that only married women, preferably mothers, can be
+competent instructors of young women. This strikes me as more than
+absurd. Personal experience is not always necessary for teaching in any
+line. The greatest medical teachers have not had the diseases they
+describe so clearly. The best elementary teachers and specialists on
+the care of children are not always mothers; on the contrary, some of
+these are men. <span class='pagenum'><a name="Page_111" id="Page_111">[111]</a></span>The fact is that these teachers have learned, not from
+personal experience, but from the great accumulations of scientific
+knowledge of medicine, hygiene, and education. There is an abundance of
+such knowledge relating to sex that may be clearly understood by bright
+women who have no bi-personal knowledge of sex. Therefore, I believe
+that it is nonsense to insist that only women with complete sexual
+experiences can be efficient guides for other women.</p>
+
+<br />
+
+<p class="cend">&sect; 19. <i>The Child's First Teachers of Sex-knowledge</i></p>
+
+<div class="sidenote">Mothers and other first teachers.</div>
+
+<p>The first instruction which may begin to lay the foundation for the
+individual's sex-education should be given in early childhood by
+parents, or by other adults, who happen to be on the most intimate
+personal terms with the child. Usually this means the mother; but there
+are numerous cases of teachers, governesses, grandmothers, and even
+fathers who have greater personal influence with certain children than
+their mothers have. The essential point is that the child should be
+instructed only by an adult who can exert the greatest personal
+influence.</p>
+
+<div class="sidenote">Mothers and adolescent boys.</div>
+
+<p>Many parents who believe in sex-education for their children hold that
+the mothers should give all necessary hygienic guidance and teach the
+elementary facts of life to the children of both sexes in the
+pre-adolescent years, but that with the dawn of adolescence the girls
+should continue to be instructed by their mothers, while the boys
+should be guided by their <span class='pagenum'><a name="Page_112" id="Page_112">[112]</a></span>fathers. So far as girls are concerned, this
+seems to be a fairly good plan; but nine times out of ten it is not
+best for the boys for several reasons: First, the sudden change of
+attitude on the part of the mother will surely impress upon the boy
+that there is something about sex in boys that even his mother dares
+not talk over with him. At about this same time when the mother begins
+to avoid the sex question with her boy, he will surely begin to get
+vulgar information and impressions from his boy companions. He will in
+all probability begin to hear the impure and obscene stories and vulgar
+language that are so common among many men and boys, and he will be
+sure to learn that the vulgarity which he hears must not be repeated in
+the presence of his mother and sisters. It is a most critical time in
+the mental attitude of the boy. His mother has so far been directing
+him towards purity and then suddenly sets him adrift. If there is ever
+a time in a boy's life when he needs intimacy with his mother, it is in
+the early adolescent years of twelve to fourteen. A strong mother's
+heart to heart guidance at that time will influence the boy more than
+all the sex-education which the schools and colleges combined can ever
+hope to offer. Such is the problem of home teaching for adolescent
+boys. I emphatically protest against the foolish and even dangerous
+idea that because a boy is beginning to metamorphose into a man his
+mother should cease to help him with the problems of sex. Lucky is that
+adolescent boy whose mother realizes her duty <span class='pagenum'><a name="Page_113" id="Page_113">[113]</a></span>and her opportunity and
+holds him as intimately as if he were a girl of corresponding age.</p>
+
+<br />
+
+<p class="cend">&sect; 20. <i>Selecting Teachers for Class Instruction</i></p>
+
+<p>The references to "the teacher" in the following are primarily
+applicable to those who may be called upon to give sex-instruction as
+class work in schools, colleges, churches, the Y.M.C.A., the Y.W.C.A.,
+and other educational organizations.</p>
+
+<p>The chief question for discussion in this lecture is that of selecting
+the teacher of those phases of sex-instruction that are directly
+related to human life, that is, personal sex-hygiene and sex-ethics. So
+far as biological facts of sex are concerned, there are no special
+problems such as may not be handled by teachers of biology in general
+according to the accepted methods (see Lloyd and Bigelow, "Teaching of
+Biology in the Secondary School" and Bigelow, "Teacher's Manual of
+Biology").</p>
+
+<div class="sidenote">Regular teachers if possible.</div>
+
+<p>As already suggested, a large part of the sex-instruction is simply an
+extension of biological science, hygiene, and ethics; and in secondary
+schools and colleges should be given by selected teachers of the
+regular staff and whenever possible as a part of regular courses. There
+may be some necessary modifications to this plan; for example, in
+Teachers College the course on sex-education and another series of
+lectures on sex-physiology and hygiene for women are open to students
+who do not take the biology courses in which the sex-instruction
+logically belongs.</p>
+
+<div class="sidenote">Sex-hygiene and ethics.</div>
+
+<p><span class='pagenum'><a name="Page_114" id="Page_114">[114]</a></span>The culminating stages of any complete scheme for formal sex-education
+of young people will be sex-hygiene considered in its strict sense as
+that special phase of sex-education which deals with problems of
+health, and sex-ethics which determines the responsibility of
+individuals for control of sexual instincts. While nature-study and
+biology and general hygiene may be organized so as to present the major
+portion of the facts which should be included in a complete scheme of
+sex-instruction in schools and colleges, the application of these facts
+to personal life is the most difficult problem of sex-education. In
+fact, it is the only real problem, for long before sex-education became
+a definite movement the most efficient science teachers were presenting
+the fundamental facts on which we now propose to build with certain
+hygienic and ethic instruction which directly touches the personal life
+of the student. As already said, the human application will require
+only a few lessons, preferably in connection with nature-study,
+biology, ethics, or hygiene. But although brief, such instruction is
+the keystone in the arch of sex-education, and it is very important
+that there be no serious mistakes in selecting the teachers.</p>
+
+<div class="sidenote">Sex specialists not desirable.</div>
+
+<p>I have mentioned special teachers as necessary for instruction with
+direct reference to specialists human life. I hasten to add that I
+still agree with the report of the special committee (Morrow, <i>et al.</i>)
+of the American Federation for Sex Hygiene that it is not desirable
+<span class='pagenum'><a name="Page_115" id="Page_115">[115]</a></span>that any teacher should make a specialty of this type of instruction
+and of no other. We do not want "sex specialists" in the schools (see
+pp. 10 and 20-23 of the Report of the Committee). It is important that
+all teachers should have general information regarding the sex problems
+of young people in order to be able to help individual pupils.</p>
+
+<br />
+
+<p class="cend">&sect; 21. <i>Certain Undesirable Teachers for Special Hygienic and Ethical
+Instruction</i></p>
+
+<p>It will be most helpful if we consider the problem of selecting
+teachers with a view to rejecting those who certainly should not
+undertake the special hygienic and ethical teaching, for teachers who
+are good in other subjects and who are fortunately free from certain
+disqualifications discussed in the following, may by means of study
+adapt themselves for the final and most important stages of
+sex-education.</p>
+
+<p>There are five types of teachers who should be regarded as disqualified
+for teaching personal sex-hygiene and sex-ethics.</p>
+
+<div class="sidenote">Embarrassed teachers.</div>
+
+<p>First, those men and women who are unable to speak of sex-hygiene as
+calmly and seriously as they do of any other phase of hygiene had
+better not undertake the instruction of young people. There are many
+such men and women among teachers who, so far as scientific training is
+concerned, ought to be good teachers of sex-hygiene. As an illustration
+of this attitude that leaves the wrong impression <span class='pagenum'><a name="Page_116" id="Page_116">[116]</a></span>with students, it is
+reported that a good teacher of hygiene recently prefaced a brief talk
+to college girls as follows: "I shall now consider a process that no
+cultured woman ever mentions except with bated breath. I refer to
+menstruation."</p>
+
+<div class="sidenote">Abnormal teachers.</div>
+
+<p>The second kind of people who should not teach sex-hygiene are the men
+and women who are the unfortunate victims of sexual abnormality, either
+physical or psychical, that more or less influences their outlook on
+life. Certain neurotic and hysterical men or women who lack thorough
+physiological training and whose own sexual disturbances have led them
+to devour omnivorously and unscientifically the psychopathological
+literature of sex by such authors as Havelock Ellis, Krafft-Ebing, and
+Freud, are probably unsafe teachers of sex-hygiene. Especially is this
+true of the women of this type whose introspective morbidity has led
+them to diagnose their own functional disturbances as the direct result
+of "over-sexuality" and restraint from normal sexual expression&mdash;a
+diagnosis that is probably wrong nine times in ten cases. Such a woman
+is a very dangerous teacher of sex-hygiene for adolescent girls; and a
+positive menace to older unmarried women who, if free from absorbing
+work, may spend their leisure in becoming more or less restless under
+the unsocial, if not unphysiologic, conditions of unwelcome celibacy.
+This is no imaginary danger. The reader of this will not be interested
+in details, but the author has received from physicians and others
+<span class='pagenum'><a name="Page_117" id="Page_117">[117]</a></span>reliable information concerning several extremely abnormal women of the
+above-described type who are taking an active interest in the
+sex-instruction of young people and are actually suggesting to their
+friends among young women the dangerous and untrue doctrine that
+prolonged celibacy for women results in repressed sexuality that surely
+leads to ill health. Such ideas, it is true, are traceable to certain
+well-known radical writers on the psychopathology of sex; but we must
+remember that the great majority of physicians and other scientific
+investigators who have studied such problems refuse to believe that
+repressed sex instincts in either men or women do the harm that a few
+extremists have claimed. But even if it were known beyond the shadow of
+a doubt that repressed sex instincts may injure people, it would be
+unwise to intrust young people to instruction by teachers who have a
+hypochondriacal interest in such a doctrine of repression. Such
+suggestions can do only harm to the vast majority of persons who
+receive them. To say the least, it is unfortunate that the
+psychopathology of sex has become so widely circulated among those who
+are not well trained in physiology and psychiatry.</p>
+
+<div class="sidenote">Teachers who emphasize sexual abnormality.</div>
+
+<p>The third kind of people who should not be intrusted with teaching
+sex-hygiene are the men and women who, without a scientific
+perspective, have plunged into the literature of sexual abnormality
+until they have come to think that knowledge concerning perverted life
+is an important part of <span class='pagenum'><a name="Page_118" id="Page_118">[118]</a></span>sex-education for young people, especially for
+those of post-adolescent years. I know of teachers and physicians who
+advise young people not much over twenty years of age to read such
+psychopathological works as those of Krafft-Ebing, Ellis, and Freud,
+and various works dealing with commercialized vice. Here is a grave
+danger. The less that people without professional use for knowledge of
+sexual pathology know concerning it, the better it will be for their
+peace of mind and possibly for their morals. Therefore, I urge that he
+who enthusiastically studies the abnormalities of sex life without
+reference to scientific research or professional demands, is not likely
+to be the kind of teacher who will present abnormal life only so far as
+is necessary to an understanding of the perfectly normal.</p>
+
+<div class="sidenote">Pessimistic teachers.</div>
+
+<p>The fourth kind of people who ought not to instruct the young in
+personal problems of sex-hygiene are the men and women whose own
+unhappy romances or married life, or whose knowledge of vice
+conditions, have made them pessimistic concerning sex-problems. There
+are in our schools and colleges to-day some such men and many such
+women, and there will be danger for young people when the growing
+freedom of expression allows these sexual pessimists to impress their
+own hopeless philosophy of sex upon students. The educational world
+does not need such teachers, but rather those who can follow the late
+Dr. Morrow <span class='pagenum'><a name="Page_119" id="Page_119">[119]</a></span>in seeing a bright side of life that almost dispels the
+darkness of sexual errors.</p>
+
+<div class="sidenote">Teachers not respected by pupils.</div>
+
+<p>The fifth kind of persons who ought not to teach the personal side of
+sex-hygiene are those who cannot command the most serious respect of
+their pupils. This applies especially to many men teachers whose
+flippant attitude and even questionable living are not likely to help
+their pupils, especially boys, towards a satisfactory interpretation of
+sex problems. Of course, such teachers ought not be in schools at all,
+but the fact is that for various reasons they sometimes get there and
+stay there; and so they must be weighed by the school official who
+selects the teachers to be intrusted with special problems of
+sex-education.</p>
+
+<div class="sidenote">No instruction without satisfactory teachers.</div>
+
+<p>Summarizing, I have in this lecture aimed to warn the school
+administrator, and others who must select teachers of classes, against
+the kinds of teachers who ought not be chosen for presenting the
+special problems of sex-education, especially those of sex-hygiene and
+sex-ethics. I have pointed out that there are five serious
+disqualifications; and it is probable that if strictly applied when
+choosing teachers for special sex-instruction, there will be
+elimination of three or four in every ten of those whose training in
+science might be expected to qualify them as teachers of this special
+line. It is a fair question as to what a school or other institution
+should do if it has no teachers who are free from the above
+<span class='pagenum'><a name="Page_120" id="Page_120">[120]</a></span>disqualifications. My own belief is that it is better to get an
+outsider for the handling of the special problems. If this is
+impracticable, then suggest to the students that they read certain
+books such as are recommended in the last sections of this book. Even
+entire omission of the study of the personal and social aspects of
+sex-hygiene and sex-ethics is far wiser than intrusting a class to a
+teacher with one or more of the negative qualifications that we have
+been considering in this lecture. The effect of sex-education upon
+individual lives will in no small degree depend upon the impression
+made by the living teacher who deals with the difficult problems of sex
+in relation to hygiene and ethics. Hence, the greatest care should be
+taken when selecting the teacher for this all-important part of the
+student's sex-education.</p>
+
+<br />
+<br />
+<br />
+<br />
+<a name="V" id="V"></a><hr />
+<span class='pagenum'><a name="Page_121" id="Page_121">[121]</a></span><br />
+
+<h2>V</h2>
+
+<h3 class="sc">Books as Teachers Concerning Sex and Life<span class="totoc"><a href="#toc">ToC</a></span></h3>
+<br />
+
+<p class="cend">&sect; 22. <i>Value and Danger of Special Sex Books for Young People</i></p>
+
+<div class="sidenote">Books for private reading.</div>
+
+<p>There are many parents and teachers who believe that young people
+should get their sexual information by private reading, and numerous
+books for boys and girls have been prepared to meet such a demand. The
+desire for such "private" reading undoubtedly exists, especially in
+boys; but this is part of the general air of secrecy and vulgarity that
+has enshrouded the truth about sexual matters. Many eminent physicians
+agree that there are elements of physical and perhaps moral danger when
+a boy reads a sex-science book secretly, but that there are few such
+possibilities in frank and scientific teaching by a competent
+instructor. This is recognized by leaders in the Y.M.C.A., and they
+prefer to read books with the boys in study classes. Many scientific
+women think there is no such danger for average girls, but agree that
+girls as well as boys will gain in respect for the subject of sex if
+the atmosphere of secrecy can be avoided. Hence, <span class='pagenum'><a name="Page_122" id="Page_122">[122]</a></span>while books for
+private reading are better than ignorance, they alone will not solve
+many of the problems at which sex-education is directed. We must cease
+to foster the secrecy created by an atmosphere of obscenity, and the
+study of sex must be brought into the light of day. Let good books be
+recommended through parents and with their approval be issued freely by
+libraries and without restrictions which suggest something dark and
+wrong. Let parents and teachers encourage such reading, but not as
+something requiring secrecy. Rather let such books be read as freely as
+any other good books, and let parents and competent teachers follow the
+young readers closely so as to explain facts and help develop the
+desirable attitude of mind. Especially let parents encourage the idea
+that approved sex-science books may be read at the family fireside as
+properly as any other books. Above all, let parents and teachers work
+in every possible way against the time-worn idea that problems of sex
+are essentially vulgar and demand secrecy even in scientific study. We
+must have a nobler and healthier outlook on human life than that which
+so commonly prevails, and we can never get it by secret study of
+sex-science by young people. Such study may do some good by warning
+against unhygienic habits and social diseases; but it is certainly
+inadequate to give the open-minded attitude needed so much for
+appreciating the ethical, social, and &aelig;sthetic bearings of human life
+as it is influenced by normal sexual functions.</p>
+
+<div class="sidenote">Pamphlets <i>vs.</i> books.</div>
+
+<p><span class='pagenum'><a name="Page_123" id="Page_123">[123]</a></span>It has been urged by well-known teachers that, for sex-instruction,
+pamphlets are better than books in that they do not hold the attention
+too long on topics that may be exciting to some young people. On the
+other hand, books usually make a stronger appeal, while pamphlets are
+likely to be regarded lightly, as are magazines and newspapers. There
+is no doubt that most sex books for young people are too extended, and
+there is need of condensed forty-and fifty-cent booklets in place of
+the books commonly sold at one dollar. Three or four small booklets by
+different authors read at widely separated intervals will interest and
+influence a young man more than one large and comprehensive book. There
+is besides great value in the points of view of various authors.</p>
+
+<div class="sidenote">Better books needed.</div>
+
+<p>At present there are no thoroughly satisfactory books for adolescent
+boys and girls. In my opinion, W.S. Hall's books for boys are the most
+reliable, and his "Life Problems" is the best selection of facts for
+girls; but some mature readers criticize the style of presentation.
+Some other books for adolescent young people are mentioned with
+critical notes in the bibliography at the end of this book. There is
+still plenty of chance for authors to experiment in writing books of
+this class.</p>
+
+<span class='pagenum'><a name="Page_124" id="Page_124">[124]</a></span><br />
+
+<p class="cend">&sect; 23. <i>General Literature and Sex Problems</i></p>
+
+<div class="sidenote">Sex in literature.</div>
+
+<p>In the world's best literature there is much that teaches important
+lessons in the field of the larger sex-education. In the guise of love,
+sex problems have always held the prominent place in all literature.
+Many a great book teaches direct or positive lessons by holding up high
+ideals for inspiration and imitation; but some of the most impressive
+lessons are in negative form, especially in fiction that deals with the
+tragedies of life.</p>
+
+<div class="sidenote">Religious books.</div>
+
+<p>As examples of literature of direct influence in helping many young
+people solve the problems of sex, we think first of that which holds up
+high ideals of personal purity, such as the Bible and other religious
+books. There is no doubt that such literature has a tremendous
+influence on many young people; but it has little influence on others,
+probably in part because the somewhat mystical style of most religious
+writings is meaningless to many people.</p>
+
+<div class="sidenote">Appeal of poetry.</div>
+
+<p>It is a fact that many young people who refuse to be interested in
+religious literature may be influenced for sexual purity by the
+emotional appeal of some general literature. This is especially true of
+romantic poetry. I believe that the high "idealism" of love inspired by
+Tennyson's "The Princess" and "Idylls of the King," by Longfellow's
+"Evangeline" and "The Hanging of the Crane," by some of Shakespeare's
+plays, and by other great poetry with similar themes has had <span class='pagenum'><a name="Page_125" id="Page_125">[125]</a></span>and will
+continue to have greater influence on the attitude and ethics of many
+young people than all the formal sex-teaching that can be organized.
+Hence, I believe that teachers of literature should be led to take
+interest in the larger sex-education to the end that by selection and
+interpretation of great masterpieces they may contribute in a valuable
+way to the solution of some of the problems that have their center in
+the deeper nature of sex.</p>
+
+<div class="sidenote">Importance of interpretation.</div>
+
+<p>Interpretation of literature by teachers is very important for the
+purposes of sex-education of young people. As an example, take
+Tennyson's "Idylls of the King," whose movement centers in the life
+problems that turn around love. The average reader is likely to miss
+the great lessons if the poem is not critically interpreted either by
+living teachers or by such critical essays as those by Henry van Dyke
+in his "Poetry of Tennyson" and Newell Dwight Hillis in his "Great
+Books as Life-Teachers." Without interpretation "The Idylls" may teach
+false as well as true lessons of life. Some of the Knights of the Round
+Table (Galahad and Percivale) were worthy followers of the good and
+pure King Arthur, and some of them (like Lancelot and Tristram and
+Merlin) proved unable to live up to the vow of chastity to which Arthur
+swore all his knights. And on the part of the ladies of Arthur's court,
+there was purity and devotion and true womanhood in Elaine and Enid,
+while Guinevere and Ettarre and Vivien were unchaste and faithless. <span class='pagenum'><a name="Page_126" id="Page_126">[126]</a></span>In
+fact, all phases of the relations of men and women in the struggles and
+perplexities of life are pictured; and therefore it is important that a
+well-trained teacher should be the guide and interpreter if the "Idylls
+of the King" are to be read with the idea of understanding their true
+bearings on life, which includes their contribution to the larger
+sex-education.</p>
+
+<p>I have used "The Idylls of the King" as an illustration because they
+are so many-sided in sex problems; but much other great literature may
+be made to help young people to high ideals of relationships between
+men and women. I have emphasized the place of such literature in the
+larger sex-education because I have come to believe that interpretation
+of life either real or in great literature may have profound influence
+in the development of one's philosophy of life. As a matter of
+educational procedure insuring that young people will learn to
+interpret life, especially those aspects that the larger sex-education
+touches so definitely, there appears to be no more natural and
+unobtrusive way of approach than that offered by the study of
+literature. I am convinced that many teachers of literature may be
+efficient workers in the cause of the larger sex-education,
+supplementing the scientific teaching in the ethical lines where
+science is admittedly weak, if not helpless. It is to be hoped that
+numerous teachers will soon grasp this opportunity. If they will study
+the sex-education movement in order to get its general bearings <span class='pagenum'><a name="Page_127" id="Page_127">[127]</a></span>and
+will teach the sex aspect of literature on a basis of high ideals of
+life and love, we need have no fear as to the culmination of the
+instruction which properly begins with study of the biological facts of
+life in its sexual aspects and leads on and on to its climax in the
+ethical aspects of the individual's sex life in relation to other
+individuals, that is, to society.</p>
+
+<div class="sidenote">Not to be labeled "sex-education."</div>
+
+<p>I take it for granted that no teacher of literature who contributes to
+sex-instruction will let the students know that the emphasis placed on
+great life problems is part of a conspiracy of parents and educators to
+give in the name of sex-education instruction that will help prepare
+the individual for facing the problems. Here, as elsewhere, the young
+people had better be left unaware that their elders are so interested
+in giving them instruction regarding sex problems that they have
+organized, for study of ways and means, a movement known as
+sex-education.</p>
+
+<div class="sidenote">Sex tragedies of fiction.</div>
+
+<p>The abundant literature that points to the moral to be drawn from
+sexual tragedies has doubtless influenced thousands of young people. I
+have talked with many educated people who confessed to having been
+profoundly influenced by such books as Eliot's "Adam Bede," Hawthorne's
+"Scarlet Letter," Goethe's "Faust," Hardy's "Tess of the
+d'Urbervilles." One might go on and compile an extensive bibliography,
+for fiction of all languages <span class='pagenum'><a name="Page_128" id="Page_128">[128]</a></span>of all times is full of the errors into
+which insistent sex instincts have drawn men and women who were not
+masters of themselves. All standard fiction in which sexual errors and
+their penalties are associated may do good as a part of the larger
+sex-education, but the teacher should make sure that the young readers
+arrive at the correct interpretation.</p>
+
+<div class="sidenote">Fiction without a moral.</div>
+
+<p>Against that type of fiction which presents sex problems that do not
+clearly "point a moral," the average so-called "problem novel" of
+recent time, there should be general opposition by workers for the
+larger sex-education. Many of the modern novels and magazine stories
+seem to introduce sexual situations for the same reason that Boccaccio
+did in some of his tales, namely, the attractiveness of lasciviousness.
+Unlike the commendable novels, it is characteristic of the equivocal
+ones that no penalty is demanded or paid and no moral conclusion is
+suggested. In fact, the way is very often left open to an immoral
+interpretation. All such literature certainly tends to work against the
+aims of sex-education. Perhaps parents and teachers may co&ouml;perate to
+keep much of this kind of literature out of the hands of young people,
+but the safest procedure is in cultivating taste for literature that
+does teach helpful lessons of life. If young people do read books and
+magazines that seem to stand for uncertain morals, it is best that
+parents and teachers should point out the moral interpretations.</p>
+
+<span class='pagenum'><a name="Page_129" id="Page_129">[129]</a></span><br />
+
+<p class="cend">&sect; 24. <i>Dangers in Literature on Abnormal Sexuality</i></p>
+
+<div class="sidenote">Danger in present interests in the abnormal.</div>
+
+<p>The opinion is spreading among those who are studying the educational
+problems relating to sex that there is great danger, even for many
+adults, in much of the literature describing psychopathological and
+abnormal social-sexual facts. There are enormous quantities of such
+literature, particularly concerning the social evil. It is extremely
+doubtful whether the reader who is not directly engaged in medicine,
+psychiatry, or social reform will profit by filling his mind with facts
+from the darkest side of life. No doubt it is important that all
+intelligent men and women should know enough about sexual immorality
+and the life of the underworld so that they will realize the necessity
+of protecting young people from vice in all its forms; but this does
+not mean that everybody should read extensively in the mass of printed
+matter that sets forth the most awful details concerning human
+depravity. There is a real danger in this line. The sex-education
+movement has already brought the problems of sex out of the old-time
+secrecy, and no other topics of the times are so freely read and
+discussed. This might be well if the reading and discussion always took
+constructive lines leading towards improvement of sexual relationships;
+but unfortunately, much of the present popular interest in sexual
+problems seems to be a morbid craving for the abnormal. We find this
+tendency in the demand for <span class='pagenum'><a name="Page_130" id="Page_130">[130]</a></span>a certain type of sex-problem novels, we
+see it frequently on the stage and in motion pictures, and we hear it
+in general conversation. The advertised suggestion of sexual immorality
+in a forthcoming serial novel often raises surprisingly the circulation
+of certain magazines. A few hints of sexual irregularity in certain
+plays have brought crowded audiences. A scandalous divorce case,
+reported as freely as the law allows, is a choice morsel for average
+readers of newspapers. Everywhere it is the sexual abnormality,
+perversity, and even bestial vulgarity, that seems to attract the most
+attention. Books and magazines and theaters and preachers who extol the
+normal and bright side of sex-life are not now extremely popular with
+the masses of people. As a well-known magazine recently summarized the
+present situation, "it has struck sex o'clock in America." There is no
+denying the fact that in recent years the popular interest in sex
+problems has taken a dangerous turn. It is time for those who are
+active in the sex-education movement to note the signs of the times,
+for an effective educational scheme for young people must take into
+account the present tendency towards a dangerous interest in literature
+relating to sexual abnormality, especially immorality. All this
+tendency towards interest in the abnormal or irregular sexual problems
+must cause not a little worry to those whose interest is primarily in
+securing widespread recognition of the advantages of normal and moral
+living.</p>
+
+<div class="sidenote">Need of interest in normal sex life.</div>
+
+<p><span class='pagenum'><a name="Page_131" id="Page_131">[131]</a></span>Perhaps those who are seriously interested in sex-education may help
+stem the tide towards interest in sexual abnormality by using greater
+care in the selection of literature, both for young people and for
+their elders. I recently met a superintendent of schools who had
+carefully read certain large volumes on the medical, psychical, and
+social abnormalities of sex, and many books and pamphlets on the social
+evil. Altogether he had read more than five thousand pages on the
+immoral and abnormal aspects of sex. He wanted to know where he might
+find a book on the normal side of sex in its physiological,
+psychological, and ethical aspects. Unfortunately, there is no such
+treatise by an author whose scientific standing equals that of several
+of those who have written extensively on the abnormal side; and
+probably this is in part the reason why so many young men and women are
+now molding their ideas of sexual life according to the patterns
+described by the authors of works on social and sexual pathology. Not a
+month passes in which I am not astounded to find men and women who have
+plunged deeply into studies of sexual vice and pathology and who know
+less of the normal biology of sex than is contained in such books as
+W.S. Hall's "Sexual Knowledge" or the last chapter of Martin's "Human
+Body, Advanced Course." This is indeed a strange situation, and we
+might compare it with reading extensive works on insanity before
+learning the elements of normal <span class='pagenum'><a name="Page_132" id="Page_132">[132]</a></span>psychology. It is certainly a useless,
+if not a dangerous line of approach to the information concerning sex
+which intelligent people need. The leaders in the sex-education
+movement will do well to promote the circulation of some brief and
+authoritative statement of the chief facts relating to the problems of
+abnormal sexual life and then to discourage the popular circulation of
+the extensive works which only certain physicians and social reformers
+need. I know that there is some difference of opinion as to the effect
+of such literature. I know many prominent educators and physicians who
+would keep the extensive works on the psychopathology of sex out of the
+hands of all general readers; but I also know a few who see no
+possibility of danger in widespread circulation of such books.</p>
+
+<div class="sidenote">Limited knowledge of the abnormal.</div>
+
+<p>Looking at all sides of the present situation, it is my personal
+conclusion that every one should learn first the scientific facts
+regarding normal processes connected with the sexual system; and then
+for the general reader there should be only a limited amount of warning
+knowledge regarding the dangers of sexual abnormalities.</p>
+
+<br />
+<br />
+<br />
+<br />
+<a name="VI" id="VI"></a><hr />
+<span class='pagenum'><a name="Page_133" id="Page_133">[133]</a></span><br />
+
+<h2>VI</h2>
+
+<h3 class="sc">Sex-instruction for Pre-adolescent Years<span class="totoc"><a href="#toc">ToC</a></span></h3>
+
+<br />
+
+<div class="sidenote">Periods of early life.</div>
+
+<p>In &sect; 8 of the Report of the Committee of Three of the American
+Federation for Sex-hygiene, by Morrow and others, the life of the child
+was divided into four periods, namely,&mdash;under six years, from six to
+twelve, twelve to sixteen, sixteen to maturity. This division now seems
+to me to be too arbitrary, and I have come to believe that it is more
+helpful to consider sex-instruction for three periods as follows:
+pre-adolescence (ending at eleven to fourteen years); early adolescence
+(twelve to sixteen years for girls, thirteen to seventeen for boys);
+later adolescence (sixteen to twenty-one for girls, eighteen to
+twenty-five for boys).</p>
+
+<br />
+
+<p class="cend">&sect; 25. <i>Elementary Instruction and Influence</i></p>
+
+<div class="sidenote">Nature-study.</div>
+
+<p>The life-histories of plants and animals as taught in the best
+nature-study<a name="FNanchor_13_13" id="FNanchor_13_13"></a><a href="#Footnote_13_13" class="fnanchor">[13]</a> are important in forming attitude towards reproduction
+and giving a basis for simple and truthful answers to the child's
+questions as to the origin of the <span class='pagenum'><a name="Page_134" id="Page_134">[134]</a></span>individual human life. The
+publications listed in the last section of this book under the headings
+"For Girls" and "For Boys" will help parents and teachers.</p>
+
+<p>There is need of little private hygienic instruction, but of much
+guidance away from harmful habits. This will be indicated in the next
+section which considers masturbation as it concerns children of both
+sexes and all ages.</p>
+
+<div class="sidenote">Protection.</div>
+
+<p>The protection of children from corrupting influences is an important
+work of sex-education in pre-adolescent years. Probably the greatest
+safety lies in parents giving simple facts regarding reproduction and
+in cultivating confidence so that any accidental contact of their
+children with vulgarity will be counteracted in advance. Many parents,
+especially mothers, have found this possible.</p>
+
+<div class="sidenote">Girls' preparation for puberty.</div>
+
+<p>In the years between ten and twelve every child should learn from a
+parent or other adult confidant some general facts regarding their
+approaching puberty. This is especially important in the case of girls,
+for many a girl has been physically and mentally injured because a
+prudish mother has procrastinated too long the giving of information
+regarding the first menstrual period. The facts in the first thirty
+pages of W.S. Hall's "Life Problems" should be known by many girls of
+eleven and by the great majority before thirteen. Some books for young
+girls are defective in that they avoid reference to <span class='pagenum'><a name="Page_135" id="Page_135">[135]</a></span>the coming
+changes. I see no excuse for a sex-hygiene book for girls who are too
+young to be trusted with the simplest knowledge regarding menstruation.
+Such children should be interested in nature studies and perhaps the
+elements of general hygiene, but certainly not in books with
+curiosity-stimulating titles.</p>
+
+<div class="sidenote">Special needs of boys.</div>
+
+<p>Since boys entering puberty pass through no such sharply defined
+beginning as girls do, the information they need in advance is not so
+specific. At the same time, we must recognize that the average boy
+under twelve years picks up more information regarding sexual life than
+a girl does, and so the problem of teaching self-control comes earlier,
+although the average girl enters puberty a year or two before the boy.
+Parents and teachers must recognize the fact that sexual tendencies
+come to many boys several years before puberty, and masturbation and
+even premature sexual intercourse are possible problems with many boys
+long before the twelfth year. The boy's early gathering of sexual
+information is not without advantage, for it becomes possible for
+parents and other adult confidants to explain many important truths as
+to the proper use of his sex organs and as to his conduct towards
+girls. All this can be done with the average boy of eleven or twelve
+and with hundreds of even nine and ten without any fear of giving
+information that is startlingly new and without any danger of giving a
+nervous shock.</p>
+
+<div class="sidenote">Cautious teaching of girls.</div>
+
+<p><span class='pagenum'><a name="Page_136" id="Page_136">[136]</a></span>It is not so with average girls of equal ages, if we may accept the
+opinion of many women who are trained in science and medicine. Specific
+information as to the functional relationships of the two sexes is said
+by many educated women to have been absolutely new and startling to
+them at twenty and twenty-five years. Evidently there is a special
+reason for gradual and cautious teaching of girls, and so it is
+probably best, as many parents urge, that in pre-adolescent years the
+girl's instruction in social-sexual lines be training in modest
+deportment and a proper reserve towards boys. This ought to be
+sufficient for the girl's protection until gradually in adolescent
+years she learns the whole story of life, probably several years later
+than her boy friends whose natural leadership in sexual activity makes
+their early information desirable as a protection to both sexes.</p>
+
+<div class="sidenote">Children's friendships.</div>
+
+<p>In the pre-adolescent years parents and teachers should co&ouml;perate in
+developing a spirit of group fellowship between boys and girls and at
+the same time instill into the boys something of that chivalrous and
+protective attitude of boys towards girls such as one finds in the
+families of the highest culture. I emphatically mean "group
+fellowship," for it is certainly undesirable to encourage in
+pre-adolescents any tendency towards paired comradeship. It is
+certainly best that boys and girls should have many good friends of
+both sexes. The real truth back of the old adage "two is company and
+three is a crowd" <span class='pagenum'><a name="Page_137" id="Page_137">[137]</a></span>makes the "crowd" highly desirable for both
+pre-adolescence and early adolescence, for in these years it is
+friendship and not romantic love that will be most helpful in the later
+life. As one step in this direction, all sensible adults should show
+their disfavor to the abominable habit of teasing small children
+concerning their best friends of the other sex. Parents and teachers
+will do some of the best work in the larger sex-education if they begin
+in pre-adolescent years to develop the social life of the children
+along lines similar to those suggested above.</p>
+
+<div class="sidenote">Summary.</div>
+
+<p>Summarizing, it is evident that there is very little direct
+sex-instruction suitable for pre-adolescent years. So far as the
+child's own life is concerned, it now seems clear that parents or other
+adult confidants must instruct individuals, or possibly small uniformly
+selected groups. Class instruction seems out of the question except for
+life-history studies of animals and plants. On the whole, then, there
+is nothing radical or impossible in the proposition that there should
+be a beginning of sex-education before the advent of adolescence.</p>
+
+<br />
+
+<p class="cend">&sect; 26. <i>Hygienic and Educational Treatment of Unhealthful Habits</i></p>
+
+<div class="sidenote">Problems of children.</div>
+
+<p>All adults should take a sane and scientific view of the sex problems
+that are likely to come even to normal children. We must remember that
+they are born with sexual mechanisms that may easily and automatically
+lead into harmful habits unless parents and teachers guide
+<span class='pagenum'><a name="Page_138" id="Page_138">[138]</a></span>hygienically and mentally along the lines that are known to offer
+safety.</p>
+
+<div class="sidenote">Masturbation.</div>
+
+<p>Concerning habitual manipulation of the sexual organs of either sex,
+known in medical literature as masturbation or self-abuse (often
+erroneously called "onanism"), there are certain facts that are
+important for the guidance of all parents and teachers. I discuss it in
+this connection since the problem often arises in the later years of
+the pre-adolescent period.</p>
+
+<div class="sidenote">Does not indicate degeneracy.</div>
+
+<p>It is absurd to suppose that the tendency towards the habit means
+degeneracy or innate viciousness of children. Young horses, dogs,
+monkeys, and other animals sometimes form a similar habit, the stimulus
+being some irritation of the sexual organs. Hence, it is not at all
+unnatural when children attempt to relieve their irritated organs by
+friction, and then it is inevitable that the sensitive nerve endings
+will give sensations that are more or less pleasurable and satisfying,
+depending upon the sex, age, and emotional peculiarity of the
+individual child. This fact suggests to parents and teachers the
+methods of prophylaxis; namely, avoid (1) irritation of sexual organs
+and (2) opportunity for manipulation.</p>
+
+<div class="sidenote">Irritation.</div>
+
+<div class="sidenote">Circumcision.</div>
+
+<p>With regard to irritation, the first sign of such disturbance may
+appear in babyhood. In the case of boys, whose structure renders them
+vastly more liable than girls to external irritation, the family
+physician should make sure during infancy whether circumcision <span class='pagenum'><a name="Page_139" id="Page_139">[139]</a></span>or a
+stretching of the prepuce (foreskin) may be desirable. According to Dr.
+Emmet Holt, the eminent pediatrician, about one male baby in four or
+five is born with an elongated or tight prepuce that needs surgical
+attention. A corresponding abnormality of the clitoris is sometimes
+found in baby girls. Some radical surgeons advocate universal
+circumcision of boys because they believe that it reduces local
+irritation, favors cleanliness, tends to prevent masturbation, and
+reduces susceptibility to the venereal diseases. There is certainly
+some truth in these claims; but some conservative surgeons point out
+that for the great majority of boys all these advantages may be
+obtained by reasonable attention to hygienic habits, that orthodox
+Jewish and other circumcised boys are by no means free from harmful
+habits, that some boys are more irritable after circumcision, that
+preputial stretching is often a good substitute for circumcision, and
+that the taunts of other boys often make circumcised boys too conscious
+of their own mutilation. A scientific doctor who has no special
+financial interest in the increase of surgical operations and who
+carefully reviews both the radical and conservative literature relating
+to circumcision, will not hasten to submit boys to this operation until
+it is certain that their sexual organs happen to have congenital
+deformity that only radical surgical treatment can correct.</p>
+
+<div class="sidenote">Hygienic rules.</div>
+
+<p>In addition to making sure that uncleanliness or structural abnormality
+are not responsible for <span class='pagenum'><a name="Page_140" id="Page_140">[140]</a></span>irritation of sex organs, there are some
+special hygienic rules useful for parents and teachers who have charge
+of children. Most important is avoidance of habit formation. Clothing
+should be well adjusted to avoid pressure and friction of the sexual
+organs, and so constructed (especially night clothing) that it is not
+convenient for the hands to reach the organs. Normal boys require
+pockets, but they should open at the waist-band and not at the side of
+the hips. The reason for these suggestions is evident. When we recall
+that little children naturally tend to explore themselves, such as by
+putting fingers into the mouth, feeling their toes, inserting foreign
+objects into nose and ears, and when we also recall how quickly a child
+may learn the habit of sucking its thumb, we must realize the
+importance of guarding the child from extending such activities to its
+sexual organs, which, because they possess the most sensitive nerve
+endings in the body, are most liable to lead to habitual manipulation.
+In the light of such facts, it is nonsense to assume, as so many good
+mothers have done, that only innately vicious children learn
+masturbation. The truth is that in the case of most children under
+twelve this habit has an origin no more vicious than such habits as
+thumb-sucking; and in all cases of habits, parents and others
+responsible for the children should be given the blame.</p>
+
+<div class="sidenote">Other suggestions for parents.</div>
+
+<p>The following suggestions in addition to those above are likely to help
+parents do much <span class='pagenum'><a name="Page_141" id="Page_141">[141]</a></span>towards avoiding or solving the early sex problems of
+their children. These facts apply also to later years.</p>
+
+<p>Have children sleep on a hard mattress. The old-time feather bed was
+dangerous. There should be light-weight covers, and the room cool.
+Children should sleep on either side, <i>rarely</i> in the unnatural back
+position. Aim to have regular sleeping hours; but do not send children
+to bed unsupervised when they are excited and not tired enough for
+immediate sleep. Have them arise as soon as wide awake in the morning.
+Never punish children by sending them to bed.</p>
+
+<div class="sidenote">Dangers of privacy.</div>
+
+<p>Do not leave children to their own devices; they may naturally fall
+into dangerous play. Privacy is often demanded by the moods of adults,
+but it is dangerous for children. A certain camp for boys has the
+commendable rule that the boys have no privacy during the entire
+summer. Many educators and physicians condemn private bedrooms or
+cubicles in schools for boys.</p>
+
+<div class="sidenote">Athletics.</div>
+
+<p>A strenuous life of physical and mental activity is the best solution
+of personal control of sexual instincts. Reasonable athletics and study
+make an ideal combination for both boys and girls. And yet we must not
+trust absolutely to athletics or other physical work, for there are
+certainly many individuals whose sexual desires are not controlled by
+muscular exercise. Much of the formal athletic training may have <span class='pagenum'><a name="Page_142" id="Page_142">[142]</a></span>no
+more influence on sexual control than dogmatic creeds.</p>
+
+<div class="sidenote">Drugs.</div>
+
+<p>Strong condiments and alcoholic drinks are known to be sexual excitants
+for many people, and for this and other hygienic reasons should be
+forbidden to children. There is a widespread, but still undemonstrated
+opinion that tea, coffee, tobacco, and strong condiments have an
+exciting effect. However, there is plenty of scientific authority,
+based on other hygienic grounds, for avoiding these at least during the
+years of growth.</p>
+
+<div class="sidenote">Constipation.</div>
+
+<p>Constipation is likely to cause sexual irritation, and hence this is an
+additional reason for submitting children to competent doctors for
+treatment of this disturbance which so seriously affects general
+health, especially by auto-intoxication.</p>
+
+<div class="sidenote">Bathing.</div>
+
+<p>Cool bathing in the morning, especially of the sexual organs, is
+hygienic, except for girls during the monthly periods (including two
+days before the expected menstrual onset). For various reasons, bathing
+in very warm water should be very limited, and then only for cleansing.</p>
+
+<div class="sidenote">Form of instruction.</div>
+
+<p>In hygienic instructions to children, avoid giving them any ideas
+concerning the supposed prevalence of the habit of masturbation. There
+is a dangerous tendency to follow the crowd. Also, the habit should
+never be described to children except as "unnecessary handling of the
+sex organs." It is dangerous to suggest to children, as certain books
+do, that there is any <span class='pagenum'><a name="Page_143" id="Page_143">[143]</a></span>pleasurable sensation resulting from manual
+manipulation of the organs, for the force of suggestion or curiosity
+has led some children to experiment with themselves until they formed
+the habit.</p>
+
+<div class="sidenote">Symptoms.</div>
+
+<p>There are no absolutely certain signs or symptoms, and those suggested
+by certain authors, especially by quack doctors, make young people and
+even parents and teachers judge some individuals in an unfortunate way.
+Especially should parents and teachers remember that there is
+absolutely no scientific basis for supposing that great diffidence,
+indigestion, pimples on the face, boys' lack of interest in girls, and
+numerous other popular "signs," are indications of the masturbation
+habit. Like the symptoms in patent-medicine advertising, the above
+"signs" are so general that they are sure to fit some cases.</p>
+
+<div class="sidenote">Insanity.</div>
+
+<p>Do not tell children the ancient falsehood that insanity will surely
+result from handling the sexual organs. It is true that masturbation is
+a common habit of certain types of insane people and of some neurotics;
+but it is probable that the habit is more often one of several factors
+rather than the direct cause of the nervous breakdown. However, it is
+scientific to say that the habit may weaken the nervous system and
+indirectly affect general health, especially in pre-adolescent and
+early adolescent years. Probably the greatest nervous damage comes
+because there is often greater excess than is possible in natural
+sexual relations; the strain of all sexual excess is <span class='pagenum'><a name="Page_144" id="Page_144">[144]</a></span>more in loss of
+nervous energy than of secretions. The safest advice one can give
+children is that the doctors agree that unnecessary touching of sexual
+organs has interfered with the health of many children and that those
+who avoid this are most likely to grow up strong in body and mind. This
+is the truth and practically the whole of the known truth that might
+have influence with young people.</p>
+
+<div class="sidenote">Mental habit.</div>
+
+<p>Mental masturbation or "day dreaming" concerning sexual functions is
+probably more harmful than mechanical manipulation. It is believed to
+be more common in young women than in men. However, there is little
+reliable evidence as to the prevalence of the habit. As an educational
+problem, there is nothing to be done beyond informing all adolescent
+young people that allowing their minds to dwell on sexual affairs may
+interfere with nervous health, scholarship, and future efficiency in
+life. Hard mental and physical work and strenuous play as a daily
+routine will avoid or solve most such difficulties of young people.</p>
+
+<div class="sidenote">Not hopeless.</div>
+
+<p>In all dealing with this problem of young people, we must beware of
+overemphasis or exaggeration. Parents and teachers should do all
+possible to prevent and cure the habit; but there is still hope for
+most young people who, in spite of warning, occasionally lapse into
+their old habits. Both men and women of this type have led their
+classes through college and won success afterwards. Probably they would
+have done still <span class='pagenum'><a name="Page_145" id="Page_145">[145]</a></span>better if entirely free from the habit. On the other
+hand, men and women of neurotic inheritance combined with the habit
+have suffered nervous collapse during college years; and it is
+scientific to assume that the additional nervous strain produced by
+masturbation was a contributing factor. Evidently, we dare make no
+definite prophecy as to what will happen to one who in early life forms
+the habit of masturbation. There is no excuse for excessive alarm in
+any ordinary case; but, as we have seen, there are good reasons why
+parents and teachers should calmly and yet firmly help young people
+avoid unnatural sexual activity.</p>
+
+<p>To those who must consider the problem of masturbation in boarding
+schools, I recommend Hime's "Schoolboys' Special Immorality."</p>
+
+<br />
+<hr style="width: 15%;" />
+<br />
+
+<h4>FOOTNOTES:</h4>
+
+<div class="footnote"><p class="noin"><a name="Footnote_13_13" id="Footnote_13_13"></a><a href="#FNanchor_13_13"><span class="label">[13]</span></a> See books on nature-study, <i>e.g.</i>, Holtz's
+"Nature-Study," Hodge's "Nature-Study and Life," Comstock's "Handbook
+of Nature-Study." Morley's "Renewal of Life," March's "Towards Racial
+Health," and Hall's "The Doctor's Daughter" suggest the main lines of
+the nature-study approach to sex-education.</p></div>
+
+<br />
+<br />
+<br />
+<br />
+<a name="VII" id="VII"></a><hr />
+<span class='pagenum'><a name="Page_146" id="Page_146">[146]</a></span><br />
+
+<h2>VII</h2>
+
+<h3 class="sc">Sex-instruction for Early Adolescent Years<span class="totoc"><a href="#toc">ToC</a></span></h3>
+
+<br />
+
+<p class="cend">&sect; 27. <i>The Biological Foundations</i></p>
+
+<p>In discussing instruction for the pre-adolescent years I have stressed
+biological nature-study as important for the purpose of giving general
+knowledge of how new living things come into the world. This will
+develop a good attitude concerning the origin of the individual human
+life. In this lecture I wish to direct attention to the scientific
+facts which are foundations for the sexual knowledge that is important
+for other phases of sex-instruction during early or late adolescence.</p>
+
+<div class="sidenote">Biological foundations.</div>
+
+<p>I believe that the best introduction to advanced sex-instruction is
+through biological ideas which may be presented in popular lectures and
+books; but, of course, will be best taught in courses of biological
+science. My own view as to the selection of materials for such
+biological studies is expressed in the sections on reproduction
+connected with the account of each animal or plant type in the "Applied
+Biology" and in the last chapter of the "Introduction to Biology."<a name="FNanchor_14_14" id="FNanchor_14_14"></a><a href="#Footnote_14_14" class="fnanchor">[14]</a>
+In these books the study of life-histories of plants and animals leads
+up through vertebrates to mammals, <span class='pagenum'><a name="Page_147" id="Page_147">[147]</a></span>and there are a few remarks
+suggesting that human development is like the mammals.<a name="FNanchor_15_15" id="FNanchor_15_15"></a><a href="#Footnote_15_15" class="fnanchor">[15]</a> At this
+point these books should be supplemented by a brief survey of the
+essential structure, physiology, and embryology of human reproduction.</p>
+
+<div class="sidenote">Mixed classes.</div>
+
+<p>Biological studies of human reproduction should not be coeducational in
+high schools or the early years of college. Mature college students who
+have passed through extensive biological studies, may, without apparent
+embarrassment, study human embryology in mixed classes; but after
+experience with many such groups I have begun to think that separate
+classes are desirable if the course is made to include all the
+important facts that college graduates should know concerning human
+reproduction. At any rate, there should be special lessons or reading
+dealing with detailed information that directly concerns one sex only.</p>
+
+<div class="sidenote">Impersonal approach of biology.</div>
+
+<p>I certainly do not believe in completely revamping biological science
+for the purposes of sex-education. It is better not to "spoil" a course
+by overemphasis on sex, for much of the value of biology as a basis for
+sex-education is the fact that sex appears gradually and naturally and
+far away from human relations. This impersonal approach will be lost if
+the course in biology seems to revolve around sex-education, for that
+will make sex too prominent.</p>
+
+<p><span class='pagenum'><a name="Page_148" id="Page_148">[148]</a></span>It is still debatable as to how much should be taught in high schools
+or in public lectures concerning the biological facts of human
+reproduction. I think that I can make my own views clearer if I discuss
+this first for boys, then for girls.</p>
+
+<br />
+
+<p class="cend">&sect; 28. <i>Scientific Facts for Boys</i></p>
+
+<p>First, it is generally agreed that boys of high-school age may profit
+by learning their own sexual structure by means of diagrams such as the
+one in Hall's "Sexual Hygiene." There is no harm, and also no gain, in
+minute description, especially histological.</p>
+
+<div class="sidenote">Scientific names.</div>
+
+<p>The chief technical names of the parts of the male organs&mdash;testicle
+(spermary or testes), sperm duct (vas deferens), scrotum, prostate,
+seminal vesicles, penis, glans, prepuce (foreskin), urethra&mdash;should be
+taught; and the scientific dignity of these words as substitutes for
+vulgar words should be emphasized. In dealing with boys and young men I
+have noticed that these and other scientific words have a great
+influence on their attitude. The scientific names of the sex organs
+should be made part of popular vocabulary for the reason that there are
+no established common names corresponding to lungs, liver, stomach,
+arm, leg, brain, and so on for all prominent organs except the sexual.
+These have been left without authoritative names except in scientific
+language, and as a result dozens of ordinary words have been vulgarly
+applied and unprintable ones invented by <span class='pagenum'><a name="Page_149" id="Page_149">[149]</a></span>uneducated people. Such usage
+of vulgar terminology is widespread, especially among men and boys. An
+editor of schoolbooks recently called my attention to the necessity of
+changing some ordinary words in certain books because in some
+localities the boys applied the words to sexual organs. Even the little
+words "nuts," "stones," "balls" accompanied by the adjective "two" mean
+testicles in the widespread vulgar language; and a physician told me
+that a college graduate used one of these words the other day when
+seeking medical advice concerning her baby. Here is an intolerable
+situation that must be improved by establishing in popular usage the
+dignified scientific words for the chief sexual organs. We must begin
+to do so by teaching the words frankly to boys of adolescent years, and
+by persuading parents to teach their children correctly.</p>
+
+<div class="sidenote">Sex-physiology.</div>
+
+<p>Having learned the structure and names of their sexual organs, boys may
+easily understand the function of each part if explained in simple
+language. Ten or twenty minutes ought to be enough time for stating the
+important facts. One printed page could state them clearly. Here is the
+time for personal hygienic advice, especially such topics as: rules for
+self-control; harmful habits (see discussion of masturbation in &sect; 26);
+sexual activity not necessary for health; occasional nocturnal
+emissions not pathological.<a name="FNanchor_16_16" id="FNanchor_16_16"></a><a href="#Footnote_16_16" class="fnanchor">[16]</a></p>
+
+<div class="sidenote">Female organs.</div>
+
+<p><span class='pagenum'><a name="Page_150" id="Page_150">[150]</a></span>I believe it is well for boys of adolescent years to know a few leading
+facts regarding female structure and function, but such knowledge is
+best learned from oral description by a well-balanced teacher. Diagrams
+and (in some schools) a demonstrated dissection of a cat or other
+animal will be helpful. The meaning of the ovaries as sources of the
+egg-cells and of the uterus as the place for development of the
+fertilized egg-cell should be explained in a serious way that will help
+boys get some fundamental ideas as to what motherhood means Boys,
+moreover, should be informed concerning the existence of the periodic
+disturbance in the other sex, for unless they know they are sure at
+times to misunderstand their sisters and other girls. Professor W.S.
+Hall has stated the essential information in "Chums" (for boys twelve
+to sixteen), but his comparison of periodicity in the two sexes is not
+strictly accurate, for there are not in men any sexual cycles that are
+strictly comparable with the menstrual cycles of women.</p>
+
+<div class="sidenote">No pictures.</div>
+
+<p><span class='pagenum'><a name="Page_151" id="Page_151">[151]</a></span>It is probably best, as urged by several writers, that the life-like
+illustrations, some of them photographic, in books of human anatomy be
+kept away from boys of early adolescent age. Diagrams can be made to
+explain all that is necessary, and without the danger of stimulation
+that might come from the illustrated medical books.</p>
+
+<div class="sidenote">Embryology.</div>
+
+<p>The embryological facts of human biology are very impressive to boys
+and young men who know little of science. I believe that no other line
+of scientific facts is so likely to claim a serious and respectful
+attitude. The ideal way for giving a popular glimpse at human
+development is with a small series of lantern slides or photographs
+from embryological works. Unfortunately, there is no available popular
+treatment of the main facts of human development, but teachers trained
+in biology can easily glean the facts for the preparation of a short
+lecture.</p>
+
+<div class="sidenote">Social diseases.</div>
+
+<p>Since the venereal diseases are due to micro-organisms, I believe that
+they should be introduced in connection with the study of bacteria and
+other germs, either in school courses or in popular lectures. Such
+instruction should be very brief.</p>
+
+<br />
+
+<p class="cend">&sect; 29. <i>Scientific Facts for Girls</i></p>
+
+<div class="sidenote">Girls more innocent.</div>
+
+<p>I discussed first the problem of selecting scientific facts for boys
+because there is little dispute as to the advisability of giving them
+as much scientific information as may possibly replace the vulgar
+knowledge that the average boy is likely to possess. I know that there
+are a <span class='pagenum'><a name="Page_152" id="Page_152">[152]</a></span>few men and many women who will disagree with this because they
+believe in the absolute ignorance of their boys; but I doubt whether
+one healthy adolescent boy in a hundred belongs in the "innocent"
+class. So we need not worry much concerning any supposed danger of
+treating facts too frankly, provided that they are given a dignified,
+scientific setting. In the case of numerous adolescent girls there is
+certainly dense ignorance, and so there must be more difficulty in
+getting approval of parents and teachers concerning facts proposed for
+girls. Often when talking with groups of parents I have heard them say
+that they would like to have their boys learn the scientific truth
+regarding certain facts, but they feel that it would be too startling
+and unnecessary for their daughters. Such is the widespread feeling
+which must be seriously considered in all planning of advanced
+sex-instruction for girls. No doubt there will be much honest
+disagreement with the suggestions here offered.</p>
+
+<p>The biological introduction based on plants and animals should be the
+same as for boys (&sect; 27).</p>
+
+<div class="sidenote">Structure and names.</div>
+
+<p>An adolescent girl of fourteen to sixteen should know the general plan
+of her own sexual structure. She should know the scientific names of
+her organs, not because there are many vulgar names as in the case of
+boys, but because dignified names help attitude. Ovaries, uterus
+(womb), vagina, Fallopian tubes, and vulva will be sufficient. Detailed
+description of the external <span class='pagenum'><a name="Page_153" id="Page_153">[153]</a></span>organs (vulva) might arouse curiosity that
+leads to exploration and irritation, and hence many women physicians
+think that a girl under sixteen or possibly eighteen needs only the
+name vulva for the external parts surrounding the entrance to the
+vagina.</p>
+
+<div class="sidenote">An ancient belief.</div>
+
+<p>Some books for girls perpetuate the ancient but absurd emphasis on the
+virginal significance of the hymen; and a recent book from a prominent
+publisher goes so far as to try to frighten girls into remaining chaste
+by stating that a physician could discover if they have been unchaste.
+This is far from being always true, for the structure may be
+congenitally absent, may sometimes remain after sexual union, or may be
+accidentally destroyed in childhood; and reliable physicians have
+stated that proving unchastity by the hymen is by no means easy. Hence,
+the less said about the ancient belief, the better for young women. The
+truth is that the hymen is a worse-than-useless relic of embryological
+development, and it is neither an indicator nor a dictator of morality.</p>
+
+<div class="sidenote">Physiology of women.</div>
+
+<p>With regard to the physiology of the female organs, the following
+topics should be considered: The meaning of puberty as the beginning of
+a long fertile period of about thirty years; the nature of menstruation
+as a periodical process preparing the lining of the uterus for
+reception and attachment of an embryo if a sperm-cell meets a liberated
+egg-cell near an ovary, and not as a season of illness invented by the
+powers of <span class='pagenum'><a name="Page_154" id="Page_154">[154]</a></span>darkness; the possibility of fertilization following sexual
+relations at any time during the fertile life of a woman; the essential
+facts of sexual relation as a method of depositing sperm-cells so that
+they can swim on the way to meet an egg-cell; and the nature of the
+close blood relationship of mother and embryo. These are physiological
+topics which many parents would like to have taught to their daughters
+of fourteen to eighteen by some careful woman or by some good book.</p>
+
+<div class="sidenote">Social ills.</div>
+
+<p>With regard to the social diseases and the social evil, I have long
+sympathized with the conservatives who hold that extremely limited
+knowledge is sufficient for the average girl under eighteen or twenty.
+No doubt that many working girls in cities need more protective
+knowledge than do school girls of the same age. Hall's "Life Problems"
+seems to me to give the important facts.</p>
+
+<div class="sidenote">Habits.</div>
+
+<p>As in the case of boys of adolescent years, there should be enough
+teaching to warn against harmful habits. Such knowledge may possibly be
+of personal application to a few girls and it will be of use to many
+girls who will later as mothers or teachers have the care of small
+children.</p>
+
+<div class="sidenote">Knowledge concerning men.</div>
+
+<p>I find that many thoughtful mothers and women physicians think that
+girls in late adolescent years should learn from some reliable source
+the most general facts regarding male structure and function. Here
+again the strong argument is that the majority will have the care of
+small children. Such instruction has often <span class='pagenum'><a name="Page_155" id="Page_155">[155]</a></span>been given as part of
+courses in biology and physiology and also in special lectures. It is
+certain that some parents will favor such instruction, and others will
+regard it as indecent to suggest that girls should have any such
+knowledge. There will always be some parents who will let their
+daughters face life-problems blindly.</p>
+
+<div class="sidenote">Mothercraft.</div>
+
+<p>Sometime in adolescent years girls should learn the scientific facts
+regarding mothercraft or the care of small children. This phase of the
+sex-education is rapidly attracting attention from those who are
+interested in practical arts education, and before many years pass it
+will probably be treated adequately in connection with household arts
+in schools and colleges. I have already referred to household arts in
+general as making a decided contribution to the larger sex-education
+which works for harmonious adjustment of the sexes in the home.</p>
+
+<br />
+<hr style="width: 15%;" />
+<br />
+
+<h4>FOOTNOTES:</h4>
+
+<div class="footnote"><p class="noin"><a name="Footnote_14_14" id="Footnote_14_14"></a><a href="#FNanchor_14_14"><span class="label">[14]</span></a> Both books by M.A. and Anna N. Bigelow.</p></div>
+
+<div class="footnote"><p class="noin"><a name="Footnote_15_15" id="Footnote_15_15"></a><a href="#FNanchor_15_15"><span class="label">[15]</span></a> Sets of drawings and lantern slides for the biological
+introduction to sex may be obtained from the American Social Hygiene
+Association, 105 W. 40th St., New York City.</p></div>
+
+<div class="footnote"><p class="noin"><a name="Footnote_16_16" id="Footnote_16_16"></a><a href="#FNanchor_16_16"><span class="label">[16]</span></a> The instructor of young men should not allow confusion to
+arise from the recent contention of some medical men that emissions are
+abnormal or unnatural because they are not known to occur in animals.
+Certain it is that they are adaptations to changes caused by enforced
+sexual restraint after the seminal secretions begin with puberty. Such
+restraint is, of course, abnormal or unnatural if we compare with
+animals; but many of our acts are unnatural and not necessarily
+unhealthful. For instance, the sedentary life of the student or
+professional worker is abnormal or unnatural, but it need not be
+unhealthful, if hygienic adaptations are made. Likewise, seminal
+emissions are unnatural for primitive men or animals without sexual
+restraint, but this does not mean that they are unhealthful for
+self-controlled men. Here, as in many other cases, comparison with
+animals is misleading and does not teach us useful facts concerning
+human sexual functioning. The truth is that physicians have no evidence
+of harm from emissions that are not caused by voluntary activity.</p></div>
+
+<br />
+<br />
+<br />
+<br />
+<a name="VIII" id="VIII"></a><hr />
+<span class='pagenum'><a name="Page_156" id="Page_156">[156]</a></span><br />
+
+<h2>VIII</h2>
+
+<h3 class="sc">Special Sex-instruction for Adolescent Boys and Young Men<span class="totoc"><a href="#toc">ToC</a></span></h3>
+<br />
+
+<div class="sidenote">Methods and teachers.</div>
+
+<p>In this lecture I shall discuss a number of problems in the relations
+of men to women which ought somehow to be made clear to boys who are in
+transition to manhood. I can do little more than point out the lines
+along which it is desirable that young men should be informed and
+influenced; for I confess that I do not know any guaranteed pedagogical
+method for teaching along these lines. So far as I can now see, it
+seems to me that a good beginning would consist in getting the best
+ideas before young men by lectures, books, and personal conversations.
+Here more than in any other phase of sex-education the influence of
+personality is of great importance. Many an ordinary teacher or
+lecturer may well present the cold facts of biological science that
+help interpret sex, but one who does not by his personal qualities
+command the entire confidence of his hearers is worse than useless in
+presenting to young men such problems as those outlined in this lecture
+under the following subheadings: Developing young men's attitude
+towards womanhood; <span class='pagenum'><a name="Page_157" id="Page_157">[157]</a></span>developing ideals of love and marriage; reasons for
+pre-marital continence; essential knowledge concerning prostitution;
+need of more refinement in men; dancing as a sex problem for men; dress
+as a sexual appeal; the problem of self-control; the mental side of a
+young man's sex life.</p>
+
+<br />
+
+<p class="cend">&sect; 30. <i>Developing Attitude towards Womanhood</i></p>
+
+<div class="sidenote">Influence of ideals.</div>
+
+<p>Many there are among the believers in the larger sex-education who feel
+sure that a young man's greatest safety lies in having high ideals of
+womanhood. I have known a number of men who passed unscathed through
+the storm and stress of early manhood because each of them could say,
+as Tennyson makes the lover confess to Princess Ida, "from earlier than
+I know, immersed in rich foreshadowings of the world, I loved the
+woman." Some of these men learned to love "the woman" in the abstract,
+in the dream world, perhaps as the "brushwood girl" of Kipling. Others
+first loved "the woman" through boyhood sweethearts. Still others came
+to love her through mothers who inspired them with reverence for
+womanhood and motherhood.</p>
+
+<div class="poem"><div class="stanza">
+<span class="i0">..."Happy he<br /></span>
+<span class="i0">With such a mother! faith in womankind<br /></span>
+<span class="i1">Beats with his blood, and trust in all things high comes easy to him."<br /></span>
+<span class="poet">(Tennyson)<br /></span>
+</div></div>
+
+<p class="noin">But it matters little for the future purity of the boy on the threshold
+of manhood whether he has <span class='pagenum'><a name="Page_158" id="Page_158">[158]</a></span>learned to love "the woman" in the dreamland
+of youth or in the very real world of life. It is simply a question of
+the intensity of the devotion and of the loftiness of the ideals which
+She has aroused within him.</p>
+
+<div class="sidenote">Who may influence boys.</div>
+
+<p>Now, we of the older generation, who as parents and teachers are
+largely the makers of the boy's view of life, may play a very important
+part in developing in him a love for "the woman," a reverence for
+womanhood. The greatest opportunity falls to the lot of that mother
+whose natural gifts and education adapt her for impressing her son
+profoundly with appreciation of womanhood. The next greatest
+opportunity comes to the woman who as an instructor in school, church,
+or other institution comes into intimate relations that sometimes give
+the teacher greater influence than the mother is able or willing to
+exert. Finally, we must not discount the value of men's co&ouml;peration in
+this problem, for many a boy's attitude towards women is largely the
+reflection of what he has seen in his father and in other men,
+particularly in his teachers both secular and religious.</p>
+
+<p>Now, while the direct influence of personality is most important in
+this problem of developing a young man's attitude towards women,
+organized educational effort should not be neglected. It is important
+that both men and women help by encouraging young men to read good
+literature that unobtrusively tends to introduce them to the best in
+womanhood (see &sect; 23); and by discussing with <span class='pagenum'><a name="Page_159" id="Page_159">[159]</a></span>them, as opportunity
+offers, the higher ideals of the relationships between men and women.</p>
+
+<br />
+
+<p class="cend">&sect; 31. <i>Developing Ideals of Love and Marriage</i></p>
+
+<p>Closely associated with high ideals of womanhood is necessarily a pure
+understanding of love, even in its physical basis. While preparing this
+lecture I discovered that James Oliphant (in the <i>International Journal
+of Ethics</i>, Vol. 9, pp. 288-289, 1898) has well expressed some of the
+views that in a more or less unformulated shape have been in my mind
+for years.</p>
+
+<div class="sidenote">Ideals of love in art.</div>
+
+<div class="block"><p>"If the true preparation for love and marriage is, as I hold it to
+be, to learn to associate physical passion with the higher
+emotions developed by social sympathy&mdash;with a single-hearted
+devotion that demands courage, and self-sacrifice and considerate
+forethought and tenderness; if we wish to bind all these qualities
+together in the imagination of the young and clothe the conception
+with every attribute of beauty that fancy can devise, how can we
+forego the precious opportunities that lie to our hand in the
+persuasive witchery of art? The power that may be exercised in the
+formation of character by the presentment of ideal types is as yet
+very imperfectly utilized. Love is <i>par excellence</i> the theme of
+the artist, and young people will soon find this out for
+themselves; but there is a wide difference in the degrees of
+idealization, and, while we concern ourselves to exclude the
+grosser forms, we neglect the only effective means of
+accomplishing this, namely, the persistent presentation of the
+sentiment in its noblest examples. It is the prevalent idea that
+the longer we can keep <span class='pagenum'><a name="Page_160" id="Page_160">[160]</a></span>all notions of love, even in its romantic
+guise, out of children's heads, the better it will be for them.
+Surely it would be a wiser policy to fill their minds as soon as
+they are able to receive them, with the creations of art in which
+love is represented in its sublimest aspects. The youth who is
+familiar with the love-stories of Shakespeare, and George Eliot,
+and Meredith, will suffer little harm from the gilded sensualism
+of the Restoration drama. Let us hasten to implant the images of
+beauty that will keep the soul sweet and wholesome, and free from
+the taint of any later influences, however sordid these may be."</p></div>
+
+<p>In the lecture on marriage as offering one of the problems for the
+larger sex-education (&sect; 12) and in the reference to general literature
+in &sect; 23, I have called attention to literature which will be suggestive
+and useful to those who are considering the young man's attitude
+towards love and marriage.</p>
+
+<br />
+
+<p class="cend">&sect; 32. <i>Reasons for Pre-marital Continence of Men</i></p>
+
+<p>Recognizing the fact that moral considerations fail to reach many
+people, the following points should be emphasized in trying to show
+young men practical reasons why they should avoid pre-marital sexual
+relations.</p>
+
+<div class="sidenote">Continence and health.</div>
+
+<p>(1) Young men ought to know that many eminent physicians and
+physiologists agree that it has not been proved that continence injures
+the health of men who make an effort to avoid sexual temptations.
+Physicians of the highest standing never advise extra-marital or
+immoral relations, for they are far more likely to injure health than
+to <span class='pagenum'><a name="Page_161" id="Page_161">[161]</a></span>improve it, and they surely injure character and reputation. On
+this question of continence young men should read such pamphlets as
+"Sexual Necessity" by Howell and Keyes; "The Young Man's Problem" and
+"Health and Hygiene of Sex" by Morrow; "The Physician's Answer" and
+"The Rational Sex Life for Men" by Exner.<a name="FNanchor_17_17" id="FNanchor_17_17"></a><a href="#Footnote_17_17" class="fnanchor">[17]</a> Also, see pp. 183-190 in
+Geddes and Thomson's "Sex."</p>
+
+<p>Dr. Exner's "Physician's Answer" is based on the following declaration
+which was signed by about three hundred of the foremost physicians of
+America:</p>
+
+<div class="block"><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 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."</p></div>
+
+<div class="sidenote">Psychical results of incontinence.</div>
+
+<p>(2) It ought to be significant to young men that many men who are now
+in the thirties or forties look back upon their youthful errors with
+profound regret. Many such men testify that <span class='pagenum'><a name="Page_162" id="Page_162">[162]</a></span>unforgettable immoral
+experiences keep them from reaching the heights of love with their
+wives. One of my friends, a well-known physician, recently met in his
+office within two or three months seven men of high standing who are
+now happily married, but who feel that conjugal life is short of its
+full &aelig;sthetic possibilities because of the ever-present remembrance of
+early sexual mistakes.</p>
+
+<div class="sidenote">Physical results.</div>
+
+<p>(3) While the above refers to the psychical effect of youthful errors,
+young men should learn that there is also a physical side to the same
+problem. Eminent physicians assert that many men have completely and
+permanently destroyed their sexual functions by extensive dissipations,
+either by masturbation or by natural relations; and that very many more
+have injured themselves so that perfection of the physical basis of
+love and marriage is impossible.</p>
+
+<div class="sidenote">Possible diseases.</div>
+
+<p>(4) The probability of venereal infection by pre-marital relations and
+the danger of transmission to innocent wives and children should be
+presented to all young men as a strong ethical appeal for continence
+(see &sect; 7).</p>
+
+<div class="sidenote">Purity for purity.</div>
+
+<p>(5) The "fair play" or "square deal" appeal to young men should be
+based on the fact that most for young men who are unchaste demand
+purity of the girls they claim as sisters, friends, or sweethearts; and
+yet they help drag down other women. An honorable man should be willing
+to play fairly and give purity for purity.</p>
+
+<div class="sidenote">Responsibility.</div>
+
+<p><span class='pagenum'><a name="Page_163" id="Page_163">[163]</a></span>(6) The grave responsibility of young men whose unchastity is connected
+with illegitimacy or with the organized social evil should be made a
+strong point in appeals for pre-marital abstinence.</p>
+
+<div class="sidenote">Sexuality and affection.</div>
+
+<p>(7) Young men should be impressed with the idea that their sexual
+functions should be held sacred to affection; in other words, that
+sexual union is moral only as love interchange. In so far as young men
+may be led to this interpretation of the relation of sexuality to the
+best conceptions of life, there will be no danger of prostitution and
+there will be a guarantee of marriages that give completeness to
+affection. The men who are safeguarded against unchastity are those who
+have learned to think of love and marriage and sexual functioning as
+interdependent and coincident elements in the great drama of life and
+who feel the impossibility of their personal interest in marriage
+without love or in sexual union except as expression of deep affection.
+Such men are by no means as rare as the sensational reports of the
+social evil lead many people to believe.</p>
+
+<div class="sidenote">Some men beyond appeal.</div>
+
+<p>I realize that all these seven reasons for continence will fail with
+that large group of young men who have persuaded themselves that they
+will never marry and thus they shake off all responsibility such as
+appeals to the man who looks forward to love that culminates in
+marriage. No one has yet suggested any line of appeal to the men who
+are physically or <span class='pagenum'><a name="Page_164" id="Page_164">[164]</a></span>psychically or morally so abnormal that they have no
+interest in the possibility of marriage; but fortunately such
+individuals constitute an insignificant minority.</p>
+
+<br />
+
+<p class="cend">&sect; 33. <i>Essential Knowledge Concerning Prostitution</i></p>
+
+<div class="sidenote">Safeguarding boys.</div>
+
+<p>(1) The adolescent boy should be safeguarded by the knowledge that in
+every city and in most towns there are women who for financial gain are
+constantly seeking to entice young men into immoral sexual relations;
+and that many unwary men are involuntarily entrapped, especially when
+influenced by alcohol.</p>
+
+<div class="sidenote">Prostitution a business.</div>
+
+<p>(2) The young man should know that the selling of woman's virtue is an
+organized business known as "prostitution" or "the social evil," words
+which stand for indescribable degradation and degeneracy that no beast
+could possibly imitate. Moreover, the young man should be informed that
+all immorality is not prostitution, but that most of the immoral
+relations of men are purchased directly or indirectly by money or its
+equivalent.</p>
+
+<div class="sidenote">Some causes of prostitution.</div>
+
+<p>(3) The young man should know that the great majority of prostitutes do
+not willingly undertake the shameful business of selling their virtue.
+He should know that the majority have gone downward for such reasons as
+follows: Many a woman has been betrayed by some detestable man who
+pretended to love her. Poverty has forced many other women to the
+first <span class='pagenum'><a name="Page_165" id="Page_165">[165]</a></span>downward step. Many are easy victims because they belong to the
+feeble-minded class. Others have been driven into immoral life by
+parents and even husbands. Still others have been drugged, and raped
+while insensible. A limited number have begun prostitution as "white
+slaves" kept as prisoners until all hope of a better life has vanished.
+A few have deliberately begun to accept the attentions of lewd men in
+order to get money for luxurious dress and finery. And relatively very
+few have started downward because of sexual passion such as commonly
+influences men. In short, every young man should be informed that most
+women living by prostitution have begun innocently or unwillingly; but
+having made one false step, society has shunned them, even near
+relatives have cast them off, and a career of prostitution has appeared
+the only way of making a living, vulgar and unspeakably sordid though
+it be. It is evident that the responsibility for prostitution rests
+almost entirely upon men. Unfortunately, society does not recognize
+this fact and has no way of dealing legally with both men and women
+found associated in houses of prostitution. At present the women
+arrested for prostitution are treated as criminals, while their male
+associates in vice are allowed to depart as if they were respectable
+citizens.</p>
+
+<div class="sidenote">Appeal to men.</div>
+
+<p>Tell young men these facts as to why women become prostitutes. Help
+them to realize that most of these women are pitiful victims of man's
+worse than brutal sexual passions. Then add the <span class='pagenum'><a name="Page_166" id="Page_166">[166]</a></span>astounding fact that
+very many of the women of the underworld have short lives, their health
+being undermined rapidly by dissipation, by alcohol used to bury their
+shame or to stimulate their flagging energies, and by the two loathsome
+diseases, gonorrhea and syphilis, which relatively few prostitutes
+escape&mdash;tell young men such facts which eminent physicians and
+sociologists have often verified, and there are good chances of
+striking sympathetic notes in their young manhood.</p>
+
+<div class="sidenote">Danger of social disease.</div>
+
+<p>(4) And there is one other line of facts concerning prostitution that
+the developing young man should know well, namely, that every
+prostitute is likely at any time to be infected with the social
+diseases, and that no ordinary medical examination can prove that she
+will not transmit these awful diseases to men who consort with her. In
+fact, within an hour after most careful medical examination she may
+become infected by some diseased man, and then she is capable of
+inoculating other men. Such facts, for which the greatest of special
+physicians vouch, will eradicate from the young man's mind the
+widespread notions that prostitutes are safe if they carry a
+physician's certificate, or one of the official cards given in some
+European cities. Many a young man of sixteen to twenty has not heard
+that prostitutes as a class are universally dangerous as distributors
+of the most terrible diseases, and his education is incomplete until he
+knows the exact truth from reliable sources.</p>
+
+<div class="sidenote">Limited reading.</div>
+
+<p><span class='pagenum'><a name="Page_167" id="Page_167">[167]</a></span>(5) It is not desirable that the young man should be set to read the
+numerous books packed with more or less sensational reports on the
+social evil, for these may sometimes tend toward morbidity. Any young
+man who is not effectively appealed to by the above facts will not be
+influenced by the most voluminous reports on prostitution ever
+published. Such reports are not useful for young men. They serve a good
+purpose by informing mature men and women and awakening them to the
+necessity of legislation, education, and other weapons with which we
+may fight the great black plague of social vice. For the average young
+man the books recommended in &sect; 8 will give sufficient information and
+viewpoint.</p>
+
+<div class="sidenote">Liaisons.</div>
+
+<p>(6) Finally, the young man of adolescent years should be made to
+understand his responsibility for immorality that is not prostitution,
+that is, extra-marital relations with his girl friends and without
+pecuniary considerations. He should know the probability that he will
+ruin a girl's life, either because illegitimacy occurs or because her
+reputation suffers. Even if such immoral liaisons are kept private,
+both persons concerned are likely in after years to regret their
+illicit intimacy, especially if either marries another person.</p>
+
+<br />
+
+<p class="cend">&sect; 34. <i>Need of More Refinement in Men</i></p>
+
+<p>While refinement is a part of general culture, it is beyond doubt an
+important phase of the problems <span class='pagenum'><a name="Page_168" id="Page_168">[168]</a></span>for the larger sex-education.
+Elsewhere I have referred to the need of better understanding and
+better adjustment between men and women, especially in marriage.
+Towards such a desideratum refinement of men will contribute immensely.
+Many cultured women avoid marriage and many are unhappy in marriage
+because men, sometimes even educated men, lack refinement in manners,
+language, and personal habits. In fact, "lack of refinement" is
+altogether too mild an expression, for many men are positively crude in
+manners, coarse and vulgar in language, and disgusting in personal
+habits.</p>
+
+<div class="sidenote">Manners and chivalry.</div>
+
+<p>In referring to manners, I am including not only the thousand and one
+little customs of everyday life among refined people, but also
+chivalric attitude towards all women. The world has changed vastly
+since knighthood was in flower, but many men of to-day might well take
+lessons in the art of courtesy to women as practiced by the famous
+knights of the age of chivalry. This problem of manners will be an
+increasingly important one, for here in America there is growing up a
+generation of boys who are far from chivalrous even to their mothers
+and sisters; and at the same time, the industrial competition and daily
+association of the two sexes is making young men realize that women are
+simply human beings and not super beings.</p>
+
+<div class="sidenote">Language.</div>
+
+<p>With regard to language, I am thinking not so much of the general need
+of speech that is <span class='pagenum'><a name="Page_169" id="Page_169">[169]</a></span>grammatically, rhetorically, and vocally polished,
+which no doubt determines many a woman's estimate of a man, as I have
+in mind the repelling effect upon sensitive women of language that is
+coarse, vulgar, and profane. Hence, quite apart from the effect of low
+language on character, I believe it worth while to work for refinement
+of language of young men.</p>
+
+<div class="sidenote">Personal habits.</div>
+
+<p>And now with reference to personal habits, including cleanliness and
+refinement of actions, the average women of all classes set splendid
+examples for men of the same groups. It seems scarcely necessary to
+explain in detail concerning unclean personal habits and vulgar
+actions. It requires no keen observer to find plenty of examples. Those
+who have the training of boys should lose no opportunity to impress
+them with the importance of refinement, and especially in all phases of
+their home life. It is in the most intimate life of the home that
+refinement of personal habits of husbands may mean much to sensitive
+wives.</p>
+
+<br />
+
+<p class="cend">&sect; 35. <i>Dancing as a Sex Problem for Young Men</i></p>
+
+<div class="sidenote">Dancing not to be eliminated.</div>
+
+<p>It is more than useless to discuss the question whether dancing ought
+to be eliminated from the social life of young people, for it has
+physical, social, and &aelig;sthetic or dramatic values which will make
+dancing in some form or other coextensive with human life.</p>
+
+<div class="sidenote">Young people and dancing.</div>
+
+<p>Those who deal with adolescent boys and girls ought to have some
+understanding of the facts for <span class='pagenum'><a name="Page_170" id="Page_170">[170]</a></span>and against dancing as it may influence
+the sexual control of young people, men especially. It is no longer
+sufficient to say, even to the young members of certain religious
+denominations, that "good people must not dance because it is wicked,"
+for in this doubting age young people will ask first what we mean by
+the word "wicked" and then for proof that dancing is wicked. The time
+has come when young people must be shown the scientific reasons if we
+want them to avoid dancing or to dance with certain approved movements.</p>
+
+<div class="sidenote">Dancing a sexual stimulant.</div>
+
+<p>It seems to be an accepted opinion among physiologists that dancing of
+any of the types that involve more or less closeness of contact between
+men and women in pairs is likely to lead to sexual stimulation that at
+times may be consciously recognized by normal men, but probably is not
+identified other than as general excitement by most women.</p>
+
+<div class="sidenote">Danger no reason for condemning dancing.</div>
+
+<p>The frank admission that dancing may sometimes stimulate sexual
+emotions is no condemnation of dancing, as many writers seem to think.
+We must know first whether such emotions lead to good or harm. Sexual
+emotions are not in themselves wrong from any except a strictly &aelig;scetic
+point of view. The fact that most intelligent men who in general are
+frankly truthful confess that dancing may sometimes arouse sexual
+emotion simply raises the question whether such emotions lead <span class='pagenum'><a name="Page_171" id="Page_171">[171]</a></span>directly
+to immoral relations with women or whether they lead, as does the best
+social life of men and women together, to a higher &aelig;sthetic
+appreciation of life as it involves the relations of the two sexes.
+After discussing this with many&mdash;yes, with more than a hundred&mdash;men and
+women, I am now convinced that dancing may have both results, depending
+upon the individuals. Dancing, then, has its dangers, but so have many
+other things that go to make up the most complete life. Eating may lead
+to gluttony, mountain-climbing may lead to a broken neck, swimming to
+drowning, music and art to sensuality, and even love is not without
+danger of bestial degradation. Life is full of dangers and we are
+constantly striving to reduce them to a minimum. So we must refuse to
+condemn dancing because of its admitted sexual dangers for young
+people, unless it can be shown that the danger is so great and so
+unconquerable as to outweigh all the physical, social, and &aelig;sthetic
+considerations in favor of the pastime.</p>
+
+<div class="sidenote">Dancing and immorality.</div>
+
+<p>That dancing is a strong incentive to immorality is contended by many
+writers. A prominent physiologist has said that "the dance is the
+devil's procession so far as the young man is concerned." Others have
+pointed to the immorality that is connected with the dance halls, and
+to the fact that waves of immorality of young men have often followed
+the annual balls given in some high schools and colleges. Contrary to
+the view which I formerly held, I am now <span class='pagenum'><a name="Page_172" id="Page_172">[172]</a></span>inclined to think that it is
+not fair to charge such immoral tendencies entirely to dancing, and
+therefore condemn all dancing as immoral. It is no secret of sociology
+that similar epidemics of immorality have been known to occur in
+connection with Sunday-school picnics, camp meetings, expositions,
+political and other conventions, and religious revivals. Shall we
+condemn all these along with dancing on the ground that they lead to
+immorality? We say "no" because immorality is only an incident, not a
+result in these cases. Likewise, I believe that dancing is but one of
+several factors that have led to immorality at the time of annual balls
+in high school and college. These are times of general tendency towards
+dissipation. Regular duties are cast aside, all the hygienic rules for
+eating and sleeping are broken, there is unusual freedom of speech and
+manners, available alcohol is freely used, emotions and not reason
+rules&mdash;these are characteristic of the college festivals that center
+around grand balls. In short, at such times there is a general let-down
+of usual standards and a swing back towards the barbaric festival of
+the ancients. It is not surprising, then, that pent-up sexual instincts
+assert their force at such times, and dancing, if it occurs under such
+conditions is, of course, likely to increase the danger of moral
+collapse because it incites sexual emotions.</p>
+
+<div class="sidenote">Regulation of dancing needed.</div>
+
+<p>Our conclusion, then, is that it is unscientific to charge dancing with
+being the direct cause of immorality, when it has been only one in a
+series of <span class='pagenum'><a name="Page_173" id="Page_173">[173]</a></span>events. The facts warrant not condemnation of dancing as
+something utterly bad, but rather of allowing dancing to be associated
+with conditions that are likely to lead to dissipation and immorality.
+Unless some argument other than that arising from the coincidence of
+dancing with dissipation and immorality is brought forward, we must
+conclude that dancing should be regulated and associated so that the
+admitted dangers will be reduced to a minimum. Recognition of the
+dangers will lead mature people to see the importance of supervising
+and regulating dancing as a phase of the social life of young people.
+It will lead to dancing that is improved along social and &aelig;sthetic
+lines.</p>
+
+<div class="sidenote">Self-control necessary.</div>
+
+<p>While improvement of dancing will reduce its dangers, it will not
+eliminate the problem of self-control for normal young men. They must
+learn to understand their own emotions. They should be forewarned that
+others have found danger in dancing. They should know that some
+strong-willed men have given up dancing when they found that it made
+more intense the problem of sexual self-control, both mentally and
+physically. They should know the increased danger if dancing is
+associated with alcohol, vicious women, immodest dress, extreme freedom
+of conduct, and other morally depressing influences. Such knowledge
+along with general sex-education will do much to make dancing not only
+safe for average young men, but also helpful along social and &aelig;sthetic
+lines.</p>
+
+<div class="sidenote">Extreme dances.</div>
+
+<p><span class='pagenum'><a name="Page_174" id="Page_174">[174]</a></span>With regard to the extreme dances of the past five years, those who are
+well informed concerning sexual problems know that many of these dances
+which polite society has copied from the dens of the underworld are
+vastly more dangerous than the standard dances.</p>
+
+<br />
+
+<p class="cend">&sect; 36. <i>Dress of Women as a Sex Problem for Men</i></p>
+
+<div class="sidenote">Dress and immorality.</div>
+
+<p>Some of the students of sex problems assert with great emphasis that
+dress is the responsible factor in the sexual immorality of many men.
+Accepting the probability that there is some truth in the assertion,
+what is the solution of the problem? Should women in general adopt a
+style of dress which in lines and color is as repellently ugly as the
+official garb of women devotees of certain religious organizations? In
+short, should women make their dress decidedly unobtrusive and
+unattractive in order that the sexual temptations of <i>some</i> men may be
+reduced? The answer must be an emphatic negative. We need more beauty
+in this life of ours, and we cannot afford to omit any beauty which
+women express in dress. The pity is that economic conditions so often
+set a limit to such expression. We must believe in making every
+possible application of the beauty of nature and art to human life; and
+beautiful dress on all women, and especially beautiful dress on
+attractive women, is the most important of such relations of beauty and
+life.</p>
+
+<div class="sidenote">Dress and sexual appeal.</div>
+
+<p>Accepting, then, beauty of dress as worthy of <span class='pagenum'><a name="Page_175" id="Page_175">[175]</a></span>encouragement, what
+shall be done about its sexual attractiveness? This is a difficult
+question in these days with ever-changing fashions whose novelty makes
+extreme modes more dangerously attractive than they would be if
+universally adopted for a long term of years. But permanency of extreme
+styles or general adaptation of modest ones are absolutely impossible
+for the average woman of to-day. Hence, we must look forward to one
+extreme style following another. Young men must face the problem and
+fight their own battles. Like certain widespread diseases, there is
+constant danger of infection, and the only hope for young men is in
+special education as a kind of protective inoculation against
+temptation. This means that young men should be taught to see beauty in
+woman's form, face, and dress without allowing themselves to get into
+habits of sensual or physical emotions. Of course, for the normal young
+man there is sure to be more or less consciousness of emotions
+stimulated by the beautiful associated with women, but the individual
+man may train himself to turn such emotions into &aelig;sthetic or psychical
+lines instead of into those which are sensual, animalistic, or
+physical. In this connection, I have long been of the opinion that
+training in art appreciation, especially of sculpture, may help many
+men to an &aelig;sthetic attitude towards the human form.</p>
+
+<p>It is well known that beauty of woman's face or form or dress has
+sometimes led men into immorality; but I often wonder whether such men
+of <span class='pagenum'><a name="Page_176" id="Page_176">[176]</a></span>weak control would not have fallen sooner or later at the command
+of some other form of stimulation. At any rate, such men do not lead us
+to general conclusions, for there are many more men who have been led
+upward and not downward by the combined beauty of form, face, and dress
+of women.</p>
+
+<div class="sidenote">Duty of women.</div>
+
+<p>While we refuse to excuse men who allow the sexual suggestiveness of
+women's dress to overcome their self-control, we should at the same
+time recognize that women have themselves to blame for much of the
+existing situation. I believe it is true that the average woman does
+not understand how dress that makes unusual exposure of the body may
+make a sexual appeal to men; but there is no such innocence on the part
+of the demi-mondes by whom many of the most dangerous styles are
+introduced. Perhaps women of intelligence and good standing may some
+day come to realize their responsibility for wearing clothing that
+means unusual temptation for men. However, this seems Utopian in these
+years when even women of the best groups are wearing equivocal dress;
+and so men must learn to fight their own battles against natural
+instincts stirred to greater intensity by dress invented to increase
+the trade of the women of the underworld.</p>
+
+<br />
+
+<p class="cend">&sect; 37. <i>The Problem of Self-control for Young Men</i></p>
+
+<div class="sidenote">Difference between sexes.</div>
+
+<div class="sidenote">Automatic arousing of boys' instincts.</div>
+
+<p>The problem of control of the insistent passions of normal young men
+has been unscientifically minimized by numerous writers and lecturers.
+It <span class='pagenum'><a name="Page_177" id="Page_177">[177]</a></span>should be noted that many of these are men who have long since
+forgotten the storms and stresses of their early manhood, and others
+are women who do not know the facts indicating that the sexual
+instincts young men are characteristically active, aggressive,
+spontaneous, and automatic, while those of women <i>as a rule</i> are
+passive and subject to awakening by external stimuli, especially in
+connection with affection. Such forgetful men and uninformed women are
+prone to regard the lack of control of many young men as simply due to
+"original sin," "innate viciousness," "bad companions," or
+"irresistible temptations"; and they overlook the great fact that
+maintaining perfect sexual control in his pre-marital years is for the
+average healthy young man a problem compared with which all others,
+including the alcoholic temptation, are of little significance. Such
+being the truth about young men, nothing is to be gained and much is to
+be lost if older people fail to take an understanding and sympathetic
+attitude. I question whether any young man has ever been helped through
+his adolescent crises by such oft-repeated assertions as that "there is
+no more reason that a young man should go astray than that his sister
+should," or, in other words, that "continence is as easy for a young
+man as for a girl of similar age." An observing young man will doubt
+such statements, and if he has had access to scientific information, he
+will feel sure that there has been an attempt to influence <span class='pagenum'><a name="Page_178" id="Page_178">[178]</a></span>him by the
+kind of exaggeration commonly adopted by specialists in moral
+preachments. The plain truth is that there is a physiological "reason"
+or explanation, although not a justification for failure of
+self-control. Even if we accept the improbable statement of some
+writers that boys and girls are in early adolescence potentially equal
+in sexual instincts and assuming that they may be protected equally
+against vicious habits, we must not forget that every normal boy passes
+in early puberty through peculiar physiological changes that arouse his
+deepest instincts. I refer especially to the frequent occurrence of
+involuntary sexual tumescence and to the occasional nocturnal
+emissions, which processes leave the boy in no doubt whatever as to the
+nature, source, and desirability of sexual pleasure. Especially is this
+true of the automatic emissions that usually follow continence of
+healthy young men, for in connection with such relief of seminal
+pressure every nerve center of the sexual mechanism seems to be
+involved in the culminating nerve storm of which the awakening
+individual is often quite pleasurably conscious. In short, as men
+looking backward to their early manhood well understand, the physical
+sensations that come into the normal sexual experience of the
+adolescent boy are different only in degree of intensity from those
+which later are concomitants of sexual union. Such, in brief, is the
+physiological history of the normal adolescent boy, and one who has
+fallen into even most limited masturbation will <span class='pagenum'><a name="Page_179" id="Page_179">[179]</a></span>probably be still more
+conscious of the fact that the ordinary sequence of events in the
+activity of the sexual organs leads to intense excitement that has
+almost irresistible attractiveness.</p>
+
+<div class="sidenote">Average young women different.</div>
+
+<p>Now, most scientifically-trained women seem to agree that there are no
+corresponding phenomena in the early pubertal life of the normal young
+woman who has good health. A limited number of mature women, some of
+them physicians, report having experienced in the pubertal years
+localized tumescence and other disturbances which made them definitely
+conscious of sexual instincts. However, it should be noted that most of
+these are known to have had a personal history including one or more
+such abnormalities as dysmenorrhea, uterine displacement, pathological
+ovaries, leucorrhea, tuberculosis, masturbation, neurasthenia,
+nymphomania, or other disturbances which are sufficient to account for
+local sexual stimulation. In short, such women are not normal. Such
+facts have led many physicians to the generalization that the average
+healthy adolescent girl does not undergo normal spontaneous changes
+which make her definitely conscious of the nature, source, and
+desirability of localized sexual pleasure. On the contrary, such
+consciousness commonly comes to many only as the result of stimuli
+arising in connection with affection.<a name="FNanchor_18_18" id="FNanchor_18_18"></a><a href="#Footnote_18_18" class="fnanchor">[18]</a> Clearly it is nonsense to
+claim that the sexual temptations <span class='pagenum'><a name="Page_180" id="Page_180">[180]</a></span>arising within the individual are
+equal for the two sexes. Potentially, girls may have passions as strong
+as boys, but they do not become so definitely and spontaneously
+conscious of their latent instincts.</p>
+
+<div class="sidenote">Helping the young man.</div>
+
+<p>Thus considering the available facts regarding the physiological
+reasons for the sexual tendencies of men, it seems to me that we gain
+nothing in trying to minimize the young man's sexual problems, for he
+is quite conscious that they are insistent. Far better it is that
+mature men who know life in its completeness should make the young man
+feel that his problems are not new, not insignificant, and that many
+another man has met and solved them in such a way as to make life more
+full of real happiness. Such sympathetic helpfulness will mean
+something to a young man, but he cannot be led far by one who in his
+own early experience has not learned both the strength and the mastery
+of the sexual instincts.</p>
+
+<div class="sidenote">Women should know.</div>
+
+<p>In another lecture I have discussed the proposition that it would be
+better for all concerned if women could have scientific understanding
+of the physiological facts concerning the sexual tendencies of men, not
+to make women more lenient or forgiving towards the mistakes of men,
+but rather to enable women to play an important part in the necessary
+adjustments through helpful comradeship. This last phrase will mean
+nothing to many people, but in many a modern home a well-informed wife
+has been able to lead the way to the satisfactory solution of the
+fundamental problems of life.</p>
+
+<div class="sidenote">Self-control in marriage.</div>
+
+<p><span class='pagenum'><a name="Page_181" id="Page_181">[181]</a></span>There is another and an all-important phase of the problem of teaching
+self-control which is commonly overlooked by those who are trying to
+help young men solve their greatest problems. I have in mind the need
+of self-control in marriage. Most writers and lecturers who emphasize
+the arguments for absolute self-control or continence before marriage,
+omit all reference to marital life. The natural inference, and one
+widely followed, is that the only moral duty of a young man is to
+control his intense desires and avoid illicit relations until sexual
+abandon is permitted under the license of the law and the benediction
+of the church. Such, I submit, is a fair conclusion for young men to
+draw from at least ninety per cent of the sex-education literature that
+is current to-day.</p>
+
+<p>Now, I believe this is all wrong. In fact, I am so radical as to
+believe that the intelligent women of the world would gain more from
+temperance and unselfishness and delicacy of men in sexual functioning
+in marriage than from sexual continence before marriage. Of course, I
+do not propose that ideal sexual conditions in marriage may justify
+pre-marital incontinence, but I make this sharp contrast simply to
+emphasize the belief that sexual intemperance and selfishness of men in
+marriage causes more mental and physical suffering of women than does
+sexual incontinence of men before marriage, and I am not forgetting the
+vast problem of social diseases and prostitution.</p>
+
+<p><span class='pagenum'><a name="Page_182" id="Page_182">[182]</a></span>I urge, then, that those who attempt to direct young men through the
+mazes of sexual life should hold up ideals not only of pre-marital
+continence, but also of post-nuptial temperance and harmonious
+adjustment between husband and wife. This post-nuptial problem is far
+more difficult to solve, for the intimacy of married life, especially
+in the earlier years, is sure to offer stimuli that are likely to make
+sexual instincts more insistent than those that come from celibate
+repression. However, self-control and temperance in marriage is no new
+and unattainable ideal, and harmonious adjustment of men and women in
+marriage is far more common than the pessimists would have us believe.</p>
+
+<br />
+
+<p class="cend">&sect; 38. <i>The Mental Side of the Young Man's Sexual Life</i></p>
+
+<div class="sidenote">Effect of mental imagery.</div>
+
+<p>Most of the discussions of the education of young men for moral living
+have centered around the problem of keeping him from physical sexual
+activity. So far as society is concerned, this is the great
+desideratum. So far as the individual life is concerned, it is
+important that self-control should extend to mental imagery. Professors
+Geddes and Thomson have well said, in "Sex," that "while anatomical
+chastity is a moral achievement, it is not the deepest virtue. The
+incisive declaration: 'Whosoever looketh on a woman to lust after her
+hath committed adultery with her already in his heart' expresses an
+even more searching standard, and modern science brings home <span class='pagenum'><a name="Page_183" id="Page_183">[183]</a></span>to us the
+radical importance of our reflex thought and deep-down impulses, which
+appear to bulk largely in molding our lives and the lives of those who
+may spring from us." In language adapted to the understanding of
+average young men, this idea should be emphasized.</p>
+
+<p>In the opinion of some physiologists the greatest harm done to the
+individual who has long been a victim of masturbation is in the
+centering of the attention on imaginary sexual situations. This is
+especially true of mental masturbation. Hence, the relation of
+masturbation to the possible establishment of a disordered mental state
+should be known by adolescent boys and young men.</p>
+
+<div class="sidenote">Control of thoughts.</div>
+
+<p>It appears from the experience of many men that strenuous work and play
+are the only efficient weapons for driving sexual images into the
+background of the mind. This applies not only to sordid and lewd
+thoughts of unchaste sexual situations, but also to the mental images
+that are inevitably associated with the purest affection and which
+should be trained to obey when calm reason so orders.</p>
+
+<p>The following literature will be especially helpful to young men: W.S.
+Hall's "Sexual Hygiene for Men," or his "Sexual Knowledge"; Exner's
+"The Rational Sex Life for Men"; Morrow's "The Young Man's Problem,"
+and "Health and Hygiene of Sex for College Students"; King's "Fight for
+Character" (Y.M.C.A.); and the chapter on Ethics of Sex in "Sex" by
+Geddes and Thomson.</p>
+
+<br />
+<hr style="width: 15%;" />
+<br />
+
+<h4>FOOTNOTES:</h4>
+
+<div class="footnote"><p class="noin"><a name="Footnote_17_17" id="Footnote_17_17"></a><a href="#FNanchor_17_17"><span class="label">[17]</span></a> The first three pamphlets are published by the Society of
+Sanitary and Moral Prophylaxis (New York); the Exner pamphlets by the
+Association Press (New York).</p></div>
+
+<div class="footnote"><p class="noin"><a name="Footnote_18_18" id="Footnote_18_18"></a><a href="#FNanchor_18_18"><span class="label">[18]</span></a> This is really not surprising if we remember the
+peculiarities of human instincts mentioned in an earlier lecture (&sect;
+3).</p></div>
+
+<br />
+<br />
+<br />
+<br />
+<a name="IX" id="IX"></a><hr />
+<span class='pagenum'><a name="Page_184" id="Page_184">[184]</a></span><br />
+
+<h2>IX</h2>
+
+<h3 class="sc">Special Sex-instruction for Maturing Young Women<span class="totoc"><a href="#toc">ToC</a></span></h3>
+<br />
+
+
+<div class="sidenote">Parents would limit knowledge of daughters.</div>
+
+<p>It was my original plan to make this lecture parallel with the
+preceding one for young men, but much discussion with parents and with
+scientifically trained women whose suggestions and criticisms I value
+has shown me that there is no consensus of opinion as to what should be
+taught to young women between eighteen and twenty-two years of age. I
+have found many fathers and mothers who think that their boys of
+fourteen or fifteen should be informed as suggested in the preceding
+lecture; but concerning some of the facts for boys these same parents
+were doubtful whether their daughters ought to know before twenty, and
+some of them have said twenty-five and even thirty. Some of them have
+said that they see no reason why an unmarried young woman of the
+protected group should know much more than a very limited amount of
+personal hygiene; but most of these people were decidedly hazy as to
+how the young woman about to marry may be sure of getting belated
+knowledge. In short, all along the line I have found intelligent
+<span class='pagenum'><a name="Page_185" id="Page_185">[185]</a></span>parents and others who believe in very thorough sex-instruction for
+boys, but that "nice" girls should be kept as ignorant and innocent as
+possible. With such disagreement existing, it is evidently not possible
+to make such specific recommendations as have been made for boys.</p>
+
+<br />
+
+<p class="cend">&sect; 39. <i>The Young Woman's Attitude towards Manhood</i></p>
+
+<div class="sidenote">Women should have ideals.</div>
+
+<p>Among those who agree heartily with the proposition that by education
+the young man's attitude towards womanhood (&sect; 30) should be cultivated
+I find, to my surprise, many who object to any parallel attempt to
+influence young woman's ideals of manhood. I say that I am surprised
+because it has long seemed to me that many of the faults of men are
+largely traceable to the fact that women as a sex have not been able to
+hold a high standard for manhood; and, therefore, I wonder when some
+thinking women question the desirability of trying to influence young
+women by organized instruction. Of course, we must not forget that
+before the coming of the economic and social freedom of women there
+were very few of them who were able to maintain a stand for their
+ideals of manhood; but this is no longer true in a great and rapidly
+increasing group of the individualized and educated classes. Therefore,
+it seems clear that if the better groups of women want a higher type of
+manhood capable of better adjustment in marriage, it is important that
+they consider <span class='pagenum'><a name="Page_186" id="Page_186">[186]</a></span>ways and means of molding the minds of young women with
+reference to ideal manhood.</p>
+
+<div class="sidenote">Ideals and disappointment.</div>
+
+<p>Occasionally I have met a strange view of life in some men and women
+who have grown pessimistic from revelations concerning the
+sexual-social problems and who think that true manhood is so rare that
+emphasizing it with young women will lead to ideals that can rarely be
+realized in actual life; and therefore, for women so influenced there
+will be increasing discontent and disappointment in marriage or
+deliberate celibacy. No doubt this is in part true, as witness the many
+highly educated women who have written or said that there seem to be
+few attractive marriageable men of their own age. However, it is rare
+indeed that such women say that life would have meant more without the
+higher education and its resulting ideals that have stood in the way of
+marriage such as might be happy for uneducated women. This is in line
+with the fact that many cultivated men and women find that education
+has given unattained ideals and unsatisfied ambitions and strenuous
+life and disappointments, but it is rare that they long for the
+care-free and animal-like happiness of the tropical savage. We must
+remember that education gives us keener feeling for life's pains, but
+it also compensates by giving soul-satisfying appreciation of its joys.
+So it seems reasonable to believe that while educating young women to
+believe in and demand a higher ideal of manhood in its natural
+relations to womanhood will certainly make <span class='pagenum'><a name="Page_187" id="Page_187">[187]</a></span>disappointments more
+heart-pressing for some, it will just as surely make realization the
+supreme happiness of others. And as adjustment of manhood and womanhood
+through the larger sex-education becomes more and more abundant and
+more and more perfected, the sum total of human happiness will
+increase.</p>
+
+<p>Looking thus towards the ultimate good, I must refuse to accept the
+hopeless and depressing view that all young women should be kept
+ignorant of their relation to men and life in order that the absence of
+ideals of manhood may protect some women against possible
+disappointment by men.</p>
+
+<br />
+
+<p class="cend">&sect; 40. <i>The Young Woman's Attitude towards Love and Marriage</i></p>
+
+<div class="sidenote">Reasons not same as for men.</div>
+
+<p>In the preceding lecture to the parents and teachers of young men I
+emphasized the importance of developing the young man's ideals of love
+and marriage primarily because such ideals have so often helped men
+morally in character-formation and character-protection. I feel sure
+that this is not the chief reason why the ideals of young women should
+be developed along parallel lines. On the contrary, it seems to me that
+those representative women are right who think that the first reason
+why ideals of young women should be influenced is that there is need of
+a radical change in the attitude of a very common type of young women
+who are flippant and disrespectful concerning love and marriage, and
+whose influence on the <span class='pagenum'><a name="Page_188" id="Page_188">[188]</a></span>morals of men is decidedly bad because they
+often give unguided young men their first and strongest impressions
+concerning women. A second reason, which is equally applicable to both
+sexes, is that advance understanding of the relations of love and
+marriage is likely to lead to happy and satisfactory adjustment in
+marriage.</p>
+
+<div class="sidenote">Men naturally lead in love.</div>
+
+<p>Perhaps the flippant and disrespectful attitude concerning affairs of
+the heart develops in many young women because they do not consciously
+feel in advance of experience the demand for affection which comes so
+naturally and spontaneously to many, possibly to all, normal young men
+whose views of life have not been artificially twisted. I fully realize
+the treacherous nature of the ground on which walks one who tries to
+compare the two sexes concerning their relative attitudes towards love,
+but certain it is that the novelist's descriptions of men as the
+leaders and aggressors in love is not fiction but the common fact of
+real life. Man's tendency towards leadership in love is not
+scientifically explained by any superficial assumption that established
+social conventions have repressed an original spontaneity of women. On
+the contrary, there are the best of physiological and psychological
+reasons for believing that the social conventions have arisen as an
+expression of masculine aggressiveness and natural tendency towards
+leadership in affairs of the heart. The accepted fact is that many
+young women have no understanding of or demand for affection until
+experience <span class='pagenum'><a name="Page_189" id="Page_189">[189]</a></span>has taught them its place in life. In the records of real
+life, as well as in fiction, many a young woman's possibilities of
+happiness have been lost because she did not understand herself when
+love came into her experience.</p>
+
+<div class="sidenote">Affection in marriage.</div>
+
+<p>Another side to the problem of the young woman's relation to love and
+marriage is brought to our attention by the lamentable fact that many
+wives lose interest in devoted husbands when the children come. This is
+probably true in at least half the families; and many matrimonial
+disharmonies are the result. This is really one of the greatest
+problems of marriage which cultured women should consider seriously;
+for even more than in most other sex problems, it is one for the
+solution of which women are in a position to take the leading part.
+This problem is especially important in these days when the household
+inefficiency, personal extravagance, and desire for social position of
+numerous young women of eighteen to thirty are having an enormous
+influence in advancing the age of marriage because many of the best
+types of young men pause and consider seriously the impossibility of
+adjusting a small salary to the ideas of their women friends as to what
+is the minimum of a family budget. Add to such facts a growing
+pessimism of young men regarding inconstant affections of wives with
+children, and the need of special educational attack is evident.</p>
+
+<div class="sidenote">The duty of parents.</div>
+
+<p>From whatever side we look at the question whether the larger
+sex-education should somehow <span class='pagenum'><a name="Page_190" id="Page_190">[190]</a></span>try to mold the ideals of young women
+with regard to love and marriage, we see reasons why parents should
+encourage their maturing daughters to get some advance understanding of
+such relation. If parents are themselves unable to help their daughters
+to this understanding, they can at least exert great influence by their
+own attitude, and they can approve the reading of books, and perhaps
+there may be opportunity for hearing lectures by women who understand
+life.</p>
+
+<div class="sidenote">Books.</div>
+
+<p>With regard to good literature that will help in this line, there are
+chapters in many of the books mentioned at the end of this lecture, and
+in more or less indirect form in the general literature suggested in
+the preceding lectures concerning young men, and in &sect; 12 which deals
+with the general educational problem of marriage.</p>
+
+<br />
+
+<p class="cend">&sect; 41. <i>Reasons for Pre-marital Continence of Women</i></p>
+
+<div class="sidenote">Many women do not need reasons.</div>
+
+<p>Many women who have lived protected lives have declared themselves
+unable to understand why a young woman should need reasons for
+pre-marital continence; and these women are probably right so far as
+the great majority of the daughters of families in good social
+conditions are concerned. As pointed out in earlier lectures, there is
+abundant evidence that the average adolescent girl who is protected
+against external sexual stimuli and influenced constantly by the
+prevailing ideals which demand chastity of women, is not likely to need
+any <span class='pagenum'><a name="Page_191" id="Page_191">[191]</a></span>arguments why she should avoid pre-marital incontinence. Moreover,
+there seems to be little danger that the average girl with good social
+environment will ever question her ideals of chastity unless under the
+stress of overwhelming affection; in other words, there is little
+possibility that such women will be interested in the strictly
+mechanical, non-affectionate, and unsentimental sexual relations which
+must inevitably characterize the common prostitution of men.</p>
+
+<div class="sidenote">Unprotected girls.</div>
+
+<p>Note that I am referring to the average young woman in good social
+environment, and for the moment omitting the vast class of so-called
+"unprotected" girls. Moreover, I am speaking of the "average," and I am
+not forgetting that medical journals and books record many exceptions.
+Nevertheless, we must not be misled by medical literature, for
+naturally the physician sees the women whose lack of health leads them
+to seek professional advice, and it is well known that in sexual lines
+women commonly become decidedly unhealthy before they consult
+physicians. As testimony concerning the average normal women, I have
+the greatest confidence in the statements of thoughtful women with
+sound scientific attitude; and such are my authority for the view that
+maintaining pre-marital continence is not one of the serious problems
+for the average young woman with good domestic and social environment.</p>
+
+<p>Now, while I admit in advance that the problem of pre-marital
+continence is not of great significance <span class='pagenum'><a name="Page_192" id="Page_192">[192]</a></span>in the personal lives of the
+great majority of the type of women who are likely to hear or read this
+lecture, I do believe that this is the type of women who ought to think
+over the problem as it concerns the atypical girl of good social groups
+and the "unprotected" girl of more unfortunate groups. I cannot see,
+therefore, why it is not best and safest that all girls should learn
+from parents or reliable books or teachers the main reasons for
+pre-marital chastity.</p>
+
+<div class="sidenote">The girl who needs help.</div>
+
+<p>The atypical girls of good social groups who need guidance regarding
+pre-marital continence are of two types: either one with intensive
+sexuality which is often modifiable by medical or surgical treatment;
+or one of probably normal instincts but with radical sexual philosophy.
+The first type needs not only emphatic instruction regarding
+continence, but more often medical help, either for general health or
+for correction of localized sexual disturbance. The second type must be
+treated exactly as suggested for young men, because they are the women
+whose anarchistic repudiation of laws and convention in general has led
+to their acceptance of a <i>single</i> standard of morality for men and
+women, but one of freedom from monogamic ideals. This type of women,
+long well known in the student groups of Paris and in Russian
+universities, is becoming more and more evident in America, especially
+among some well-educated young women who have dropped their ideals of
+chastity because they have found attractiveness in more or less
+superficial studies of radical socialism. Many of these <span class='pagenum'><a name="Page_193" id="Page_193">[193]</a></span>radical women
+frankly say that they would like to marry the "right man," but failing
+to find that rare species, they claim their right to sexual freedom in
+more or less capricious liaisons. Others of these women are so highly
+individualized that marriage is beneath their contempt, either because
+it will "interfere with a career" or because the legal aspects and
+ecclesiastical ceremonies still suggest the old-time subjection of the
+wife to the husband. Women who are in a position to know from personal
+knowledge of radical people declare that there are still relatively few
+educated women who deliberately cut loose from monogamic standards; and
+that they are most commonly found among certain intimate and
+unconventional groups of students and professional workers, especially
+those who are united in "Bohemian life" by artistic or literary
+interests. But while such sexually anarchistic women are not common in
+America, there is reason for fearing that, unless some unexpected check
+comes to this undercurrent towards sexual freedom, it may be found ten
+or twenty years hence that a surprisingly large number, but <i>never a
+majority</i>, of unmarried young women have fallen into the sexual
+promiscuity that is so common among unmarried men of the same ages.</p>
+
+<div class="sidenote">Radical sex literature.</div>
+
+<p>Chief of the influences that lead a certain number of well-educated
+young women towards sexual freedom is radical printed matter. We are
+now getting in America a wide distribution of bold literature of the
+"free love" type, some of it with a scientific superficiality that
+will <span class='pagenum'><a name="Page_194" id="Page_194">[194]</a></span>convince many beginners in the study of sexual problems. Much of
+this literature is translation or adaptation of books and articles by
+European authors; and I have previously remarked that abroad the ideals
+of sexual morality&mdash;and judging from the Great War, of morality in
+other lines&mdash;is frankly quite different from that upheld here. But some
+of this radical literature is American in origin. In addition to
+certain books and pamphlets, which might be advertised by giving names,
+I think of two New York medical journals, with a popular circulation,
+edited by a successful but much criticized physician, which rarely
+publish an issue without frank approval and even arguments for
+extra-marital relations other than prostitution, particularly for those
+who for one reason or another, unwelcome or voluntary, are leading
+celibate lives. The influence of such writings on young women who are
+inclined towards radicalism in all things is probably enormous, and it
+is unfortunate that vigorous opposition literature is not published and
+widely circulated.</p>
+
+<div class="sidenote">Same instruction as for men.</div>
+
+<p>In conclusion, it is clear that the problem of pre-marital continence
+is not limited to young men, for the "unprotected" girl from a
+low-grade home and environment, and the uninformed girl from the best
+of homes, and the radical girl from the most educated circles may,
+innocently or deliberately, select the pathway to unchastity. For these
+kinds of young women the educational problem is the same as for young
+men. They should have essentially the same <span class='pagenum'><a name="Page_195" id="Page_195">[195]</a></span>instruction. And, in the
+case of both sexes, it is only by contrasting the good and evil that
+education can point out the worth-whileness of chastity.</p>
+
+<div class="sidenote">Indirect responsibility.</div>
+
+<p>There is a special aspect of the problem of pre-marital chastity of men
+that young women should understand, and that is their indirect
+responsibility for the unchastity of many men. In discussing dancing
+(&sect; 35) and extreme dress (&sect; 36), it has been indicated that women as a
+sex have a tremendous responsibility for the temptations of men. The
+same is true in the case of flirting or more extreme familiarities with
+men. However sure a young woman may feel of her own power of
+self-control, she should not consider lightly her possible part in a
+chain of events which may lead men to unchastity with other women. Many
+a man driven into the white heat of passion by thoughtless or
+deliberate acts of a pure girl has gone direct to seek relief of
+tension in the underworld. Of course, the girl in this case is not
+directly responsible for the downfall of the man; but I wonder if there
+is not moral, if not legal, responsibility for one who knowingly leads
+or helps another to the brink of a precipice from which he voluntarily
+falls.</p>
+
+<p>I am perfectly well aware that many good people will be horrified by
+the very suggestion that young women should be taught their
+responsibility for their men associates. Some will declare that the
+advocates of sex-education propose to destroy the innocence and romance
+in young women's lives. Others of the horrified ones will remain
+complacent <span class='pagenum'><a name="Page_196" id="Page_196">[196]</a></span>because they believe that unchastity is caused by "innate
+depravity" of men. I am sorry to disagree with such people who are
+sincere, but the established facts point clearly to the conclusion that
+it is the duty of the mothers and teachers of girls to make them
+understand their relations to men and their responsibility for helping
+young men avoid sexual temptations. This is necessary when innocence
+stands in the way of the maximum safety and happiness of young people.</p>
+
+<br />
+
+<p class="cend">&sect; 42. <i>Need of Optimistic and &AElig;sthetic Views of Sex by Women</i></p>
+
+<div class="sidenote">Many women pessimistic concerning sexuality.</div>
+
+<p>The most significant point in the sex-education movement at present is
+the fact that numerous women of the most intelligent groups are tending
+rapidly towards accepting an optimistic and &aelig;sthetic view of sexual
+relationships so far as these are normal and ethical and guided by
+affection. However, this higher philosophy of sexual life is still very
+far from being universal among educated women, and it is probably true
+that to the great majority of them sexuality has no &aelig;sthetic meaning
+but is simply a very troublesome physical function and an animal method
+for perpetuating the human species. That such an attitude should be
+common is not surprising, for in recent years numerous educated women
+have gained abundant information concerning abnormal sexuality, while
+very few have caught glimpses of the higher possibilities of the
+sexual <span class='pagenum'><a name="Page_197" id="Page_197">[197]</a></span>functions. The truth is that it has been and still is difficult
+for most women to get well-balanced knowledge of sexual normality.
+There are hundreds of books and pamphlets that deal with amazing
+boldness with the sexual mistakes of human life, but there is not in
+general circulation to-day any printed matter which deals with normal
+sexual life with anything like the frankness and directness that is
+common in widely circulated literature on social vice and its
+concomitant diseases. Likewise, it is difficult for women to get the
+true view of sexual life from personal sources, for the vulgar side of
+sexuality is the one usually discussed by most people, some of whom
+revel in obscenity, some have had personal experiences that have caused
+ineradicable bitterness, and some more or less sincerely believe that
+knowledge of vice is of value as a safeguard or an antidote. The bright
+side of the sexual story is rarely told in conversation, either because
+it is unfamiliar or because it is the sacred secret between pairs of
+individuals who together have found life in all its completeness.</p>
+
+<div class="sidenote">&AElig;sthetic outlook.</div>
+
+<p>Fortunately, this depressing emphasis on sexual abnormality is
+beginning to disappear, and we see sure signs of coming attention to
+sexual health rather than to disease and to purity rather than to vice.
+Leading women are beginning to give, through the impersonal medium of
+science and general literature, some definite and helpful testimony
+concerning the pathway to the essential good that is bound up in
+sexuality. <span class='pagenum'><a name="Page_198" id="Page_198">[198]</a></span>It is especially important that young women of culture
+should be helped to this point of view, and as far as possible before
+they learn much concerning the dark problems that have originated from
+failure to keep sexual functions sacred to affection and possible
+parenthood. The educated women of to-day who have acquired and retained
+faith in the essential goodness of human sexual possibilities, and who
+at the same time have an understanding of the mistakes that weak humans
+are wont to make, are sure to play a most important part as teachers
+and mothers and leaders in the movement which is already guiding
+numerous intelligent men and women to a purified and noble view of the
+sexual relationships. As I see the big problems that demand
+sex-education, the future will depend largely upon the attitude of
+women. It is an essential part of the feministic movement. In the past
+there have been many alarming signs of a destructive sex antagonism
+that charged men with full responsibility for existing sex problems.
+But the advance guards of feminism are beginning to recognize that
+there are all-essential relationships between the sexes, and that only
+in sex co&ouml;peration can there be any permanent solution of the great
+questions. It is a great advance from the sex hostility of Christabel
+Pankhurst's "Plain Facts on a Great Evil" to the co-working attitude of
+Louise Creighton's "Social Disease and How to Fight It," of Olive
+Schreiner's "Woman and Labor," of Ellen Key's "Love and Marriage," and
+of Gascoigne <span class='pagenum'><a name="Page_199" id="Page_199">[199]</a></span>Hartley's "Truth About Woman," all of which give us hope
+that women with optimistic and &aelig;sthetic interpretation of sex are
+coming to take the lead towards a better understanding of the relations
+of sex and life.</p>
+
+<br />
+
+<p class="cend">&sect; 43. <i>Other Problems for Young Women</i></p>
+
+<p>Concerning several other problems that have been discussed with special
+reference to young men, it seems best that all young women should be
+informed sometime between sixteen and twenty-two, the age limit
+depending upon maturity of the individual, home life, and social
+environment.</p>
+
+<div class="sidenote">Prostitution.</div>
+
+<p>With regard to prostitution, it seems important that girls should know
+the essential facts recommended in the lecture concerning boys. The
+"unprotected" girl of low-grade environment will often need some of
+this knowledge before she is fourteen (and in some cases, even twelve)
+years old. On the other hand, the average "protected" girl need not
+know until several years later. It seems possible that too early
+familiarity with the existence of sexual vice might tend to make some
+young women accept it as part of the established order of things; and,
+hence, the girl whose environment is protective and whose moral
+training has been complete will be perfectly safe without knowledge of
+vice and will be more likely to take an opposition attitude if she
+learns the facts concerning prostitution when she is approaching
+maturity. Even then the essential information should be given <span class='pagenum'><a name="Page_200" id="Page_200">[200]</a></span>in such
+a way that the young woman will see the gravity of the social situation
+and, at the same time, not develop a spirit of sex hostility. Here,
+again, I must recommend Louise Creighton's "Social Disease and How to
+Fight It" as not only pointing out the nature of the great evil, but
+also recognizing that the existing situation can never be improved
+except by the sympathetic co&ouml;peration of the best men and women.</p>
+
+<div class="sidenote">Dancing.</div>
+
+<p>With regard to dancing, young girls should be taught that certain forms
+of this exercise are not approved by the most refined people. Before
+maturity, they should not know the physiological reason for this
+disapproval. In fact, I know many men and women who think it best that
+most women, even mature, should not have their attention called to the
+sexual dangers of dancing. For my part, I cannot see how women with
+such ignorance can co&ouml;perate with the best men in reducing the admitted
+dangers to a minimum.</p>
+
+<div class="sidenote">Dress.</div>
+
+<p>With regard to dress as a sexual problem, some mothers think they can
+handle the problem with their young daughters by emphasizing modesty
+and without further explanation; but the drawing power of fashions is
+so great that most young women are quick to revise their ideas of
+modesty to suit the latest style. Is it too much to hope that large
+numbers of young women would accept such facts as were stated in the
+lecture for young men (&sect; 36), and would be sincere enough to dress so
+that their attractiveness may appeal more <span class='pagenum'><a name="Page_201" id="Page_201">[201]</a></span>to the &aelig;sthetic and less to
+the physical natures of men?</p>
+
+<div class="sidenote">Merely a man's views.</div>
+
+<p>In this lecture concerning the special teaching of young women, I have
+attempted nothing more than an outline of the impressions that I have
+gained from books and from representative women who are interested in
+the larger sex-education. I have not tried to make the discussion as
+extensive as that for young men, first, because I cannot believe that
+young women in general need so much special instruction; and, second,
+because only women can adequately advise concerning the sex-educational
+problems of young women. However, since the women who might be expected
+to know the truth about women have failed to agree on so many points,
+it may be worth while for a man to contribute some suggestions based on
+the most scientific information offered by some very reliable women.</p>
+
+<div class="sidenote">Books.</div>
+
+<p>Among the books which touch the special problems for young women, I am
+most favorably impressed by the following: Hall's "Life Problems" in
+the first thirty-two pages is adapted for girls of twelve to fourteen,
+and the remainder for older girls. Some parents are not enthusiastic
+about the story form, but the facts are well selected and presented.
+The last chapter of Smith's "Three Gifts of Life" is worth reading, but
+the first chapters are unscientific. For almost mature young women,
+there are chapters of Rummel's "Womanhood and Its Development," of
+Wood-Allen's "What a Young <span class='pagenum'><a name="Page_202" id="Page_202">[202]</a></span>Woman Should Know," of Lowry's "Herself,"
+and of Galbraith's "Four Epochs of a Woman's Life." The last two are
+decidedly medical in point of view. The part for girls in Scharlieb and
+Sibley's "Youth and Sex," and some chapters of March's "Towards Racial
+Health," are good. The last two chapters of Geddes and Thomson's "Sex"
+will be appreciated by many intellectual young women. Hepburn's
+sentimental little story "The Perfect Gift" (Crist Co., 3&cent;) has helped
+many young people improve their &aelig;sthetic outlook. There are some
+helpful ideas in Henderson's "What It Is To Be Educated" (Houghton
+Mifflin Co.). While disagreeing (&sect; 46) with Dr. Richard Cabot's extreme
+emphasis on a mystical religious solution for problems of sex, I
+recognize that many young women have been helped by his "The Christian
+Approach to Social Morality" (Y.W.C.A.), and by his "What Men Live
+By."</p>
+
+<br />
+<br />
+<br />
+<br />
+<a name="X" id="X"></a><hr />
+<span class='pagenum'><a name="Page_203" id="Page_203">[203]</a></span><br />
+
+<h2>X</h2>
+
+<h3 class="sc">Criticisms of Sex-education<span class="totoc"><a href="#toc">ToC</a></span></h3>
+
+<br />
+
+<p>In the preceding lectures we have considered the arguments for
+sex-instruction. It will now be helpful to review some of the writings
+of those who oppose or at least point out the defects of the commonly
+accepted plan of sex-instruction. None of those writers whom I shall
+quote is known to be absolutely opposed to all sex-instruction, but
+some of them would limit the instruction so much that there would be
+little hope of the general movement having an important influence.</p>
+
+<br />
+
+<p class="cend">&sect; 44. <i>A Plea for Reticence Concerning Sex</i></p>
+
+<div class="sidenote">Agnes Repplier.</div>
+
+<p>Miss Agnes Repplier, the distinguished essayist, discusses in the
+<i>Atlantic Monthly</i> (March, 1914) the plain speech on sex topics that
+are before the public to-day. While she holds no brief for "the
+conspiracy of silence," which she admits was "a menace in its day," she
+maintains that "the breaking of silence need not imply the opening of
+the flood-gates of speech." She goes on to say:</p>
+
+<div class="sidenote">Present frankness.</div>
+
+<div class="block"><p>"It was never meant by those who first cautiously advised a
+clearer understanding of sexual relations <span class='pagenum'><a name="Page_204" id="Page_204">[204]</a></span>and hygienic rules that
+everybody should chatter freely respecting these grave issues;
+that teachers, lecturers, novelists, story-writers, militants,
+dramatists, social workers, and magazine editors should copiously
+impart all they know, or assume they know, to the world. The lack
+of restraint, the lack of balance, the lack of soberness and
+common sense were never more apparent than in the obsession of sex
+which has set us all ababbling about matters once excluded from
+the amenities of conversation.</p>
+
+<p>"Knowledge is the cry. Crude, undigested knowledge, without limit
+and without reserve. Give it to boys, give it to girls, give it to
+children. No other force is taken account of by the visionaries
+who&mdash;in defiance, or in ignorance of history&mdash;believe that evil
+understood is evil conquered.</p>
+
+<p>"We hear too much about the thirst for knowledge from people keen
+to quench it. Dr. Edward L. Keyes, president of the Society of
+Sanitary and Moral Prophylaxis, advocates the teaching of
+sex-hygiene to children, because he thinks that it is the kind of
+information that children are eagerly seeking. 'What is this
+topic,' he asks, 'that all these little ones are questioning over,
+mulling over, fidgeting over, worrying over? Ask your own
+memories.'</p>
+
+<div class="sidenote">One child's life.</div>
+
+<p>"I do ask my memory in vain for the answer Dr. Keyes anticipates.
+A child's life is so full, and everything that enters it seems of
+supreme importance. I fidgeted over my hair which would not curl.
+I worried over my examples which never came out right. I mulled
+(though unacquainted with the word) over every piece of sewing put
+into my incapable fingers, which could not be trained to hold a
+needle. I imagined I was stolen by brigands, and became&mdash;by virtue
+and intelligence&mdash;spouse of a patriotic outlaw in <span class='pagenum'><a name="Page_205" id="Page_205">[205]</a></span>a frontierless
+land. I asked artless questions which brought me into discredit
+with my teachers, as, for example, who 'massacred' St.
+Bartholomew. But vital facts, the great laws of propagation, were
+matters of but casual concern crowded out of my life and out of my
+companions' lives (in a convent boarding-school) by the more
+stirring happenings of every day. How could we fidget over
+obstetrics when we were learning to skate, and our very dreams
+were a medley of ice and bumps? How could we worry over 'natural
+laws' in the face of a tyrannical interdict which lessened our
+chances of breaking our necks by forbidding us to coast down a
+hill covered with trees? The children to be pitied, the children
+whose minds become infected with unwholesome curiosity are those
+who lack cheerful recreation, religious teaching, and the fine
+corrective of work. A playground or a swimming pool will do more
+to keep them mentally and morally sound than scores of lectures on
+sex-hygiene.</p>
+
+<div class="sidenote">Personal teaching approved.</div>
+
+<p>"The world is wide, and a great deal is happening in it. I do not
+plead for ignorance, but for the gradual and harmonious broadening
+of the field of knowledge, and for a more careful consideration of
+ways and means. There are subjects which may be taught in class,
+and subjects which commend themselves to individual teaching.
+There are topics which admit of <i>plein-air</i> handling, and topics
+which civilized man, as apart from his artless brother of the
+jungles, has veiled with reticence. There are truths which may be,
+and should be, privately imparted by a father, a mother, family
+doctor, or an experienced teacher; but which young people cannot
+advantageously acquire from the platform, the stage, the moving
+picture gallery, the novel or the ubiquitous monthly magazine."</p></div>
+
+<p><span class='pagenum'><a name="Page_206" id="Page_206">[206]</a></span>There is much in Miss Repplier's paragraphs which will win hearty
+approval from those who have come to believe, as advocated throughout
+this series of lectures, in conservative teaching of sex-hygiene and a
+larger outlook for sex-education.</p>
+
+<div class="sidenote">Current frankness not due to sex-education.</div>
+
+<p>No doubt there has been too great a loss of a certain kind of reticence
+and a substitution of crude frankness, but it has not been caused by
+the sex-education movement. On the contrary, there are two evident
+sources of the plain speech of which Miss Repplier and others have
+complained: First, the commercializing of sex by novelists, dramatists,
+theater managers, and publishers&mdash;many of whom are reaping a golden
+harvest and few of whom have any sincere interest in promulgating
+sexual information to any end except their own pocketbooks. Second, the
+development of the feminist movement which has its deepest foundation
+in the age-old sexual misunderstandings of women by men, and which has
+led on and on into social and political complications of gravest
+significance. The very nature of the feminist revolt from masculine
+domination made plain speaking on sex matters inevitable.</p>
+
+<div class="sidenote">Reaction against sensational frankness.</div>
+
+<p>Neither of these sources of plain speech need give us cause for alarm,
+for a great reaction is already coming. The sensationalism of sexual
+revelations has had its day, and the intelligent public is recovering
+its balance. A lurid novel or play resembling "Damaged Goods" or "The
+House of Bondage" <span class='pagenum'><a name="Page_207" id="Page_207">[207]</a></span>or certain vice-commission reports would not now be
+accepted by some prominent publishers who recently would not have
+hesitated to seize a first-class commercial opportunity in this line.
+The fact is that sexual sensationalism has ceased to pay because the
+intelligent public knows the main facts and has become disgusted with
+crude frankness that amounts to lasciviousness. On the side of feminism
+there is hope in the widespread disgust with Cristabel Pankhurst's
+"Plain Facts on a Great Evil" as compared with the very general
+approval of Louise Creighton's polished masterpiece, "The Social Evil
+and How to Fight It." This represents exactly the present attitude of
+numerous men and women who calmly discuss together the great problems
+of life fearlessly and without any elements of lasciviousness such as
+some people seem to think is necessarily associated with either
+unsexual or bisexual discussion of sex problems.</p>
+
+<div class="sidenote">Not a typical case.</div>
+
+<p>Miss Repplier's description of her own lack of youthful interest in
+things sexual is of value simply as applied to a limited number of
+extra-protected girls. Her experience teaches us nothing regarding boys
+or even girls under average conditions. We know beyond any doubt that
+average children in or near adolescence do seek the kind of information
+that Miss Repplier denies having thought about. It is not "pressed
+relentlessly upon their attention" by teachers, but by instinct and by
+environment. Playground and swimming pools and religious influence and
+work <span class='pagenum'><a name="Page_208" id="Page_208">[208]</a></span>are all helpful in our dealings with young people, but all
+together they are inadequate without some information concerning sex.</p>
+
+<div class="sidenote">Conclusion.</div>
+
+<p>Finally, Miss Repplier, like so many other critics of sex-instruction,
+has in mind only the physical consequences of wrong-doing. Here again
+is the influence of the pioneer sex-hygiene. However, she pleads for
+the "gradual and harmonious broadening of the field of knowledge and
+for a more careful consideration of ways and means" for
+sex-instruction. This makes us believe that she will favor the larger
+sex-education which gives a place to "the cheerful recreation, the
+religious teaching, the childish virtues, the youthful virtues, the
+wholesome preoccupation," as well as essential knowledge of physical
+facts; and all as factors in preparing young people consciously and
+unconsciously to face the inevitable problems of sex. On the whole, we
+must regard Miss Repplier's discussion as a helpful contribution to the
+saner aspects of sex-education.</p>
+
+<br />
+
+<p class="cend">&sect; 45. <i>A Plea for Religious Approach to Sex-instruction</i></p>
+
+<div class="sidenote">Cosmo Hamilton.</div>
+
+<p>Another prominent author who does not agree with the current tendencies
+of sex-instruction is Cosmo Hamilton in his little book entitled "A
+Plea for the Younger Generation" (Doran Co.). He agrees with the
+sex-education writers that children should be instructed <span class='pagenum'><a name="Page_209" id="Page_209">[209]</a></span>early, and as
+far as possible by their parents; but he wholly disagrees with the
+method of biological introduction. He would have parents go straight to
+the heart of the matter and tell the child, as simply and truly as can
+be, just how he came into the world. And he would fill the teaching
+with reverence by using as an illustration the birth of the babe of
+Bethlehem. Referring to those who in recent years have been working for
+a scientific introduction to sex-education, Mr. Hamilton says:</p>
+
+<div class="sidenote">Religious appeal.</div>
+
+<div class="block"><p>"I think that these professors and scientists are wasting their
+time, and I have written this small volume not only in order to
+make a plea for the younger generation as to the way in which they
+shall be taught sex truths, but also in order, if possible, to
+prove to the advanced thinkers of the day that it is not
+old-fashioned to beg that God may be put back into the lives of
+His children, but a thing of urgent and vital importance. Without
+faith the new generation is like a city built on sand. Without the
+discipline and the inspiration of God the young boys and girls who
+will all too soon be standing in our shoes will go through life
+with hungry souls, with nothing to live up to, and very little to
+live for."</p></div>
+
+<div class="sidenote">Many not reached by religious appeal.</div>
+
+<p>All this is very good so far as it appeals to the religious type of
+mind, but Mr. Hamilton seems to forget that vast numbers of people
+cannot be approached from this point of view. How can the illustration
+of the Christ-child help those who do not accept certain orthodox
+religious beliefs?</p>
+
+<span class='pagenum'><a name="Page_210" id="Page_210">[210]</a></span><br />
+
+<p class="cend">&sect; 46. <i>The Conflict between Sex-hygiene and Sex-ethics</i></p>
+
+<div class="sidenote">Richard Cabot.</div>
+
+<p>It has been said in an earlier lecture that several writers have
+declared that sex-ethics and sex-hygiene are essentially conflicting
+and should not be associated in teaching; that is to say, that hygienic
+facts should not be taught with the hope of improving morals. Most
+prominent of those who have declared that hygienic and moral teaching
+should be dissociated is Dr. Richard C. Cabot, of Boston. I shall give
+in this lecture attention to his writings because they have tended to
+introduce confusion by critical attention to certain weak details and
+unessentials in the original suggestions for sex-education, and by
+wrongly assuming that the original "sex-hygiene" was aimed at improved
+morals, whereas it was aimed directly at health. In a paper entitled
+"Consecration of the Affections (often misnamed 'Sex-hygiene')," read
+at the fifth (1911) Congress of the American School Hygiene
+Association, Dr. Cabot attacked the kind of sex-instruction that is
+limited to sex-hygiene. He has later returned to the attack on many
+occasions. I shall quote a number of his paragraphs and follow each
+with a discussion of its contents.</p>
+
+<div class="sidenote">Hygiene and conduct.</div>
+
+<div class="block"><p>(1) "The straight, right action in matters of human affection has
+nothing to do with hygiene. For hygiene has no words to proclaim
+as to why you and I should behave ourselves. Hygiene has the right
+and the duty to make clear the perverted and the diseased
+consequences of certain errors. But these consequences <span class='pagenum'><a name="Page_211" id="Page_211">[211]</a></span>are far
+from constant.... Let us disabuse our minds, then, of the idea
+that there are always bad physical consequences of mistake, error,
+or sin in this [sex] field, and that those consequences are
+reasons for behaving ourselves. But even if there were such
+consequences, I think it even more mischievous for us to preach a
+morality based upon them."</p></div>
+
+<p>That hygienic knowledge makes many people control their sexual selves
+is beyond dispute. Because the consequences of sexual error are far
+from constant is a weak argument against pointing out possible results.
+The consequences from pistols are far from constant, and yet I have no
+doubt that Dr. Cabot would teach small boys the danger of shooting
+themselves and other people.</p>
+
+<div class="sidenote">Hygiene and ethics for health.</div>
+
+<p>The last quoted sentence suggests Dr. Cabot's whole basis of contention
+against sex-hygiene. He seems to have inferred from the earlier papers,
+especially those by Dr. Morrow, that the hygiene of sex is to be taught
+as an approach to morality. On the contrary, the truth is that the aim
+of most of the first leaders in sex-instruction was to teach hygiene
+and ethics primarily in order to improve health. Dr. Morrow and others
+believed that hygienic teaching would secondarily react on sexual
+morality; but the original aim of the Society of Sanitary and Moral
+Prophylaxis was to limit the spread of venereal disease by sanitary,
+moral, and legal means. In other words, moral appeals were to aid in
+checking disease, and knowledge of disease <span class='pagenum'><a name="Page_212" id="Page_212">[212]</a></span>was not claimed to improve
+morality, although such knowledge might react against immorality. It is
+this misunderstanding or overlooking of the real reasons for teaching
+concerning sex health that seems to have led Dr. Cabot into apparent
+opposition to the general movement for sex-instruction. One infers from
+all his lectures that he believes it good to teach hygiene for health,
+ethics for morality, and biology for science; but that these should not
+be correlated because to him they are unrelated. It seems to me that he
+has simply been misled by the overenthusiasm of some of the first
+writers on sex-hygiene and by the widespread use of that limited term
+instead of sex-education.</p>
+
+<div class="sidenote">Is sex-hygiene immoral?</div>
+
+<div class="block"><p>(2) "Now I say that the preaching about sex-hygiene that is going
+on in recent books and in the periodical press is immoral in its
+tendency. It is like saying, 'Don't lie, for if you do, you won't
+sleep at night, and insomnia is bad for the health.'"</p></div>
+
+<p>If insomnia often follows lying, then it should be taught as <i>one</i>
+reason why falsehoods should be avoided. This is not opposed to ethical
+teaching, for at the same time we can teach the other reasons for not
+telling lies. Likewise, sex-hygiene offers certain reasons for conduct
+and may be supplemented by sex-ethics.</p>
+
+<div class="sidenote">Information and morality.</div>
+
+<div class="block"><p>(3) "The attempts to consecrate affection and to safeguard
+morality by teaching in public or private schools what is called
+'sex-hygiene' will, I believe, <span class='pagenum'><a name="Page_213" id="Page_213">[213]</a></span>prove a failure. I have very
+little confidence in the restraining or inspiring value of
+information, as such. I have seen too much of its powerlessness in
+medical men and students. No one knows so much of the harm of
+morphine as the physicians do, yet there are more cases of
+morphine habit among physicians than among any less informed
+profession. It is, of course, easy to make young children familiar
+with the facts of maternity and birth. Compared to the ordinary
+methods of concealment and lying by parents to children about
+these matters this is doubtless an improvement, but it does almost
+nothing to meet the moral problems of sex which come up later in
+the child's life. One may know all about maternity, without
+knowing anything of the difficulties and dangers of sex. Many have
+thought that by thorough teaching of the physiology of
+reproduction in plants and animals we can anticipate and to a
+considerable extent prevent the dangers and temptations referred
+to above."</p></div>
+
+<p>It is not proposed "to consecrate affection" or "to safeguard morality"
+by hygienic knowledge; but simply to protect health. Of course,
+information will not restrain everybody; but if physicians did not know
+the dangers of morphine many more would be victims of the drug. Dr.
+Cabot overlooks the fact that physicians know how to use and obtain
+morphine, while other professional men do not. Teaching concerning
+maternity and birth will not directly meet the moral problems of sex,
+but it will help develop an attitude, "a consecration of the
+affections," that will guard against the dangers of sex. Such teaching
+to children is only one of <span class='pagenum'><a name="Page_214" id="Page_214">[214]</a></span>many steps in the scheme of sex-education.
+No responsible advocate of sex-instruction claims that teaching
+children concerning the reproduction of animals and plants does
+anticipate and prevent sexual temptations; but it is a foundation for
+practical knowledge of human sex problems. I have elsewhere referred to
+the effect of such studies on attitude.</p>
+
+<div class="sidenote">Contagion of personality.</div>
+
+<div class="block"><p>(4) "The positive moral qualities which make us immune to the
+dangers of sex are obtainable not through warnings as to dangers,
+but through the more positive activities just alluded to. All that
+is most practical and successful in this field of endeavor may be
+summarized as the <i>contagion of personality, human or divine</i>.
+What is it that keeps any of us straight unless it is the
+contagion of the highest personalities whom we have known, in man
+and God?"</p></div>
+
+<p>We must admit that, perhaps, "positive moral qualities" are not
+obtainable through warnings, but in this pragmatic age we must have
+good social results gained by any honorable means. Many people are kept
+from crime by warnings of the law. Of course, this is not a "positive
+moral" result for the unethical individual who must be restrained by
+fear of legal consequences, but we do not worry about the individual
+when society gains. Likewise, a man kept from sexual promiscuity by
+fear of disease is not more positively moral, but he is a better member
+of society. No one will deny the importance of personality in its
+influence on positive <span class='pagenum'><a name="Page_215" id="Page_215">[215]</a></span>moral qualities; but there are many people who
+are not influenced by personality, either human or divine. Other kinds
+of control, such as hygienic and legal, are necessary for such people.</p>
+
+<div class="sidenote">Good and evil.</div>
+
+<div class="block"><p>(5) "A positive evil can be driven out only by a much more
+positive good. The lower passion can be conquered only by a higher
+passion."</p></div>
+
+<p>Here, again, Dr. Cabot seems to misunderstand the aim of hygienic
+teaching regarding sex. It is not expected "to conquer the lower
+passion" by hygiene, but to help keep it under control to the end that
+personal and social health will be improved. The opium evil (certainly
+a <i>positive</i> one) is being driven out of China by military methods that
+are good only in their results in suppressing the drug. Likewise,
+hygiene of sex will be a practical good in so far as it may reduce the
+venereal curse. "Positive good" in Dr. Cabot's moral sense is only of
+limited application so far as the majority of people are concerned. In
+fact, the whole idea of solving the sexual problems by "consecration of
+the affections" makes its strong appeal only to those who have already
+grasped the higher view of sex and do not need sex-instruction. Other
+people cannot understand the phrase. We must find some more direct and
+practical attack on the sex problems for the masses; and I believe that
+this means scientific teaching which improves attitude, and hygienic
+teaching which protects personal and social health. <span class='pagenum'><a name="Page_216" id="Page_216">[216]</a></span>It is worth while
+to get these results even if we do not succeed in improving morals.
+That, I believe, is another and quite independent problem.</p>
+
+<div class="sidenote">Dissociation of hygienic and moral teaching.</div>
+
+<p>In an address published in the <i>Journal of the Society of Sanitary and
+Moral Prophylaxis</i>, Vol. V, No. 1, January 1914, Dr. Cabot contended
+that the hygienic and moral aspects of sex-education should not be
+associated. It is possible that the following review and criticisms may
+be based upon a misinterpretation; but if so, I shall not feel lonely,
+for at the close of the discussion, Dr. Cabot said to his audience, "it
+is evident that I have not succeeded in touching even the surfaces of
+your minds, and have not made an atom of impression in making the
+distinction which I desired to make."</p>
+
+<p>Dr. Cabot's main points are quoted below, and my comments follow each
+quotation.</p>
+
+<div class="block"><p>(1) "Sanitation can often be conveyed effectively by information,
+but morality cannot be conveyed by telling things."</p></div>
+
+<div class="sidenote">Teaching morals.</div>
+
+<p>It is certainly true that sanitation can be taught by words. That words
+concerning moral things have no value is a proposition which Dr. Cabot
+did not clearly and convincingly support.</p>
+
+<div class="block"><p>(2) "People often make sanitary mistakes from ignorance. So far as
+you are ignorant you cannot be immoral. Morality is conditioned
+upon knowledge of the right and wrong in question."</p></div>
+
+<div class="sidenote">Immoral or unmoral.</div>
+
+<p><span class='pagenum'><a name="Page_217" id="Page_217">[217]</a></span>Of course, one who is ignorant is unmoral and not immoral, but this
+does not divorce sanitary and moral problems of social disease. An
+ignorant and unmoral man may have unsanitary sexual habits, but
+enlighten him regarding venereal disease and his habits make him
+immoral.</p>
+
+<div class="block"><p>(3) "I cannot see that biology has moral value."</p></div>
+
+<div class="sidenote">Moral value of biology.</div>
+
+<p>But it may have moral influence just as literature and history and
+biography may have. Of course, pure biology alone will not make people
+more sexually moral, but no responsible biologist has ever claimed that
+it will.</p>
+
+<div class="block"><p>(4) "In morals, we are dealing with the will, and if we believe
+that the will is guided by intelligence, we must believe that all
+people who <i>know</i> what is right will <i>do</i> what is right."</p></div>
+
+<div class="sidenote">Knowledge and will.</div>
+
+<p>It does not follow that to know what is right is to do what is right.
+All depends upon the relative weight of opposing factors. A medical
+student may <i>know</i> the facts regarding venereal disease; but he also
+knows the fact that his sexual instincts are insistent. The fact of his
+passion may be more weighty than his scientific knowledge; and his will
+may be guided by intelligent choice based on comparison of the two
+opposing facts. Hence, it is illogical to contend that knowledge may
+not influence moral conduct and that the will is not guided by
+intelligence.</p>
+
+<div class="sidenote">Cultivation of morality.</div>
+
+<div class="block"><p>(5) "Any good achieved in any branch of morality helps all
+morality. A person who learns any kind of <span class='pagenum'><a name="Page_218" id="Page_218">[218]</a></span>self control is helped
+toward all kinds. Anything that helps self control in one field
+will help in all fields, the field of sex as well as others.
+Whatever makes a person more obedient to conscience in matters of
+truth or courage will help him in matters of chastity. We get
+morality not by consciously cultivating particular virtues, but by
+making ourselves useful men and women, by practice and by the love
+and imitation of our betters. Thus, morality is cultivated in
+hundreds of ways all at once."</p></div>
+
+<p>This is sound, but it is in no logical way opposed to any other aspect
+of sex-instruction discussed in this series of lectures.</p>
+
+<div class="block"><p>(6) "Wherever the conditions of intimacy and interest
+exist,&mdash;intimacy with the right person and interest in the right
+thing,&mdash;moral training is going on."</p></div>
+
+<div class="sidenote">Influence of individuals.</div>
+
+<p>This is Dr. Cabot's strongest point. He believes in the moral influence
+of individuals. So do all leading advocates of sex-instruction or of
+any other form of moral education. This is in no sense opposed to any
+accepted proposition of sex-education.</p>
+
+<div class="block"><p>(7) "Sanitation may increase immorality.... I do care more for
+morality than for sanitation. Where the two conflict I want
+morality to lead and to govern."</p></div>
+
+<div class="sidenote">Morals rather than health.</div>
+
+<p>Right here is the basis for Dr. Cabot's repeated attacks on the
+sex-education movement. He believes that morality and sanitation are
+decidedly <span class='pagenum'><a name="Page_219" id="Page_219">[219]</a></span>conflicting. His address fails to support this idea with
+regard to a single point concerned with the proposed sex-education. He
+mentioned only two points wherein there is apparent conflict, namely,
+prophylaxis that allows immorality while avoiding venereal disease, and
+prevention of conception. Neither of these is directly involved in the
+sex-education movement, and their immoral bearings are highly
+debatable.</p>
+
+<div class="sidenote">Ethics of venereal antisepsis.</div>
+
+<p>Venereal prophylactics may increase promiscuity of some unmoral and
+immoral men, but if universally and scientifically used by such men,
+there would be little or no infection of innocent women and children.
+Therefore, I assert that the good that would come from the use of
+prophylactics by those who do not recognize moral control would be far
+more significant than the fact that venereal prophylactics might
+encourage immorality. Those who would use prophylactics would be no
+worse morally than they were before, but society would gain
+hygienically.</p>
+
+<div class="sidenote">Ethics of contraception.</div>
+
+<p>Regarding the morality of prevention of fertilization, the best of
+people hold opposing views. A great specialist in tuberculosis who
+entered the discussion of Dr. Cabot's paper convinced most of his
+hearers that hygienic prevention of fertilization of tubercular women
+is a very moral act for a physician to advise. The real question of
+morality involved in the problem of contraconception is not whether it
+is immoral that sperm-cells should be prevented from <span class='pagenum'><a name="Page_220" id="Page_220">[220]</a></span>swimming on
+towards an egg-cell, but whether there is morality in a sexual union
+that has its meaning only in affection and is not definitely intended
+for propagation. It is obviously a complicated problem of hygiene,
+psychology, ethics, &aelig;sthetics, religious beliefs, social traditions,
+and personal prejudice; and it is absurd to allow it to become
+entangled in the general propositions of sex-education. As I have often
+said in this series of lectures, the larger sex-education aims at
+making the best possible adjustments of sex and life. If the &aelig;sthetic
+demands of affection are in real conflict with the animal function of
+propagation, then a pragmatically ethical solution is found in
+intelligent control of the original function. Ideally, the animal
+function of propagation should be associated with the possibilities of
+affection that have developed in the highest human life; but there are
+numerous cases in which there must be dissociation of the functions of
+affection and propagation, or the alternative is sexual asceticism.
+Which is moral? This is a question concerning which the individual must
+weigh his personal views and decide. Only the bigoted victims of
+arrogance will see immorality in the one who disagrees with him on this
+question. I insist, then, that even if advanced sex-education for
+adults should some day come to involve the problem of contraconception,
+there will be no conflict between hygienic knowledge and ethics, if the
+teaching leads to more perfect adjustment of sex and life.</p>
+
+<div class="sidenote">Dr. Neumann's view.</div>
+
+<p><span class='pagenum'><a name="Page_221" id="Page_221">[221]</a></span>Probably the great majority of workers in the sex-education movement do
+not in the least agree with Dr. Cabot's attempts to dissociate hygienic
+and moral problems. A far more helpful view is that expressed by Dr.
+Henry Neumann, leader of the Brooklyn Ethical Culture Society:</p>
+
+<div class="block"><p>"Problems of hygiene, whether of sex, or nutrition, or temperance
+and the like, are no less moral problems. They are problems of
+habit; and habits are impossible without strong incentives to
+start them and keep them going.... Ethical instruction is often
+misunderstood to be barren preaching. It is nothing of the sort.
+It consists in clarifying views of life. It begins with the fact
+that there are certain tendencies in our nature which may work ill
+or good. Then it tries to show to what these lead. It uses what is
+best in us to make over what is worst. That is why problems of
+sex-hygiene should be regarded as at bottom problems of
+sex-morality."</p></div>
+
+<br />
+
+<p class="cend">&sect; 47. <i>The Arrogance of the Advocates of Sex-education</i></p>
+
+<p>In an article in the <i>Educational Review</i>, February, 1914,
+Superintendent Maxwell, of New York City, writes concerning what he
+calls "the teaching of child hygiene" as follows:</p>
+
+<div class="sidenote">Dr. Maxwell's criticisms.</div>
+
+<div class="block"><p>"There are those to-day who claim that sexual information and
+problems should be thrust upon the attention of boys and girls by
+the teachers in the public schools, that this teaching is
+necessary for the protection of virtue and the prevention of
+disease, and that, if anyone hesitates to encourage the spread of
+such <span class='pagenum'><a name="Page_222" id="Page_222">[222]</a></span>literature and the teaching of such knowledge, he is an
+arrant and presumptuous blockhead. The arrogance of the extreme
+advocates of child hygiene blinds them to certain all-important
+truths. The first is that our teachers are not prepared, and, in
+too many cases, are not the most suitable persons to teach the
+subject. The second is that to bring the adolescent mind face to
+face with sexual matters engenders the habit of dwelling upon the
+sexual passion, and in that may lie spiritual havoc and physical
+ruin. A premature interest in the sexual passion debases the mind
+and unsettles the will. The third is that parents have no right to
+ask the teacher to do the work that is peculiarly theirs.</p>
+
+<p>"And yet some good may emerge from this discussion. Parents may be
+incited to do their duty in placing sex information before their
+children whenever conditions demand such knowledge. And principals
+and teachers, particularly principals, whenever they have the
+acuteness to detect the tendency to wrong-doing, will no longer
+hesitate to utter the word of warning in season. As for the
+extravagant claims made for the teaching of sex-hygiene, I have
+too much faith in the good sense of the American people to believe
+that it will ever be generally and regularly taught in American
+schools. Surely, we have learned something since the law compelled
+us to teach the untruths regarding the effects of stimulants and
+narcotics that were published in the early school manuals of
+physiology and hygiene."</p></div>
+
+<div class="sidenote">Reply to Dr. Maxwell.</div>
+
+<p>I comment as follows: (1) Dr. Maxwell refers only to the "extreme
+advocates." They did exist in abundance a few years ago, but are
+already rare in the group of well-known educators. (2) Most <span class='pagenum'><a name="Page_223" id="Page_223">[223]</a></span>teachers
+are not prepared and never can be prepared to teach the human aspect of
+sex problems, especially the hygienic in the strict sense. (3)
+Conservative sex-instruction such as was advocated by the advisers of
+the American Federation for Sex-hygiene (see "Report" by Morrow and
+others, 1913) aims to guard against "premature interest in the sexual
+passion." (4) While I sympathize with Dr. Maxwell's view that teaching
+the elementary hygiene of sex is the parent's duty, I am forced to
+recognize the futility of advocating that all or even a respectable
+minority of parents should undertake their duty (see &sect; 4). The truth is
+that most of them will not, and cannot if they will, try to do so. (5)
+Dr. Maxwell's idea that sex-hygiene should be taught only when an
+astute principal or parent "detects wrong-doing" is, to say the least,
+an educational theory that will astonish one who knows even the
+elementary facts regarding the secrecy of the sexual life of young
+people in general. Will he next be logically consistent and advocate
+that all moral education should be given only after children show signs
+of wrong-doing? (6) Sex-hygiene, as Dr. Maxwell understands it to be
+concerned directly and solely with human sexual problems, will never be
+taught in American schools controlled by people of good sense; but
+sex-instruction from the larger viewpoint is taught in some of the best
+of Dr. Maxwell's high schools. (7) All advocates of sex-instruction who
+have a national reputation for educational sanity <span class='pagenum'><a name="Page_224" id="Page_224">[224]</a></span>agree that
+legislation is most undesirable. (8) It is obvious that like so many
+others who have become confused regarding the sex-education movement,
+Dr. Maxwell has been impressed chiefly by the pioneer work that
+emphasized only hygienic teaching regarding sex.</p>
+
+<br />
+
+<p class="cend">&sect; 48. <i>Lubricity in Education</i></p>
+
+<p>Ex-President Taft has expressed his views against the sex-education
+movement. The newspapers quote as follows from an address delivered in
+Philadelphia in 1914:</p>
+
+<div class="block"><p>"There is another danger in our educational influences and
+environment. I refer to the spread of lubricity in literature, on
+the stage and indirectly in education, under the plea that vice
+may be avoided by teaching the awful consequences. By dwelling on
+its details and explaining its penalties, sexual subjects are
+obtruded into discussion between the sexes, lectures are delivered
+on them, textbooks are written, and former restraints of modesty
+are abandoned.</p>
+
+<div class="sidenote">Mr. Taft's alarm.</div>
+
+<p>"The pursuit of education in sex-hygiene is full of danger if
+carried on in general public schools. The sharp, pointed and
+summary advice of mothers to daughters, of fathers to sons, of a
+medical professor to students in a college upon such a subject is,
+of course, wise, but any benefit that may be derived from
+frightening students by dwelling upon the details of the dreadful
+punishment of vice is too often offset by awakening a curiosity
+and interest that might not be developed so early and is likely to
+set the thoughts of those whose benefit is at stake in a direction
+that will <span class='pagenum'><a name="Page_225" id="Page_225">[225]</a></span>neither elevate their conversations with their fellows
+nor make more clean their mental habit.</p>
+
+<p>"I deny that the so-called prudishness and the avoidance of nasty
+subjects in the last generation has ever blinded any substantial
+number of girls or boys to the wickedness of vice or made them
+easier victims of temptations."</p></div>
+
+<div class="sidenote">Evident misunderstanding.</div>
+
+<p>The above requires little comment, for its misunderstandings are
+obvious to one who has followed the sex-education movement. Clearly Mr.
+Taft has been impressed by the social-hygiene side of the problems and
+does not realize the existence of a larger outlook for sex-education.
+Like so many other writers who seem to know little concerning the
+sexual life of children, especially of boys, Mr. Taft fears "the
+awakening of curiosity and interest"! This, of course, depends upon the
+facts taught and the age of the learner, but it hardly applies to
+children in or near adolescence who are taught along the lines
+suggested by the committee of the American Federation for Sex-Hygiene
+(1913). The last paragraph quoted from Mr. Taft will be denied
+completely by all who are familiar with the problems of adolescent
+education. To say the least, it is unfortunate that a man prominent in
+law and statesmanship should have lent the weight of his name to such
+superficial conclusions that are so obviously based on exceedingly
+limited information regarding both the established facts of sex and the
+most approved methods of sex-instruction.</p>
+
+<span class='pagenum'><a name="Page_226" id="Page_226">[226]</a></span><br />
+
+<p class="cend">&sect; 49. <i>Conclusions from the Criticisms of Sex-education</i></p>
+
+<p>I have selected for discussion the criticisms of several of the most
+prominent people who have expressed opposition to the sex-education
+movement. I think that all the important lines of arguments against the
+movement are represented in the extracts that I have quoted. We have
+seen that all of the criticisms have decidedly vulnerable points. Most
+of them refer to the discarded sex-hygiene of ten years ago; but some
+of them prove that the authors are quite ignorant of the sex problems
+that must be faced by numerous young people.</p>
+
+<div class="sidenote">Criticisms important.</div>
+
+<p>With the hope of locating the weaknesses of sex-education, I have for
+years examined carefully every criticism published, and it seems to me
+thoroughly scientific to conclude that all the important criticisms
+have not harmed the essentials of the sex-education movement; but, on
+the contrary, have been helpful in forcing reconstruction. In fact, the
+present-day conception of the larger sex-education must be credited to
+the severe critics more than to the friends of the original narrow
+movement for reducing venereal disease by hygienic instruction.</p>
+
+<br />
+<br />
+<br />
+<br />
+<a name="XI" id="XI"></a><hr />
+<span class='pagenum'><a name="Page_227" id="Page_227">[227]</a></span><br />
+
+<h2>XI</h2>
+
+<h3 class="sc">The Past and the Future of the Sex-education Movement<span class="totoc"><a href="#toc">ToC</a></span></h3>
+<br />
+
+<p class="cend">&sect; 50. <i>The American Movement</i></p>
+
+<div class="sidenote">Dr. Morrow leader in America.</div>
+
+<p>In America the movement for sex-education began with the organization
+of the American Society of Sanitary and Moral Prophylaxis on February
+9, 1905, under the leadership of Dr. Prince A. Morrow. It is true that
+before this time there were various local and sporadic attempts at
+instruction concerning sexual processes, but such teaching was chiefly
+personal and there was no concerted movement looking towards making
+sex-instruction an integral part of general education. In 1892,
+thirteen years before the organization of the Society of Sanitary and
+Moral Prophylaxis, a group of members of the National Education
+Association considered briefly the importance of instructing young
+people. However, this meeting was of ephemeral significance and had no
+genetic relation to the present-day movement. Other early interest in
+sex-instruction is indicated in Professor Earl Barnes's bibliography
+which was published in his "Studies in Education," Vol. I, p. 301,
+1897.</p>
+
+<p><span class='pagenum'><a name="Page_228" id="Page_228">[228]</a></span>The educational activities, especially the publications of the American
+Society of Sanitary and Moral Prophylaxis, soon attracted the serious
+attention of numerous physicians, ministers, and educators in various
+parts of the United States; and about twenty other societies for study
+and improvement of the sex problems were organized within a few years
+after the original society.</p>
+
+<div class="sidenote">Original aim for sanitary ends.</div>
+
+<p>The sex-education movement both in Europe and America had its origin as
+an attempt to check the spread of the venereal or social diseases. The
+idea that education should work for sexual morality for its own sake
+and not simply for protection against venereal diseases has only
+recently begun to appear in the literature of sex-education, and so far
+it seems to have made only a limited impression on many of those who
+have been active in the prophylactic campaign against social disease.
+In fact, the tardy recognition of the moral aim of sex-education makes
+it seem probable that very little interest would have been aroused in
+the movement if it had been organized on purely ethical grounds and
+without any reference to the sanitary problems of social diseases. To
+one who looks at sexual morality as a question of right conduct which
+brings its own rewards, it is a shock to find so many thinking people
+who accept calmly the traditional views of the relation of the sexes
+and seem to take no interest in the immorality of men except as it is
+likely to lead to venereal disease or to illegitimacy which <span class='pagenum'><a name="Page_229" id="Page_229">[229]</a></span>demands
+forced marriage or monetary payments. The truth is that the civilized
+world at large is very far from a working code of sexual morals which
+will be practiced because of promised rewards rather than because of
+probable punishments. It is natural, then, that the sex-education
+movement should have started with a proclamation of physical
+punishments for immorality rather than an offer of ethical and
+psychical rewards for morality.</p>
+
+<div class="sidenote">Both sanitary and moral.</div>
+
+<p>However, the fact that sex-education, under the name of "sex-hygiene,"
+was at first a sanitary propagandism need not interfere with the larger
+development of sex-education. It now seems probable that before many
+years pass we shall learn how to make a satisfactory combination of
+both the sanitary and moral sides of sex-education, and so it is best
+that the educational movement started on the foundation of the
+undisputed facts of sanitary science which have made a powerful
+impression on the people who do and who do not recognize a code of
+sexual morals.</p>
+
+<div class="sidenote">Medical interest.</div>
+
+<p>The deep interest of the medical profession is directly responsible for
+the close association between the beginning of the sex-education
+movement and the diseases of immorality. At the organization meeting of
+the American Society of Sanitary and Moral Prophylaxis, Dr. Prince
+Morrow in the opening paragraph of his address said: "We have met for
+the purpose of discussing the wisdom and the expediency of forming a
+society of sanitary and moral prophylaxis. The object <span class='pagenum'><a name="Page_230" id="Page_230">[230]</a></span>is to organize a
+social defense against a class of diseases which are most injurious to
+the highest interests of human society." Thus, the American Society of
+Sanitary and Moral Prophylaxis started as an avowed enemy of the social
+diseases and so it has continued to the present. The very name of its
+official journal, <i>Social Diseases</i>,<a name="FNanchor_19_19" id="FNanchor_19_19"></a><a href="#Footnote_19_19" class="fnanchor">[19]</a> indicated the central idea of
+the Society. Likewise, most of the local American societies for
+sex-hygiene have names including such phrases as "social hygiene,"
+"prevention of social diseases," "sanitary prophylaxis"; and only one,
+the Massachusetts Society for Sex Education, has a name which does not
+directly suggest the medical problems of sex.</p>
+
+<div class="sidenote">In Europe.</div>
+
+<p>In Europe, the sex-instruction movement has been concerned chiefly with
+spreading information concerning the social diseases. In 1902 an
+international congress for consideration of the venereal diseases was
+held in Brussels, and this congress recommended that in all countries
+there should be organized sanitary, social, moral, and legal societies
+for the prophylaxis of these diseases. As a result of this
+recommendation, prophylactic societies were formed in France, Germany,
+Italy, Holland, the United States, and other countries. Of these, the
+German society for the prevention of venereal disease became the
+strongest, with over five thousand members and twenty branch
+societies.</p>
+
+<div class="sidenote">National societies.</div>
+
+<p><span class='pagenum'><a name="Page_231" id="Page_231">[231]</a></span>The fact that the American Society of Sanitary and Moral Prophylaxis
+was organized by a group of people in New York City tended from the
+beginning to make it a local society. While for several years it took
+the lead in sex-hygiene and enrolled members residing in many parts of
+the United States, it was never a national organization. In recent
+years the word "American" has been omitted from its name, and its work
+has been limited to New York City and vicinity.<a name="FNanchor_20_20" id="FNanchor_20_20"></a><a href="#Footnote_20_20" class="fnanchor">[20]</a> Many independent
+state and city societies were organized within a few years after the
+original sex-hygiene society in New York. This multiplication of
+societies called attention to the need of a national organization, and
+in 1910 the various societies were affiliated in the American
+Federation for Sex-Hygiene. Dr. Morrow was the leading spirit in the
+Federation until his death. In 1913, the Federation and the American
+Vigilance Association (a society especially concerned with the social
+evil) were united in the American Social Hygiene Association. Its
+offices are at 105 West 40th Street, New York City.</p>
+
+<br />
+
+<p class="cend">&sect; 51. <i>Important Steps in the Sex-education Movement in America</i></p>
+
+<div class="block5"><p>May 23, 1904. Dr. Prince Morrow's plea for the organization of a
+society of sanitary and moral prophylaxis, read before the Medical
+Society of the County of New York.</p>
+
+<p><span class='pagenum'><a name="Page_232" id="Page_232">[232]</a></span>February 9, 1905. Organization meeting of the American Society of
+Sanitary and Moral Prophylaxis, in New York.</p>
+
+<p>March, 1906. Pennsylvania Society for the Prevention of Social
+Diseases organized.</p>
+
+<p>October, 1906. Chicago Society of Social Hygiene organized.</p>
+
+<p>December, 1907. Portland (Ore.) Social Hygiene Society organized.</p>
+
+<p>October, 1908. Spokane Society of Social and Moral Prophylaxis
+organized.</p>
+
+<p>June, 1910. American Federation for Sex-Hygiene organized.</p>
+
+<p>1911. Oregon Social Hygiene Society organized.</p>
+
+<p>July 20, 1912. Resolution of the National Education Association
+favoring training of teachers with the view, ultimately, of
+sex-instruction in schools.</p>
+
+<p>September 23-28, 1912. Meeting of subsection on sex-hygiene,
+Fifteenth International Congress on Hygiene and Demography.
+Washington, D.C.</p>
+
+<p>February, 1912. Organization of American Vigilance Association.</p>
+
+<p>October, 1913. Merging of the American Federation for Sex-Hygiene
+and the American Vigilance Association into the new American
+Social Hygiene Association.</p>
+
+<p>1913. Organization of Pacific Coast Federation for Sex-Hygiene,
+changed to Pacific Coast Social Hygiene Association in June, 1914.</p>
+
+<p>July, 1914. The National Education Association, at Minneapolis,
+adopted the following resolutions in line with the latest
+principles of the Society of Sanitary and Moral Prophylaxis and
+the American Social Hygiene Association:</p>
+
+<div class="block5"><p>"The Association, re-affirming its belief in the constructive
+value of education in sex-hygiene, directs attention to the
+grave dangers, ethical and social, arising out of a sex
+consciousness stimulated by undue emphasis upon sex problems
+and <span class='pagenum'><a name="Page_233" id="Page_233">[233]</a></span>relations. The situation is so serious as to render
+neglect hazardous. The Association urges upon all parents the
+obvious duty of parental care and instruction in such matters
+and directs attention to the mistake of leaving such problems
+exclusively to the school. The Association believes that
+sex-hygiene should be approached in the public schools
+conservatively under the direction of persons qualified by
+scientific training and teaching experience in order to
+assure a safe moral point of view. The Association,
+therefore, recommends that institutions preparing teachers
+give attention to such subjects as would qualify for
+instruction in the general field of morals as well as in the
+particular field of sex-hygiene."</p></div></div>
+
+<br />
+
+<p class="cend">&sect; 52. <i>The Future of the Larger Sex-education</i></p>
+
+<div class="sidenote">Public has lost interest in sensationalism.</div>
+
+<p>I hear many questions as to the probable future of sex-education. I am
+asked: "Is it moribund?" "Is it a disappearing fad?" "Has not the high
+tide of interest passed?" No doubt such questions are inspired by the
+oft-repeated statement that public interest in sexual questions has
+waned decidedly in the last few years. This is true, and it is a most
+fortunate indication of approaching sanity. The public interest in the
+last decade has been most deplorable, because it has centered in the
+abnormal and sensational aspects of sex. Authors have vied with each
+other in presenting the most lurid cases of social diseases, white
+slavery, sexual perversions, and every other available aspect of sexual
+degeneracy. Of course, the reading public was bound to grow tired of
+this, just as it wearies <span class='pagenum'><a name="Page_234" id="Page_234">[234]</a></span>of a horrible murder trial or of a
+sensational divorce case. It is certainly true that there is a marked
+decline of general interest in sexual abnormality and sensationalism;
+but that does not mean that the sex-education movement is moribund.</p>
+
+<div class="sidenote">Sex-education permanent.</div>
+
+<p>The wave of sensational revelation has passed; but the intelligent
+public is no longer ignorant of the nature and causes of the great
+problems of sex, and is well aware that young people need definite
+guidance for facing the facts of life. It is unthinkable that
+intelligent parents who are now well informed concerning sex will ever
+again stand for the old policy of mystery and silence. It is,
+therefore, impossible to believe that there is any danger of
+sex-education disappearing. Of course, we have not reached a permanent
+system of sex-education. There certainly will be vast changes in our
+approved subject matter and methods of teaching; but the main idea of
+the sex-education movement is gaining support every day.</p>
+
+<div class="sidenote">Sex-education fundamental.</div>
+
+<p>There is another reason why sex-education will be permanent. In
+addition to the great need of educational help with information and
+influence which will mold the individual life with regard to the
+problems of sex, it must be evident to all that even the legislative,
+sanitary, social administrative, religious, ethical, and other attacks
+upon the problems depend upon knowledge and attitude, at least of the
+leaders. Look at the problems of sex outlined in the earlier lectures
+from whatever angle we will, and it appears <span class='pagenum'><a name="Page_235" id="Page_235">[235]</a></span>that, in the final
+analysis, education offers the only key to a possible solution.
+Therefore, I assert that sex-education&mdash;the larger sex-education&mdash;is an
+absolutely fundamental factor in every phase of the social-hygiene and
+sex-ethical movement.</p>
+
+<div class="sidenote">Ultimate effect of sex-education.</div>
+
+<p>In closing the last lecture of this series, let me state my confession
+of faith in sex-education: It is certainly only <i>one of several</i>
+possible lines of attack on the alarming sex problems of our time; but
+it offers the most hopeful outlook towards improved sexual morals and
+health, both physical and psychical. However, we shall gain nothing of
+permanent value by extravagant claims or hopes as to the ultimate
+effect of sex-education. We must expect incomplete results. It will not
+entirely solve the sex problems for all individuals who receive
+instruction; but it will solve all of the problems of many individuals
+and help many others. It will not eradicate the social evil and its
+characteristic diseases, but it will protect many young people and so
+reduce the sum total of awful consequences. It will not prevent all
+divorces and matrimonial disharmonies, but already the biological
+teaching is helping and some day the social-ethical problems will be
+understood and then most intelligent men and women will understand the
+fundamental principles for permanent and harmonious monogamic marriage.
+Finally, sex-education will not enforce universal sexual morality in
+conformity with our accepted code, but it will help many individuals
+through decisive battles with sex-instincts.</p>
+
+<div class="sidenote">Sex-Education and general education.</div>
+
+<p><span class='pagenum'><a name="Page_236" id="Page_236">[236]</a></span>Such are some of the lines along which extreme claims and hopes for
+sex-education have been and are still being made. There is some truth
+in each; in fact, there is more than enough to justify the present
+movement for sex-education. To all those who see nothing in the
+movement because it will not solve all the sex problems which have
+created a demand for special instruction, we may reply by simply
+pointing to the fact that general education makes some better and more
+efficient citizens, but many times it fails to give desirable results.
+We believe in general education because it aims to offer all
+individuals help in preparation for more efficient life, although it
+succeeds only in part. Likewise, we should stand for the instruction of
+all young people in matters concerning sex because it is certain that
+such knowledge will function completely in many lives and will work
+appreciable good in many others.</p>
+
+<div class="sidenote">A permanent and essential part of education.</div>
+
+<p>I cannot believe that sex-education is one of the long line of modern
+educational fads which quickly pass their day, for no other phase of
+education so closely touches life. History and geography and even a
+large part of the "three Rs" may be of little use in the lives of
+numerous people, but sex-education deals with problems which the normal
+human life cannot possibly avoid and which each individual must be
+prepared to solve for himself. Therefore, we may confidently assert
+that instruction concerning the most important aspects of sex processes
+and relationships will <span class='pagenum'><a name="Page_237" id="Page_237">[237]</a></span>soon be recognized as an absolutely necessary
+part of a rational and efficient scheme for the education of young
+people.</p>
+
+<div class="sidenote">The never-ending problem of good and evil.</div>
+
+<p>The larger sex-education is sure to have a permanent place in the
+never-ending work of preparing coming generations for the highest
+development of life's possibilities. Each succeeding generation of
+young people must be prepared by educational processes to face
+intelligently and bravely the problems of sex that are sure to come
+into every normal life. Of course, sex-education at its best
+development can do no more than give the individual a basis for
+intelligent choice between good and evil; but here, as in all other
+upward movements of human life, the decision must depend upon a clear
+and positive recognition of the advantages of the good as contrasted
+with the evil. Hence, the one essential task of sex-education in its
+broadest outlook is to guide natural human beings to recognition and
+choice of the best in the sexual sphere of life. And in so far as each
+coming generation of individuals may be thus guided by the larger
+sex-education, the problems of sex will be pragmatically solved, for
+the social aggregate of human life will become better, happier, nobler,
+truer, more in harmony with the highest ideals of life, more like our
+vision of perfected humanity.</p>
+
+<br />
+<hr style="width: 15%;" />
+<br />
+
+<h4>FOOTNOTES:</h4>
+
+<div class="footnote"><p class="noin"><a name="Footnote_19_19" id="Footnote_19_19"></a><a href="#FNanchor_19_19"><span class="label">[19]</span></a> The name was changed in 1913 to <i>Journal of the Society
+of Sanitary and Moral Prophylaxis</i>.</p></div>
+
+<div class="footnote"><p class="noin"><a name="Footnote_20_20" id="Footnote_20_20"></a><a href="#FNanchor_20_20"><span class="label">[20]</span></a> While this book was in press, the name was changed to New
+York Social Hygiene Society.</p></div>
+
+<br />
+<br />
+<br />
+<br />
+<a name="XII" id="XII"></a><hr />
+<span class='pagenum'><a name="Page_238" id="Page_238">[238]</a></span><br />
+
+<h2>XII</h2>
+
+<h3 class="sc">Some Books for Sex-education<span class="totoc"><a href="#toc">ToC</a></span></h3>
+<br />
+
+<p>I have decided to publish only the names of selected books which seem
+to me to be the best for teachers, parents, and young people. In making
+the selection, I have considered several hundred books which bear on
+the sex problems in an educational way, and have decided to reject the
+majority of them. While there might be some value in a long list with
+critical notes on books that I cannot recommend, it would be a worse
+than thankless task to compile such an annotated bibliography; for the
+compiler would surely add to his collection of enemies many authors
+whose books deserve severe criticism. The sudden and sensational
+publicity concerning matters of sex and the possibility of commercial
+exploitation has produced an avalanche of sex books, some good, many
+bad, and the majority ordinary. Evidently, most of the authors,
+including numerous physicians, have written to order and without
+special preparation.</p>
+
+<p>The books of the following lists are not all deserving of unqualified
+recommendation. In fact, some of them are included because they are the
+least objectionable of their much-needed kind, and others because they
+have some good grains that the reader <span class='pagenum'><a name="Page_239" id="Page_239">[239]</a></span>will find worth picking from a
+mass of non-nutritious but, fortunately, non-poisonous chaff.</p>
+
+<p>I have not included many books which I recognize as important for
+readers thoroughly trained in science, but which are dangerous for the
+average reader of literature on sex.</p>
+
+<p>It is possible that I may have overlooked some very good books that I
+have not intended to ignore; and I shall be glad to have my attention
+called to books which deserve recognition.</p>
+
+<p>Special bibliographies have been published in Wile's "Sex-Education,"
+March's "Towards Racial Health," Geddes and Thomson's "Sex," and
+Foster's "Social Emergency."</p>
+
+<p>Publishers.&mdash;In most cases the first part of the names of well-known
+publishers has been given. Unless otherwise mentioned, they have
+offices in New York City. In addition, the following abbreviations have
+been used:</p>
+
+<p>A.M.A. = American Medical Association, Chicago.</p>
+
+<p>A.S.H.A. = American Social Hygiene Association, 105 West 40th St., New
+York City.</p>
+
+<p>S.S.M.P. = Society of Sanitary and Moral Prophylaxis, 105 West 40th
+Street, New York City.</p>
+
+<p>Association Press = press of the National Board of the Y.M.C.A., New
+York City.</p>
+
+<br />
+
+<p class="cend sc">For Educators and Parents</p>
+
+<div class="block"><p class="hang"><span class="sc">Addams, Jane.</span> "A New Conscience and an Ancient Evil."
+Macmillan. $1.00. (Contains all the average reader needs to
+know concerning prostitution.)</p>
+
+<p class="hang"><span class="sc">Bok, Edward</span>, Editor. "Books of Self-Knowledge for Young
+People and Parents." Revell. $.25 each.<span class='pagenum'><a name="Page_240" id="Page_240">[240]</a></span></p>
+
+<p class="hang"><span class="sc">Bigelow, M.A. </span> "Relation of Biology to Sex-Instruction in
+Schools and Colleges." Journal of Social Diseases, II, 4,
+October, 1911.</p>
+
+<p class="hang"><span class="sc">Cabot, Richard C.</span> "The Christian Approach to Social
+Morality." National Y.W.C.A., New York. $.50.</p>
+
+<p class="hang"><span class="sc">Cabot, Richard C.</span> "What Men Live By." Houghton Mifflin.
+$1.50. (A book that has helped many people.)</p>
+
+<p class="hang"><span class="sc">Cabot, R.C.</span> "Consecration of the Affections." Proceedings
+of Fifth Cong. Amer. School Hygiene Assoc., III, 1911, p. 114.
+Also in Amer. Phy. Ed. Rev., XVI, 1911, pp. 247-253. (See
+"Criticisms of Sex-Education" in &sect; 46 of this book.)</p>
+
+<p class="hang"><span class="sc">Cocks, Orrin G.</span> "The Social Evil and Methods of
+Treatment." Association Press. $.25.</p>
+
+<p class="hang"><span class="sc">Creighton, Louise.</span> "The Social Disease and How to Fight
+It." Longmans. $.35. (A splendid essay on social impurity from a
+modern woman's viewpoint. Constructive and optimistic.)</p>
+
+<p class="hang"><span class="sc">Eliot, C.W.</span> "Public Opinion and Sex-Hygiene." A.S.H.A.
+$.05.</p>
+
+<p class="hang"><span class="sc">Eliot, C.W.</span> "School Instruction in Sex Hygiene."
+Proceedings of Fifth Cong. Amer. School Hygiene Assoc., 1911.</p>
+
+<p class="hang"><span class="sc">Ellis, Havelock.</span> "The Task of Social Hygiene." Houghton.
+$2.50. (Certain chapters concern sex-education.)</p>
+
+<p class="hang"><span class="sc">Galloway, T.W.</span> "Biology of Sex." Heath. $.75.</p>
+
+<p class="hang"><span class="sc">Geddes, Patrick</span>, and <span class="sc">Thomson, J. Arthur.</span> "Sex."
+Holt. $.50. (Excellent.)</p>
+
+<p class="hang"><span class="sc">Geddes</span> and <span class="sc">Thomson.</span> "The Problems of Sex."
+Moffat. $.50.</p>
+
+<p class="hang"><span class="sc">Foster, W.T.</span> "The Social Emergency." Houghton. $1.35.
+(Twelve excellent essays by President Foster, Reed College, and
+nine others, on social hygiene and education.)</p>
+
+<p class="hang"><span class="sc">Hall, G. Stanley.</span> "Adolescence." Appleton. 2 vols.
+$7.50.</p>
+
+<p class="hang"><span class="sc">Hall, G.S.</span> "Youth: Its Education, Regimen and Hygiene."
+Appleton. $1.50.<span class='pagenum'><a name="Page_241" id="Page_241">[241]</a></span></p>
+
+<p class="hang"><span class="sc">Hall, G.S.</span> "Needs and Methods of Educating Young People
+in Hygiene of Sex." Pedagogical Seminary, XV, March, 1908.</p>
+
+<p class="hang"><span class="sc">Hall, G.S.</span> "Teaching of Sex in Schools and Colleges."
+Journal of Social Diseases, II, 4, October, 1911.</p>
+
+<p class="hang"><span class="sc">Hall, Winfield S.</span> "Sex Training in the Home." Richardson,
+Chicago. $1.10.</p>
+
+<p class="hang"><span class="sc">Henderson, Chas. R.</span> "Education with Reference to Sex."
+University of Chicago Press. Part I, 78 cts.; II, 80 cts. (Part
+I demonstrates need of sex-education; II, the educational
+problems.)</p>
+
+<p class="hang"><span class="sc">Herter, C.A.</span> "Biological Aspects of Human Problems."
+Macmillan. $1.50. (Sexual instincts, pp. 182-252; sex-education,
+306-316.)</p>
+
+<p class="hang"><span class="sc">Hime, Maurice C.</span> "Schoolboys' Special Immorality."
+Churchill, London. $.40. (For masters of boarding schools.)</p>
+
+<p class="hang"><span class="sc">Hodge, C.F.</span> "Social Hygiene in Public Schools." School
+Science and Mathematics, April, 1911.</p>
+
+<p class="hang"><span class="sc">Howard, W.L.</span> "Start Your Child Right." Revell. $.75.
+(Readable, sensible, helpful to parents.)</p>
+
+<p class="hang"><span class="sc">Lowry, Edith B.</span> "False Modesty: That Protects Vice by
+Ignorance." Forbes. $.50. (Arguments for sex-instruction in home
+and school.)</p>
+
+<p class="hang"><span class="sc">Lowry, E.B.</span> "Teaching Sex-Hygiene in the Public Schools."
+Forbes. $.50. (Useful for parents and teachers.)</p>
+
+<p class="hang"><span class="sc">Lyttleton, E.</span> "Training the Young in the Laws of Sex."
+Longmans, Green. $1.00. (Heartily approved by many educators.)</p>
+
+<p class="hang"><span class="sc">March, Norah H.</span> "Towards Racial Health." Routledge,
+London. $1.00. (Very helpful book for parents and teachers.)</p>
+
+<p class="hang"><span class="sc">Morley, Margaret W.</span> "Renewal of Life." McClurg. $1.10.
+(Nature-study basis for teaching children.)</p>
+
+<p class="hang"><span class="sc">Morrow</span>, <span class="sc">Balliet</span>, and <span class="sc">Bigelow.</span> "Report
+of Special Committee on Matters and Methods of Sex-Education."
+A.S.H.A. $.05.<span class='pagenum'><a name="Page_242" id="Page_242">[242]</a></span></p>
+
+<p class="hang"><span class="sc">Morrow, Prince A.</span> "Teaching of Sex-Hygiene." A.S.H.A.
+$.03. (A splendid address.)</p>
+
+<p class="hang"><span class="sc">Morrow, P.A.</span> "The Boy Problem." S.S.M.P. $.05. (Helpful
+to parents.)</p>
+
+<p class="hang"><span class="sc">Morrow, P.A.</span> "The Sex Problem." S.S.M.P. $.03. (A fair
+statement of the double morality problem.)</p>
+
+<p class="hang"><span class="sc">Parkinson, William D.</span> "Sex and Education." Educational
+Review, January, 1911. (Stands for ethical and &aelig;sthetic teaching
+primarily.)</p>
+
+<p class="hang"><span class="sc">Scharlieb</span> and <span class="sc">Sibly.</span> "Youth and Sex." Dodge.
+$.25.</p>
+
+<p class="hang"><span class="sc">Seligman, E.R.A.</span> "The Social Evil." Putnam. $1.50. (A
+good survey of the evil, based on the work of the Committee of
+Fourteen in New York.)</p>
+
+<p class="hang"><span class="sc">Wile, Ira S.</span> "Sex Education." Duffield. $1.00. (A very
+useful book for parents.)</p>
+
+<p class="hang"><span class="sc">Wood-Allen, Mary.</span> "Teaching Truth." Crist Co. $.50.
+(Suggestions for mothers' talks to young children.)</p>
+
+<p class="hang">"Social Hygiene." A quarterly journal of the A.S.H.A. $2.00 per
+year, free to members.</p></div>
+
+<br />
+
+<p class="cend sc">For Girls</p>
+
+<div class="block"><p class="hang"><span class="sc">Addams, Jane.</span> "Spirit of Youth and the City Streets."
+Macmillan. $1.25.</p>
+
+<p class="hang"><span class="sc">Chapman, Rose Woodallen.</span> "How Shall I Tell My Child?"
+Revell. $.25.</p>
+
+<p class="hang"><span class="sc">Dodge, Grace H.</span> "A Bundle of Letters to Busy Girls."
+Funk. $.50.</p>
+
+<p class="hang"><span class="sc">Hall, Jeannette W.</span> "Life's Story." Steadwell, La Crosse,
+Wis. $.25. (Biological facts for girls of 10 to 16.)</p>
+
+<p class="hang"><span class="sc">Hall, W.S.</span> "Life Problems: A Story for Girls." A.M.A.
+$.10. (A good pamphlet for girls of 12 to 18 years.)</p>
+
+<p class="hang"><span class="sc">Hall, W.S.</span> "The Doctor's Daughter: Studies about Life."
+A.M.A. $.10. (On nature-study basis, for girls under 12 years.)<span class='pagenum'><a name="Page_243" id="Page_243">[243]</a></span></p>
+
+<p class="hang"><span class="sc">Hood, Mary G.</span> "For Girls and the Mothers of Girls."
+Bobbs-Merrill. $1.00.</p>
+
+<p class="hang"><span class="sc">Howard, W.L.</span> "Confidential Chats with Girls." Clode.
+$1.00.</p>
+
+<p class="hang"><span class="sc">Smith, Nellie M.</span> "The Three Gifts of Life." Dodd, Mead.
+$.50. (A girl's responsibility. For girls 15 to 18, who have no
+more than grammar-school education. In general, sentimental and
+unscientific; but Chapter IV, "Gift of Choice," is excellent.)</p>
+
+<p class="hang"><span class="sc">Torelle, Ellen.</span> "Plant and Animal Children: How they
+Grow." Heath. $1.00. (Useful as a nature-study reader concerning
+reproduction of animals and plants.)</p>
+
+<p class="hang"><span class="sc">Wood-Allen, Mary.</span> "Almost a Woman." Crist Co. $.50. (A
+story for girls of 12 years.)</p>
+
+<p class="hang"><span class="sc">Wood-Allen, Mary.</span> "What a Young Girl Should Know." Vir
+Co., Philadelphia. $1.00. (For girls under 12 or 14.)</p></div>
+
+<br />
+
+<p class="cend sc">For Boys</p>
+
+<div class="block"><p class="hang"><span class="sc">Hall, W.S.</span> "John's Vacation." A.M.A. $.10. (On
+nature-study basis, for pre-adolescent boys.)</p>
+
+<p class="hang"><span class="sc">Hall, W.S.</span> "Chums." A.M.A. $.10. (For adolescent boys.)</p>
+
+<p class="hang"><span class="sc">Hall, W.S.</span> "Developing into Manhood." Association Press.
+$.25. (Biological basis, for boys of 15 to 18 years.)</p>
+
+<p class="hang"><span class="sc">Hall, W.S.</span> "Life's Beginnings." Association Press. $.25.</p>
+
+<p class="hang"><span class="sc">Hall, W.S.</span> "Youth." Association Press. $.25. (For boys 10
+to 12.)</p>
+
+<p class="hang"><span class="sc">Howard, W.L.</span> "Confidential Chats with Boys." Clode.
+$1.00.</p>
+
+<p class="hang"><span class="sc">Jenks, J.W.</span> "Life Questions of School Boys." Association
+Press. $.25.</p>
+
+<p class="hang"><span class="sc">Jewett.</span> "The Next Generation." Ginn. $.75. (Elementary
+eugenics.)<span class='pagenum'><a name="Page_244" id="Page_244">[244]</a></span></p>
+
+<p class="hang"><span class="sc">Torelle, Ellen.</span> "Plant and Animal Children." (See under
+books for girls.)</p>
+
+<p class="hang"><span class="sc">Trewby, Arthur.</span> "Healthy Boyhood." Longmans. $.40.</p>
+
+<p class="hang"><span class="sc">Wood-Allen, Mary.</span> "Almost a Man." Crist Co. $.50.
+(Similar to "Almost a Woman." For pre-adolescent boys.)</p></div>
+
+<br />
+
+<p class="cend sc">For Women</p>
+
+<div class="block"><p class="hang"><span class="sc">Drake, E.F.A.</span> "What a Young Wife Ought to Know." Vir
+Co., Philadelphia. $1.00.</p>
+
+<p class="hang"><span class="sc">Galbraith, Anna.</span> "Four Epochs of a Woman's Life."
+Saunders, Philadelphia. $1.50. (Medical in style. Certain
+sections relating to heredity are not satisfactory.)</p>
+
+<p class="hang"><span class="sc">Hall, W.S.</span> "Sexual Knowledge." Intern. Bible House,
+Philadelphia. $1.00.</p>
+
+<p class="hang"><span class="sc">Key, Ellen.</span> "Morality of Woman and other Essays."
+Seymour, Chicago. $1.00. (Ideal morality as a basis for
+marriage. Good introduction to author's "Love and Marriage.")</p>
+
+<p class="hang"><span class="sc">Lowry, E.B.</span> "Herself." Forbes. $1.10. (In general,
+accurate. Medical style.)</p>
+
+<p class="hang"><span class="sc">Martin, H.N.</span> "Human Body&mdash;Advanced Course." Holt. $2.50.
+(Last chapter, on reproduction, excellent.)</p>
+
+<p class="hang"><span class="sc">Rummel, Luella Z.</span> "Womanhood and Its Development." Burton
+Co., Kansas City. $1.50. (One of the best books for mature
+women. Poorly printed.)</p>
+
+<p class="hang"><span class="sc">Schreiner, Olive.</span> "Woman and Labor." Stokes. $1.25.
+(Important for the feminist movement.)</p>
+
+<p class="hang"><span class="sc">West, Mrs. Max.</span> "Prenatal Care." Bulletin of Children's
+Bureau, U.S. Dept. of Labor. (A very practical pamphlet.)</p>
+
+<p class="hang"><span class="sc">Wood-Allen, Mary.</span> "What a Young Woman Should Know." Vir
+Co., Philadelphia. $1.00. (The best-known book, preferred by the
+majority of mothers.)</p></div>
+
+<span class='pagenum'><a name="Page_245" id="Page_245">[245]</a></span><br />
+
+<p class="cend sc">For Men</p>
+
+<div class="block"><p class="hang"><span class="sc">Exner, M.J.</span> "Problems and Principles of Sex-Education."
+Association Press. $.10. (Study of college men, and an essay on
+principles.)</p>
+
+<p class="hang"><span class="sc">Exner, M.J.</span> "The Physician's Answer." Association Press.
+$.15. (Summary of opinions of numerous physicians concerning the
+problems of young men.)</p>
+
+<p class="hang"><span class="sc">Exner, M.J.</span> "The Rational Sex Life for Men." Association
+Press. $.15. (Good, and helpful to many young men.)</p>
+
+<p class="hang"><span class="sc">Hall, W.S.</span> "From Youth into Manhood." Association Press.
+$.50. (Highly approved and widely used.)</p>
+
+<p class="hang"><span class="sc">Hall, W.S.</span> "Instead of Wild Oats." Revell. $.25. (Bok
+Series, Biological and Sociological basis.)</p>
+
+<p class="hang"><span class="sc">Hall, W.S.</span> "Reproduction and Sexual Hygiene." Wynnewood,
+Chicago. $.90. (Very useful book, but criticized by many who
+disagree with the hygienic part.)</p>
+
+<p class="hang"><span class="sc">Hall, W.S.</span> "Sexual Knowledge." Intern. Bible House.
+Philadelphia. $1.00. (Useful for both men and women. Includes
+the best of the above book.)</p>
+
+<p class="hang"><span class="sc">Howard, William Lee.</span> "Plain Facts on Sex Hygiene." Clode.
+$1.00. (Sensational and exaggerated statements concerning social
+diseases; language unnecessarily offensive in places; but
+discussion of "continence" is good.)</p>
+
+<p class="hang"><span class="sc">Howell</span> and <span class="sc">Keyes.</span> "The Sexual Necessity."
+S.S.M.P. $.03.</p>
+
+<p class="hang"><span class="sc">Lowry, E.B.</span>, and <span class="sc">Lambert, R.J.</span> "Himself: Talks
+with Men concerning Themselves." Forbes. $1.00. (Accurate in
+facts; not well arranged; not "the best book," as the publishers
+claim.)</p>
+
+<p class="hang"><span class="sc">Lydston, G. Frank.</span> "Sex Hygiene for the Male." Riverton,
+Chicago. $2.25. (Readable, fairly reliable, but not worth the
+price.)</p>
+
+<p class="hang"><span class="sc">Martin, H.N.</span> "Human Body&mdash;Advanced Course." Holt. $2.50.
+(Last chapter, especially in 1910 edition.)</p>
+
+<p class="hang"><span class="sc">Moore, H.H.</span> "Keeping in Condition." Macmillan. $1.00. (A
+physical training book.)</p>
+
+<p class="hang"><span class="sc">Morrow, Prince A.</span> "Health and Hygiene of Sex." S.S.M.P.
+$.05. (The best-known pamphlet for college men.)<span class='pagenum'><a name="Page_246" id="Page_246">[246]</a></span></p>
+
+<p class="hang"><span class="sc">Speer, Robert E.</span> "A Young Man's Questions." Revell. $.80.</p>
+
+<p class="hang"><span class="sc">Sperry, Lyman B.</span> "Confidential Talks with Young Men."
+Revell. $.75.</p>
+
+<p class="hang"><span class="sc">Stall, Sylvanus.</span> "What a Young Husband Ought to Know."
+Vir Co., Philadelphia. $1.00. (This and the next are useful to
+men who prefer a religious approach to sexual information.)</p>
+
+<p class="hang"><span class="sc">Stall, Sylvanus.</span> "What a Young Man Ought to Know." Vir
+Co., Philadelphia. $1.00.</p>
+
+<p class="hang"><span class="sc">Wilson, Robert N.</span> "American Boy and the Social Evil."
+Winston. $1.00.</p></div>
+
+<br />
+
+<p class="cend sc">For the Married</p>
+
+<div class="block"><p class="hang"><span class="sc">Cocks, Orrin G.</span> "Engagement and Marriage." Association
+Press. $.25. (Talks to young men, but young women should be
+interested.)</p>
+
+<p class="hang"><span class="sc">Cowan, John.</span> "Science of a New Life." 1869. $3.00.
+(Obsolete, unreliable, unscientific; but widely sold by magazine
+advertising.)</p>
+
+<p class="hang"><span class="sc">Davidson, Hugh S.</span> "Marriage and Motherhood." Dodge. $.25.</p>
+
+<p class="hang"><span class="sc">Davis, E.P.</span> "Mother and Child." Lippincott. $1.50.</p>
+
+<p class="hang"><span class="sc">Foerster, F.W.</span> "Marriage and the Sex Problem." Stokes.
+$1.35. (An important book.)</p>
+
+<p class="hang"><span class="sc">Holt, L.E.</span> "Care and Feeding of Children." Appleton.
+$.75. (The well-known nursery guide by the famous pediatrician.)</p>
+
+<p class="hang"><span class="sc">Howard, W.L.</span> "Facts for the Married." Clode. $1.00.
+(Good, from a physician's standpoint.)</p>
+
+<p class="hang"><span class="sc">Jordan, W.J.</span> "Little Problems of Married Life." Revell.
+$1.00. (Essays which touch many problems of home life.)</p>
+
+<p class="hang"><span class="sc">Key, Ellen.</span> "Love and Marriage." Putnam. $1.50. (The
+greatest work of this famous Swedish author.)</p>
+
+<p class="hang"><span class="sc">Saleeby, C.W.</span> "Parenthood and Race Culture." Moffat,
+Yard. $2.50. (Popular eugenics.)<span class='pagenum'><a name="Page_247" id="Page_247">[247]</a></span></p>
+
+<p class="hang"><span class="sc">Sperry, Lyman B.</span> "Confidential Talks with Husband and
+Wife." Revell. $1.00.</p>
+
+<p class="hang"><span class="sc">Wood-Allen, Mary.</span> "Ideal Married Life." Revell. $1.25.
+(Best book by this well-known physician and author.)</p></div>
+
+<br />
+
+<p class="cend sc">Heredity and Eugenics</p>
+
+<div class="block"><p class="hang"><span class="sc">Castle, W.E.</span> "Heredity in Relation to Evolution and
+Animal Breeding." Appleton. $1.50.</p>
+
+<p class="hang"><span class="sc">Conklin, F.G.</span> "Heredity and Environment in the
+Development of Men." Princeton University Press. $2.00.</p>
+
+<p class="hang"><span class="sc">Davenport, C.B.</span> "Heredity in Relation to Eugenics." Holt.
+$2.00.</p>
+
+<p class="hang"><span class="sc">Dawson, G.E.</span> "Right of the Child to be Well Born." Funk.
+$.75.</p>
+
+<p class="hang"><span class="sc">Doncaster, L.</span> "Heredity in the Light of Recent Research."
+Putnam. $.40.</p>
+
+<p class="hang"><span class="sc">Geddes, P.</span>, and <span class="sc">Thomson, J.A.</span> "Evolution." Holt.
+$.50.</p>
+
+<p class="hang"><span class="sc">Guyer, M.F.</span> "Being Well Born." Bobbs-Merrill. $1.00.</p>
+
+<p class="hang"><span class="sc">Kellicott, W.E.</span> "The Social Direction of Human
+Evolution." Appleton. $1.50.</p>
+
+<p class="hang"><span class="sc">Punnett, R.C.</span> "Mendelism." Macmillan. $.50.</p>
+
+<p class="hang"><span class="sc">Saleeby, C.W.</span> "Parenthood and Race Culture." Moffat,
+Yard. $2.50.</p>
+
+<p class="hang"><span class="sc">Thomson, J.A.</span> "Heredity." Putnam. $3.50.</p>
+
+<p class="hang"><span class="sc">Walter, H.E.</span> "Genetics." Macmillan. $1.50.</p></div>
+
+<br />
+<span class='pagenum'><a name="Page_248" id="Page_248">[248]</a></span><br />
+<br />
+<br />
+<a name="INDEX" id="INDEX"></a><hr />
+<span class='pagenum'><a name="Page_249" id="Page_249">[249]</a></span><br />
+
+<h3>INDEX<span class="totoc"><a href="#toc">ToC</a></span></h3>
+<br />
+
+<div style="margin-left: 25%;">
+<ul><li>Abnormality, in literature, <a href="#Page_129">129 ff.</a></li>
+
+<li>Adolescence, and sex-instruction, <a href="#Page_146">146 ff.</a></li>
+
+<li>Adults, and special sex-instruction, <a href="#Page_26">26</a>.</li>
+
+<li>&AElig;sthetics of sex, <a href="#Page_4">4</a>, <a href="#Page_74">74</a>, <a href="#Page_197">197</a>.</li>
+
+<li>Affection, <a href="#Page_163">163</a>;
+  <ul class="nest">
+  <li>"consecration of," <a href="#Page_210">210</a>;</li>
+  <li>in marriage, <a href="#Page_189">189</a>.</li>
+  </ul></li>
+
+<li>Aims, of sex-education, <a href="#Page_92">92</a>, <a href="#Page_94">94</a>;
+  <ul class="nest">
+  <li>of sex-education societies, <a href="#Page_228">228</a>.</li>
+  </ul></li>
+
+<li>Animals, and human sexuality, <a href="#Page_72">72</a>.</li>
+
+<li>Arguments, for sex-instruction, <a href="#Page_28">28 ff.</a></li>
+
+<li>Asceticism, <a href="#Page_69">69</a>.</li>
+
+<li>Athletics, and sex, <a href="#Page_141">141</a>.</li>
+
+<li>Attitude, towards sex, <a href="#Page_26">26</a>, <a href="#Page_67">67 ff.</a>;
+  <ul class="nest">
+  <li>and morals, <a href="#Page_75">75</a>.</li>
+  </ul><br /></li>
+
+
+<li>Bibliography, <a href="#Page_238">238 ff.</a></li>
+
+<li>Biology, <a href="#Page_56">56</a>, <a href="#Page_65">65</a>;
+  <ul class="nest">
+  <li>and ethics, <a href="#Page_102">102 ff.</a>;</li>
+  <li>and sex-instruction, <a href="#Page_147">147</a>;</li>
+  <li>moral value, <a href="#Page_217">217</a>.</li>
+  </ul></li>
+
+<li>Books, as teachers, <a href="#Page_121">121 ff.</a>, <a href="#Page_241">241 ff.</a>;
+  <ul class="nest">
+  <li><i>see also</i> literature.</li>
+  </ul></li>
+
+<li>Boys, influence on, <a href="#Page_158">158</a>;
+  <ul class="nest">
+  <li>special instruction, <a href="#Page_148">148-250</a>.</li>
+  </ul><br /></li>
+
+
+<li>Cabot, R.C., <a href="#Page_63">63</a>, <a href="#Page_210">210 ff.</a></li>
+
+<li>Childhood, <a href="#Page_25">25</a>.</li>
+
+<li>Children, ignorant of sex, <a href="#Page_204">204</a>.</li>
+
+<li>Circumcision, <a href="#Page_139">139</a>.</li>
+
+<li>Coeducation, in sex-instruction, <a href="#Page_109">109</a>;
+  <ul class="nest">
+  <li>and sex adjustment, <a href="#Page_80">80</a>.</li>
+  </ul></li>
+
+<li>Continence, <a href="#Page_160">160 ff.</a>, <a href="#Page_176">176 ff.</a>;
+  <ul class="nest">
+  <li>of women, <a href="#Page_190">190 ff.</a></li>
+  </ul></li>
+
+<li>Contraception, and ethics, <a href="#Page_219">219</a>.</li>
+
+<li>Control, of sex instincts, <a href="#Page_18">18</a>.</li>
+
+<li>Criticisms, of sex-education, <a href="#Page_203">203 ff.</a>;
+  <ul class="nest">
+  <li>conclusions regarding, <a href="#Page_226">226</a>.</li>
+  </ul></li>
+
+<li>Curiosity, denied by Repplier and Taft, <i>q.v.</i><br /><br /></li>
+
+
+<li>Dancing, <a href="#Page_169">169 ff.</a>, <a href="#Page_200">200</a>.</li>
+
+<li>Diseases, social or venereal, <a href="#Page_37">37 ff.</a></li>
+
+<li>Dress, of women, <a href="#Page_174">174 ff.</a>, <a href="#Page_200">200</a>.<br /><br /></li>
+
+
+<li>Education, as a solution, <a href="#Page_19">19</a>, <a href="#Page_88">88</a>;
+  <ul class="nest">
+  <li>coeducation, <a href="#Page_80">80</a>;</li>
+  <li>sex-differentiated, <a href="#Page_82">82</a>.</li>
+  </ul></li>
+
+<li>Eliot, C.W., <a href="#Page_71">71</a>.</li>
+
+<li>Emissions, <a href="#Page_149">149</a>.</li>
+
+<li>Ethics, and biology, <a href="#Page_102">102</a>;
+  <ul class="nest">
+  <li>and sex-hygiene, <a href="#Page_61">61 ff.</a></li>
+  <li>of sex, <a href="#Page_4">4</a>.</li>
+  </ul></li>
+
+<li>Eugenics, <a href="#Page_86">86 ff.</a>;
+  <ul class="nest">
+  <li>aim of, <a href="#Page_105">105</a>;</li>
+  <li>and ethics, <a href="#Page_103">103</a>.</li>
+  </ul></li>
+
+<li>Europe, and sex problems, <a href="#Page_59">59 ff.</a>;
+  <ul class="nest">
+  <li>morality in, <a href="#Page_59">59</a>;</li>
+  <li>sex-hygiene in, <a href="#Page_230">230</a>.</li>
+  </ul></li>
+
+<li>Evolution, and vulgarity, <a href="#Page_75">75</a>.<br /><br /></li>
+
+
+<li>Fiction, and sex tragedies, <a href="#Page_127">127</a>.</li>
+
+<li>Foerster, <a href="#Page_70">70</a>.</li>
+
+<li>Frankness, <a href="#Page_206">206</a>.</li>
+
+<li>Friendships, of children, <a href="#Page_136">136</a>.</li>
+
+<li>Fulton, J.S., <a href="#Page_40">40</a>.</li>
+
+<li>Future, of sex-education, <a  href="#Page_234">234-237</a>.<br /><br /></li>
+
+
+<li>Genetics, <a href="#Page_87">87</a>.</li>
+
+<li>Girls, special instruction, <a href="#Page_151">151</a>;
+  <ul class="nest">
+  <li>unprotected, <a href="#Page_191">191</a>.</li>
+  </ul></li>
+
+<li>Gonorrhea, <i>see</i> Diseases.</li>
+
+<li>Good, and evil, <a href="#Page_215">215</a>.<br /><br /></li>
+
+
+<li>Hamilton, Cosmo, <a href="#Page_208">208</a>.</li>
+
+<li>Hartley, C. Gasquoine, <a href="#Page_82">82 ff.</a></li>
+
+<li>Heredity, <a href="#Page_87">87</a>;<span class='pagenum'><a name="Page_250" id="Page_250">[250]</a></span>
+  <ul class="nest">
+  <li>and sex-education, <a href="#Page_104">104</a>.</li>
+  </ul></li>
+
+<li>History, of sex-education, <a href="#Page_227">227 ff.</a></li>
+
+<li>Homes, and sex-instruction, <a href="#Page_21">21</a>.</li>
+
+<li>Hunger, two kinds, <a href="#Page_73">73</a>.</li>
+
+<li>Hygiene, and ethics, <a href="#Page_210">210 ff.</a>;
+  <ul class="nest">
+  <li>of sex, <a  href="#Page_1">1-4</a>, <a href="#Page_25">25</a>.</li>
+  </ul><br /></li>
+
+
+<li>Ideals, of manhood, <a href="#Page_185">185</a>;
+  <ul class="nest">
+  <li>of womanhood, <a href="#Page_157">157</a>;</li>
+  <li>of love and marriage, <a href="#Page_159">159</a>, <a href="#Page_187">187</a>.</li>
+  </ul></li>
+
+<li>Ignorance, <a href="#Page_45">45</a>, <a href="#Page_50">50</a>, <a href="#Page_54">54</a>;
+  <ul class="nest">
+  <li>of children, <a  href="#Page_12">12-14</a>.</li>
+  </ul></li>
+
+<li>Illegitimacy, <a href="#Page_52">52 ff.</a>, <a href="#Page_59">59</a>.</li>
+
+<li>Immorality, <a href="#Page_38">38</a>;
+  <ul class="nest">
+  <li>danger in teaching, <a href="#Page_67">67</a>.</li>
+  </ul></li>
+
+<li>Instincts, sexual, <a  href="#Page_16">16-18</a>.</li>
+
+<li>Intellectualism, and sex, <a href="#Page_83">83</a>.<br /><br /></li>
+
+
+<li>Kallikak family, <a href="#Page_103">103</a>.</li>
+
+<li>Key, Ellen, <a href="#Page_64">64</a>, <a href="#Page_79">79</a>.</li>
+
+<li>Knowledge, and will, <a href="#Page_217">217</a>.<br /><br /></li>
+
+
+<li>Lectures, on sex-hygiene, <a href="#Page_100">100</a>.</li>
+
+<li>Legislation, and social diseases, <a href="#Page_47">47</a>.</li>
+
+<li>Literature, general list, <a href="#Page_241">241 ff.</a>;
+  <ul class="nest">
+  <li>for parents, <a href="#Page_33">33</a>;</li>
+  <li>on marriage, <a href="#Page_79">79</a>;</li>
+  <li>on diseases, <a href="#Page_39">39</a>;</li>
+  <li>on sex, <a href="#Page_11">11</a>;</li>
+  <li>on social evil, <a href="#Page_52">52</a>;</li>
+  <li>general and sex, <a href="#Page_124">124 ff.</a>;</li>
+  <li>general references, <a href="#Page_238">238 ff.</a>;</li>
+  <li>for young men, <a href="#Page_161">161</a>, <a href="#Page_183">183</a>;</li>
+  <li>for young women, <a href="#Page_201">201</a>;</li>
+  <li>radical sex, <a href="#Page_193">193</a>.</li>
+  </ul><br /></li>
+
+
+<li>Marriage, <a href="#Page_159">159</a>, <a href="#Page_187">187</a>;
+  <ul class="nest">
+  <li>a sex problem, <a href="#Page_71">71 ff.</a></li>
+  </ul></li>
+
+<li>Masturbation, <a href="#Page_137">137 ff.</a></li>
+
+<li>Maxwell, W.H., <a href="#Page_221">221</a>.</li>
+
+<li>Men, as leaders in love, <a href="#Page_188">188</a>;
+  <ul class="nest">
+  <li>instruction for, <a href="#Page_156">156 ff.</a></li>
+  </ul></li>
+
+<li>Misunderstanding, of sex, <a href="#Page_5">5</a>.</li>
+
+<li>Monogamy, <a href="#Page_59">59</a>.</li>
+
+<li>Morality, <a href="#Page_58">58 ff.</a>;
+  <ul class="nest">
+  <li>double standard, <a href="#Page_42">42</a>.</li>
+  </ul></li>
+
+<li>Morrow, P.A., <a href="#Page_37">37</a>, <a href="#Page_70">70</a>;
+  <ul class="nest">
+  <li>leader, <a href="#Page_227">227</a>.</li>
+  </ul></li>
+
+<li>Mothercraft, <a href="#Page_155">155</a>.</li>
+
+<li>Mothers, and boys, <a href="#Page_111">111</a>;
+  <ul class="nest">
+  <li>first teachers, <a href="#Page_111">111</a>.</li>
+  </ul></li>
+
+<li>Mystery, and sex, <a href="#Page_15">15</a>.<br /><br /></li>
+
+
+<li>Names, of sex organs, <a href="#Page_148">148 ff.</a></li>
+
+<li>National Education Association, resolution on sex-instruction, <a href="#Page_232">232</a>.</li>
+
+<li>Nature-study, <a href="#Page_133">133</a>.</li>
+
+<li>Need, of sex-instruction, <a href="#Page_11">11</a>, <a href="#Page_19">19</a>.</li>
+
+<li>Neumann, H., <a href="#Page_221">221</a>.<br /><br /></li>
+
+
+<li>Oliphant, James, <a href="#Page_159">159</a>.</li>
+
+<li>Optimism, sex, <a href="#Page_196">196</a>.</li>
+
+<li>Organization, of sex-education, <a href="#Page_96">96 ff.</a><br /><br /></li>
+
+
+<li>Parents, and daughters, <a href="#Page_184">184</a>, <a href="#Page_190">190</a>;
+  <ul class="nest">
+  <li>co&ouml;peration of, <a href="#Page_23">23</a>;</li>
+  <li>responsibility, <a href="#Page_14">14</a>;</li>
+  <li>attitude, <a href="#Page_30">30</a>.</li>
+  </ul></li>
+
+<li>Parkinson, W.D., <a href="#Page_41">41</a>.</li>
+
+<li>Passion, <a href="#Page_58">58</a>.</li>
+
+<li>Pessimism, sex, <a href="#Page_72">72</a>, <a href="#Page_84">84</a>, <a href="#Page_196">196</a>.</li>
+
+<li>Poetry, <a href="#Page_124">124 ff.</a></li>
+
+<li>Pre-adolescence, <a href="#Page_25">25</a>, <a href="#Page_133">133 ff.</a></li>
+
+<li>Problems of sex, <a href="#Page_28">28 ff.</a>, <a href="#Page_92">92</a>, <a href="#Page_95">95</a>.</li>
+
+<li>Promiscuity, <a href="#Page_38">38</a>.</li>
+
+<li>Propagandism, needed, <a href="#Page_28">28 ff.</a></li>
+
+<li>Prophylactics, venereal, <a href="#Page_219">219</a>.</li>
+
+<li>Prostitution, <a href="#Page_48">48 ff.</a>, <a href="#Page_164">164</a>;
+  <ul class="nest">
+  <li>protective knowledge for women, <a href="#Page_199">199</a>.</li>
+  </ul><br /></li>
+
+
+<li>Reading, concerning perversion and vice, <a href="#Page_51">51</a>.</li>
+
+<li>Refinement, of men, <a href="#Page_167">167</a>.</li>
+
+<li>Religion, approach to sex-instruction, <a href="#Page_209">209</a>.</li>
+
+<li>Repplier, Agnes, <a href="#Page_203">203</a>.</li>
+
+<li>Reproduction, and sex, <a href="#Page_5">5</a>.</li>
+
+<li>Responsibility, indirect of women, <a href="#Page_195">195</a>;
+  <ul class="nest">
+  <li>individual, <a href="#Page_18">18</a>;</li>
+  <li>of parents, <a href="#Page_30">30</a>.</li>
+  </ul><br /></li>
+
+
+<li>Sanitation, and morals, <a href="#Page_229">229</a>;
+  <ul class="nest">
+  <li><i>see also</i> hygiene and ethics.</li>
+  </ul></li>
+
+<li>Self-abuse, <a href="#Page_137">137 ff.</a></li>
+
+<li>Self-control, <a href="#Page_70">70</a>, <a href="#Page_173">173</a>, <a  href="#Page_176">176-182</a>;<span class='pagenum'><a name="Page_251" id="Page_251">[251]</a></span>
+  <ul class="nest">
+  <li>of women, <a href="#Page_190">190 ff.</a></li>
+  </ul></li>
+
+<li>Sensationalism, <a href="#Page_233">233</a>.</li>
+
+<li>Sex-education, definition, <a href="#Page_1">1</a>;
+  <ul class="nest">
+  <li>larger view of, <a href="#Page_27">27</a>;</li>
+  <li>need of, <a href="#Page_11">11</a>;</li>
+  <li>problems of, <a href="#Page_28">28 ff.</a>;</li>
+  <li>relations, <a href="#Page_4">4</a>.</li>
+  </ul></li>
+
+<li>Sex-hygiene, <a  href="#Page_1">1-5</a>;
+  <ul class="nest">
+  <li>adequacy, <a href="#Page_43">43</a>;</li>
+  <li>personal, <a href="#Page_35">35 ff.</a>;</li>
+  <li>social, <a href="#Page_3">3</a>;</li>
+  <li>and eugenics, <a href="#Page_86">86</a>;</li>
+  <li>and ethics, <a href="#Page_114">114</a>, <a href="#Page_212">212 ff.</a>;</li>
+  <li>personal, <a href="#Page_98">98 ff.</a></li>
+  </ul></li>
+
+<li>Sex-instruction, in schools, <a href="#Page_20">20</a>, <a href="#Page_23">23</a>;
+  <ul class="nest">
+  <li>in homes, <a href="#Page_21">21</a>;</li>
+  <li>in high schools, <a href="#Page_24">24</a>;</li>
+  <li>many-sided, <a href="#Page_89">89</a>.</li>
+  </ul></li>
+
+<li>Sex, meaning of the word, <a  href="#Page_6">6-10</a>.</li>
+
+<li>Social diseases, <a href="#Page_166">166</a>;
+  <ul class="nest">
+  <li>essential knowledge to be taught, <a href="#Page_107">107</a>.</li>
+  </ul></li>
+
+<li>Social evil, <a href="#Page_4">4</a>, <a href="#Page_48">48 ff.</a></li>
+
+<li>Social hygiene, <a href="#Page_3">3</a>;
+  <ul class="nest">
+  <li>and ethics, <a href="#Page_101">101</a>.</li>
+  </ul></li>
+
+<li>Societies, for sex problems, <a href="#Page_231">231</a>, <a href="#Page_232">232</a>.</li>
+
+<li>Society for Prophylaxis, <a href="#Page_62">62</a>.</li>
+
+<li>Super-morality, <a href="#Page_64">64 ff.</a></li>
+
+<li>Syphilis, <i>see</i> Diseases.<br /><br /></li>
+
+
+<li>Taft, W.H., <a href="#Page_224">224</a>.</li>
+
+<li>Task, of sex-education, <a href="#Page_90">90</a>.</li>
+
+<li>Teachers, of sex facts, <a href="#Page_108">108</a>;
+  <ul class="nest">
+  <li>for classes, <a href="#Page_113">113</a>;</li>
+  <li>married women, <a href="#Page_110">110</a>;</li>
+  <li>same sex as pupils, <a href="#Page_109">109</a>;</li>
+  <li>undesirable, <a href="#Page_115">115</a>.</li>
+  </ul></li>
+
+<li>Teaching, morals, <a href="#Page_216">216 ff.</a>;
+  <ul class="nest">
+  <li>personal, <a href="#Page_205">205</a>, <a href="#Page_214">214</a>.</li>
+  </ul></li>
+
+<li>Tennyson, and sex lessons, <a href="#Page_125">125</a>.<br /><br /></li>
+
+
+<li>Vulgarity, <a href="#Page_67">67 ff.</a><br /><br /></li>
+
+
+<li>Women, and diseases, <a href="#Page_45">45</a>;
+  <ul class="nest">
+  <li>instruction for, <a href="#Page_184">184 ff.</a></li>
+  </ul></li>
+</ul>
+</div>
+
+<br />
+<br />
+<br />
+<br />
+
+<h4>Printed in the United States of America.</h4>
+
+<br />
+<br />
+<br />
+<br />
+<hr />
+<br />
+<br />
+<br />
+<br />
+
+<p class="cen">The following pages contain advertisements of a few of the Macmillan
+publications on Education</p>
+
+<br />
+<br />
+<br />
+<br />
+<hr />
+<br />
+<br />
+<br />
+<br />
+
+<h3>MODERN PEDAGOGY</h3>
+<br />
+
+<div class="centered">
+<table border="0" cellpadding="2" cellspacing="0" width="65%" summary="MODERN PEDAGOGY">
+  <tr>
+  <td class="tdl" width="35%">Aspinwall</td>
+  <td class="tdl" width="55%">Outlines of the History of Education</td>
+  <td class="tdr" width="10%">$ .80</td>
+  </tr>
+  <tr>
+  <td class="tdlt">Bagley</td>
+  <td class="tdl">Classroom Management. Its Principles and Technique<br />Craftsmanship in Teaching<br />Educational Values
+    <br />Educative Process, The<br />School Discipline</td>
+  <td class="tdr">1.25<br />1.10<br />1.10<br />1.25<br />1.25</td>
+  </tr>
+  <tr>
+  <td class="tdl">Bricker</td>
+  <td class="tdl">Teaching of Agriculture in the High School</td>
+  <td class="tdr">1.00</td>
+  </tr>
+  <tr>
+  <td class="tdlt">Brown</td>
+  <td class="tdl">American High School<br />The Training of Teachers for Secondary Schools in Germany and the United States</td>
+  <td class="tdrt">1.40<br />1.25</td>
+  </tr>
+  <tr>
+  <td class="tdl">Carlton</td>
+  <td class="tdl">Education and Industrial Evolution</td>
+  <td class="tdr">1.25</td>
+  </tr>
+  <tr>
+  <td class="tdl">Chubb</td>
+  <td class="tdl">The Teaching of English in Elementary and Secondary Schools</td>
+  <td class="tdr">1.00</td>
+  </tr>
+  <tr>
+  <td class="tdl">Cubberley</td>
+  <td class="tdl">State and County Educational Reorganization</td>
+  <td class="tdr">1.25</td>
+  </tr>
+  <tr>
+  <td class="tdl">Cubberley and Elliott</td>
+  <td class="tdl">State and County School Administration</td>
+  <td class="tdr">2.50</td>
+  </tr>
+  <tr>
+  <td class="tdlt">Curtis</td>
+  <td class="tdl">Education Through Play (Educational Edition)<br />Practical Conduct of Play (Educational Edition)</td>
+  <td class="tdr">1.25<br />1.50</td>
+  </tr>
+  <tr>
+  <td class="tdlt">De Garmo</td>
+  <td class="tdl">Interest and Education<br />Principles of Secondary Education 3 Vols.<br />I,<br />II,<br />III,</td>
+  <td class="tdr">1.00<br /><br />$1.25<br />$1.00<br />1.00</td>
+  </tr>
+  <tr>
+  <td class="tdl">Dewey</td>
+  <td class="tdl">Democracy and Education, A Philosophy of Education</td>
+  <td class="tdr">1.40</td>
+  </tr>
+  <tr>
+  <td class="tdl">Dexter</td>
+  <td class="tdl">History of Education in the United States</td>
+  <td class="tdr">2.00</td>
+  </tr>
+  <tr>
+  <td class="tdl">Dresslar</td>
+  <td class="tdl">School Hygiene</td>
+  <td class="tdr">$1.25</td>
+  </tr>
+  <tr>
+  <td class="tdl">Dutton</td>
+  <td class="tdl">Social Phases of Education in the School and the Home</td>
+  <td class="tdr">1.25</td>
+  </tr>
+  <tr>
+  <td class="tdl">Eaton and Stevens</td>
+  <td class="tdl">Commercial Work and Training for Girls</td>
+  <td class="tdr">1.50</td>
+  </tr>
+  <tr>
+  <td class="tdl">Farrington</td>
+  <td class="tdl">Commercial Education in Germany</td>
+  <td class="tdr">1.10</td>
+  </tr>
+  <tr>
+  <td class="tdlt">Foght</td>
+  <td class="tdl">The American Rural School<br />Rural Denmark and its Schools</td>
+  <td class="tdr">1.25<br />1.40</td>
+  </tr>
+  <tr>
+  <td class="tdl">Ganong</td>
+  <td class="tdl">The Teaching Botanist</td>
+  <td class="tdr">1.25</td>
+  </tr>
+  <tr>
+  <td class="tdlt">Graves</td>
+  <td class="tdl">A History of Education.<br />Vol. I. Before the Middle Ages<br />Vol. II. A History of Education During the Middle Ages<br />
+    Vol. III. Modern Times<br />Great Educators of Three Centuries<br />Peter Ramus and the Educational Reformation of the 16th Century<br />
+    A Students' History of Education</td>
+  <td class="tdr">&nbsp;<br />1.10<br />1.10<br />1.10<br />1.10<br />1.25<br />1.25</td>
+  </tr>
+  <tr>
+  <td class="tdl">Halleck</td>
+  <td class="tdl">Education of the Central Nervous System</td>
+  <td class="tdr">1.00</td>
+  </tr>
+  <tr>
+  <td class="tdlt">Hanus</td>
+  <td class="tdl">Educational Aims and Values<br />Modern School, A</td>
+  <td class="tdr">1.00<br />1.25</td>
+  </tr>
+  <tr>
+  <td class="tdl">Hart</td>
+  <td class="tdl">Educational Resources of Village and Rural Communities</td>
+  <td class="tdr">1.00</td>
+  </tr>
+  <tr>
+  <td class="tdl">Heatwole</td>
+  <td class="tdl">A History of Education in Virginia</td>
+  <td class="tdr">1.25</td>
+  </tr>
+  <tr>
+  <td class="tdl">Henderson</td>
+  <td class="tdl">Principles of Education</td>
+  <td class="tdr">1.75</td>
+  </tr>
+  <tr>
+  <td class="tdl">Herbert</td>
+  <td class="tdl">Outlines of Educational Doctrine</td>
+  <td class="tdr">1.25</td>
+  </tr>
+  <tr>
+  <td class="tdl">Herrick</td>
+  <td class="tdl">Meaning and Practice of Commercial Education</td>
+  <td class="tdr">1.25</td>
+  </tr>
+  <tr>
+  <td class="tdl">Holtz</td>
+  <td class="tdl">Principles and Methods of Teaching Geography</td>
+  <td class="tdr">1.10</td>
+  </tr>
+  <tr>
+  <td class="tdlt">Horne</td>
+  <td class="tdl">Philosophy of Education<br />Psychological Principles of Education<br />Idealism in Education</td>
+  <td class="tdr">$1.50<br />1.75<br />1.25</td>
+  </tr>
+  <tr>
+  <td class="tdl">Howerth</td>
+  <td class="tdl">The Art of Education</td>
+  <td class="tdr">1.00</td>
+  </tr>
+  <tr>
+  <td class="tdl">Huey</td>
+  <td class="tdl">Psychology and Pedagogy of Reading</td>
+  <td class="tdr">1.40</td>
+  </tr>
+  <tr>
+  <td class="tdl">Hummel and Hummel</td>
+  <td class="tdl">Materials and Methods in High School Agriculture</td>
+  <td class="tdr">1.25</td>
+  </tr>
+  <tr>
+  <td class="tdl">Johnson, Henry</td>
+  <td class="tdl">Teaching of History in Elementary and Secondary Schools</td>
+  <td class="tdr">1.40</td>
+  </tr>
+  <tr>
+  <td class="tdl">Kahn and Klein</td>
+  <td class="tdl">Commercial Education, Principles and Methods in</td>
+  <td class="tdr">1.40</td>
+  </tr>
+  <tr>
+  <td class="tdl">Kennedy</td>
+  <td class="tdl">Fundamentals in Methods</td>
+  <td class="tdr">1.25</td>
+  </tr>
+  <tr>
+  <td class="tdl">Kerschensteiner</td>
+  <td class="tdl">The Idea of the Industrial School</td>
+  <td class="tdr"> .50</td>
+  </tr>
+  <tr>
+  <td class="tdl">Kilpatrick, V.E.</td>
+  <td class="tdl">Departmental Teaching in Elementary Schools</td>
+  <td class="tdr"> .60</td>
+  </tr>
+  <tr>
+  <td class="tdl">Kilpatrick, W.B.</td>
+  <td class="tdl">Froebel's Kindergarten Principles Critically Examined</td>
+  <td class="tdr"> .90</td>
+  </tr>
+  <tr>
+  <td class="tdl">Lee</td>
+  <td class="tdl">Play in Education</td>
+  <td class="tdr">1.50</td>
+  </tr>
+  <tr>
+  <td class="tdl">McKeever</td>
+  <td class="tdl">Training the Girl<br />The Industrial Training of the Boy</td>
+  <td class="tdr">1.50<br /> .50</td>
+  </tr>
+  <tr>
+  <td class="tdl">MacVanell</td>
+  <td class="tdl">Outline of a Course in the Philosophy of Education</td>
+  <td class="tdr"> .90</td>
+  </tr>
+  <tr>
+  <td class="tdlt">Monroe</td>
+  <td class="tdl">Principles of Secondary Education<br />Text-Book in the History of Education<br />Syllabus
+    of a Course of Study on the History and Principles of Education<br />Source Book in the History of Education
+    for the Greek and Roman Period</td>
+  <td class="tdrt">1.90<br />1.90<br /> .50<br />2.25</td>
+  </tr>
+  <tr>
+  <td class="tdlt">Monroe</td>
+  <td class="tdl">Brief Course in the History of Education<br />Cyclopedia of Education, 4 Vols.</td>
+  <td class="tdr">$1.25<br />15.00</td>
+  </tr>
+  <tr>
+  <td class="tdlt">O'Shea</td>
+  <td class="tdl">Dynamic Factors in Education<br />Linguistic Development in Education</td>
+  <td class="tdr">1.25<br />1.25</td>
+  </tr>
+  <tr>
+  <td class="tdlt">Perry</td>
+  <td class="tdl">Management of a City School<br />Outlines of School Administration</td>
+  <td class="tdr">1.25<br />1.40</td>
+  </tr>
+  <tr>
+  <td class="tdl">Phelps</td>
+  <td class="tdl">Teaching in School and College</td>
+  <td class="tdr">1.00</td>
+  </tr>
+  <tr>
+  <td class="tdl">Pyle</td>
+  <td class="tdl">The Examination of School Children</td>
+  <td class="tdr"> .50</td>
+  </tr>
+  <tr>
+  <td class="tdl">Sachs</td>
+  <td class="tdl">The American Secondary Schools</td>
+  <td class="tdr">1.10</td>
+  </tr>
+  <tr>
+  <td class="tdl">Sisson</td>
+  <td class="tdl">Essentials of Character</td>
+  <td class="tdr">1.00</td>
+  </tr>
+  <tr>
+  <td class="tdl">Smith</td>
+  <td class="tdl">All the Children of All the People (Teachers' Edition)</td>
+  <td class="tdr">1.10</td>
+  </tr>
+  <tr>
+  <td class="tdl">Sneath and Hodges</td>
+  <td class="tdl">Moral Training in the School and Home</td>
+  <td class="tdr"> .80</td>
+  </tr>
+  <tr>
+  <td class="tdl">Starch</td>
+  <td class="tdl">Experiments in Educational Psychology</td>
+  <td class="tdr"> .90</td>
+  </tr>
+  <tr>
+  <td class="tdl">Strayer</td>
+  <td class="tdl">A Brief Course in the Teaching Process</td>
+  <td class="tdr">1.25</td>
+  </tr>
+  <tr>
+  <td class="tdl">Strayer and Thorndike</td>
+  <td class="tdl">Education Administration. Quantitative Studies</td>
+  <td class="tdr">2.00</td>
+  </tr>
+  <tr>
+  <td class="tdlt">Taylor</td>
+  <td class="tdl">Handbook of Vocational Education<br />Principles and Methods of Teaching Reading</td>
+  <td class="tdr">1.00<br /> .90</td>
+  </tr>
+  <tr>
+  <td class="tdl">Thorndike</td>
+  <td class="tdl">Education: A First Book</td>
+  <td class="tdr">1.25</td>
+  </tr>
+  <tr>
+  <td class="tdl">Vandwalker</td>
+  <td class="tdl">Kindergarten, The, in American Education</td>
+  <td class="tdr">1.25</td>
+  </tr>
+  <tr>
+  <td class="tdl">Ward</td>
+  <td class="tdl">The Montessori Method and the American School</td>
+  <td class="tdr">1.25</td>
+  </tr>
+  <tr>
+  <td class="tdl">Wayland</td>
+  <td class="tdl">How to Teach American History</td>
+  <td class="tdr">1.10</td>
+  </tr>
+</table>
+</div>
+
+<br />
+<br />
+<br />
+<br />
+<hr />
+<br />
+<br />
+<br />
+<br />
+
+<h4>THE MACMILLAN COMPANY<br />
+<br />
+BOSTON &nbsp;&nbsp; NEW YORK &nbsp;&nbsp; ATLANTA<br />
+CHICAGO &nbsp;&nbsp; SAN FRANCISCO &nbsp;&nbsp; DALLAS</h4>
+
+<br />
+<br />
+<br />
+<br />
+<hr />
+<br />
+<br />
+<br />
+<br />
+
+<div class="tr">
+<p class="cen"><a name="TN" id="TN"></a>Typographical errors corrected in text:</p>
+<br />
+Page &nbsp;&nbsp;33: &nbsp;expecially replaced with especially<br />
+Page 162: &nbsp;unforgetable replaced with unforgettable<br />
+Page 170: &nbsp;ascetic replaced with &aelig;scetic<br />
+Page 179: &nbsp;tumesscence replaced with tumescence<br />
+
+<p class="cen">On the ad pages:</p>
+Classsroom replaced with Classroom<br />
+</div>
+
+<br />
+<br />
+<br />
+<br />
+<hr />
+<br />
+
+
+
+
+
+
+
+
+
+<pre>
+
+
+
+
+
+End of Project Gutenberg's Sex-education, by Maurice Alpheus Bigelow
+
+*** END OF THIS PROJECT GUTENBERG EBOOK SEX-EDUCATION ***
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+</pre>
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+</body>
+</html>
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+The Project Gutenberg EBook of Sex-education, by Maurice Alpheus Bigelow
+
+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: Sex-education
+       A series of lectures concerning knowledge of sex in its
+       relation to human life
+
+Author: Maurice Alpheus Bigelow
+
+Release Date: February 22, 2010 [EBook #31352]
+
+Language: English
+
+Character set encoding: ASCII
+
+*** START OF THIS PROJECT GUTENBERG EBOOK SEX-EDUCATION ***
+
+
+
+
+Produced by Jeannie Howse, Bryan Ness and the Online
+Distributed Proofreading Team at https://www.pgdp.net (This
+file was produced from images generously made available
+by The Internet Archive/American Libraries.)
+
+
+
+
+
+
+       *       *       *       *       *
+
+    +-----------------------------------------------------------+
+    | Transcriber's Note:                                       |
+    |                                                           |
+    | Inconsistent hyphenation in the original document has     |
+    | been preserved.                                           |
+    |                                                           |
+    | Obvious typographical errors have been corrected. For     |
+    | a complete list, please see the end of this document.     |
+    |                                                           |
+    +-----------------------------------------------------------+
+
+       *       *       *       *       *
+
+
+
+
+SEX-EDUCATION
+
+
+
+
+[Illustration]
+
+THE MACMILLAN COMPANY
+
+NEW YORK . BOSTON . CHICAGO . DALLAS
+ATLANTA . SAN FRANCISCO
+
+MACMILLAN & CO., LIMITED
+LONDON . BOMBAY . CALCUTTA
+MELBOURNE
+
+THE MACMILLAN CO. OF CANADA, LTD.
+TORONTO
+
+   [Illustration: PRINCE A. MORROW
+   Chief organizer of the American movement for sex-education.
+   Physician, educator, author, social reformer. Born in Kentucky,
+   December 19, 1864. Died in New York City, March 17, 1913.
+   _Courtesy of Dr. A.S. Morrow._]
+
+
+
+
+SEX-EDUCATION
+
+A SERIES OF LECTURES CONCERNING
+KNOWLEDGE OF SEX IN ITS RELATION
+TO HUMAN LIFE
+
+
+BY
+
+MAURICE A. BIGELOW
+
+PROFESSOR OF BIOLOGY AND DIRECTOR OF THE SCHOOL
+OF PRACTICAL ARTS, TEACHERS COLLEGE
+COLUMBIA UNIVERSITY
+
+
+New York
+THE MACMILLAN COMPANY
+1916
+
+_All rights reserved_
+
+
+
+
+COPYRIGHT, 1916,
+
+BY THE MACMILLAN COMPANY.
+
+
+Set up and electrotyped. Published June, 1916.
+
+
+Norwood Press
+J.S. Cushing Co.--Berwick & Smith Co.
+Norwood, Mass., U.S.A.
+
+
+
+
+To
+
+THE MEMORY OF
+
+DR. PRINCE A. MORROW
+
+WHOSE GREAT FAITH IN THE ESSENTIAL GOODNESS OF HUMAN
+NATURE LED HIM TO BELIEVE THAT THE PROBLEMS OF
+SEX HAVE ARISEN FROM IGNORANCE AND
+THAT EDUCATION IS THE KEY TO
+THEIR SOLUTION
+
+
+
+
+PREFATORY NOTE
+
+
+Many of the lectures printed in this volume have formed the basis of a
+series given at Teachers College, Columbia University, during the
+summer sessions of 1914 and 1915, and during the academic year
+1914-1915. Others were addressed to parents, to groups of men, to
+women's clubs, and to conferences on sex-education. In order to avoid
+extensive repetition, there has been some combination and rearrangement
+of lectures that originally were addressed to groups of people with
+widely different outlooks on the sexual problems.
+
+Several years ago the late Dr. Prince A. Morrow announced that a volume
+dealing with many of the timely topics of sex-education was to be
+prepared by the undersigned with the advice and criticism of a
+committee of the American Federation for Sex-Hygiene; but even before
+Dr. Morrow's death it became evident that this plan was impracticable.
+Three members (Morrow, Balliet, Bigelow) of the original committee
+collaborated in a report presented at the XV International Congress on
+Hygiene and Demography. Since that time the writer, working
+independently, has found it desirable to reorganize completely the
+original outline announced by Dr. Morrow.
+
+In accordance with a declaration made voluntarily in a conversation
+with Dr. Morrow, the author considers himself pledged to devote all
+royalties from this book to the movement for sex-education.
+
+Among the many persons to whom is due acknowledgment of helpfulness in
+the preparation of this book, the author is especially indebted for
+suggestions to the late Dr. Prince A. Morrow, to Dr. William F. Snow,
+Secretary of the American Social Hygiene Association, and to Dr. Edward
+L. Keyes, Jr., President of the Society of Sanitary and Moral
+Prophylaxis; for constructive criticism, to his colleagues, Professor
+Jean Broadhurst and Miss Caroline E. Stackpole, of Teachers College,
+who have read carefully both the original lectures and the completed
+manuscript; and to Olive Crosby Whitin (Mrs. Frederick H. Whitin),
+executive secretary of the Society of Sanitary and Moral Prophylaxis,
+who has suggested and criticized helpfully both as a reader of the
+manuscript and as an auditor of many of the lectures delivered at
+Teachers College.
+
+                                                           M.A.B.
+
+    TEACHERS COLLEGE,
+  COLUMBIA UNIVERSITY,
+    December 28, 1915.
+
+
+
+
+SUMMARY OF CONTENTS
+
+
+                                                                  PAGE
+
+   I. THE MEANING, NEED, AND SCOPE OF SEX-EDUCATION                  1
+
+      Sec. 1. Sex-education and its relation to sex-hygiene and
+      social hygiene. Sec. 2. The misunderstanding of sex. Sec. 3. The
+      need of sex-instruction. Sec. 4. The scope of sex-education.
+
+  II. THE PROBLEMS FOR SEX-EDUCATION                                28
+
+      Sec. 5. Sex problems and the need of special knowledge. Sec. 6.
+      First problem: Personal sex-hygiene. Sec. 7. Second problem:
+      Social diseases. Sec. 8. Third problem: Social evil. Sec. 9.
+      Fourth problem: Illegitimacy. Sec. 10. Fifth problem: Sexual
+      morality. Sec. 11. Sixth problem: Sexual vulgarity. Sec. 12.
+      Seventh problem: Marriage. Sec. 13. Eighth Problem: Eugenics.
+      Sec. 14. Summary.
+
+ III. ORGANIZATION OF EDUCATIONAL ATTACK ON THE SEX PROBLEMS        90
+
+      Sec. 15. The task of sex-education. Sec. 16. The aims of
+      sex-education. Sec. 17. The aims as the basis of organized
+      sex-instruction.
+
+  IV. THE TEACHER OF SEX-KNOWLEDGE                                 108
+
+      Sec. 18. Who should give sex-instruction? Sec. 19. The child's
+      first teachers of sex-knowledge. Sec. 20. Selecting teachers
+      for class instruction. Sec. 21. Certain undesirable teachers
+      for special hygienic and ethical instruction.
+
+   V. BOOKS AS TEACHERS CONCERNING SEX AND LIFE                    121
+
+      Sec. 22. Value and danger of special sex-books for young
+      people. Sec. 23. General literature and sex problems. Sec. 24.
+      Dangers in literature on sexual abnormality.
+
+  VI. SEX-INSTRUCTION FOR PRE-ADOLESCENT YEARS                     133
+
+      Sec. 25. Elementary instruction and influence. Sec. 26. Hygienic
+      and educational treatment of unhealthful habits.
+
+ VII. SEX-INSTRUCTION FOR EARLY ADOLESCENT YEARS                   146
+
+      Sec. 27. The biological foundations. Sec. 28. Scientific facts
+      for boys. Sec. 29. Scientific facts for girls.
+
+VIII. SPECIAL SEX-INSTRUCTION FOR ADOLESCENT BOYS AND YOUNG MEN    156
+
+      Sec. 30. Developing attitude towards womanhood. Sec. 31.
+      Developing ideals of love and marriage. Sec. 32. Reasons for
+      pre-marital continence. Sec. 33. Essential knowledge
+      concerning prostitution. Sec. 34. Need of refinement of men.
+      Sec. 35. Dancing as a sex problem for men. Sec. 36. Dress of women
+      as a sex problem for men. Sec. 37. The problem of self-control
+      for young men. Sec. 38. The mental side of a young man's
+      sexual life.
+
+  IX. SPECIAL INSTRUCTION FOR MATURING YOUNG WOMEN                 184
+
+      Sec. 39. The young woman's attitude towards manhood. Sec. 40. The
+      young woman's attitude towards love and marriage. Sec. 41.
+      Reasons for pre-marital continence of young women. Sec. 42.
+      Need of optimistic and aesthetic views of sex by women.
+      Sec. 43. Other problems for young women.
+
+   X. CRITICISMS OF SEX-EDUCATION                                  203
+
+      Sec. 44. A plea for reticence--Agnes Repplier. Sec. 45. A plea
+      for religious approach--Cosmo Hamilton. Sec. 46. The conflict
+      between sex-hygiene and sex-ethics--Richard Cabot Sec. 47. The
+      arrogance of the advocates of sex-education--William H.
+      Maxwell. Sec. 48. Lubricity in education--W.H. Taft. Sec. 49.
+      Conclusions from the criticisms of sex-education.
+
+  XI. THE PAST AND THE FUTURE OF THE SEX-EDUCATION MOVEMENT        227
+
+      Sec. 50. The American movement. Sec. 51. Important steps. Sec. 52.
+      The future of the larger sex-education.
+
+ XII. SOME BOOKS FOR SEX-EDUCATION                                 238
+
+      INDEX                                                        249
+
+
+
+
+I
+
+THE MEANING, NEED, AND SCOPE OF SEX-EDUCATION
+
+
+Sec. 1. _Sex-education and Its Relation to Sex-hygiene and Social Hygiene_
+
+[Sidenote: Definition of sex-education.]
+
+Sex-education in its largest sense includes all scientific, ethical,
+social, and religious instruction and influence which directly and
+indirectly may help young people prepare to solve for themselves the
+problems of sex that inevitably come in some form into the life of
+every normal human individual. Note the carefully guarded phrase "help
+young people prepare to solve for themselves the problems of sex", for,
+like education in general, special sex-education cannot possibly do
+more than help the individual prepare to face the problems of life.
+
+[Sidenote: More than sex-hygiene.]
+
+Now, sex-education as thus defined is more extensive than sex-hygiene,
+which term was originally applied to instruction concerning sex.
+Sex-hygiene obviously refers to health as influenced by sexual
+processes, and as such it is a convenient subdivision of the science of
+health. It would be quite satisfactory as a name for popular
+instruction concerning sex if that were strictly, or even primarily,
+hygienic; but in a later lecture it will be shown that the most
+desirable sex-instruction is only in a minor part a problem of hygiene.
+I realize that this statement may be declared heretical by many of the
+present-day advocates of sex-hygiene, because they have approached this
+latest educational movement from the standpoint of physical health, and
+especially because their attention has been drawn to the very common
+occurrence of pathological conditions. Nevertheless, the sexual
+problems of our times do not all affect physical health, which hygiene
+aims to conserve; and the sex-educational movement will be quite
+inadequate without great stress upon certain ethical, social, and other
+aspects of sex. Young people need instruction that relates not only to
+health but also to attitude and to morals as these three are influenced
+by sexual instincts and relationships. This idea will be developed
+later, but I anticipate here simply to suggest the point of view of the
+statement that "sex-hygiene" is altogether too limited as a general
+designation for the desirable instruction concerning sex. The continued
+use of the term "sex-hygiene," now that the scope of the desirable
+sex-instruction has been extended far beyond the accepted limits of the
+science of health, is tending to cause confusion. The educational
+problems will be more definite and the support of the intelligent
+public more assured if we limit the use of "sex-hygiene" to the
+specific problems of health as affected by sexual processes and cease
+trying to make it include those phases of sex-instruction which have
+nothing directly to do with health.
+
+Two general terms, "sex-instruction" and "sex-education," are available
+as all-inclusive designations of the desirable instruction concerning
+any aspects of sex. They are quite free from the above objections to
+"sex-hygiene," and it is highly desirable that they should be used in
+all educational discussions where there is no specific reference to the
+problems of health. Sex-hygiene will be used in these lectures only
+when there is some direct reference to health as influenced by the
+sexual functions.
+
+[Sidenote: Social hygiene.]
+
+Social hygiene in its complete sense means the great general movement
+for the improvement of the conditions of life in all lines in which
+there is social ill health or need of social reform; but it is often
+limited to the sexual aspect of the unfortunate and unfavorable
+conditions of life, and it has been proposed to adopt the term "social
+hygiene" as a substitute that avoids the word "sex" in sex-hygiene. For
+this reason it has been incorporated into the names of several
+societies that are interested in sex-hygiene (_e.g._, the American
+Social Hygiene Association). Probably the relation of sex-hygiene to
+the so-called "social evil" has suggested the use of social hygiene in
+its most limited sense. It will be unfortunate if this usage becomes so
+prominent that we think of the health problems of society as chiefly
+sexual, for the larger outlook of Ellis's "Task of Social Hygiene" is
+desirable. Likewise, the phrase "social evil" in the sense of sexual
+evil misleadingly suggests that the only evil of society is the sexual
+one, but this evasive designation is being supplanted by the more
+definite and franker word "prostitution."
+
+It should be noted that "social hygiene" as a substitute for
+"sex-hygiene" is narrower in that it does not include the personal
+problems of health as affected by sexual processes. This is a serious
+omission, for certainly all sex-hygiene taught before the later
+adolescent years should be personal and not social.
+
+[Sidenote: Phases of sex-education.]
+
+The relation of sex-hygiene or social hygiene as a limited phase of
+sex-education is shown by the following outline:
+
+                       { sex-hygiene (personal, | for sexual health
+                       { social)                |
+                       {                        |
+                       { biology (including     | for attitude
+                       { physiology) of         | regarding sex,
+                       { reproduction           | and for important
+                       {                        | scientific facts
+                       {                        |
+In the broadest        { heredity and eugenics  | for sexual conduct
+outlook, sex-education {                        | leading to race
+(or sex-instruction)   {                        | improvement
+includes:              {                        |
+                       { ethics and sociology   | for sexual conduct
+                       { of sex                 |
+                       {                        |
+                       { psychology of sex      | for sexual health
+                       {                        | and conduct
+                       {                        |
+                       { aesthetics of sex       | for attitude
+
+[Sidenote: Sex and reproduction.]
+
+Since the original purpose of sex was perpetuation of plant and animal
+species, and since in the study of biology the idea of sex is
+illustrated and developed by examination of the reproductive processes
+in various types, it has been customary for many writers on
+sex-education to use the terms "sex" and "reproduction" as if they were
+synonymous. This is no longer so in human life; for while reproduction
+is a sexual process, sexual activities and influences are often quite
+unrelated to reproduction. In fact, most of the big problems that have
+made sex-education desirable, if not necessary, are problems of sex
+apart from reproduction. It therefore seems clear that, while studies
+of reproduction are prominent in sex-education, they should be regarded
+as introductory to the problems of sex, especially for young people.
+
+
+Sec. 2. _The Misunderstanding of Sex_
+
+[Sidenote: Objection to word "sex."]
+
+Some educators have expressed the wish that some one might suggest a
+satisfactory substitute for the terms "sex-hygiene" and
+"sex-education," omitting the word "sex." This word and its companion
+"sexual" are objectionable because they are associated in the minds of
+most people with vulgar interpretation of the physical aspects of the
+beginning of individual life, and much of the opposition to the
+proposed sex-instruction in home and schools is evidently based on the
+feeling that the very word "sex" involves something inherently vulgar.
+
+[Sidenote: Definite words necessary.]
+
+It is probable that many decades will pass before the majority of
+intelligent people cease to feel that the words "sex" and "sexual" have
+had such vulgar associations that they should be kept out of our
+everyday vocabulary, but I can see no hope of developing an improved
+attitude towards the sexual aspect of human life if we continue to
+admit that we are afraid of the necessary words. It seems to me that in
+one decade there has been a great advance in that the scientific
+writers and speakers on problems of sex have been using words which
+definitely and directly express the desired meanings, and have avoided
+the suggestive circumlocutions which characterize many modern realistic
+novels. One who does not already appreciate the serious impressiveness
+of cold scientific language in discussion of sexual problems should
+take one of the indecently suggestive paragraphs from stories in the
+most notoriously vulgar of the fifteen-cent magazines, and translate
+the meaning of the paragraph into direct and definite words. The result
+will be complete loss of the stealthy suggestiveness which has made
+concealed sexuality so dangerously attractive to the type of mind that
+revels in the modern sex-problem novels. We want no such suggestive
+concealment in a scheme of sex-education, for it aims at a purer and
+higher understanding of sex in human life. We must have direct and
+definite and dignified scientific language, and among the necessary
+words none are as essential as "sex" and "sexual." We must use them
+freely if attitude towards sex is to be improved; and their dignified
+and scientific usage will gradually dispel the embarrassment which many
+unfortunate people now experience when these words remind them that the
+perpetuation of life in all its higher forms has been intrusted to the
+cooperation of two kinds, or sexes, of individuals.
+
+Thus viewing the objections which have been raised against the use of
+the word "sex" in the educational movement, I have shifted my first
+stand with the opposition until now I favor the frank and dignified use
+of this and similar words on appropriate occasions. I believe that
+those interested in the search for solutions of the vital problems of
+sex should quietly but systematically work to include the words "sex"
+and "sexual" in the dignified and scientific vocabulary needed by all
+people to express the newer and nobler interpretations of the
+relationships between men and women.
+
+[Sidenote: No "sex" studies.]
+
+Of course, this does not mean that sex, either as a word or as a fact
+of nature, should be over-emphasized with people who are too young to
+appreciate the fundamental facts of life. As already suggested, it is
+not desirable that any parts of the curricula for schools should be
+known to the pupils as "sex" studies; but we need such terms as
+"sex-hygiene" and "sex-instruction" to indicate to teachers and parents
+that certain parts of the education of the children are being directed
+towards a healthy, natural and wholesome relation to sex.
+
+[Sidenote: "Sex" and "love."]
+
+It is absurd to suppose that the free, dignified, and scientific use of
+the word "sex" is going to make people more sensual, more uncontrolled,
+and more immoral. There is much more reason for fearing the free use of
+the word "love," which has both psychical and physical meanings so
+confused that often only the context of sentences enables one to
+determine which meaning is intended. In fact, many writers and speakers
+seek to avoid all possible misunderstanding by using the word
+"affection" for psychical love. Now, in spite of such confusion, and
+the fact that to many people the word "love" in connection with sex
+suggests only gross sensuality, we continue to use it freely and it is
+one of the first words taught to children. Why then do we not hear
+protests against using the word "love"? Simply because we have been
+from childhood accustomed to the word, first in its psychical sense,
+and it is only later that most of us have learned that it has a sensual
+meaning to some people. In short, familiarity with the word "love" in
+its psychical sense has bred in us a contempt for those who mistake the
+physical basis of love for love in its combined physical and psychical
+completeness.
+
+[Sidenote: Meaning of sex.]
+
+To many it is surprising to find that the word "sex" has never been
+used in such degraded connections as has the word "love," and that it
+has not been half so much misunderstood. There is no obvious vulgarity
+in the lexicographer's definitions of the word "sex." It simply means,
+as the science of biology points out so clearly, that the perpetuation
+of human life, and of most other species of life, has been intrusted to
+pairs of individuals which are of the two kinds commonly called the
+sexes, male and female. Why nature determined that each new life in the
+vast majority of species should develop from two other lives has long
+been a biological puzzle, and most satisfactory of the answers given is
+that bi-parental origin of new individuals allows for new combinations
+of heritable qualities from two lines of descent. However, such a
+biological explanation of the relation of the two sexes to double
+parentage is of relatively little practical significance in present-day
+human life when compared with the fact that out of the necessity for
+life's perpetuation by two cooperating individuals there has grown
+psychical or spiritual love with all its splendid possibilities that
+are evident in ideal family life. Moreover, the influence of sex in
+human life has extended far beyond the family (that is, that group of
+individuals who stand related to one another as husband, wife, parents,
+and children), for it is a careless observer indeed who does not note
+in our daily life many social and psychical relationships of men and
+women who have no mutual interests relating to the biological processes
+of race perpetuation. Of course, the psychologist recognizes that far
+back of the platonic contact of the sexes on social and intellectual
+lines is the suppressed and primal instinct that provides physical
+unions for race perpetuation. However, this is of no practical
+interest, for, as a matter of fact, the primal instincts are quite
+subconscious in the usual social relations between the sexes.
+
+[Sidenote: The larger view of sex.]
+
+There is grandeur in this view of sex as originally a provision for
+perpetuation of life by two cooperating individuals, later becoming the
+basis of conjugal affection of the two individuals for each other and
+of their parental affection for their offspring, and finally leading to
+social and intellectual comradeship of men and women meeting on terms
+which are practically free from the original and biological meaning of
+sex.
+
+Instead, then, of trying to keep sex, both word and fact, in the
+background of the new educational movement, I believe it is best to
+work definitely for a better understanding of the part which sex plays
+in human life, as outlined in the preceding paragraph. Hence, in these
+lectures I shall never go aside in order to avoid either the word or
+the idea of sex; on the contrary, I shall attempt to direct the
+discussion so as to emphasize the larger and very modern view of the
+relationship of sex and human life.
+
+[Sidenote: The many-sided bearings of sex.]
+
+In this first lecture I want to make it clear that the role of sex in
+human life is vastly greater than that directly involved in sexual
+activity. I shall in several lectures touch the big problems from the
+standpoint of the sexual instincts as these play an important part in
+social, psychical, and aesthetic life even if they are rarely exercised,
+physiologically, or if, as in millions of individuals, they never come
+to mean more than possibilities of sexual activity for which
+opportunities in marriage do not come. I am especially anxious to avoid
+the narrow viewpoint of numerous writers on sex-hygiene who seem to
+overlook the fact that sexual functioning is only a prominent incident
+in the cycle of sexual influences in the lives of most people. Human
+life, and especially marriage, should no longer be regarded from the
+mere biological point of view as for the sole purpose of reproductive
+activity. It is a far more uplifting view that the conscious or
+unconscious existence of the sexual instincts, with or without
+occasional activity, affords the fundamental physical basis for states
+of mind that may profoundly affect the whole course of life in every
+normal man and woman.
+
+Supplementary to this section on the "Misunderstanding of Sex," I
+suggest the reading of Chapters I-VI of "Sex" by Geddes and Thomson,
+the "Problems of Sex" by the same authors, and Chapter VI in "The
+Wonder of Life" by Thomson.
+
+
+Sec. 3. _The Need of Sex-Instruction_
+
+[Sidenote: The old silence and the new enlightenment.]
+
+The time-honored policy has been one of silence and mystery concerning
+all things sexual. Everything in that line has long been considered
+impure and degraded and, therefore, the less said and the less known,
+the better, especially for young people. Such has been the almost
+universal attitude of parents until within the present century, when
+many have awakened to the fact that the policy of silence has been a
+gigantic failure, because it has not preserved purity and innocence and
+because it has allowed grave evils, both hygienic and moral, to develop
+under the cloak of secrecy.
+
+[Sidenote: Children will not remain ignorant.]
+
+"I don't believe in teaching my boys and girls any facts concerning
+sex. I prefer to keep them innocent until they have grown up." In these
+decisive words a prominent woman closed a statement of her firm
+conviction that the world-wide movement for the sex-instruction of
+young people is a stupendous mistake. Poor deluded mother! How does she
+expect to keep her children ignorant of the world of life around them?
+Is she planning to transplant them to a deserted island where they may
+grow up innocently? Or is she going to keep the children in some
+cloister within whose walls there will be immunity from the
+contamination of the great busy world outside? Or is she going to have
+them guarded like crown princes, and if so, where are absolutely safe
+guards to be found? Such are the questions which rush into the minds of
+those who have studied the problem of keeping children ignorant of the
+most significant facts of life. It is usually an easy matter to protect
+children against smallpox and typhoid and some other diseases, but no
+parent or educator has yet found out how we may be sure to keep real
+live children ignorant of sex knowledge. They seem to absorb such
+forbidden facts as naturally and as freely as the air they breathe.
+Ask any large group of representative men--ministers, or doctors, or
+teachers, or men of business, or the world's toilers--whether any of
+them knew the essential facts of sexual life before they were twelve
+years of age, and ninety-seven in every hundred will answer quickly in
+the affirmative. Ask any large group of women, excepting those whose
+girlhood has been guarded with exceptional care, and the overwhelming
+majority will acknowledge that they knew the essential facts before
+they were fifteen years old. Once more, ask these same men and women
+whether their early knowledge of sex came from pure and reliable
+sources or from vulgar playmates and depraved servants; and with rare
+exceptions it is found that vulgarity made the strongest impression in
+the first lessons concerning the great facts of life. Such being the
+truth, it is nonsense for parents to sit in complacency because they
+feel sure that their children are safely protected against any vulgar
+first lessons concerning sex; for no one can know that children are
+safely guarded from others who may corrupt their innocent minds. As an
+illustration, a few years ago the mothers of a group of little girls in
+one of the best-managed private schools felt that with careful
+supervision both in school and home there was no danger of forbidden
+knowledge reaching the children. But one day a new pupil innocently
+exhibited to her mother a miniature notebook with unprintable notes on
+sexual topics. The resulting investigation revealed a secret club
+organized by the pupils for the purpose of passing to each member
+through notebooks all newly acquired information, which had a peculiar
+value because it must be kept secret from teachers and parents. That
+club had been in existence during two school years. This is only a
+sample case of many which have proved that if children are allowed the
+freedom that developing individuality demands, their mothers must not
+feel too sure that their darlings are protected against knowledge of
+life, and perhaps of life in its most degraded aspects.
+
+[Sidenote: The vital question for parents.]
+
+Here, then, is the fact that every parent should ponder seriously:
+Normal children are almost certain to get sexual information not later
+than the early adolescent years, and usually from unreliable and vulgar
+sources. It is, therefore, not a question whether children of school
+ages should be taught the important facts of sex, but whether parents
+and trained teachers rather than playmates and other unreliable persons
+should be the instructors. Which will parents choose for their own
+children? Thousands of intelligent parents have already faced this
+question, and have decided that their children shall have early
+sex-instruction in home or school or both in order that there will be
+little danger of vulgar impressions taking a deep hold on child minds.
+
+Granted, then, that children should be given some reliable instruction
+concerning things sexual, who should be the teacher, what should be
+taught, and when should the instruction be given? These are the
+fundamental questions now being considered by the parents and educators
+who have accepted sex-education as necessary. Upon the final answers to
+such questions the decision of many parents will depend. I shall
+attempt to answer them in later lectures.
+
+[Sidenote: Sex mystery has prevented progress.]
+
+The policy of maintaining mystery and secrecy concerning sex has failed
+with adults even more sadly than with children. Health and morals have
+suffered incalculable injury. The sexual evils of our time are not as
+bad as were those of the ancient civilizations, but we have little
+reason to be proud of the slight progress made. But why should we
+expect the human to make progress when sexual problems have been kept
+in darkness? The wonder is that, with the prevailing dark outlook on
+sexual life throughout the past nineteen centuries, the world has not
+developed more sexual vice. Innate animalistic appetites have tended to
+lead downward, and surely the policy of silence has offered no
+counteracting influence towards higher living. While religion and
+ethics, by means of certain rules of conduct, have maintained certain
+sexual standards, they have not kept vast numbers of humans from
+falling far below those standards into utter degradation. The modern
+teachers of religion and ethics have prevented general sexual
+degradation, but they have failed to give human sexuality any decided
+uplift. The reason for this failure is the policy of mystery and
+silence. The teachers of religion and ethics have preferred to let
+general and more or less abstruse rules govern conduct in sexual lines.
+Until recent years there have been few sermons in which common sexual
+problems have been presented so that the preacher's meaning has been
+clear to all. On the contrary, there has been universal mystery and
+evasion concerning the greatest facts of life.
+
+[Sidenote: Sexual instincts offer no guidance.]
+
+Many people have justified the mystery thrown around sexual processes
+on the theory that the reproductive instincts of mature people are
+sufficient guides for conduct. This involves a misunderstanding of
+sexual instincts of the higher mammals which are often unscientifically
+cited as models for human imitation. In these animals sexual union is
+instinctively determined, because normally the sexual hunger or
+excitement of both sexes is stimulated and controlled by the
+physiological condition of the female at the times favorable for
+fertilization (_i.e._, at the oestrual periods). For example, a pair of
+dogs living in close companionship show signs of mutual sexual desires
+only for a few days at the semi-annual oestrual or fertile periods of
+the female. It occasionally happens that the males of various wild and
+domesticated mammals exhibit signs of automatic sexual excitement
+(_i.e._, not caused by the stimulus arising from the physiological
+condition of the female); but in such cases of male excitement outside
+of the mating or oestrual periods, the normal females invariably offer
+instinctive opposition to attempted union by abnormally or
+automatically excited males. Thus, directly and indirectly, there is
+instinctive control and limitation of sexual union among the animals
+that are most closely related to the human race.
+
+It is biologically possible that similar conditions may have existed in
+the earliest human life, but that is pure speculation and has no
+bearing on the practical problems of sex in human life to-day. The fact
+is that the simple physiological stimuli which produce sexual
+excitement in both sexes of animals have practically no influence in
+determining human sexual union. On the contrary, memory associations
+consciously connected with the opposite sex, especially those
+associations that are centered in affection, may at any time in the
+normal individual of either human sex afford the basis for a chain of
+mental states leading to sexual excitement and union. There is not, as
+in the animals, instinctive dependence on the physiological conditions
+that are favorable for fertilization. In fact, spontaneous
+physiological demands play in civilized human life a minor part in
+initiating sexual excitement. The reason why some humans seem to have
+unusual sexual intensity is not so much a matter of exceptionally
+strong sexuality as of susceptibility to the numerous sexual stimuli
+with which modern life abounds. For this reason, a man who has formed
+lewd memory associations is more susceptible to sexual stimulations,
+_e.g._, by obscene pictures, vulgar words, unusual dress or actions of
+women, close physical association as in dancing, and certain forms of
+music. It is not at all uncommon that individuals who are
+hyper-sensitive to sexually suggestive stimuli are really functionally
+weak.
+
+[Sidenote: Intelligent control only.]
+
+It follows from the facts outlined above that instinctive control of
+sexual actions applies to animals but not to human life. On the
+contrary, human control must be on the basis of intelligent choice.
+This means the greatest task of human life, for it requires voluntary
+control of instinctive demands which are intensified by numerous
+stimuli or temptations that are exclusively human. No wonder that
+natural sex hunger left uncontrolled leads human beings to excesses and
+degradation that no species of animals with their guiding instincts
+could possibly reach.
+
+[Sidenote: Individual responsibility.]
+
+The absence from human life of any instinctive control of sexual
+actions leaves a great responsibility on each individual whose natural
+desires lead impulsively and insistently towards sexual union and must
+be restrained, controlled, and directed by voluntary choice. In short,
+all individuals who are intelligent beings are personally responsible
+for voluntary control of their sexual desires with reference to the
+ethical, social, and eugenic interests and rights of all other
+individuals now and in the future.
+
+[Sidenote: Sexual knowledge necessary.]
+
+With such an understanding of instincts in relation to human sexual
+actions, we cannot wonder that the old policy of mystery has failed so
+completely. Since human beings are left to control the most powerful
+appetite by intelligence, it is evident that a policy based on silence,
+ignorance, and mystery must fail. The only safe and sure road to the
+needed control of sexual actions is to be found in knowledge, and the
+widespread recognition of this fact has led to the new movement for
+general enlightenment regarding sexual processes in their various
+relations to human life.
+
+[Sidenote: Education as a solution of sex problems.]
+
+It is not surprising that we have turned to seek an educational
+solution for the problems of sex. Education has become the modern
+panacea for many of our ills--hygienic, industrial, political, and
+social. We have found people losing health for various reasons and we
+have proposed hygienic instruction as a prophylactic. We have analyzed
+many problems of the industries, and now we are beginning to seek their
+solution in industrial education. We have noted that numerous social
+and political misunderstandings check progress of individuals and
+nations, and we are coming to think the pathway upwards is to be found
+in better knowledge of social and political science. And, in like
+manner, in every phase of this modern life of ours we are looking to
+knowledge as the key to all significant problems. It is truly the age
+of education, not simply the education offered in schools and colleges,
+but education in the larger sense, including the learning of useful
+knowledge from all sources whatsoever.
+
+With such unbounded confidence in the all-sufficiency of education, it
+is most natural that we should turn to it in these times when we have
+come to realize the existence of amazing sexual problems caused either
+by ignorant misuse, or by deliberate abuse, of the sexual functions
+which biologically are intrusted with the perpetuation of human life
+and which psychologically are the source of human affection in its
+supreme forms. If education is to solve the civic, hygienic, and
+industrial problems of to-day and to-morrow, why should it not also
+help with the age-old sexual evils? So reasoning, we have naturally
+turned to education as one, but not the only, method of attack on the
+sexual problems which have degraded and devitalized human life of all
+past times, but which somehow have kept out of the limelight of
+publicity until our own times.
+
+
+Sec. 4. _The Scope of Sex-education_
+
+[Sidenote: Sex-education is not primarily for schools.]
+
+It is well to make clear in this first lecture that no one proposes to
+limit sex-instruction to schools and colleges. We may safely leave
+mathematics and writing and even reading to schools, but sex-education
+will fail unless the schools can get the cooperation of the homes, the
+churches, the Y.M.C.A., the Y.W.C.A., the W.C.T.U., the Boy Scouts, the
+Camp Fire Girls, and other organizations which aim to reach young
+people socially, religiously, and ethically. The part which these have
+already taken in the sex-education movement is in the aggregate far
+more important than what the schools have been able to accomplish.
+Sex-education, then, should be understood as including all serious
+instruction--no matter where or when or by whom given--which aims to
+help young people face the problems that normal sexual processes bring
+to every life.
+
+[Sidenote: Sex-instruction impossible in most homes.]
+
+In a later lecture I shall urge the importance of beginning
+sex-instruction in the home. There are some parents who wish that it
+were possible not only to begin but also to end it there, for they fear
+that public instruction will lead to a weakening of a certain sense of
+reserve and privacy that has long been considered sacred to the best
+family life. Perhaps this has some truth, but we must remember that
+only in rare homes are there such ideal relationships of parents to
+each other and to their offspring that matters of sex are sacred to the
+family circle. The fact which parents and educators must face is that
+there are now relatively few homes in which there is one parent able to
+begin the elementary instruction of young children; and, therefore, as
+a practical matter for the best interests of the vast majority of young
+people, we must consider ways and means for instruction outside of most
+homes. This need not interfere in the least with the parents who are
+able and willing to give sex-instruction to the children, for the home
+instruction will naturally anticipate that which the schools must give
+for the pupils who are not properly instructed at home. It seems to me
+to be a situation like that of children learning to read at home and
+later continuing reading at school. Sex-instruction begun at home will
+form the child's attitude and give him some elementary information, and
+later he may profitably learn more in the same lines in the class work
+of school, especially in connection with science instruction for which
+few homes have facilities. Moreover, it is quite possible that one
+instructed at home in childhood may gain from later school instruction
+something of great social value, for we must remember that the problems
+of sex which most demand attention are not individual, but social.
+Hence, it may be worth while for the home-instructed individual to
+learn through class instruction that people outside the home look
+seriously upon knowledge concerning sexual processes, and that every
+individual's life must be adjusted to other lives, that is, to society.
+
+Summarizing, it appears that however desirable home instruction
+regarding sex may be, the majority of parents are not able and willing
+to undertake the work, and so the public educational system and
+organizations for social and religious work should provide a scheme of
+instruction which will make sure that all young people will have an
+opportunity to get the most helpful information for the guidance of
+their lives.
+
+[Sidenote: Caution in school instruction.]
+
+[Sidenote: Parents' co-operation.]
+
+In order to gain the serious attention of those who believe themselves
+unalterably opposed to school instruction regarding things sexual, I
+anticipate a later discussion and mention in this connection that
+there must be great caution in all attempts at school teaching that
+directly touches human sexual life. It would be a dangerous experiment
+to introduce sex-instruction into all schools by sudden legislation.
+There must be specially trained teachers of selected personality and
+tact. No existing high school has enough such teachers, and in the
+grammar schools where the pupils are at the age when proper instruction
+would influence them most, the problem of general class instruction is
+absolutely unsolved. Only here and there in schools below the high
+school has a teacher or principal of rare quality made satisfactory
+experimental teaching. So uncertain are we at present regarding how we
+should approach the problem of teaching grammar-school children that
+the only safe advice for general use is that teachers, or preferably
+principals, should begin with parents' conferences led by one who is a
+conservative expert on sex-instruction. Were I principal of a school
+with pupils from, say, two hundred and fifty homes, I should begin at
+once to organize conferences designed to awaken the parents to the need
+of sex-instruction for their children, and to the importance of making
+at least a beginning in the homes. I should expect, according to the
+experience of others, that of the five hundred parents, two hundred
+mothers and fifty fathers would take an interest in the conferences,
+and that at least one hundred fathers too busy for meetings would
+approve heartily after hearing reports from their wives. Thus, I
+should try to reach the majority of homes represented in my school. I
+should be in no hurry to introduce class instruction--I mean
+instruction related directly to human life; but, of course, I should
+encourage my teachers to emphasize the life-histories of animals and
+plants in the nature-study, and so lay in the pupils' minds a firm
+foundation for later connection between human life and all life. At the
+same time, I should keep my teachers on the lookout for individual
+pupils or groups that might need special attention and, if such be
+found, I should seek the cooperation of their parents. And finally,
+after a year or two of co-working with parents, I should hope to get
+permission for special talks based on nature-study and hygiene. These
+talks should first be given to limited groups of pupils, preferably in
+the presence of some parents who are interested and who have given
+their children some home instruction. Working along such conservative
+lines, I believe a tactful principal of a grammar school might succeed
+in developing much of the needed instruction for pre-adolescent pupils.
+
+[Sidenote: Instruction in high schools.]
+
+With regard to high-school pupils, we should remember that nine-tenths
+of the desirable information is already included in the biology of our
+best high schools. The remaining tenth is that which connects all life
+with human life; and this requires tact and exceptional skill. However,
+the high schools no longer offer an insoluble problem, for many
+teachers have succeeded in giving the desirable instruction to the
+satisfaction of critical principals and parents.
+
+[Sidenote: Sex-education from early childhood to maturity.]
+
+There is a widespread impression that sex-instruction should begin with
+the approach of adolescence and soon be completed. This idea is often
+expressed by parents and even by prominent educators who say that the
+father or teacher ought "to take the boy of thirteen aside and tell him
+some things he ought to know." Still others have the same point of view
+when they advocate that a physician should be called for a lecture to
+high-school boys. In fact, most people who have not seriously studied
+the problems of sex-education seem to believe that one concentrated
+dose of sex-instruction in adolescent years is sufficient guidance for
+young people.
+
+Such limited personal instruction might suffice if sex-education were
+limited to sex-hygiene. A few hygienic commands in pre-adolescent years
+and one impressive talk in early puberty might teach the boy or girl
+how not to interfere with health; but it is improbable that such brief
+instruction will make a permanent impression which will insure hygienic
+practice of the precepts laid down. If we hold that sex-hygiene is
+important, then it must be drilled into the learner from several points
+of view. An isolated lesson on any topic of general hygiene is of very
+doubtful efficiency.
+
+[Sidenote: Brief instruction does not fix attitude.]
+
+The most important reason why sex-instruction should not be
+concentrated in a short period of youth is that it is impossible to
+exert the most desirable influence upon health, attitude, and morals
+except by instruction beginning in early childhood and graded for each
+period of life up to maturity. Most young people who in early
+adolescence receive their first lessons from parents and teachers have
+already had their attitude formed by their playmates. Even their morals
+may become corrupted and their health irreparably injured several years
+before puberty. The only sure pathway to health, attitude, and morals
+is in beginning with young children and instructing them as gradually
+as the problems of sex come forward.
+
+[Sidenote: Sex-instruction after youth.]
+
+The greatest possible good of sex-education will not be secured if it
+stops with early adolescent years. There are many problems of sex in
+relation to society, particularly in relation to monogamic marriage,
+that young people should be led to consider in the late teens and early
+twenties. Our sex-education system will not be completely organized
+until we find ways and means for carrying the instruction by lectures,
+conferences, and books beyond the years commonly occupied by
+public-school education. Colleges and other higher educational
+institutions may contribute somewhat to this advanced sex-instruction;
+but obviously the great majority of maturing young people cannot be
+reached personally except by instruction arranged in churches, the
+Y.M.C.A., and the Y.W.C.A., evening schools, and other such
+institutions. In many respects this proposed instruction for maturing
+young people is of very great importance and deserves encouragement
+such as has not yet been given by those who have written and lectured
+in favor of a movement for sex-education of young people.
+
+[Sidenote: The larger sex-education.]
+
+In conclusion of this introductory lecture, let me say that I have
+tried to suggest in a general survey that sex-education in its largest
+outlook touches great problems of life in very many ways. I have also
+tried to convince that it is far more than merely a school subject,
+limited entirely to a curriculum extended over a few years. This is the
+common misunderstanding arising from the familiar use of the word
+"education." As opposed to this narrow conception, I understand
+sex-education, the larger sex-education, to be a collective term
+designating all organized effort, both in and out of schools, toward
+instructing and influencing young people with regard to the problems of
+sex. Here we have returned to the central thought of the definition
+with which this lecture opened, and which I emphasize because it is the
+foundation of all future lectures: The larger sex-education includes
+all scientific, ethical, social, and religious instruction and
+influence which in any way may help young people prepare to meet the
+problems of life in relation to sex.
+
+
+
+
+II
+
+THE PROBLEMS FOR SEX-EDUCATION
+
+
+Sec. 5. _Sex Problems and the Need of Special Knowledge_
+
+[Sidenote: Arguments for sex-education.]
+
+In these lectures I shall discuss the great sex problems towards the
+solution of which knowledge conveyed by special education may help.
+These problems offer reasons or arguments in favor of sex-education,
+and I shall attempt to present them from this point of view. I shall at
+the same time point out in preliminary outline how organized
+instruction may apply more or less directly to the sex problems that
+seem to show the need of educational attack, but in later lectures the
+organization of instruction will be considered more specifically.
+
+[Sidenote: Propagandism needed.]
+
+In reviewing the literature that during the past decade has advocated
+sex-education, it has seemed to me that there is left little
+possibility of any decidedly new and important contribution to the
+arguments favoring such instruction, for the whole case has been
+splendidly presented by eminent writers in the fields of medicine,
+biology, sociology, and ethics. It now appears that the great majority
+of educators, scientists, and intelligent citizens in general have
+accepted the arguments for sex-instruction, so far as they have been
+informed concerning the meaning and need of the movement; and this
+leads me to the belief that in the future we need not new arguments but
+frequent restatements of the established facts which indicate the
+importance of widespread knowledge regarding the function that is
+inseparably connected with the perpetuation of life. In short, we now
+need a propagandism for extending the sex-education movement among the
+masses of people.
+
+For those who have already accepted sex-education, a survey of the
+facts that created a demand for sex-instruction will give a clearer
+outlook on the movement. The rapid increase of interest in
+sex-education has been the result of widespread dissemination of
+convincing facts concerning some common disharmonies that grow out of
+the sexual problems of the human race. These facts which have led to
+sex-education should be kept in mind by all who wish to understand or
+to play a part in the instruction of young people.
+
+It is quite unnecessary, and still more undesirable, to recite at
+length in these lectures the social, medical, and psycho-pathological
+facts concerning abnormal or perverted sexual processes. Fortunately,
+the educational ends may be gained by a general review that points out
+the bearings of the main lines of the sexual problems, the
+misunderstandings and mistakes that education may help prevent and
+correct.
+
+[Sidenote: Parents should know reasons for sex-instruction.]
+
+It is important that the general public, especially the parents, should
+understand the reasons which have induced numerous physicians,
+ministers, and educators to become active advocates of systematic
+sex-instruction for young people. Although the movement has made
+extensive progress in the ten years of propagandic work, is probably
+true that the majority of even intelligent parents are not yet
+convinced that their children need sex-instruction. This is due largely
+to the fact that the parents have not yet been shown the reasons why it
+is now, and always has been, unsafe to allow children to gain more or
+less sexual information from unreliable and vulgar sources. In fact, it
+is surprising to find many parents, especially mothers, who seem unable
+to grasp the idea that their "protected" children can possibly get
+impure information.
+
+There are other parents who know that their children are almost sure to
+get vulgar information regarding sexual matters, and that some young
+people are likely to make sexual mistakes; but they calmly look upon
+such things as part of the established order of the world.
+
+Still another type of parents who should know the reasons for
+sex-instruction are those who accept the traditional idea that their
+daughters must be kept "protected" and "innocent" while their sons are
+free to sow a large field of "wild oats," concerning which society in
+general, and such parents in particular, will care little as long as
+social diseases, bastardy suits, or chronic alcoholism do not result
+from the dissipations. These are the fathers and mothers who need the
+most enlightenment concerning the importance of such sex-instruction as
+will make clear the far-reaching consequences of "wild oat sowing."
+Perhaps most such parents are ignorant, but some are simply
+thoughtless. As an illustration of the latter, the editor of a
+well-known magazine was recently talking with a prominent author and
+made some reference to the immoral habits of young men. Their
+conversation was essentially as follows: The author remarked, "I assume
+that my boys will be boys and will have their fling before they settle
+down and marry." The editor quickly replied, "Yes, and I presume that
+you expect your boys to sow their wild oats with my daughters, and that
+in return you will expect my sons to dissipate with your daughters. At
+any rate, you have damnable designs on somebody's daughters." This put
+on the wild-oat proposition a light which was apparently new to the
+literary man, for he replied, "That is a phase of the young man's
+problem which never occurred to me. It does sound startling when stated
+in that personal way."
+
+All these classes of parents who have not yet learned the facts which
+point to ignorance as the cause of the abundant sexual errors of young
+people and those who do not understand that sexual promiscuity or
+immorality is an error of gravest significance both to the individual
+and to society, should have set before them time and again some of the
+startling facts which in the first five years of the American
+sex-education movement were promulgated among physicians, ministers,
+and educators. All such ignorant or indifferent parents will not take
+an interest in the proposed sex-instruction unless they are convinced
+by frank and forcible statements regarding the great need of special
+safeguarding of young people.
+
+[Sidenote: Special associations needed.]
+
+Since there are so many people who still need the most elementary
+knowledge concerning the sexual problems that demand educational
+attack, it is important that there should be local associations which
+can manage lectures, publications, conferences, and other means of
+informing the public as to the gravity of the sexual problems of our
+times, and as to the part which sex-instruction may play in the attempt
+at finding a solution. Such work is now being done splendidly by the
+societies named in Sec. 51. The magnitude of the problem of reaching the
+public is such that there is abundant work for numerous branches of
+such societies or for local groups willing to take a part in the needed
+work. As suggested elsewhere, the success of the movement for
+sex-instruction of children of school ages will depend largely upon the
+attitude and cooperation of parents; and hence it is important that
+parents should be led to understand the reasons or arguments for
+sex-instruction. In other words, they should know the problems that
+indicate the importance of enlightening the rising generation
+concerning the great facts of sex and life.
+
+[Sidenote: Books for parents.]
+
+Among the numerous publications that seem to me adapted for convincing
+parents that their children need instruction, I commonly mention the
+following: Lowry's "False Modesty" and "Teaching Sex Hygiene," Howard's
+"Start your Child Right," Wile's "Sex Education," Galloway's "Biology
+of Sex," March's "Towards Racial Health," Lyttleton's "Training of the
+Young in Laws of Sex," and pamphlets by Dr. Prince Morrow. See also
+pages 241-243.
+
+[Sidenote: Knowledge needed concerning eight sex problems.]
+
+There are eight important sex problems of our times that offer reasons
+or arguments for sex-instruction, because ignorance plays a large part
+in each problem. I shall state them briefly here and discuss each in
+succeeding lectures: (1) Many people, especially in youth, need
+hygienic knowledge concerning sexual processes as they affect personal
+health. (2) There is an alarming amount of the dangerous social
+diseases which are distributed chiefly by the sexual promiscuity or
+immorality of many men. (3) The uncontrolled sexual passions of men
+have led to enormous development of organized and commercialized
+prostitution. (4) There are living to-day tens of thousands of
+unmarried mothers and illegitimate children, the result of the common
+sexual irresponsibility of men and the ignorance of women. (5) There is
+need of more general following of a definite moral standard regarding
+sexual relationships. (6) There is a prevailing unwholesome attitude of
+mind concerning all sexual processes. (7) There is very general
+misunderstanding of sexual life as related to healthy and happy
+marriage. (8) There is need of eugenic responsibility for sexual
+actions that concern future generations.
+
+Here are the eight sexual problems of our times. Any one of them has
+significance great enough to demand the attention of educators and
+social reformers. One and all they point to the need of better
+understanding regarding the sexual functions and their relation to
+life. I shall now turn to outline the main facts concerning each of
+these sexual problems so far as it seems likely that they will concern
+educators and social workers. For convenience I shall use the following
+brief headings: (1) Personal sex-hygiene, (2) social diseases, (3)
+social evil, (4) illegitimacy, (5) sexual morality, (6) sexual
+vulgarity, (7) sexual problems and marriage, (8) eugenics.
+
+[Sidenote: Historical order.]
+
+These sexual problems toward whose solution special instruction of
+young people may help are stated here in the order in which they have
+attracted attention as reasons for sex-education. Thus, for instance,
+personal sex-hygiene was the chief reason recognized twenty years ago;
+social diseases began to attract public attention ten years ago;
+commercial prostitution has been especially prominent in the
+discussions of the past five years; and only recently has there been
+emphasis on sex-education with reference to eugenics.
+
+The historical order which I follow in this lecture is not now the
+order of greatest importance. For example, sexual morality (5) and
+vulgarity (6) are probably of far greater significance than any of the
+other sexual problems that offer arguments for sex-education.
+
+[Sidenote: Not all sex problems concern youth.]
+
+To avoid possible misunderstanding, let me repeat from the first
+lecture the proposition that sex-education should extend in home and
+school from childhood to maturity. It follows that these lectures
+concerning the problems of sex that seriously affect the human race are
+not all applicable as arguments for instruction in schools or for
+children of school age. Some of the problems of sex point to the need
+of special instruction in pre-adolescent or in adolescent years, but
+some of them concern directly only those who are approaching maturity.
+
+
+Sec. 6. _First Problem for Sex-instruction: Personal Sex-hygiene_
+
+[Sidenote: Personal and social hygiene.]
+
+It is convenient to group under personal sex-hygiene all hygienic
+knowledge concerning sexual processes in their personal as
+distinguished from their social aspects. The distinction between these
+two aspects of sex-hygiene is essentially on the same basis as that
+between personal and public hygiene. For example, indigestion and
+overwork are matters of personal hygiene, while tuberculosis and
+typhoid are problems of public hygiene because the individual case
+leads through infection to disease of others. Similarly, such
+individual disorders as masturbation and deranged menstruation concern
+personal health directly, while venereal diseases are clearly included
+in social sex-hygiene.
+
+[Sidenote: Personal sex-hygiene needed.]
+
+If there were no other reasons for sex-instruction, I believe that it
+would be worth while to teach such hygienic knowledge of self and sex
+as would guard young people against harmful habits and unhealthful care
+of their sexual mechanisms; and which, moreover, would guide them
+across the threshold of adolescence with some helpful understanding of
+the significance of the metamorphosis. Many men and women suffer from
+injured, if not ruined, health because they did not know, especially
+between ten and fourteen years, the laws of personal sex-hygiene, which
+concern health in ways not involving sexual relationship. Many boys and
+some girls are injured both physically and mentally by the habit of
+masturbation. Numerous girls are injured physically and many mentally
+because they have not learned in advance the nature and hygiene of
+menstruation. Many boys are injured both in mind and character because
+they have no scientific guidance which helps them understand themselves
+during the stormy transition from youth into manhood. Moreover, there
+are certain simple hygienic commands that children under twelve should
+receive from parents and teachers. In all these lines the bearings of
+personal hygienic instruction are so obvious that we need not at this
+time stop to consider in more detail this first reason or problem for
+sex-instruction of young people.
+
+
+Sec. 7. _Second Problem for Sex-instruction: Social Diseases_
+
+[Sidenote: Recent publicity regarding vice and disease.]
+
+During the past decade the general public has received some astounding
+revelations concerning the enormous extent of illicit sexual
+promiscuity, which is immorality according to our commonly accepted
+code of morals. Along with the evidence as to the existence of
+widespread promiscuity, has come the still more alarming information
+from the medical profession that sexual promiscuity commonly
+distributes the germs of the two highly infectious and exceedingly
+destructive diseases, syphilis and gonorrhea, known in medical science
+as venereal or social. When these are acquired by individuals guilty of
+sexual promiscuity, they seriously and often fatally affect the victim;
+but of far greater social-hygienic importance is the medical evidence
+that they are very often transmitted to persons innocent of any
+transgression of the moral law, especially to wives and children.
+
+The medical revelations concerning the relation of sexual immorality to
+the plague of social diseases, has come from certain eminent
+physicians, notably the late Dr. Prince A. Morrow. His translation of
+Fournier's "Syphilis and Marriage" (1881), his own "Social Diseases and
+Marriage" (1904), and several of his pamphlets published by the
+American Society of Sanitary and Moral Prophylaxis, have been
+authoritative statements of conditions as the medical world sees them.
+
+[Sidenote: Social diseases and immorality.]
+
+The extent of social diseases is a fairly accurate measure of the
+minimum amount of immorality, for nothing is better established in
+medical science than that promiscuity in sexual relations is directly
+or indirectly responsible for spread of the microorganisms which cause
+the diseases. If for several generations all men and women limited
+their sexual relations to monogamic marriage, and the relatively rare
+cases of non-sexual and prenatal infection were treated so as to render
+them non-contagious, the social diseases would probably disappear from
+the human family. Such a statement is significant only in showing the
+relation of social diseases to sexual promiscuity, for of course, there
+is no reasonable hope that the venereal germs will ever be annihilated
+by universal monogamy.
+
+[Sidenote: Attack by education and sanitation.]
+
+Reduction of the amount of venereal disease must depend upon (1)
+hygienic and moral education which will lead people to avoid the
+sources of infection and (2) sanitary and medical science which works
+either by applying antiseptic or other prophylactic methods for
+preventing development of the causative microorganisms, or by using
+germicides for destroying those germs which have already produced
+disease. Thus the educational and the sanitary attack on the social
+diseases lie parallel. Both are needed, for, even with all the possible
+methods of attack, the progress against these diseases will be
+exceedingly slow.
+
+Those who are interested in the facts relating to social diseases which
+point to the need of sex-education as one method of prevention, are
+referred to the pamphlets published by the American Society of Sanitary
+and Moral Prophylaxis; Morrow's "Social Diseases and Marriage";
+Creighton's "The Social Disease and How to Fight It"; Dock's "Hygiene
+and Morality"; Henderson's "Education with Reference to Sex"; and
+certain chapters in Warbasse's "Medical Sociology."
+
+[Sidenote: Estimated amount of disease.]
+
+With regard to the accuracy of the commonly quoted statements
+concerning the prevalence of social disease, and therefore of
+immorality, it must be said in all fairness that there has been much
+guesswork and some deliberate exaggeration. We learn from various books
+and lectures that fifty, sixty-five, seventy-five and even ninety per
+cent of the men in the United States over eighteen years of age are at
+some time infected with at least one of the social diseases. The fact
+is that there is no scientific way of getting accurate statistics, for
+unlike other contagious diseases, the venereal ones are kept more or
+less secret, and numerous cases cannot be discovered by health
+officers. All the published figures regarding the prevalence of such
+diseases are merely estimates based upon the experience of certain
+physicians with special groups of men, especially in hospitals. There
+is no reliable scientific evidence as to the prevalence of venereal
+disease in the whole mass of our American population.
+
+[Sidenote: Education not concerned with percentages.]
+
+However, so far as education is concerned, there is nothing to be
+gained by dispute as to the possible inaccuracy of the higher
+percentages,[1] for it is generally admitted that probably over fifty
+per cent of the men in America and Europe become infected with
+gonorrhea or syphilis, or both, one or more times during their lives,
+especially in early manhood. This conservative estimate is sufficient
+to show that the sexual morals of probably the majority of men are at
+some time in their lives loose. There is reason to believe that with
+most such men the period of moral laxity is in early manhood before
+marriage, which, though not excusable, is explainable on physiological
+grounds. It is important to correct the wrong impression which is now
+widespread, especially among women who have read the more or less
+sensational statements in certain books and magazines, that the quoted
+figures on social disease mean that from fifty to ninety per cent of
+all men are immoral from time to time for many years. If that were
+true, the situation represented by the highest estimates would be
+hopeless, and we might as well start out to adjust society to a system
+of recognized sexual promiscuity. Fortunately, it is far from true, for
+a great many men included in even the conservative statistics of
+social disease were infected because they strayed from the moral path
+very few times and in many cases only once. This fact makes the outlook
+for improved sexual morals and health more hopeful, for probably the
+majority of young men need help in controlling themselves for a few
+years only, especially between eighteen and twenty-five.[2]
+
+[Sidenote: Established facts.]
+
+The reports of medical men regarding the damage done by the social
+diseases are inaccurate chiefly when they attempt to state percentages
+of the whole population. They are reliable when they state observed
+facts, such as the following: It is now established in medical science
+that (1) gonorrheal infection results in tens of thousands of cases in
+complications, such as heart disease, gonorrheal rheumatism, sterility
+of both men and women, blindness of infants, inflammatory diseases of
+female reproductive organs, and other well-marked sequelae of the
+disease; and (2) that syphilis is responsible for a large majority of
+cases of locomotor ataxia, paresis and certain types of insanity, and
+also for numerous aneurisms of arteries, many apoplexies, and much
+disease of liver, kidneys, and other organs. Moreover, syphilis is
+charged with being the greatest race destroyer. Fournier, the great
+French specialist, noted that only two children survived from a series
+of ninety pregnancies of syphilitic women of the well-to-do class. It
+is probably true that much less than ten per cent of syphilitized
+embryos ever grow into mature men and women, and even these few
+survivors are likely to carry in their bodies the germs or the "virus"
+of syphilis which may affect the next generation.
+
+[Sidenote: Social diseases admittedly dangerous.]
+
+Such direct statements as the above may be accepted as not exaggerated.
+However, it little matters in sex-education, except for the purposes of
+sensational writers, whether statistics regarding the damage done by
+venereal diseases are more than estimates; for it is sufficient to
+remember that every physician of large experience agrees that syphilis
+and gonorrhea are so common and so destructive of health and life that
+they must be classed among the most dangerous diseases that now
+threaten the human race. This ought to be sufficient to attract the
+serious attention of every thinking man and woman.
+
+[Sidenote: Double standard of morality.]
+
+Thus, in general survey, we see the great problems of social-sexual
+hygiene caused by diseases that are widely distributed because sexual
+instincts are uncontrolled. In short, the alarming problem of the
+social diseases results from masculine promiscuity or the failure of
+men to adhere to the monogamic standards of morality. In other and
+familiar phrasing, there is widespread acceptance and practice of the
+so-called "double standard of sexual morality," a monogamic one for
+respectable women and promiscuity for many of their male relatives and
+friends. (See writings of Morrow, especially "The Sex Problem"; also
+Creighton's "The Social Disease.")
+
+[Sidenote: One problem for sex-education.]
+
+Our brief survey of the hygienic problems caused by sexual promiscuity
+and its characteristic diseases is sufficient to indicate one great
+problem for sex-education. Such social-hygiene problems have been most
+responsible for the recent and rapid rise of the movement for
+sex-education, and they must be recognized in any adequate scheme for
+instruction of young people.
+
+[Sidenote: Is sex-hygiene adequate?]
+
+Can scientific education hope to solve the sexual problems of society
+by inculcating such fear of venereal diseases that men will remain true
+to the monogamic code of morality? Many cynical disbelievers in
+sex-hygiene answer this question negatively by asking in biblical
+phrase, "Can the leopard change his spots?" In other words, these
+doubting ones believe that sexual instincts are so firmly fixed in the
+nature of _many_ men and _some_ women that there is no hope of radical
+change through education.[3] There is something in this point of view.
+It is probably true that even the most radical advocates of
+sex-education do not hope to secure universal monogamy and consequent
+disappearance of social diseases. A conservative and rational answer to
+the above question whether sex-education can solve the problem of
+social diseases, is that a large percentage of even civilized people
+are not yet ready to have their most powerful instincts controlled by
+scientific knowledge. Hence, there is no hope that the hygienic task of
+sex-education will be finished soon after instruction becomes an
+established part of general education in homes and schools. At the very
+best there will be incomplete returns for the social-hygienic aspect of
+sex-instruction, but already we know for a certainty that enough young
+men will be influenced to make the teaching justifiable. I feel sure of
+this because I have met personally many such men and my friends know
+many more.
+
+According to the investigations made by Dr. Exner, the medical
+secretary of the Young Men's Christian Association, a great reduction
+of venereal disease has followed sex-hygienic campaigns in college
+towns.
+
+[Sidenote: Medical treatment.]
+
+In another way hygienic teaching may reduce the amount of venereal
+diseases, and that is by leading infected individuals to seek thorough
+medical treatment without delay. This, of course, will render the
+diseased person non-infectious to others. Physicians report that there
+is now a marked movement in this direction and, moreover, that many
+infected young men voluntarily seek medical examinations before
+marriage.
+
+[Sidenote: Woman's need of information.]
+
+Even if we refuse to believe that social-hygienic teaching will protect
+many young men from sexual diseases, there is the woman's need of
+information to be considered. As said before, women more than men
+suffer the consequences of venereal infections. Therefore, every young
+woman who considers marriage should know the possibility of danger to
+herself and her children, and be able to decide accordingly. Of course,
+even with much knowledge she may marry the wrong man, for correct
+diagnosis of social disease is not always easy; but if her confidence
+is betrayed and she becomes infected, she ought to know the importance
+of immediate and radical medical treatment. Let me illustrate these
+statements that women should know the danger of venereal disease. One
+of my college friends neglected an important legal case to travel seven
+hundred miles in order to tell face to face another college friend that
+she was about to marry a dangerous man. Being utterly ignorant of the
+existence of sexual diseases, the girl and her mother characterized my
+friend's statement by a short and ugly word, and ordered him to leave
+their home instantly. The marriage occurred and some months later the
+young woman went to her grave, a victim of gonorrheal salpingitis and
+peritonitis.
+
+Another case which illustrates the danger of a woman's ignorance: One
+of my students of many years ago married a minister who infected her
+with syphilis and kept her from medical attention until the disease
+was in a highly developed stage, and even then conspired with an
+inefficient doctor to keep her ignorant of the nature of the disease.
+
+[Sidenote: The right to knowledge.]
+
+These are not extreme cases, for any physician with large experience
+knows that such things are common. Medical literature is full of such
+painful recitals of venereal tragedies. It is not desirable that all
+young women should know the details of such tragedies, but they should
+know that dangers exist. Parents and educators will not have done their
+duty until they cooperate to give all young women the protective
+knowledge they have a right to demand.[4]
+
+[Sidenote: Best people must lead.]
+
+There is another way of looking at the possible effect of the social
+side of sex-hygienic instruction. It is sure to make a decided
+impression upon many young people of the type that we regard as the
+best in every way. These will be the leaders of the future and they in
+turn will help improve conditions. Perhaps it may all work out as the
+drug problem is being solved. Widespread social and hygienic
+information regarding the harmful effect of alcohol, cocaine, opium,
+and other drugs has first of all impressed leading citizens; and these
+are beginning to control by laws those who cannot be reached directly
+by education. In some such ways those who are impressed by formal
+sex-education may lend a hand in influencing many who could not be
+touched directly by hygienic education.
+
+[Sidenote: Legislation needed.]
+
+There is no doubt that public enlightenment regarding the dangers of
+social diseases will soon lead to legislation and public medical work
+which will contribute greatly towards reduction of the diseases. For
+example, legislation with reference to venereal disease should require
+doctors to report cases to health officers, should forbid "quack"
+advertising of fake "cures," should forbid sale by drug stores of
+nostrums for personal treatment, should provide dispensaries and
+hospitals for reliable treatment at reasonable cost, should require
+medical examinations for marriage licenses and provide for such
+examinations at moderate charges or at public expense, should require
+certain sanitary precautions in care of eyes of new-born infants, and
+should provide for discovery and treatment of congenital syphilis in
+school children. These are lines in which good laws might help vastly
+in the war against the social diseases. Moreover, it is obvious that
+all laws which help control the social evil will work indirectly
+against the social diseases.
+
+[Sidenote: Probable results of instruction.]
+
+In conclusion, it seems probable that popular knowledge of the social
+side of sex-hygiene will reduce the amount of venereal disease (1) by
+teaching some people the dangers of promiscuity, (2) by adoption of
+certain sanitary precautions that lessen danger of infection, (3) by
+leading people to seek competent medical aid which, while often
+failing to restore the victim's health, will probably eliminate the
+danger of contagion for others, and (4) by intelligent support of laws
+that directly or indirectly affect the social diseases.
+
+[Sidenote: Social diseases not most important.]
+
+I have given great prominence to the social-sexual diseases in their
+relation to sex-education because along this line there has been
+developed the widespread interest in sex-instruction as _one_ method of
+protecting young people against promiscuity. So far as the questions of
+teaching are concerned, my personal view is that some of the other
+reasons or problems for sex-instruction are more important, because I
+believe that educational emphasis on them will give the greatest
+results in improved sexual conditions of society.
+
+
+Sec. 8. _Third Problem for Sex-instruction: the Social Evil_
+
+So far as the problems of sex-education are concerned, there is nothing
+to be gained by an extensive review of commercialized prostitution. It
+is generally accepted that the social evil or prostitution is increased
+by the common ignorance of young people of both sexes regarding the
+physical and social relations of sex.
+
+Of course, it is not true that all prostitution is due to ignorance,
+for it often involves enlightened men and women. However, there seems
+to be good reason for believing that large numbers of people of both
+sexes might be kept out of prostitution by very simple sex-instruction.
+Let us look for a moment at some facts concerning the relation of the
+ignorance of the women to their entrance into the underworld, and later
+consider certain reasons why many men patronize the social evil.
+
+[Sidenote: Why women enter prostitution.]
+
+With regard to the women victims of prostitution, it seems to be
+generally accepted that economic pressure, feeble-mindedness, bad
+social environment, and unguided instincts, independently or combined,
+are the chief causes of their downfall. However, there is a deeper
+reason why numerous women enter prostitution, for all of these factors
+commonly operate because of inadequate sexual knowledge. In short,
+ignorance is the fundamental cause of much prostitution on the part of
+women. Many a girl with starvation wages, bad social surroundings,
+sub-normal mentality, or even intense instincts is able to keep her
+womanhood because she knows the awful dangers of sexual promiscuity.
+For our present educational purposes, it is sufficient to point out the
+opinion of competent social workers that knowledge might often
+counteract the forces that lead women from virtue and down into
+prostitution.
+
+[Sidenote: Men also ignorant.]
+
+A large number of men patronize prostitution because they are ignorant
+in one or more of the following respects. Some of them have drifted
+into abnormal sexual habits when they were boys, and later into illicit
+relations. Some of them did not know the effect of alcoholic drinks in
+leading many young men to their first immoral sexual acts. Some of them
+have deliberately patronized prostitution because they have accepted as
+truth the monstrous lie that sexual activity is necessary to preserve
+the health of men.[5] Most of the men do not realize that prostitution
+offers great danger to their own health, still greater danger to the
+health of innocent wives and children, and a greatly shortened life for
+many women who are the victims of sexual slavery. Most men do not know
+that dark tragedies are often concealed beneath the apparent gay life
+of the women who are victims of sexual degradation. These are some of
+the things of which many young men I have known were very ignorant, and
+it has been no difficult task to trace a close connection between their
+ignorance and their vice.
+
+[Sidenote: Ignorance the chief cause.]
+
+Looking at the social evil from any point of view, it seems to me that
+ignorance, dense ignorance, is largely responsible for the existence of
+that darkest blot on our boasted civilization--the social-sexual evil.
+No matter how we look at the established facts regarding prostitution,
+they all point to the need of sexual instruction for the protection of
+the youth of both sexes. The Chicago Vice Commission concluded that
+"the lack of information, education and training with reference to the
+function and control of the sexual instinct, and the consequences of
+its abuse and perversion, appears at every point of our inquiry for
+the sources of the supply of the victims of vice, either as the cause
+of the perversion of children and youth or as a complication of all
+other causes."[6] Of course, we dare not dream that any sex-instruction
+that now seems possible will completely eradicate prostitution; but we
+do know of thousands of boys and girls who have been directed to safety
+by knowledge of some fundamental sexual facts.
+
+[Sidenote: Sex plays and novels.]
+
+Concerning presentation of the social evil by fiction and the drama,
+there is much honest disagreement. My personal opinion is that little
+good is done by the theater or by such publications as Reginald
+Kaufmann's "House of Bondage," and Elizabeth Robin's "My Little
+Sister." They all leave the unsophisticated reader with an exaggerated
+and even hysterical notion that white slavery is exceedingly common and
+the main cause of prostitution. Certainly the great majority of the
+army of prostitutes, both public and clandestine, in America, and a
+still higher percentage on the continent of Europe, did not become
+novitiates of vice in prisons of prostitution.
+
+[Sidenote: Limited reading desirable.]
+
+It seems to me that a very limited reading regarding the social evil is
+sufficient for one who is not engaged in medical or social work that
+requires scientific knowledge of this darkest side of human life.
+Certainly, the indiscriminate reading of vice investigations is
+dangerous for many young people,--for young men because some of them
+are allured into personal investigations, and for young women because
+they get an exaggerated and pessimistic view of all sexual problems.
+For the intelligent reader who wants the general information that every
+public-spirited citizen should have, the well-known book by Jane Addams
+will serve both as an outline and an encyclopedia of the social evil.
+Social workers and some educators will find use for the other books
+mentioned below.
+
+  Jane Addams.--"A New Conscience and an Ancient Evil."
+    (Macmillan).
+
+  Seligman, E.R.A. (Editor).--"The Social Evil." (Putnam.) Contains
+    bibliography on the subject.
+
+  Sumner, Dean W.T., and others.--"The Social Evil in Chicago."
+    Vice-Commission Report, 1911. Now published by the American
+    Social Hygiene Association. The "introduction and summary" (pp.
+    25-47) deserves careful reading.
+
+  Cocks, O.G.--"The Social Evil" (Association Press).
+
+  "Vigilance," a journal devoted to attacking the social evil, has
+    been discontinued and replaced by bulletins of the American
+    Social Hygiene Association, 105 West 40th Street, New York City.
+
+
+Sec. 9. _The Fourth Problem for Sex-education: Illegitimacy_
+
+[Sidenote: Society condemns illegitimacy.]
+
+Most awful of all the results of the sexual mistakes of men and women
+are the unmarried mothers and their illegitimate children. Of course, I
+know that there are well-meaning people who argue that motherhood is
+the supreme fact and that the formality of a marriage ceremony is
+merely a medievalism in our laws and customs; but the inexorable truth
+remains that our modern social system is centered around the home which
+is strictly regulated by church and state and public opinion.[7]
+Whatever may be the philosophical rights and wrongs of individual
+freedom in sexual relationship, the facts of practical life are that an
+overwhelming majority of the most intelligent people are united in
+support of our established laws and customs demanding legitimacy of
+motherhood and birthright. As a result of this age-old stand for
+legitimacy, illegitimate mothers and children do not have a square deal
+at the bar of public opinion. Everybody knows that the vast majority of
+illegitimate children do not have a fair chance in the world's work.
+Professor Cattell, in _Science_, March, 1914, points out that since
+illegitimates occur one in every twenty-five births in the United
+States, and since they are on the whole equal to other children in
+mentality, there ought to be forty of them among the thousand leading
+men of science designated in the directory of the "American Men of
+Science;" but none are known. The conclusion must be that illegitimate
+children do not have an equal chance at education which leads to
+prominence in science. But it is not simply a matter of limited
+education, for in every way the fate of most illegitimate children is
+usually pitiful. Only now and then one born under a lucky star is
+adopted and educated by large-minded foster parents who recognize that
+the illegitimate is not responsible for having come into this world
+under conditions opposed to the best interests of society.
+
+[Sidenote: Ignorance the cause.]
+
+It seems to be generally accepted that in the vast majority of cases,
+unmarried mothers and illegitimate children are due to ignorance of the
+women. Women who are professionally immoral do not bear many
+children.[8] In fact, excepting the feeble-minded prostitutes, the
+general rule is that those who are mothers have only one child and that
+one the result of the first sexual errors. It is a safe general
+conclusion that ignorance of sexual laws is responsible for the great
+majority of cases of illegitimacy.
+
+Edith Livingston Smith, of Boston, in an article on "Unmarried Mothers"
+in _Harper's Weekly_ for September 6, 1913, expressed views of the
+causes of illegitimacy that many a social worker will indorse heartily:
+
+    "I see shop girls and waitresses, factory girls and maids, chorus
+    girls, stenographers, and governesses, each with a different
+    story, each with the same terror of the consequences of their
+    folly. 'I never knew,' they tell me, 'I never knew there were such
+    temptations.'...
+
+    "Let us go back to the question of sex-education of the public.
+    Silence has been the policy in the past. We have taught our
+    children biology and natural history, we have taught them
+    physiology, carefully ignoring the organs of reproduction; we
+    have warned the young to make use of their senses and their
+    brains, but we have refused to recognize the very force that
+    guides all these instincts, the vital power of sex. Yet, in the
+    face of this stupidity, acknowledging the call of the age, girls
+    are sent out into the industrial world, where they fight shoulder
+    to shoulder with men. Here they find potential worth of their
+    individualities; here they meet with the same--no
+    greater--temptation than their brothers, but with no knowledge to
+    guide them, no traditions to give them poise, no ameliorating
+    factor of social tenderness or tolerance when inexperience fails
+    to temper their emotions and their femininity....
+
+    "A girl's protection must come from without, a boy's from within.
+    Every boy who reaches the age of adolescence knows his nature. It
+    asserts itself. His sex instincts are dominant, aggressive. He is
+    man, the father of the race, and the laws of procreation are to
+    him an open book. A girl stays innocent until she is awakened. It
+    is the kiss, the touch, the senses stirred, that make her, in the
+    glory of her womanhood or in her shame, acknowledge her sex.
+
+    "The very frailty of such a girl, her dependence upon her
+    intuitions and emotions, the triumph of feeling over intellect,
+    place her in greater danger than her brothers, even were their
+    responsibility to society the same. But, add to this the fact that
+    in yielding to sexual temptation she has the burden of
+    child-bearing--how much more necessary that she should have some
+    knowledge of what she is to meet in the world, or what she must
+    combat, lest her emotions forestall her intelligence as physical
+    development precedes mental appreciation."
+
+[Sidenote: Men also ignorant.]
+
+Illegitimacy is often due to ignorance of men as well as of women.
+Prominent physicians have cited from their notebooks cases of
+"protected" children in early adolescence who instinctively entered
+into sexual relationship in utter ignorance of the natural result. Such
+cases where the boy is entirely ignorant must be very rare; but there
+are probably many boys who do not really understand that the sexual act
+is very likely to lead to a ruined life for the girl companion and her
+offspring. Arthur Donnithorne, in "Adam Bede," did not forecast that
+his act would lead to the ruin of Hetty Sorrel and her condemnation for
+infanticide.
+
+[Sidenote: More than biology needed.]
+
+It is obvious that something more than the ordinary biological facts of
+reproduction must be included in sex-instruction that tries to prevent
+such tragedies. In another lecture we shall consider moral teaching,
+but here let us look at the cold facts of life that ought to be taught
+at some appropriate time to young people. Not only should they know the
+simple biological probability that sexual relationship will lead to
+reproduction, but they should be led to consider the relentless
+consequences of illegitimate propagation. On this latter point general
+literature, _e.g._, "Adam Bede" and "The Scarlet Letter," teaches some
+impressive lessons.
+
+Another point needs emphasis with the numerous young people, especially
+men, who are not controlled by moral laws, who know the probabilities
+of illegitimacy occurring, but who have acquired the popular
+impression that the order of nature is easily changed. Many physicians
+and social workers know girls who have gone down because they were
+persuaded to trust the efficiency of popular ways and means of avoiding
+the natural outcome of the sexual act. Hence, young people of both
+sexes should somehow learn that under the conditions that usually
+attend illicit union there is always a strong probability that the ways
+of nature cannot be easily circumvented. It is unlawful to explain,
+except to medical audiences, why this is so; but much illegitimacy will
+be prevented if it can be made widely known among young men and women
+that, according to reliable physicians, tragedies of illegitimacy are
+often due to misplaced confidence in popular methods of contraception.
+
+[Sidenote: Criminal operations.]
+
+There is yet another line of information that if widely known might
+have some bearing on the problem of illicit sexual relations:
+Physicians and social workers report that many young men and some women
+know the possibility of illegitimate pregnancy, but feel safe because
+they know the addresses of doctors and midwives who will perform
+criminal operations. The great danger of the operation, especially at
+the hands of such third-class doctors as would attempt to terminate
+pregnancy criminally, should be widely known by the general public,
+which only now and then gets a hint in the newspaper reports of a
+tragedy involving some unfortunate girl.
+
+[Sidenote: Relative passion of men and women.]
+
+There is the widespread misunderstanding among young men that sexual
+hunger is as insistent in virtuous young women as in themselves and
+that therefore illicit gratification is a mutual gain and
+responsibility. Some young men may be guided by the information that
+there is much reliable evidence indicating that, while an innate
+tendency towards general emotions of affection is strong in the average
+young woman, there is general absence of the localized passions that
+naturally and automatically develop in young men. In other words, the
+first definite sexual temptation is likely to come to a young woman
+from outside herself, and young men should be impressed with their
+responsibility for allowing even the beginning of situations that may
+arouse dormant but dangerous instincts.
+
+
+Sec. 10. _The Fifth Problem for Sex-education: Sexual Morality_
+
+In this lecture I shall set forth the proposition that a definitely
+organized scheme of education should aim directly at making young
+people strict adherents of the established code of sexual morality. For
+brevity, I shall occasionally speak of morality and immorality,
+omitting the qualifying word "sexual."
+
+[Sidenote: Definition of sexual morality.]
+
+This lecture, in fact this entire series of lectures on sex-education,
+is based on the fundamental proposition that sexual morality demands
+that sexual union be restricted to monogamic marriage, and conversely,
+that such sexual relation outside of marriage is immoral. Such a
+definition of sexual morality is accepted by church and state and the
+chief citizens in every civilized country. It is the only practical
+definition which is satisfactory to the vast majority of educated
+American men and women, even to those who believe in freedom of divorce
+and in forgiveness for youthful transgressions of the accepted moral
+code. Sexual morality has had changeable standards, and in other times
+and countries custom has made polygamy and promiscuity acceptable as
+moral; but the monogamic ideal of morality now prevails in the world's
+best life.
+
+[Sidenote: Morality in America and Europe.]
+
+Monogamic morality as a protection for family life means much more in
+America than in Europe. It is true that there is an astounding amount
+of prostitution in America, but we should be grateful that our ideals
+of the monogamic family have not been seriously influenced and seem to
+be slowly but surely improving among our best people. As illustrations
+of our adherence to monogamic law, let me give some facts for
+comparison of America and continental Europe. In America, illegitimate
+births are not accurately reported but are probably less than five per
+cent of the total number for the whole country. Locally the proportion
+is often very much higher. Thus in Washington, D.C., where (1914) over
+ten thousand, chiefly negroes, live in alleys between the streets and
+under extremely unhygienic and immoral conditions, fifty per cent of
+the children are illegitimate, while but twenty per cent of the colored
+children born of mothers living outside the alleys, and less than
+eleven per cent of the total born of all races in the city are
+illegitimate. In various small American regions with a white population
+the proportion of illegitimacy is astoundingly high, but the average
+for the entire country is hopefully low. In many German towns
+statistics show above twenty-five per cent, and in the whole empire,
+more than half the legitimate first-born children are conceived before
+marriage. All writers, the German ones included, seem to agree that the
+majority of Teutonic men and women enter into free unions before
+marriage and public opinion does not severely condemn.
+
+In many rural districts of England, France, and Sweden, and even in
+London and Paris, a large percentage of the marriages are simply
+legalization of free unions. In short, in all these countries the
+monogamic ideal is not followed by a large percentage of people. It
+must be remembered that the great majority of people involved in the
+above figures are of the peasant and laboring classes; conditions are
+quite different among women of the educated classes. These must
+ultimately set the moral standards for the masses.
+
+Our American conditions are quite different, especially outside of the
+large cosmopolitan cities. It is impossible not to believe in the moral
+integrity of the great majority of unmarried women in America.
+Certainly even in our worst communities we have no such general
+immorality of women as above European figures suggest. Perhaps
+wholesale prostitution in which one public woman may be the mistress of
+ten, twenty, or even fifty men, may tend to protect any equal number of
+American women; whereas in Europe a peasant woman would probably be for
+a time the paramour of one man, thus tending to make equal numbers of
+immoral men and women.
+
+However, it matters nothing for our present purposes what may be the
+explanation of conditions of sexual promiscuity here or abroad. The one
+great fact is that our national code of morality is a monogamic one,
+approved as ideal even by many of those who fail to live strictly in
+harmony with its dictates. Hence, all Americans who are prominently
+interested in sex-education believe that it should aim to make our
+young people more ready to accept and understand morality according to
+the monogamic ideal.
+
+Those who are interested in this problem of morality as related to
+marriage should read Foerster's "Marriage and the Sex Problem."
+
+[Sidenote: Relation of sex-hygiene and ethics.]
+
+Among those who see the need of teaching sex-ethics as a part of the
+larger outlook of sex-education, there are two points of view: (1)
+those who favor the teaching of sex-ethics with the hope of preventing
+the hygienic problems arising from immorality, and (2) those who
+believe in sexual morality for its own sake or as an accepted code of
+conduct.
+
+The founders of the American Society for Sanitary and Moral Prophylaxis
+placed sanitation first in the name and stated in the constitution that
+"the object of this Society is to limit the spread of diseases which
+have their origin in the Social Evil. It proposes to study every means,
+sanitary, moral, and administrative, which promise to be most effective
+for this purpose." Most of the papers that have been read at the
+meetings of the Society have emphasized the sanitary aim as primary,
+and the moral aim as a means to the hygienic end; but in the past three
+years there has been a decided tendency towards placing emphasis upon
+morality, and recently the executive committee of the Society voted to
+propose the following revised statement: "The aim of this Society is to
+promote the appreciation of the sacredness of human sexual relation,
+and thereby to minimize the moral and physical evils resulting from
+ignorance and vice." This change of emphasis is well expressed in
+President Keyes's report to the Society (_Journal_, Vol. V, No. 1).
+
+As to the relation between sex-hygiene and sex-ethics as phases of the
+larger sex-education, there has been much discussion. Several writers
+have contended that there is some conflict between sanitary and moral
+ends, but have failed to convince most readers that hygiene and ethics
+should not be associated in teaching. In fact, the most impressive
+sex-hygiene is that relating to social disease, and its value is
+chiefly in the ethical appeal for protection of innocent wives and
+children.
+
+[Sidenote: Dr. Cabot's view.]
+
+Most prominent of those who have declared that hygienic and moral
+teaching should be dissociated is Dr. Richard C. Cabot, of Boston. I
+shall discuss his point of view in connection with a later lecture on
+"Criticisms of Sex-education" (Sec. 46). In the present discussion of
+sexual morality as an important reason for sex-education, it is
+sufficient to say that Dr. Cabot seems to disagree with other teachers
+on the question of the influence of formal instruction on the morals of
+people.
+
+[Sidenote: Moral and hygienic problems.]
+
+Sex-education is now commonly understood to be attempting to solve the
+moral as well as the hygienic problems of sex. As suggested before,
+these two lines of problems are clearly related but not coincident; for
+sexual health and morals are not entirely coordinated. We must not
+overlook the possibility that the marvellous progress of
+bacteriological and medical science may some day largely reduce the
+health problems of sex without improving morality. In fact, sexual
+immorality that is hygienic does actually exist to a limited extent.
+Such facts indicate that while sex-education was first planned to solve
+health problems, the ultimate sex-education must attempt to guide
+sexual conduct by moral principles. This coming need of more emphasis
+on the moral problems of sex should be clearly foreseen by those who
+are interested in sex-education.
+
+[Sidenote: Super-morality desirable.]
+
+Now, while sexual morality as commonly understood is a direct aim of
+sex-education, it is not, in the opinion of many people, the ideal and
+ultimate goal of sex-education in its broadest outlook. There is
+something higher than conventional morality for the reason that, while
+natural sexual union in monogamic marriage is never legally or
+ecclesiastically immoral, it is very often far from ideal. It is not
+ideal if it is unethical, unhygienic, or unaesthetic. It is unethical,
+if it is not a bi-personal desideratum (_i.e._, based on mutual
+love[9]); it is unhygienic when not promotive and conservative of
+health; and it is unaesthetic if the concomitant psychical reactions are
+not in harmony with the beautiful in nature and life. In all these
+ways, morality as commonly and legally and ecclesiastically understood
+may fall very far short of the ideal sexual relationships. Such an
+ideal is now held by many men and women who wish that morality might
+mean to all the world not simply the limitation of sexual union to
+monogamic marriage, but also that it might be made to mean an
+all-satisfying monogamic affection and comradeship based on certain
+physiological, psychical, aesthetic, and ethical laws that underlie
+human sexual potentialities. Such would be a morality so far beyond
+the accepted standards that for convenience we may call it
+super-morality, or the new morality. This, I sincerely believe, is the
+ultimate goal of sex-education in its largest outlook.
+
+[Sidenote: Super-morality deserves emphasis.]
+
+Among those who have contributed to the sex-education movement there
+are none who have properly emphasized this super-morality, which, I
+believe, is the ultimate goal of the larger sex-education for the most
+enlightened people. The definition that sex-education means all
+instruction which aims to help young people prepare to solve for
+themselves the sexual problems that inevitably come to every normal
+individual, is broad enough to include all questions of hygiene,
+morality, and super-morality that may come into one's life. The third
+aim of sex-education (Sec. 16) which refers to the "social, ethical, and
+psychical aspects of sex as affecting the individual life in relation
+to other individuals," should be understood as meaning first a stand
+for morality and then, this having been attained, super-morality is an
+easy stage forward. The same idea was touched by the writer in a paper
+on "Biology in Sex-Instruction" (_Journal of Society of Sanitary and
+Moral Prophylaxis_, October, 1911) in these words: "If the great
+questions of sex relationship are ever satisfactorily solved, it must
+be through the direct application of the four sciences which are
+centered around human life, namely, psychology, ethics, sociology, and
+last, but far from least, aesthetics. As we have seen, biology teaches
+much directly bearing on the purely physical aspects of the
+perpetuation of human life, and its study is absolutely necessary for
+mental attitude and basal facts; but the keystone of the arch of
+sex-education must be contributed by these four sciences which touch
+human life much deeper than the merely physical, to which the science
+of biology is limited. Above all we must look to these sciences for the
+solution of the problems of sex in relation to society, which more than
+any physical ills have led to our present problems concerning sexual
+disharmonies."
+
+[Sidenote: Super-morality not for the masses.]
+
+But while there is something attractive in this larger interpretation
+of sex-education as looking forward to the highest adaptation of sex
+and life, I realize that as a practical matter we must first of all
+work with young people for sexual morality as defined by the accepted
+code. We must remember that the vast majority of people are not yet
+ready, and will not soon be ready, for a code of super-morality.
+Confusion might result from an attempt at wholesale teaching of such
+idealism of sex relationship. Certainly, so far as sex-education aims
+to help immature young people, there is nothing to do but hold up
+monogamic marriage as the basis of our accepted morality; but the
+higher view of super-morality should be promulgated as rapidly as
+possible among people who are advanced enough to understand that
+morality as defined by church and state is not the best interpretation
+of life's possibilities. To many it is a significant fact that we now
+find numerous young men and women ready to stand for super-morality as
+a foundation for monogamic marriage. Fortunately, such individuals need
+not wait for the world to grasp the idea of super-morals; and already
+there is many a home in which the higher view of life and sex prevails.
+
+[Sidenote: Cautious teaching concerning immorality.]
+
+Immorality in sexual lines should not be overstressed when teaching
+young people. Rather should there be emphasis on the moral, the normal,
+the healthful, the helpful, and the aesthetic processes in human life.
+We should emphasize sexual health and morals, not disease and
+immorality. Concerning immoral living in general, young people should
+know only enough for necessary warning. Curiosity derived from
+extensive knowledge of immorality has drawn many a young man into the
+whirlpool of sexual depravity. It is beyond question that in sexual
+lines there is the danger that Pope saw when he declared that vice is a
+monster that seen too oft, we first endure, then pity, then embrace.
+Sex-education should guard against such dangerous familiarity with
+vice.
+
+
+Sec. 11. _The Sixth Problem for Sex-education: Sexual Vulgarity_
+
+[Sidenote: Present attitude.]
+
+Even a limited study of the prevailing attitude towards sex and
+reproduction convinces one that back of the greatest sexual problems of
+our times is the almost universal secrecy, disrespect, vulgarity, and
+irreverence concerning every aspect of sex and reproduction. Even
+expectant motherhood is commonly concealed as long as possible, and all
+reference to the developing new life is usually accompanied with
+blushes and tones suggestive of some great shame. Nothing sexual is
+commonly regarded as sacred. Love and marriage, motherhood and birth,
+are all freely selected as themes for sexual jests, many of them so
+vulgar that no printed dictionary supplies the necessary words. And I
+am not simply referring to the great masses of uneducated people, for
+the saddest fact is that a very large proportion of intelligent people
+have not an open-minded and respectful attitude concerning sex and
+reproduction.
+
+[Sidenote: Vast change of attitude needed.]
+
+Now, unless we can devise some way to counteract the prevailing narrow,
+vulgar, disrespectful, and irreverent attitude towards all aspects of
+sex and reproduction; unless we can make people see sexual processes in
+all their normal aspects as noble, beautiful, and splendid steps in the
+great plan of nature; unless we can substitute a philosophical and
+aesthetic view of sex relationship for the time-worn interpretation of
+everything sexual as inherently vulgar, base, ignoble, and demanding
+asceticism for those who would reach the highest spiritual development;
+unless we can begin to make these changes in the prevailing attitude
+towards sex and reproduction, we cannot make any decided advance in the
+attempt to help solve sexual problems by special instruction.
+
+First of all, sex-education must work for a purified and dignified
+attitude which sees vulgarity and impurity only when the functions of
+sex have been voluntarily and knowingly misused and thereby debased.
+Sex-education must work against the idea that sexual processes are
+inherently vulgar, degraded, base, and impure. Such an interpretation
+is correct only when sexual instincts are uncontrolled and thereby out
+of harmony with the highest ideals of life. But control does not mean
+asceticism which aims at complete subjugation of sexual instincts and
+would annihilate them if that were biologically possible. The early
+Christians, disgusted with the sexual degradation of the paganistic and
+materialistic Romans, preached a doctrine of sexual asceticism as the
+ideal for those who would rise to the heights of spiritual life. This
+pessimistic interpretation of the relation of sex and life has
+persisted even in some ecclesiastical teachings of the twentieth
+century, and probably has had not a little responsibility for the
+widely accepted and depressing view that sex is a necessary but
+regrettable fact of human life.
+
+[Sidenote: Attitude changing.]
+
+Fortunately, the old ascetic point of view is passing rapidly.
+Nineteenth-century science has given us a nobler view of the physical
+world. Scientifically considered, matter is no longer base and
+degraded. Especially has the biological science of the past fifty years
+made _living_ matter and its activities profoundly impressive. And of
+the life-activities none are so significant and so all-important as
+those relating to the perpetuation of the human species. Biological
+science has taught this emphatically, and the processes connected with
+sex have been lifted to a place of dignity and purity.
+
+[Sidenote: AEsthetic attitude desirable.]
+
+The old asceticism, with its uniformly dark outlook on life, has no
+lessons worth while in our modern problems relating to sex.[10] We need
+severe control and not annihilation of our most powerful instincts. The
+bright outlook of aesthetics rather than the dark one of asceticism
+should prevail, for sex-instincts and processes are essentially pure
+and beautiful phases of that wonderful something we call "life."
+Sex-education should aim to give this attitude by presenting life as
+fundamentally free from the degradation arising from misuse and
+misunderstanding of sex.
+
+[Sidenote: Not a new ideal.]
+
+The aesthetic interpretation of sex is no new ideal. Canon Lyttleton,
+formerly Head Master of Eton College and later Canon of Westminster,
+believed that "viewed rightly, the subject of sex, the ever-recurring
+miracle of generation and birth, is full of nobleness, purity, and
+health." The late Dr. Prince A. Morrow wrote, "the sex function is
+intimately connected with the physical, mental, and moral development.
+Its right use is the surest basis of individual health, happiness and
+usefulness in life, as well as of racial permanence and prosperity. Its
+abuse and misuse is the cause of a vast deal of disease and misery."
+And finally, we may quote President-Emeritus Eliot of Harvard
+University: "Society must be relieved by sound instruction of the
+horrible doctrine that the begetting and bearing of children are in the
+slightest degree sinful or foul processes. That doctrine lies at the
+root of the feeling of shame in connection with these processes and of
+the desire for secrecy. The plain fact is that there is nothing so
+sacred and propitious on earth as the bringing of another normal child
+into the world in marriage. There is nothing staining or defiling about
+it, and therefore there is no need for shame or secrecy, but only for
+pride and joy. This doctrine should be part of the instruction given to
+all young people."
+
+[Sidenote: Attitude all-important in sex-education.]
+
+If sex-education succeeds in giving young people this enlightened
+attitude, there will be little difficulty in solving most of the
+ethical and hygienic problems of sex. A young man who has caught a
+glimpse of the highest interpretation of sex in its relation to human
+life, in short a young man to whom all natural sexual processes are
+essentially pure and noble and beautiful, is not one who will make
+grave hygienic mistakes in his own life, and he will not be personally
+connected with the social evil and its diseases, and he will avoid
+almost intuitively the physiologic and psychologic mistakes that most
+often cause matrimonial disaster. Everything, then, in successful
+sex-education depends upon the attitude formed in the minds of
+learners; and towards this our major efforts should be directed.
+
+[Sidenote: Comparison with animals not helpful.]
+
+The prevailing vulgar attitude towards sex will not be greatly improved
+by repeated emphasis upon the animal nature of reproduction in attempts
+at supporting the thesis that propagation is the sole function of
+sexual processes in human life. Such an interpretation of human
+sexuality as purely animalistic in function is implied, if not
+expressed, by some workers for the "purity" movement. I sincerely
+believe that such a view will inevitably tend to increase the feeling
+that sexual processes are heritages from the beasts which unfortunately
+must be tolerated because nature has provided no other way for
+perpetuating human life.
+
+[Sidenote: Sexual pessimism.]
+
+An intelligent woman, a happy wife and mother, who had accepted this
+ascetic and pessimistic view of sex, said the other day: "Oh, love and
+marriage and motherhood would be so beautiful were it possible to
+escape the unspeakably vulgar facts of physical life!" Poor woman! It
+must have been some fiend incarnate who in the guise of a prophet of
+purity preached to her the animalistic interpretation of sex, which
+made her overlook the fact that the very beauty which she could not
+quite grasp had its origin in her emotions arising from the despised
+sexual nature.
+
+This is not an isolated case. Several young women who have graduated
+from college within ten years vouch for the statement that many
+thoughtful students are strong in the belief that ideal marriage is
+platonic friendship and that it is a sad fact of life that husband and
+wife must lay aside their high ideals in order to become parents.
+
+Such depressing interpretations of life are bound to come from the
+radical type of "purity" preaching based on the sexual mistakes of the
+past and on the lives of animals. A similar pessimistic view regarding
+the function of eating might be based on mistakes of drunkards and
+gluttons and on the habits of the porcine family. If these are to guide
+our conduct, then food-taking is to be regarded as a necessary but
+vulgar habit inherited from our animal ancestors; and if we are to be
+logical and attempt to rise to ideal purity in eating, we must hasten
+to dispense with the culinary science and all the aesthetics which have
+made civilized eating a fine art. Of course, this is just what the
+strict ascetic does; but such radical disbelievers in the pleasures
+that we have associated with eating would be declared lunatics in any
+civilized country.
+
+[Sidenote: Two kinds of hunger.]
+
+I have chosen eating for illustrating my point, for the demands for
+food and for sexual activity are the two primal and necessary forms of
+hunger. The hunger for food has led to the refinements of civilized
+dining, but there has been great evolution. The animals feed (German,
+fressen) in order to satisfy hunger only; civilized humans eat (essen)
+not only to satisfy the hunger appetite inherited from the animals, but
+also for the sake of the concomitant social aesthetic pleasures that add
+much to the joy of living. Now, if we are logical, we must interpret on
+parallel lines the sexual hunger that is necessary for the perpetuation
+of human life. Like eating, it is a necessary function inherited from
+the animals; but there has been an evolution of greater significance.
+In the animal world, sexual activity has only one function,
+reproduction; but human life at its highest has superadded psychical
+and social meaning to sexual relationships, and the result has been
+affection and the human family. If we reject this higher view of the
+double significance of sexuality in human life, and insist that only
+the necessary propagative function is worthy of recognition, it is
+almost inevitable that most people will continue to accept the hopeless
+view that human sexuality is on the same vulgar plane as that of the
+animals; in short, that it is only an animal function. This, I insist,
+is a depressing interpretation that will never help overcome the
+prevailing vulgar attitude toward sex.
+
+[Sidenote: Human sexuality more than animal.]
+
+It is only by frankly recognizing and developing the psychical and
+aesthetic meanings that are distinctly human and superadded to the
+merely propagative function of the animals, that people can be led far
+away from the vulgar outlook on sex and reproduction in human life.
+
+[Sidenote: Relation of attitude and morality.]
+
+There is no question that wholesome attitude towards sex and
+reproduction is closely associated with the problems of sexual
+morality, and especially so far as educational procedure is concerned.
+It is true that large numbers of moral people hold the vulgar attitude
+towards sex and reproduction; but for people who do not accept the
+moral code without question there is probably no better way of teaching
+sexual morality than by influencing the individual's attitude. There
+are many people who stand for sexual morality for no other reason than
+that they have a dignified and aesthetic attitude towards sex.
+
+[Sidenote: Sexual vulgarity a stage in evolution.]
+
+There is much evidence that the world is rapidly improving in this
+respect. Sexual vulgarity seems to represent a stage in the evolution
+of human life from the barbaric to the fully civilized. The sexual
+vulgarity of primitive peoples, both ancient and modern, has been all
+too frequently recalled by writers whose pseudo-scientific
+superficiality leads them to believe that knowledge concerning barbaric
+and ultra-bestial sensuality will help solve modern sex problems. In
+the classical days when Venus and Bacchus and other deities of
+sensuality were worshipped by their devotees, there was sexual
+vulgarity in action and language such as now exists only among the most
+ignorant or depraved people in civilized lands. The advent of Christian
+civilization in Europe left no place for temples and worship of
+sensuality, but still the age-old tendency towards a crude and
+barbaric kind of sexual vulgarity and obscenity has continued in
+folklore, in colloquial language, and in literature. However, there has
+been a vast change in the attitude of the best people within the last
+two centuries. Once many English writers, many of them now deservedly
+obscure, published prose and poetry that would now be criminal. An
+unexpurgated edition of Shakespeare's "Complete Works," or of
+Boccaccio's "Decameron," could not be circulated through the United
+States mails, and there are many good people who are asking how long we
+shall continue to allow the unexpurgated "Old Testament" the privilege
+of circulation. It is not simply prose and poetry that has been
+purified. Scientific literature has shown the influence of the reaction
+against obscenity. Linnaeus and other naturalists of the past were fond
+of giving scientific names that perpetuated vulgar comparisons with
+sexual organs, but no naturalist of the present day would dare suggest
+such designations for unnamed animals and plants. The older medical
+literature contains abundant obscenities; but scientific dignity, as
+well as the refinement of modern medical writers, has tended to compel
+the elimination of vulgarity. However, there are still too many
+physicians, especially those working with venereal and genito-urinary
+diseases, who go out of their way to illuminate their conversations,
+lectures, books, and magazine articles with veiled vulgarity. Even
+high-class medical journals occasionally contain illustrations of this
+tendency. However, the medical profession as a class stands for
+dignified scientific presentation of facts, and obscenity will soon be
+tabooed in medical and all other reputable literature. Save for
+occasional emanations privately printed by and for degenerate persons,
+public obscenity will soon be unknown. Its complete disappearance will
+have a vast influence upon the problem of sexual attitude.
+
+
+Sec. 12. _The Seventh Problem for Sex-instruction: Marriage_
+
+[Sidenote: Physiology and psychology of marriage.]
+
+It is the consensus of opinion of numerous physicians, ministers, and
+lawyers that a very large proportion of matrimonial disharmonies have
+their foundation in the common misunderstanding of the physiology and
+especially of the psychology of sex. In the opinion of many students of
+sexual problems, this is the strongest reason for sex-instruction. It
+is certainly a line in which limited spread of information has already
+given some definite and satisfactory results. Many of my friends and
+former students have helped me accumulate a long list of cases in which
+scientific knowledge regarding sex has prevented and corrected
+matrimonial disagreements; and having easily found so much definite
+influence of sex-science upon marriage, I am forced to believe that
+sex-instruction specially organized for people of marriageable age is
+already giving results of tremendous importance to very many
+individuals. Large numbers of young people are already awake to the
+need of scientific guidance in marriage, and there is a great demand
+for helpful information.
+
+Advanced sex-instruction with reference to the problems of marriage
+need not wait for general establishment of elementary instruction for
+children of school ages. Lectures and books are already reaching large
+numbers of adults. Such enlightenment will help in two ways, by the
+influence on marriage and by preparing adults to teach children.
+
+[Sidenote: Other knowledge needed.]
+
+There is another side to the problem of marriage that points to need of
+the larger sex-education. Physiology and psychology of sex are
+fundamental; but they alone are not sufficient to complete that mutual
+adjustment and understanding which marriage at the full development of
+its possibilities involves. Matrimonial harmony cannot be entirely a
+problem of applied science, as some superficial devotees of science
+seem to think; for science can never analyze those subtle and
+ever-varying qualities that go to make up what we call personality, and
+marriage in its largest outlook is the intimate blending of two
+personalities. Psychological and physiological knowledge will
+undoubtedly help the two married individuals in their progress towards
+the harmonious adjustment of their individualities; but there are many
+little, but often serious, problems that the physiology and psychology
+of sex cannot solve. They are problems that involve mutual affection,
+comradeship, sympathy, unselfishness, cooperation, kindliness, and
+devotion of husband and wife. Obviously, these can never be developed
+by any formal instruction.
+
+[Sidenote: Helpful literature.]
+
+Probably there is no better way to help young people realize the
+possibilities of matrimonial harmony than by suggesting wholesome
+literature. Some of this is a part of the world's general treasure of
+books that in prose and poetry, in history and romance, hold up a high
+ideal of love with marriage. There is much such literature that gives
+young people inspiration, but too much of it, like college life, ends
+with a commencement. "And then they were married and lived happily ever
+after"--is the familiar closing as the novelist rings down the curtain
+after reciting only the prologue in the life drama of his two lovers.
+We need more literature that does not end with the wedding march, but
+which gives young people the successful solution of the problems after
+marriage. Some such is available in history and biography; some in
+essays. As I write there come to my mind several books that have
+impressed me: Professor Palmer's "Life of Alice Freeman Palmer";
+Leonard Huxley's "Life and Letters of T.H. Huxley," which gives many
+intimate glimpses of the ideal home life which the great biologist
+centered around Mrs. Huxley; William George Jordan's "Little Problems
+of Married Life"; Orrin Cock's "Engagement and Marriage"; and that much
+misunderstood[11] but helpful book "Love and Marriage" by Ellen Key.
+Many of the stories by Virginia Terhune Van de Water, published in the
+magazines and collected in a book entitled "Why I Left my Husband"
+(Moffatt, Yard), deal with real problems of married life.
+
+[Sidenote: Similar education of the sexes.]
+
+The problems of co-education and coordinate education have not a little
+bearing on the adjustment of the two sexes in marriage. In these days
+when vocational education is fashionable in theory and is attracting
+attention in practice, we are told that co-education and coordinate
+education are mistakes because they provide the same training for both
+sexes. We are told that girls must be educated for their vocation of
+home-making, while boys must be educated for business, trades, or
+professions. Everywhere in this current movement for vocational
+education we find the emphasis placed on making education for the two
+sexes just as dissimilar as possible. Fortunately for the educational
+adjustments of the two sexes to each other, much of the present-day
+discussion that demands extensive sex specialization of education
+cannot be made practical and the training of the two sexes will
+inevitably continue to be quite similar, with at most a limited amount
+of time spent on application of certain knowledge to practical ends
+that are chiefly of interest to one sex only. By far the greater part
+of education from kindergarten through the university is in the nature
+of the fundamentals of knowledge and will continue to be essentially
+similar for both sexes. For illustration, the writer happens to be
+connected with a college which offers a four-year course and graduate
+work specially arranged with reference to household arts. Surely here
+is an opportunity for education far different from that of the typical
+college for men. As a matter of fact, there is great similarity. The
+greater part of the four years is filled with general courses in
+English, modern languages, chemistry, biology, physics, sociology,
+economics, and fine arts, while a minor part of the curriculum consists
+of courses in cookery, clothing, and household administration. The
+general courses are in essentials not different from courses in
+colleges for men. Here and there instructors select materials and in
+other ways relate the general courses to household arts, but after all
+a girl who completes these courses has acquired the same educational
+fundamentals that her brother gets in Columbia College or in any other
+standard college for men. It is only, then, in the cookery, clothing,
+and administration that there is sex-differentiated education, and even
+in these the practice necessary to acquire proficiency in technique is
+the chief peculiarity. So far as fundamental knowledge is concerned;
+cookery is chiefly an application of chemistry, physics, and physiology
+that could easily be made clear to one who had completed courses in
+these sciences in a college for men; dress design is an application of
+fine arts and its construction is a mechanical problem. The mental
+problems involved in dress design and making cannot be far different
+from house design and construction which are supposed to be primarily
+adapted to men.
+
+[Sidenote: Little differentiation.]
+
+On the whole, then, there is really little possibility of
+sex-differentiated education. This, I insist, is a fortunate fact of
+vast importance in the mutual adjustment of the two sexes in marriage.
+There could be no adjustment on an intelligent basis if education could
+be utterly dissimilar. There can be perfect adjustment only when the
+two individuals are adjusted harmoniously, and that means similar
+outlooks on life's problems.
+
+[Sidenote: Need of sex-education for feminism.]
+
+Many of the problems of the modern feministic movement are such as to
+demand rational education of both women and men with reference to sex
+and marriage. Let me quote C. Gasquoine Hartley, whose suggestive
+Chapters VIII and IX in her "Truth About Woman" (Dodd, Mead) deserve to
+live long after the readable but unscientifically applied earlier
+chapters are consigned to oblivion:
+
+    "To hear many women talk it would appear that the new ideal is a
+    one-sexed world. A great army of women have espoused the task of
+    raising their sex out of subjection. For such a duty the strength
+    and energy of passion is required. Can this task be performed if
+    the woman to any extent indulges in sex--otherwise subjection to
+    man? Sexuality debases, even reproduction and birth are regarded
+    as 'nauseating.' Woman is not free, only because she has been the
+    slave to the primitive cycle of emotions which belong to physical
+    love. The renunciation, the conquest of sex--it is this that must
+    be gained. As for man, he has been shown up, women have found him
+    out; his long-worn garments of authority and his mystery and
+    glamour have been torn into shreds--woman will have none of him.
+
+    "Now obviously these are over-statements, yet they are the logical
+    outcome of much of the talk that one hears. It is the visible sign
+    of our incoherence and error, and in the measure of these follies
+    we are sent back to seek the truth. Women need a robuster courage
+    in the face of love, a greater faith in their womanhood, and in
+    the scheme of Life. Nothing can be gained from the child's folly
+    in breaking the toys that have momentarily ceased to please. The
+    misogamist type of woman cannot fail to prove as futile as the
+    misogamist man. Not 'Free _from_ man' is the watch-cry of women's
+    emancipation that surely is to be, but 'Free _with_ man.'"
+
+[Sidenote: Sex and intellectualism.]
+
+And further on the same author, considering the problem of the women of
+the common type that are classified as a "third sex," that of
+temperamental neuter, says:
+
+    "Economic conditions are compelling women to enter with men into
+    the fierce competition of our disordered social state. Partly due
+    to this reason, though much more, as I think, to the strong
+    stirring in woman of her newly-discovered self, there has arisen
+    what I should like to call an over-emphasized Intellectualism.
+    Where sex is ignored there is bound to lurk danger. Every one
+    recognizes the significance of the advance in particular cases of
+    women towards a higher intellectual individuation, and the social
+    utility of those women who have been truly the pioneers of the new
+    freedom; but this does not lessen at all the disastrous influence
+    of an ideal which holds up the renunciation of the natural rights
+    of love and activities of women, and thus involves an irreparable
+    loss to the race by the barrenness of many of its finest types.
+    The significance of such Intellectuals must be limited, because
+    for them the possibility of transmission by inheritance of their
+    valuable qualities is cut off, and hence the way is closed to a
+    further progress. And, thus, we are brought back to that simple
+    truth from which we started; there are two sexes, the female and
+    the male, on their specific differences and resemblances blended
+    together in union every true advance in progress depends--on the
+    perfected woman and the perfected man."
+
+[Sidenote: Young women misled by sexual pessimists.]
+
+One who studies carefully the various aspects of the extreme feministic
+movement must admit that there are many signs of the dangers which the
+above quotations point out so clearly. Of course, we cannot believe in
+the sincerity of all of the numerous women of thirty-five to fifty
+years who pretend to ignore sex completely. Probably most of them have
+discovered that they have misunderstood themselves; but it is also
+probable that they have discovered too late for making a readjustment
+in their own lives. However, it matters little whether such women have
+really succeeded in ignoring sex. The real problem for educational
+attack lies in the fact that such women often succeed in proselyting
+young women under twenty-five, and these in turn may not come to see
+the real truth about sex and life until ten or fifteen years later.
+Clearly, organized education must protect young women against such
+influences.
+
+[Sidenote: The greatest good in sex-education.]
+
+The greatest good which may come from the sex-education movement is not
+prevention or elimination of social diseases, it is not improved
+health, it is not general acceptance of the moral law of sex, it is not
+one or all these that are devoutly to be hoped for; but far greater
+than such possible results from sex-education, it will bring to many a
+man and woman a deeper, nobler, and purer knowledge of what sex means
+for the coming race and of what it means now to each individual who
+realizes life's fullest possibilities in conjugal affection which
+culminates in new life and new motives for more affection. Such an
+understanding of sex in relation to home life will help this old world
+more than anything else which sex-education may accomplish.
+
+[Sidenote: The greatest sex problem.]
+
+The problems of sex and marriage deserve far more attention than can be
+given in this lecture. I am convinced that knowledge of sex in its
+physical, psychical, social, and aesthetic aspects is the only sure
+foundation for harmonious marriage under modern conditions. Therefore,
+I believe this to be the greatest sex problem open to educational
+attack.
+
+
+Sec. 13. _The Eighth Problem for Sex-instruction: Eugenics_
+
+[Sidenote: Meaning of eugenics.]
+
+Eugenics, or the science of human good breeding, is just now the most
+popular of the problems concerning human sex and reproduction. In
+recent years, the biological investigators of heredity have published
+some startling facts which show that the human race must soon check its
+reckless propagation of the unfit and encourage reproduction by the
+best types of men and women. This is not the place for a review of the
+eugenic propositions. Those interested will find them in non-technical
+form in many books (see the bibliographical chapter of this book, page
+248).
+
+[Sidenote: Eugenics in biology.]
+
+Some of the chief facts of eugenics should be a part of every
+well-organized scheme of sex-instruction, and taught through biology
+(Sec. 17). Probably no other topic in biology is so likely to make an
+ethical-social appeal, for the central point of eugenics is the
+responsibility of the individual whose uncontrolled sexual actions may
+transmit undesirable and heritable qualities and bring a train of
+disaster to generations of descendants.
+
+[Sidenote: Relation of eugenics and sex-hygiene.]
+
+At this point we digress to correct the widespread error in confusing
+sex-hygiene and eugenics. Many people who ought to know better use the
+two terms synonymously, perhaps because they are afraid of that
+comparatively novel but frank prefix in "sex-hygiene." The fact is that
+eugenics and sex-hygiene have little in common. Eugenics is the
+science of reproducing better humans by applying the established laws
+of genetics or heredity. In brief, it means, on the positive side,
+selecting desirable people as parents; and, negatively, preventing
+propagation by the undesirables. This is the sum total of the task of
+eugenics in the accurate sense of the term.
+
+[Sidenote: Facts of heredity.]
+
+So far as we know, each coming generation will inherit only qualities
+that the parents inherited from their parents. It is a well-known
+principle of biology that changes in the bodies of human beings during
+their lifetime (dating from the fertilized egg that produces the
+individual) are never in any noticeable degree inherited by
+descendants. In short, acquired characteristics of the body tissues do
+not influence the germ plasm, the living matter concerned with heredity
+and reproduction, but the germ plasm that determines what the next
+generation will inherit is fixed at birth. Thus tuberculosis,
+alcoholism, gonorrhea, and syphilis may be acquired during the life of
+an individual, but do not become fixed in the germ plasm. If the
+infants show effects of any of these diseases, it is not because of
+true heredity but because they were infected or influenced before
+birth. Rarely does this happen to children of a tuberculous mother, but
+often to those of a syphilitic mother. In a gonorrheal ophthalmia
+neonatorum (specific inflammation of infants' eyes) it is a case of
+infection _during_ birth.
+
+[Sidenote: Sex-hygiene and eugenics parallel.]
+
+Thus, it appears that sex-hygiene either personal or social (concerned
+with venereal diseases) is not a part of eugenics. It is, however, a
+phase of euthenics, which deals with the environmental factors that
+affect the individual life. It is clear, then, that sex-hygiene (in the
+strict medical sense) and eugenics are parallel and not conflicting.
+Eugenics aims to select better parents who will transmit their own
+qualities genetically. Sex-hygiene in its personal and social aspects
+will make healthier parents able to give their offspring a healthier
+start in life, especially because the offspring is free from the
+prenatal effects of disease.
+
+The teaching of heredity and eugenics is intended to develop a sense of
+individual responsibility for the transmission of one's good or bad
+inherited qualities to offspring. The teaching of sex-hygiene, either
+personal or social, looks towards improving personal health and
+preventing infection and injurious influence on the unborn next
+generation. Obviously, we need both sex-hygiene and eugenics as part of
+the larger sex-instruction.
+
+
+Sec. 14. _Summary of Lectures on Sex Problems_
+
+[Sidenote: Problems of health, attitude, and morals.]
+
+We have made a general survey of the problems that offer reasons for
+sex-instruction. We have noted that some of the problems are concerned
+with health and, hence, lie within the scope of sex-hygiene in the
+strict sense of that term; but some of them have only the remotest
+relation to health and hygiene. On the contrary, they relate to the
+ethical, social, and aesthetic attitude of individuals towards sex and
+reproduction. Obviously, these touch problems not of sex health, but of
+sex morality. In their educational importance I believe them as great,
+perhaps even greater, than those of sex-hygiene. In fact, I have come
+to believe that many individuals can best solve all their own sexual
+problems on the basis of moral and aesthetic attitude.
+
+[Sidenote: Many-sided instruction needed.]
+
+Considering, as we have done, the sex problems in their many aspects,
+we are forced to the conclusion that sex-education will prove adequate
+only when it combines instruction from the several points of view. It
+must be much more than the sex-hygiene with which the sex-instruction
+movement started. We need sexual knowledge that will conserve health,
+that will develop social and ethical and eugenic responsibility for
+sexual actions, that will lead to increased happiness as well as to
+improved health, and that will give a nobler and purer view of life's
+possibilities. In all these lines in which sex influences human life
+profoundly, sex-education holds out the hope of help towards a better
+life for all who receive and apply its lessons.
+
+FOOTNOTES:
+
+[1] In the _American Journal of Public Health_ for July, 1913, Dr.
+John S. Fulton, Director General of the XV International Congress on
+Hygiene and Demography, criticized severely the extremely radical
+statistics that were presented on charts at the sex-hygiene exhibit of
+the Congress, and were later published in Wilson's "Education of the
+Young in Sex-hygiene."
+
+[2] There is danger in quoting to young men the estimates as to
+prevalence of social diseases and, therefore, of promiscuity. Fear of
+consequences will not control one who is led to believe that he is
+doing what most men do. (See Parkinson in _Educational Review_, Jan.
+1911, pp. 44-46.)
+
+[3] Many writers have discounted the value of warnings involved in
+sex-instruction concerning social disease (see especially Cabot's
+papers referred to in Sec. 46, and Parkinson in _Educational Review_,
+January, 1911).
+
+[4] Louise Creighton, in her excellent little book on "The Social
+Disease and How to Fight It" (Longmans), has well presented the
+problems of social impurity from woman's point of view.
+
+Dr. W.S. Hall, in "Life's Problems," has given in a few pages the
+necessary protective knowledge.
+
+[5] See "The Sexual Necessity," by Drs. Howell and Keyes.
+
+[6] See also, Henderson's "Education with Reference to Sex."
+
+[7] See chapter on "Motherhood and Marriage" in Foerster's "Marriage
+and the Sex Problem."
+
+[8] As an illustration of this fact, out of 558 Pittsburgh
+professional prostitutes, 406 had never had children. Of the 152 who
+were mothers, only 24 had two or more children.
+
+[9] Many thinking men and women now agree with Ellen Key that
+"marriage is immoral without mutual love," that "love is the sole
+decisive point of view in questions concerning this relationship,"
+that "it will come to pass that no finely sensitive woman will become
+a mother except through mutual love," that "everything which is
+exchanged between husband and wife in their life together can only be
+the free gift of love, can never be demanded by one or the other as a
+right." (Key--"The Morality of Woman.")
+
+[10] Foerster, in his "Marriage and the Sex Problem," urges that
+self-control over sexual passions is the working of the old idea of
+asceticism, which he believes "should be regarded, not as a negation
+of nature nor as an attempt to extirpate natural forces, but as
+practice in the art of self-discipline. Its object should be to show
+humanity what the human will is capable of performing, to serve as an
+encouraging example of the conquest of the spirit over the animal
+self." My personal view is that nothing is gained by confusing
+self-control and the old asceticism.
+
+[11] Misunderstood, it seems to me, because her philosophy demanding
+that marriage begin with, exist with, and end with love means freedom
+in love, and this has been misinterpreted as "free love" in the sense
+of promiscuity. I know of no writer who stands for marriage on a
+higher plane than that advocated by Ellen Key. Her lecture on
+"Morality of Woman" (Seymour Co., Chicago) is a good condensed
+statement of her largest ideas and a helpful introduction to "Love and
+Marriage."
+
+
+
+
+III
+
+ORGANIZATION OF EDUCATIONAL ATTACK ON THE SEX PROBLEMS
+
+
+Sec. 15. _The Task of Sex-education_
+
+[Sidenote: Pragmatic solution of sex problems.]
+
+In the preceding series of lectures we have surveyed eight important
+sex problems that can never be solved, even in part, unless by
+widespread information that specifically guides the individual and
+organized society in the adjustment of sexual instincts to the peculiar
+conditions that obtain in our modern civilized life. To spread the
+knowledge that will help civilized humanity on towards the best
+possible adjustment of sex and life, and therefore to a pragmatic
+solution of sexual problems, is the task or the chief aim of
+sex-education.[12]
+
+[Sidenote: No hope for complete solution.]
+
+[Sidenote: Constant advance towards ideals.]
+
+Of course, only the ultra-Utopian dreamer claims that sex-education can
+solve all the sexual problems of civilized life, but even the most
+pessimistic disbeliever in the new movement admits that knowledge of
+sexual life will be helpful to the great majority of people. Hence, it
+is worth while to organize the educational attack on the sex problems
+which we have considered in the preceding lectures. It seems to me that
+we may gain an advantage by frankly admitting that the educational
+attack is not expected to solve all sex problems for all people, for by
+such admission we put to flight those shallow cynics who have opposed
+the sex-education movement because they think (and probably correctly)
+that immorality and social diseases and all other sexual disharmonies
+will continue to exist as long as the human species does. Likewise,
+there will be dishonesty and murder and preventable diseases and all
+other human troubles in spite of education; but the advancement of
+learning has slowly and progressively reduced the sum total of all the
+disharmonies of life until now civilized people are largely free from
+many of the original or barbaric conditions. Along similar lines we may
+confidently think of sex-education as making a constantly advancing and
+victorious attack on the problems of life that have grown out of our
+primitive sexual instincts. Sex-education, like all other education,
+strives towards ideals that individuals and society may always approach
+but may never reach. It is only another case of Emerson's advice,
+"hitch your wagon to a star," which means the adoption of high ideals
+that lead ever on and on towards better life.
+
+With this understanding that _the task of sex-education is the
+ever-advancing improvement of sexual conditions in individual as well
+as in social life_, let us turn now to consider the possible lines for
+definite educational attack on the chief problems of sex. It will be
+most helpful if we first analyze the general task of sex-education into
+some specific aims that may definitely guide instruction, and then in
+later lectures consider the methods and detailed subject matter of
+sex-instruction.
+
+
+Sec. 16. _The Aims of Sex-education_
+
+[Sidenote: Emphasis on social disease.]
+
+Since the revelations concerning the disastrous physical effects of
+sexual immorality, especially as it exists in the commercialized
+conditions of the social evil, have had the chief influence in
+awakening intelligent people from their age-long ignorance and
+indifference concerning the great sex problems, it was natural that
+those who first proposed special instruction should have emphasized the
+social evil and its diseases so much as to create the widespread but
+erroneous impression that the great aim of sex-education is to teach
+the distressing facts concerning the pathological consequences of
+immorality.
+
+[Sidenote: Other problems need emphasis.]
+
+Now, without in the least underestimating the vast importance of the
+emphasis placed on sexual immorality and social diseases in the
+splendid pioneer work of the late Dr. Morrow and others for the
+sex-education movement, and without suggesting that these topics should
+be neglected while reorganizing the educational attack on sex problems,
+I believe that so far as formal instruction in homes, schools, and
+colleges is concerned, we may gain a decided advantage if we now
+recognize and declare boldly that the physical effects of the diseases
+arising from the social evil constitute _only one of several_ groups of
+sex problems that organized education should attempt to solve.
+
+Concerning the other problems that sex-education should touch with
+great definiteness, it is my personal view that most of those outlined
+in the preceding lectures will be affected by instruction along five
+important lines, as follows:
+
+[Sidenote: Five lines of instruction.]
+
+(1) The scientific truths that lead to serious and respectful attitude
+on all sex questions. (2) The personal sex-hygiene that independent of
+social diseases conserves individual health directly or indirectly
+through sexual normality. (3) The ethical responsibility of individuals
+for the physical or social or psychical harm of their sexual actions
+upon other individuals, _e.g._, in prostitution and illegitimacy. (4)
+The hygienic, ethical, and psychical laws that promote physical and
+mental health in monogamic marriage. (5) The established principles of
+heredity and eugenics which foretell the possible coming of a better
+race of humans. I believe that in these five lines there are
+educational problems of present and future greater significance to
+human health and happiness than are found in the social evil and its
+diseases, commandingly important though these be. Therefore, in viewing
+the field of sex-education with reference to the possible usefulness of
+knowledge in helping individuals solve the vital problems that have
+grown naturally out of the reproductive function, I believe that we are
+logical only when we organize our educational aims so as to give
+scientific instruction concerning the problems of sex in the several
+lines in addition to the physical or hygienic aspects of the social
+evil and its diseases.
+
+[Sidenote: Four aims.]
+
+As I now see in the large the sexual problems which scientifically
+organized education should attack, the educational aims may be grouped
+under four general headings as follows:
+
+First and most important, sex-education should aim to develop an
+open-minded, serious, scientific, and respectful attitude towards all
+problems of human life which relate to sex and reproduction.
+
+Second, sex-education should aim to give that knowledge of personal
+hygiene of the sexual organs which is of direct value in making for the
+most healthful and efficient life of the individual.
+
+Third, sex-education should aim to develop personal responsibility
+regarding the social, ethical, psychical, and eugenic aspects of sex as
+affecting the individual life in its relation to other individuals of
+the present and future generations; in short, sex-education should
+consider the problems of sexual instincts and actions in relation to
+society.
+
+Fourth, sex-education should aim to teach _briefly_ to young people,
+during later adolescence, the essential hygienic, social, and eugenic
+facts regarding the two destructive diseases which are chargeable to
+sexual promiscuity or immorality.
+
+[Sidenote: Order of importance of aims.]
+
+For emphasis, let me briefly summarize these aims of sex-education: (1)
+Serious, scientific, and respectful attitude of mind on sex questions;
+(2) personal sex-hygiene; (3) social and ethical and eugenic
+responsibility for sex actions; (4) relation of immorality and social
+diseases. I have deliberately, placed these educational aims in this
+order because it is the order of greatest permanent importance in the
+sex-education movement; it represents the greatest value to the largest
+number of individuals who may learn the scientific truth; and it is the
+order most natural, most logical, and most effective in pedagogical
+practice with young people.
+
+[Sidenote: Relation of aims to problems of sex.]
+
+Sex-education organized with regard to these four aims will touch
+definitely all the eight problems of sex that have been discussed in
+preceding lectures. The first aim will directly affect the problem of
+vulgarity and indirectly touch those stated under the third aim. The
+second aim is obviously directed to the problem of personal health as
+it may be influenced by the sexual processes of one individual
+independent of others. Of course, there is also the personal aspect of
+social diseases, but it is clearer to consider both personal and social
+aspects of these diseases as a unit in the fourth aim. The third aim is
+based on five of the eight great problems which involve individual
+responsibility for the social evil, for illegitimacy, for sexual
+immorality, for matrimonial harmony, and for eugenics. The social
+aspects of the venereal diseases obviously involve personal
+responsibility of the individual in relation to society as well as a
+personal hygienic problem. Thus, six of the eight great sex problems
+are essentially social and only those relating to personal hygiene and
+individual attitude are so distinctly personal as to have only an
+indirect relation to other individuals, as might be true in case of
+unharmonious marriage of individuals who are vulgar minded or who have
+been injured by unhygienic personal habits. Finally, the fourth aim
+provides for teaching the _essential_ facts that may help individuals
+protect themselves directly, and society indirectly, against the
+diseases that awakened the world to the need of sex-education.
+
+Let us turn now to analyze the aims of sex-education and consider how
+they may be connected with a definite scheme for sex-instruction.
+
+
+Sec. 17. _The Aims as the Basis of Organized Sex-instruction_
+
+I have placed first the aim to develop a serious and respectful
+attitude toward sex and reproduction because at the root of the sexual
+problems of our times is the prevailing vulgar interpretation of sex
+and life discussed in a preceding lecture (Sec. 11).
+
+[Sidenote: Biology and attitude.]
+
+Recognizing the great importance of attitude, how may it be influenced
+by instruction in home or school? The most widely accepted answer is
+that the best beginning may be made through study of biology (including
+botany, zoology, and physiology) and through nature-study and hygiene
+taught on a biologic basis. No other method of introduction to
+sex-instruction is so natural and so likely to lead to a serious,
+scientific, and open-minded attitude concerning sex. In fact, a large
+part of the study of reproduction of plants and animals in courses of
+biology in schools and colleges has its value chiefly in the
+overwhelming evidence that problems of sex and reproduction are natural
+and dignified aspects of life. Such biological study determines
+attitude in no small degree. This is the chief justification for study
+of the reproductive processes in a series of animals and plants
+representing stages between the complex development of the highest
+animals which parallel human life and the lowest forms which the
+microscope reveals. In all my classes of twenty years in high school
+and college I have noted a marked development of serious, scientific,
+and open-minded attitude in response to natural and frank presentation
+of animal and plant life-histories. Moreover, I have many times
+requested large groups of students to write freely and frankly
+concerning the influence of biological courses upon their own attitude;
+and their papers have strongly supported my observation that study of
+animal and plant life-histories exerts a profound influence upon the
+attitude of students towards the human problems of sex and
+reproduction. If I were stating a defense for biology as one of three
+or four essential science courses for general education, I should place
+the greatest emphasis upon the study of animals and plants as a
+foundation for sex-instruction. Certain critics would reply that all
+the biological facts that are actually used in the direct human
+application of sex-instruction could be taught in a few lectures
+without a year's course in biology; but it is a demonstrated fact that
+a few isolated lessons do not give the attitude that comes from a good
+course of biology taught with the view to culminating in special
+sex-instruction.
+
+[Sidenote: Literature and attitude.]
+
+Only recently has it been pointed out that one's attitude towards sex
+may be profoundly influenced by reading certain general literature that
+holds up high ideals of love and sex and life. It will be most
+convenient to consider the influence of literature on sex-instruction
+in another lecture (Sec. 23).
+
+[Sidenote: Teaching personal sex-hygiene.]
+
+Now let us consider the general bearings of the personal sex-hygiene
+demanded by the second aim. For children under ten and twelve the
+necessary hygiene should be presented personally (see Sec. 25). For young
+people of adolescent years there are four possible ways of instruction
+in personal sex-hygiene: (1) It may be added naturally to a course or
+series of lessons in general hygiene including the problems of health
+for all systems of organs. (2) It may be included in a study of
+vertebrate and human reproduction in a course of biology or zoology.
+(3) It may be presented by a special lecture that is independent of all
+regular courses of study. (4) Special booklets may be put into the
+hands of young people. Let us now examine each of these ways:
+
+[Sidenote: Sex-hygiene in general hygiene.]
+
+(1) Sex-hygiene as a natural part of a series of lessons in general
+hygiene is most satisfactory when preceded by biological nature-study
+or high-school biology in which life-histories of organisms have been
+studied for the sake of attitude. At present we lack satisfactory
+textbooks for this kind of correlation. There is a strong reaction
+against independent courses of hygiene in high schools, and the next
+plan is becoming more common.
+
+[Sidenote: Hygiene in biology.]
+
+(2) The inclusion of the necessary hygiene of all organs in courses of
+biology or zoology that have emphasized physiology and its bearings on
+health is the best arrangement so far proposed and tested in practice.
+It has been tried with success by Dr. W.H. Eddy in the High School of
+Commerce, New York City, and by other high-school teachers working
+along the same lines. The arguments for teaching general hygiene on a
+biological basis have been presented in the last chapter of "The
+Teaching of Biology in Secondary Schools" by Lloyd and Bigelow, and put
+in textbook form in the "Applied Biology" and "Introduction to Biology"
+by M.A. and Anna N. Bigelow. However, personal sex-hygiene is not
+included in these textbooks, because educational and public opinion do
+not yet stand for such radical lessons in books for schools.
+
+[Sidenote: Special lectures on hygiene.]
+
+(3) Special lectures on sex-hygiene independent of biology or general
+hygiene are at best makeshifts, and not without dangers. I fear the
+effect of the abrupt introduction to sex problems by special lectures,
+especially for girls who may be shocked much more than the average boys
+can be. I heartily sympathize with parents and school officials who
+object to special lectures that suddenly focus attention on problems of
+sexual health. It seems to me that special lectures should be given
+only when no other method of teaching is possible. This applies
+especially to young people who are not in schools. While I have
+stressed biological nature-study as offering the ideal basis for the
+broadest kind of sex-education, I realize that there are cases where
+such study cannot be held prerequisite to some aspects of sex-hygiene
+that young people should know. However, we should aim to make such
+cases the exceptions and not the rule. Some good may be accomplished by
+teaching certain facts of sex-hygiene frankly and directly to those who
+have absolutely no knowledge of nature-study and biology; but after
+watching the reactions of groups of boys who were receiving such
+information, I have been convinced that even with a limit of one hour
+for instruction a biological setting is decidedly important in that it
+gives an indirect approach.
+
+(4) Special books and pamphlets are useful when, and only when, the
+above methods are impossible, but certain cautions are desirable (see
+Sec. 22).
+
+[Sidenote: Difficulty in ethical-social teaching.]
+
+The third aim involves some difficult educational problems. Since we
+confess that we know so little concerning efficient methods for
+ethical, moral, or social teaching, it is evident that we must be far
+from a satisfactory plan for dealing with instruction which is intended
+to oppose most powerful instinctive tendencies and long-established
+habits of sensuality. Clearly the third aim sets no easy task for the
+educator; but since the possible solution of sex problems must turn on
+the sex actions of the individual in relation to society, the
+ethical-social aspects of sex-education must not be evaded because the
+way is not yet entirely clear. The fact is that a good beginning has
+been made, especially in teaching concerning social diseases, heredity,
+and eugenics.
+
+[Sidenote: Social hygiene and ethics.]
+
+The value of all the proposed teaching concerning the relation of
+immorality and social diseases is more ethical than hygienic. Read any
+of the standard literature on the social side of venereal diseases,
+especially the masterly writings of the eminent physician and chief
+organizer of the American movement for sex-education, the late Dr.
+Prince A. Morrow, of New York City; and one notes that the medical
+facts have bearings in two directions. First, they indicate the
+desirability of morality as a protection of personal health; and
+second, they teach that the pathological results of the individual's
+immoral living may be passed on later to innocent wives and children.
+The first is as clearly personal hygiene as teaching that impure water
+may cause typhoid; but the second is social hygiene and ethics. The
+second is more impressive to all but the most selfish people.
+
+There is good reason for believing that information concerning the
+social diseases is more likely to impress the average young man through
+the social-ethical appeal much more than as a matter of personal
+health. Therefore, a biological lesson on social diseases, which may be
+presented most logically in connection with other germ diseases, may
+have its chief value in that its meaning is social and ethical.
+
+[Sidenote: Biology and ethics.]
+
+As another illustration of biology touching ethics, I have recently
+come to believe that the teaching concerning heredity and eugenics,
+which should be a standard part of the best sex-instruction, has its
+greatest value in the ethical appeal, and not in the direct biological
+application of the laws of heredity which underlie eugenics. I realize
+that this statement is likely to be disputed by those biologists who
+see in eugenics only the possibility of controlling heredity so as to
+propagate better strains of humans, just as breeders of plants and
+animals have produced better domesticated varieties. A biologist
+naturally believes that the ultimate aim of eugenics is improvement
+of physical and psychical qualities; but considering the
+ethical-social-biological complications of human sex-problems, it seems
+improbable that any decided and extensive improvement is likely to
+come if we continue to limit our interpretation of the principles of
+eugenics to the purely biological standpoint of the breeder of plants
+and animals. Let me illustrate by some concrete facts from eugenics:
+
+There is a widespread opinion among science teachers that high-school
+biology should present some of the best established facts of heredity;
+and that these should be eugenically applied to human life by means of
+such illustrations as those afforded by the histories of certain
+degenerate families, such as the well-known Jukes and Kallikaks. A
+brief sketch of the history of the latter family, as described in Dr.
+Goddard's interesting book, "The Kallikak Family" (Macmillan), will
+make clear my point as to the ethical appeal of eugenics.
+
+[Sidenote: Eugenics and ethical teaching.]
+
+A young man of good ancestry broke the moral law about one hundred and
+forty years ago and became the father of an illegitimate son by a
+feeble-minded mother. Of 480 descendants of this son, there have been
+46 normal, many immoral, many alcoholic and 143 feeble-minded. The same
+man who back in the revolutionary days made a moral mistake which led
+to such awful consequences, later married a woman of good family and
+became the progenitor of a second line of 496 descendants of whom 494
+have been normal mentally, while two were affected by alliance with
+another family; and all have been first-class citizens, many of them
+prominent in business, professions, etc.
+
+Even making due allowance for the depressing influence of the
+environment in which most of the down-and-out descendants in the
+degenerate line lived, the comparison between the normal and the
+abnormal lines from the same ancestor gives the most convincing eugenic
+evidence that has been discovered in the human race. Doubtless it will
+long be used as a basis for attempted biological control of the
+propagation of the unfit. Many similar cases of hereditary degeneracy
+are recorded in books on eugenics.
+
+Such a eugenic record as that of this Kallikak family should be
+reviewed in every high school and college in connection with the topic
+"heredity" in a course of biology, for it will teach two important
+lessons: (1) The biological principle that defects, both physical and
+mental, are highly heritable, even for many generations; and (2) the
+ethical responsibility for the sex actions of the individual who may
+start a long train of human disaster that may visit the children unto
+even later than the third and fourth generations. The first lesson is a
+purely biological one which suggests the eugenic argument that
+defective humans, like undesirable animals and plants, should not take
+part in the perpetuation of the species. The second lesson is not
+biological but ethical, suggesting individual responsibility for
+conduct which may disastrously affect other individuals' lives. It
+seems to me that so far as general education is concerned, the ethical
+lesson is the more impressive and more likely to lead to voluntary
+eugenic practice by individuals. It is my observation that even many
+intelligent people are not seriously impressed by the biological
+evidences for eugenics considered as a general problem, but their
+reaction is one of interest when one begins to present the question of
+ethical responsibility for the transmission of physical and mental
+defects to future generations. Such considerations have led me to the
+view, already suggested, that eugenic studies in courses of biology
+have their greatest practical value in their ethical implications,
+which, of course, by influencing individual responsibility for
+reproduction may lead to the desirable biological improvement of the
+human race. Teachers of biology should present, as an economic problem,
+the facts which will make better breeds of plants and animals by direct
+application of the biological laws of heredity; but they should present
+and apply parallel facts to human life in order to influence first of
+all individual responsibility for ethical control of reproductive
+activity, and thus indirectly work eugenically for an improved human
+race.
+
+[Sidenote: Aim of eugenics.]
+
+Thus the aim of eugenics is most likely to be attained through ethical
+rather than biological application of the teaching which our schools
+can give. The men and women who view life selfishly with no feelings of
+ethical responsibility towards others of the present or future will
+take no practical interest in the biological problems of human
+eugenics, although the economic problems of plant and animal breeding
+may interest some of these same people.
+
+[Sidenote: Education and other aspects of sex problems.]
+
+In addition to the ethical-social bearings of biological teaching, our
+sex-education will be incomplete until we learn how to attack the sex
+problems directly and effectively with reference to the ethical,
+social, psychical, and aesthetic aspects. Perhaps we may be able to do
+this only with mature people; probably it is too much to hope that even
+a serious impression will be made on all intelligent people; but
+somehow sex-education must be completed by adequate presentation of
+these aspects, for the problems of sex are satisfactorily solved only
+in the lives of those fortunate individuals whose vision of the
+relation of sex and life combines the viewpoints of biology, hygiene,
+psychology, ethics, religion, and last--but far from least--aesthetics.
+
+[Sidenote: Only essential knowledge of social diseases.]
+
+Finally, the educational application of the fourth aim demands some
+explanation. Sometime in the adolescent period all young people should
+learn the essential facts regarding the two social diseases and their
+relation to immoral living. There is the widespread impression that
+those advocating sex-education believe in giving great prominence to
+the social diseases; but in opposition to this I cite the report of a
+committee of the American Federation for Sex Hygiene, published in the
+_Journal of the Society of Sanitary and Moral Prophylaxis_, January,
+1913, and later reprinted as a pamphlet by the American Social Hygiene
+Association. In that report there are _twenty-three_ recommendations
+concerning sex-instruction; but _only_ one mentions social diseases
+and in these words: "During the later period of adolescence ... there
+should be given ... special instruction as to the character and dangers
+of the venereal diseases." That seems sufficient. It is not desirable
+that young people should review the horrible facts relating to
+perverted sexuality. Ten or twenty brief and authoritative statements
+quoted impressively from medical and social literature ought to give
+fair warning of lurking dangers in immoral living. More extensive
+information has often proved dangerous. I would gladly advocate that
+this dark side of life be kept in sealed books if I did not know that
+so many young people need forewarning and definite guidance. Our
+educational system will not do its full duty if it fails to offer the
+needed help so that it may be obtained by all adolescent young people
+who are not so fortunate as to be guided by parents and other personal
+teachers.
+
+FOOTNOTES:
+
+[12] To avoid misunderstanding, let me repeat from the first lecture
+that I am constantly thinking of sex-education in the larger sense;
+and instruction in schools can be, at best, only a part.
+
+
+
+
+IV
+
+THE TEACHER OF SEX-KNOWLEDGE
+
+
+Sec. 18. _Who Should Give Sex-instruction?_
+
+A large number of people have been convinced that young people need
+knowledge which will help them face the great problems of sex; but they
+withhold their approval of the sex-education movement because they are
+not satisfied that proper teachers exist. It is, therefore, evident
+that we cannot make permanent progress by emphasizing the need of
+sex-education unless we can give assurance that qualified teachers are
+available.
+
+[Sidenote: The teacher most important.]
+
+The situation as regards teachers of sex-instruction is very different
+from that of all other subjects concerning which young people should be
+taught. We cannot safely plan the teaching regarding sex until we know
+the teacher. This will be evident, I think, after some general
+considerations concerning selection of teachers and some discussion of
+problems such as the first teacher, teachers for classes, and some
+undesirable teachers. The general rule should be, first, find the safe
+and sure teacher and, second, select the facts and plan the lessons
+that the chosen teacher may give effectively.
+
+[Sidenote: Teachers of same sex for children.]
+
+So far as young children are concerned, the needed instruction is so
+general in character that the sex of the competent teacher is of little
+importance, but the information that ought to prepare for and guide
+through the mazes of adolescent youth should come to young people from
+teachers of the same sex. If exceptions must be made rather than omit
+instruction altogether, some very mature women may safely guide both
+boys and girls through adolescence; but men, even physicians, should
+not undertake instruction of adolescent young women, unless parents and
+other mature people are present to help with attitude. That women may
+well instruct boys I know, because the most impressive sex lecture I
+ever heard was given by the late Dr. Mary Wood-Allen to the boys of the
+freshman class when I was a college student. But note that I have said
+"some very mature women." The fact is that I fear danger for some boys
+if they are frankly instructed by attractive young women who are only
+ten to fifteen years older than their pupils. Hence, I urge great
+caution if there must be any exceptions to the general rule that
+teachers and pupils should be of the same sex.
+
+[Sidenote: Coeducational classes.]
+
+I realize the difficulty of applying this rule in many high schools
+where the foundations of sex-education are well laid on the biological
+basis. There is no reason why the biological studies should not be
+coeducational through nature-study and biology as far as the
+development of frogs and birds and, in a general way, of mammals. In
+fact, both of my textbooks, the "Applied Biology" and the "Introduction
+to Biology," which emphasize reproduction of organisms more than other
+high-school books, have been used throughout in coeducational classes.
+However, these books stop where the problems of human life begin and
+should be supplemented by lessons for sex-limited classes. There are
+writers who suggest that segregation of the sexes for teaching
+concerning human life may be at present a necessity because complete
+frankness on sexual questions is certainly obstructed by tradition; but
+we must not ignore the deep social reasons why, in general, there must
+be maintained a certain amount of reserve between the sexes in the
+consideration of some important problems of life. No educational theory
+or practice can possibly alter the fundamental physical or psychical
+relations of the sexes which nature seems to have fixed immutably.
+
+[Sidenote: Married women as teachers.]
+
+One other point that deserves attention in this connection is the
+common statement that only married women, preferably mothers, can be
+competent instructors of young women. This strikes me as more than
+absurd. Personal experience is not always necessary for teaching in any
+line. The greatest medical teachers have not had the diseases they
+describe so clearly. The best elementary teachers and specialists on
+the care of children are not always mothers; on the contrary, some of
+these are men. The fact is that these teachers have learned, not from
+personal experience, but from the great accumulations of scientific
+knowledge of medicine, hygiene, and education. There is an abundance of
+such knowledge relating to sex that may be clearly understood by bright
+women who have no bi-personal knowledge of sex. Therefore, I believe
+that it is nonsense to insist that only women with complete sexual
+experiences can be efficient guides for other women.
+
+
+Sec. 19. _The Child's First Teachers of Sex-knowledge_
+
+[Sidenote: Mothers and other first teachers.]
+
+The first instruction which may begin to lay the foundation for the
+individual's sex-education should be given in early childhood by
+parents, or by other adults, who happen to be on the most intimate
+personal terms with the child. Usually this means the mother; but there
+are numerous cases of teachers, governesses, grandmothers, and even
+fathers who have greater personal influence with certain children than
+their mothers have. The essential point is that the child should be
+instructed only by an adult who can exert the greatest personal
+influence.
+
+[Sidenote: Mothers and adolescent boys.]
+
+Many parents who believe in sex-education for their children hold that
+the mothers should give all necessary hygienic guidance and teach the
+elementary facts of life to the children of both sexes in the
+pre-adolescent years, but that with the dawn of adolescence the girls
+should continue to be instructed by their mothers, while the boys
+should be guided by their fathers. So far as girls are concerned, this
+seems to be a fairly good plan; but nine times out of ten it is not
+best for the boys for several reasons: First, the sudden change of
+attitude on the part of the mother will surely impress upon the boy
+that there is something about sex in boys that even his mother dares
+not talk over with him. At about this same time when the mother begins
+to avoid the sex question with her boy, he will surely begin to get
+vulgar information and impressions from his boy companions. He will in
+all probability begin to hear the impure and obscene stories and vulgar
+language that are so common among many men and boys, and he will be
+sure to learn that the vulgarity which he hears must not be repeated in
+the presence of his mother and sisters. It is a most critical time in
+the mental attitude of the boy. His mother has so far been directing
+him towards purity and then suddenly sets him adrift. If there is ever
+a time in a boy's life when he needs intimacy with his mother, it is in
+the early adolescent years of twelve to fourteen. A strong mother's
+heart to heart guidance at that time will influence the boy more than
+all the sex-education which the schools and colleges combined can ever
+hope to offer. Such is the problem of home teaching for adolescent
+boys. I emphatically protest against the foolish and even dangerous
+idea that because a boy is beginning to metamorphose into a man his
+mother should cease to help him with the problems of sex. Lucky is that
+adolescent boy whose mother realizes her duty and her opportunity and
+holds him as intimately as if he were a girl of corresponding age.
+
+
+Sec. 20. _Selecting Teachers for Class Instruction_
+
+The references to "the teacher" in the following are primarily
+applicable to those who may be called upon to give sex-instruction as
+class work in schools, colleges, churches, the Y.M.C.A., the Y.W.C.A.,
+and other educational organizations.
+
+The chief question for discussion in this lecture is that of selecting
+the teacher of those phases of sex-instruction that are directly
+related to human life, that is, personal sex-hygiene and sex-ethics. So
+far as biological facts of sex are concerned, there are no special
+problems such as may not be handled by teachers of biology in general
+according to the accepted methods (see Lloyd and Bigelow, "Teaching of
+Biology in the Secondary School" and Bigelow, "Teacher's Manual of
+Biology").
+
+[Sidenote: Regular teachers if possible.]
+
+As already suggested, a large part of the sex-instruction is simply an
+extension of biological science, hygiene, and ethics; and in secondary
+schools and colleges should be given by selected teachers of the
+regular staff and whenever possible as a part of regular courses. There
+may be some necessary modifications to this plan; for example, in
+Teachers College the course on sex-education and another series of
+lectures on sex-physiology and hygiene for women are open to students
+who do not take the biology courses in which the sex-instruction
+logically belongs.
+
+[Sidenote: Sex-hygiene and ethics.]
+
+The culminating stages of any complete scheme for formal sex-education
+of young people will be sex-hygiene considered in its strict sense as
+that special phase of sex-education which deals with problems of
+health, and sex-ethics which determines the responsibility of
+individuals for control of sexual instincts. While nature-study and
+biology and general hygiene may be organized so as to present the major
+portion of the facts which should be included in a complete scheme of
+sex-instruction in schools and colleges, the application of these facts
+to personal life is the most difficult problem of sex-education. In
+fact, it is the only real problem, for long before sex-education became
+a definite movement the most efficient science teachers were presenting
+the fundamental facts on which we now propose to build with certain
+hygienic and ethic instruction which directly touches the personal life
+of the student. As already said, the human application will require
+only a few lessons, preferably in connection with nature-study,
+biology, ethics, or hygiene. But although brief, such instruction is
+the keystone in the arch of sex-education, and it is very important
+that there be no serious mistakes in selecting the teachers.
+
+[Sidenote: Sex specialists not desirable.]
+
+I have mentioned special teachers as necessary for instruction with
+direct reference to specialists human life. I hasten to add that I
+still agree with the report of the special committee (Morrow, _et al._)
+of the American Federation for Sex Hygiene that it is not desirable
+that any teacher should make a specialty of this type of instruction
+and of no other. We do not want "sex specialists" in the schools (see
+pp. 10 and 20-23 of the Report of the Committee). It is important that
+all teachers should have general information regarding the sex problems
+of young people in order to be able to help individual pupils.
+
+
+Sec. 21. _Certain Undesirable Teachers for Special Hygienic and Ethical
+Instruction_
+
+It will be most helpful if we consider the problem of selecting
+teachers with a view to rejecting those who certainly should not
+undertake the special hygienic and ethical teaching, for teachers who
+are good in other subjects and who are fortunately free from certain
+disqualifications discussed in the following, may by means of study
+adapt themselves for the final and most important stages of
+sex-education.
+
+There are five types of teachers who should be regarded as disqualified
+for teaching personal sex-hygiene and sex-ethics.
+
+[Sidenote: Embarrassed teachers.]
+
+First, those men and women who are unable to speak of sex-hygiene as
+calmly and seriously as they do of any other phase of hygiene had
+better not undertake the instruction of young people. There are many
+such men and women among teachers who, so far as scientific training is
+concerned, ought to be good teachers of sex-hygiene. As an illustration
+of this attitude that leaves the wrong impression with students, it is
+reported that a good teacher of hygiene recently prefaced a brief talk
+to college girls as follows: "I shall now consider a process that no
+cultured woman ever mentions except with bated breath. I refer to
+menstruation."
+
+[Sidenote: Abnormal teachers.]
+
+The second kind of people who should not teach sex-hygiene are the men
+and women who are the unfortunate victims of sexual abnormality, either
+physical or psychical, that more or less influences their outlook on
+life. Certain neurotic and hysterical men or women who lack thorough
+physiological training and whose own sexual disturbances have led them
+to devour omnivorously and unscientifically the psychopathological
+literature of sex by such authors as Havelock Ellis, Krafft-Ebing, and
+Freud, are probably unsafe teachers of sex-hygiene. Especially is this
+true of the women of this type whose introspective morbidity has led
+them to diagnose their own functional disturbances as the direct result
+of "over-sexuality" and restraint from normal sexual expression--a
+diagnosis that is probably wrong nine times in ten cases. Such a woman
+is a very dangerous teacher of sex-hygiene for adolescent girls; and a
+positive menace to older unmarried women who, if free from absorbing
+work, may spend their leisure in becoming more or less restless under
+the unsocial, if not unphysiologic, conditions of unwelcome celibacy.
+This is no imaginary danger. The reader of this will not be interested
+in details, but the author has received from physicians and others
+reliable information concerning several extremely abnormal women of the
+above-described type who are taking an active interest in the
+sex-instruction of young people and are actually suggesting to their
+friends among young women the dangerous and untrue doctrine that
+prolonged celibacy for women results in repressed sexuality that surely
+leads to ill health. Such ideas, it is true, are traceable to certain
+well-known radical writers on the psychopathology of sex; but we must
+remember that the great majority of physicians and other scientific
+investigators who have studied such problems refuse to believe that
+repressed sex instincts in either men or women do the harm that a few
+extremists have claimed. But even if it were known beyond the shadow of
+a doubt that repressed sex instincts may injure people, it would be
+unwise to intrust young people to instruction by teachers who have a
+hypochondriacal interest in such a doctrine of repression. Such
+suggestions can do only harm to the vast majority of persons who
+receive them. To say the least, it is unfortunate that the
+psychopathology of sex has become so widely circulated among those who
+are not well trained in physiology and psychiatry.
+
+[Sidenote: Teachers who emphasize sexual abnormality.]
+
+The third kind of people who should not be intrusted with teaching
+sex-hygiene are the men and women who, without a scientific
+perspective, have plunged into the literature of sexual abnormality
+until they have come to think that knowledge concerning perverted life
+is an important part of sex-education for young people, especially for
+those of post-adolescent years. I know of teachers and physicians who
+advise young people not much over twenty years of age to read such
+psychopathological works as those of Krafft-Ebing, Ellis, and Freud,
+and various works dealing with commercialized vice. Here is a grave
+danger. The less that people without professional use for knowledge of
+sexual pathology know concerning it, the better it will be for their
+peace of mind and possibly for their morals. Therefore, I urge that he
+who enthusiastically studies the abnormalities of sex life without
+reference to scientific research or professional demands, is not likely
+to be the kind of teacher who will present abnormal life only so far as
+is necessary to an understanding of the perfectly normal.
+
+[Sidenote: Pessimistic teachers.]
+
+The fourth kind of people who ought not to instruct the young in
+personal problems of sex-hygiene are the men and women whose own
+unhappy romances or married life, or whose knowledge of vice
+conditions, have made them pessimistic concerning sex-problems. There
+are in our schools and colleges to-day some such men and many such
+women, and there will be danger for young people when the growing
+freedom of expression allows these sexual pessimists to impress their
+own hopeless philosophy of sex upon students. The educational world
+does not need such teachers, but rather those who can follow the late
+Dr. Morrow in seeing a bright side of life that almost dispels the
+darkness of sexual errors.
+
+[Sidenote: Teachers not respected by pupils.]
+
+The fifth kind of persons who ought not to teach the personal side of
+sex-hygiene are those who cannot command the most serious respect of
+their pupils. This applies especially to many men teachers whose
+flippant attitude and even questionable living are not likely to help
+their pupils, especially boys, towards a satisfactory interpretation of
+sex problems. Of course, such teachers ought not be in schools at all,
+but the fact is that for various reasons they sometimes get there and
+stay there; and so they must be weighed by the school official who
+selects the teachers to be intrusted with special problems of
+sex-education.
+
+[Sidenote: No instruction without satisfactory teachers.]
+
+Summarizing, I have in this lecture aimed to warn the school
+administrator, and others who must select teachers of classes, against
+the kinds of teachers who ought not be chosen for presenting the
+special problems of sex-education, especially those of sex-hygiene and
+sex-ethics. I have pointed out that there are five serious
+disqualifications; and it is probable that if strictly applied when
+choosing teachers for special sex-instruction, there will be
+elimination of three or four in every ten of those whose training in
+science might be expected to qualify them as teachers of this special
+line. It is a fair question as to what a school or other institution
+should do if it has no teachers who are free from the above
+disqualifications. My own belief is that it is better to get an
+outsider for the handling of the special problems. If this is
+impracticable, then suggest to the students that they read certain
+books such as are recommended in the last sections of this book. Even
+entire omission of the study of the personal and social aspects of
+sex-hygiene and sex-ethics is far wiser than intrusting a class to a
+teacher with one or more of the negative qualifications that we have
+been considering in this lecture. The effect of sex-education upon
+individual lives will in no small degree depend upon the impression
+made by the living teacher who deals with the difficult problems of sex
+in relation to hygiene and ethics. Hence, the greatest care should be
+taken when selecting the teacher for this all-important part of the
+student's sex-education.
+
+
+
+
+V
+
+BOOKS AS TEACHERS CONCERNING SEX AND LIFE
+
+
+Sec. 22. _Value and Danger of Special Sex Books for Young People_
+
+[Sidenote: Books for private reading.]
+
+There are many parents and teachers who believe that young people
+should get their sexual information by private reading, and numerous
+books for boys and girls have been prepared to meet such a demand. The
+desire for such "private" reading undoubtedly exists, especially in
+boys; but this is part of the general air of secrecy and vulgarity that
+has enshrouded the truth about sexual matters. Many eminent physicians
+agree that there are elements of physical and perhaps moral danger when
+a boy reads a sex-science book secretly, but that there are few such
+possibilities in frank and scientific teaching by a competent
+instructor. This is recognized by leaders in the Y.M.C.A., and they
+prefer to read books with the boys in study classes. Many scientific
+women think there is no such danger for average girls, but agree that
+girls as well as boys will gain in respect for the subject of sex if
+the atmosphere of secrecy can be avoided. Hence, while books for
+private reading are better than ignorance, they alone will not solve
+many of the problems at which sex-education is directed. We must cease
+to foster the secrecy created by an atmosphere of obscenity, and the
+study of sex must be brought into the light of day. Let good books be
+recommended through parents and with their approval be issued freely by
+libraries and without restrictions which suggest something dark and
+wrong. Let parents and teachers encourage such reading, but not as
+something requiring secrecy. Rather let such books be read as freely as
+any other good books, and let parents and competent teachers follow the
+young readers closely so as to explain facts and help develop the
+desirable attitude of mind. Especially let parents encourage the idea
+that approved sex-science books may be read at the family fireside as
+properly as any other books. Above all, let parents and teachers work
+in every possible way against the time-worn idea that problems of sex
+are essentially vulgar and demand secrecy even in scientific study. We
+must have a nobler and healthier outlook on human life than that which
+so commonly prevails, and we can never get it by secret study of
+sex-science by young people. Such study may do some good by warning
+against unhygienic habits and social diseases; but it is certainly
+inadequate to give the open-minded attitude needed so much for
+appreciating the ethical, social, and aesthetic bearings of human life
+as it is influenced by normal sexual functions.
+
+[Sidenote: Pamphlets _vs._ books.]
+
+It has been urged by well-known teachers that, for sex-instruction,
+pamphlets are better than books in that they do not hold the attention
+too long on topics that may be exciting to some young people. On the
+other hand, books usually make a stronger appeal, while pamphlets are
+likely to be regarded lightly, as are magazines and newspapers. There
+is no doubt that most sex books for young people are too extended, and
+there is need of condensed forty-and fifty-cent booklets in place of
+the books commonly sold at one dollar. Three or four small booklets by
+different authors read at widely separated intervals will interest and
+influence a young man more than one large and comprehensive book. There
+is besides great value in the points of view of various authors.
+
+[Sidenote: Better books needed.]
+
+At present there are no thoroughly satisfactory books for adolescent
+boys and girls. In my opinion, W.S. Hall's books for boys are the most
+reliable, and his "Life Problems" is the best selection of facts for
+girls; but some mature readers criticize the style of presentation.
+Some other books for adolescent young people are mentioned with
+critical notes in the bibliography at the end of this book. There is
+still plenty of chance for authors to experiment in writing books of
+this class.
+
+
+Sec. 23. _General Literature and Sex Problems_
+
+[Sidenote: Sex in literature.]
+
+In the world's best literature there is much that teaches important
+lessons in the field of the larger sex-education. In the guise of love,
+sex problems have always held the prominent place in all literature.
+Many a great book teaches direct or positive lessons by holding up high
+ideals for inspiration and imitation; but some of the most impressive
+lessons are in negative form, especially in fiction that deals with the
+tragedies of life.
+
+[Sidenote: Religious books.]
+
+As examples of literature of direct influence in helping many young
+people solve the problems of sex, we think first of that which holds up
+high ideals of personal purity, such as the Bible and other religious
+books. There is no doubt that such literature has a tremendous
+influence on many young people; but it has little influence on others,
+probably in part because the somewhat mystical style of most religious
+writings is meaningless to many people.
+
+[Sidenote: Appeal of poetry.]
+
+It is a fact that many young people who refuse to be interested in
+religious literature may be influenced for sexual purity by the
+emotional appeal of some general literature. This is especially true of
+romantic poetry. I believe that the high "idealism" of love inspired by
+Tennyson's "The Princess" and "Idylls of the King," by Longfellow's
+"Evangeline" and "The Hanging of the Crane," by some of Shakespeare's
+plays, and by other great poetry with similar themes has had and will
+continue to have greater influence on the attitude and ethics of many
+young people than all the formal sex-teaching that can be organized.
+Hence, I believe that teachers of literature should be led to take
+interest in the larger sex-education to the end that by selection and
+interpretation of great masterpieces they may contribute in a valuable
+way to the solution of some of the problems that have their center in
+the deeper nature of sex.
+
+[Sidenote: Importance of interpretation.]
+
+Interpretation of literature by teachers is very important for the
+purposes of sex-education of young people. As an example, take
+Tennyson's "Idylls of the King," whose movement centers in the life
+problems that turn around love. The average reader is likely to miss
+the great lessons if the poem is not critically interpreted either by
+living teachers or by such critical essays as those by Henry van Dyke
+in his "Poetry of Tennyson" and Newell Dwight Hillis in his "Great
+Books as Life-Teachers." Without interpretation "The Idylls" may teach
+false as well as true lessons of life. Some of the Knights of the Round
+Table (Galahad and Percivale) were worthy followers of the good and
+pure King Arthur, and some of them (like Lancelot and Tristram and
+Merlin) proved unable to live up to the vow of chastity to which Arthur
+swore all his knights. And on the part of the ladies of Arthur's court,
+there was purity and devotion and true womanhood in Elaine and Enid,
+while Guinevere and Ettarre and Vivien were unchaste and faithless. In
+fact, all phases of the relations of men and women in the struggles and
+perplexities of life are pictured; and therefore it is important that a
+well-trained teacher should be the guide and interpreter if the "Idylls
+of the King" are to be read with the idea of understanding their true
+bearings on life, which includes their contribution to the larger
+sex-education.
+
+I have used "The Idylls of the King" as an illustration because they
+are so many-sided in sex problems; but much other great literature may
+be made to help young people to high ideals of relationships between
+men and women. I have emphasized the place of such literature in the
+larger sex-education because I have come to believe that interpretation
+of life either real or in great literature may have profound influence
+in the development of one's philosophy of life. As a matter of
+educational procedure insuring that young people will learn to
+interpret life, especially those aspects that the larger sex-education
+touches so definitely, there appears to be no more natural and
+unobtrusive way of approach than that offered by the study of
+literature. I am convinced that many teachers of literature may be
+efficient workers in the cause of the larger sex-education,
+supplementing the scientific teaching in the ethical lines where
+science is admittedly weak, if not helpless. It is to be hoped that
+numerous teachers will soon grasp this opportunity. If they will study
+the sex-education movement in order to get its general bearings and
+will teach the sex aspect of literature on a basis of high ideals of
+life and love, we need have no fear as to the culmination of the
+instruction which properly begins with study of the biological facts of
+life in its sexual aspects and leads on and on to its climax in the
+ethical aspects of the individual's sex life in relation to other
+individuals, that is, to society.
+
+[Sidenote: Not to be labeled "sex-education."]
+
+I take it for granted that no teacher of literature who contributes to
+sex-instruction will let the students know that the emphasis placed on
+great life problems is part of a conspiracy of parents and educators to
+give in the name of sex-education instruction that will help prepare
+the individual for facing the problems. Here, as elsewhere, the young
+people had better be left unaware that their elders are so interested
+in giving them instruction regarding sex problems that they have
+organized, for study of ways and means, a movement known as
+sex-education.
+
+[Sidenote: Sex tragedies of fiction.]
+
+The abundant literature that points to the moral to be drawn from
+sexual tragedies has doubtless influenced thousands of young people. I
+have talked with many educated people who confessed to having been
+profoundly influenced by such books as Eliot's "Adam Bede," Hawthorne's
+"Scarlet Letter," Goethe's "Faust," Hardy's "Tess of the
+d'Urbervilles." One might go on and compile an extensive bibliography,
+for fiction of all languages of all times is full of the errors into
+which insistent sex instincts have drawn men and women who were not
+masters of themselves. All standard fiction in which sexual errors and
+their penalties are associated may do good as a part of the larger
+sex-education, but the teacher should make sure that the young readers
+arrive at the correct interpretation.
+
+[Sidenote: Fiction without a moral.]
+
+Against that type of fiction which presents sex problems that do not
+clearly "point a moral," the average so-called "problem novel" of
+recent time, there should be general opposition by workers for the
+larger sex-education. Many of the modern novels and magazine stories
+seem to introduce sexual situations for the same reason that Boccaccio
+did in some of his tales, namely, the attractiveness of lasciviousness.
+Unlike the commendable novels, it is characteristic of the equivocal
+ones that no penalty is demanded or paid and no moral conclusion is
+suggested. In fact, the way is very often left open to an immoral
+interpretation. All such literature certainly tends to work against the
+aims of sex-education. Perhaps parents and teachers may cooperate to
+keep much of this kind of literature out of the hands of young people,
+but the safest procedure is in cultivating taste for literature that
+does teach helpful lessons of life. If young people do read books and
+magazines that seem to stand for uncertain morals, it is best that
+parents and teachers should point out the moral interpretations.
+
+
+Sec. 24. _Dangers in Literature on Abnormal Sexuality_
+
+[Sidenote: Danger in present interests in the abnormal.]
+
+The opinion is spreading among those who are studying the educational
+problems relating to sex that there is great danger, even for many
+adults, in much of the literature describing psychopathological and
+abnormal social-sexual facts. There are enormous quantities of such
+literature, particularly concerning the social evil. It is extremely
+doubtful whether the reader who is not directly engaged in medicine,
+psychiatry, or social reform will profit by filling his mind with facts
+from the darkest side of life. No doubt it is important that all
+intelligent men and women should know enough about sexual immorality
+and the life of the underworld so that they will realize the necessity
+of protecting young people from vice in all its forms; but this does
+not mean that everybody should read extensively in the mass of printed
+matter that sets forth the most awful details concerning human
+depravity. There is a real danger in this line. The sex-education
+movement has already brought the problems of sex out of the old-time
+secrecy, and no other topics of the times are so freely read and
+discussed. This might be well if the reading and discussion always took
+constructive lines leading towards improvement of sexual relationships;
+but unfortunately, much of the present popular interest in sexual
+problems seems to be a morbid craving for the abnormal. We find this
+tendency in the demand for a certain type of sex-problem novels, we
+see it frequently on the stage and in motion pictures, and we hear it
+in general conversation. The advertised suggestion of sexual immorality
+in a forthcoming serial novel often raises surprisingly the circulation
+of certain magazines. A few hints of sexual irregularity in certain
+plays have brought crowded audiences. A scandalous divorce case,
+reported as freely as the law allows, is a choice morsel for average
+readers of newspapers. Everywhere it is the sexual abnormality,
+perversity, and even bestial vulgarity, that seems to attract the most
+attention. Books and magazines and theaters and preachers who extol the
+normal and bright side of sex-life are not now extremely popular with
+the masses of people. As a well-known magazine recently summarized the
+present situation, "it has struck sex o'clock in America." There is no
+denying the fact that in recent years the popular interest in sex
+problems has taken a dangerous turn. It is time for those who are
+active in the sex-education movement to note the signs of the times,
+for an effective educational scheme for young people must take into
+account the present tendency towards a dangerous interest in literature
+relating to sexual abnormality, especially immorality. All this
+tendency towards interest in the abnormal or irregular sexual problems
+must cause not a little worry to those whose interest is primarily in
+securing widespread recognition of the advantages of normal and moral
+living.
+
+[Sidenote: Need of interest in normal sex life.]
+
+Perhaps those who are seriously interested in sex-education may help
+stem the tide towards interest in sexual abnormality by using greater
+care in the selection of literature, both for young people and for
+their elders. I recently met a superintendent of schools who had
+carefully read certain large volumes on the medical, psychical, and
+social abnormalities of sex, and many books and pamphlets on the social
+evil. Altogether he had read more than five thousand pages on the
+immoral and abnormal aspects of sex. He wanted to know where he might
+find a book on the normal side of sex in its physiological,
+psychological, and ethical aspects. Unfortunately, there is no such
+treatise by an author whose scientific standing equals that of several
+of those who have written extensively on the abnormal side; and
+probably this is in part the reason why so many young men and women are
+now molding their ideas of sexual life according to the patterns
+described by the authors of works on social and sexual pathology. Not a
+month passes in which I am not astounded to find men and women who have
+plunged deeply into studies of sexual vice and pathology and who know
+less of the normal biology of sex than is contained in such books as
+W.S. Hall's "Sexual Knowledge" or the last chapter of Martin's "Human
+Body, Advanced Course." This is indeed a strange situation, and we
+might compare it with reading extensive works on insanity before
+learning the elements of normal psychology. It is certainly a useless,
+if not a dangerous line of approach to the information concerning sex
+which intelligent people need. The leaders in the sex-education
+movement will do well to promote the circulation of some brief and
+authoritative statement of the chief facts relating to the problems of
+abnormal sexual life and then to discourage the popular circulation of
+the extensive works which only certain physicians and social reformers
+need. I know that there is some difference of opinion as to the effect
+of such literature. I know many prominent educators and physicians who
+would keep the extensive works on the psychopathology of sex out of the
+hands of all general readers; but I also know a few who see no
+possibility of danger in widespread circulation of such books.
+
+[Sidenote: Limited knowledge of the abnormal.]
+
+Looking at all sides of the present situation, it is my personal
+conclusion that every one should learn first the scientific facts
+regarding normal processes connected with the sexual system; and then
+for the general reader there should be only a limited amount of warning
+knowledge regarding the dangers of sexual abnormalities.
+
+
+
+
+VI
+
+SEX-INSTRUCTION FOR PRE-ADOLESCENT YEARS
+
+
+[Sidenote: Periods of early life.]
+
+In Sec. 8 of the Report of the Committee of Three of the American
+Federation for Sex-hygiene, by Morrow and others, the life of the child
+was divided into four periods, namely,--under six years, from six to
+twelve, twelve to sixteen, sixteen to maturity. This division now seems
+to me to be too arbitrary, and I have come to believe that it is more
+helpful to consider sex-instruction for three periods as follows:
+pre-adolescence (ending at eleven to fourteen years); early adolescence
+(twelve to sixteen years for girls, thirteen to seventeen for boys);
+later adolescence (sixteen to twenty-one for girls, eighteen to
+twenty-five for boys).
+
+
+Sec. 25. _Elementary Instruction and Influence_
+
+[Sidenote: Nature-study.]
+
+The life-histories of plants and animals as taught in the best
+nature-study[13] are important in forming attitude towards reproduction
+and giving a basis for simple and truthful answers to the child's
+questions as to the origin of the individual human life. The
+publications listed in the last section of this book under the headings
+"For Girls" and "For Boys" will help parents and teachers.
+
+There is need of little private hygienic instruction, but of much
+guidance away from harmful habits. This will be indicated in the next
+section which considers masturbation as it concerns children of both
+sexes and all ages.
+
+[Sidenote: Protection.]
+
+The protection of children from corrupting influences is an important
+work of sex-education in pre-adolescent years. Probably the greatest
+safety lies in parents giving simple facts regarding reproduction and
+in cultivating confidence so that any accidental contact of their
+children with vulgarity will be counteracted in advance. Many parents,
+especially mothers, have found this possible.
+
+[Sidenote: Girls' preparation for puberty.]
+
+In the years between ten and twelve every child should learn from a
+parent or other adult confidant some general facts regarding their
+approaching puberty. This is especially important in the case of girls,
+for many a girl has been physically and mentally injured because a
+prudish mother has procrastinated too long the giving of information
+regarding the first menstrual period. The facts in the first thirty
+pages of W.S. Hall's "Life Problems" should be known by many girls of
+eleven and by the great majority before thirteen. Some books for young
+girls are defective in that they avoid reference to the coming
+changes. I see no excuse for a sex-hygiene book for girls who are too
+young to be trusted with the simplest knowledge regarding menstruation.
+Such children should be interested in nature studies and perhaps the
+elements of general hygiene, but certainly not in books with
+curiosity-stimulating titles.
+
+[Sidenote: Special needs of boys.]
+
+Since boys entering puberty pass through no such sharply defined
+beginning as girls do, the information they need in advance is not so
+specific. At the same time, we must recognize that the average boy
+under twelve years picks up more information regarding sexual life than
+a girl does, and so the problem of teaching self-control comes earlier,
+although the average girl enters puberty a year or two before the boy.
+Parents and teachers must recognize the fact that sexual tendencies
+come to many boys several years before puberty, and masturbation and
+even premature sexual intercourse are possible problems with many boys
+long before the twelfth year. The boy's early gathering of sexual
+information is not without advantage, for it becomes possible for
+parents and other adult confidants to explain many important truths as
+to the proper use of his sex organs and as to his conduct towards
+girls. All this can be done with the average boy of eleven or twelve
+and with hundreds of even nine and ten without any fear of giving
+information that is startlingly new and without any danger of giving a
+nervous shock.
+
+[Sidenote: Cautious teaching of girls.]
+
+It is not so with average girls of equal ages, if we may accept the
+opinion of many women who are trained in science and medicine. Specific
+information as to the functional relationships of the two sexes is said
+by many educated women to have been absolutely new and startling to
+them at twenty and twenty-five years. Evidently there is a special
+reason for gradual and cautious teaching of girls, and so it is
+probably best, as many parents urge, that in pre-adolescent years the
+girl's instruction in social-sexual lines be training in modest
+deportment and a proper reserve towards boys. This ought to be
+sufficient for the girl's protection until gradually in adolescent
+years she learns the whole story of life, probably several years later
+than her boy friends whose natural leadership in sexual activity makes
+their early information desirable as a protection to both sexes.
+
+[Sidenote: Children's friendships.]
+
+In the pre-adolescent years parents and teachers should cooperate in
+developing a spirit of group fellowship between boys and girls and at
+the same time instill into the boys something of that chivalrous and
+protective attitude of boys towards girls such as one finds in the
+families of the highest culture. I emphatically mean "group
+fellowship," for it is certainly undesirable to encourage in
+pre-adolescents any tendency towards paired comradeship. It is
+certainly best that boys and girls should have many good friends of
+both sexes. The real truth back of the old adage "two is company and
+three is a crowd" makes the "crowd" highly desirable for both
+pre-adolescence and early adolescence, for in these years it is
+friendship and not romantic love that will be most helpful in the later
+life. As one step in this direction, all sensible adults should show
+their disfavor to the abominable habit of teasing small children
+concerning their best friends of the other sex. Parents and teachers
+will do some of the best work in the larger sex-education if they begin
+in pre-adolescent years to develop the social life of the children
+along lines similar to those suggested above.
+
+[Sidenote: Summary.]
+
+Summarizing, it is evident that there is very little direct
+sex-instruction suitable for pre-adolescent years. So far as the
+child's own life is concerned, it now seems clear that parents or other
+adult confidants must instruct individuals, or possibly small uniformly
+selected groups. Class instruction seems out of the question except for
+life-history studies of animals and plants. On the whole, then, there
+is nothing radical or impossible in the proposition that there should
+be a beginning of sex-education before the advent of adolescence.
+
+
+Sec. 26. _Hygienic and Educational Treatment of Unhealthful Habits_
+
+[Sidenote: Problems of children.]
+
+All adults should take a sane and scientific view of the sex problems
+that are likely to come even to normal children. We must remember that
+they are born with sexual mechanisms that may easily and automatically
+lead into harmful habits unless parents and teachers guide
+hygienically and mentally along the lines that are known to offer
+safety.
+
+[Sidenote: Masturbation.]
+
+Concerning habitual manipulation of the sexual organs of either sex,
+known in medical literature as masturbation or self-abuse (often
+erroneously called "onanism"), there are certain facts that are
+important for the guidance of all parents and teachers. I discuss it in
+this connection since the problem often arises in the later years of
+the pre-adolescent period.
+
+[Sidenote: Does not indicate degeneracy.]
+
+It is absurd to suppose that the tendency towards the habit means
+degeneracy or innate viciousness of children. Young horses, dogs,
+monkeys, and other animals sometimes form a similar habit, the stimulus
+being some irritation of the sexual organs. Hence, it is not at all
+unnatural when children attempt to relieve their irritated organs by
+friction, and then it is inevitable that the sensitive nerve endings
+will give sensations that are more or less pleasurable and satisfying,
+depending upon the sex, age, and emotional peculiarity of the
+individual child. This fact suggests to parents and teachers the
+methods of prophylaxis; namely, avoid (1) irritation of sexual organs
+and (2) opportunity for manipulation.
+
+[Sidenote: Irritation.]
+
+[Sidenote: Circumcision.]
+
+With regard to irritation, the first sign of such disturbance may
+appear in babyhood. In the case of boys, whose structure renders them
+vastly more liable than girls to external irritation, the family
+physician should make sure during infancy whether circumcision or a
+stretching of the prepuce (foreskin) may be desirable. According to Dr.
+Emmet Holt, the eminent pediatrician, about one male baby in four or
+five is born with an elongated or tight prepuce that needs surgical
+attention. A corresponding abnormality of the clitoris is sometimes
+found in baby girls. Some radical surgeons advocate universal
+circumcision of boys because they believe that it reduces local
+irritation, favors cleanliness, tends to prevent masturbation, and
+reduces susceptibility to the venereal diseases. There is certainly
+some truth in these claims; but some conservative surgeons point out
+that for the great majority of boys all these advantages may be
+obtained by reasonable attention to hygienic habits, that orthodox
+Jewish and other circumcised boys are by no means free from harmful
+habits, that some boys are more irritable after circumcision, that
+preputial stretching is often a good substitute for circumcision, and
+that the taunts of other boys often make circumcised boys too conscious
+of their own mutilation. A scientific doctor who has no special
+financial interest in the increase of surgical operations and who
+carefully reviews both the radical and conservative literature relating
+to circumcision, will not hasten to submit boys to this operation until
+it is certain that their sexual organs happen to have congenital
+deformity that only radical surgical treatment can correct.
+
+[Sidenote: Hygienic rules.]
+
+In addition to making sure that uncleanliness or structural abnormality
+are not responsible for irritation of sex organs, there are some
+special hygienic rules useful for parents and teachers who have charge
+of children. Most important is avoidance of habit formation. Clothing
+should be well adjusted to avoid pressure and friction of the sexual
+organs, and so constructed (especially night clothing) that it is not
+convenient for the hands to reach the organs. Normal boys require
+pockets, but they should open at the waist-band and not at the side of
+the hips. The reason for these suggestions is evident. When we recall
+that little children naturally tend to explore themselves, such as by
+putting fingers into the mouth, feeling their toes, inserting foreign
+objects into nose and ears, and when we also recall how quickly a child
+may learn the habit of sucking its thumb, we must realize the
+importance of guarding the child from extending such activities to its
+sexual organs, which, because they possess the most sensitive nerve
+endings in the body, are most liable to lead to habitual manipulation.
+In the light of such facts, it is nonsense to assume, as so many good
+mothers have done, that only innately vicious children learn
+masturbation. The truth is that in the case of most children under
+twelve this habit has an origin no more vicious than such habits as
+thumb-sucking; and in all cases of habits, parents and others
+responsible for the children should be given the blame.
+
+[Sidenote: Other suggestions for parents.]
+
+The following suggestions in addition to those above are likely to help
+parents do much towards avoiding or solving the early sex problems of
+their children. These facts apply also to later years.
+
+Have children sleep on a hard mattress. The old-time feather bed was
+dangerous. There should be light-weight covers, and the room cool.
+Children should sleep on either side, _rarely_ in the unnatural back
+position. Aim to have regular sleeping hours; but do not send children
+to bed unsupervised when they are excited and not tired enough for
+immediate sleep. Have them arise as soon as wide awake in the morning.
+Never punish children by sending them to bed.
+
+[Sidenote: Dangers of privacy.]
+
+Do not leave children to their own devices; they may naturally fall
+into dangerous play. Privacy is often demanded by the moods of adults,
+but it is dangerous for children. A certain camp for boys has the
+commendable rule that the boys have no privacy during the entire
+summer. Many educators and physicians condemn private bedrooms or
+cubicles in schools for boys.
+
+[Sidenote: Athletics.]
+
+A strenuous life of physical and mental activity is the best solution
+of personal control of sexual instincts. Reasonable athletics and study
+make an ideal combination for both boys and girls. And yet we must not
+trust absolutely to athletics or other physical work, for there are
+certainly many individuals whose sexual desires are not controlled by
+muscular exercise. Much of the formal athletic training may have no
+more influence on sexual control than dogmatic creeds.
+
+[Sidenote: Drugs.]
+
+Strong condiments and alcoholic drinks are known to be sexual excitants
+for many people, and for this and other hygienic reasons should be
+forbidden to children. There is a widespread, but still undemonstrated
+opinion that tea, coffee, tobacco, and strong condiments have an
+exciting effect. However, there is plenty of scientific authority,
+based on other hygienic grounds, for avoiding these at least during the
+years of growth.
+
+[Sidenote: Constipation.]
+
+Constipation is likely to cause sexual irritation, and hence this is an
+additional reason for submitting children to competent doctors for
+treatment of this disturbance which so seriously affects general
+health, especially by auto-intoxication.
+
+[Sidenote: Bathing.]
+
+Cool bathing in the morning, especially of the sexual organs, is
+hygienic, except for girls during the monthly periods (including two
+days before the expected menstrual onset). For various reasons, bathing
+in very warm water should be very limited, and then only for cleansing.
+
+[Sidenote: Form of instruction.]
+
+In hygienic instructions to children, avoid giving them any ideas
+concerning the supposed prevalence of the habit of masturbation. There
+is a dangerous tendency to follow the crowd. Also, the habit should
+never be described to children except as "unnecessary handling of the
+sex organs." It is dangerous to suggest to children, as certain books
+do, that there is any pleasurable sensation resulting from manual
+manipulation of the organs, for the force of suggestion or curiosity
+has led some children to experiment with themselves until they formed
+the habit.
+
+[Sidenote: Symptoms.]
+
+There are no absolutely certain signs or symptoms, and those suggested
+by certain authors, especially by quack doctors, make young people and
+even parents and teachers judge some individuals in an unfortunate way.
+Especially should parents and teachers remember that there is
+absolutely no scientific basis for supposing that great diffidence,
+indigestion, pimples on the face, boys' lack of interest in girls, and
+numerous other popular "signs," are indications of the masturbation
+habit. Like the symptoms in patent-medicine advertising, the above
+"signs" are so general that they are sure to fit some cases.
+
+[Sidenote: Insanity.]
+
+Do not tell children the ancient falsehood that insanity will surely
+result from handling the sexual organs. It is true that masturbation is
+a common habit of certain types of insane people and of some neurotics;
+but it is probable that the habit is more often one of several factors
+rather than the direct cause of the nervous breakdown. However, it is
+scientific to say that the habit may weaken the nervous system and
+indirectly affect general health, especially in pre-adolescent and
+early adolescent years. Probably the greatest nervous damage comes
+because there is often greater excess than is possible in natural
+sexual relations; the strain of all sexual excess is more in loss of
+nervous energy than of secretions. The safest advice one can give
+children is that the doctors agree that unnecessary touching of sexual
+organs has interfered with the health of many children and that those
+who avoid this are most likely to grow up strong in body and mind. This
+is the truth and practically the whole of the known truth that might
+have influence with young people.
+
+[Sidenote: Mental habit.]
+
+Mental masturbation or "day dreaming" concerning sexual functions is
+probably more harmful than mechanical manipulation. It is believed to
+be more common in young women than in men. However, there is little
+reliable evidence as to the prevalence of the habit. As an educational
+problem, there is nothing to be done beyond informing all adolescent
+young people that allowing their minds to dwell on sexual affairs may
+interfere with nervous health, scholarship, and future efficiency in
+life. Hard mental and physical work and strenuous play as a daily
+routine will avoid or solve most such difficulties of young people.
+
+[Sidenote: Not hopeless.]
+
+In all dealing with this problem of young people, we must beware of
+overemphasis or exaggeration. Parents and teachers should do all
+possible to prevent and cure the habit; but there is still hope for
+most young people who, in spite of warning, occasionally lapse into
+their old habits. Both men and women of this type have led their
+classes through college and won success afterwards. Probably they would
+have done still better if entirely free from the habit. On the other
+hand, men and women of neurotic inheritance combined with the habit
+have suffered nervous collapse during college years; and it is
+scientific to assume that the additional nervous strain produced by
+masturbation was a contributing factor. Evidently, we dare make no
+definite prophecy as to what will happen to one who in early life forms
+the habit of masturbation. There is no excuse for excessive alarm in
+any ordinary case; but, as we have seen, there are good reasons why
+parents and teachers should calmly and yet firmly help young people
+avoid unnatural sexual activity.
+
+To those who must consider the problem of masturbation in boarding
+schools, I recommend Hime's "Schoolboys' Special Immorality."
+
+FOOTNOTES:
+
+[13] See books on nature-study, _e.g._, Holtz's "Nature-Study,"
+Hodge's "Nature-Study and Life," Comstock's "Handbook of
+Nature-Study." Morley's "Renewal of Life," March's "Towards Racial
+Health," and Hall's "The Doctor's Daughter" suggest the main lines of
+the nature-study approach to sex-education.
+
+
+
+
+VII
+
+SEX-INSTRUCTION FOR EARLY ADOLESCENT YEARS
+
+
+Sec. 27. _The Biological Foundations_
+
+In discussing instruction for the pre-adolescent years I have stressed
+biological nature-study as important for the purpose of giving general
+knowledge of how new living things come into the world. This will
+develop a good attitude concerning the origin of the individual human
+life. In this lecture I wish to direct attention to the scientific
+facts which are foundations for the sexual knowledge that is important
+for other phases of sex-instruction during early or late adolescence.
+
+[Sidenote: Biological foundations.]
+
+I believe that the best introduction to advanced sex-instruction is
+through biological ideas which may be presented in popular lectures and
+books; but, of course, will be best taught in courses of biological
+science. My own view as to the selection of materials for such
+biological studies is expressed in the sections on reproduction
+connected with the account of each animal or plant type in the "Applied
+Biology" and in the last chapter of the "Introduction to Biology."[14]
+In these books the study of life-histories of plants and animals leads
+up through vertebrates to mammals, and there are a few remarks
+suggesting that human development is like the mammals.[15] At this
+point these books should be supplemented by a brief survey of the
+essential structure, physiology, and embryology of human reproduction.
+
+[Sidenote: Mixed classes.]
+
+Biological studies of human reproduction should not be coeducational in
+high schools or the early years of college. Mature college students who
+have passed through extensive biological studies, may, without apparent
+embarrassment, study human embryology in mixed classes; but after
+experience with many such groups I have begun to think that separate
+classes are desirable if the course is made to include all the
+important facts that college graduates should know concerning human
+reproduction. At any rate, there should be special lessons or reading
+dealing with detailed information that directly concerns one sex only.
+
+[Sidenote: Impersonal approach of biology.]
+
+I certainly do not believe in completely revamping biological science
+for the purposes of sex-education. It is better not to "spoil" a course
+by overemphasis on sex, for much of the value of biology as a basis for
+sex-education is the fact that sex appears gradually and naturally and
+far away from human relations. This impersonal approach will be lost if
+the course in biology seems to revolve around sex-education, for that
+will make sex too prominent.
+
+It is still debatable as to how much should be taught in high schools
+or in public lectures concerning the biological facts of human
+reproduction. I think that I can make my own views clearer if I discuss
+this first for boys, then for girls.
+
+
+Sec. 28. _Scientific Facts for Boys_
+
+First, it is generally agreed that boys of high-school age may profit
+by learning their own sexual structure by means of diagrams such as the
+one in Hall's "Sexual Hygiene." There is no harm, and also no gain, in
+minute description, especially histological.
+
+[Sidenote: Scientific names.]
+
+The chief technical names of the parts of the male organs--testicle
+(spermary or testes), sperm duct (vas deferens), scrotum, prostate,
+seminal vesicles, penis, glans, prepuce (foreskin), urethra--should be
+taught; and the scientific dignity of these words as substitutes for
+vulgar words should be emphasized. In dealing with boys and young men I
+have noticed that these and other scientific words have a great
+influence on their attitude. The scientific names of the sex organs
+should be made part of popular vocabulary for the reason that there are
+no established common names corresponding to lungs, liver, stomach,
+arm, leg, brain, and so on for all prominent organs except the sexual.
+These have been left without authoritative names except in scientific
+language, and as a result dozens of ordinary words have been vulgarly
+applied and unprintable ones invented by uneducated people. Such usage
+of vulgar terminology is widespread, especially among men and boys. An
+editor of schoolbooks recently called my attention to the necessity of
+changing some ordinary words in certain books because in some
+localities the boys applied the words to sexual organs. Even the little
+words "nuts," "stones," "balls" accompanied by the adjective "two" mean
+testicles in the widespread vulgar language; and a physician told me
+that a college graduate used one of these words the other day when
+seeking medical advice concerning her baby. Here is an intolerable
+situation that must be improved by establishing in popular usage the
+dignified scientific words for the chief sexual organs. We must begin
+to do so by teaching the words frankly to boys of adolescent years, and
+by persuading parents to teach their children correctly.
+
+[Sidenote: Sex-physiology.]
+
+Having learned the structure and names of their sexual organs, boys may
+easily understand the function of each part if explained in simple
+language. Ten or twenty minutes ought to be enough time for stating the
+important facts. One printed page could state them clearly. Here is the
+time for personal hygienic advice, especially such topics as: rules for
+self-control; harmful habits (see discussion of masturbation in Sec. 26);
+sexual activity not necessary for health; occasional nocturnal
+emissions not pathological.[16]
+
+[Sidenote: Female organs.]
+
+I believe it is well for boys of adolescent years to know a few leading
+facts regarding female structure and function, but such knowledge is
+best learned from oral description by a well-balanced teacher. Diagrams
+and (in some schools) a demonstrated dissection of a cat or other
+animal will be helpful. The meaning of the ovaries as sources of the
+egg-cells and of the uterus as the place for development of the
+fertilized egg-cell should be explained in a serious way that will help
+boys get some fundamental ideas as to what motherhood means Boys,
+moreover, should be informed concerning the existence of the periodic
+disturbance in the other sex, for unless they know they are sure at
+times to misunderstand their sisters and other girls. Professor W.S.
+Hall has stated the essential information in "Chums" (for boys twelve
+to sixteen), but his comparison of periodicity in the two sexes is not
+strictly accurate, for there are not in men any sexual cycles that are
+strictly comparable with the menstrual cycles of women.
+
+[Sidenote: No pictures.]
+
+It is probably best, as urged by several writers, that the life-like
+illustrations, some of them photographic, in books of human anatomy be
+kept away from boys of early adolescent age. Diagrams can be made to
+explain all that is necessary, and without the danger of stimulation
+that might come from the illustrated medical books.
+
+[Sidenote: Embryology.]
+
+The embryological facts of human biology are very impressive to boys
+and young men who know little of science. I believe that no other line
+of scientific facts is so likely to claim a serious and respectful
+attitude. The ideal way for giving a popular glimpse at human
+development is with a small series of lantern slides or photographs
+from embryological works. Unfortunately, there is no available popular
+treatment of the main facts of human development, but teachers trained
+in biology can easily glean the facts for the preparation of a short
+lecture.
+
+[Sidenote: Social diseases.]
+
+Since the venereal diseases are due to micro-organisms, I believe that
+they should be introduced in connection with the study of bacteria and
+other germs, either in school courses or in popular lectures. Such
+instruction should be very brief.
+
+
+Sec. 29. _Scientific Facts for Girls_
+
+[Sidenote: Girls more innocent.]
+
+I discussed first the problem of selecting scientific facts for boys
+because there is little dispute as to the advisability of giving them
+as much scientific information as may possibly replace the vulgar
+knowledge that the average boy is likely to possess. I know that there
+are a few men and many women who will disagree with this because they
+believe in the absolute ignorance of their boys; but I doubt whether
+one healthy adolescent boy in a hundred belongs in the "innocent"
+class. So we need not worry much concerning any supposed danger of
+treating facts too frankly, provided that they are given a dignified,
+scientific setting. In the case of numerous adolescent girls there is
+certainly dense ignorance, and so there must be more difficulty in
+getting approval of parents and teachers concerning facts proposed for
+girls. Often when talking with groups of parents I have heard them say
+that they would like to have their boys learn the scientific truth
+regarding certain facts, but they feel that it would be too startling
+and unnecessary for their daughters. Such is the widespread feeling
+which must be seriously considered in all planning of advanced
+sex-instruction for girls. No doubt there will be much honest
+disagreement with the suggestions here offered.
+
+The biological introduction based on plants and animals should be the
+same as for boys (Sec. 27).
+
+[Sidenote: Structure and names.]
+
+An adolescent girl of fourteen to sixteen should know the general plan
+of her own sexual structure. She should know the scientific names of
+her organs, not because there are many vulgar names as in the case of
+boys, but because dignified names help attitude. Ovaries, uterus
+(womb), vagina, Fallopian tubes, and vulva will be sufficient. Detailed
+description of the external organs (vulva) might arouse curiosity that
+leads to exploration and irritation, and hence many women physicians
+think that a girl under sixteen or possibly eighteen needs only the
+name vulva for the external parts surrounding the entrance to the
+vagina.
+
+[Sidenote: An ancient belief.]
+
+Some books for girls perpetuate the ancient but absurd emphasis on the
+virginal significance of the hymen; and a recent book from a prominent
+publisher goes so far as to try to frighten girls into remaining chaste
+by stating that a physician could discover if they have been unchaste.
+This is far from being always true, for the structure may be
+congenitally absent, may sometimes remain after sexual union, or may be
+accidentally destroyed in childhood; and reliable physicians have
+stated that proving unchastity by the hymen is by no means easy. Hence,
+the less said about the ancient belief, the better for young women. The
+truth is that the hymen is a worse-than-useless relic of embryological
+development, and it is neither an indicator nor a dictator of morality.
+
+[Sidenote: Physiology of women.]
+
+With regard to the physiology of the female organs, the following
+topics should be considered: The meaning of puberty as the beginning of
+a long fertile period of about thirty years; the nature of menstruation
+as a periodical process preparing the lining of the uterus for
+reception and attachment of an embryo if a sperm-cell meets a liberated
+egg-cell near an ovary, and not as a season of illness invented by the
+powers of darkness; the possibility of fertilization following sexual
+relations at any time during the fertile life of a woman; the essential
+facts of sexual relation as a method of depositing sperm-cells so that
+they can swim on the way to meet an egg-cell; and the nature of the
+close blood relationship of mother and embryo. These are physiological
+topics which many parents would like to have taught to their daughters
+of fourteen to eighteen by some careful woman or by some good book.
+
+[Sidenote: Social ills.]
+
+With regard to the social diseases and the social evil, I have long
+sympathized with the conservatives who hold that extremely limited
+knowledge is sufficient for the average girl under eighteen or twenty.
+No doubt that many working girls in cities need more protective
+knowledge than do school girls of the same age. Hall's "Life Problems"
+seems to me to give the important facts.
+
+[Sidenote: Habits.]
+
+As in the case of boys of adolescent years, there should be enough
+teaching to warn against harmful habits. Such knowledge may possibly be
+of personal application to a few girls and it will be of use to many
+girls who will later as mothers or teachers have the care of small
+children.
+
+[Sidenote: Knowledge concerning men.]
+
+I find that many thoughtful mothers and women physicians think that
+girls in late adolescent years should learn from some reliable source
+the most general facts regarding male structure and function. Here
+again the strong argument is that the majority will have the care of
+small children. Such instruction has often been given as part of
+courses in biology and physiology and also in special lectures. It is
+certain that some parents will favor such instruction, and others will
+regard it as indecent to suggest that girls should have any such
+knowledge. There will always be some parents who will let their
+daughters face life-problems blindly.
+
+[Sidenote: Mothercraft.]
+
+Sometime in adolescent years girls should learn the scientific facts
+regarding mothercraft or the care of small children. This phase of the
+sex-education is rapidly attracting attention from those who are
+interested in practical arts education, and before many years pass it
+will probably be treated adequately in connection with household arts
+in schools and colleges. I have already referred to household arts in
+general as making a decided contribution to the larger sex-education
+which works for harmonious adjustment of the sexes in the home.
+
+FOOTNOTES:
+
+[14] Both books by M.A. and Anna N. Bigelow.
+
+[15] Sets of drawings and lantern slides for the biological
+introduction to sex may be obtained from the American Social Hygiene
+Association, 105 W. 40th St., New York City.
+
+[16] The instructor of young men should not allow confusion to arise
+from the recent contention of some medical men that emissions are
+abnormal or unnatural because they are not known to occur in animals.
+Certain it is that they are adaptations to changes caused by enforced
+sexual restraint after the seminal secretions begin with puberty. Such
+restraint is, of course, abnormal or unnatural if we compare with
+animals; but many of our acts are unnatural and not necessarily
+unhealthful. For instance, the sedentary life of the student or
+professional worker is abnormal or unnatural, but it need not be
+unhealthful, if hygienic adaptations are made. Likewise, seminal
+emissions are unnatural for primitive men or animals without sexual
+restraint, but this does not mean that they are unhealthful for
+self-controlled men. Here, as in many other cases, comparison with
+animals is misleading and does not teach us useful facts concerning
+human sexual functioning. The truth is that physicians have no
+evidence of harm from emissions that are not caused by voluntary
+activity.
+
+
+
+
+VIII
+
+SPECIAL SEX-INSTRUCTION FOR ADOLESCENT BOYS AND YOUNG MEN
+
+
+[Sidenote: Methods and teachers.]
+
+In this lecture I shall discuss a number of problems in the relations
+of men to women which ought somehow to be made clear to boys who are in
+transition to manhood. I can do little more than point out the lines
+along which it is desirable that young men should be informed and
+influenced; for I confess that I do not know any guaranteed pedagogical
+method for teaching along these lines. So far as I can now see, it
+seems to me that a good beginning would consist in getting the best
+ideas before young men by lectures, books, and personal conversations.
+Here more than in any other phase of sex-education the influence of
+personality is of great importance. Many an ordinary teacher or
+lecturer may well present the cold facts of biological science that
+help interpret sex, but one who does not by his personal qualities
+command the entire confidence of his hearers is worse than useless in
+presenting to young men such problems as those outlined in this lecture
+under the following subheadings: Developing young men's attitude
+towards womanhood; developing ideals of love and marriage; reasons for
+pre-marital continence; essential knowledge concerning prostitution;
+need of more refinement in men; dancing as a sex problem for men; dress
+as a sexual appeal; the problem of self-control; the mental side of a
+young man's sex life.
+
+
+Sec. 30. _Developing Attitude towards Womanhood_
+
+[Sidenote: Influence of ideals.]
+
+Many there are among the believers in the larger sex-education who feel
+sure that a young man's greatest safety lies in having high ideals of
+womanhood. I have known a number of men who passed unscathed through
+the storm and stress of early manhood because each of them could say,
+as Tennyson makes the lover confess to Princess Ida, "from earlier than
+I know, immersed in rich foreshadowings of the world, I loved the
+woman." Some of these men learned to love "the woman" in the abstract,
+in the dream world, perhaps as the "brushwood girl" of Kipling. Others
+first loved "the woman" through boyhood sweethearts. Still others came
+to love her through mothers who inspired them with reverence for
+womanhood and motherhood.
+
+    ..."Happy he
+    With such a mother! faith in womankind
+      Beats with his blood, and trust in all things high comes easy
+        to him."
+                                                    (Tennyson)
+
+But it matters little for the future purity of the boy on the threshold
+of manhood whether he has learned to love "the woman" in the dreamland
+of youth or in the very real world of life. It is simply a question of
+the intensity of the devotion and of the loftiness of the ideals which
+She has aroused within him.
+
+[Sidenote: Who may influence boys.]
+
+Now, we of the older generation, who as parents and teachers are
+largely the makers of the boy's view of life, may play a very important
+part in developing in him a love for "the woman," a reverence for
+womanhood. The greatest opportunity falls to the lot of that mother
+whose natural gifts and education adapt her for impressing her son
+profoundly with appreciation of womanhood. The next greatest
+opportunity comes to the woman who as an instructor in school, church,
+or other institution comes into intimate relations that sometimes give
+the teacher greater influence than the mother is able or willing to
+exert. Finally, we must not discount the value of men's cooperation in
+this problem, for many a boy's attitude towards women is largely the
+reflection of what he has seen in his father and in other men,
+particularly in his teachers both secular and religious.
+
+Now, while the direct influence of personality is most important in
+this problem of developing a young man's attitude towards women,
+organized educational effort should not be neglected. It is important
+that both men and women help by encouraging young men to read good
+literature that unobtrusively tends to introduce them to the best in
+womanhood (see Sec. 23); and by discussing with them, as opportunity
+offers, the higher ideals of the relationships between men and women.
+
+
+Sec. 31. _Developing Ideals of Love and Marriage_
+
+Closely associated with high ideals of womanhood is necessarily a pure
+understanding of love, even in its physical basis. While preparing this
+lecture I discovered that James Oliphant (in the _International Journal
+of Ethics_, Vol. 9, pp. 288-289, 1898) has well expressed some of the
+views that in a more or less unformulated shape have been in my mind
+for years.
+
+[Sidenote: Ideals of love in art.]
+
+    "If the true preparation for love and marriage is, as I hold it to
+    be, to learn to associate physical passion with the higher
+    emotions developed by social sympathy--with a single-hearted
+    devotion that demands courage, and self-sacrifice and considerate
+    forethought and tenderness; if we wish to bind all these qualities
+    together in the imagination of the young and clothe the conception
+    with every attribute of beauty that fancy can devise, how can we
+    forego the precious opportunities that lie to our hand in the
+    persuasive witchery of art? The power that may be exercised in the
+    formation of character by the presentment of ideal types is as yet
+    very imperfectly utilized. Love is _par excellence_ the theme of
+    the artist, and young people will soon find this out for
+    themselves; but there is a wide difference in the degrees of
+    idealization, and, while we concern ourselves to exclude the
+    grosser forms, we neglect the only effective means of
+    accomplishing this, namely, the persistent presentation of the
+    sentiment in its noblest examples. It is the prevalent idea that
+    the longer we can keep all notions of love, even in its romantic
+    guise, out of children's heads, the better it will be for them.
+    Surely it would be a wiser policy to fill their minds as soon as
+    they are able to receive them, with the creations of art in which
+    love is represented in its sublimest aspects. The youth who is
+    familiar with the love-stories of Shakespeare, and George Eliot,
+    and Meredith, will suffer little harm from the gilded sensualism
+    of the Restoration drama. Let us hasten to implant the images of
+    beauty that will keep the soul sweet and wholesome, and free from
+    the taint of any later influences, however sordid these may be."
+
+In the lecture on marriage as offering one of the problems for the
+larger sex-education (Sec. 12) and in the reference to general literature
+in Sec. 23, I have called attention to literature which will be suggestive
+and useful to those who are considering the young man's attitude
+towards love and marriage.
+
+
+Sec. 32. _Reasons for Pre-marital Continence of Men_
+
+Recognizing the fact that moral considerations fail to reach many
+people, the following points should be emphasized in trying to show
+young men practical reasons why they should avoid pre-marital sexual
+relations.
+
+[Sidenote: Continence and health.]
+
+(1) Young men ought to know that many eminent physicians and
+physiologists agree that it has not been proved that continence injures
+the health of men who make an effort to avoid sexual temptations.
+Physicians of the highest standing never advise extra-marital or
+immoral relations, for they are far more likely to injure health than
+to improve it, and they surely injure character and reputation. On
+this question of continence young men should read such pamphlets as
+"Sexual Necessity" by Howell and Keyes; "The Young Man's Problem" and
+"Health and Hygiene of Sex" by Morrow; "The Physician's Answer" and
+"The Rational Sex Life for Men" by Exner.[17] Also, see pp. 183-190 in
+Geddes and Thomson's "Sex."
+
+Dr. Exner's "Physician's Answer" is based on the following declaration
+which was signed by about three hundred of the foremost physicians of
+America:
+
+    "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."
+
+[Sidenote: Psychical results of incontinence.]
+
+(2) It ought to be significant to young men that many men who are now
+in the thirties or forties look back upon their youthful errors with
+profound regret. Many such men testify that unforgettable immoral
+experiences keep them from reaching the heights of love with their
+wives. One of my friends, a well-known physician, recently met in his
+office within two or three months seven men of high standing who are
+now happily married, but who feel that conjugal life is short of its
+full aesthetic possibilities because of the ever-present remembrance of
+early sexual mistakes.
+
+[Sidenote: Physical results.]
+
+(3) While the above refers to the psychical effect of youthful errors,
+young men should learn that there is also a physical side to the same
+problem. Eminent physicians assert that many men have completely and
+permanently destroyed their sexual functions by extensive dissipations,
+either by masturbation or by natural relations; and that very many more
+have injured themselves so that perfection of the physical basis of
+love and marriage is impossible.
+
+[Sidenote: Possible diseases.]
+
+(4) The probability of venereal infection by pre-marital relations and
+the danger of transmission to innocent wives and children should be
+presented to all young men as a strong ethical appeal for continence
+(see Sec. 7).
+
+[Sidenote: Purity for purity.]
+
+(5) The "fair play" or "square deal" appeal to young men should be
+based on the fact that most for young men who are unchaste demand
+purity of the girls they claim as sisters, friends, or sweethearts; and
+yet they help drag down other women. An honorable man should be willing
+to play fairly and give purity for purity.
+
+[Sidenote: Responsibility.]
+
+(6) The grave responsibility of young men whose unchastity is connected
+with illegitimacy or with the organized social evil should be made a
+strong point in appeals for pre-marital abstinence.
+
+[Sidenote: Sexuality and affection.]
+
+(7) Young men should be impressed with the idea that their sexual
+functions should be held sacred to affection; in other words, that
+sexual union is moral only as love interchange. In so far as young men
+may be led to this interpretation of the relation of sexuality to the
+best conceptions of life, there will be no danger of prostitution and
+there will be a guarantee of marriages that give completeness to
+affection. The men who are safeguarded against unchastity are those who
+have learned to think of love and marriage and sexual functioning as
+interdependent and coincident elements in the great drama of life and
+who feel the impossibility of their personal interest in marriage
+without love or in sexual union except as expression of deep affection.
+Such men are by no means as rare as the sensational reports of the
+social evil lead many people to believe.
+
+[Sidenote: Some men beyond appeal.]
+
+I realize that all these seven reasons for continence will fail with
+that large group of young men who have persuaded themselves that they
+will never marry and thus they shake off all responsibility such as
+appeals to the man who looks forward to love that culminates in
+marriage. No one has yet suggested any line of appeal to the men who
+are physically or psychically or morally so abnormal that they have no
+interest in the possibility of marriage; but fortunately such
+individuals constitute an insignificant minority.
+
+
+Sec. 33. _Essential Knowledge Concerning Prostitution_
+
+[Sidenote: Safeguarding boys.]
+
+(1) The adolescent boy should be safeguarded by the knowledge that in
+every city and in most towns there are women who for financial gain are
+constantly seeking to entice young men into immoral sexual relations;
+and that many unwary men are involuntarily entrapped, especially when
+influenced by alcohol.
+
+[Sidenote: Prostitution a business.]
+
+(2) The young man should know that the selling of woman's virtue is an
+organized business known as "prostitution" or "the social evil," words
+which stand for indescribable degradation and degeneracy that no beast
+could possibly imitate. Moreover, the young man should be informed that
+all immorality is not prostitution, but that most of the immoral
+relations of men are purchased directly or indirectly by money or its
+equivalent.
+
+[Sidenote: Some causes of prostitution.]
+
+(3) The young man should know that the great majority of prostitutes do
+not willingly undertake the shameful business of selling their virtue.
+He should know that the majority have gone downward for such reasons as
+follows: Many a woman has been betrayed by some detestable man who
+pretended to love her. Poverty has forced many other women to the
+first downward step. Many are easy victims because they belong to the
+feeble-minded class. Others have been driven into immoral life by
+parents and even husbands. Still others have been drugged, and raped
+while insensible. A limited number have begun prostitution as "white
+slaves" kept as prisoners until all hope of a better life has vanished.
+A few have deliberately begun to accept the attentions of lewd men in
+order to get money for luxurious dress and finery. And relatively very
+few have started downward because of sexual passion such as commonly
+influences men. In short, every young man should be informed that most
+women living by prostitution have begun innocently or unwillingly; but
+having made one false step, society has shunned them, even near
+relatives have cast them off, and a career of prostitution has appeared
+the only way of making a living, vulgar and unspeakably sordid though
+it be. It is evident that the responsibility for prostitution rests
+almost entirely upon men. Unfortunately, society does not recognize
+this fact and has no way of dealing legally with both men and women
+found associated in houses of prostitution. At present the women
+arrested for prostitution are treated as criminals, while their male
+associates in vice are allowed to depart as if they were respectable
+citizens.
+
+[Sidenote: Appeal to men.]
+
+Tell young men these facts as to why women become prostitutes. Help
+them to realize that most of these women are pitiful victims of man's
+worse than brutal sexual passions. Then add the astounding fact that
+very many of the women of the underworld have short lives, their health
+being undermined rapidly by dissipation, by alcohol used to bury their
+shame or to stimulate their flagging energies, and by the two loathsome
+diseases, gonorrhea and syphilis, which relatively few prostitutes
+escape--tell young men such facts which eminent physicians and
+sociologists have often verified, and there are good chances of
+striking sympathetic notes in their young manhood.
+
+[Sidenote: Danger of social disease.]
+
+(4) And there is one other line of facts concerning prostitution that
+the developing young man should know well, namely, that every
+prostitute is likely at any time to be infected with the social
+diseases, and that no ordinary medical examination can prove that she
+will not transmit these awful diseases to men who consort with her. In
+fact, within an hour after most careful medical examination she may
+become infected by some diseased man, and then she is capable of
+inoculating other men. Such facts, for which the greatest of special
+physicians vouch, will eradicate from the young man's mind the
+widespread notions that prostitutes are safe if they carry a
+physician's certificate, or one of the official cards given in some
+European cities. Many a young man of sixteen to twenty has not heard
+that prostitutes as a class are universally dangerous as distributors
+of the most terrible diseases, and his education is incomplete until he
+knows the exact truth from reliable sources.
+
+[Sidenote: Limited reading.]
+
+(5) It is not desirable that the young man should be set to read the
+numerous books packed with more or less sensational reports on the
+social evil, for these may sometimes tend toward morbidity. Any young
+man who is not effectively appealed to by the above facts will not be
+influenced by the most voluminous reports on prostitution ever
+published. Such reports are not useful for young men. They serve a good
+purpose by informing mature men and women and awakening them to the
+necessity of legislation, education, and other weapons with which we
+may fight the great black plague of social vice. For the average young
+man the books recommended in Sec. 8 will give sufficient information and
+viewpoint.
+
+[Sidenote: Liaisons.]
+
+(6) Finally, the young man of adolescent years should be made to
+understand his responsibility for immorality that is not prostitution,
+that is, extra-marital relations with his girl friends and without
+pecuniary considerations. He should know the probability that he will
+ruin a girl's life, either because illegitimacy occurs or because her
+reputation suffers. Even if such immoral liaisons are kept private,
+both persons concerned are likely in after years to regret their
+illicit intimacy, especially if either marries another person.
+
+
+Sec. 34. _Need of More Refinement in Men_
+
+While refinement is a part of general culture, it is beyond doubt an
+important phase of the problems for the larger sex-education.
+Elsewhere I have referred to the need of better understanding and
+better adjustment between men and women, especially in marriage.
+Towards such a desideratum refinement of men will contribute immensely.
+Many cultured women avoid marriage and many are unhappy in marriage
+because men, sometimes even educated men, lack refinement in manners,
+language, and personal habits. In fact, "lack of refinement" is
+altogether too mild an expression, for many men are positively crude in
+manners, coarse and vulgar in language, and disgusting in personal
+habits.
+
+[Sidenote: Manners and chivalry.]
+
+In referring to manners, I am including not only the thousand and one
+little customs of everyday life among refined people, but also
+chivalric attitude towards all women. The world has changed vastly
+since knighthood was in flower, but many men of to-day might well take
+lessons in the art of courtesy to women as practiced by the famous
+knights of the age of chivalry. This problem of manners will be an
+increasingly important one, for here in America there is growing up a
+generation of boys who are far from chivalrous even to their mothers
+and sisters; and at the same time, the industrial competition and daily
+association of the two sexes is making young men realize that women are
+simply human beings and not super beings.
+
+[Sidenote: Language.]
+
+With regard to language, I am thinking not so much of the general need
+of speech that is grammatically, rhetorically, and vocally polished,
+which no doubt determines many a woman's estimate of a man, as I have
+in mind the repelling effect upon sensitive women of language that is
+coarse, vulgar, and profane. Hence, quite apart from the effect of low
+language on character, I believe it worth while to work for refinement
+of language of young men.
+
+[Sidenote: Personal habits.]
+
+And now with reference to personal habits, including cleanliness and
+refinement of actions, the average women of all classes set splendid
+examples for men of the same groups. It seems scarcely necessary to
+explain in detail concerning unclean personal habits and vulgar
+actions. It requires no keen observer to find plenty of examples. Those
+who have the training of boys should lose no opportunity to impress
+them with the importance of refinement, and especially in all phases of
+their home life. It is in the most intimate life of the home that
+refinement of personal habits of husbands may mean much to sensitive
+wives.
+
+
+Sec. 35. _Dancing as a Sex Problem for Young Men_
+
+[Sidenote: Dancing not to be eliminated.]
+
+It is more than useless to discuss the question whether dancing ought
+to be eliminated from the social life of young people, for it has
+physical, social, and aesthetic or dramatic values which will make
+dancing in some form or other coextensive with human life.
+
+[Sidenote: Young people and dancing.]
+
+Those who deal with adolescent boys and girls ought to have some
+understanding of the facts for and against dancing as it may influence
+the sexual control of young people, men especially. It is no longer
+sufficient to say, even to the young members of certain religious
+denominations, that "good people must not dance because it is wicked,"
+for in this doubting age young people will ask first what we mean by
+the word "wicked" and then for proof that dancing is wicked. The time
+has come when young people must be shown the scientific reasons if we
+want them to avoid dancing or to dance with certain approved movements.
+
+[Sidenote: Dancing a sexual stimulant.]
+
+It seems to be an accepted opinion among physiologists that dancing of
+any of the types that involve more or less closeness of contact between
+men and women in pairs is likely to lead to sexual stimulation that at
+times may be consciously recognized by normal men, but probably is not
+identified other than as general excitement by most women.
+
+[Sidenote: Danger no reason for condemning dancing.]
+
+The frank admission that dancing may sometimes stimulate sexual
+emotions is no condemnation of dancing, as many writers seem to think.
+We must know first whether such emotions lead to good or harm. Sexual
+emotions are not in themselves wrong from any except a strictly aescetic
+point of view. The fact that most intelligent men who in general are
+frankly truthful confess that dancing may sometimes arouse sexual
+emotion simply raises the question whether such emotions lead directly
+to immoral relations with women or whether they lead, as does the best
+social life of men and women together, to a higher aesthetic
+appreciation of life as it involves the relations of the two sexes.
+After discussing this with many--yes, with more than a hundred--men and
+women, I am now convinced that dancing may have both results, depending
+upon the individuals. Dancing, then, has its dangers, but so have many
+other things that go to make up the most complete life. Eating may lead
+to gluttony, mountain-climbing may lead to a broken neck, swimming to
+drowning, music and art to sensuality, and even love is not without
+danger of bestial degradation. Life is full of dangers and we are
+constantly striving to reduce them to a minimum. So we must refuse to
+condemn dancing because of its admitted sexual dangers for young
+people, unless it can be shown that the danger is so great and so
+unconquerable as to outweigh all the physical, social, and aesthetic
+considerations in favor of the pastime.
+
+[Sidenote: Dancing and immorality.]
+
+That dancing is a strong incentive to immorality is contended by many
+writers. A prominent physiologist has said that "the dance is the
+devil's procession so far as the young man is concerned." Others have
+pointed to the immorality that is connected with the dance halls, and
+to the fact that waves of immorality of young men have often followed
+the annual balls given in some high schools and colleges. Contrary to
+the view which I formerly held, I am now inclined to think that it is
+not fair to charge such immoral tendencies entirely to dancing, and
+therefore condemn all dancing as immoral. It is no secret of sociology
+that similar epidemics of immorality have been known to occur in
+connection with Sunday-school picnics, camp meetings, expositions,
+political and other conventions, and religious revivals. Shall we
+condemn all these along with dancing on the ground that they lead to
+immorality? We say "no" because immorality is only an incident, not a
+result in these cases. Likewise, I believe that dancing is but one of
+several factors that have led to immorality at the time of annual balls
+in high school and college. These are times of general tendency towards
+dissipation. Regular duties are cast aside, all the hygienic rules for
+eating and sleeping are broken, there is unusual freedom of speech and
+manners, available alcohol is freely used, emotions and not reason
+rules--these are characteristic of the college festivals that center
+around grand balls. In short, at such times there is a general let-down
+of usual standards and a swing back towards the barbaric festival of
+the ancients. It is not surprising, then, that pent-up sexual instincts
+assert their force at such times, and dancing, if it occurs under such
+conditions is, of course, likely to increase the danger of moral
+collapse because it incites sexual emotions.
+
+[Sidenote: Regulation of dancing needed.]
+
+Our conclusion, then, is that it is unscientific to charge dancing with
+being the direct cause of immorality, when it has been only one in a
+series of events. The facts warrant not condemnation of dancing as
+something utterly bad, but rather of allowing dancing to be associated
+with conditions that are likely to lead to dissipation and immorality.
+Unless some argument other than that arising from the coincidence of
+dancing with dissipation and immorality is brought forward, we must
+conclude that dancing should be regulated and associated so that the
+admitted dangers will be reduced to a minimum. Recognition of the
+dangers will lead mature people to see the importance of supervising
+and regulating dancing as a phase of the social life of young people.
+It will lead to dancing that is improved along social and aesthetic
+lines.
+
+[Sidenote: Self-control necessary.]
+
+While improvement of dancing will reduce its dangers, it will not
+eliminate the problem of self-control for normal young men. They must
+learn to understand their own emotions. They should be forewarned that
+others have found danger in dancing. They should know that some
+strong-willed men have given up dancing when they found that it made
+more intense the problem of sexual self-control, both mentally and
+physically. They should know the increased danger if dancing is
+associated with alcohol, vicious women, immodest dress, extreme freedom
+of conduct, and other morally depressing influences. Such knowledge
+along with general sex-education will do much to make dancing not only
+safe for average young men, but also helpful along social and aesthetic
+lines.
+
+[Sidenote: Extreme dances.]
+
+With regard to the extreme dances of the past five years, those who are
+well informed concerning sexual problems know that many of these dances
+which polite society has copied from the dens of the underworld are
+vastly more dangerous than the standard dances.
+
+
+Sec. 36. _Dress of Women as a Sex Problem for Men_
+
+[Sidenote: Dress and immorality.]
+
+Some of the students of sex problems assert with great emphasis that
+dress is the responsible factor in the sexual immorality of many men.
+Accepting the probability that there is some truth in the assertion,
+what is the solution of the problem? Should women in general adopt a
+style of dress which in lines and color is as repellently ugly as the
+official garb of women devotees of certain religious organizations? In
+short, should women make their dress decidedly unobtrusive and
+unattractive in order that the sexual temptations of _some_ men may be
+reduced? The answer must be an emphatic negative. We need more beauty
+in this life of ours, and we cannot afford to omit any beauty which
+women express in dress. The pity is that economic conditions so often
+set a limit to such expression. We must believe in making every
+possible application of the beauty of nature and art to human life; and
+beautiful dress on all women, and especially beautiful dress on
+attractive women, is the most important of such relations of beauty and
+life.
+
+[Sidenote: Dress and sexual appeal.]
+
+Accepting, then, beauty of dress as worthy of encouragement, what
+shall be done about its sexual attractiveness? This is a difficult
+question in these days with ever-changing fashions whose novelty makes
+extreme modes more dangerously attractive than they would be if
+universally adopted for a long term of years. But permanency of extreme
+styles or general adaptation of modest ones are absolutely impossible
+for the average woman of to-day. Hence, we must look forward to one
+extreme style following another. Young men must face the problem and
+fight their own battles. Like certain widespread diseases, there is
+constant danger of infection, and the only hope for young men is in
+special education as a kind of protective inoculation against
+temptation. This means that young men should be taught to see beauty in
+woman's form, face, and dress without allowing themselves to get into
+habits of sensual or physical emotions. Of course, for the normal young
+man there is sure to be more or less consciousness of emotions
+stimulated by the beautiful associated with women, but the individual
+man may train himself to turn such emotions into aesthetic or psychical
+lines instead of into those which are sensual, animalistic, or
+physical. In this connection, I have long been of the opinion that
+training in art appreciation, especially of sculpture, may help many
+men to an aesthetic attitude towards the human form.
+
+It is well known that beauty of woman's face or form or dress has
+sometimes led men into immorality; but I often wonder whether such men
+of weak control would not have fallen sooner or later at the command
+of some other form of stimulation. At any rate, such men do not lead us
+to general conclusions, for there are many more men who have been led
+upward and not downward by the combined beauty of form, face, and dress
+of women.
+
+[Sidenote: Duty of women.]
+
+While we refuse to excuse men who allow the sexual suggestiveness of
+women's dress to overcome their self-control, we should at the same
+time recognize that women have themselves to blame for much of the
+existing situation. I believe it is true that the average woman does
+not understand how dress that makes unusual exposure of the body may
+make a sexual appeal to men; but there is no such innocence on the part
+of the demi-mondes by whom many of the most dangerous styles are
+introduced. Perhaps women of intelligence and good standing may some
+day come to realize their responsibility for wearing clothing that
+means unusual temptation for men. However, this seems Utopian in these
+years when even women of the best groups are wearing equivocal dress;
+and so men must learn to fight their own battles against natural
+instincts stirred to greater intensity by dress invented to increase
+the trade of the women of the underworld.
+
+
+Sec. 37. _The Problem of Self-control for Young Men_
+
+[Sidenote: Difference between sexes.]
+
+[Sidenote: Automatic arousing of boys' instincts.]
+
+The problem of control of the insistent passions of normal young men
+has been unscientifically minimized by numerous writers and lecturers.
+It should be noted that many of these are men who have long since
+forgotten the storms and stresses of their early manhood, and others
+are women who do not know the facts indicating that the sexual
+instincts young men are characteristically active, aggressive,
+spontaneous, and automatic, while those of women _as a rule_ are
+passive and subject to awakening by external stimuli, especially in
+connection with affection. Such forgetful men and uninformed women are
+prone to regard the lack of control of many young men as simply due to
+"original sin," "innate viciousness," "bad companions," or
+"irresistible temptations"; and they overlook the great fact that
+maintaining perfect sexual control in his pre-marital years is for the
+average healthy young man a problem compared with which all others,
+including the alcoholic temptation, are of little significance. Such
+being the truth about young men, nothing is to be gained and much is to
+be lost if older people fail to take an understanding and sympathetic
+attitude. I question whether any young man has ever been helped through
+his adolescent crises by such oft-repeated assertions as that "there is
+no more reason that a young man should go astray than that his sister
+should," or, in other words, that "continence is as easy for a young
+man as for a girl of similar age." An observing young man will doubt
+such statements, and if he has had access to scientific information, he
+will feel sure that there has been an attempt to influence him by the
+kind of exaggeration commonly adopted by specialists in moral
+preachments. The plain truth is that there is a physiological "reason"
+or explanation, although not a justification for failure of
+self-control. Even if we accept the improbable statement of some
+writers that boys and girls are in early adolescence potentially equal
+in sexual instincts and assuming that they may be protected equally
+against vicious habits, we must not forget that every normal boy passes
+in early puberty through peculiar physiological changes that arouse his
+deepest instincts. I refer especially to the frequent occurrence of
+involuntary sexual tumescence and to the occasional nocturnal
+emissions, which processes leave the boy in no doubt whatever as to the
+nature, source, and desirability of sexual pleasure. Especially is this
+true of the automatic emissions that usually follow continence of
+healthy young men, for in connection with such relief of seminal
+pressure every nerve center of the sexual mechanism seems to be
+involved in the culminating nerve storm of which the awakening
+individual is often quite pleasurably conscious. In short, as men
+looking backward to their early manhood well understand, the physical
+sensations that come into the normal sexual experience of the
+adolescent boy are different only in degree of intensity from those
+which later are concomitants of sexual union. Such, in brief, is the
+physiological history of the normal adolescent boy, and one who has
+fallen into even most limited masturbation will probably be still more
+conscious of the fact that the ordinary sequence of events in the
+activity of the sexual organs leads to intense excitement that has
+almost irresistible attractiveness.
+
+[Sidenote: Average young women different.]
+
+Now, most scientifically-trained women seem to agree that there are no
+corresponding phenomena in the early pubertal life of the normal young
+woman who has good health. A limited number of mature women, some of
+them physicians, report having experienced in the pubertal years
+localized tumescence and other disturbances which made them definitely
+conscious of sexual instincts. However, it should be noted that most of
+these are known to have had a personal history including one or more
+such abnormalities as dysmenorrhea, uterine displacement, pathological
+ovaries, leucorrhea, tuberculosis, masturbation, neurasthenia,
+nymphomania, or other disturbances which are sufficient to account for
+local sexual stimulation. In short, such women are not normal. Such
+facts have led many physicians to the generalization that the average
+healthy adolescent girl does not undergo normal spontaneous changes
+which make her definitely conscious of the nature, source, and
+desirability of localized sexual pleasure. On the contrary, such
+consciousness commonly comes to many only as the result of stimuli
+arising in connection with affection.[18] Clearly it is nonsense to
+claim that the sexual temptations arising within the individual are
+equal for the two sexes. Potentially, girls may have passions as strong
+as boys, but they do not become so definitely and spontaneously
+conscious of their latent instincts.
+
+[Sidenote: Helping the young man.]
+
+Thus considering the available facts regarding the physiological
+reasons for the sexual tendencies of men, it seems to me that we gain
+nothing in trying to minimize the young man's sexual problems, for he
+is quite conscious that they are insistent. Far better it is that
+mature men who know life in its completeness should make the young man
+feel that his problems are not new, not insignificant, and that many
+another man has met and solved them in such a way as to make life more
+full of real happiness. Such sympathetic helpfulness will mean
+something to a young man, but he cannot be led far by one who in his
+own early experience has not learned both the strength and the mastery
+of the sexual instincts.
+
+[Sidenote: Women should know.]
+
+In another lecture I have discussed the proposition that it would be
+better for all concerned if women could have scientific understanding
+of the physiological facts concerning the sexual tendencies of men, not
+to make women more lenient or forgiving towards the mistakes of men,
+but rather to enable women to play an important part in the necessary
+adjustments through helpful comradeship. This last phrase will mean
+nothing to many people, but in many a modern home a well-informed wife
+has been able to lead the way to the satisfactory solution of the
+fundamental problems of life.
+
+[Sidenote: Self-control in marriage.]
+
+There is another and an all-important phase of the problem of teaching
+self-control which is commonly overlooked by those who are trying to
+help young men solve their greatest problems. I have in mind the need
+of self-control in marriage. Most writers and lecturers who emphasize
+the arguments for absolute self-control or continence before marriage,
+omit all reference to marital life. The natural inference, and one
+widely followed, is that the only moral duty of a young man is to
+control his intense desires and avoid illicit relations until sexual
+abandon is permitted under the license of the law and the benediction
+of the church. Such, I submit, is a fair conclusion for young men to
+draw from at least ninety per cent of the sex-education literature that
+is current to-day.
+
+Now, I believe this is all wrong. In fact, I am so radical as to
+believe that the intelligent women of the world would gain more from
+temperance and unselfishness and delicacy of men in sexual functioning
+in marriage than from sexual continence before marriage. Of course, I
+do not propose that ideal sexual conditions in marriage may justify
+pre-marital incontinence, but I make this sharp contrast simply to
+emphasize the belief that sexual intemperance and selfishness of men in
+marriage causes more mental and physical suffering of women than does
+sexual incontinence of men before marriage, and I am not forgetting the
+vast problem of social diseases and prostitution.
+
+I urge, then, that those who attempt to direct young men through the
+mazes of sexual life should hold up ideals not only of pre-marital
+continence, but also of post-nuptial temperance and harmonious
+adjustment between husband and wife. This post-nuptial problem is far
+more difficult to solve, for the intimacy of married life, especially
+in the earlier years, is sure to offer stimuli that are likely to make
+sexual instincts more insistent than those that come from celibate
+repression. However, self-control and temperance in marriage is no new
+and unattainable ideal, and harmonious adjustment of men and women in
+marriage is far more common than the pessimists would have us believe.
+
+
+Sec. 38. _The Mental Side of the Young Man's Sexual Life_
+
+[Sidenote: Effect of mental imagery.]
+
+Most of the discussions of the education of young men for moral living
+have centered around the problem of keeping him from physical sexual
+activity. So far as society is concerned, this is the great
+desideratum. So far as the individual life is concerned, it is
+important that self-control should extend to mental imagery. Professors
+Geddes and Thomson have well said, in "Sex," that "while anatomical
+chastity is a moral achievement, it is not the deepest virtue. The
+incisive declaration: 'Whosoever looketh on a woman to lust after her
+hath committed adultery with her already in his heart' expresses an
+even more searching standard, and modern science brings home to us the
+radical importance of our reflex thought and deep-down impulses, which
+appear to bulk largely in molding our lives and the lives of those who
+may spring from us." In language adapted to the understanding of
+average young men, this idea should be emphasized.
+
+In the opinion of some physiologists the greatest harm done to the
+individual who has long been a victim of masturbation is in the
+centering of the attention on imaginary sexual situations. This is
+especially true of mental masturbation. Hence, the relation of
+masturbation to the possible establishment of a disordered mental state
+should be known by adolescent boys and young men.
+
+[Sidenote: Control of thoughts.]
+
+It appears from the experience of many men that strenuous work and play
+are the only efficient weapons for driving sexual images into the
+background of the mind. This applies not only to sordid and lewd
+thoughts of unchaste sexual situations, but also to the mental images
+that are inevitably associated with the purest affection and which
+should be trained to obey when calm reason so orders.
+
+The following literature will be especially helpful to young men: W.S.
+Hall's "Sexual Hygiene for Men," or his "Sexual Knowledge"; Exner's
+"The Rational Sex Life for Men"; Morrow's "The Young Man's Problem,"
+and "Health and Hygiene of Sex for College Students"; King's "Fight for
+Character" (Y.M.C.A.); and the chapter on Ethics of Sex in "Sex" by
+Geddes and Thomson.
+
+FOOTNOTES:
+
+[17] The first three pamphlets are published by the Society of
+Sanitary and Moral Prophylaxis (New York); the Exner pamphlets by the
+Association Press (New York).
+
+[18] This is really not surprising if we remember the peculiarities of
+human instincts mentioned in an earlier lecture (Sec. 3).
+
+
+
+
+IX
+
+SPECIAL SEX-INSTRUCTION FOR MATURING YOUNG WOMEN
+
+
+[Sidenote: Parents would limit knowledge of daughters.]
+
+It was my original plan to make this lecture parallel with the
+preceding one for young men, but much discussion with parents and with
+scientifically trained women whose suggestions and criticisms I value
+has shown me that there is no consensus of opinion as to what should be
+taught to young women between eighteen and twenty-two years of age. I
+have found many fathers and mothers who think that their boys of
+fourteen or fifteen should be informed as suggested in the preceding
+lecture; but concerning some of the facts for boys these same parents
+were doubtful whether their daughters ought to know before twenty, and
+some of them have said twenty-five and even thirty. Some of them have
+said that they see no reason why an unmarried young woman of the
+protected group should know much more than a very limited amount of
+personal hygiene; but most of these people were decidedly hazy as to
+how the young woman about to marry may be sure of getting belated
+knowledge. In short, all along the line I have found intelligent
+parents and others who believe in very thorough sex-instruction for
+boys, but that "nice" girls should be kept as ignorant and innocent as
+possible. With such disagreement existing, it is evidently not possible
+to make such specific recommendations as have been made for boys.
+
+
+Sec. 39. _The Young Woman's Attitude towards Manhood_
+
+[Sidenote: Women should have ideals.]
+
+Among those who agree heartily with the proposition that by education
+the young man's attitude towards womanhood (Sec. 30) should be cultivated
+I find, to my surprise, many who object to any parallel attempt to
+influence young woman's ideals of manhood. I say that I am surprised
+because it has long seemed to me that many of the faults of men are
+largely traceable to the fact that women as a sex have not been able to
+hold a high standard for manhood; and, therefore, I wonder when some
+thinking women question the desirability of trying to influence young
+women by organized instruction. Of course, we must not forget that
+before the coming of the economic and social freedom of women there
+were very few of them who were able to maintain a stand for their
+ideals of manhood; but this is no longer true in a great and rapidly
+increasing group of the individualized and educated classes. Therefore,
+it seems clear that if the better groups of women want a higher type of
+manhood capable of better adjustment in marriage, it is important that
+they consider ways and means of molding the minds of young women with
+reference to ideal manhood.
+
+[Sidenote: Ideals and disappointment.]
+
+Occasionally I have met a strange view of life in some men and women
+who have grown pessimistic from revelations concerning the
+sexual-social problems and who think that true manhood is so rare that
+emphasizing it with young women will lead to ideals that can rarely be
+realized in actual life; and therefore, for women so influenced there
+will be increasing discontent and disappointment in marriage or
+deliberate celibacy. No doubt this is in part true, as witness the many
+highly educated women who have written or said that there seem to be
+few attractive marriageable men of their own age. However, it is rare
+indeed that such women say that life would have meant more without the
+higher education and its resulting ideals that have stood in the way of
+marriage such as might be happy for uneducated women. This is in line
+with the fact that many cultivated men and women find that education
+has given unattained ideals and unsatisfied ambitions and strenuous
+life and disappointments, but it is rare that they long for the
+care-free and animal-like happiness of the tropical savage. We must
+remember that education gives us keener feeling for life's pains, but
+it also compensates by giving soul-satisfying appreciation of its joys.
+So it seems reasonable to believe that while educating young women to
+believe in and demand a higher ideal of manhood in its natural
+relations to womanhood will certainly make disappointments more
+heart-pressing for some, it will just as surely make realization the
+supreme happiness of others. And as adjustment of manhood and womanhood
+through the larger sex-education becomes more and more abundant and
+more and more perfected, the sum total of human happiness will
+increase.
+
+Looking thus towards the ultimate good, I must refuse to accept the
+hopeless and depressing view that all young women should be kept
+ignorant of their relation to men and life in order that the absence of
+ideals of manhood may protect some women against possible
+disappointment by men.
+
+
+Sec. 40. _The Young Woman's Attitude towards Love and Marriage_
+
+[Sidenote: Reasons not same as for men.]
+
+In the preceding lecture to the parents and teachers of young men I
+emphasized the importance of developing the young man's ideals of love
+and marriage primarily because such ideals have so often helped men
+morally in character-formation and character-protection. I feel sure
+that this is not the chief reason why the ideals of young women should
+be developed along parallel lines. On the contrary, it seems to me that
+those representative women are right who think that the first reason
+why ideals of young women should be influenced is that there is need of
+a radical change in the attitude of a very common type of young women
+who are flippant and disrespectful concerning love and marriage, and
+whose influence on the morals of men is decidedly bad because they
+often give unguided young men their first and strongest impressions
+concerning women. A second reason, which is equally applicable to both
+sexes, is that advance understanding of the relations of love and
+marriage is likely to lead to happy and satisfactory adjustment in
+marriage.
+
+[Sidenote: Men naturally lead in love.]
+
+Perhaps the flippant and disrespectful attitude concerning affairs of
+the heart develops in many young women because they do not consciously
+feel in advance of experience the demand for affection which comes so
+naturally and spontaneously to many, possibly to all, normal young men
+whose views of life have not been artificially twisted. I fully realize
+the treacherous nature of the ground on which walks one who tries to
+compare the two sexes concerning their relative attitudes towards love,
+but certain it is that the novelist's descriptions of men as the
+leaders and aggressors in love is not fiction but the common fact of
+real life. Man's tendency towards leadership in love is not
+scientifically explained by any superficial assumption that established
+social conventions have repressed an original spontaneity of women. On
+the contrary, there are the best of physiological and psychological
+reasons for believing that the social conventions have arisen as an
+expression of masculine aggressiveness and natural tendency towards
+leadership in affairs of the heart. The accepted fact is that many
+young women have no understanding of or demand for affection until
+experience has taught them its place in life. In the records of real
+life, as well as in fiction, many a young woman's possibilities of
+happiness have been lost because she did not understand herself when
+love came into her experience.
+
+[Sidenote: Affection in marriage.]
+
+Another side to the problem of the young woman's relation to love and
+marriage is brought to our attention by the lamentable fact that many
+wives lose interest in devoted husbands when the children come. This is
+probably true in at least half the families; and many matrimonial
+disharmonies are the result. This is really one of the greatest
+problems of marriage which cultured women should consider seriously;
+for even more than in most other sex problems, it is one for the
+solution of which women are in a position to take the leading part.
+This problem is especially important in these days when the household
+inefficiency, personal extravagance, and desire for social position of
+numerous young women of eighteen to thirty are having an enormous
+influence in advancing the age of marriage because many of the best
+types of young men pause and consider seriously the impossibility of
+adjusting a small salary to the ideas of their women friends as to what
+is the minimum of a family budget. Add to such facts a growing
+pessimism of young men regarding inconstant affections of wives with
+children, and the need of special educational attack is evident.
+
+[Sidenote: The duty of parents.]
+
+From whatever side we look at the question whether the larger
+sex-education should somehow try to mold the ideals of young women
+with regard to love and marriage, we see reasons why parents should
+encourage their maturing daughters to get some advance understanding of
+such relation. If parents are themselves unable to help their daughters
+to this understanding, they can at least exert great influence by their
+own attitude, and they can approve the reading of books, and perhaps
+there may be opportunity for hearing lectures by women who understand
+life.
+
+[Sidenote: Books.]
+
+With regard to good literature that will help in this line, there are
+chapters in many of the books mentioned at the end of this lecture, and
+in more or less indirect form in the general literature suggested in
+the preceding lectures concerning young men, and in Sec. 12 which deals
+with the general educational problem of marriage.
+
+
+Sec. 41. _Reasons for Pre-marital Continence of Women_
+
+[Sidenote: Many women do not need reasons.]
+
+Many women who have lived protected lives have declared themselves
+unable to understand why a young woman should need reasons for
+pre-marital continence; and these women are probably right so far as
+the great majority of the daughters of families in good social
+conditions are concerned. As pointed out in earlier lectures, there is
+abundant evidence that the average adolescent girl who is protected
+against external sexual stimuli and influenced constantly by the
+prevailing ideals which demand chastity of women, is not likely to need
+any arguments why she should avoid pre-marital incontinence. Moreover,
+there seems to be little danger that the average girl with good social
+environment will ever question her ideals of chastity unless under the
+stress of overwhelming affection; in other words, there is little
+possibility that such women will be interested in the strictly
+mechanical, non-affectionate, and unsentimental sexual relations which
+must inevitably characterize the common prostitution of men.
+
+[Sidenote: Unprotected girls.]
+
+Note that I am referring to the average young woman in good social
+environment, and for the moment omitting the vast class of so-called
+"unprotected" girls. Moreover, I am speaking of the "average," and I am
+not forgetting that medical journals and books record many exceptions.
+Nevertheless, we must not be misled by medical literature, for
+naturally the physician sees the women whose lack of health leads them
+to seek professional advice, and it is well known that in sexual lines
+women commonly become decidedly unhealthy before they consult
+physicians. As testimony concerning the average normal women, I have
+the greatest confidence in the statements of thoughtful women with
+sound scientific attitude; and such are my authority for the view that
+maintaining pre-marital continence is not one of the serious problems
+for the average young woman with good domestic and social environment.
+
+Now, while I admit in advance that the problem of pre-marital
+continence is not of great significance in the personal lives of the
+great majority of the type of women who are likely to hear or read this
+lecture, I do believe that this is the type of women who ought to think
+over the problem as it concerns the atypical girl of good social groups
+and the "unprotected" girl of more unfortunate groups. I cannot see,
+therefore, why it is not best and safest that all girls should learn
+from parents or reliable books or teachers the main reasons for
+pre-marital chastity.
+
+[Sidenote: The girl who needs help.]
+
+The atypical girls of good social groups who need guidance regarding
+pre-marital continence are of two types: either one with intensive
+sexuality which is often modifiable by medical or surgical treatment;
+or one of probably normal instincts but with radical sexual philosophy.
+The first type needs not only emphatic instruction regarding
+continence, but more often medical help, either for general health or
+for correction of localized sexual disturbance. The second type must be
+treated exactly as suggested for young men, because they are the women
+whose anarchistic repudiation of laws and convention in general has led
+to their acceptance of a _single_ standard of morality for men and
+women, but one of freedom from monogamic ideals. This type of women,
+long well known in the student groups of Paris and in Russian
+universities, is becoming more and more evident in America, especially
+among some well-educated young women who have dropped their ideals of
+chastity because they have found attractiveness in more or less
+superficial studies of radical socialism. Many of these radical women
+frankly say that they would like to marry the "right man," but failing
+to find that rare species, they claim their right to sexual freedom in
+more or less capricious liaisons. Others of these women are so highly
+individualized that marriage is beneath their contempt, either because
+it will "interfere with a career" or because the legal aspects and
+ecclesiastical ceremonies still suggest the old-time subjection of the
+wife to the husband. Women who are in a position to know from personal
+knowledge of radical people declare that there are still relatively few
+educated women who deliberately cut loose from monogamic standards; and
+that they are most commonly found among certain intimate and
+unconventional groups of students and professional workers, especially
+those who are united in "Bohemian life" by artistic or literary
+interests. But while such sexually anarchistic women are not common in
+America, there is reason for fearing that, unless some unexpected check
+comes to this undercurrent towards sexual freedom, it may be found ten
+or twenty years hence that a surprisingly large number, but _never a
+majority_, of unmarried young women have fallen into the sexual
+promiscuity that is so common among unmarried men of the same ages.
+
+[Sidenote: Radical sex literature.]
+
+Chief of the influences that lead a certain number of well-educated
+young women towards sexual freedom is radical printed matter. We are
+now getting in America a wide distribution of bold literature of the
+"free love" type, some of it with a scientific superficiality that
+will convince many beginners in the study of sexual problems. Much of
+this literature is translation or adaptation of books and articles by
+European authors; and I have previously remarked that abroad the ideals
+of sexual morality--and judging from the Great War, of morality in
+other lines--is frankly quite different from that upheld here. But some
+of this radical literature is American in origin. In addition to
+certain books and pamphlets, which might be advertised by giving names,
+I think of two New York medical journals, with a popular circulation,
+edited by a successful but much criticized physician, which rarely
+publish an issue without frank approval and even arguments for
+extra-marital relations other than prostitution, particularly for those
+who for one reason or another, unwelcome or voluntary, are leading
+celibate lives. The influence of such writings on young women who are
+inclined towards radicalism in all things is probably enormous, and it
+is unfortunate that vigorous opposition literature is not published and
+widely circulated.
+
+[Sidenote: Same instruction as for men.]
+
+In conclusion, it is clear that the problem of pre-marital continence
+is not limited to young men, for the "unprotected" girl from a
+low-grade home and environment, and the uninformed girl from the best
+of homes, and the radical girl from the most educated circles may,
+innocently or deliberately, select the pathway to unchastity. For these
+kinds of young women the educational problem is the same as for young
+men. They should have essentially the same instruction. And, in the
+case of both sexes, it is only by contrasting the good and evil that
+education can point out the worth-whileness of chastity.
+
+[Sidenote: Indirect responsibility.]
+
+There is a special aspect of the problem of pre-marital chastity of men
+that young women should understand, and that is their indirect
+responsibility for the unchastity of many men. In discussing dancing
+(Sec. 35) and extreme dress (Sec. 36), it has been indicated that women
+as a sex have a tremendous responsibility for the temptations of men. The
+same is true in the case of flirting or more extreme familiarities with
+men. However sure a young woman may feel of her own power of
+self-control, she should not consider lightly her possible part in a
+chain of events which may lead men to unchastity with other women. Many
+a man driven into the white heat of passion by thoughtless or
+deliberate acts of a pure girl has gone direct to seek relief of
+tension in the underworld. Of course, the girl in this case is not
+directly responsible for the downfall of the man; but I wonder if there
+is not moral, if not legal, responsibility for one who knowingly leads
+or helps another to the brink of a precipice from which he voluntarily
+falls.
+
+I am perfectly well aware that many good people will be horrified by
+the very suggestion that young women should be taught their
+responsibility for their men associates. Some will declare that the
+advocates of sex-education propose to destroy the innocence and romance
+in young women's lives. Others of the horrified ones will remain
+complacent because they believe that unchastity is caused by "innate
+depravity" of men. I am sorry to disagree with such people who are
+sincere, but the established facts point clearly to the conclusion that
+it is the duty of the mothers and teachers of girls to make them
+understand their relations to men and their responsibility for helping
+young men avoid sexual temptations. This is necessary when innocence
+stands in the way of the maximum safety and happiness of young people.
+
+
+Sec. 42. _Need of Optimistic and AEsthetic Views of Sex by Women_
+
+[Sidenote: Many women pessimistic concerning sexuality.]
+
+The most significant point in the sex-education movement at present is
+the fact that numerous women of the most intelligent groups are tending
+rapidly towards accepting an optimistic and aesthetic view of sexual
+relationships so far as these are normal and ethical and guided by
+affection. However, this higher philosophy of sexual life is still very
+far from being universal among educated women, and it is probably true
+that to the great majority of them sexuality has no aesthetic meaning
+but is simply a very troublesome physical function and an animal method
+for perpetuating the human species. That such an attitude should be
+common is not surprising, for in recent years numerous educated women
+have gained abundant information concerning abnormal sexuality, while
+very few have caught glimpses of the higher possibilities of the
+sexual functions. The truth is that it has been and still is difficult
+for most women to get well-balanced knowledge of sexual normality.
+There are hundreds of books and pamphlets that deal with amazing
+boldness with the sexual mistakes of human life, but there is not in
+general circulation to-day any printed matter which deals with normal
+sexual life with anything like the frankness and directness that is
+common in widely circulated literature on social vice and its
+concomitant diseases. Likewise, it is difficult for women to get the
+true view of sexual life from personal sources, for the vulgar side of
+sexuality is the one usually discussed by most people, some of whom
+revel in obscenity, some have had personal experiences that have caused
+ineradicable bitterness, and some more or less sincerely believe that
+knowledge of vice is of value as a safeguard or an antidote. The bright
+side of the sexual story is rarely told in conversation, either because
+it is unfamiliar or because it is the sacred secret between pairs of
+individuals who together have found life in all its completeness.
+
+[Sidenote: AEsthetic outlook.]
+
+Fortunately, this depressing emphasis on sexual abnormality is
+beginning to disappear, and we see sure signs of coming attention to
+sexual health rather than to disease and to purity rather than to vice.
+Leading women are beginning to give, through the impersonal medium of
+science and general literature, some definite and helpful testimony
+concerning the pathway to the essential good that is bound up in
+sexuality. It is especially important that young women of culture
+should be helped to this point of view, and as far as possible before
+they learn much concerning the dark problems that have originated from
+failure to keep sexual functions sacred to affection and possible
+parenthood. The educated women of to-day who have acquired and retained
+faith in the essential goodness of human sexual possibilities, and who
+at the same time have an understanding of the mistakes that weak humans
+are wont to make, are sure to play a most important part as teachers
+and mothers and leaders in the movement which is already guiding
+numerous intelligent men and women to a purified and noble view of the
+sexual relationships. As I see the big problems that demand
+sex-education, the future will depend largely upon the attitude of
+women. It is an essential part of the feministic movement. In the past
+there have been many alarming signs of a destructive sex antagonism
+that charged men with full responsibility for existing sex problems.
+But the advance guards of feminism are beginning to recognize that
+there are all-essential relationships between the sexes, and that only
+in sex cooperation can there be any permanent solution of the great
+questions. It is a great advance from the sex hostility of Christabel
+Pankhurst's "Plain Facts on a Great Evil" to the co-working attitude of
+Louise Creighton's "Social Disease and How to Fight It," of Olive
+Schreiner's "Woman and Labor," of Ellen Key's "Love and Marriage," and
+of Gascoigne Hartley's "Truth About Woman," all of which give us hope
+that women with optimistic and aesthetic interpretation of sex are
+coming to take the lead towards a better understanding of the relations
+of sex and life.
+
+
+Sec. 43. _Other Problems for Young Women_
+
+Concerning several other problems that have been discussed with special
+reference to young men, it seems best that all young women should be
+informed sometime between sixteen and twenty-two, the age limit
+depending upon maturity of the individual, home life, and social
+environment.
+
+[Sidenote: Prostitution.]
+
+With regard to prostitution, it seems important that girls should know
+the essential facts recommended in the lecture concerning boys. The
+"unprotected" girl of low-grade environment will often need some of
+this knowledge before she is fourteen (and in some cases, even twelve)
+years old. On the other hand, the average "protected" girl need not
+know until several years later. It seems possible that too early
+familiarity with the existence of sexual vice might tend to make some
+young women accept it as part of the established order of things; and,
+hence, the girl whose environment is protective and whose moral
+training has been complete will be perfectly safe without knowledge of
+vice and will be more likely to take an opposition attitude if she
+learns the facts concerning prostitution when she is approaching
+maturity. Even then the essential information should be given in such
+a way that the young woman will see the gravity of the social situation
+and, at the same time, not develop a spirit of sex hostility. Here,
+again, I must recommend Louise Creighton's "Social Disease and How to
+Fight It" as not only pointing out the nature of the great evil, but
+also recognizing that the existing situation can never be improved
+except by the sympathetic cooperation of the best men and women.
+
+[Sidenote: Dancing.]
+
+With regard to dancing, young girls should be taught that certain forms
+of this exercise are not approved by the most refined people. Before
+maturity, they should not know the physiological reason for this
+disapproval. In fact, I know many men and women who think it best that
+most women, even mature, should not have their attention called to the
+sexual dangers of dancing. For my part, I cannot see how women with
+such ignorance can cooperate with the best men in reducing the admitted
+dangers to a minimum.
+
+[Sidenote: Dress.]
+
+With regard to dress as a sexual problem, some mothers think they can
+handle the problem with their young daughters by emphasizing modesty
+and without further explanation; but the drawing power of fashions is
+so great that most young women are quick to revise their ideas of
+modesty to suit the latest style. Is it too much to hope that large
+numbers of young women would accept such facts as were stated in the
+lecture for young men (Sec. 36), and would be sincere enough to dress so
+that their attractiveness may appeal more to the aesthetic and less to
+the physical natures of men?
+
+[Sidenote: Merely a man's views.]
+
+In this lecture concerning the special teaching of young women, I have
+attempted nothing more than an outline of the impressions that I have
+gained from books and from representative women who are interested in
+the larger sex-education. I have not tried to make the discussion as
+extensive as that for young men, first, because I cannot believe that
+young women in general need so much special instruction; and, second,
+because only women can adequately advise concerning the sex-educational
+problems of young women. However, since the women who might be expected
+to know the truth about women have failed to agree on so many points,
+it may be worth while for a man to contribute some suggestions based on
+the most scientific information offered by some very reliable women.
+
+[Sidenote: Books.]
+
+Among the books which touch the special problems for young women, I am
+most favorably impressed by the following: Hall's "Life Problems" in
+the first thirty-two pages is adapted for girls of twelve to fourteen,
+and the remainder for older girls. Some parents are not enthusiastic
+about the story form, but the facts are well selected and presented.
+The last chapter of Smith's "Three Gifts of Life" is worth reading, but
+the first chapters are unscientific. For almost mature young women,
+there are chapters of Rummel's "Womanhood and Its Development," of
+Wood-Allen's "What a Young Woman Should Know," of Lowry's "Herself,"
+and of Galbraith's "Four Epochs of a Woman's Life." The last two are
+decidedly medical in point of view. The part for girls in Scharlieb and
+Sibley's "Youth and Sex," and some chapters of March's "Towards Racial
+Health," are good. The last two chapters of Geddes and Thomson's "Sex"
+will be appreciated by many intellectual young women. Hepburn's
+sentimental little story "The Perfect Gift" (Crist Co., 3c) has helped
+many young people improve their aesthetic outlook. There are some
+helpful ideas in Henderson's "What It Is To Be Educated" (Houghton
+Mifflin Co.). While disagreeing (Sec. 46) with Dr. Richard Cabot's
+extreme emphasis on a mystical religious solution for problems of sex, I
+recognize that many young women have been helped by his "The Christian
+Approach to Social Morality" (Y.W.C.A.), and by his "What Men Live
+By."
+
+
+
+
+X
+
+CRITICISMS OF SEX-EDUCATION
+
+
+In the preceding lectures we have considered the arguments for
+sex-instruction. It will now be helpful to review some of the writings
+of those who oppose or at least point out the defects of the commonly
+accepted plan of sex-instruction. None of those writers whom I shall
+quote is known to be absolutely opposed to all sex-instruction, but
+some of them would limit the instruction so much that there would be
+little hope of the general movement having an important influence.
+
+
+Sec. 44. _A Plea for Reticence Concerning Sex_
+
+[Sidenote: Agnes Repplier.]
+
+Miss Agnes Repplier, the distinguished essayist, discusses in the
+_Atlantic Monthly_ (March, 1914) the plain speech on sex topics that
+are before the public to-day. While she holds no brief for "the
+conspiracy of silence," which she admits was "a menace in its day," she
+maintains that "the breaking of silence need not imply the opening of
+the flood-gates of speech." She goes on to say:
+
+[Sidenote: Present frankness.]
+
+    "It was never meant by those who first cautiously advised a
+    clearer understanding of sexual relations and hygienic rules that
+    everybody should chatter freely respecting these grave issues;
+    that teachers, lecturers, novelists, story-writers, militants,
+    dramatists, social workers, and magazine editors should copiously
+    impart all they know, or assume they know, to the world. The lack
+    of restraint, the lack of balance, the lack of soberness and
+    common sense were never more apparent than in the obsession of sex
+    which has set us all ababbling about matters once excluded from
+    the amenities of conversation.
+
+    "Knowledge is the cry. Crude, undigested knowledge, without limit
+    and without reserve. Give it to boys, give it to girls, give it to
+    children. No other force is taken account of by the visionaries
+    who--in defiance, or in ignorance of history--believe that evil
+    understood is evil conquered.
+
+    "We hear too much about the thirst for knowledge from people keen
+    to quench it. Dr. Edward L. Keyes, president of the Society of
+    Sanitary and Moral Prophylaxis, advocates the teaching of
+    sex-hygiene to children, because he thinks that it is the kind of
+    information that children are eagerly seeking. 'What is this
+    topic,' he asks, 'that all these little ones are questioning over,
+    mulling over, fidgeting over, worrying over? Ask your own
+    memories.'
+
+    [Sidenote: One child's life.]
+
+    "I do ask my memory in vain for the answer Dr. Keyes anticipates.
+    A child's life is so full, and everything that enters it seems of
+    supreme importance. I fidgeted over my hair which would not curl.
+    I worried over my examples which never came out right. I mulled
+    (though unacquainted with the word) over every piece of sewing put
+    into my incapable fingers, which could not be trained to hold a
+    needle. I imagined I was stolen by brigands, and became--by virtue
+    and intelligence--spouse of a patriotic outlaw in a frontierless
+    land. I asked artless questions which brought me into discredit
+    with my teachers, as, for example, who 'massacred' St.
+    Bartholomew. But vital facts, the great laws of propagation, were
+    matters of but casual concern crowded out of my life and out of my
+    companions' lives (in a convent boarding-school) by the more
+    stirring happenings of every day. How could we fidget over
+    obstetrics when we were learning to skate, and our very dreams
+    were a medley of ice and bumps? How could we worry over 'natural
+    laws' in the face of a tyrannical interdict which lessened our
+    chances of breaking our necks by forbidding us to coast down a
+    hill covered with trees? The children to be pitied, the children
+    whose minds become infected with unwholesome curiosity are those
+    who lack cheerful recreation, religious teaching, and the fine
+    corrective of work. A playground or a swimming pool will do more
+    to keep them mentally and morally sound than scores of lectures on
+    sex-hygiene.
+
+    [Sidenote: Personal teaching approved.]
+
+    "The world is wide, and a great deal is happening in it. I do not
+    plead for ignorance, but for the gradual and harmonious broadening
+    of the field of knowledge, and for a more careful consideration of
+    ways and means. There are subjects which may be taught in class,
+    and subjects which commend themselves to individual teaching.
+    There are topics which admit of _plein-air_ handling, and topics
+    which civilized man, as apart from his artless brother of the
+    jungles, has veiled with reticence. There are truths which may be,
+    and should be, privately imparted by a father, a mother, family
+    doctor, or an experienced teacher; but which young people cannot
+    advantageously acquire from the platform, the stage, the moving
+    picture gallery, the novel or the ubiquitous monthly magazine."
+
+There is much in Miss Repplier's paragraphs which will win hearty
+approval from those who have come to believe, as advocated throughout
+this series of lectures, in conservative teaching of sex-hygiene and a
+larger outlook for sex-education.
+
+[Sidenote: Current frankness not due to sex-education.]
+
+No doubt there has been too great a loss of a certain kind of reticence
+and a substitution of crude frankness, but it has not been caused by
+the sex-education movement. On the contrary, there are two evident
+sources of the plain speech of which Miss Repplier and others have
+complained: First, the commercializing of sex by novelists, dramatists,
+theater managers, and publishers--many of whom are reaping a golden
+harvest and few of whom have any sincere interest in promulgating
+sexual information to any end except their own pocketbooks. Second, the
+development of the feminist movement which has its deepest foundation
+in the age-old sexual misunderstandings of women by men, and which has
+led on and on into social and political complications of gravest
+significance. The very nature of the feminist revolt from masculine
+domination made plain speaking on sex matters inevitable.
+
+[Sidenote: Reaction against sensational frankness.]
+
+Neither of these sources of plain speech need give us cause for alarm,
+for a great reaction is already coming. The sensationalism of sexual
+revelations has had its day, and the intelligent public is recovering
+its balance. A lurid novel or play resembling "Damaged Goods" or "The
+House of Bondage" or certain vice-commission reports would not now be
+accepted by some prominent publishers who recently would not have
+hesitated to seize a first-class commercial opportunity in this line.
+The fact is that sexual sensationalism has ceased to pay because the
+intelligent public knows the main facts and has become disgusted with
+crude frankness that amounts to lasciviousness. On the side of feminism
+there is hope in the widespread disgust with Cristabel Pankhurst's
+"Plain Facts on a Great Evil" as compared with the very general
+approval of Louise Creighton's polished masterpiece, "The Social Evil
+and How to Fight It." This represents exactly the present attitude of
+numerous men and women who calmly discuss together the great problems
+of life fearlessly and without any elements of lasciviousness such as
+some people seem to think is necessarily associated with either
+unsexual or bisexual discussion of sex problems.
+
+[Sidenote: Not a typical case.]
+
+Miss Repplier's description of her own lack of youthful interest in
+things sexual is of value simply as applied to a limited number of
+extra-protected girls. Her experience teaches us nothing regarding boys
+or even girls under average conditions. We know beyond any doubt that
+average children in or near adolescence do seek the kind of information
+that Miss Repplier denies having thought about. It is not "pressed
+relentlessly upon their attention" by teachers, but by instinct and by
+environment. Playground and swimming pools and religious influence and
+work are all helpful in our dealings with young people, but all
+together they are inadequate without some information concerning sex.
+
+[Sidenote: Conclusion.]
+
+Finally, Miss Repplier, like so many other critics of sex-instruction,
+has in mind only the physical consequences of wrong-doing. Here again
+is the influence of the pioneer sex-hygiene. However, she pleads for
+the "gradual and harmonious broadening of the field of knowledge and
+for a more careful consideration of ways and means" for
+sex-instruction. This makes us believe that she will favor the larger
+sex-education which gives a place to "the cheerful recreation, the
+religious teaching, the childish virtues, the youthful virtues, the
+wholesome preoccupation," as well as essential knowledge of physical
+facts; and all as factors in preparing young people consciously and
+unconsciously to face the inevitable problems of sex. On the whole, we
+must regard Miss Repplier's discussion as a helpful contribution to the
+saner aspects of sex-education.
+
+
+Sec. 45. _A Plea for Religious Approach to Sex-instruction_
+
+[Sidenote: Cosmo Hamilton.]
+
+Another prominent author who does not agree with the current tendencies
+of sex-instruction is Cosmo Hamilton in his little book entitled "A
+Plea for the Younger Generation" (Doran Co.). He agrees with the
+sex-education writers that children should be instructed early, and as
+far as possible by their parents; but he wholly disagrees with the
+method of biological introduction. He would have parents go straight to
+the heart of the matter and tell the child, as simply and truly as can
+be, just how he came into the world. And he would fill the teaching
+with reverence by using as an illustration the birth of the babe of
+Bethlehem. Referring to those who in recent years have been working for
+a scientific introduction to sex-education, Mr. Hamilton says:
+
+[Sidenote: Religious appeal.]
+
+    "I think that these professors and scientists are wasting their
+    time, and I have written this small volume not only in order to
+    make a plea for the younger generation as to the way in which they
+    shall be taught sex truths, but also in order, if possible, to
+    prove to the advanced thinkers of the day that it is not
+    old-fashioned to beg that God may be put back into the lives of
+    His children, but a thing of urgent and vital importance. Without
+    faith the new generation is like a city built on sand. Without the
+    discipline and the inspiration of God the young boys and girls who
+    will all too soon be standing in our shoes will go through life
+    with hungry souls, with nothing to live up to, and very little to
+    live for."
+
+[Sidenote: Many not reached by religious appeal.]
+
+All this is very good so far as it appeals to the religious type of
+mind, but Mr. Hamilton seems to forget that vast numbers of people
+cannot be approached from this point of view. How can the illustration
+of the Christ-child help those who do not accept certain orthodox
+religious beliefs?
+
+
+Sec. 46. _The Conflict between Sex-hygiene and Sex-ethics_
+
+[Sidenote: Richard Cabot.]
+
+It has been said in an earlier lecture that several writers have
+declared that sex-ethics and sex-hygiene are essentially conflicting
+and should not be associated in teaching; that is to say, that hygienic
+facts should not be taught with the hope of improving morals. Most
+prominent of those who have declared that hygienic and moral teaching
+should be dissociated is Dr. Richard C. Cabot, of Boston. I shall give
+in this lecture attention to his writings because they have tended to
+introduce confusion by critical attention to certain weak details and
+unessentials in the original suggestions for sex-education, and by
+wrongly assuming that the original "sex-hygiene" was aimed at improved
+morals, whereas it was aimed directly at health. In a paper entitled
+"Consecration of the Affections (often misnamed 'Sex-hygiene')," read
+at the fifth (1911) Congress of the American School Hygiene
+Association, Dr. Cabot attacked the kind of sex-instruction that is
+limited to sex-hygiene. He has later returned to the attack on many
+occasions. I shall quote a number of his paragraphs and follow each
+with a discussion of its contents.
+
+[Sidenote: Hygiene and conduct.]
+
+    (1) "The straight, right action in matters of human affection has
+    nothing to do with hygiene. For hygiene has no words to proclaim
+    as to why you and I should behave ourselves. Hygiene has the right
+    and the duty to make clear the perverted and the diseased
+    consequences of certain errors. But these consequences are far
+    from constant.... Let us disabuse our minds, then, of the idea
+    that there are always bad physical consequences of mistake, error,
+    or sin in this [sex] field, and that those consequences are
+    reasons for behaving ourselves. But even if there were such
+    consequences, I think it even more mischievous for us to preach a
+    morality based upon them."
+
+That hygienic knowledge makes many people control their sexual selves
+is beyond dispute. Because the consequences of sexual error are far
+from constant is a weak argument against pointing out possible results.
+The consequences from pistols are far from constant, and yet I have no
+doubt that Dr. Cabot would teach small boys the danger of shooting
+themselves and other people.
+
+[Sidenote: Hygiene and ethics for health.]
+
+The last quoted sentence suggests Dr. Cabot's whole basis of contention
+against sex-hygiene. He seems to have inferred from the earlier papers,
+especially those by Dr. Morrow, that the hygiene of sex is to be taught
+as an approach to morality. On the contrary, the truth is that the aim
+of most of the first leaders in sex-instruction was to teach hygiene
+and ethics primarily in order to improve health. Dr. Morrow and others
+believed that hygienic teaching would secondarily react on sexual
+morality; but the original aim of the Society of Sanitary and Moral
+Prophylaxis was to limit the spread of venereal disease by sanitary,
+moral, and legal means. In other words, moral appeals were to aid in
+checking disease, and knowledge of disease was not claimed to improve
+morality, although such knowledge might react against immorality. It is
+this misunderstanding or overlooking of the real reasons for teaching
+concerning sex health that seems to have led Dr. Cabot into apparent
+opposition to the general movement for sex-instruction. One infers from
+all his lectures that he believes it good to teach hygiene for health,
+ethics for morality, and biology for science; but that these should not
+be correlated because to him they are unrelated. It seems to me that he
+has simply been misled by the overenthusiasm of some of the first
+writers on sex-hygiene and by the widespread use of that limited term
+instead of sex-education.
+
+[Sidenote: Is sex-hygiene immoral?]
+
+    (2) "Now I say that the preaching about sex-hygiene that is going
+    on in recent books and in the periodical press is immoral in its
+    tendency. It is like saying, 'Don't lie, for if you do, you won't
+    sleep at night, and insomnia is bad for the health.'"
+
+If insomnia often follows lying, then it should be taught as _one_
+reason why falsehoods should be avoided. This is not opposed to ethical
+teaching, for at the same time we can teach the other reasons for not
+telling lies. Likewise, sex-hygiene offers certain reasons for conduct
+and may be supplemented by sex-ethics.
+
+[Sidenote: Information and morality.]
+
+    (3) "The attempts to consecrate affection and to safeguard
+    morality by teaching in public or private schools what is called
+    'sex-hygiene' will, I believe, prove a failure. I have very
+    little confidence in the restraining or inspiring value of
+    information, as such. I have seen too much of its powerlessness in
+    medical men and students. No one knows so much of the harm of
+    morphine as the physicians do, yet there are more cases of
+    morphine habit among physicians than among any less informed
+    profession. It is, of course, easy to make young children familiar
+    with the facts of maternity and birth. Compared to the ordinary
+    methods of concealment and lying by parents to children about
+    these matters this is doubtless an improvement, but it does almost
+    nothing to meet the moral problems of sex which come up later in
+    the child's life. One may know all about maternity, without
+    knowing anything of the difficulties and dangers of sex. Many have
+    thought that by thorough teaching of the physiology of
+    reproduction in plants and animals we can anticipate and to a
+    considerable extent prevent the dangers and temptations referred
+    to above."
+
+It is not proposed "to consecrate affection" or "to safeguard morality"
+by hygienic knowledge; but simply to protect health. Of course,
+information will not restrain everybody; but if physicians did not know
+the dangers of morphine many more would be victims of the drug. Dr.
+Cabot overlooks the fact that physicians know how to use and obtain
+morphine, while other professional men do not. Teaching concerning
+maternity and birth will not directly meet the moral problems of sex,
+but it will help develop an attitude, "a consecration of the
+affections," that will guard against the dangers of sex. Such teaching
+to children is only one of many steps in the scheme of sex-education.
+No responsible advocate of sex-instruction claims that teaching
+children concerning the reproduction of animals and plants does
+anticipate and prevent sexual temptations; but it is a foundation for
+practical knowledge of human sex problems. I have elsewhere referred to
+the effect of such studies on attitude.
+
+[Sidenote: Contagion of personality.]
+
+    (4) "The positive moral qualities which make us immune to the
+    dangers of sex are obtainable not through warnings as to dangers,
+    but through the more positive activities just alluded to. All that
+    is most practical and successful in this field of endeavor may be
+    summarized as the _contagion of personality, human or divine_.
+    What is it that keeps any of us straight unless it is the
+    contagion of the highest personalities whom we have known, in man
+    and God?"
+
+We must admit that, perhaps, "positive moral qualities" are not
+obtainable through warnings, but in this pragmatic age we must have
+good social results gained by any honorable means. Many people are kept
+from crime by warnings of the law. Of course, this is not a "positive
+moral" result for the unethical individual who must be restrained by
+fear of legal consequences, but we do not worry about the individual
+when society gains. Likewise, a man kept from sexual promiscuity by
+fear of disease is not more positively moral, but he is a better member
+of society. No one will deny the importance of personality in its
+influence on positive moral qualities; but there are many people who
+are not influenced by personality, either human or divine. Other kinds
+of control, such as hygienic and legal, are necessary for such people.
+
+[Sidenote: Good and evil.]
+
+    (5) "A positive evil can be driven out only by a much more
+    positive good. The lower passion can be conquered only by a higher
+    passion."
+
+Here, again, Dr. Cabot seems to misunderstand the aim of hygienic
+teaching regarding sex. It is not expected "to conquer the lower
+passion" by hygiene, but to help keep it under control to the end that
+personal and social health will be improved. The opium evil (certainly
+a _positive_ one) is being driven out of China by military methods that
+are good only in their results in suppressing the drug. Likewise,
+hygiene of sex will be a practical good in so far as it may reduce the
+venereal curse. "Positive good" in Dr. Cabot's moral sense is only of
+limited application so far as the majority of people are concerned. In
+fact, the whole idea of solving the sexual problems by "consecration of
+the affections" makes its strong appeal only to those who have already
+grasped the higher view of sex and do not need sex-instruction. Other
+people cannot understand the phrase. We must find some more direct and
+practical attack on the sex problems for the masses; and I believe that
+this means scientific teaching which improves attitude, and hygienic
+teaching which protects personal and social health. It is worth while
+to get these results even if we do not succeed in improving morals.
+That, I believe, is another and quite independent problem.
+
+[Sidenote: Dissociation of hygienic and moral teaching.]
+
+In an address published in the _Journal of the Society of Sanitary and
+Moral Prophylaxis_, Vol. V, No. 1, January 1914, Dr. Cabot contended
+that the hygienic and moral aspects of sex-education should not be
+associated. It is possible that the following review and criticisms may
+be based upon a misinterpretation; but if so, I shall not feel lonely,
+for at the close of the discussion, Dr. Cabot said to his audience, "it
+is evident that I have not succeeded in touching even the surfaces of
+your minds, and have not made an atom of impression in making the
+distinction which I desired to make."
+
+Dr. Cabot's main points are quoted below, and my comments follow each
+quotation.
+
+    (1) "Sanitation can often be conveyed effectively by information,
+    but morality cannot be conveyed by telling things."
+
+[Sidenote: Teaching morals.]
+
+It is certainly true that sanitation can be taught by words. That words
+concerning moral things have no value is a proposition which Dr. Cabot
+did not clearly and convincingly support.
+
+    (2) "People often make sanitary mistakes from ignorance. So far as
+    you are ignorant you cannot be immoral. Morality is conditioned
+    upon knowledge of the right and wrong in question."
+
+[Sidenote: Immoral or unmoral.]
+
+Of course, one who is ignorant is unmoral and not immoral, but this
+does not divorce sanitary and moral problems of social disease. An
+ignorant and unmoral man may have unsanitary sexual habits, but
+enlighten him regarding venereal disease and his habits make him
+immoral.
+
+    (3) "I cannot see that biology has moral value."
+
+[Sidenote: Moral value of biology.]
+
+But it may have moral influence just as literature and history and
+biography may have. Of course, pure biology alone will not make people
+more sexually moral, but no responsible biologist has ever claimed that
+it will.
+
+    (4) "In morals, we are dealing with the will, and if we believe
+    that the will is guided by intelligence, we must believe that all
+    people who _know_ what is right will _do_ what is right."
+
+[Sidenote: Knowledge and will.]
+
+It does not follow that to know what is right is to do what is right.
+All depends upon the relative weight of opposing factors. A medical
+student may _know_ the facts regarding venereal disease; but he also
+knows the fact that his sexual instincts are insistent. The fact of his
+passion may be more weighty than his scientific knowledge; and his will
+may be guided by intelligent choice based on comparison of the two
+opposing facts. Hence, it is illogical to contend that knowledge may
+not influence moral conduct and that the will is not guided by
+intelligence.
+
+[Sidenote: Cultivation of morality.]
+
+    (5) "Any good achieved in any branch of morality helps all
+    morality. A person who learns any kind of self control is helped
+    toward all kinds. Anything that helps self control in one field
+    will help in all fields, the field of sex as well as others.
+    Whatever makes a person more obedient to conscience in matters of
+    truth or courage will help him in matters of chastity. We get
+    morality not by consciously cultivating particular virtues, but by
+    making ourselves useful men and women, by practice and by the love
+    and imitation of our betters. Thus, morality is cultivated in
+    hundreds of ways all at once."
+
+This is sound, but it is in no logical way opposed to any other aspect
+of sex-instruction discussed in this series of lectures.
+
+    (6) "Wherever the conditions of intimacy and interest
+    exist,--intimacy with the right person and interest in the right
+    thing,--moral training is going on."
+
+[Sidenote: Influence of individuals.]
+
+This is Dr. Cabot's strongest point. He believes in the moral influence
+of individuals. So do all leading advocates of sex-instruction or of
+any other form of moral education. This is in no sense opposed to any
+accepted proposition of sex-education.
+
+    (7) "Sanitation may increase immorality.... I do care more for
+    morality than for sanitation. Where the two conflict I want
+    morality to lead and to govern."
+
+[Sidenote: Morals rather than health.]
+
+Right here is the basis for Dr. Cabot's repeated attacks on the
+sex-education movement. He believes that morality and sanitation are
+decidedly conflicting. His address fails to support this idea with
+regard to a single point concerned with the proposed sex-education. He
+mentioned only two points wherein there is apparent conflict, namely,
+prophylaxis that allows immorality while avoiding venereal disease, and
+prevention of conception. Neither of these is directly involved in the
+sex-education movement, and their immoral bearings are highly
+debatable.
+
+[Sidenote: Ethics of venereal antisepsis.]
+
+Venereal prophylactics may increase promiscuity of some unmoral and
+immoral men, but if universally and scientifically used by such men,
+there would be little or no infection of innocent women and children.
+Therefore, I assert that the good that would come from the use of
+prophylactics by those who do not recognize moral control would be far
+more significant than the fact that venereal prophylactics might
+encourage immorality. Those who would use prophylactics would be no
+worse morally than they were before, but society would gain
+hygienically.
+
+[Sidenote: Ethics of contraception.]
+
+Regarding the morality of prevention of fertilization, the best of
+people hold opposing views. A great specialist in tuberculosis who
+entered the discussion of Dr. Cabot's paper convinced most of his
+hearers that hygienic prevention of fertilization of tubercular women
+is a very moral act for a physician to advise. The real question of
+morality involved in the problem of contraconception is not whether it
+is immoral that sperm-cells should be prevented from swimming on
+towards an egg-cell, but whether there is morality in a sexual union
+that has its meaning only in affection and is not definitely intended
+for propagation. It is obviously a complicated problem of hygiene,
+psychology, ethics, aesthetics, religious beliefs, social traditions,
+and personal prejudice; and it is absurd to allow it to become
+entangled in the general propositions of sex-education. As I have often
+said in this series of lectures, the larger sex-education aims at
+making the best possible adjustments of sex and life. If the aesthetic
+demands of affection are in real conflict with the animal function of
+propagation, then a pragmatically ethical solution is found in
+intelligent control of the original function. Ideally, the animal
+function of propagation should be associated with the possibilities of
+affection that have developed in the highest human life; but there are
+numerous cases in which there must be dissociation of the functions of
+affection and propagation, or the alternative is sexual asceticism.
+Which is moral? This is a question concerning which the individual must
+weigh his personal views and decide. Only the bigoted victims of
+arrogance will see immorality in the one who disagrees with him on this
+question. I insist, then, that even if advanced sex-education for
+adults should some day come to involve the problem of contraconception,
+there will be no conflict between hygienic knowledge and ethics, if the
+teaching leads to more perfect adjustment of sex and life.
+
+[Sidenote: Dr. Neumann's view.]
+
+Probably the great majority of workers in the sex-education movement do
+not in the least agree with Dr. Cabot's attempts to dissociate hygienic
+and moral problems. A far more helpful view is that expressed by Dr.
+Henry Neumann, leader of the Brooklyn Ethical Culture Society:
+
+    "Problems of hygiene, whether of sex, or nutrition, or temperance
+    and the like, are no less moral problems. They are problems of
+    habit; and habits are impossible without strong incentives to
+    start them and keep them going.... Ethical instruction is often
+    misunderstood to be barren preaching. It is nothing of the sort.
+    It consists in clarifying views of life. It begins with the fact
+    that there are certain tendencies in our nature which may work ill
+    or good. Then it tries to show to what these lead. It uses what is
+    best in us to make over what is worst. That is why problems of
+    sex-hygiene should be regarded as at bottom problems of
+    sex-morality."
+
+
+Sec. 47. _The Arrogance of the Advocates of Sex-education_
+
+In an article in the _Educational Review_, February, 1914,
+Superintendent Maxwell, of New York City, writes concerning what he
+calls "the teaching of child hygiene" as follows:
+
+[Sidenote: Dr. Maxwell's criticisms.]
+
+    "There are those to-day who claim that sexual information and
+    problems should be thrust upon the attention of boys and girls by
+    the teachers in the public schools, that this teaching is
+    necessary for the protection of virtue and the prevention of
+    disease, and that, if anyone hesitates to encourage the spread of
+    such literature and the teaching of such knowledge, he is an
+    arrant and presumptuous blockhead. The arrogance of the extreme
+    advocates of child hygiene blinds them to certain all-important
+    truths. The first is that our teachers are not prepared, and, in
+    too many cases, are not the most suitable persons to teach the
+    subject. The second is that to bring the adolescent mind face to
+    face with sexual matters engenders the habit of dwelling upon the
+    sexual passion, and in that may lie spiritual havoc and physical
+    ruin. A premature interest in the sexual passion debases the mind
+    and unsettles the will. The third is that parents have no right to
+    ask the teacher to do the work that is peculiarly theirs.
+
+    "And yet some good may emerge from this discussion. Parents may be
+    incited to do their duty in placing sex information before their
+    children whenever conditions demand such knowledge. And principals
+    and teachers, particularly principals, whenever they have the
+    acuteness to detect the tendency to wrong-doing, will no longer
+    hesitate to utter the word of warning in season. As for the
+    extravagant claims made for the teaching of sex-hygiene, I have
+    too much faith in the good sense of the American people to believe
+    that it will ever be generally and regularly taught in American
+    schools. Surely, we have learned something since the law compelled
+    us to teach the untruths regarding the effects of stimulants and
+    narcotics that were published in the early school manuals of
+    physiology and hygiene."
+
+[Sidenote: Reply to Dr. Maxwell.]
+
+I comment as follows: (1) Dr. Maxwell refers only to the "extreme
+advocates." They did exist in abundance a few years ago, but are
+already rare in the group of well-known educators. (2) Most teachers
+are not prepared and never can be prepared to teach the human aspect of
+sex problems, especially the hygienic in the strict sense. (3)
+Conservative sex-instruction such as was advocated by the advisers of
+the American Federation for Sex-hygiene (see "Report" by Morrow and
+others, 1913) aims to guard against "premature interest in the sexual
+passion." (4) While I sympathize with Dr. Maxwell's view that teaching
+the elementary hygiene of sex is the parent's duty, I am forced to
+recognize the futility of advocating that all or even a respectable
+minority of parents should undertake their duty (see Sec. 4). The truth
+is that most of them will not, and cannot if they will, try to do so. (5)
+Dr. Maxwell's idea that sex-hygiene should be taught only when an
+astute principal or parent "detects wrong-doing" is, to say the least,
+an educational theory that will astonish one who knows even the
+elementary facts regarding the secrecy of the sexual life of young
+people in general. Will he next be logically consistent and advocate
+that all moral education should be given only after children show signs
+of wrong-doing? (6) Sex-hygiene, as Dr. Maxwell understands it to be
+concerned directly and solely with human sexual problems, will never be
+taught in American schools controlled by people of good sense; but
+sex-instruction from the larger viewpoint is taught in some of the best
+of Dr. Maxwell's high schools. (7) All advocates of sex-instruction who
+have a national reputation for educational sanity agree that
+legislation is most undesirable. (8) It is obvious that like so many
+others who have become confused regarding the sex-education movement,
+Dr. Maxwell has been impressed chiefly by the pioneer work that
+emphasized only hygienic teaching regarding sex.
+
+
+Sec. 48. _Lubricity in Education_
+
+Ex-President Taft has expressed his views against the sex-education
+movement. The newspapers quote as follows from an address delivered in
+Philadelphia in 1914:
+
+    "There is another danger in our educational influences and
+    environment. I refer to the spread of lubricity in literature, on
+    the stage and indirectly in education, under the plea that vice
+    may be avoided by teaching the awful consequences. By dwelling on
+    its details and explaining its penalties, sexual subjects are
+    obtruded into discussion between the sexes, lectures are delivered
+    on them, textbooks are written, and former restraints of modesty
+    are abandoned.
+
+    [Sidenote: Mr. Taft's alarm.]
+
+    "The pursuit of education in sex-hygiene is full of danger if
+    carried on in general public schools. The sharp, pointed and
+    summary advice of mothers to daughters, of fathers to sons, of a
+    medical professor to students in a college upon such a subject is,
+    of course, wise, but any benefit that may be derived from
+    frightening students by dwelling upon the details of the dreadful
+    punishment of vice is too often offset by awakening a curiosity
+    and interest that might not be developed so early and is likely to
+    set the thoughts of those whose benefit is at stake in a direction
+    that will neither elevate their conversations with their fellows
+    nor make more clean their mental habit.
+
+    "I deny that the so-called prudishness and the avoidance of nasty
+    subjects in the last generation has ever blinded any substantial
+    number of girls or boys to the wickedness of vice or made them
+    easier victims of temptations."
+
+[Sidenote: Evident misunderstanding.]
+
+The above requires little comment, for its misunderstandings are
+obvious to one who has followed the sex-education movement. Clearly Mr.
+Taft has been impressed by the social-hygiene side of the problems and
+does not realize the existence of a larger outlook for sex-education.
+Like so many other writers who seem to know little concerning the
+sexual life of children, especially of boys, Mr. Taft fears "the
+awakening of curiosity and interest"! This, of course, depends upon the
+facts taught and the age of the learner, but it hardly applies to
+children in or near adolescence who are taught along the lines
+suggested by the committee of the American Federation for Sex-Hygiene
+(1913). The last paragraph quoted from Mr. Taft will be denied
+completely by all who are familiar with the problems of adolescent
+education. To say the least, it is unfortunate that a man prominent in
+law and statesmanship should have lent the weight of his name to such
+superficial conclusions that are so obviously based on exceedingly
+limited information regarding both the established facts of sex and the
+most approved methods of sex-instruction.
+
+
+Sec. 49. _Conclusions from the Criticisms of Sex-education_
+
+I have selected for discussion the criticisms of several of the most
+prominent people who have expressed opposition to the sex-education
+movement. I think that all the important lines of arguments against the
+movement are represented in the extracts that I have quoted. We have
+seen that all of the criticisms have decidedly vulnerable points. Most
+of them refer to the discarded sex-hygiene of ten years ago; but some
+of them prove that the authors are quite ignorant of the sex problems
+that must be faced by numerous young people.
+
+[Sidenote: Criticisms important.]
+
+With the hope of locating the weaknesses of sex-education, I have for
+years examined carefully every criticism published, and it seems to me
+thoroughly scientific to conclude that all the important criticisms
+have not harmed the essentials of the sex-education movement; but, on
+the contrary, have been helpful in forcing reconstruction. In fact, the
+present-day conception of the larger sex-education must be credited to
+the severe critics more than to the friends of the original narrow
+movement for reducing venereal disease by hygienic instruction.
+
+
+
+
+XI
+
+THE PAST AND THE FUTURE OF THE SEX-EDUCATION MOVEMENT
+
+
+Sec. 50. _The American Movement_
+
+[Sidenote: Dr. Morrow leader in America.]
+
+In America the movement for sex-education began with the organization
+of the American Society of Sanitary and Moral Prophylaxis on February
+9, 1905, under the leadership of Dr. Prince A. Morrow. It is true that
+before this time there were various local and sporadic attempts at
+instruction concerning sexual processes, but such teaching was chiefly
+personal and there was no concerted movement looking towards making
+sex-instruction an integral part of general education. In 1892,
+thirteen years before the organization of the Society of Sanitary and
+Moral Prophylaxis, a group of members of the National Education
+Association considered briefly the importance of instructing young
+people. However, this meeting was of ephemeral significance and had no
+genetic relation to the present-day movement. Other early interest in
+sex-instruction is indicated in Professor Earl Barnes's bibliography
+which was published in his "Studies in Education," Vol. I, p. 301,
+1897.
+
+The educational activities, especially the publications of the American
+Society of Sanitary and Moral Prophylaxis, soon attracted the serious
+attention of numerous physicians, ministers, and educators in various
+parts of the United States; and about twenty other societies for study
+and improvement of the sex problems were organized within a few years
+after the original society.
+
+[Sidenote: Original aim for sanitary ends.]
+
+The sex-education movement both in Europe and America had its origin as
+an attempt to check the spread of the venereal or social diseases. The
+idea that education should work for sexual morality for its own sake
+and not simply for protection against venereal diseases has only
+recently begun to appear in the literature of sex-education, and so far
+it seems to have made only a limited impression on many of those who
+have been active in the prophylactic campaign against social disease.
+In fact, the tardy recognition of the moral aim of sex-education makes
+it seem probable that very little interest would have been aroused in
+the movement if it had been organized on purely ethical grounds and
+without any reference to the sanitary problems of social diseases. To
+one who looks at sexual morality as a question of right conduct which
+brings its own rewards, it is a shock to find so many thinking people
+who accept calmly the traditional views of the relation of the sexes
+and seem to take no interest in the immorality of men except as it is
+likely to lead to venereal disease or to illegitimacy which demands
+forced marriage or monetary payments. The truth is that the civilized
+world at large is very far from a working code of sexual morals which
+will be practiced because of promised rewards rather than because of
+probable punishments. It is natural, then, that the sex-education
+movement should have started with a proclamation of physical
+punishments for immorality rather than an offer of ethical and
+psychical rewards for morality.
+
+[Sidenote: Both sanitary and moral.]
+
+However, the fact that sex-education, under the name of "sex-hygiene,"
+was at first a sanitary propagandism need not interfere with the larger
+development of sex-education. It now seems probable that before many
+years pass we shall learn how to make a satisfactory combination of
+both the sanitary and moral sides of sex-education, and so it is best
+that the educational movement started on the foundation of the
+undisputed facts of sanitary science which have made a powerful
+impression on the people who do and who do not recognize a code of
+sexual morals.
+
+[Sidenote: Medical interest.]
+
+The deep interest of the medical profession is directly responsible for
+the close association between the beginning of the sex-education
+movement and the diseases of immorality. At the organization meeting of
+the American Society of Sanitary and Moral Prophylaxis, Dr. Prince
+Morrow in the opening paragraph of his address said: "We have met for
+the purpose of discussing the wisdom and the expediency of forming a
+society of sanitary and moral prophylaxis. The object is to organize a
+social defense against a class of diseases which are most injurious to
+the highest interests of human society." Thus, the American Society of
+Sanitary and Moral Prophylaxis started as an avowed enemy of the social
+diseases and so it has continued to the present. The very name of its
+official journal, _Social Diseases_,[19] indicated the central idea of
+the Society. Likewise, most of the local American societies for
+sex-hygiene have names including such phrases as "social hygiene,"
+"prevention of social diseases," "sanitary prophylaxis"; and only one,
+the Massachusetts Society for Sex Education, has a name which does not
+directly suggest the medical problems of sex.
+
+[Sidenote: In Europe.]
+
+In Europe, the sex-instruction movement has been concerned chiefly with
+spreading information concerning the social diseases. In 1902 an
+international congress for consideration of the venereal diseases was
+held in Brussels, and this congress recommended that in all countries
+there should be organized sanitary, social, moral, and legal societies
+for the prophylaxis of these diseases. As a result of this
+recommendation, prophylactic societies were formed in France, Germany,
+Italy, Holland, the United States, and other countries. Of these, the
+German society for the prevention of venereal disease became the
+strongest, with over five thousand members and twenty branch
+societies.
+
+[Sidenote: National societies.]
+
+The fact that the American Society of Sanitary and Moral Prophylaxis
+was organized by a group of people in New York City tended from the
+beginning to make it a local society. While for several years it took
+the lead in sex-hygiene and enrolled members residing in many parts of
+the United States, it was never a national organization. In recent
+years the word "American" has been omitted from its name, and its work
+has been limited to New York City and vicinity.[20] Many independent
+state and city societies were organized within a few years after the
+original sex-hygiene society in New York. This multiplication of
+societies called attention to the need of a national organization, and
+in 1910 the various societies were affiliated in the American
+Federation for Sex-Hygiene. Dr. Morrow was the leading spirit in the
+Federation until his death. In 1913, the Federation and the American
+Vigilance Association (a society especially concerned with the social
+evil) were united in the American Social Hygiene Association. Its
+offices are at 105 West 40th Street, New York City.
+
+
+Sec. 51. _Important Steps in the Sex-education Movement in America_
+
+    May 23, 1904. Dr. Prince Morrow's plea for the organization of a
+    society of sanitary and moral prophylaxis, read before the Medical
+    Society of the County of New York.
+
+    February 9, 1905. Organization meeting of the American Society of
+    Sanitary and Moral Prophylaxis, in New York.
+
+    March, 1906. Pennsylvania Society for the Prevention of Social
+    Diseases organized.
+
+    October, 1906. Chicago Society of Social Hygiene organized.
+
+    December, 1907. Portland (Ore.) Social Hygiene Society organized.
+
+    October, 1908. Spokane Society of Social and Moral Prophylaxis
+    organized.
+
+    June, 1910. American Federation for Sex-Hygiene organized.
+
+    1911. Oregon Social Hygiene Society organized.
+
+    July 20, 1912. Resolution of the National Education Association
+    favoring training of teachers with the view, ultimately, of
+    sex-instruction in schools.
+
+    September 23-28, 1912. Meeting of subsection on sex-hygiene,
+    Fifteenth International Congress on Hygiene and Demography.
+    Washington, D.C.
+
+    February, 1912. Organization of American Vigilance Association.
+
+    October, 1913. Merging of the American Federation for Sex-Hygiene
+    and the American Vigilance Association into the new American
+    Social Hygiene Association.
+
+    1913. Organization of Pacific Coast Federation for Sex-Hygiene,
+    changed to Pacific Coast Social Hygiene Association in June, 1914.
+
+    July, 1914. The National Education Association, at Minneapolis,
+    adopted the following resolutions in line with the latest
+    principles of the Society of Sanitary and Moral Prophylaxis and
+    the American Social Hygiene Association:
+
+      "The Association, re-affirming its belief in the constructive
+      value of education in sex-hygiene, directs attention to the
+      grave dangers, ethical and social, arising out of a sex
+      consciousness stimulated by undue emphasis upon sex problems
+      and relations. The situation is so serious as to render
+      neglect hazardous. The Association urges upon all parents the
+      obvious duty of parental care and instruction in such matters
+      and directs attention to the mistake of leaving such problems
+      exclusively to the school. The Association believes that
+      sex-hygiene should be approached in the public schools
+      conservatively under the direction of persons qualified by
+      scientific training and teaching experience in order to
+      assure a safe moral point of view. The Association,
+      therefore, recommends that institutions preparing teachers
+      give attention to such subjects as would qualify for
+      instruction in the general field of morals as well as in the
+      particular field of sex-hygiene."
+
+
+Sec. 52. _The Future of the Larger Sex-education_
+
+[Sidenote: Public has lost interest in sensationalism.]
+
+I hear many questions as to the probable future of sex-education. I am
+asked: "Is it moribund?" "Is it a disappearing fad?" "Has not the high
+tide of interest passed?" No doubt such questions are inspired by the
+oft-repeated statement that public interest in sexual questions has
+waned decidedly in the last few years. This is true, and it is a most
+fortunate indication of approaching sanity. The public interest in the
+last decade has been most deplorable, because it has centered in the
+abnormal and sensational aspects of sex. Authors have vied with each
+other in presenting the most lurid cases of social diseases, white
+slavery, sexual perversions, and every other available aspect of sexual
+degeneracy. Of course, the reading public was bound to grow tired of
+this, just as it wearies of a horrible murder trial or of a
+sensational divorce case. It is certainly true that there is a marked
+decline of general interest in sexual abnormality and sensationalism;
+but that does not mean that the sex-education movement is moribund.
+
+[Sidenote: Sex-education permanent.]
+
+The wave of sensational revelation has passed; but the intelligent
+public is no longer ignorant of the nature and causes of the great
+problems of sex, and is well aware that young people need definite
+guidance for facing the facts of life. It is unthinkable that
+intelligent parents who are now well informed concerning sex will ever
+again stand for the old policy of mystery and silence. It is,
+therefore, impossible to believe that there is any danger of
+sex-education disappearing. Of course, we have not reached a permanent
+system of sex-education. There certainly will be vast changes in our
+approved subject matter and methods of teaching; but the main idea of
+the sex-education movement is gaining support every day.
+
+[Sidenote: Sex-education fundamental.]
+
+There is another reason why sex-education will be permanent. In
+addition to the great need of educational help with information and
+influence which will mold the individual life with regard to the
+problems of sex, it must be evident to all that even the legislative,
+sanitary, social administrative, religious, ethical, and other attacks
+upon the problems depend upon knowledge and attitude, at least of the
+leaders. Look at the problems of sex outlined in the earlier lectures
+from whatever angle we will, and it appears that, in the final
+analysis, education offers the only key to a possible solution.
+Therefore, I assert that sex-education--the larger sex-education--is an
+absolutely fundamental factor in every phase of the social-hygiene and
+sex-ethical movement.
+
+[Sidenote: Ultimate effect of sex-education.]
+
+In closing the last lecture of this series, let me state my confession
+of faith in sex-education: It is certainly only _one of several_
+possible lines of attack on the alarming sex problems of our time; but
+it offers the most hopeful outlook towards improved sexual morals and
+health, both physical and psychical. However, we shall gain nothing of
+permanent value by extravagant claims or hopes as to the ultimate
+effect of sex-education. We must expect incomplete results. It will not
+entirely solve the sex problems for all individuals who receive
+instruction; but it will solve all of the problems of many individuals
+and help many others. It will not eradicate the social evil and its
+characteristic diseases, but it will protect many young people and so
+reduce the sum total of awful consequences. It will not prevent all
+divorces and matrimonial disharmonies, but already the biological
+teaching is helping and some day the social-ethical problems will be
+understood and then most intelligent men and women will understand the
+fundamental principles for permanent and harmonious monogamic marriage.
+Finally, sex-education will not enforce universal sexual morality in
+conformity with our accepted code, but it will help many individuals
+through decisive battles with sex-instincts.
+
+[Sidenote: Sex-Education and general education.]
+
+Such are some of the lines along which extreme claims and hopes for
+sex-education have been and are still being made. There is some truth
+in each; in fact, there is more than enough to justify the present
+movement for sex-education. To all those who see nothing in the
+movement because it will not solve all the sex problems which have
+created a demand for special instruction, we may reply by simply
+pointing to the fact that general education makes some better and more
+efficient citizens, but many times it fails to give desirable results.
+We believe in general education because it aims to offer all
+individuals help in preparation for more efficient life, although it
+succeeds only in part. Likewise, we should stand for the instruction of
+all young people in matters concerning sex because it is certain that
+such knowledge will function completely in many lives and will work
+appreciable good in many others.
+
+[Sidenote: A permanent and essential part of education.]
+
+I cannot believe that sex-education is one of the long line of modern
+educational fads which quickly pass their day, for no other phase of
+education so closely touches life. History and geography and even a
+large part of the "three Rs" may be of little use in the lives of
+numerous people, but sex-education deals with problems which the normal
+human life cannot possibly avoid and which each individual must be
+prepared to solve for himself. Therefore, we may confidently assert
+that instruction concerning the most important aspects of sex processes
+and relationships will soon be recognized as an absolutely necessary
+part of a rational and efficient scheme for the education of young
+people.
+
+[Sidenote: The never-ending problem of good and evil.]
+
+The larger sex-education is sure to have a permanent place in the
+never-ending work of preparing coming generations for the highest
+development of life's possibilities. Each succeeding generation of
+young people must be prepared by educational processes to face
+intelligently and bravely the problems of sex that are sure to come
+into every normal life. Of course, sex-education at its best
+development can do no more than give the individual a basis for
+intelligent choice between good and evil; but here, as in all other
+upward movements of human life, the decision must depend upon a clear
+and positive recognition of the advantages of the good as contrasted
+with the evil. Hence, the one essential task of sex-education in its
+broadest outlook is to guide natural human beings to recognition and
+choice of the best in the sexual sphere of life. And in so far as each
+coming generation of individuals may be thus guided by the larger
+sex-education, the problems of sex will be pragmatically solved, for
+the social aggregate of human life will become better, happier, nobler,
+truer, more in harmony with the highest ideals of life, more like our
+vision of perfected humanity.
+
+FOOTNOTES:
+
+[19] The name was changed in 1913 to _Journal of the Society of
+Sanitary and Moral Prophylaxis_.
+
+[20] While this book was in press, the name was changed to New York
+Social Hygiene Society.
+
+
+
+
+XII
+
+SOME BOOKS FOR SEX-EDUCATION
+
+
+I have decided to publish only the names of selected books which seem
+to me to be the best for teachers, parents, and young people. In making
+the selection, I have considered several hundred books which bear on
+the sex problems in an educational way, and have decided to reject the
+majority of them. While there might be some value in a long list with
+critical notes on books that I cannot recommend, it would be a worse
+than thankless task to compile such an annotated bibliography; for the
+compiler would surely add to his collection of enemies many authors
+whose books deserve severe criticism. The sudden and sensational
+publicity concerning matters of sex and the possibility of commercial
+exploitation has produced an avalanche of sex books, some good, many
+bad, and the majority ordinary. Evidently, most of the authors,
+including numerous physicians, have written to order and without
+special preparation.
+
+The books of the following lists are not all deserving of unqualified
+recommendation. In fact, some of them are included because they are the
+least objectionable of their much-needed kind, and others because they
+have some good grains that the reader will find worth picking from a
+mass of non-nutritious but, fortunately, non-poisonous chaff.
+
+I have not included many books which I recognize as important for
+readers thoroughly trained in science, but which are dangerous for the
+average reader of literature on sex.
+
+It is possible that I may have overlooked some very good books that I
+have not intended to ignore; and I shall be glad to have my attention
+called to books which deserve recognition.
+
+Special bibliographies have been published in Wile's "Sex-Education,"
+March's "Towards Racial Health," Geddes and Thomson's "Sex," and
+Foster's "Social Emergency."
+
+Publishers.--In most cases the first part of the names of well-known
+publishers has been given. Unless otherwise mentioned, they have
+offices in New York City. In addition, the following abbreviations have
+been used:
+
+A.M.A. = American Medical Association, Chicago.
+
+A.S.H.A. = American Social Hygiene Association, 105 West 40th St., New
+York City.
+
+S.S.M.P. = Society of Sanitary and Moral Prophylaxis, 105 West 40th
+Street, New York City.
+
+Association Press = press of the National Board of the Y.M.C.A., New
+York City.
+
+
+FOR EDUCATORS AND PARENTS
+
+  ADDAMS, JANE. "A New Conscience and an Ancient Evil."
+    Macmillan. $1.00. (Contains all the average reader needs to
+    know concerning prostitution.)
+
+  BOK, EDWARD, Editor. "Books of Self-Knowledge for Young
+    People and Parents." Revell. $.25 each.
+
+  BIGELOW, M.A. "Relation of Biology to Sex-Instruction in
+    Schools and Colleges." Journal of Social Diseases, II, 4,
+    October, 1911.
+
+  CABOT, RICHARD C. "The Christian Approach to Social
+    Morality." National Y.W.C.A., New York. $.50.
+
+  CABOT, RICHARD C. "What Men Live By." Houghton Mifflin.
+    $1.50. (A book that has helped many people.)
+
+  CABOT, R.C. "Consecration of the Affections." Proceedings
+    of Fifth Cong. Amer. School Hygiene Assoc., III, 1911, p. 114.
+    Also in Amer. Phy. Ed. Rev., XVI, 1911, pp. 247-253. (See
+    "Criticisms of Sex-Education" in Sec. 46 of this book.)
+
+  COCKS, ORRIN G. "The Social Evil and Methods of
+    Treatment." Association Press. $.25.
+
+  CREIGHTON, LOUISE. "The Social Disease and How to Fight
+    It." Longmans. $.35. (A splendid essay on social impurity from a
+    modern woman's viewpoint. Constructive and optimistic.)
+
+  ELIOT, C.W. "Public Opinion and Sex-Hygiene." A.S.H.A.
+    $.05.
+
+  ELIOT, C.W. "School Instruction in Sex Hygiene."
+    Proceedings of Fifth Cong. Amer. School Hygiene Assoc., 1911.
+
+  ELLIS, HAVELOCK. "The Task of Social Hygiene." Houghton.
+    $2.50. (Certain chapters concern sex-education.)
+
+  GALLOWAY, T.W. "Biology of Sex." Heath. $.75.
+
+  GEDDES, PATRICK, and THOMSON, J. ARTHUR. "Sex."
+    Holt. $.50. (Excellent.)
+
+  GEDDES and THOMSON. "The Problems of Sex."
+    Moffat. $.50.
+
+  FOSTER, W.T. "The Social Emergency." Houghton. $1.35.
+    (Twelve excellent essays by President Foster, Reed College, and
+    nine others, on social hygiene and education.)
+
+  HALL, G. STANLEY. "Adolescence." Appleton. 2 vols.
+    $7.50.
+
+  HALL, G.S. "Youth: Its Education, Regimen and Hygiene."
+    Appleton. $1.50.
+
+  HALL, G.S. "Needs and Methods of Educating Young People
+    in Hygiene of Sex." Pedagogical Seminary, XV, March, 1908.
+
+  HALL, G.S. "Teaching of Sex in Schools and Colleges."
+    Journal of Social Diseases, II, 4, October, 1911.
+
+  HALL, WINFIELD S. "Sex Training in the Home." Richardson,
+    Chicago. $1.10.
+
+  HENDERSON, CHAS. R. "Education with Reference to Sex."
+    University of Chicago Press. Part I, 78 cts.; II, 80 cts. (Part
+    I demonstrates need of sex-education; II, the educational
+    problems.)
+
+  HERTER, C.A. "Biological Aspects of Human Problems."
+    Macmillan. $1.50. (Sexual instincts, pp. 182-252; sex-education,
+    306-316.)
+
+  HIME, MAURICE C. "Schoolboys' Special Immorality."
+    Churchill, London. $.40. (For masters of boarding schools.)
+
+  HODGE, C.F. "Social Hygiene in Public Schools." School
+    Science and Mathematics, April, 1911.
+
+  HOWARD, W.L. "Start Your Child Right." Revell. $.75.
+    (Readable, sensible, helpful to parents.)
+
+  LOWRY, EDITH B. "False Modesty: That Protects Vice by
+    Ignorance." Forbes. $.50. (Arguments for sex-instruction in home
+    and school.)
+
+  LOWRY, E.B. "Teaching Sex-Hygiene in the Public Schools."
+    Forbes. $.50. (Useful for parents and teachers.)
+
+  LYTTLETON, E. "Training the Young in the Laws of Sex."
+    Longmans, Green. $1.00. (Heartily approved by many educators.)
+
+  MARCH, NORAH H. "Towards Racial Health." Routledge,
+    London. $1.00. (Very helpful book for parents and teachers.)
+
+  MORLEY, MARGARET W. "Renewal of Life." McClurg. $1.10.
+    (Nature-study basis for teaching children.)
+
+  MORROW, BALLIET, and BIGELOW. "Report
+    of Special Committee on Matters and Methods of Sex-Education."
+    A.S.H.A. $.05.
+
+  MORROW, PRINCE A. "Teaching of Sex-Hygiene." A.S.H.A.
+    $.03. (A splendid address.)
+
+  MORROW, P.A. "The Boy Problem." S.S.M.P. $.05. (Helpful
+    to parents.)
+
+  MORROW, P.A. "The Sex Problem." S.S.M.P. $.03. (A fair
+    statement of the double morality problem.)
+
+  PARKINSON, WILLIAM D. "Sex and Education." Educational
+    Review, January, 1911. (Stands for ethical and aesthetic teaching
+    primarily.)
+
+  SCHARLIEB and SIBLY. "Youth and Sex." Dodge.
+    $.25.
+
+  SELIGMAN, E.R.A. "The Social Evil." Putnam. $1.50. (A
+    good survey of the evil, based on the work of the Committee of
+    Fourteen in New York.)
+
+  WILE, IRA S. "Sex Education." Duffield. $1.00. (A very
+    useful book for parents.)
+
+  WOOD-ALLEN, MARY. "Teaching Truth." Crist Co. $.50.
+    (Suggestions for mothers' talks to young children.)
+
+  "Social Hygiene." A quarterly journal of the A.S.H.A. $2.00 per
+    year, free to members.
+
+
+FOR GIRLS
+
+  ADDAMS, JANE. "Spirit of Youth and the City Streets."
+    Macmillan. $1.25.
+
+  CHAPMAN, ROSE WOODALLEN. "How Shall I Tell My Child?"
+    Revell. $.25.
+
+  DODGE, GRACE H. "A Bundle of Letters to Busy Girls."
+    Funk. $.50.
+
+  HALL, JEANNETTE W. "Life's Story." Steadwell, La Crosse,
+    Wis. $.25. (Biological facts for girls of 10 to 16.)
+
+  HALL, W.S. "Life Problems: A Story for Girls." A.M.A.
+    $.10. (A good pamphlet for girls of 12 to 18 years.)
+
+  HALL, W.S. "The Doctor's Daughter: Studies about Life."
+    A.M.A. $.10. (On nature-study basis, for girls under 12 years.)
+
+  HOOD, MARY G. "For Girls and the Mothers of Girls."
+    Bobbs-Merrill. $1.00.
+
+  HOWARD, W.L. "Confidential Chats with Girls." Clode.
+    $1.00.
+
+  SMITH, NELLIE M. "The Three Gifts of Life." Dodd, Mead.
+    $.50. (A girl's responsibility. For girls 15 to 18, who have no
+    more than grammar-school education. In general, sentimental and
+    unscientific; but Chapter IV, "Gift of Choice," is excellent.)
+
+  TORELLE, ELLEN. "Plant and Animal Children: How they
+    Grow." Heath. $1.00. (Useful as a nature-study reader concerning
+    reproduction of animals and plants.)
+
+  WOOD-ALLEN, MARY. "Almost a Woman." Crist Co. $.50. (A
+    story for girls of 12 years.)
+
+  WOOD-ALLEN, MARY. "What a Young Girl Should Know." Vir
+    Co., Philadelphia. $1.00. (For girls under 12 or 14.)
+
+
+FOR BOYS
+
+  HALL, W.S. "John's Vacation." A.M.A. $.10. (On
+    nature-study basis, for pre-adolescent boys.)
+
+  HALL, W.S. "Chums." A.M.A. $.10. (For adolescent boys.)
+
+  HALL, W.S. "Developing into Manhood." Association Press.
+    $.25. (Biological basis, for boys of 15 to 18 years.)
+
+  HALL, W.S. "Life's Beginnings." Association Press. $.25.
+
+  HALL, W.S. "Youth." Association Press. $.25. (For boys 10
+    to 12.)
+
+  HOWARD, W.L. "Confidential Chats with Boys." Clode.
+    $1.00.
+
+  JENKS, J.W. "Life Questions of School Boys." Association
+    Press. $.25.
+
+  JEWETT. "The Next Generation." Ginn. $.75. (Elementary
+    eugenics.)
+
+  TORELLE, ELLEN. "Plant and Animal Children." (See under
+    books for girls.)
+
+  TREWBY, ARTHUR. "Healthy Boyhood." Longmans. $.40.
+
+  WOOD-ALLEN, MARY. "Almost a Man." Crist Co. $.50.
+    (Similar to "Almost a Woman." For pre-adolescent boys.)
+
+
+FOR WOMEN
+
+  DRAKE, E.F.A. "What a Young Wife Ought to Know." Vir
+    Co., Philadelphia. $1.00.
+
+  GALBRAITH, ANNA. "Four Epochs of a Woman's Life."
+    Saunders, Philadelphia. $1.50. (Medical in style. Certain
+    sections relating to heredity are not satisfactory.)
+
+  HALL, W.S. "Sexual Knowledge." Intern. Bible House,
+    Philadelphia. $1.00.
+
+  KEY, ELLEN. "Morality of Woman and other Essays."
+    Seymour, Chicago. $1.00. (Ideal morality as a basis for
+    marriage. Good introduction to author's "Love and Marriage.")
+
+  LOWRY, E.B. "Herself." Forbes. $1.10. (In general,
+    accurate. Medical style.)
+
+  MARTIN, H.N. "Human Body--Advanced Course." Holt. $2.50.
+    (Last chapter, on reproduction, excellent.)
+
+  RUMMEL, LUELLA Z. "Womanhood and Its Development." Burton
+    Co., Kansas City. $1.50. (One of the best books for mature
+    women. Poorly printed.)
+
+  SCHREINER, OLIVE. "Woman and Labor." Stokes. $1.25.
+    (Important for the feminist movement.)
+
+  WEST, MRS. MAX. "Prenatal Care." Bulletin of Children's
+    Bureau, U.S. Dept. of Labor. (A very practical pamphlet.)
+
+  WOOD-ALLEN, MARY. "What a Young Woman Should Know." Vir
+    Co., Philadelphia. $1.00. (The best-known book, preferred by the
+    majority of mothers.)
+
+
+FOR MEN
+
+  EXNER, M.J. "Problems and Principles of Sex-Education."
+    Association Press. $.10. (Study of college men, and an essay on
+    principles.)
+
+  EXNER, M.J. "The Physician's Answer." Association Press.
+    $.15. (Summary of opinions of numerous physicians concerning the
+    problems of young men.)
+
+  EXNER, M.J. "The Rational Sex Life for Men." Association
+    Press. $.15. (Good, and helpful to many young men.)
+
+  HALL, W.S. "From Youth into Manhood." Association Press.
+    $.50. (Highly approved and widely used.)
+
+  HALL, W.S. "Instead of Wild Oats." Revell. $.25. (Bok
+    Series, Biological and Sociological basis.)
+
+  HALL, W.S. "Reproduction and Sexual Hygiene." Wynnewood,
+    Chicago. $.90. (Very useful book, but criticized by many who
+    disagree with the hygienic part.)
+
+  HALL, W.S. "Sexual Knowledge." Intern. Bible House.
+    Philadelphia. $1.00. (Useful for both men and women. Includes
+    the best of the above book.)
+
+  HOWARD, WILLIAM LEE. "Plain Facts on Sex Hygiene." Clode.
+    $1.00. (Sensational and exaggerated statements concerning social
+    diseases; language unnecessarily offensive in places; but
+    discussion of "continence" is good.)
+
+  HOWELL and KEYES. "The Sexual Necessity."
+    S.S.M.P. $.03.
+
+  LOWRY, E.B., and LAMBERT, R.J. "Himself: Talks
+    with Men concerning Themselves." Forbes. $1.00. (Accurate in
+    facts; not well arranged; not "the best book," as the publishers
+    claim.)
+
+  LYDSTON, G. FRANK. "Sex Hygiene for the Male." Riverton,
+    Chicago. $2.25. (Readable, fairly reliable, but not worth the
+    price.)
+
+  MARTIN, H.N. "Human Body--Advanced Course." Holt. $2.50.
+    (Last chapter, especially in 1910 edition.)
+
+  MOORE, H.H. "Keeping in Condition." Macmillan. $1.00. (A
+    physical training book.)
+
+  MORROW, PRINCE A. "Health and Hygiene of Sex." S.S.M.P.
+    $.05. (The best-known pamphlet for college men.)
+
+  SPEER, ROBERT E. "A Young Man's Questions." Revell. $.80.
+
+  SPERRY, LYMAN B. "Confidential Talks with Young Men."
+    Revell. $.75.
+
+  STALL, SYLVANUS. "What a Young Husband Ought to Know."
+    Vir Co., Philadelphia. $1.00. (This and the next are useful to
+    men who prefer a religious approach to sexual information.)
+
+  STALL, SYLVANUS. "What a Young Man Ought to Know." Vir
+    Co., Philadelphia. $1.00.
+
+  WILSON, ROBERT N. "American Boy and the Social Evil."
+    Winston. $1.00.
+
+
+FOR THE MARRIED
+
+  COCKS, ORRIN G. "Engagement and Marriage." Association
+    Press. $.25. (Talks to young men, but young women should be
+    interested.)
+
+  COWAN, JOHN. "Science of a New Life." 1869. $3.00.
+    (Obsolete, unreliable, unscientific; but widely sold by magazine
+    advertising.)
+
+  DAVIDSON, HUGH S. "Marriage and Motherhood." Dodge. $.25.
+
+  DAVIS, E.P. "Mother and Child." Lippincott. $1.50.
+
+  FOERSTER, F.W. "Marriage and the Sex Problem." Stokes.
+    $1.35. (An important book.)
+
+  HOLT, L.E. "Care and Feeding of Children." Appleton.
+    $.75. (The well-known nursery guide by the famous pediatrician.)
+
+  HOWARD, W.L. "Facts for the Married." Clode. $1.00.
+    (Good, from a physician's standpoint.)
+
+  JORDAN, W.J. "Little Problems of Married Life." Revell.
+    $1.00. (Essays which touch many problems of home life.)
+
+  KEY, ELLEN. "Love and Marriage." Putnam. $1.50. (The
+    greatest work of this famous Swedish author.)
+
+  SALEEBY, C.W. "Parenthood and Race Culture." Moffat,
+    Yard. $2.50. (Popular eugenics.)
+
+  SPERRY, LYMAN B. "Confidential Talks with Husband and
+    Wife." Revell. $1.00.
+
+  WOOD-ALLEN, MARY. "Ideal Married Life." Revell. $1.25.
+    (Best book by this well-known physician and author.)
+
+
+HEREDITY AND EUGENICS
+
+  CASTLE, W.E. "Heredity in Relation to Evolution and
+    Animal Breeding." Appleton. $1.50.
+
+  CONKLIN, F.G. "Heredity and Environment in the
+    Development of Men." Princeton University Press. $2.00.
+
+  DAVENPORT, C.B. "Heredity in Relation to Eugenics." Holt.
+    $2.00.
+
+  DAWSON, G.E. "Right of the Child to be Well Born." Funk.
+    $.75.
+
+  DONCASTER, L. "Heredity in the Light of Recent Research."
+    Putnam. $.40.
+
+  GEDDES, P., and THOMSON, J.A. "Evolution." Holt.
+    $.50.
+
+  GUYER, M.F. "Being Well Born." Bobbs-Merrill. $1.00.
+
+  KELLICOTT, W.E. "The Social Direction of Human
+    Evolution." Appleton. $1.50.
+
+  PUNNETT, R.C. "Mendelism." Macmillan. $.50.
+
+  SALEEBY, C.W. "Parenthood and Race Culture." Moffat,
+    Yard. $2.50.
+
+  THOMSON, J.A. "Heredity." Putnam. $3.50.
+
+  WALTER, H.E. "Genetics." Macmillan. $1.50.
+
+
+
+
+INDEX
+
+
+Abnormality, in literature, 129 ff.
+
+Adolescence, and sex-instruction, 146 ff.
+
+Adults, and special sex-instruction, 26.
+
+AEsthetics of sex, 4, 74, 197.
+
+Affection, 163;
+  "consecration of," 210;
+  in marriage, 189.
+
+Aims, of sex-education, 92, 94;
+  of sex-education societies, 228.
+
+Animals, and human sexuality, 72.
+
+Arguments, for sex-instruction, 28 ff.
+
+Asceticism, 69.
+
+Athletics, and sex, 141.
+
+Attitude, towards sex, 26, 67 ff.;
+  and morals, 75.
+
+
+Bibliography, 238 ff.
+
+Biology, 56, 65;
+  and ethics, 102 ff.;
+  and sex-instruction, 147;
+  moral value, 217.
+
+Books, as teachers, 121 ff., 241 ff.;
+  _see also_ literature.
+
+Boys, influence on, 158;
+  special instruction, 148-250.
+
+
+Cabot, R.C., 63, 210 ff.
+
+Childhood, 25.
+
+Children, ignorant of sex, 204.
+
+Circumcision, 139.
+
+Coeducation, in sex-instruction, 109;
+  and sex adjustment, 80.
+
+Continence, 160 ff., 176 ff.;
+  of women, 190 ff.
+
+Contraception, and ethics, 219.
+
+Control, of sex instincts, 18.
+
+Criticisms, of sex-education, 203 ff.;
+  conclusions regarding, 226.
+
+Curiosity, denied by Repplier and Taft, _q.v._
+
+
+Dancing, 169 ff., 200.
+
+Diseases, social or venereal, 37 ff.
+
+Dress, of women, 174 ff., 200.
+
+
+Education, as a solution, 19, 88;
+  coeducation, 80;
+  sex-differentiated, 82.
+
+Eliot, C.W., 71.
+
+Emissions, 149.
+
+Ethics, and biology, 102;
+  and sex-hygiene, 61 ff;
+  of sex, 4.
+
+Eugenics, 86 ff.;
+  aim of, 105;
+  and ethics, 103.
+
+Europe, and sex problems, 59 ff.;
+  morality in, 59;
+  sex-hygiene in, 230.
+
+Evolution, and vulgarity, 75.
+
+
+Fiction, and sex tragedies, 127.
+
+Foerster, 70.
+
+Frankness, 206.
+
+Friendships, of children, 136.
+
+Fulton, J.S., 40.
+
+Future, of sex-education, 234-237.
+
+
+Genetics, 87.
+
+Girls, special instruction, 151;
+  unprotected, 191.
+
+Gonorrhea, _see_ Diseases.
+
+Good, and evil, 215.
+
+
+Hamilton, Cosmo, 208.
+
+Hartley, C. Gasquoine, 82 ff.
+
+Heredity, 87;
+  and sex-education, 104.
+
+History, of sex-education, 227 ff.
+
+Homes, and sex-instruction, 21.
+
+Hunger, two kinds, 73.
+
+Hygiene, and ethics, 210 ff.;
+  of sex, 1-4, 25.
+
+
+Ideals, of manhood, 185;
+  of womanhood, 157;
+  of love and marriage, 159, 187.
+
+Ignorance, 45, 50, 54;
+  of children, 12-14.
+
+Illegitimacy, 52 ff., 59.
+
+Immorality, 38;
+  danger in teaching, 67.
+
+Instincts, sexual, 16-18.
+
+Intellectualism, and sex, 83.
+
+
+Kallikak family, 103.
+
+Key, Ellen, 64, 79.
+
+Knowledge, and will, 217.
+
+
+Lectures, on sex-hygiene, 100.
+
+Legislation, and social diseases, 47.
+
+Literature, general list, 241 ff.;
+  for parents, 33;
+  on marriage, 79;
+  on diseases, 39;
+  on sex, 11;
+  on social evil, 52;
+  general and sex, 124 ff.;
+  general references, 238 ff.;
+  for young men, 161, 183;
+  for young women, 201;
+  radical sex, 193.
+
+
+Marriage, 159, 187;
+  a sex problem, 71 ff.
+
+Masturbation, 137 ff.
+
+Maxwell, W.H., 221.
+
+Men, as leaders in love, 188;
+  instruction for, 156 ff.
+
+Misunderstanding, of sex, 5.
+
+Monogamy, 59.
+
+Morality, 58 ff.;
+  double standard, 42.
+
+Morrow, P.A., 37, 70;
+  leader, 227.
+
+Mothercraft, 155.
+
+Mothers, and boys, 111;
+  first teachers, 111.
+
+Mystery, and sex, 15.
+
+
+Names, of sex organs, 148 ff.
+
+National Education Association, resolution on sex-instruction, 232.
+
+Nature-study, 133.
+
+Need, of sex-instruction, 11, 19.
+
+Neumann, H., 221.
+
+
+Oliphant, James, 159.
+
+Optimism, sex, 196.
+
+Organization, of sex-education, 96 ff.
+
+
+Parents, and daughters, 184, 190;
+  cooperation of, 23;
+  responsibility, 14;
+  attitude, 30.
+
+Parkinson, W.D., 41.
+
+Passion, 58.
+
+Pessimism, sex, 72, 84, 196.
+
+Poetry, 124 ff.
+
+Pre-adolescence, 25, 133 ff.
+
+Problems of sex, 28 ff., 92, 95.
+
+Promiscuity, 38.
+
+Propagandism, needed, 28 ff.
+
+Prophylactics, venereal, 219.
+
+Prostitution, 48 ff., 164;
+  protective knowledge for women, 199.
+
+
+Reading, concerning perversion and vice, 51.
+
+Refinement, of men, 167.
+
+Religion, approach to sex-instruction, 209.
+
+Repplier, Agnes, 203.
+
+Reproduction, and sex, 5.
+
+Responsibility, indirect of women, 195;
+  individual, 18;
+  of parents, 30.
+
+
+Sanitation, and morals, 229;
+  _see also_ hygiene and ethics.
+
+Self-abuse, 137 ff.
+
+Self-control, 70, 173, 176-182;
+  of women, 190 ff.
+
+Sensationalism, 233.
+
+Sex-education, definition, 1;
+  larger view of, 27;
+  need of, 11;
+  problems of, 28 ff.;
+  relations, 4.
+
+Sex-hygiene, 1-5;
+  adequacy, 43;
+  personal, 35 ff.;
+  social, 3;
+  and eugenics, 86;
+  and ethics, 114, 212 ff.;
+  personal, 98 ff.
+
+Sex-instruction, in schools, 20, 23;
+  in homes, 21;
+  in high schools, 24;
+  many-sided, 89.
+
+Sex, meaning of the word, 6-10.
+
+Social diseases, 166;
+  essential knowledge to be taught, 107.
+
+Social evil, 4, 48 ff.
+
+Social hygiene, 3;
+  and ethics, 101.
+
+Societies, for sex problems, 231, 232.
+
+Society for Prophylaxis, 62.
+
+Super-morality, 64 ff.
+
+Syphilis, _see_ Diseases.
+
+
+Taft, W.H., 224.
+
+Task, of sex-education, 90.
+
+Teachers, of sex facts, 108;
+  for classes, 113;
+  married women, 110;
+  same sex as pupils, 109;
+  undesirable, 115.
+
+Teaching, morals, 216 ff.;
+  personal, 205, 214.
+
+Tennyson, and sex lessons, 125.
+
+
+Vulgarity, 67 ff.
+
+
+Women, and diseases, 45;
+  instruction for, 184 ff.
+
+
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+  Dresslar          School Hygiene                               $1.25
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+  Dutton            Social Phases of Education in the
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+  Eaton and Stevens Commercial Work and Training for Girls        1.50
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