99 99 99 99 99 ---------------------------------------- ------------------- ,transcriber's ,note3 ,inconsistent hyphenation in the original document has been preserved4 ,obvious typographical errors have been corrected4 ,for a complete list1 please see the end of this document4 ---------------------------------------- ------------------- 99 99 99 99 99 ,,sex-,,education ,illustration ,,the ,,macmillan ,,company ,,new ,,york ,,boston ,,chicago ,,dallas ,,atlanta ,,san ,,francisco ,,macmillan ,,co41 ,,limited ,,london ,,bombay ,,calcutta ,,melbourne ,,the ,,macmillan ,,co4 ,,of ,,canada1 ,,ltd4 ,,toronto ,illustration3 ,,prince ,a4 ,,morrow ,chief organizer of the ,american movement for sex-education4 ,physician1 educator1 author1 social reformer4 ,born in ,kentucky1 ,december #ai1 #ahfd4 ,died in ,new ,york ,city1 ,march #ag1 #aiac4 ,courtesy of ,dr4 ,a4,s4 ,morrow4 ,,sex-,,education ,a ,,series ,,of ,,lectures ,,concerning ,,knowledge ,,of ,,sex ,,in ,,its ,,relation ,,to ,,human ,,life ,,by ,,maurice ,a4 ,,bigelow ,,professor ,,of ,,biology ,,and ,,director ,,of ,,the ,,school ,,of ,,practical ,,arts1 ,,teachers ,,college ,,columbia ,,university ,new ,york ,,the ,,macmillan ,,company #aiaf ,all rights reserved ,,copyright1 #aiaf1 ,,by ,,the ,,macmillan ,,company4 ,set up and electrotyped4 ,published ,june1 #aiaf4 ,norwood ,press ,j4,s4 ,cushing ,co4--,berwick ,smith ,co4 ,norwood1 ,mass41 ,u4,s4,a4 ,to ,,the ,,memory ,,of ,,dr4 ,,prince ,a4 ,,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 ,college1 ,columbia ,university1 during the summer sessions of #aiad and #aiae1 and during the academic year #aiad-aiae4 ,others were addressed to parents1 to groups of men1 to women's clubs1 and to conferences on sex-education4 ,in order to avoid extensive repetition1 there has been some combination and rearrangement of lectures that originally were addressed to groups of people with widely different outlooks on the sexual problems4 ,several years ago the late ,dr4 ,prince ,a4 ,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-,hygiene2 but even before ,dr4 ,morrow's death it became evident that this plan was impracticable4 ,three members 7,morrow1 ,balliet1 ,bigelow7 of the original committee collaborated in a report presented at the ,,xv ,international ,congress on ,hygiene and ,demography4 ,since that time the writer1 working independently1 has found it desirable to reorganize completely the original outline announced by ,dr4 ,morrow4 ,in accordance with a declaration made voluntarily in a conversation with ,dr4 ,morrow1 the author considers himself pledged to devote all royalties from this book to the movement for sex-education4 ,among the many persons to whom is due acknowledgment of helpfulness in the preparation of this book1 the author is especially indebted for suggestions to the late ,dr4 ,prince ,a4 ,morrow1 to ,dr4 ,william ,f4 ,snow1 ,secretary of the ,american ,social ,hygiene ,association1 and to ,dr4 ,edward ,l4 ,keyes1 ,jr41 ,president of the ,society of ,sanitary and ,moral ,prophylaxis2 for constructive criticism1 to his colleagues1 ,professor ,jean ,broadhurst and ,miss ,caroline ,e4 ,stackpole1 of ,teachers ,college1 who have read carefully both the original lectures and the completed manuscript2 and to ,olive ,crosby ,whitin 7,mrs4 ,frederick ,h4 ,whitin71 executive secretary of the ,society of ,sanitary and ,moral ,prophylaxis1 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 ,college4 ,m4,a4,b4 ,,teachers ,,college1 ,,columbia ,,university1 ,december #bh1 #aiae4 ,,summary ,,of ,,contents ,,page ,i4 ,,the ,,meaning1 ,,need1 ,,and ,,scope ,,of ,,sex-,,education #a #a4 ,sex-education and its relation to sex-hygiene and social hygiene4 #b4 ,the misunderstanding of sex4 #c4 ,the need of sex-instruction4 #d4 ,the scope of sex-education4 ,,ii4 ,,the ,,problems ,,for ,,sex-,,education #bh #e4 ,sex problems and the need of special knowledge4 #f4 ,first problem3 ,personal sex-hygiene4 #g4 ,second problem3 ,social diseases4 #h4 ,third problem3 ,social evil4 #i4 ,fourth problem3 ,illegitimacy4 #aj4 ,fifth problem3 ,sexual morality4 #aa4 ,sixth problem3 ,sexual vulgarity4 #ab4 ,seventh problem3 ,marriage4 #ac4 ,eighth ,problem3 ,eugenics4 #ad4 ,summary4 ,,iii4 ,,organization ,,of ,,educational ,,attack ,,on ,,the ,,sex ,,problems #ij #ae4 ,the task of sex-education4 #af4 ,the aims of sex-education4 #ag4 ,the aims as the basis of organized sex-instruction4 ,,iv4 ,,the ,,teacher ,,of ,,sex-,,knowledge #ajh #ah4 ,who should give sex-instruction8 #ai4 ,the child's first teachers of sex-knowledge4 #bj4 ,selecting teachers for class instruction4 #ba4 ,certain undesirable teachers for special hygienic and ethical instruction4 ,v4 ,,books ,,as ,,teachers ,,concerning ,,sex ,,and ,,life #aba #bb4 ,value and danger of special sex-books for young people4 #bc4 ,general literature and sex problems4 #bd4 ,dangers in literature on sexual abnormality4 ,,vi4 ,,sex-,,instruction ,,for ,,pre-,,adolescent ,,years #acc #be4 ,elementary instruction and influence4 #bf4 ,hygienic and educational treatment of unhealthful habits4 ,,vii4 ,,sex-,,instruction ,,for ,,early ,,adolescent ,,years #adf #bg4 ,the biological foundations4 #bh4 ,scientific facts for boys4 #bi4 ,scientific facts for girls4 ,,viii4 ,,special ,,sex-,,instruction ,,for ,,adolescent ,,boys ,,and ,,young ,,men #aef #cj4 ,developing attitude towards womanhood4 #ca4 ,developing ideals of love and marriage4 #cb4 ,reasons for pre-marital continence4 #cc4 ,essential knowledge concerning prostitution4 #cd4 ,need of refinement of men4 #ce4 ,dancing as a sex problem for men4 #cf4 ,dress of women as a sex problem for men4 #cg4 ,the problem of self-control for young men4 #ch4 ,the mental side of a young man's sexual life4 ,,ix4 ,,special ,,instruction ,,for ,,maturing ,,young ,,women #ahd #ci4 ,the young woman's attitude towards manhood4 #dj4 ,the young woman's attitude towards love and marriage4 #da4 ,reasons for pre-marital continence of young women4 #db4 ,need of optimistic and sthetic views of sex by women4 #dc4 ,other problems for young women4 ,x4 ,,criticisms ,,of ,,sex-,,education #bjc #dd4 ,a plea for reticence--,agnes ,repplier4 #de4 ,a plea for religious approach--,cosmo ,hamilton4 #df4 ,the conflict between sex-hygiene and sex-ethics--,richard ,cabot #dg4 ,the arrogance of the advocates of sex-education--,william ,h4 ,maxwell4 #dh4 ,lubricity in education--,w4,h4 ,taft4 #di4 ,conclusions from the criticisms of sex-education4 ,,xi4 ,,the ,,past ,,and ,,the ,,future ,,of ,,the ,,sex-,,education ,,movement #bbg #ej4 ,the ,american movement4 #ea4 ,important steps4 #eb4 ,the future of the larger sex-education4 ,,xii4 ,,some ,,books ,,for ,,sex-,,education #bch ,,index #bdi ,i ,,the ,,meaning1 ,,need1 ,,and ,,scope ,,of ,,sex-,,education #a4 ,sex-education and ,its ,relation to ,sex-hygiene and ,social ,hygiene ,sidenote3 ,definition of sex-education4 ,sex-education in its largest sense includes all scientific1 ethical1 social1 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 individual4 ,note the carefully guarded phrase help young people prepare to solve for themselves the problems of sex1 for1 like education in general1 special sex-education cannot possibly do more than help the individual prepare to face the problems of life4 ,sidenote3 ,more than sex-hygiene4 ,now1 sex-education as thus defined is more extensive than sex-hygiene1 which term was originally applied to instruction concerning sex4 ,sex-hygiene obviously refers to health as influenced by sexual processes1 and as such it is a convenient subdivision of the science of health4 ,it would be quite satisfactory as a name for popular instruction concerning sex if that were strictly1 or even primarily1 hygienic2 but in a later lecture it will be shown that the most desirable sex-instruction is only in a minor part a problem of hygiene4 ,i realize that this statement may be declared heretical by many of the present-day advocates of sex-hygiene1 because they have approached this latest educational movement from the standpoint of physical health1 and especially because their attention has been drawn to the very common occurrence of pathological conditions4 ,nevertheless1 the sexual problems of our times do not all affect physical health1 which hygiene aims to conserve2 and the sex-educational movement will be quite inadequate without great stress upon certain ethical1 social1 and other aspects of sex4 ,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 relationships4 ,this idea will be developed later1 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 sex4 ,the continued use of the term sex-hygiene1 now that the scope of the desirable sex-instruction has been extended far beyond the accepted limits of the science of health1 is tending to cause confusion4 ,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 health4 ,two general terms1 sex-instruction and sex-education1 are available as all-inclusive designations of the desirable instruction concerning any aspects of sex4 ,they are quite free from the above objections to sex-hygiene1 and it is highly desirable that they should be used in all educational discussions where there is no specific reference to the problems of health4 ,sex-hygiene will be used in these lectures only when there is some direct reference to health as influenced by the sexual functions4 ,sidenote3 ,social hygiene4 ,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 reform2 but it is often limited to the sexual aspect of the unfortunate and unfavorable conditions of life1 and it has been proposed to adopt the term social hygiene as a substitute that avoids the word sex in sex-hygiene4 ,for this reason it has been incorporated into the names of several societies that are interested in sex-hygiene 7e4g41 the ,american ,social ,hygiene ,association74 ,probably the relation of sex-hygiene to the so-called social evil has suggested the use of social hygiene in its most limited sense4 ,it will be unfortunate if this usage becomes so prominent that we think of the health problems of society as chiefly sexual1 for the larger outlook of ,ellis's ,task of ,social ,hygiene is desirable4 ,likewise1 the phrase social evil in the sense of sexual evil misleadingly suggests that the only evil of society is the sexual one1 but this evasive designation is being supplanted by the more definite and franker word prostitution4 ,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 processes4 ,this is a serious omission1 for certainly all sex-hygiene taught before the later adolescent years should be personal and not social4 ,sidenote3 ,phases of sex-education4 ,the relation of sex-hygiene or social hygiene as a limited phase of sex-education is shown by the following outline3 sex-hygiene 7personal1 for sexual health social7 biology 7including for attitude physiology7 of regarding sex1 reproduction and for important scientific facts ,in the broadest heredity and eugenics for sexual conduct outlook1 sex-education leading to race 7or sex-instruction7 improvement includes3 ethics and sociology for sexual conduct of sex psychology of sex for sexual health and conduct sthetics of sex for attitude ,sidenote3 ,sex and reproduction4 ,since the original purpose of sex was perpetuation of plant and animal species1 and since in the study of biology the idea of sex is illustrated and developed by examination of the reproductive processes in various types1 it has been customary for many writers on sex-education to use the terms sex and reproduction as if they were synonymous4 ,this is no longer so in human life2 for while reproduction is a sexual process1 sexual activities and influences are often quite unrelated to reproduction4 ,in fact1 most of the big problems that have made sex-education desirable1 if not necessary1 are problems of sex apart from reproduction4 ,it therefore seems clear that1 while studies of reproduction are prominent in sex-education1 they should be regarded as introductory to the problems of sex1 especially for young people4 #b4 ,the ,misunderstanding of ,sex ,sidenote3 ,objection to word sex4 ,some educators have expressed the wish that some one might suggest a satisfactory substitute for the terms sex-hygiene and sex-education1 omitting the word sex4 ,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 life1 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 vulgar4 ,sidenote3 ,definite words necessary4 ,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 vocabulary1 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 words4 ,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 meanings1 and have avoided the suggestive circumlocutions which characterize many modern realistic novels4 ,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 magazines1 and translate the meaning of the paragraph into direct and definite words4 ,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 novels4 ,we want no such suggestive concealment in a scheme of sex-education1 for it aims at a purer and higher understanding of sex in human life4 ,we must have direct and definite and dignified scientific language1 and among the necessary words none are as essential as sex and sexual4 ,we must use them freely if attitude towards sex is to be improved2 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 coperation of two kinds1 or sexes1 of individuals4 ,thus viewing the objections which have been raised against the use of the word sex in the educational movement1 ,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 occasions4 ,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 women4 ,sidenote3 ,no sex studies4 ,of course1 this does not mean that sex1 either as a word or as a fact of nature1 should be over-emphasized with people who are too young to appreciate the fundamental facts of life4 ,as already suggested1 it is not desirable that any parts of the curricula for schools should be known to the pupils as sex studies2 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 healthy1 natural and wholesome relation to sex4 ,sidenote3 ,sex and love4 ,it is absurd to suppose that the free1 dignified1 and scientific use of the word sex is going to make people more sensual1 more uncontrolled1 and more immoral4 ,there is much more reason for fearing the free use of the word love1 which has both psychical and physical meanings so confused that often only the context of sentences enables one to determine which meaning is intended4 ,in fact1 many writers and speakers seek to avoid all possible misunderstanding by using the word affection for psychical love4 ,now1 in spite of such confusion1 and the fact that to many people the word love in connection with sex suggests only gross sensuality1 we continue to use it freely and it is one of the first words taught to children4 ,why then do we not hear protests against using the word love8 ,simply because we have been from childhood accustomed to the word1 first in its psychical sense1 and it is only later that most of us have learned that it has a sensual meaning to some people4 ,in short1 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 completeness4 ,sidenote3 ,meaning of sex4 ,to many it is surprising to find that the word sex has never been used in such degraded connections as has the word love1 and that it has not been half so much misunderstood4 ,there is no obvious vulgarity in the lexicographer's definitions of the word sex4 ,it simply means1 as the science of biology points out so clearly1 that the perpetuation of human life1 and of most other species of life1 has been intrusted to pairs of individuals which are of the two kinds commonly called the sexes1 male and female4 ,why nature determined that each new life in the vast majority of species should develop from two other lives has long been a biological puzzle1 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 descent4 ,however1 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 coperating individuals there has grown psychical or spiritual love with all its splendid possibilities that are evident in ideal family life4 ,moreover1 the influence of sex in human life has extended far beyond the family 7that is1 that group of individuals who stand related to one another as husband1 wife1 parents1 and children71 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 perpetuation4 ,of course1 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 perpetuation4 ,however1 this is of no practical interest1 for1 as a matter of fact1 the primal instincts are quite subconscious in the usual social relations between the sexes4 ,sidenote3 ,the larger view of sex4 ,there is grandeur in this view of sex as originally a provision for perpetuation of life by two coperating individuals1 later becoming the basis of conjugal affection of the two individuals for each other and of their parental affection for their offspring1 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 sex4 ,instead1 then1 of trying to keep sex1 both word and fact1 in the background of the new educational movement1 ,i believe it is best to work definitely for a better understanding of the part which sex plays in human life1 as outlined in the preceding paragraph4 ,hence1 in these lectures ,i shall never go aside in order to avoid either the word or the idea of sex2 on the contrary1 ,i shall attempt to direct the discussion so as to emphasize the larger and very modern view of the relationship of sex and human life4 ,sidenote3 ,the many-sided bearings of sex4 ,in this first lecture ,i want to make it clear that the rle of sex in human life is vastly greater than that directly involved in sexual activity4 ,i shall in several lectures touch the big problems from the standpoint of the sexual instincts as these play an important part in social1 psychical1 and sthetic life even if they are rarely exercised1 physiologically1 or if1 as in millions of individuals1 they never come to mean more than possibilities of sexual activity for which opportunities in marriage do not come4 ,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 people4 ,human life1 and especially marriage1 should no longer be regarded from the mere biological point of view as for the sole purpose of reproductive activity4 ,it is a far more uplifting view that the conscious or unconscious existence of the sexual instincts1 with or without occasional activity1 affords the fundamental physical basis for states of mind that may profoundly affect the whole course of life in every normal man and woman4 ,supplementary to this section on the ,misunderstanding of ,sex1 ,i suggest the reading of ,chapters ,i-,,vi of ,sex by ,geddes and ,thomson1 the ,problems of ,sex by the same authors1 and ,chapter ,,vi in ,the ,wonder of ,life by ,thomson4 #c4 ,the ,need of ,sex-,instruction ,sidenote3 ,the old silence and the new enlightenment4 ,the time-honored policy has been one of silence and mystery concerning all things sexual4 ,everything in that line has long been considered impure and degraded and1 therefore1 the less said and the less known1 the better1 especially for young people4 ,such has been the almost universal attitude of parents until within the present century1 when many have awakened to the fact that the policy of silence has been a gigantic failure1 because it has not preserved purity and innocence and because it has allowed grave evils1 both hygienic and moral1 to develop under the cloak of secrecy4 ,sidenote3 ,children will not remain ignorant4 ,i don't believe in teaching my boys and girls any facts concerning sex4 ,i prefer to keep them innocent until they have grown up4 ,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 mistake4 ,poor deluded mother6 ,how does she expect to keep her children ignorant of the world of life around them8 ,is she planning to transplant them to a deserted island where they may grow up innocently8 ,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 outside8 ,or is she going to have them guarded like crown princes1 and if so1 where are absolutely safe guards to be found8 ,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 life4 ,it is usually an easy matter to protect children against smallpox and typhoid and some other diseases1 but no parent or educator has yet found out how we may be sure to keep real live children ignorant of sex knowledge4 ,they seem to absorb such forbidden facts as naturally and as freely as the air they breathe4 ,ask any large group of representative men--ministers1 or doctors1 or teachers1 or men of business1 or the world's toilers--whether any of them knew the essential facts of sexual life before they were twelve years of age1 and ninety-seven in every hundred will answer quickly in the affirmative4 ,ask any large group of women1 excepting those whose girlhood has been guarded with exceptional care1 and the overwhelming majority will acknowledge that they knew the essential facts before they were fifteen years old4 ,once more1 ask these same men and women whether their early knowledge of sex came from pure and reliable sources or from vulgar playmates and depraved servants2 and with rare exceptions it is found that vulgarity made the strongest impression in the first lessons concerning the great facts of life4 ,such being the truth1 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 sex2 for no one can know that children are safely guarded from others who may corrupt their innocent minds4 ,as an illustration1 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 children4 ,but one day a new pupil innocently exhibited to her mother a miniature notebook with unprintable notes on sexual topics4 ,the resulting investigation revealed a secret club organized by the pupils for the purpose of passing to each member through notebooks all newly acquired information1 which had a peculiar value because it must be kept secret from teachers and parents4 ,that club had been in existence during two school years4 ,this is only a sample case of many which have proved that if children are allowed the freedom that developing individuality demands1 their mothers must not feel too sure that their darlings are protected against knowledge of life1 and perhaps of life in its most degraded aspects4 ,sidenote3 ,the vital question for parents4 ,here1 then1 is the fact that every parent should ponder seriously3 ,normal children are almost certain to get sexual information not later than the early adolescent years1 and usually from unreliable and vulgar sources4 ,it is1 therefore1 not a question whether children of school ages should be taught the important facts of sex1 but whether parents and trained teachers rather than playmates and other unreliable persons should be the instructors4 ,which will parents choose for their own children8 ,thousands of intelligent parents have already faced this question1 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 minds4 ,granted1 then1 that children should be given some reliable instruction concerning things sexual1 who should be the teacher1 what should be taught1 and when should the instruction be given8 ,these are the fundamental questions now being considered by the parents and educators who have accepted sex-education as necessary4 ,upon the final answers to such questions the decision of many parents will depend4 ,i shall attempt to answer them in later lectures4 ,sidenote3 ,sex mystery has prevented progress4 ,the policy of maintaining mystery and secrecy concerning sex has failed with adults even more sadly than with children4 ,health and morals have suffered incalculable injury4 ,the sexual evils of our time are not as bad as were those of the ancient civilizations1 but we have little reason to be proud of the slight progress made4 ,but why should we expect the human to make progress when sexual problems have been kept in darkness8 ,the wonder is that1 with the prevailing dark outlook on sexual life throughout the past nineteen centuries1 the world has not developed more sexual vice4 ,innate animalistic appetites have tended to lead downward1 and surely the policy of silence has offered no counteracting influence towards higher living4 ,while religion and ethics1 by means of certain rules of conduct1 have maintained certain sexual standards1 they have not kept vast numbers of humans from falling far below those standards into utter degradation4 ,the modern teachers of religion and ethics have prevented general sexual degradation1 but they have failed to give human sexuality any decided uplift4 ,the reason for this failure is the policy of mystery and silence4 ,the teachers of religion and ethics have preferred to let general and more or less abstruse rules govern conduct in sexual lines4 ,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 all4 ,on the contrary1 there has been universal mystery and evasion concerning the greatest facts of life4 ,sidenote3 ,sexual instincts offer no guidance4 ,many people have justified the mystery thrown around sexual processes on the theory that the reproductive instincts of mature people are sufficient guides for conduct4 ,this involves a misunderstanding of sexual instincts of the higher mammals which are often unscientifically cited as models for human imitation4 ,in these animals sexual union is instinctively determined1 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 7i4e41 at the oestrual periods74 ,for example1 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 female4 ,it occasionally happens that the males of various wild and domesticated mammals exhibit signs of automatic sexual excitement 7i4e41 not caused by the stimulus arising from the physiological condition of the female72 but in such cases of male excitement outside of the mating or oestrual periods1 the normal females invariably offer instinctive opposition to attempted union by abnormally or automatically excited males4 ,thus1 directly and indirectly1 there is instinctive control and limitation of sexual union among the animals that are most closely related to the human race4 ,it is biologically possible that similar conditions may have existed in the earliest human life1 but that is pure speculation and has no bearing on the practical problems of sex in human life to-day4 ,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 union4 ,on the contrary1 memory associations consciously connected with the opposite sex1 especially those associations that are centered in affection1 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 union4 ,there is not1 as in the animals1 instinctive dependence on the physiological conditions that are favorable for fertilization4 ,in fact1 spontaneous physiological demands play in civilized human life a minor part in initiating sexual excitement4 ,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 abounds4 ,for this reason1 a man who has formed lewd memory associations is more susceptible to sexual stimulations1 e4g41 by obscene pictures1 vulgar words1 unusual dress or actions of women1 close physical association as in dancing1 and certain forms of music4 ,it is not at all uncommon that individuals who are hyper-sensitive to sexually suggestive stimuli are really functionally weak4 ,sidenote3 ,intelligent control only4 ,it follows from the facts outlined above that instinctive control of sexual actions applies to animals but not to human life4 ,on the contrary1 human control must be on the basis of intelligent choice4 ,this means the greatest task of human life1 for it requires voluntary control of instinctive demands which are intensified by numerous stimuli or temptations that are exclusively human4 ,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 reach4 ,sidenote3 ,individual responsibility4 ,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 restrained1 controlled1 and directed by voluntary choice4 ,in short1 all individuals who are intelligent beings are personally responsible for voluntary control of their sexual desires with reference to the ethical1 social1 and eugenic interests and rights of all other individuals now and in the future4 ,sidenote3 ,sexual knowledge necessary4 ,with such an understanding of instincts in relation to human sexual actions1 we cannot wonder that the old policy of mystery has failed so completely4 ,since human beings are left to control the most powerful appetite by intelligence1 it is evident that a policy based on silence1 ignorance1 and mystery must fail4 ,the only safe and sure road to the needed control of sexual actions is to be found in knowledge1 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 life4 ,sidenote3 ,education as a solution of sex problems4 ,it is not surprising that we have turned to seek an educational solution for the problems of sex4 ,education has become the modern panacea for many of our ills--hygienic1 industrial1 political1 and social4 ,we have found people losing health for various reasons and we have proposed hygienic instruction as a prophylactic4 ,we have analyzed many problems of the industries1 and now we are beginning to seek their solution in industrial education4 ,we have noted that numerous social and political misunderstandings check progress of individuals and nations1 and we are coming to think the pathway upwards is to be found in better knowledge of social and political science4 ,and1 in like manner1 in every phase of this modern life of ours we are looking to knowledge as the key to all significant problems4 ,it is truly the age of education1 not simply the education offered in schools and colleges1 but education in the larger sense1 including the learning of useful knowledge from all sources whatsoever4 ,with such unbounded confidence in the all-sufficiency of education1 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 misuse1 or by deliberate abuse1 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 forms4 ,if education is to solve the civic1 hygienic1 and industrial problems of to-day and to-morrow1 why should it not also help with the age-old sexual evils8 ,so reasoning1 we have naturally turned to education as one1 but not the only1 method of attack on the sexual problems which have degraded and devitalized human life of all past times1 but which somehow have kept out of the limelight of publicity until our own times4 #d4 ,the ,scope of ,sex-education ,sidenote3 ,sex-education is not primarily for schools4 ,it is well to make clear in this first lecture that no one proposes to limit sex-instruction to schools and colleges4 ,we may safely leave mathematics and writing and even reading to schools1 but sex-education will fail unless the schools can get the coperation of the homes1 the churches1 the ,y4,m4,c4,a41 the ,y4,w4,c4,a41 the ,w4,c4,t4,u41 the ,boy ,scouts1 the ,camp ,fire ,girls1 and other organizations which aim to reach young people socially1 religiously1 and ethically4 ,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 accomplish4 ,sex-education1 then1 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 life4 ,sidenote3 ,sex-instruction impossible in most homes4 ,in a later lecture ,i shall urge the importance of beginning sex-instruction in the home4 ,there are some parents who wish that it were possible not only to begin but also to end it there1 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 life4 ,perhaps this has some truth1 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 circle4 ,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 children2 and1 therefore1 as a practical matter for the best interests of the vast majority of young people1 we must consider ways and means for instruction outside of most homes4 ,this need not interfere in the least with the parents who are able and willing to give sex-instruction to the children1 for the home instruction will naturally anticipate that which the schools must give for the pupils who are not properly instructed at home4 ,it seems to me to be a situation like that of children learning to read at home and later continuing reading at school4 ,sex-instruction begun at home will form the child's attitude and give him some elementary information1 and later he may profitably learn more in the same lines in the class work of school1 especially in connection with science instruction for which few homes have facilities4 ,moreover1 it is quite possible that one instructed at home in childhood may gain from later school instruction something of great social value1 for we must remember that the problems of sex which most demand attention are not individual1 but social4 ,hence1 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 processes1 and that every individual's life must be adjusted to other lives1 that is1 to society4 ,summarizing1 it appears that however desirable home instruction regarding sex may be1 the majority of parents are not able and willing to undertake the work1 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 lives4 ,sidenote3 ,caution in school instruction4 ,sidenote3 ,parents' co-operation4 ,in order to gain the serious attention of those who believe themselves unalterably opposed to school instruction regarding things sexual1 ,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 life4 ,it would be a dangerous experiment to introduce sex-instruction into all schools by sudden legislation4 ,there must be specially trained teachers of selected personality and tact4 ,no existing high school has enough such teachers1 and in the grammar schools where the pupils are at the age when proper instruction would influence them most1 the problem of general class instruction is absolutely unsolved4 ,only here and there in schools below the high school has a teacher or principal of rare quality made satisfactory experimental teaching4 ,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 teachers1 or preferably principals1 should begin with parents' conferences led by one who is a conservative expert on sex-instruction4 ,were ,i principal of a school with pupils from1 say1 two hundred and fifty homes1 ,i should begin at once to organize conferences designed to awaken the parents to the need of sex-instruction for their children1 and to the importance of making at least a beginning in the homes4 ,i should expect1 according to the experience of others1 that of the five hundred parents1 two hundred mothers and fifty fathers would take an interest in the conferences1 and that at least one hundred fathers too busy for meetings would approve heartily after hearing reports from their wives4 ,thus1 ,i should try to reach the majority of homes represented in my school4 ,i should be in no hurry to introduce class instruction--,i mean instruction related directly to human life2 but1 of course1 ,i should encourage my teachers to emphasize the life-histories of animals and plants in the nature-study1 and so lay in the pupils' minds a firm foundation for later connection between human life and all life4 ,at the same time1 ,i should keep my teachers on the lookout for individual pupils or groups that might need special attention and1 if such be found1 ,i should seek the coperation of their parents4 ,and finally1 after a year or two of co-working with parents1 ,i should hope to get permission for special talks based on nature-study and hygiene4 ,these talks should first be given to limited groups of pupils1 preferably in the presence of some parents who are interested and who have given their children some home instruction4 ,working along such conservative lines1 ,i believe a tactful principal of a grammar school might succeed in developing much of the needed instruction for pre-adolescent pupils4 ,sidenote3 ,instruction in high schools4 ,with regard to high-school pupils1 we should remember that nine-tenths of the desirable information is already included in the biology of our best high schools4 ,the remaining tenth is that which connects all life with human life2 and this requires tact and exceptional skill4 ,however1 the high schools no longer offer an insoluble problem1 for many teachers have succeeded in giving the desirable instruction to the satisfaction of critical principals and parents4 ,sidenote3 ,sex-education from early childhood to maturity4 ,there is a widespread impression that sex-instruction should begin with the approach of adolescence and soon be completed4 ,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 know4 ,still others have the same point of view when they advocate that a physician should be called for a lecture to high-school boys4 ,in fact1 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 people4 ,such limited personal instruction might suffice if sex-education were limited to sex-hygiene4 ,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 health2 but it is improbable that such brief instruction will make a permanent impression which will insure hygienic practice of the precepts laid down4 ,if we hold that sex-hygiene is important1 then it must be drilled into the learner from several points of view4 ,an isolated lesson on any topic of general hygiene is of very doubtful efficiency4 ,sidenote3 ,brief instruction does not fix attitude4 ,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 health1 attitude1 and morals except by instruction beginning in early childhood and graded for each period of life up to maturity4 ,most young people who in early adolescence receive their first lessons from parents and teachers have already had their attitude formed by their playmates4 ,even their morals may become corrupted and their health irreparably injured several years before puberty4 ,the only sure pathway to health1 attitude1 and morals is in beginning with young children and instructing them as gradually as the problems of sex come forward4 ,sidenote3 ,sex-instruction after youth4 ,the greatest possible good of sex-education will not be secured if it stops with early adolescent years4 ,there are many problems of sex in relation to society1 particularly in relation to monogamic marriage1 that young people should be led to consider in the late teens and early twenties4 ,our sex-education system will not be completely organized until we find ways and means for carrying the instruction by lectures1 conferences1 and books beyond the years commonly occupied by public-school education4 ,colleges and other higher educational institutions may contribute somewhat to this advanced sex-instruction2 but obviously the great majority of maturing young people cannot be reached personally except by instruction arranged in churches1 the ,y4,m4,c4,a41 and the ,y4,w4,c4,a41 evening schools1 and other such institutions4 ,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 people4 ,sidenote3 ,the larger sex-education4 ,in conclusion of this introductory lecture1 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 ways4 ,i have also tried to convince that it is far more than merely a school subject1 limited entirely to a curriculum extended over a few years4 ,this is the common misunderstanding arising from the familiar use of the word education4 ,as opposed to this narrow conception1 ,i understand sex-education1 the larger sex-education1 to be a collective term designating all organized effort1 both in and out of schools1 toward instructing and influencing young people with regard to the problems of sex4 ,here we have returned to the central thought of the definition with which this lecture opened1 and which ,i emphasize because it is the foundation of all future lectures3 ,the larger sex-education includes all scientific1 ethical1 social1 and religious instruction and influence which in any way may help young people prepare to meet the problems of life in relation to sex4 ,,ii ,,the ,,problems ,,for ,,sex-,,education #e4 ,sex ,problems and the ,need of ,special ,knowledge ,sidenote3 ,arguments for sex-education4 ,in these lectures ,i shall discuss the great sex problems towards the solution of which knowledge conveyed by special education may help4 ,these problems offer reasons or arguments in favor of sex-education1 and ,i shall attempt to present them from this point of view4 ,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 attack1 but in later lectures the organization of instruction will be considered more specifically4 ,sidenote3 ,propagandism needed4 ,in reviewing the literature that during the past decade has advocated sex-education1 it has seemed to me that there is left little possibility of any decidedly new and important contribution to the arguments favoring such instruction1 for the whole case has been splendidly presented by eminent writers in the fields of medicine1 biology1 sociology1 and ethics4 ,it now appears that the great majority of educators1 scientists1 and intelligent citizens in general have accepted the arguments for sex-instruction1 so far as they have been informed concerning the meaning and need of the movement2 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 life4 ,in short1 we now need a propagandism for extending the sex-education movement among the masses of people4 ,for those who have already accepted sex-education1 a survey of the facts that created a demand for sex-instruction will give a clearer outlook on the movement4 ,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 race4 ,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 people4 ,it is quite unnecessary1 and still more undesirable1 to recite at length in these lectures the social1 medical1 and psycho-pathological facts concerning abnormal or perverted sexual processes4 ,fortunately1 the educational ends may be gained by a general review that points out the bearings of the main lines of the sexual problems1 the misunderstandings and mistakes that education may help prevent and correct4 ,sidenote3 ,parents should know reasons for sex-instruction4 ,it is important that the general public1 especially the parents1 should understand the reasons which have induced numerous physicians1 ministers1 and educators to become active advocates of systematic sex-instruction for young people4 ,although the movement has made extensive progress in the ten years of propagandic work1 is probably true that the majority of even intelligent parents are not yet convinced that their children need sex-instruction4 ,this is due largely to the fact that the parents have not yet been shown the reasons why it is now1 and always has been1 unsafe to allow children to gain more or less sexual information from unreliable and vulgar sources4 ,in fact1 it is surprising to find many parents1 especially mothers1 who seem unable to grasp the idea that their protected children can possibly get impure information4 ,there are other parents who know that their children are almost sure to get vulgar information regarding sexual matters1 and that some young people are likely to make sexual mistakes2 but they calmly look upon such things as part of the established order of the world4 ,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 oats1 concerning which society in general1 and such parents in particular1 will care little as long as social diseases1 bastardy suits1 or chronic alcoholism do not result from the dissipations4 ,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 sowing4 ,perhaps most such parents are ignorant1 but some are simply thoughtless4 ,as an illustration of the latter1 the editor of a well-known magazine was recently talking with a prominent author and made some reference to the immoral habits of young men4 ,their conversation was essentially as follows3 ,the author remarked1 ,i assume that my boys will be boys and will have their fling before they settle down and marry4 ,the editor quickly replied1 ,yes1 and ,i presume that you expect your boys to sow their wild oats with my daughters1 and that in return you will expect my sons to dissipate with your daughters4 ,at any rate1 you have damnable designs on somebody's daughters4 ,this put on the wild-oat proposition a light which was apparently new to the literary man1 for he replied1 ,that is a phase of the young man's problem which never occurred to me4 ,it does sound startling when stated in that personal way4 ,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 society1 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 physicians1 ministers1 and educators4 ,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 people4 ,sidenote3 ,special associations needed4 ,since there are so many people who still need the most elementary knowledge concerning the sexual problems that demand educational attack1 it is important that there should be local associations which can manage lectures1 publications1 conferences1 and other means of informing the public as to the gravity of the sexual problems of our times1 and as to the part which sex-instruction may play in the attempt at finding a solution4 ,such work is now being done splendidly by the societies named in #ea4 ,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 work4 ,as suggested elsewhere1 the success of the movement for sex-instruction of children of school ages will depend largely upon the attitude and coperation of parents2 and hence it is important that parents should be led to understand the reasons or arguments for sex-instruction4 ,in other words1 they should know the problems that indicate the importance of enlightening the rising generation concerning the great facts of sex and life4 ,sidenote3 ,books for parents4 ,among the numerous publications that seem to me adapted for convincing parents that their children need instruction1 ,i commonly mention the following3 ,lowry's ,false ,modesty and ,teaching ,sex ,hygiene1 ,howard's ,start your ,child ,right1 ,wile's ,sex ,education1 ,galloway's ,biology of ,sex1 ,march's ,towards ,racial ,health1 ,lyttleton's ,training of the ,young in ,laws of ,sex1 and pamphlets by ,dr4 ,prince ,morrow4 ,see also pages #bda-bdc4 ,sidenote3 ,knowledge needed concerning eight sex problems4 ,there are eight important sex problems of our times that offer reasons or arguments for sex-instruction1 because ignorance plays a large part in each problem4 ,i shall state them briefly here and discuss each in succeeding lectures3 7#a7 ,many people1 especially in youth1 need hygienic knowledge concerning sexual processes as they affect personal health4 7#b7 ,there is an alarming amount of the dangerous social diseases which are distributed chiefly by the sexual promiscuity or immorality of many men4 7#c7 ,the uncontrolled sexual passions of men have led to enormous development of organized and commercialized prostitution4 7#d7 ,there are living to-day tens of thousands of unmarried mothers and illegitimate children1 the result of the common sexual irresponsibility of men and the ignorance of women4 7#e7 ,there is need of more general following of a definite moral standard regarding sexual relationships4 7#f7 ,there is a prevailing unwholesome attitude of mind concerning all sexual processes4 7#g7 ,there is very general misunderstanding of sexual life as related to healthy and happy marriage4 7#h7 ,there is need of eugenic responsibility for sexual actions that concern future generations4 ,here are the eight sexual problems of our times4 ,any one of them has significance great enough to demand the attention of educators and social reformers4 ,one and all they point to the need of better understanding regarding the sexual functions and their relation to life4 ,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 workers4 ,for convenience ,i shall use the following brief headings3 7#a7 ,personal sex-hygiene1 7#b7 social diseases1 7#c7 social evil1 7#d7 illegitimacy1 7#e7 sexual morality1 7#f7 sexual vulgarity1 7#g7 sexual problems and marriage1 7#h7 eugenics4 ,sidenote3 ,historical order4 ,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-education4 ,thus1 for instance1 personal sex-hygiene was the chief reason recognized twenty years ago2 social diseases began to attract public attention ten years ago2 commercial prostitution has been especially prominent in the discussions of the past five years2 and only recently has there been emphasis on sex-education with reference to eugenics4 ,the historical order which ,i follow in this lecture is not now the order of greatest importance4 ,for example1 sexual morality 7#e7 and vulgarity 7#f7 are probably of far greater significance than any of the other sexual problems that offer arguments for sex-education4 ,sidenote3 ,not all sex problems concern youth4 ,to avoid possible misunderstanding1 let me repeat from the first lecture the proposition that sex-education should extend in home and school from childhood to maturity4 ,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 age4 ,some of the problems of sex point to the need of special instruction in pre-adolescent or in adolescent years1 but some of them concern directly only those who are approaching maturity4 #f4 ,first ,problem for ,sex-instruction3 ,personal ,sex-hygiene ,sidenote3 ,personal and social hygiene4 ,it is convenient to group under personal sex-hygiene all hygienic knowledge concerning sexual processes in their personal as distinguished from their social aspects4 ,the distinction between these two aspects of sex-hygiene is essentially on the same basis as that between personal and public hygiene4 ,for example1 indigestion and overwork are matters of personal hygiene1 while tuberculosis and typhoid are problems of public hygiene because the individual case leads through infection to disease of others4 ,similarly1 such individual disorders as masturbation and deranged menstruation concern personal health directly1 while venereal diseases are clearly included in social sex-hygiene4 ,sidenote3 ,personal sex-hygiene needed4 ,if there were no other reasons for sex-instruction1 ,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 mechanisms2 and which1 moreover1 would guide them across the threshold of adolescence with some helpful understanding of the significance of the metamorphosis4 ,many men and women suffer from injured1 if not ruined1 health because they did not know1 especially between ten and fourteen years1 the laws of personal sex-hygiene1 which concern health in ways not involving sexual relationship4 ,many boys and some girls are injured both physically and mentally by the habit of masturbation4 ,numerous girls are injured physically and many mentally because they have not learned in advance the nature and hygiene of menstruation4 ,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 manhood4 ,moreover1 there are certain simple hygienic commands that children under twelve should receive from parents and teachers4 ,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 people4 #g4 ,second ,problem for ,sex-instruction3 ,social ,diseases ,sidenote3 ,recent publicity regarding vice and disease4 ,during the past decade the general public has received some astounding revelations concerning the enormous extent of illicit sexual promiscuity1 which is immorality according to our commonly accepted code of morals4 ,along with the evidence as to the existence of widespread promiscuity1 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 diseases1 syphilis and gonorrhea1 known in medical science as venereal or social4 ,when these are acquired by individuals guilty of sexual promiscuity1 they seriously and often fatally affect the victim2 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 law1 especially to wives and children4 ,the medical revelations concerning the relation of sexual immorality to the plague of social diseases1 has come from certain eminent physicians1 notably the late ,dr4 ,prince ,a4 ,morrow4 ,his translation of ,fournier's ,syphilis and ,marriage 7#ahha71 his own ,social ,diseases and ,marriage 7#aijd71 and several of his pamphlets published by the ,american ,society of ,sanitary and ,moral ,prophylaxis1 have been authoritative statements of conditions as the medical world sees them4 ,sidenote3 ,social diseases and immorality4 ,the extent of social diseases is a fairly accurate measure of the minimum amount of immorality1 for nothing is better established in medical science than that promiscuity in sexual relations is directly or indirectly responsible for spread of the microrganisms which cause the diseases4 ,if for several generations all men and women limited their sexual relations to monogamic marriage1 and the relatively rare cases of non-sexual and prenatal infection were treated so as to render them non-contagious1 the social diseases would probably disappear from the human family4 ,such a statement is significant only in showing the relation of social diseases to sexual promiscuity1 for of course1 there is no reasonable hope that the venereal germs will ever be annihilated by universal monogamy4 ,sidenote3 ,attack by education and sanitation4 ,reduction of the amount of venereal disease must depend upon 7#a7 hygienic and moral education which will lead people to avoid the sources of infection and 7#b7 sanitary and medical science which works either by applying antiseptic or other prophylactic methods for preventing development of the causative microrganisms1 or by using germicides for destroying those germs which have already produced disease4 ,thus the educational and the sanitary attack on the social diseases lie parallel4 ,both are needed1 for1 even with all the possible methods of attack1 the progress against these diseases will be exceedingly slow4 ,those who are interested in the facts relating to social diseases which point to the need of sex-education as one method of prevention1 are referred to the pamphlets published by the ,american ,society of ,sanitary and ,moral ,prophylaxis2 ,morrow's ,social ,diseases and ,marriage2 ,creighton's ,the ,social ,disease and ,how to ,fight ,it2 ,dock's ,hygiene and ,morality2 ,henderson's ,education with ,reference to ,sex2 and certain chapters in ,warbasse's ,medical ,sociology4 ,sidenote3 ,estimated amount of disease4 ,with regard to the accuracy of the commonly quoted statements concerning the prevalence of social disease1 and therefore of immorality1 it must be said in all fairness that there has been much guesswork and some deliberate exaggeration4 ,we learn from various books and lectures that fifty1 sixty-five1 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 diseases4 ,the fact is that there is no scientific way of getting accurate statistics1 for unlike other contagious diseases1 the venereal ones are kept more or less secret1 and numerous cases cannot be discovered by health officers4 ,all the published figures regarding the prevalence of such diseases are merely estimates based upon the experience of certain physicians with special groups of men1 especially in hospitals4 ,there is no reliable scientific evidence as to the prevalence of venereal disease in the whole mass of our ,american population4 ,sidenote3 ,education not concerned with percentages4 ,however1 so far as education is concerned1 there is nothing to be gained by dispute as to the possible inaccuracy of the higher percentages1#a for it is generally admitted that probably over fifty per cent of the men in ,america and ,europe become infected with gonorrhea or syphilis1 or both1 one or more times during their lives1 especially in early manhood4 ,this conservative estimate is sufficient to show that the sexual morals of probably the majority of men are at some time in their lives loose4 ,there is reason to believe that with most such men the period of moral laxity is in early manhood before marriage1 which1 though not excusable1 is explainable on physiological grounds4 ,it is important to correct the wrong impression which is now widespread1 especially among women who have read the more or less sensational statements in certain books and magazines1 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 years4 ,if that were true1 the situation represented by the highest estimates would be hopeless1 and we might as well start out to adjust society to a system of recognized sexual promiscuity4 ,fortunately1 it is far from true1 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 once4 ,this fact makes the outlook for improved sexual morals and health more hopeful1 for probably the majority of young men need help in controlling themselves for a few years only1 especially between eighteen and twenty-five4#b ,sidenote3 ,established facts4 ,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 population4 ,they are reliable when they state observed facts1 such as the following3 ,it is now established in medical science that 7#a7 gonorrheal infection results in tens of thousands of cases in complications1 such as heart disease1 gonorrheal rheumatism1 sterility of both men and women1 blindness of infants1 inflammatory diseases of female reproductive organs1 and other well-marked sequel of the disease2 and 7#b7 that syphilis is responsible for a large majority of cases of locomotor ataxia1 paresis and certain types of insanity1 and also for numerous aneurisms of arteries1 many apoplexies1 and much disease of liver1 kidneys1 and other organs4 ,moreover1 syphilis is charged with being the greatest race destroyer4 ,fournier1 the great ,french specialist1 noted that only two children survived from a series of ninety pregnancies of syphilitic women of the well-to-do class4 ,it is probably true that much less than ten per cent of syphilitized embryos ever grow into mature men and women1 and even these few survivors are likely to carry in their bodies the germs or the virus of syphilis which may affect the next generation4 ,sidenote3 ,social diseases admittedly dangerous4 ,such direct statements as the above may be accepted as not exaggerated4 ,however1 it little matters in sex-education1 except for the purposes of sensational writers1 whether statistics regarding the damage done by venereal diseases are more than estimates2 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 race4 ,this ought to be sufficient to attract the serious attention of every thinking man and woman4 ,sidenote3 ,double standard of morality4 ,thus1 in general survey1 we see the great problems of social-sexual hygiene caused by diseases that are widely distributed because sexual instincts are uncontrolled4 ,in short1 the alarming problem of the social diseases results from masculine promiscuity or the failure of men to adhere to the monogamic standards of morality4 ,in other and familiar phrasing1 there is widespread acceptance and practice of the so-called double standard of sexual morality1 a monogamic one for respectable women and promiscuity for many of their male relatives and friends4 7,see writings of ,morrow1 especially ,the ,sex ,problem2 also ,creighton's ,the ,social ,disease47 ,sidenote3 ,one problem for sex-education4 ,our brief survey of the hygienic problems caused by sexual promiscuity and its characteristic diseases is sufficient to indicate one great problem for sex-education4 ,such social-hygiene problems have been most responsible for the recent and rapid rise of the movement for sex-education1 and they must be recognized in any adequate scheme for instruction of young people4 ,sidenote3 ,is sex-hygiene adequate8 ,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 morality8 ,many cynical disbelievers in sex-hygiene answer this question negatively by asking in biblical phrase1 ,can the leopard change his spots8 ,in other words1 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 education4#c ,there is something in this point of view4 ,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 diseases4 ,a conservative and rational answer to the above question whether sex-education can solve the problem of social diseases1 is that a large percentage of even civilized people are not yet ready to have their most powerful instincts controlled by scientific knowledge4 ,hence1 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 schools4 ,at the very best there will be incomplete returns for the social-hygienic aspect of sex-instruction1 but already we know for a certainty that enough young men will be influenced to make the teaching justifiable4 ,i feel sure of this because ,i have met personally many such men and my friends know many more4 ,according to the investigations made by ,dr4 ,exner1 the medical secretary of the ,young ,men's ,christian ,association1 a great reduction of venereal disease has followed sex-hygienic campaigns in college towns4 ,sidenote3 ,medical treatment4 ,in another way hygienic teaching may reduce the amount of venereal diseases1 and that is by leading infected individuals to seek thorough medical treatment without delay4 ,this1 of course1 will render the diseased person non-infectious to others4 ,physicians report that there is now a marked movement in this direction and1 moreover1 that many infected young men voluntarily seek medical examinations before marriage4 ,sidenote3 ,woman's need of information4 ,even if we refuse to believe that social-hygienic teaching will protect many young men from sexual diseases1 there is the woman's need of information to be considered4 ,as said before1 women more than men suffer the consequences of venereal infections4 ,therefore1 every young woman who considers marriage should know the possibility of danger to herself and her children1 and be able to decide accordingly4 ,of course1 even with much knowledge she may marry the wrong man1 for correct diagnosis of social disease is not always easy2 but if her confidence is betrayed and she becomes infected1 she ought to know the importance of immediate and radical medical treatment4 ,let me illustrate these statements that women should know the danger of venereal disease4 ,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 man4 ,being utterly ignorant of the existence of sexual diseases1 the girl and her mother characterized my friend's statement by a short and ugly word1 and ordered him to leave their home instantly4 ,the marriage occurred and some months later the young woman went to her grave1 a victim of gonorrheal salpingitis and peritonitis4 ,another case which illustrates the danger of a woman's ignorance3 ,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 stage1 and even then conspired with an inefficient doctor to keep her ignorant of the nature of the disease4 ,sidenote3 ,the right to knowledge4 ,these are not extreme cases1 for any physician with large experience knows that such things are common4 ,medical literature is full of such painful recitals of venereal tragedies4 ,it is not desirable that all young women should know the details of such tragedies1 but they should know that dangers exist4 ,parents and educators will not have done their duty until they coperate to give all young women the protective knowledge they have a right to demand4#d ,sidenote3 ,best people must lead4 ,there is another way of looking at the possible effect of the social side of sex-hygienic instruction4 ,it is sure to make a decided impression upon many young people of the type that we regard as the best in every way4 ,these will be the leaders of the future and they in turn will help improve conditions4 ,perhaps it may all work out as the drug problem is being solved4 ,widespread social and hygienic information regarding the harmful effect of alcohol1 cocaine1 opium1 and other drugs has first of all impressed leading citizens2 and these are beginning to control by laws those who cannot be reached directly by education4 ,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 education4 ,sidenote3 ,legislation needed4 ,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 diseases4 ,for example1 legislation with reference to venereal disease should require doctors to report cases to health officers1 should forbid quack advertising of fake cures1 should forbid sale by drug stores of nostrums for personal treatment1 should provide dispensaries and hospitals for reliable treatment at reasonable cost1 should require medical examinations for marriage licenses and provide for such examinations at moderate charges or at public expense1 should require certain sanitary precautions in care of eyes of new-born infants1 and should provide for discovery and treatment of congenital syphilis in school children4 ,these are lines in which good laws might help vastly in the war against the social diseases4 ,moreover1 it is obvious that all laws which help control the social evil will work indirectly against the social diseases4 ,sidenote3 ,probable results of instruction4 ,in conclusion1 it seems probable that popular knowledge of the social side of sex-hygiene will reduce the amount of venereal disease 7#a7 by teaching some people the dangers of promiscuity1 7#b7 by adoption of certain sanitary precautions that lessen danger of infection1 7#c7 by leading people to seek competent medical aid which1 while often failing to restore the victim's health1 will probably eliminate the danger of contagion for others1 and 7#d7 by intelligent support of laws that directly or indirectly affect the social diseases4 ,sidenote3 ,social diseases not most important4 ,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 promiscuity4 ,so far as the questions of teaching are concerned1 my personal view is that some of the other reasons or problems for sex-instruction are more important1 because ,i believe that educational emphasis on them will give the greatest results in improved sexual conditions of society4 #h4 ,third ,problem for ,sex-instruction3 the ,social ,evil ,so far as the problems of sex-education are concerned1 there is nothing to be gained by an extensive review of commercialized prostitution4 ,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 sex4 ,of course1 it is not true that all prostitution is due to ignorance1 for it often involves enlightened men and women4 ,however1 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-instruction4 ,let us look for a moment at some facts concerning the relation of the ignorance of the women to their entrance into the underworld1 and later consider certain reasons why many men patronize the social evil4 ,sidenote3 ,why women enter prostitution4 ,with regard to the women victims of prostitution1 it seems to be generally accepted that economic pressure1 feeble-mindedness1 bad social environment1 and unguided instincts1 independently or combined1 are the chief causes of their downfall4 ,however1 there is a deeper reason why numerous women enter prostitution1 for all of these factors commonly operate because of inadequate sexual knowledge4 ,in short1 ignorance is the fundamental cause of much prostitution on the part of women4 ,many a girl with starvation wages1 bad social surroundings1 sub-normal mentality1 or even intense instincts is able to keep her womanhood because she knows the awful dangers of sexual promiscuity4 ,for our present educational purposes1 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 prostitution4 ,sidenote3 ,men also ignorant4 ,a large number of men patronize prostitution because they are ignorant in one or more of the following respects4 ,some of them have drifted into abnormal sexual habits when they were boys1 and later into illicit relations4 ,some of them did not know the effect of alcoholic drinks in leading many young men to their first immoral sexual acts4 ,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 men4#e ,most of the men do not realize that prostitution offers great danger to their own health1 still greater danger to the health of innocent wives and children1 and a greatly shortened life for many women who are the victims of sexual slavery4 ,most men do not know that dark tragedies are often concealed beneath the apparent gay life of the women who are victims of sexual degradation4 ,these are some of the things of which many young men ,i have known were very ignorant1 and it has been no difficult task to trace a close connection between their ignorance and their vice4 ,sidenote3 ,ignorance the chief cause4 ,looking at the social evil from any point of view1 it seems to me that ignorance1 dense ignorance1 is largely responsible for the existence of that darkest blot on our boasted civilization--the social-sexual evil4 ,no matter how we look at the established facts regarding prostitution1 they all point to the need of sexual instruction for the protection of the youth of both sexes4 ,the ,chicago ,vice ,commission concluded that the lack of information1 education and training with reference to the function and control of the sexual instinct1 and the consequences of its abuse and perversion1 appears at every point of our inquiry for the sources of the supply of the victims of vice1 either as the cause of the perversion of children and youth or as a complication of all other causes4#f ,of course1 we dare not dream that any sex-instruction that now seems possible will completely eradicate prostitution2 but we do know of thousands of boys and girls who have been directed to safety by knowledge of some fundamental sexual facts4 ,sidenote3 ,sex plays and novels4 ,concerning presentation of the social evil by fiction and the drama1 there is much honest disagreement4 ,my personal opinion is that little good is done by the theater or by such publications as ,reginald ,kaufmann's ,house of ,bondage1 and ,elizabeth ,robin's ,my ,little ,sister4 ,they all leave the unsophisticated reader with an exaggerated and even hysterical notion that white slavery is exceedingly common and the main cause of prostitution4 ,certainly the great majority of the army of prostitutes1 both public and clandestine1 in ,america1 and a still higher percentage on the continent of ,europe1 did not become novitiates of vice in prisons of prostitution4 ,sidenote3 ,limited reading desirable4 ,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 life4 ,certainly1 the indiscriminate reading of vice investigations is dangerous for many young people1--for young men because some of them are allured into personal investigations1 and for young women because they get an exaggerated and pessimistic view of all sexual problems4 ,for the intelligent reader who wants the general information that every public-spirited citizen should have1 the well-known book by ,jane ,addams will serve both as an outline and an encyclopedia of the social evil4 ,social workers and some educators will find use for the other books mentioned below4 ,jane ,addams4--,a ,new ,conscience and an ,ancient ,evil4 7,macmillan74 ,seligman1 ,e4,r4,a4 7,editor74--,the ,social ,evil4 7,putnam47 ,contains bibliography on the subject4 ,sumner1 ,dean ,w4,t41 and others4--,the ,social ,evil in ,chicago4 ,vice-,commission ,report1 #aiaa4 ,now published by the ,american ,social ,hygiene ,association4 ,the introduction and summary 7pp4 #be-dg7 deserves careful reading4 ,cocks1 ,o4,g4--,the ,social ,evil 7,association ,press74 ,vigilance1 a journal devoted to attacking the social evil1 has been discontinued and replaced by bulletins of the ,american ,social ,hygiene ,association1 #aje ,west #djth ,street1 ,new ,york ,city4 #i4 ,the ,fourth ,problem for ,sex-education3 ,illegitimacy ,sidenote3 ,society condemns illegitimacy4 ,most awful of all the results of the sexual mistakes of men and women are the unmarried mothers and their illegitimate children4 ,of course1 ,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 customs2 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 opinion4#g ,whatever may be the philosophical rights and wrongs of individual freedom in sexual relationship1 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 birthright4 ,as a result of this age-old stand for legitimacy1 illegitimate mothers and children do not have a square deal at the bar of public opinion4 ,everybody knows that the vast majority of illegitimate children do not have a fair chance in the world's work4 ,professor ,cattell1 in ,science1 ,march1 #aiad1 points out that since illegitimates occur one in every twenty-five births in the ,united ,states1 and since they are on the whole equal to other children in mentality1 there ought to be forty of them among the thousand leading men of science designated in the directory of the ,american ,men of ,science2 but none are known4 ,the conclusion must be that illegitimate children do not have an equal chance at education which leads to prominence in science4 ,but it is not simply a matter of limited education1 for in every way the fate of most illegitimate children is usually pitiful4 ,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 society4 ,sidenote3 ,ignorance the cause4 ,it seems to be generally accepted that in the vast majority of cases1 unmarried mothers and illegitimate children are due to ignorance of the women4 ,women who are professionally immoral do not bear many children4#h ,in fact1 excepting the feeble-minded prostitutes1 the general rule is that those who are mothers have only one child and that one the result of the first sexual errors4 ,it is a safe general conclusion that ignorance of sexual laws is responsible for the great majority of cases of illegitimacy4 ,edith ,livingston ,smith1 of ,boston1 in an article on ,unmarried ,mothers in ,harper's ,weekly for ,september #f1 #aiac1 expressed views of the causes of illegitimacy that many a social worker will indorse heartily3 ,i see shop girls and waitresses1 factory girls and maids1 chorus girls1 stenographers1 and governesses1 each with a different story1 each with the same terror of the consequences of their folly4 ',i never knew1' they tell me1 ',i never knew there were such temptations4'444 ,let us go back to the question of sex-education of the public4 ,silence has been the policy in the past4 ,we have taught our children biology and natural history1 we have taught them physiology1 carefully ignoring the organs of reproduction2 we have warned the young to make use of their senses and their brains1 but we have refused to recognize the very force that guides all these instincts1 the vital power of sex4 ,yet1 in the face of this stupidity1 acknowledging the call of the age1 girls are sent out into the industrial world1 where they fight shoulder to shoulder with men4 ,here they find potential worth of their individualities2 here they meet with the same--no greater--temptation than their brothers1 but with no knowledge to guide them1 no traditions to give them poise1 no ameliorating factor of social tenderness or tolerance when inexperience fails to temper their emotions and their femininity4444 ,a girl's protection must come from without1 a boy's from within4 ,every boy who reaches the age of adolescence knows his nature4 ,it asserts itself4 ,his sex instincts are dominant1 aggressive4 ,he is man1 the father of the race1 and the laws of procreation are to him an open book4 ,a girl stays innocent until she is awakened4 ,it is the kiss1 the touch1 the senses stirred1 that make her1 in the glory of her womanhood or in her shame1 acknowledge her sex4 ,the very frailty of such a girl1 her dependence upon her intuitions and emotions1 the triumph of feeling over intellect1 place her in greater danger than her brothers1 even were their responsibility to society the same4 ,but1 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 world1 or what she must combat1 lest her emotions forestall her intelligence as physical development precedes mental appreciation4 ,sidenote3 ,men also ignorant4 ,illegitimacy is often due to ignorance of men as well as of women4 ,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 result4 ,such cases where the boy is entirely ignorant must be very rare2 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 offspring4 ,arthur ,donnithorne1 in ,adam ,bede1 did not forecast that his act would lead to the ruin of ,hetty ,sorrel and her condemnation for infanticide4 ,sidenote3 ,more than biology needed4 ,it is obvious that something more than the ordinary biological facts of reproduction must be included in sex-instruction that tries to prevent such tragedies4 ,in another lecture we shall consider moral teaching1 but here let us look at the cold facts of life that ought to be taught at some appropriate time to young people4 ,not only should they know the simple biological probability that sexual relationship will lead to reproduction1 but they should be led to consider the relentless consequences of illegitimate propagation4 ,on this latter point general literature1 e4g41 ,adam ,bede and ,the ,scarlet ,letter1 teaches some impressive lessons4 ,another point needs emphasis with the numerous young people1 especially men1 who are not controlled by moral laws1 who know the probabilities of illegitimacy occurring1 but who have acquired the popular impression that the order of nature is easily changed4 ,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 act4 ,hence1 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 circumvented4 ,it is unlawful to explain1 except to medical audiences1 why this is so2 but much illegitimacy will be prevented if it can be made widely known among young men and women that1 according to reliable physicians1 tragedies of illegitimacy are often due to misplaced confidence in popular methods of contraception4 ,sidenote3 ,criminal operations4 ,there is yet another line of information that if widely known might have some bearing on the problem of illicit sexual relations3 ,physicians and social workers report that many young men and some women know the possibility of illegitimate pregnancy1 but feel safe because they know the addresses of doctors and midwives who will perform criminal operations4 ,the great danger of the operation1 especially at the hands of such third-class doctors as would attempt to terminate pregnancy criminally1 should be widely known by the general public1 which only now and then gets a hint in the newspaper reports of a tragedy involving some unfortunate girl4 ,sidenote3 ,relative passion of men and women4 ,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 responsibility4 ,some young men may be guided by the information that there is much reliable evidence indicating that1 while an innate tendency towards general emotions of affection is strong in the average young woman1 there is general absence of the localized passions that naturally and automatically develop in young men4 ,in other words1 the first definite sexual temptation is likely to come to a young woman from outside herself1 and young men should be impressed with their responsibility for allowing even the beginning of situations that may arouse dormant but dangerous instincts4 #aj4 ,the ,fifth ,problem for ,sex-education3 ,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 morality4 ,for brevity1 ,i shall occasionally speak of morality and immorality1 omitting the qualifying word sexual4 ,sidenote3 ,definition of sexual morality4 ,this lecture1 in fact this entire series of lectures on sex-education1 is based on the fundamental proposition that sexual morality demands that sexual union be restricted to monogamic marriage1 and conversely1 that such sexual relation outside of marriage is immoral4 ,such a definition of sexual morality is accepted by church and state and the chief citizens in every civilized country4 ,it is the only practical definition which is satisfactory to the vast majority of educated ,american men and women1 even to those who believe in freedom of divorce and in forgiveness for youthful transgressions of the accepted moral code4 ,sexual morality has had changeable standards1 and in other times and countries custom has made polygamy and promiscuity acceptable as moral2 but the monogamic ideal of morality now prevails in the world's best life4 ,sidenote3 ,morality in ,america and ,europe4 ,monogamic morality as a protection for family life means much more in ,america than in ,europe4 ,it is true that there is an astounding amount of prostitution in ,america1 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 people4 ,as illustrations of our adherence to monogamic law1 let me give some facts for comparison of ,america and continental ,europe4 ,in ,america1 illegitimate births are not accurately reported but are probably less than five per cent of the total number for the whole country4 ,locally the proportion is often very much higher4 ,thus in ,washington1 ,d4,c41 where 7#aiad7 over ten thousand1 chiefly negroes1 live in alleys between the streets and under extremely unhygienic and immoral conditions1 fifty per cent of the children are illegitimate1 while but twenty per cent of the colored children born of mothers living outside the alleys1 and less than eleven per cent of the total born of all races in the city are illegitimate4 ,in various small ,american regions with a white population the proportion of illegitimacy is astoundingly high1 but the average for the entire country is hopefully low4 ,in many ,german towns statistics show above twenty-five per cent1 and in the whole empire1 more than half the legitimate first-born children are conceived before marriage4 ,all writers1 the ,german ones included1 seem to agree that the majority of ,teutonic men and women enter into free unions before marriage and public opinion does not severely condemn4 ,in many rural districts of ,england1 ,france1 and ,sweden1 and even in ,london and ,paris1 a large percentage of the marriages are simply legalization of free unions4 ,in short1 in all these countries the monogamic ideal is not followed by a large percentage of people4 ,it must be remembered that the great majority of people involved in the above figures are of the peasant and laboring classes2 conditions are quite different among women of the educated classes4 ,these must ultimately set the moral standards for the masses4 ,our ,american conditions are quite different1 especially outside of the large cosmopolitan cities4 ,it is impossible not to believe in the moral integrity of the great majority of unmarried women in ,america4 ,certainly even in our worst communities we have no such general immorality of women as above ,european figures suggest4 ,perhaps wholesale prostitution in which one public woman may be the mistress of ten1 twenty1 or even fifty men1 may tend to protect any equal number of ,american women2 whereas in ,europe a peasant woman would probably be for a time the paramour of one man1 thus tending to make equal numbers of immoral men and women4 ,however1 it matters nothing for our present purposes what may be the explanation of conditions of sexual promiscuity here or abroad4 ,the one great fact is that our national code of morality is a monogamic one1 approved as ideal even by many of those who fail to live strictly in harmony with its dictates4 ,hence1 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 ideal4 ,those who are interested in this problem of morality as related to marriage should read ,foerster's ,marriage and the ,sex ,problem4 ,sidenote3 ,relation of sex-hygiene and ethics4 ,among those who see the need of teaching sex-ethics as a part of the larger outlook of sex-education1 there are two points of view3 7#a7 those who favor the teaching of sex-ethics with the hope of preventing the hygienic problems arising from immorality1 and 7#b7 those who believe in sexual morality for its own sake or as an accepted code of conduct4 ,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 ,evil4 ,it proposes to study every means1 sanitary1 moral1 and administrative1 which promise to be most effective for this purpose4 ,most of the papers that have been read at the meetings of the ,society have emphasized the sanitary aim as primary1 and the moral aim as a means to the hygienic end2 but in the past three years there has been a decided tendency towards placing emphasis upon morality1 and recently the executive committee of the ,society voted to propose the following revised statement3 ,the aim of this ,society is to promote the appreciation of the sacredness of human sexual relation1 and thereby to minimize the moral and physical evils resulting from ignorance and vice4 ,this change of emphasis is well expressed in ,president ,keyes's report to the ,society 7,journal1 ,vol4 ,v1 ,no4 #a74 ,as to the relation between sex-hygiene and sex-ethics as phases of the larger sex-education1 there has been much discussion4 ,several writers have contended that there is some conflict between sanitary and moral ends1 but have failed to convince most readers that hygiene and ethics should not be associated in teaching4 ,in fact1 the most impressive sex-hygiene is that relating to social disease1 and its value is chiefly in the ethical appeal for protection of innocent wives and children4 ,sidenote3 ,dr4 ,cabot's view4 ,most prominent of those who have declared that hygienic and moral teaching should be dissociated is ,dr4 ,richard ,c4 ,cabot1 of ,boston4 ,i shall discuss his point of view in connection with a later lecture on ,criticisms of ,sex-education 7 #df74 ,in the present discussion of sexual morality as an important reason for sex-education1 it is sufficient to say that ,dr4 ,cabot seems to disagree with other teachers on the question of the influence of formal instruction on the morals of people4 ,sidenote3 ,moral and hygienic problems4 ,sex-education is now commonly understood to be attempting to solve the moral as well as the hygienic problems of sex4 ,as suggested before1 these two lines of problems are clearly related but not coincident2 for sexual health and morals are not entirely cordinated4 ,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 morality4 ,in fact1 sexual immorality that is hygienic does actually exist to a limited extent4 ,such facts indicate that while sex-education was first planned to solve health problems1 the ultimate sex-education must attempt to guide sexual conduct by moral principles4 ,this coming need of more emphasis on the moral problems of sex should be clearly foreseen by those who are interested in sex-education4 ,sidenote3 ,super-morality desirable4 ,now1 while sexual morality as commonly understood is a direct aim of sex-education1 it is not1 in the opinion of many people1 the ideal and ultimate goal of sex-education in its broadest outlook4 ,there is something higher than conventional morality for the reason that1 while natural sexual union in monogamic marriage is never legally or ecclesiastically immoral1 it is very often far from ideal4 ,it is not ideal if it is unethical1 unhygienic1 or unsthetic4 ,it is unethical1 if it is not a bi-personal desideratum 7i4e41 based on mutual love#i72 it is unhygienic when not promotive and conservative of health2 and it is unsthetic if the concomitant psychical reactions are not in harmony with the beautiful in nature and life4 ,in all these ways1 morality as commonly and legally and ecclesiastically understood may fall very far short of the ideal sexual relationships4 ,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 marriage1 but also that it might be made to mean an all-satisfying monogamic affection and comradeship based on certain physiological1 psychical1 sthetic1 and ethical laws that underlie human sexual potentialities4 ,such would be a morality so far beyond the accepted standards that for convenience we may call it super-morality1 or the new morality4 ,this1 ,i sincerely believe1 is the ultimate goal of sex-education in its largest outlook4 ,sidenote3 ,super-morality deserves emphasis4 ,among those who have contributed to the sex-education movement there are none who have properly emphasized this super-morality1 which1 ,i believe1 is the ultimate goal of the larger sex-education for the most enlightened people4 ,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 individual1 is broad enough to include all questions of hygiene1 morality1 and super-morality that may come into one's life4 ,the third aim of sex-education 7 #af7 which refers to the social1 ethical1 and psychical aspects of sex as affecting the individual life in relation to other individuals1 should be understood as meaning first a stand for morality and then1 this having been attained1 super-morality is an easy stage forward4 ,the same idea was touched by the writer in a paper on ,biology in ,sex-,instruction 7,journal of ,society of ,sanitary and ,moral ,prophylaxis1 ,october1 #aiaa7 in these words3 ,if the great questions of sex relationship are ever satisfactorily solved1 it must be through the direct application of the four sciences which are centered around human life1 namely1 psychology1 ethics1 sociology1 and last1 but far from least1 sthetics4 ,as we have seen1 biology teaches much directly bearing on the purely physical aspects of the perpetuation of human life1 and its study is absolutely necessary for mental attitude and basal facts2 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 physical1 to which the science of biology is limited4 ,above all we must look to these sciences for the solution of the problems of sex in relation to society1 which more than any physical ills have led to our present problems concerning sexual disharmonies4 ,sidenote3 ,super-morality not for the masses4 ,but while there is something attractive in this larger interpretation of sex-education as looking forward to the highest adaptation of sex and life1 ,i realize that as a practical matter we must first of all work with young people for sexual morality as defined by the accepted code4 ,we must remember that the vast majority of people are not yet ready1 and will not soon be ready1 for a code of super-morality4 ,confusion might result from an attempt at wholesale teaching of such idealism of sex relationship4 ,certainly1 so far as sex-education aims to help immature young people1 there is nothing to do but hold up monogamic marriage as the basis of our accepted morality2 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 possibilities4 ,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 marriage4 ,fortunately1 such individuals need not wait for the world to grasp the idea of super-morals2 and already there is many a home in which the higher view of life and sex prevails4 ,sidenote3 ,cautious teaching concerning immorality4 ,immorality in sexual lines should not be overstressed when teaching young people4 ,rather should there be emphasis on the moral1 the normal1 the healthful1 the helpful1 and the sthetic processes in human life4 ,we should emphasize sexual health and morals1 not disease and immorality4 ,concerning immoral living in general1 young people should know only enough for necessary warning4 ,curiosity derived from extensive knowledge of immorality has drawn many a young man into the whirlpool of sexual depravity4 ,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 oft1 we first endure1 then pity1 then embrace4 ,sex-education should guard against such dangerous familiarity with vice4 #aa4 ,the ,sixth ,problem for ,sex-education3 ,sexual ,vulgarity ,sidenote3 ,present attitude4 ,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 secrecy1 disrespect1 vulgarity1 and irreverence concerning every aspect of sex and reproduction4 ,even expectant motherhood is commonly concealed as long as possible1 and all reference to the developing new life is usually accompanied with blushes and tones suggestive of some great shame4 ,nothing sexual is commonly regarded as sacred4 ,love and marriage1 motherhood and birth1 are all freely selected as themes for sexual jests1 many of them so vulgar that no printed dictionary supplies the necessary words4 ,and ,i am not simply referring to the great masses of uneducated people1 for the saddest fact is that a very large proportion of intelligent people have not an open-minded and respectful attitude concerning sex and reproduction4 ,sidenote3 ,vast change of attitude needed4 ,now1 unless we can devise some way to counteract the prevailing narrow1 vulgar1 disrespectful1 and irreverent attitude towards all aspects of sex and reproduction2 unless we can make people see sexual processes in all their normal aspects as noble1 beautiful1 and splendid steps in the great plan of nature2 unless we can substitute a philosophical and sthetic view of sex relationship for the time-worn interpretation of everything sexual as inherently vulgar1 base1 ignoble1 and demanding asceticism for those who would reach the highest spiritual development2 unless we can begin to make these changes in the prevailing attitude towards sex and reproduction1 we cannot make any decided advance in the attempt to help solve sexual problems by special instruction4 ,first of all1 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 debased4 ,sex-education must work against the idea that sexual processes are inherently vulgar1 degraded1 base1 and impure4 ,such an interpretation is correct only when sexual instincts are uncontrolled and thereby out of harmony with the highest ideals of life4 ,but control does not mean asceticism which aims at complete subjugation of sexual instincts and would annihilate them if that were biologically possible4 ,the early ,christians1 disgusted with the sexual degradation of the paganistic and materialistic ,romans1 preached a doctrine of sexual asceticism as the ideal for those who would rise to the heights of spiritual life4 ,this pessimistic interpretation of the relation of sex and life has persisted even in some ecclesiastical teachings of the twentieth century1 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 life4 ,sidenote3 ,attitude changing4 ,fortunately1 the old ascetic point of view is passing rapidly4 ,nineteenth-century science has given us a nobler view of the physical world4 ,scientifically considered1 matter is no longer base and degraded4 ,especially has the biological science of the past fifty years made living matter and its activities profoundly impressive4 ,and of the life-activities none are so significant and so all-important as those relating to the perpetuation of the human species4 ,biological science has taught this emphatically1 and the processes connected with sex have been lifted to a place of dignity and purity4 ,sidenote3 sthetic attitude desirable4 ,the old asceticism1 with its uniformly dark outlook on life1 has no lessons worth while in our modern problems relating to sex4#aj ,we need severe control and not annihilation of our most powerful instincts4 ,the bright outlook of sthetics rather than the dark one of asceticism should prevail1 for sex-instincts and processes are essentially pure and beautiful phases of that wonderful something we call life4 ,sex-education should aim to give this attitude by presenting life as fundamentally free from the degradation arising from misuse and misunderstanding of sex4 ,sidenote3 ,not a new ideal4 ,the sthetic interpretation of sex is no new ideal4 ,canon ,lyttleton1 formerly ,head ,master of ,eton ,college and later ,canon of ,westminster1 believed that viewed rightly1 the subject of sex1 the ever-recurring miracle of generation and birth1 is full of nobleness1 purity1 and health4 ,the late ,dr4 ,prince ,a4 ,morrow wrote1 the sex function is intimately connected with the physical1 mental1 and moral development4 ,its right use is the surest basis of individual health1 happiness and usefulness in life1 as well as of racial permanence and prosperity4 ,its abuse and misuse is the cause of a vast deal of disease and misery4 ,and finally1 we may quote ,president-,emeritus ,eliot of ,harvard ,university3 ,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 processes4 ,that doctrine lies at the root of the feeling of shame in connection with these processes and of the desire for secrecy4 ,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 marriage4 ,there is nothing staining or defiling about it1 and therefore there is no need for shame or secrecy1 but only for pride and joy4 ,this doctrine should be part of the instruction given to all young people4 ,sidenote3 ,attitude all-important in sex-education4 ,if sex-education succeeds in giving young people this enlightened attitude1 there will be little difficulty in solving most of the ethical and hygienic problems of sex4 ,a young man who has caught a glimpse of the highest interpretation of sex in its relation to human life1 in short a young man to whom all natural sexual processes are essentially pure and noble and beautiful1 is not one who will make grave hygienic mistakes in his own life1 and he will not be personally connected with the social evil and its diseases1 and he will avoid almost intuitively the physiologic and psychologic mistakes that most often cause matrimonial disaster4 ,everything1 then1 in successful sex-education depends upon the attitude formed in the minds of learners2 and towards this our major efforts should be directed4 ,sidenote3 ,comparison with animals not helpful4 ,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 life4 ,such an interpretation of human sexuality as purely animalistic in function is implied1 if not expressed1 by some workers for the purity movement4 ,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 life4 ,sidenote3 ,sexual pessimism4 ,an intelligent woman1 a happy wife and mother1 who had accepted this ascetic and pessimistic view of sex1 said the other day3 ,oh1 love and marriage and motherhood would be so beautiful were it possible to escape the unspeakably vulgar facts of physical life6 ,poor woman6 ,it must have been some fiend incarnate who in the guise of a prophet of purity preached to her the animalistic interpretation of sex1 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 nature4 ,this is not an isolated case4 ,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 parents4 ,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 animals4 ,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 family4 ,if these are to guide our conduct1 then food-taking is to be regarded as a necessary but vulgar habit inherited from our animal ancestors2 and if we are to be logical and attempt to rise to ideal purity in eating1 we must hasten to dispense with the culinary science and all the sthetics which have made civilized eating a fine art4 ,of course1 this is just what the strict ascetic does2 but such radical disbelievers in the pleasures that we have associated with eating would be declared lunatics in any civilized country4 ,sidenote3 ,two kinds of hunger4 ,i have chosen eating for illustrating my point1 for the demands for food and for sexual activity are the two primal and necessary forms of hunger4 ,the hunger for food has led to the refinements of civilized dining1 but there has been great evolution4 ,the animals feed 7,german1 fressen7 in order to satisfy hunger only2 civilized humans eat 7essen7 not only to satisfy the hunger appetite inherited from the animals1 but also for the sake of the concomitant social sthetic pleasures that add much to the joy of living4 ,now1 if we are logical1 we must interpret on parallel lines the sexual hunger that is necessary for the perpetuation of human life4 ,like eating1 it is a necessary function inherited from the animals2 but there has been an evolution of greater significance4 ,in the animal world1 sexual activity has only one function1 reproduction2 but human life at its highest has superadded psychical and social meaning to sexual relationships1 and the result has been affection and the human family4 ,if we reject this higher view of the double significance of sexuality in human life1 and insist that only the necessary propagative function is worthy of recognition1 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 animals2 in short1 that it is only an animal function4 ,this1 ,i insist1 is a depressing interpretation that will never help overcome the prevailing vulgar attitude toward sex4 ,sidenote3 ,human sexuality more than animal4 ,it is only by frankly recognizing and developing the psychical and sthetic meanings that are distinctly human and superadded to the merely propagative function of the animals1 that people can be led far away from the vulgar outlook on sex and reproduction in human life4 ,sidenote3 ,relation of attitude and morality4 ,there is no question that wholesome attitude towards sex and reproduction is closely associated with the problems of sexual morality1 and especially so far as educational procedure is concerned4 ,it is true that large numbers of moral people hold the vulgar attitude towards sex and reproduction2 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 attitude4 ,there are many people who stand for sexual morality for no other reason than that they have a dignified and sthetic attitude towards sex4 ,sidenote3 ,sexual vulgarity a stage in evolution4 ,there is much evidence that the world is rapidly improving in this respect4 ,sexual vulgarity seems to represent a stage in the evolution of human life from the barbaric to the fully civilized4 ,the sexual vulgarity of primitive peoples1 both ancient and modern1 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 problems4 ,in the classical days when ,venus and ,bacchus and other deities of sensuality were worshipped by their devotees1 there was sexual vulgarity in action and language such as now exists only among the most ignorant or depraved people in civilized lands4 ,the advent of ,christian civilization in ,europe left no place for temples and worship of sensuality1 but still the age-old tendency towards a crude and barbaric kind of sexual vulgarity and obscenity has continued in folklore1 in colloquial language1 and in literature4 ,however1 there has been a vast change in the attitude of the best people within the last two centuries4 ,once many ,english writers1 many of them now deservedly obscure1 published prose and poetry that would now be criminal4 ,an unexpurgated edition of ,shakespeare's ,complete ,works1 or of ,boccaccio's ,decameron1 could not be circulated through the ,united ,states mails1 and there are many good people who are asking how long we shall continue to allow the unexpurgated ,old ,testament the privilege of circulation4 ,it is not simply prose and poetry that has been purified4 ,scientific literature has shown the influence of the reaction against obscenity4 ,linnus and other naturalists of the past were fond of giving scientific names that perpetuated vulgar comparisons with sexual organs1 but no naturalist of the present day would dare suggest such designations for unnamed animals and plants4 ,the older medical literature contains abundant obscenities2 but scientific dignity1 as well as the refinement of modern medical writers1 has tended to compel the elimination of vulgarity4 ,however1 there are still too many physicians1 especially those working with venereal and genito-urinary diseases1 who go out of their way to illuminate their conversations1 lectures1 books1 and magazine articles with veiled vulgarity4 ,even high-class medical journals occasionally contain illustrations of this tendency4 ,however1 the medical profession as a class stands for dignified scientific presentation of facts1 and obscenity will soon be tabooed in medical and all other reputable literature4 ,save for occasional emanations privately printed by and for degenerate persons1 public obscenity will soon be unknown4 ,its complete disappearance will have a vast influence upon the problem of sexual attitude4 #ab4 ,the ,seventh ,problem for ,sex-instruction3 ,marriage ,sidenote3 ,physiology and psychology of marriage4 ,it is the consensus of opinion of numerous physicians1 ministers1 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 sex4 ,in the opinion of many students of sexual problems1 this is the strongest reason for sex-instruction4 ,it is certainly a line in which limited spread of information has already given some definite and satisfactory results4 ,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 disagreements2 and having easily found so much definite influence of sex-science upon marriage1 ,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 individuals4 ,large numbers of young people are already awake to the need of scientific guidance in marriage1 and there is a great demand for helpful information4 ,advanced sex-instruction with reference to the problems of marriage need not wait for general establishment of elementary instruction for children of school ages4 ,lectures and books are already reaching large numbers of adults4 ,such enlightenment will help in two ways1 by the influence on marriage and by preparing adults to teach children4 ,sidenote3 ,other knowledge needed4 ,there is another side to the problem of marriage that points to need of the larger sex-education4 ,physiology and psychology of sex are fundamental2 but they alone are not sufficient to complete that mutual adjustment and understanding which marriage at the full development of its possibilities involves4 ,matrimonial harmony cannot be entirely a problem of applied science1 as some superficial devotees of science seem to think2 for science can never analyze those subtle and ever-varying qualities that go to make up what we call personality1 and marriage in its largest outlook is the intimate blending of two personalities4 ,psychological and physiological knowledge will undoubtedly help the two married individuals in their progress towards the harmonious adjustment of their individualities2 but there are many little1 but often serious1 problems that the physiology and psychology of sex cannot solve4 ,they are problems that involve mutual affection1 comradeship1 sympathy1 unselfishness1 coperation1 kindliness1 and devotion of husband and wife4 ,obviously1 these can never be developed by any formal instruction4 ,sidenote3 ,helpful literature4 ,probably there is no better way to help young people realize the possibilities of matrimonial harmony than by suggesting wholesome literature4 ,some of this is a part of the world's general treasure of books that in prose and poetry1 in history and romance1 hold up a high ideal of love with marriage4 ,there is much such literature that gives young people inspiration1 but too much of it1 like college life1 ends with a commencement4 ,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 lovers4 ,we need more literature that does not end with the wedding march1 but which gives young people the successful solution of the problems after marriage4 ,some such is available in history and biography2 some in essays4 ,as ,i write there come to my mind several books that have impressed me3 ,professor ,palmer's ,life of ,alice ,freeman ,palmer2 ,leonard ,huxley's ,life and ,letters of ,t4,h4 ,huxley1 which gives many intimate glimpses of the ideal home life which the great biologist centered around ,mrs4 ,huxley2 ,william ,george ,jordan's ,little ,problems of ,married ,life2 ,orrin ,cock's ,engagement and ,marriage2 and that much misunderstood#aa but helpful book ,love and ,marriage by ,ellen ,key4 ,many of the stories by ,virginia ,terhune ,van de ,water1 published in the magazines and collected in a book entitled ,why ,i ,left my ,husband 7,moffatt1 ,yard71 deal with real problems of married life4 ,sidenote3 ,similar education of the sexes4 ,the problems of co-education and cordinate education have not a little bearing on the adjustment of the two sexes in marriage4 ,in these days when vocational education is fashionable in theory and is attracting attention in practice1 we are told that co-education and cordinate education are mistakes because they provide the same training for both sexes4 ,we are told that girls must be educated for their vocation of home-making1 while boys must be educated for business1 trades1 or professions4 ,everywhere in this current movement for vocational education we find the emphasis placed on making education for the two sexes just as dissimilar as possible4 ,fortunately for the educational adjustments of the two sexes to each other1 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 similar1 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 only4 ,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 sexes4 ,for illustration1 the writer happens to be connected with a college which offers a four-year course and graduate work specially arranged with reference to household arts4 ,surely here is an opportunity for education far different from that of the typical college for men4 ,as a matter of fact1 there is great similarity4 ,the greater part of the four years is filled with general courses in ,english1 modern languages1 chemistry1 biology1 physics1 sociology1 economics1 and fine arts1 while a minor part of the curriculum consists of courses in cookery1 clothing1 and household administration4 ,the general courses are in essentials not different from courses in colleges for men4 ,here and there instructors select materials and in other ways relate the general courses to household arts1 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 men4 ,it is only1 then1 in the cookery1 clothing1 and administration that there is sex-differentiated education1 and even in these the practice necessary to acquire proficiency in technique is the chief peculiarity4 ,so far as fundamental knowledge is concerned2 cookery is chiefly an application of chemistry1 physics1 and physiology that could easily be made clear to one who had completed courses in these sciences in a college for men2 dress design is an application of fine arts and its construction is a mechanical problem4 ,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 men4 ,sidenote3 ,little differentiation4 ,on the whole1 then1 there is really little possibility of sex-differentiated education4 ,this1 ,i insist1 is a fortunate fact of vast importance in the mutual adjustment of the two sexes in marriage4 ,there could be no adjustment on an intelligent basis if education could be utterly dissimilar4 ,there can be perfect adjustment only when the two individuals are adjusted harmoniously1 and that means similar outlooks on life's problems4 ,sidenote3 ,need of sex-education for feminism4 ,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 marriage4 ,let me quote ,c4 ,gasquoine ,hartley1 whose suggestive ,chapters ,,viii and ,,ix in her ,truth ,about ,woman 7,dodd1 ,mead7 deserve to live long after the readable but unscientifically applied earlier chapters are consigned to oblivion3 ,to hear many women talk it would appear that the new ideal is a one-sexed world4 ,a great army of women have espoused the task of raising their sex out of subjection4 ,for such a duty the strength and energy of passion is required4 ,can this task be performed if the woman to any extent indulges in sex--otherwise subjection to man8 ,sexuality debases1 even reproduction and birth are regarded as 'nauseating4' ,woman is not free1 only because she has been the slave to the primitive cycle of emotions which belong to physical love4 ,the renunciation1 the conquest of sex--it is this that must be gained4 ,as for man1 he has been shown up1 women have found him out2 his long-worn garments of authority and his mystery and glamour have been torn into shreds--woman will have none of him4 ,now obviously these are over-statements1 yet they are the logical outcome of much of the talk that one hears4 ,it is the visible sign of our incoherence and error1 and in the measure of these follies we are sent back to seek the truth4 ,women need a robuster courage in the face of love1 a greater faith in their womanhood1 and in the scheme of ,life4 ,nothing can be gained from the child's folly in breaking the toys that have momentarily ceased to please4 ,the misogamist type of woman cannot fail to prove as futile as the misogamist man4 ,not ',free from man' is the watch-cry of women's emancipation that surely is to be1 but ',free with man4' ,sidenote3 ,sex and intellectualism4 ,and further on the same author1 considering the problem of the women of the common type that are classified as a third sex1 that of temperamental neuter1 says3 ,economic conditions are compelling women to enter with men into the fierce competition of our disordered social state4 ,partly due to this reason1 though much more1 as ,i think1 to the strong stirring in woman of her newly-discovered self1 there has arisen what ,i should like to call an over-emphasized ,intellectualism4 ,where sex is ignored there is bound to lurk danger4 ,every one recognizes the significance of the advance in particular cases of women towards a higher intellectual individuation1 and the social utility of those women who have been truly the pioneers of the new freedom2 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 women1 and thus involves an irreparable loss to the race by the barrenness of many of its finest types4 ,the significance of such ,intellectuals must be limited1 because for them the possibility of transmission by inheritance of their valuable qualities is cut off1 and hence the way is closed to a further progress4 ,and1 thus1 we are brought back to that simple truth from which we started2 there are two sexes1 the female and the male1 on their specific differences and resemblances blended together in union every true advance in progress depends--on the perfected woman and the perfected man4 ,sidenote3 ,young women misled by sexual pessimists4 ,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 clearly4 ,of course1 we cannot believe in the sincerity of all of the numerous women of thirty-five to fifty years who pretend to ignore sex completely4 ,probably most of them have discovered that they have misunderstood themselves2 but it is also probable that they have discovered too late for making a readjustment in their own lives4 ,however1 it matters little whether such women have really succeeded in ignoring sex4 ,the real problem for educational attack lies in the fact that such women often succeed in proselyting young women under twenty-five1 and these in turn may not come to see the real truth about sex and life until ten or fifteen years later4 ,clearly1 organized education must protect young women against such influences4 ,sidenote3 ,the greatest good in sex-education4 ,the greatest good which may come from the sex-education movement is not prevention or elimination of social diseases1 it is not improved health1 it is not general acceptance of the moral law of sex1 it is not one or all these that are devoutly to be hoped for2 but far greater than such possible results from sex-education1 it will bring to many a man and woman a deeper1 nobler1 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 affection4 ,such an understanding of sex in relation to home life will help this old world more than anything else which sex-education may accomplish4 ,sidenote3 ,the greatest sex problem4 ,the problems of sex and marriage deserve far more attention than can be given in this lecture4 ,i am convinced that knowledge of sex in its physical1 psychical1 social1 and sthetic aspects is the only sure foundation for harmonious marriage under modern conditions4 ,therefore1 ,i believe this to be the greatest sex problem open to educational attack4 #ac4 ,the ,eighth ,problem for ,sex-instruction3 ,eugenics ,sidenote3 ,meaning of eugenics4 ,eugenics1 or the science of human good breeding1 is just now the most popular of the problems concerning human sex and reproduction4 ,in recent years1 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 women4 ,this is not the place for a review of the eugenic propositions4 ,those interested will find them in non-technical form in many books 7see the bibliographical chapter of this book1 page #bdh74 ,sidenote3 ,eugenics in biology4 ,some of the chief facts of eugenics should be a part of every well-organized scheme of sex-instruction1 and taught through biology 7 #ag74 ,probably no other topic in biology is so likely to make an ethical-social appeal1 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 descendants4 ,sidenote3 ,relation of eugenics and sex-hygiene4 ,at this point we digress to correct the widespread error in confusing sex-hygiene and eugenics4 ,many people who ought to know better use the two terms synonymously1 perhaps because they are afraid of that comparatively novel but frank prefix in sex-hygiene4 ,the fact is that eugenics and sex-hygiene have little in common4 ,eugenics is the science of reproducing better humans by applying the established laws of genetics or heredity4 ,in brief1 it means1 on the positive side1 selecting desirable people as parents2 and1 negatively1 preventing propagation by the undesirables4 ,this is the sum total of the task of eugenics in the accurate sense of the term4 ,sidenote3 ,facts of heredity4 ,so far as we know1 each coming generation will inherit only qualities that the parents inherited from their parents4 ,it is a well-known principle of biology that changes in the bodies of human beings during their lifetime 7dating from the fertilized egg that produces the individual7 are never in any noticeable degree inherited by descendants4 ,in short1 acquired characteristics of the body tissues do not influence the germ plasm1 the living matter concerned with heredity and reproduction1 but the germ plasm that determines what the next generation will inherit is fixed at birth4 ,thus tuberculosis1 alcoholism1 gonorrhea1 and syphilis may be acquired during the life of an individual1 but do not become fixed in the germ plasm4 ,if the infants show effects of any of these diseases1 it is not because of true heredity but because they were infected or influenced before birth4 ,rarely does this happen to children of a tuberculous mother1 but often to those of a syphilitic mother4 ,in a gonorrheal ophthalmia neonatorum 7specific inflammation of infants' eyes7 it is a case of infection during birth4 ,sidenote3 ,sex-hygiene and eugenics parallel4 ,thus1 it appears that sex-hygiene either personal or social 7concerned with venereal diseases7 is not a part of eugenics4 ,it is1 however1 a phase of euthenics1 which deals with the environmental factors that affect the individual life4 ,it is clear1 then1 that sex-hygiene 7in the strict medical sense7 and eugenics are parallel and not conflicting4 ,eugenics aims to select better parents who will transmit their own qualities genetically4 ,sex-hygiene in its personal and social aspects will make healthier parents able to give their offspring a healthier start in life1 especially because the offspring is free from the prenatal effects of disease4 ,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 offspring4 ,the teaching of sex-hygiene1 either personal or social1 looks towards improving personal health and preventing infection and injurious influence on the unborn next generation4 ,obviously1 we need both sex-hygiene and eugenics as part of the larger sex-instruction4 #ad4 ,summary of ,lectures on ,sex ,problems ,sidenote3 ,problems of health1 attitude1 and morals4 ,we have made a general survey of the problems that offer reasons for sex-instruction4 ,we have noted that some of the problems are concerned with health and1 hence1 lie within the scope of sex-hygiene in the strict sense of that term2 but some of them have only the remotest relation to health and hygiene4 ,on the contrary1 they relate to the ethical1 social1 and sthetic attitude of individuals towards sex and reproduction4 ,obviously1 these touch problems not of sex health1 but of sex morality4 ,in their educational importance ,i believe them as great1 perhaps even greater1 than those of sex-hygiene4 ,in fact1 ,i have come to believe that many individuals can best solve all their own sexual problems on the basis of moral and sthetic attitude4 ,sidenote3 ,many-sided instruction needed4 ,considering1 as we have done1 the sex problems in their many aspects1 we are forced to the conclusion that sex-education will prove adequate only when it combines instruction from the several points of view4 ,it must be much more than the sex-hygiene with which the sex-instruction movement started4 ,we need sexual knowledge that will conserve health1 that will develop social and ethical and eugenic responsibility for sexual actions1 that will lead to increased happiness as well as to improved health1 and that will give a nobler and purer view of life's possibilities4 ,in all these lines in which sex influences human life profoundly1 sex-education holds out the hope of help towards a better life for all who receive and apply its lessons4 ,,footnotes3 #a ,in the ,american ,journal of ,public ,health for ,july1 #aiac1 ,dr4 ,john ,s4 ,fulton1 ,director ,general of the ,,xv ,international ,congress on ,hygiene and ,demography1 criticized severely the extremely radical statistics that were presented on charts at the sex-hygiene exhibit of the ,congress1 and were later published in ,wilson's ,education of the ,young in ,sex-hygiene4 #b ,there is danger in quoting to young men the estimates as to prevalence of social diseases and1 therefore1 of promiscuity4 ,fear of consequences will not control one who is led to believe that he is doing what most men do4 7,see ,parkinson in ,educational ,review1 ,jan4 #aiaa1 pp4 #dd-df47 #c ,many writers have discounted the value of warnings involved in sex-instruction concerning social disease 7see especially ,cabot's papers referred to in #df1 and ,parkinson in ,educational ,review1 ,january1 #aiaa74 #d ,louise ,creighton1 in her excellent little book on ,the ,social ,disease and ,how to ,fight ,it 7,longmans71 has well presented the problems of social impurity from woman's point of view4 ,dr4 ,w4,s4 ,hall1 in ,life's ,problems1 has given in a few pages the necessary protective knowledge4 #e ,see ,the ,sexual ,necessity1 by ,drs4 ,howell and ,keyes4 #f ,see also1 ,henderson's ,education with ,reference to ,sex4 #g ,see chapter on ,motherhood and ,marriage in ,foerster's ,marriage and the ,sex ,problem4 #h ,as an illustration of this fact1 out of #eeh ,pittsburgh professional prostitutes1 #djf had never had children4 ,of the #aeb who were mothers1 only #bd had two or more children4 #i ,many thinking men and women now agree with ,ellen ,key that marriage is immoral without mutual love1 that love is the sole decisive point of view in questions concerning this relationship1 that it will come to pass that no finely sensitive woman will become a mother except through mutual love1 that everything which is exchanged between husband and wife in their life together can only be the free gift of love1 can never be demanded by one or the other as a right4 7,key--,the ,morality of ,woman47 #aj ,foerster1 in his ,marriage and the ,sex ,problem1 urges that self-control over sexual passions is the working of the old idea of asceticism1 which he believes should be regarded1 not as a negation of nature nor as an attempt to extirpate natural forces1 but as practice in the art of self-discipline4 ,its object should be to show humanity what the human will is capable of performing1 to serve as an encouraging example of the conquest of the spirit over the animal self4 ,my personal view is that nothing is gained by confusing self-control and the old asceticism4 #aa ,misunderstood1 it seems to me1 because her philosophy demanding that marriage begin with1 exist with1 and end with love means freedom in love1 and this has been misinterpreted as free love in the sense of promiscuity4 ,i know of no writer who stands for marriage on a higher plane than that advocated by ,ellen ,key4 ,her lecture on ,morality of ,woman 7,seymour ,co41 ,chicago7 is a good condensed statement of her largest ideas and a helpful introduction to ,love and ,marriage4 ,,iii ,,organization ,,of ,,educational ,,attack ,,on ,,the ,,sex ,,problems #ae4 ,the ,task of ,sex-education ,sidenote3 ,pragmatic solution of sex problems4 ,in the preceding series of lectures we have surveyed eight important sex problems that can never be solved1 even in part1 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 life4 ,to spread the knowledge that will help civilized humanity on towards the best possible adjustment of sex and life1 and therefore to a pragmatic solution of sexual problems1 is the task or the chief aim of sex-education4#ab ,sidenote3 ,no hope for complete solution4 ,sidenote3 ,constant advance towards ideals4 ,of course1 only the ultra-,utopian dreamer claims that sex-education can solve all the sexual problems of civilized life1 but even the most pessimistic disbeliever in the new movement admits that knowledge of sexual life will be helpful to the great majority of people4 ,hence1 it is worth while to organize the educational attack on the sex problems which we have considered in the preceding lectures4 ,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 people1 for by such admission we put to flight those shallow cynics who have opposed the sex-education movement because they think 7and probably correctly7 that immorality and social diseases and all other sexual disharmonies will continue to exist as long as the human species does4 ,likewise1 there will be dishonesty and murder and preventable diseases and all other human troubles in spite of education2 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 conditions4 ,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 instincts4 ,sex-education1 like all other education1 strives towards ideals that individuals and society may always approach but may never reach4 ,it is only another case of ,emerson's advice1 hitch your wagon to a star1 which means the adoption of high ideals that lead ever on and on towards better life4 ,with this understanding that the task of sex-education is the ever-advancing improvement of sexual conditions in individual as well as in social life1 let us turn now to consider the possible lines for definite educational attack on the chief problems of sex4 ,it will be most helpful if we first analyze the general task of sex-education into some specific aims that may definitely guide instruction1 and then in later lectures consider the methods and detailed subject matter of sex-instruction4 #af4 ,the ,aims of ,sex-education ,sidenote3 ,emphasis on social disease4 ,since the revelations concerning the disastrous physical effects of sexual immorality1 especially as it exists in the commercialized conditions of the social evil1 have had the chief influence in awakening intelligent people from their age-long ignorance and indifference concerning the great sex problems1 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 immorality4 ,sidenote3 ,other problems need emphasis4 ,now1 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 ,dr4 ,morrow and others for the sex-education movement1 and without suggesting that these topics should be neglected while reorganizing the educational attack on sex problems1 ,i believe that so far as formal instruction in homes1 schools1 and colleges is concerned1 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 solve4 ,concerning the other problems that sex-education should touch with great definiteness1 it is my personal view that most of those outlined in the preceding lectures will be affected by instruction along five important lines1 as follows3 ,sidenote3 ,five lines of instruction4 7#a7 ,the scientific truths that lead to serious and respectful attitude on all sex questions4 7#b7 ,the personal sex-hygiene that independent of social diseases conserves individual health directly or indirectly through sexual normality4 7#c7 ,the ethical responsibility of individuals for the physical or social or psychical harm of their sexual actions upon other individuals1 e4g41 in prostitution and illegitimacy4 7#d7 ,the hygienic1 ethical1 and psychical laws that promote physical and mental health in monogamic marriage4 7#e7 ,the established principles of heredity and eugenics which foretell the possible coming of a better race of humans4 ,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 diseases1 commandingly important though these be4 ,therefore1 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 function1 ,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 diseases4 ,sidenote3 ,four aims4 ,as ,i now see in the large the sexual problems which scientifically organized education should attack1 the educational aims may be grouped under four general headings as follows3 ,first and most important1 sex-education should aim to develop an open-minded1 serious1 scientific1 and respectful attitude towards all problems of human life which relate to sex and reproduction4 ,second1 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 individual4 ,third1 sex-education should aim to develop personal responsibility regarding the social1 ethical1 psychical1 and eugenic aspects of sex as affecting the individual life in its relation to other individuals of the present and future generations2 in short1 sex-education should consider the problems of sexual instincts and actions in relation to society4 ,fourth1 sex-education should aim to teach briefly to young people1 during later adolescence1 the essential hygienic1 social1 and eugenic facts regarding the two destructive diseases which are chargeable to sexual promiscuity or immorality4 ,sidenote3 ,order of importance of aims4 ,for emphasis1 let me briefly summarize these aims of sex-education3 7#a7 ,serious1 scientific1 and respectful attitude of mind on sex questions2 7#b7 personal sex-hygiene2 7#c7 social and ethical and eugenic responsibility for sex actions2 7#d7 relation of immorality and social diseases4 ,i have deliberately1 placed these educational aims in this order because it is the order of greatest permanent importance in the sex-education movement2 it represents the greatest value to the largest number of individuals who may learn the scientific truth2 and it is the order most natural1 most logical1 and most effective in pedagogical practice with young people4 ,sidenote3 ,relation of aims to problems of sex4 ,sex-education organized with regard to these four aims will touch definitely all the eight problems of sex that have been discussed in preceding lectures4 ,the first aim will directly affect the problem of vulgarity and indirectly touch those stated under the third aim4 ,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 others4 ,of course1 there is also the personal aspect of social diseases1 but it is clearer to consider both personal and social aspects of these diseases as a unit in the fourth aim4 ,the third aim is based on five of the eight great problems which involve individual responsibility for the social evil1 for illegitimacy1 for sexual immorality1 for matrimonial harmony1 and for eugenics4 ,the social aspects of the venereal diseases obviously involve personal responsibility of the individual in relation to society as well as a personal hygienic problem4 ,thus1 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 individuals1 as might be true in case of unharmonious marriage of individuals who are vulgar minded or who have been injured by unhygienic personal habits4 ,finally1 the fourth aim provides for teaching the essential facts that may help individuals protect themselves directly1 and society indirectly1 against the diseases that awakened the world to the need of sex-education4 ,let us turn now to analyze the aims of sex-education and consider how they may be connected with a definite scheme for sex-instruction4 #ag4 ,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 7 #aa74 ,sidenote3 ,biology and attitude4 ,recognizing the great importance of attitude1 how may it be influenced by instruction in home or school8 ,the most widely accepted answer is that the best beginning may be made through study of biology 7including botany1 zology1 and physiology7 and through nature-study and hygiene taught on a biologic basis4 ,no other method of introduction to sex-instruction is so natural and so likely to lead to a serious1 scientific1 and open-minded attitude concerning sex4 ,in fact1 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 life4 ,such biological study determines attitude in no small degree4 ,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 reveals4 ,in all my classes of twenty years in high school and college ,i have noted a marked development of serious1 scientific1 and open-minded attitude in response to natural and frank presentation of animal and plant life-histories4 ,moreover1 ,i have many times requested large groups of students to write freely and frankly concerning the influence of biological courses upon their own attitude2 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 reproduction4 ,if ,i were stating a defense for biology as one of three or four essential science courses for general education1 ,i should place the greatest emphasis upon the study of animals and plants as a foundation for sex-instruction4 ,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 biology2 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-instruction4 ,sidenote3 ,literature and attitude4 ,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 life4 ,it will be most convenient to consider the influence of literature on sex-instruction in another lecture 7 #bc74 ,sidenote3 ,teaching personal sex-hygiene4 ,now let us consider the general bearings of the personal sex-hygiene demanded by the second aim4 ,for children under ten and twelve the necessary hygiene should be presented personally 7see #be74 ,for young people of adolescent years there are four possible ways of instruction in personal sex-hygiene3 7#a7 ,it may be added naturally to a course or series of lessons in general hygiene including the problems of health for all systems of organs4 7#b7 ,it may be included in a study of vertebrate and human reproduction in a course of biology or zology4 7#c7 ,it may be presented by a special lecture that is independent of all regular courses of study4 7#d7 ,special booklets may be put into the hands of young people4 ,let us now examine each of these ways3 ,sidenote3 ,sex-hygiene in general hygiene4 7#a7 ,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 attitude4 ,at present we lack satisfactory textbooks for this kind of correlation4 ,there is a strong reaction against independent courses of hygiene in high schools1 and the next plan is becoming more common4 ,sidenote3 ,hygiene in biology4 7#b7 ,the inclusion of the necessary hygiene of all organs in courses of biology or zology that have emphasized physiology and its bearings on health is the best arrangement so far proposed and tested in practice4 ,it has been tried with success by ,dr4 ,w4,h4 ,eddy in the ,high ,school of ,commerce1 ,new ,york ,city1 and by other high-school teachers working along the same lines4 ,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 ,bigelow1 and put in textbook form in the ,applied ,biology and ,introduction to ,biology by ,m4,a4 and ,anna ,n4 ,bigelow4 ,however1 personal sex-hygiene is not included in these textbooks1 because educational and public opinion do not yet stand for such radical lessons in books for schools4 ,sidenote3 ,special lectures on hygiene4 7#c7 ,special lectures on sex-hygiene independent of biology or general hygiene are at best makeshifts1 and not without dangers4 ,i fear the effect of the abrupt introduction to sex problems by special lectures1 especially for girls who may be shocked much more than the average boys can be4 ,i heartily sympathize with parents and school officials who object to special lectures that suddenly focus attention on problems of sexual health4 ,it seems to me that special lectures should be given only when no other method of teaching is possible4 ,this applies especially to young people who are not in schools4 ,while ,i have stressed biological nature-study as offering the ideal basis for the broadest kind of sex-education1 ,i realize that there are cases where such study cannot be held prerequisite to some aspects of sex-hygiene that young people should know4 ,however1 we should aim to make such cases the exceptions and not the rule4 ,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 biology2 but after watching the reactions of groups of boys who were receiving such information1 ,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 approach4 7#d7 ,special books and pamphlets are useful when1 and only when1 the above methods are impossible1 but certain cautions are desirable 7see #bb74 ,sidenote3 ,difficulty in ethical-social teaching4 ,the third aim involves some difficult educational problems4 ,since we confess that we know so little concerning efficient methods for ethical1 moral1 or social teaching1 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 sensuality4 ,clearly the third aim sets no easy task for the educator2 but since the possible solution of sex problems must turn on the sex actions of the individual in relation to society1 the ethical-social aspects of sex-education must not be evaded because the way is not yet entirely clear4 ,the fact is that a good beginning has been made1 especially in teaching concerning social diseases1 heredity1 and eugenics4 ,sidenote3 ,social hygiene and ethics4 ,the value of all the proposed teaching concerning the relation of immorality and social diseases is more ethical than hygienic4 ,read any of the standard literature on the social side of venereal diseases1 especially the masterly writings of the eminent physician and chief organizer of the ,american movement for sex-education1 the late ,dr4 ,prince ,a4 ,morrow1 of ,new ,york ,city2 and one notes that the medical facts have bearings in two directions4 ,first1 they indicate the desirability of morality as a protection of personal health2 and second1 they teach that the pathological results of the individual's immoral living may be passed on later to innocent wives and children4 ,the first is as clearly personal hygiene as teaching that impure water may cause typhoid2 but the second is social hygiene and ethics4 ,the second is more impressive to all but the most selfish people4 ,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 health4 ,therefore1 a biological lesson on social diseases1 which may be presented most logically in connection with other germ diseases1 may have its chief value in that its meaning is social and ethical4 ,sidenote3 ,biology and ethics4 ,as another illustration of biology touching ethics1 ,i have recently come to believe that the teaching concerning heredity and eugenics1 which should be a standard part of the best sex-instruction1 has its greatest value in the ethical appeal1 and not in the direct biological application of the laws of heredity which underlie eugenics4 ,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 humans1 just as breeders of plants and animals have produced better domesticated varieties4 ,a biologist naturally believes that the ultimate aim of eugenics is improvement of physical and psychical qualities2 but considering the ethical-social-biological complications of human sex-problems1 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 animals4 ,let me illustrate by some concrete facts from eugenics3 ,there is a widespread opinion among science teachers that high-school biology should present some of the best established facts of heredity2 and that these should be eugenically applied to human life by means of such illustrations as those afforded by the histories of certain degenerate families1 such as the well-known ,jukes and ,kallikaks4 ,a brief sketch of the history of the latter family1 as described in ,dr4 ,goddard's interesting book1 ,the ,kallikak ,family 7,macmillan71 will make clear my point as to the ethical appeal of eugenics4 ,sidenote3 ,eugenics and ethical teaching4 ,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 mother4 ,of #dhj descendants of this son1 there have been #df normal1 many immoral1 many alcoholic and #adc feeble-minded4 ,the same man who back in the revolutionary days made a moral mistake which led to such awful consequences1 later married a woman of good family and became the progenitor of a second line of #dif descendants of whom #did have been normal mentally1 while two were affected by alliance with another family2 and all have been first-class citizens1 many of them prominent in business1 professions1 etc4 ,even making due allowance for the depressing influence of the environment in which most of the down-and-out descendants in the degenerate line lived1 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 race4 ,doubtless it will long be used as a basis for attempted biological control of the propagation of the unfit4 ,many similar cases of hereditary degeneracy are recorded in books on eugenics4 ,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 biology1 for it will teach two important lessons3 7#a7 ,the biological principle that defects1 both physical and mental1 are highly heritable1 even for many generations2 and 7#b7 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 generations4 ,the first lesson is a purely biological one which suggests the eugenic argument that defective humans1 like undesirable animals and plants1 should not take part in the perpetuation of the species4 ,the second lesson is not biological but ethical1 suggesting individual responsibility for conduct which may disastrously affect other individuals' lives4 ,it seems to me that so far as general education is concerned1 the ethical lesson is the more impressive and more likely to lead to voluntary eugenic practice by individuals4 ,it is my observation that even many intelligent people are not seriously impressed by the biological evidences for eugenics considered as a general problem1 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 generations4 ,such considerations have led me to the view1 already suggested1 that eugenic studies in courses of biology have their greatest practical value in their ethical implications1 which1 of course1 by influencing individual responsibility for reproduction may lead to the desirable biological improvement of the human race4 ,teachers of biology should present1 as an economic problem1 the facts which will make better breeds of plants and animals by direct application of the biological laws of heredity2 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 activity1 and thus indirectly work eugenically for an improved human race4 ,sidenote3 ,aim of eugenics4 ,thus the aim of eugenics is most likely to be attained through ethical rather than biological application of the teaching which our schools can give4 ,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 eugenics1 although the economic problems of plant and animal breeding may interest some of these same people4 ,sidenote3 ,education and other aspects of sex problems4 ,in addition to the ethical-social bearings of biological teaching1 our sex-education will be incomplete until we learn how to attack the sex problems directly and effectively with reference to the ethical1 social1 psychical1 and sthetic aspects4 ,perhaps we may be able to do this only with mature people2 probably it is too much to hope that even a serious impression will be made on all intelligent people2 but somehow sex-education must be completed by adequate presentation of these aspects1 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 biology1 hygiene1 psychology1 ethics1 religion1 and last--but far from least--sthetics4 ,sidenote3 ,only essential knowledge of social diseases4 ,finally1 the educational application of the fourth aim demands some explanation4 ,sometime in the adolescent period all young people should learn the essential facts regarding the two social diseases and their relation to immoral living4 ,there is the widespread impression that those advocating sex-education believe in giving great prominence to the social diseases2 but in opposition to this ,i cite the report of a committee of the ,american ,federation for ,sex ,hygiene1 published in the ,journal of the ,society of ,sanitary and ,moral ,prophylaxis1 ,january1 #aiac1 and later reprinted as a pamphlet by the ,american ,social ,hygiene ,association4 ,in that report there are twenty-three recommendations concerning sex-instruction2 but only one mentions social diseases and in these words3 ,during the later period of adolescence 444 there should be given 444 special instruction as to the character and dangers of the venereal diseases4 ,that seems sufficient4 ,it is not desirable that young people should review the horrible facts relating to perverted sexuality4 ,ten or twenty brief and authoritative statements quoted impressively from medical and social literature ought to give fair warning of lurking dangers in immoral living4 ,more extensive information has often proved dangerous4 ,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 guidance4 ,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 teachers4 ,,footnotes3 #ab ,to avoid misunderstanding1 let me repeat from the first lecture that ,i am constantly thinking of sex-education in the larger sense2 and instruction in schools can be1 at best1 only a part4 ,,iv ,,the ,,teacher ,,of ,,sex-,,knowledge #ah4 ,who ,should ,give ,sex-instruction8 ,a large number of people have been convinced that young people need knowledge which will help them face the great problems of sex2 but they withhold their approval of the sex-education movement because they are not satisfied that proper teachers exist4 ,it is1 therefore1 evident that we cannot make permanent progress by emphasizing the need of sex-education unless we can give assurance that qualified teachers are available4 ,sidenote3 ,the teacher most important4 ,the situation as regards teachers of sex-instruction is very different from that of all other subjects concerning which young people should be taught4 ,we cannot safely plan the teaching regarding sex until we know the teacher4 ,this will be evident1 ,i think1 after some general considerations concerning selection of teachers and some discussion of problems such as the first teacher1 teachers for classes1 and some undesirable teachers4 ,the general rule should be1 first1 find the safe and sure teacher and1 second1 select the facts and plan the lessons that the chosen teacher may give effectively4 ,sidenote3 ,teachers of same sex for children4 ,so far as young children are concerned1 the needed instruction is so general in character that the sex of the competent teacher is of little importance1 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 sex4 ,if exceptions must be made rather than omit instruction altogether1 some very mature women may safely guide both boys and girls through adolescence2 but men1 even physicians1 should not undertake instruction of adolescent young women1 unless parents and other mature people are present to help with attitude4 ,that women may well instruct boys ,i know1 because the most impressive sex lecture ,i ever heard was given by the late ,dr4 ,mary ,wood-,allen to the boys of the freshman class when ,i was a college student4 ,but note that ,i have said some very mature women4 ,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 pupils4 ,hence1 ,i urge great caution if there must be any exceptions to the general rule that teachers and pupils should be of the same sex4 ,sidenote3 ,coeducational classes4 ,i realize the difficulty of applying this rule in many high schools where the foundations of sex-education are well laid on the biological basis4 ,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 and1 in a general way1 of mammals4 ,in fact1 both of my textbooks1 the ,applied ,biology and the ,introduction to ,biology1 which emphasize reproduction of organisms more than other high-school books1 have been used throughout in coeducational classes4 ,however1 these books stop where the problems of human life begin and should be supplemented by lessons for sex-limited classes4 ,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 tradition2 but we must not ignore the deep social reasons why1 in general1 there must be maintained a certain amount of reserve between the sexes in the consideration of some important problems of life4 ,no educational theory or practice can possibly alter the fundamental physical or psychical relations of the sexes which nature seems to have fixed immutably4 ,sidenote3 ,married women as teachers4 ,one other point that deserves attention in this connection is the common statement that only married women1 preferably mothers1 can be competent instructors of young women4 ,this strikes me as more than absurd4 ,personal experience is not always necessary for teaching in any line4 ,the greatest medical teachers have not had the diseases they describe so clearly4 ,the best elementary teachers and specialists on the care of children are not always mothers2 on the contrary1 some of these are men4 ,the fact is that these teachers have learned1 not from personal experience1 but from the great accumulations of scientific knowledge of medicine1 hygiene1 and education4 ,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 sex4 ,therefore1 ,i believe that it is nonsense to insist that only women with complete sexual experiences can be efficient guides for other women4 #ai4 ,the ,child's ,first ,teachers of ,sex-knowledge ,sidenote3 ,mothers and other first teachers4 ,the first instruction which may begin to lay the foundation for the individual's sex-education should be given in early childhood by parents1 or by other adults1 who happen to be on the most intimate personal terms with the child4 ,usually this means the mother2 but there are numerous cases of teachers1 governesses1 grandmothers1 and even fathers who have greater personal influence with certain children than their mothers have4 ,the essential point is that the child should be instructed only by an adult who can exert the greatest personal influence4 ,sidenote3 ,mothers and adolescent boys4 ,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 years1 but that with the dawn of adolescence the girls should continue to be instructed by their mothers1 while the boys should be guided by their fathers4 ,so far as girls are concerned1 this seems to be a fairly good plan2 but nine times out of ten it is not best for the boys for several reasons3 ,first1 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 him4 ,at about this same time when the mother begins to avoid the sex question with her boy1 he will surely begin to get vulgar information and impressions from his boy companions4 ,he will in all probability begin to hear the impure and obscene stories and vulgar language that are so common among many men and boys1 and he will be sure to learn that the vulgarity which he hears must not be repeated in the presence of his mother and sisters4 ,it is a most critical time in the mental attitude of the boy4 ,his mother has so far been directing him towards purity and then suddenly sets him adrift4 ,if there is ever a time in a boy's life when he needs intimacy with his mother1 it is in the early adolescent years of twelve to fourteen4 ,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 offer4 ,such is the problem of home teaching for adolescent boys4 ,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 sex4 ,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 age4 #bj4 ,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 schools1 colleges1 churches1 the ,y4,m4,c4,a41 the ,y4,w4,c4,a41 and other educational organizations4 ,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 life1 that is1 personal sex-hygiene and sex-ethics4 ,so far as biological facts of sex are concerned1 there are no special problems such as may not be handled by teachers of biology in general according to the accepted methods 7see ,lloyd and ,bigelow1 ,teaching of ,biology in the ,secondary ,school and ,bigelow1 ,teacher's ,manual of ,biology74 ,sidenote3 ,regular teachers if possible4 ,as already suggested1 a large part of the sex-instruction is simply an extension of biological science1 hygiene1 and ethics2 and in secondary schools and colleges should be given by selected teachers of the regular staff and whenever possible as a part of regular courses4 ,there may be some necessary modifications to this plan2 for example1 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 belongs4 ,sidenote3 ,sex-hygiene and ethics4 ,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 health1 and sex-ethics which determines the responsibility of individuals for control of sexual instincts4 ,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 colleges1 the application of these facts to personal life is the most difficult problem of sex-education4 ,in fact1 it is the only real problem1 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 student4 ,as already said1 the human application will require only a few lessons1 preferably in connection with nature-study1 biology1 ethics1 or hygiene4 ,but although brief1 such instruction is the keystone in the arch of sex-education1 and it is very important that there be no serious mistakes in selecting the teachers4 ,sidenote3 ,sex specialists not desirable4 ,i have mentioned special teachers as necessary for instruction with direct reference to specialists human life4 ,i hasten to add that ,i still agree with the report of the special committee 7,morrow1 et al47 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 other4 ,we do not want sex specialists in the schools 7see pp4 #aj and #bj-bc of the ,report of the ,committee74 ,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 pupils4 #ba4 ,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 teaching1 for teachers who are good in other subjects and who are fortunately free from certain disqualifications discussed in the following1 may by means of study adapt themselves for the final and most important stages of sex-education4 ,there are five types of teachers who should be regarded as disqualified for teaching personal sex-hygiene and sex-ethics4 ,sidenote3 ,embarrassed teachers4 ,first1 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 people4 ,there are many such men and women among teachers who1 so far as scientific training is concerned1 ought to be good teachers of sex-hygiene4 ,as an illustration of this attitude that leaves the wrong impression with students1 it is reported that a good teacher of hygiene recently prefaced a brief talk to college girls as follows3 ,i shall now consider a process that no cultured woman ever mentions except with bated breath4 ,i refer to menstruation4 ,sidenote3 ,abnormal teachers4 ,the second kind of people who should not teach sex-hygiene are the men and women who are the unfortunate victims of sexual abnormality1 either physical or psychical1 that more or less influences their outlook on life4 ,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 ,ellis1 ,krafft-,ebing1 and ,freud1 are probably unsafe teachers of sex-hygiene4 ,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 cases4 ,such a woman is a very dangerous teacher of sex-hygiene for adolescent girls2 and a positive menace to older unmarried women who1 if free from absorbing work1 may spend their leisure in becoming more or less restless under the unsocial1 if not unphysiologic1 conditions of unwelcome celibacy4 ,this is no imaginary danger4 ,the reader of this will not be interested in details1 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 health4 ,such ideas1 it is true1 are traceable to certain well-known radical writers on the psychopathology of sex2 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 claimed4 ,but even if it were known beyond the shadow of a doubt that repressed sex instincts may injure people1 it would be unwise to intrust young people to instruction by teachers who have a hypochondriacal interest in such a doctrine of repression4 ,such suggestions can do only harm to the vast majority of persons who receive them4 ,to say the least1 it is unfortunate that the psychopathology of sex has become so widely circulated among those who are not well trained in physiology and psychiatry4 ,sidenote3 ,teachers who emphasize sexual abnormality4 ,the third kind of people who should not be intrusted with teaching sex-hygiene are the men and women who1 without a scientific perspective1 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 people1 especially for those of post-adolescent years4 ,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-,ebing1 ,ellis1 and ,freud1 and various works dealing with commercialized vice4 ,here is a grave danger4 ,the less that people without professional use for knowledge of sexual pathology know concerning it1 the better it will be for their peace of mind and possibly for their morals4 ,therefore1 ,i urge that he who enthusiastically studies the abnormalities of sex life without reference to scientific research or professional demands1 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 normal4 ,sidenote3 ,pessimistic teachers4 ,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 life1 or whose knowledge of vice conditions1 have made them pessimistic concerning sex-problems4 ,there are in our schools and colleges to-day some such men and many such women1 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 students4 ,the educational world does not need such teachers1 but rather those who can follow the late ,dr4 ,morrow in seeing a bright side of life that almost dispels the darkness of sexual errors4 ,sidenote3 ,teachers not respected by pupils4 ,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 pupils4 ,this applies especially to many men teachers whose flippant attitude and even questionable living are not likely to help their pupils1 especially boys1 towards a satisfactory interpretation of sex problems4 ,of course1 such teachers ought not be in schools at all1 but the fact is that for various reasons they sometimes get there and stay there2 and so they must be weighed by the school official who selects the teachers to be intrusted with special problems of sex-education4 ,sidenote3 ,no instruction without satisfactory teachers4 ,summarizing1 ,i have in this lecture aimed to warn the school administrator1 and others who must select teachers of classes1 against the kinds of teachers who ought not be chosen for presenting the special problems of sex-education1 especially those of sex-hygiene and sex-ethics4 ,i have pointed out that there are five serious disqualifications2 and it is probable that if strictly applied when choosing teachers for special sex-instruction1 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 line4 ,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 disqualifications4 ,my own belief is that it is better to get an outsider for the handling of the special problems4 ,if this is impracticable1 then suggest to the students that they read certain books such as are recommended in the last sections of this book4 ,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 lecture4 ,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 ethics4 ,hence1 the greatest care should be taken when selecting the teacher for this all-important part of the student's sex-education4 ,v ,,books ,,as ,,teachers ,,concerning ,,sex ,,and ,,life #bb4 ,value and ,danger of ,special ,sex ,books for ,young ,people ,sidenote3 ,books for private reading4 ,there are many parents and teachers who believe that young people should get their sexual information by private reading1 and numerous books for boys and girls have been prepared to meet such a demand4 ,the desire for such private reading undoubtedly exists1 especially in boys2 but this is part of the general air of secrecy and vulgarity that has enshrouded the truth about sexual matters4 ,many eminent physicians agree that there are elements of physical and perhaps moral danger when a boy reads a sex-science book secretly1 but that there are few such possibilities in frank and scientific teaching by a competent instructor4 ,this is recognized by leaders in the ,y4,m4,c4,a41 and they prefer to read books with the boys in study classes4 ,many scientific women think there is no such danger for average girls1 but agree that girls as well as boys will gain in respect for the subject of sex if the atmosphere of secrecy can be avoided4 ,hence1 while books for private reading are better than ignorance1 they alone will not solve many of the problems at which sex-education is directed4 ,we must cease to foster the secrecy created by an atmosphere of obscenity1 and the study of sex must be brought into the light of day4 ,let good books be recommended through parents and with their approval be issued freely by libraries and without restrictions which suggest something dark and wrong4 ,let parents and teachers encourage such reading1 but not as something requiring secrecy4 ,rather let such books be read as freely as any other good books1 and let parents and competent teachers follow the young readers closely so as to explain facts and help develop the desirable attitude of mind4 ,especially let parents encourage the idea that approved sex-science books may be read at the family fireside as properly as any other books4 ,above all1 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 study4 ,we must have a nobler and healthier outlook on human life than that which so commonly prevails1 and we can never get it by secret study of sex-science by young people4 ,such study may do some good by warning against unhygienic habits and social diseases2 but it is certainly inadequate to give the open-minded attitude needed so much for appreciating the ethical1 social1 and sthetic bearings of human life as it is influenced by normal sexual functions4 ,sidenote3 ,pamphlets vs4 books4 ,it has been urged by well-known teachers that1 for sex-instruction1 pamphlets are better than books in that they do not hold the attention too long on topics that may be exciting to some young people4 ,on the other hand1 books usually make a stronger appeal1 while pamphlets are likely to be regarded lightly1 as are magazines and newspapers4 ,there is no doubt that most sex books for young people are too extended1 and there is need of condensed forty-and fifty-cent booklets in place of the books commonly sold at one dollar4 ,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 book4 ,there is besides great value in the points of view of various authors4 ,sidenote3 ,better books needed4 ,at present there are no thoroughly satisfactory books for adolescent boys and girls4 ,in my opinion1 ,w4,s4 ,hall's books for boys are the most reliable1 and his ,life ,problems is the best selection of facts for girls2 but some mature readers criticize the style of presentation4 ,some other books for adolescent young people are mentioned with critical notes in the bibliography at the end of this book4 ,there is still plenty of chance for authors to experiment in writing books of this class4 #bc4 ,general ,literature and ,sex ,problems ,sidenote3 ,sex in literature4 ,in the world's best literature there is much that teaches important lessons in the field of the larger sex-education4 ,in the guise of love1 sex problems have always held the prominent place in all literature4 ,many a great book teaches direct or positive lessons by holding up high ideals for inspiration and imitation2 but some of the most impressive lessons are in negative form1 especially in fiction that deals with the tragedies of life4 ,sidenote3 ,religious books4 ,as examples of literature of direct influence in helping many young people solve the problems of sex1 we think first of that which holds up high ideals of personal purity1 such as the ,bible and other religious books4 ,there is no doubt that such literature has a tremendous influence on many young people2 but it has little influence on others1 probably in part because the somewhat mystical style of most religious writings is meaningless to many people4 ,sidenote3 ,appeal of poetry4 ,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 literature4 ,this is especially true of romantic poetry4 ,i believe that the high idealism of love inspired by ,tennyson's ,the ,princess and ,idylls of the ,king1 by ,longfellow's ,evangeline and ,the ,hanging of the ,crane1 by some of ,shakespeare's plays1 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 organized4 ,hence1 ,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 sex4 ,sidenote3 ,importance of interpretation4 ,interpretation of literature by teachers is very important for the purposes of sex-education of young people4 ,as an example1 take ,tennyson's ,idylls of the ,king1 whose movement centers in the life problems that turn around love4 ,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-,teachers4 ,without interpretation ,the ,idylls may teach false as well as true lessons of life4 ,some of the ,knights of the ,round ,table 7,galahad and ,percivale7 were worthy followers of the good and pure ,king ,arthur1 and some of them 7like ,lancelot and ,tristram and ,merlin7 proved unable to live up to the vow of chastity to which ,arthur swore all his knights4 ,and on the part of the ladies of ,arthur's court1 there was purity and devotion and true womanhood in ,elaine and ,enid1 while ,guinevere and ,ettarre and ,vivien were unchaste and faithless4 ,in fact1 all phases of the relations of men and women in the struggles and perplexities of life are pictured2 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 life1 which includes their contribution to the larger sex-education4 ,i have used ,the ,idylls of the ,king as an illustration because they are so many-sided in sex problems2 but much other great literature may be made to help young people to high ideals of relationships between men and women4 ,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 life4 ,as a matter of educational procedure insuring that young people will learn to interpret life1 especially those aspects that the larger sex-education touches so definitely1 there appears to be no more natural and unobtrusive way of approach than that offered by the study of literature4 ,i am convinced that many teachers of literature may be efficient workers in the cause of the larger sex-education1 supplementing the scientific teaching in the ethical lines where science is admittedly weak1 if not helpless4 ,it is to be hoped that numerous teachers will soon grasp this opportunity4 ,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 love1 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 individuals1 that is1 to society4 ,sidenote3 ,not to be labeled sex-education4 ,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 problems4 ,here1 as elsewhere1 the young people had better be left unaware that their elders are so interested in giving them instruction regarding sex problems that they have organized1 for study of ways and means1 a movement known as sex-education4 ,sidenote3 ,sex tragedies of fiction4 ,the abundant literature that points to the moral to be drawn from sexual tragedies has doubtless influenced thousands of young people4 ,i have talked with many educated people who confessed to having been profoundly influenced by such books as ,eliot's ,adam ,bede1 ,hawthorne's ,scarlet ,letter1 ,goethe's ,faust1 ,hardy's ,tess of the d',urbervilles4 ,one might go on and compile an extensive bibliography1 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 themselves4 ,all standard fiction in which sexual errors and their penalties are associated may do good as a part of the larger sex-education1 but the teacher should make sure that the young readers arrive at the correct interpretation4 ,sidenote3 ,fiction without a moral4 ,against that type of fiction which presents sex problems that do not clearly point a moral1 the average so-called problem novel of recent time1 there should be general opposition by workers for the larger sex-education4 ,many of the modern novels and magazine stories seem to introduce sexual situations for the same reason that ,boccaccio did in some of his tales1 namely1 the attractiveness of lasciviousness4 ,unlike the commendable novels1 it is characteristic of the equivocal ones that no penalty is demanded or paid and no moral conclusion is suggested4 ,in fact1 the way is very often left open to an immoral interpretation4 ,all such literature certainly tends to work against the aims of sex-education4 ,perhaps parents and teachers may coperate to keep much of this kind of literature out of the hands of young people1 but the safest procedure is in cultivating taste for literature that does teach helpful lessons of life4 ,if young people do read books and magazines that seem to stand for uncertain morals1 it is best that parents and teachers should point out the moral interpretations4 #bd4 ,dangers in ,literature on ,abnormal ,sexuality ,sidenote3 ,danger in present interests in the abnormal4 ,the opinion is spreading among those who are studying the educational problems relating to sex that there is great danger1 even for many adults1 in much of the literature describing psychopathological and abnormal social-sexual facts4 ,there are enormous quantities of such literature1 particularly concerning the social evil4 ,it is extremely doubtful whether the reader who is not directly engaged in medicine1 psychiatry1 or social reform will profit by filling his mind with facts from the darkest side of life4 ,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 forms2 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 depravity4 ,there is a real danger in this line4 ,the sex-education movement has already brought the problems of sex out of the old-time secrecy1 and no other topics of the times are so freely read and discussed4 ,this might be well if the reading and discussion always took constructive lines leading towards improvement of sexual relationships2 but unfortunately1 much of the present popular interest in sexual problems seems to be a morbid craving for the abnormal4 ,we find this tendency in the demand for a certain type of sex-problem novels1 we see it frequently on the stage and in motion pictures1 and we hear it in general conversation4 ,the advertised suggestion of sexual immorality in a forthcoming serial novel often raises surprisingly the circulation of certain magazines4 ,a few hints of sexual irregularity in certain plays have brought crowded audiences4 ,a scandalous divorce case1 reported as freely as the law allows1 is a choice morsel for average readers of newspapers4 ,everywhere it is the sexual abnormality1 perversity1 and even bestial vulgarity1 that seems to attract the most attention4 ,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 people4 ,as a well-known magazine recently summarized the present situation1 it has struck sex o'clock in ,america4 ,there is no denying the fact that in recent years the popular interest in sex problems has taken a dangerous turn4 ,it is time for those who are active in the sex-education movement to note the signs of the times1 for an effective educational scheme for young people must take into account the present tendency towards a dangerous interest in literature relating to sexual abnormality1 especially immorality4 ,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 living4 ,sidenote3 ,need of interest in normal sex life4 ,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 literature1 both for young people and for their elders4 ,i recently met a superintendent of schools who had carefully read certain large volumes on the medical1 psychical1 and social abnormalities of sex1 and many books and pamphlets on the social evil4 ,altogether he had read more than five thousand pages on the immoral and abnormal aspects of sex4 ,he wanted to know where he might find a book on the normal side of sex in its physiological1 psychological1 and ethical aspects4 ,unfortunately1 there is no such treatise by an author whose scientific standing equals that of several of those who have written extensively on the abnormal side2 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 pathology4 ,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 ,w4,s4 ,hall's ,sexual ,knowledge or the last chapter of ,martin's ,human ,body1 ,advanced ,course4 ,this is indeed a strange situation1 and we might compare it with reading extensive works on insanity before learning the elements of normal psychology4 ,it is certainly a useless1 if not a dangerous line of approach to the information concerning sex which intelligent people need4 ,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 need4 ,i know that there is some difference of opinion as to the effect of such literature4 ,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 readers2 but ,i also know a few who see no possibility of danger in widespread circulation of such books4 ,sidenote3 ,limited knowledge of the abnormal4 ,looking at all sides of the present situation1 it is my personal conclusion that every one should learn first the scientific facts regarding normal processes connected with the sexual system2 and then for the general reader there should be only a limited amount of warning knowledge regarding the dangers of sexual abnormalities4 ,,vi ,,sex-,,instruction ,,for ,,pre-,,adolescent ,,years ,sidenote3 ,periods of early life4 ,in #h of the ,report of the ,committee of ,three of the ,american ,federation for ,sex-hygiene1 by ,morrow and others1 the life of the child was divided into four periods1 namely1--under six years1 from six to twelve1 twelve to sixteen1 sixteen to maturity4 ,this division now seems to me to be too arbitrary1 and ,i have come to believe that it is more helpful to consider sex-instruction for three periods as follows3 pre-adolescence 7ending at eleven to fourteen years72 early adolescence 7twelve to sixteen years for girls1 thirteen to seventeen for boys72 later adolescence 7sixteen to twenty-one for girls1 eighteen to twenty-five for boys74 #be4 ,elementary ,instruction and ,influence ,sidenote3 ,nature-study4 ,the life-histories of plants and animals as taught in the best nature-study#ac 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 life4 ,the publications listed in the last section of this book under the headings ,for ,girls and ,for ,boys will help parents and teachers4 ,there is need of little private hygienic instruction1 but of much guidance away from harmful habits4 ,this will be indicated in the next section which considers masturbation as it concerns children of both sexes and all ages4 ,sidenote3 ,protection4 ,the protection of children from corrupting influences is an important work of sex-education in pre-adolescent years4 ,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 advance4 ,many parents1 especially mothers1 have found this possible4 ,sidenote3 ,girls' preparation for puberty4 ,in the years between ten and twelve every child should learn from a parent or other adult confidant some general facts regarding their approaching puberty4 ,this is especially important in the case of girls1 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 period4 ,the facts in the first thirty pages of ,w4,s4 ,hall's ,life ,problems should be known by many girls of eleven and by the great majority before thirteen4 ,some books for young girls are defective in that they avoid reference to the coming changes4 ,i see no excuse for a sex-hygiene book for girls who are too young to be trusted with the simplest knowledge regarding menstruation4 ,such children should be interested in nature studies and perhaps the elements of general hygiene1 but certainly not in books with curiosity-stimulating titles4 ,sidenote3 ,special needs of boys4 ,since boys entering puberty pass through no such sharply defined beginning as girls do1 the information they need in advance is not so specific4 ,at the same time1 we must recognize that the average boy under twelve years picks up more information regarding sexual life than a girl does1 and so the problem of teaching self-control comes earlier1 although the average girl enters puberty a year or two before the boy4 ,parents and teachers must recognize the fact that sexual tendencies come to many boys several years before puberty1 and masturbation and even premature sexual intercourse are possible problems with many boys long before the twelfth year4 ,the boy's early gathering of sexual information is not without advantage1 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 girls4 ,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 shock4 ,sidenote3 ,cautious teaching of girls4 ,it is not so with average girls of equal ages1 if we may accept the opinion of many women who are trained in science and medicine4 ,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 years4 ,evidently there is a special reason for gradual and cautious teaching of girls1 and so it is probably best1 as many parents urge1 that in pre-adolescent years the girl's instruction in social-sexual lines be training in modest deportment and a proper reserve towards boys4 ,this ought to be sufficient for the girl's protection until gradually in adolescent years she learns the whole story of life1 probably several years later than her boy friends whose natural leadership in sexual activity makes their early information desirable as a protection to both sexes4 ,sidenote3 ,children's friendships4 ,in the pre-adolescent years parents and teachers should coperate 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 culture4 ,i emphatically mean group fellowship1 for it is certainly undesirable to encourage in pre-adolescents any tendency towards paired comradeship4 ,it is certainly best that boys and girls should have many good friends of both sexes4 ,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 adolescence1 for in these years it is friendship and not romantic love that will be most helpful in the later life4 ,as one step in this direction1 all sensible adults should show their disfavor to the abominable habit of teasing small children concerning their best friends of the other sex4 ,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 above4 ,sidenote3 ,summary4 ,summarizing1 it is evident that there is very little direct sex-instruction suitable for pre-adolescent years4 ,so far as the child's own life is concerned1 it now seems clear that parents or other adult confidants must instruct individuals1 or possibly small uniformly selected groups4 ,class instruction seems out of the question except for life-history studies of animals and plants4 ,on the whole1 then1 there is nothing radical or impossible in the proposition that there should be a beginning of sex-education before the advent of adolescence4 #bf4 ,hygienic and ,educational ,treatment of ,unhealthful ,habits ,sidenote3 ,problems of children4 ,all adults should take a sane and scientific view of the sex problems that are likely to come even to normal children4 ,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 safety4 ,sidenote3 ,masturbation4 ,concerning habitual manipulation of the sexual organs of either sex1 known in medical literature as masturbation or self-abuse 7often erroneously called onanism71 there are certain facts that are important for the guidance of all parents and teachers4 ,i discuss it in this connection since the problem often arises in the later years of the pre-adolescent period4 ,sidenote3 ,does not indicate degeneracy4 ,it is absurd to suppose that the tendency towards the habit means degeneracy or innate viciousness of children4 ,young horses1 dogs1 monkeys1 and other animals sometimes form a similar habit1 the stimulus being some irritation of the sexual organs4 ,hence1 it is not at all unnatural when children attempt to relieve their irritated organs by friction1 and then it is inevitable that the sensitive nerve endings will give sensations that are more or less pleasurable and satisfying1 depending upon the sex1 age1 and emotional peculiarity of the individual child4 ,this fact suggests to parents and teachers the methods of prophylaxis2 namely1 avoid 7#a7 irritation of sexual organs and 7#b7 opportunity for manipulation4 ,sidenote3 ,irritation4 ,sidenote3 ,circumcision4 ,with regard to irritation1 the first sign of such disturbance may appear in babyhood4 ,in the case of boys1 whose structure renders them vastly more liable than girls to external irritation1 the family physician should make sure during infancy whether circumcision or a stretching of the prepuce 7foreskin7 may be desirable4 ,according to ,dr4 ,emmet ,holt1 the eminent pediatrician1 about one male baby in four or five is born with an elongated or tight prepuce that needs surgical attention4 ,a corresponding abnormality of the clitoris is sometimes found in baby girls4 ,some radical surgeons advocate universal circumcision of boys because they believe that it reduces local irritation1 favors cleanliness1 tends to prevent masturbation1 and reduces susceptibility to the venereal diseases4 ,there is certainly some truth in these claims2 but some conservative surgeons point out that for the great majority of boys all these advantages may be obtained by reasonable attention to hygienic habits1 that orthodox ,jewish and other circumcised boys are by no means free from harmful habits1 that some boys are more irritable after circumcision1 that preputial stretching is often a good substitute for circumcision1 and that the taunts of other boys often make circumcised boys too conscious of their own mutilation4 ,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 circumcision1 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 correct4 ,sidenote3 ,hygienic rules4 ,in addition to making sure that uncleanliness or structural abnormality are not responsible for irritation of sex organs1 there are some special hygienic rules useful for parents and teachers who have charge of children4 ,most important is avoidance of habit formation4 ,clothing should be well adjusted to avoid pressure and friction of the sexual organs1 and so constructed 7especially night clothing7 that it is not convenient for the hands to reach the organs4 ,normal boys require pockets1 but they should open at the waist-band and not at the side of the hips4 ,the reason for these suggestions is evident4 ,when we recall that little children naturally tend to explore themselves1 such as by putting fingers into the mouth1 feeling their toes1 inserting foreign objects into nose and ears1 and when we also recall how quickly a child may learn the habit of sucking its thumb1 we must realize the importance of guarding the child from extending such activities to its sexual organs1 which1 because they possess the most sensitive nerve endings in the body1 are most liable to lead to habitual manipulation4 ,in the light of such facts1 it is nonsense to assume1 as so many good mothers have done1 that only innately vicious children learn masturbation4 ,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-sucking2 and in all cases of habits1 parents and others responsible for the children should be given the blame4 ,sidenote3 ,other suggestions for parents4 ,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 children4 ,these facts apply also to later years4 ,have children sleep on a hard mattress4 ,the old-time feather bed was dangerous4 ,there should be light-weight covers1 and the room cool4 ,children should sleep on either side1 rarely in the unnatural back position4 ,aim to have regular sleeping hours2 but do not send children to bed unsupervised when they are excited and not tired enough for immediate sleep4 ,have them arise as soon as wide awake in the morning4 ,never punish children by sending them to bed4 ,sidenote3 ,dangers of privacy4 ,do not leave children to their own devices2 they may naturally fall into dangerous play4 ,privacy is often demanded by the moods of adults1 but it is dangerous for children4 ,a certain camp for boys has the commendable rule that the boys have no privacy during the entire summer4 ,many educators and physicians condemn private bedrooms or cubicles in schools for boys4 ,sidenote3 ,athletics4 ,a strenuous life of physical and mental activity is the best solution of personal control of sexual instincts4 ,reasonable athletics and study make an ideal combination for both boys and girls4 ,and yet we must not trust absolutely to athletics or other physical work1 for there are certainly many individuals whose sexual desires are not controlled by muscular exercise4 ,much of the formal athletic training may have no more influence on sexual control than dogmatic creeds4 ,sidenote3 ,drugs4 ,strong condiments and alcoholic drinks are known to be sexual excitants for many people1 and for this and other hygienic reasons should be forbidden to children4 ,there is a widespread1 but still undemonstrated opinion that tea1 coffee1 tobacco1 and strong condiments have an exciting effect4 ,however1 there is plenty of scientific authority1 based on other hygienic grounds1 for avoiding these at least during the years of growth4 ,sidenote3 ,constipation4 ,constipation is likely to cause sexual irritation1 and hence this is an additional reason for submitting children to competent doctors for treatment of this disturbance which so seriously affects general health1 especially by auto-intoxication4 ,sidenote3 ,bathing4 ,cool bathing in the morning1 especially of the sexual organs1 is hygienic1 except for girls during the monthly periods 7including two days before the expected menstrual onset74 ,for various reasons1 bathing in very warm water should be very limited1 and then only for cleansing4 ,sidenote3 ,form of instruction4 ,in hygienic instructions to children1 avoid giving them any ideas concerning the supposed prevalence of the habit of masturbation4 ,there is a dangerous tendency to follow the crowd4 ,also1 the habit should never be described to children except as unnecessary handling of the sex organs4 ,it is dangerous to suggest to children1 as certain books do1 that there is any pleasurable sensation resulting from manual manipulation of the organs1 for the force of suggestion or curiosity has led some children to experiment with themselves until they formed the habit4 ,sidenote3 ,symptoms4 ,there are no absolutely certain signs or symptoms1 and those suggested by certain authors1 especially by quack doctors1 make young people and even parents and teachers judge some individuals in an unfortunate way4 ,especially should parents and teachers remember that there is absolutely no scientific basis for supposing that great diffidence1 indigestion1 pimples on the face1 boys' lack of interest in girls1 and numerous other popular signs1 are indications of the masturbation habit4 ,like the symptoms in patent-medicine advertising1 the above signs are so general that they are sure to fit some cases4 ,sidenote3 ,insanity4 ,do not tell children the ancient falsehood that insanity will surely result from handling the sexual organs4 ,it is true that masturbation is a common habit of certain types of insane people and of some neurotics2 but it is probable that the habit is more often one of several factors rather than the direct cause of the nervous breakdown4 ,however1 it is scientific to say that the habit may weaken the nervous system and indirectly affect general health1 especially in pre-adolescent and early adolescent years4 ,probably the greatest nervous damage comes because there is often greater excess than is possible in natural sexual relations2 the strain of all sexual excess is more in loss of nervous energy than of secretions4 ,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 mind4 ,this is the truth and practically the whole of the known truth that might have influence with young people4 ,sidenote3 ,mental habit4 ,mental masturbation or day dreaming concerning sexual functions is probably more harmful than mechanical manipulation4 ,it is believed to be more common in young women than in men4 ,however1 there is little reliable evidence as to the prevalence of the habit4 ,as an educational problem1 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 health1 scholarship1 and future efficiency in life4 ,hard mental and physical work and strenuous play as a daily routine will avoid or solve most such difficulties of young people4 ,sidenote3 ,not hopeless4 ,in all dealing with this problem of young people1 we must beware of overemphasis or exaggeration4 ,parents and teachers should do all possible to prevent and cure the habit2 but there is still hope for most young people who1 in spite of warning1 occasionally lapse into their old habits4 ,both men and women of this type have led their classes through college and won success afterwards4 ,probably they would have done still better if entirely free from the habit4 ,on the other hand1 men and women of neurotic inheritance combined with the habit have suffered nervous collapse during college years2 and it is scientific to assume that the additional nervous strain produced by masturbation was a contributing factor4 ,evidently1 we dare make no definite prophecy as to what will happen to one who in early life forms the habit of masturbation4 ,there is no excuse for excessive alarm in any ordinary case2 but1 as we have seen1 there are good reasons why parents and teachers should calmly and yet firmly help young people avoid unnatural sexual activity4 ,to those who must consider the problem of masturbation in boarding schools1 ,i recommend ,hime's ,schoolboys' ,special ,immorality4 ,,footnotes3 #ac ,see books on nature-study1 e4g41 ,holtz's ,nature-,study1 ,hodge's ,nature-,study and ,life1 ,comstock's ,handbook of ,nature-,study4 ,morley's ,renewal of ,life1 ,march's ,towards ,racial ,health1 and ,hall's ,the ,doctor's ,daughter suggest the main lines of the nature-study approach to sex-education4 ,,vii ,,sex-,,instruction ,,for ,,early ,,adolescent ,,years #bg4 ,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 world4 ,this will develop a good attitude concerning the origin of the individual human life4 ,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 adolescence4 ,sidenote3 ,biological foundations4 ,i believe that the best introduction to advanced sex-instruction is through biological ideas which may be presented in popular lectures and books2 but1 of course1 will be best taught in courses of biological science4 ,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 ,biology4#ad ,in these books the study of life-histories of plants and animals leads up through vertebrates to mammals1 and there are a few remarks suggesting that human development is like the mammals4#ae ,at this point these books should be supplemented by a brief survey of the essential structure1 physiology1 and embryology of human reproduction4 ,sidenote3 ,mixed classes4 ,biological studies of human reproduction should not be coeducational in high schools or the early years of college4 ,mature college students who have passed through extensive biological studies1 may1 without apparent embarrassment1 study human embryology in mixed classes2 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 reproduction4 ,at any rate1 there should be special lessons or reading dealing with detailed information that directly concerns one sex only4 ,sidenote3 ,impersonal approach of biology4 ,i certainly do not believe in completely revamping biological science for the purposes of sex-education4 ,it is better not to spoil a course by overemphasis on sex1 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 relations4 ,this impersonal approach will be lost if the course in biology seems to revolve around sex-education1 for that will make sex too prominent4 ,it is still debatable as to how much should be taught in high schools or in public lectures concerning the biological facts of human reproduction4 ,i think that ,i can make my own views clearer if ,i discuss this first for boys1 then for girls4 #bh4 ,scientific ,facts for ,boys ,first1 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 ,hygiene4 ,there is no harm1 and also no gain1 in minute description1 especially histological4 ,sidenote3 ,scientific names4 ,the chief technical names of the parts of the male organs--testicle 7spermary or testes71 sperm duct 7vas deferens71 scrotum1 prostate1 seminal vesicles1 penis1 glans1 prepuce 7foreskin71 urethra--should be taught2 and the scientific dignity of these words as substitutes for vulgar words should be emphasized4 ,in dealing with boys and young men ,i have noticed that these and other scientific words have a great influence on their attitude4 ,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 lungs1 liver1 stomach1 arm1 leg1 brain1 and so on for all prominent organs except the sexual4 ,these have been left without authoritative names except in scientific language1 and as a result dozens of ordinary words have been vulgarly applied and unprintable ones invented by uneducated people4 ,such usage of vulgar terminology is widespread1 especially among men and boys4 ,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 organs4 ,even the little words nuts1 stones1 balls accompanied by the adjective two mean testicles in the widespread vulgar language2 and a physician told me that a college graduate used one of these words the other day when seeking medical advice concerning her baby4 ,here is an intolerable situation that must be improved by establishing in popular usage the dignified scientific words for the chief sexual organs4 ,we must begin to do so by teaching the words frankly to boys of adolescent years1 and by persuading parents to teach their children correctly4 ,sidenote3 ,sex-physiology4 ,having learned the structure and names of their sexual organs1 boys may easily understand the function of each part if explained in simple language4 ,ten or twenty minutes ought to be enough time for stating the important facts4 ,one printed page could state them clearly4 ,here is the time for personal hygienic advice1 especially such topics as3 rules for self-control2 harmful habits 7see discussion of masturbation in #bf72 sexual activity not necessary for health2 occasional nocturnal emissions not pathological4#af ,sidenote3 ,female organs4 ,i believe it is well for boys of adolescent years to know a few leading facts regarding female structure and function1 but such knowledge is best learned from oral description by a well-balanced teacher4 ,diagrams and 7in some schools7 a demonstrated dissection of a cat or other animal will be helpful4 ,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 ,boys1 moreover1 should be informed concerning the existence of the periodic disturbance in the other sex1 for unless they know they are sure at times to misunderstand their sisters and other girls4 ,professor ,w4,s4 ,hall has stated the essential information in ,chums 7for boys twelve to sixteen71 but his comparison of periodicity in the two sexes is not strictly accurate1 for there are not in men any sexual cycles that are strictly comparable with the menstrual cycles of women4 ,sidenote3 ,no pictures4 ,it is probably best1 as urged by several writers1 that the life-like illustrations1 some of them photographic1 in books of human anatomy be kept away from boys of early adolescent age4 ,diagrams can be made to explain all that is necessary1 and without the danger of stimulation that might come from the illustrated medical books4 ,sidenote3 ,embryology4 ,the embryological facts of human biology are very impressive to boys and young men who know little of science4 ,i believe that no other line of scientific facts is so likely to claim a serious and respectful attitude4 ,the ideal way for giving a popular glimpse at human development is with a small series of lantern slides or photographs from embryological works4 ,unfortunately1 there is no available popular treatment of the main facts of human development1 but teachers trained in biology can easily glean the facts for the preparation of a short lecture4 ,sidenote3 ,social diseases4 ,since the venereal diseases are due to micro-organisms1 ,i believe that they should be introduced in connection with the study of bacteria and other germs1 either in school courses or in popular lectures4 ,such instruction should be very brief4 #bi4 ,scientific ,facts for ,girls ,sidenote3 ,girls more innocent4 ,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 possess4 ,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 boys2 but ,i doubt whether one healthy adolescent boy in a hundred belongs in the innocent class4 ,so we need not worry much concerning any supposed danger of treating facts too frankly1 provided that they are given a dignified1 scientific setting4 ,in the case of numerous adolescent girls there is certainly dense ignorance1 and so there must be more difficulty in getting approval of parents and teachers concerning facts proposed for girls4 ,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 facts1 but they feel that it would be too startling and unnecessary for their daughters4 ,such is the widespread feeling which must be seriously considered in all planning of advanced sex-instruction for girls4 ,no doubt there will be much honest disagreement with the suggestions here offered4 ,the biological introduction based on plants and animals should be the same as for boys 7 #bg74 ,sidenote3 ,structure and names4 ,an adolescent girl of fourteen to sixteen should know the general plan of her own sexual structure4 ,she should know the scientific names of her organs1 not because there are many vulgar names as in the case of boys1 but because dignified names help attitude4 ,ovaries1 uterus 7womb71 vagina1 ,fallopian tubes1 and vulva will be sufficient4 ,detailed description of the external organs 7vulva7 might arouse curiosity that leads to exploration and irritation1 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 vagina4 ,sidenote3 ,an ancient belief4 ,some books for girls perpetuate the ancient but absurd emphasis on the virginal significance of the hymen2 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 unchaste4 ,this is far from being always true1 for the structure may be congenitally absent1 may sometimes remain after sexual union1 or may be accidentally destroyed in childhood2 and reliable physicians have stated that proving unchastity by the hymen is by no means easy4 ,hence1 the less said about the ancient belief1 the better for young women4 ,the truth is that the hymen is a worse-than-useless relic of embryological development1 and it is neither an indicator nor a dictator of morality4 ,sidenote3 ,physiology of women4 ,with regard to the physiology of the female organs1 the following topics should be considered3 ,the meaning of puberty as the beginning of a long fertile period of about thirty years2 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 ovary1 and not as a season of illness invented by the powers of darkness2 the possibility of fertilization following sexual relations at any time during the fertile life of a woman2 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-cell2 and the nature of the close blood relationship of mother and embryo4 ,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 book4 ,sidenote3 ,social ills4 ,with regard to the social diseases and the social evil1 ,i have long sympathized with the conservatives who hold that extremely limited knowledge is sufficient for the average girl under eighteen or twenty4 ,no doubt that many working girls in cities need more protective knowledge than do school girls of the same age4 ,hall's ,life ,problems seems to me to give the important facts4 ,sidenote3 ,habits4 ,as in the case of boys of adolescent years1 there should be enough teaching to warn against harmful habits4 ,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 children4 ,sidenote3 ,knowledge concerning men4 ,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 function4 ,here again the strong argument is that the majority will have the care of small children4 ,such instruction has often been given as part of courses in biology and physiology and also in special lectures4 ,it is certain that some parents will favor such instruction1 and others will regard it as indecent to suggest that girls should have any such knowledge4 ,there will always be some parents who will let their daughters face life-problems blindly4 ,sidenote3 ,mothercraft4 ,sometime in adolescent years girls should learn the scientific facts regarding mothercraft or the care of small children4 ,this phase of the sex-education is rapidly attracting attention from those who are interested in practical arts education1 and before many years pass it will probably be treated adequately in connection with household arts in schools and colleges4 ,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 home4 ,,footnotes3 #ad ,both books by ,m4,a4 and ,anna ,n4 ,bigelow4 #ae ,sets of drawings and lantern slides for the biological introduction to sex may be obtained from the ,american ,social ,hygiene ,association1 #aje ,w4 #djth ,st41 ,new ,york ,city4 #af ,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 animals4 ,certain it is that they are adaptations to changes caused by enforced sexual restraint after the seminal secretions begin with puberty4 ,such restraint is1 of course1 abnormal or unnatural if we compare with animals2 but many of our acts are unnatural and not necessarily unhealthful4 ,for instance1 the sedentary life of the student or professional worker is abnormal or unnatural1 but it need not be unhealthful1 if hygienic adaptations are made4 ,likewise1 seminal emissions are unnatural for primitive men or animals without sexual restraint1 but this does not mean that they are unhealthful for self-controlled men4 ,here1 as in many other cases1 comparison with animals is misleading and does not teach us useful facts concerning human sexual functioning4 ,the truth is that physicians have no evidence of harm from emissions that are not caused by voluntary activity4 ,,viii ,,special ,,sex-,,instruction ,,for ,,adolescent ,,boys ,,and ,,young ,,men ,sidenote3 ,methods and teachers4 ,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 manhood4 ,i can do little more than point out the lines along which it is desirable that young men should be informed and influenced2 for ,i confess that ,i do not know any guaranteed pedagogical method for teaching along these lines4 ,so far as ,i can now see1 it seems to me that a good beginning would consist in getting the best ideas before young men by lectures1 books1 and personal conversations4 ,here more than in any other phase of sex-education the influence of personality is of great importance4 ,many an ordinary teacher or lecturer may well present the cold facts of biological science that help interpret sex1 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 subheadings3 ,developing young men's attitude towards womanhood2 developing ideals of love and marriage2 reasons for pre-marital continence2 essential knowledge concerning prostitution2 need of more refinement in men2 dancing as a sex problem for men2 dress as a sexual appeal2 the problem of self-control2 the mental side of a young man's sex life4 #cj4 ,developing ,attitude towards ,womanhood ,sidenote3 ,influence of ideals4 ,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 womanhood4 ,i have known a number of men who passed unscathed through the storm and stress of early manhood because each of them could say1 as ,tennyson makes the lover confess to ,princess ,ida1 from earlier than ,i know1 immersed in rich foreshadowings of the world1 ,i loved the woman4 ,some of these men learned to love the woman in the abstract1 in the dream world1 perhaps as the brushwood girl of ,kipling4 ,others first loved the woman through boyhood sweethearts4 ,still others came to love her through mothers who inspired them with reverence for womanhood and motherhood4 444,happy he ,with such a mother6 faith in womankind ,beats with his blood1 and trust in all things high comes easy to him4 7,tennyson7 ,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 life4 ,it is simply a question of the intensity of the devotion and of the loftiness of the ideals which ,she has aroused within him4 ,sidenote3 ,who may influence boys4 ,now1 we of the older generation1 who as parents and teachers are largely the makers of the boy's view of life1 may play a very important part in developing in him a love for the woman1 a reverence for womanhood4 ,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 womanhood4 ,the next greatest opportunity comes to the woman who as an instructor in school1 church1 or other institution comes into intimate relations that sometimes give the teacher greater influence than the mother is able or willing to exert4 ,finally1 we must not discount the value of men's coperation in this problem1 for many a boy's attitude towards women is largely the reflection of what he has seen in his father and in other men1 particularly in his teachers both secular and religious4 ,now1 while the direct influence of personality is most important in this problem of developing a young man's attitude towards women1 organized educational effort should not be neglected4 ,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 7see #bc72 and by discussing with them1 as opportunity offers1 the higher ideals of the relationships between men and women4 #ca4 ,developing ,ideals of ,love and ,marriage ,closely associated with high ideals of womanhood is necessarily a pure understanding of love1 even in its physical basis4 ,while preparing this lecture ,i discovered that ,james ,oliphant 7in the ,international ,journal of ,ethics1 ,vol4 #i1 pp4 #bhh-bhi1 #ahih7 has well expressed some of the views that in a more or less unformulated shape have been in my mind for years4 ,sidenote3 ,ideals of love in art4 ,if the true preparation for love and marriage is1 as ,i hold it to be1 to learn to associate physical passion with the higher emotions developed by social sympathy--with a single-hearted devotion that demands courage1 and self-sacrifice and considerate forethought and tenderness2 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 devise1 how can we forego the precious opportunities that lie to our hand in the persuasive witchery of art8 ,the power that may be exercised in the formation of character by the presentment of ideal types is as yet very imperfectly utilized4 ,love is par excellence the theme of the artist1 and young people will soon find this out for themselves2 but there is a wide difference in the degrees of idealization1 and1 while we concern ourselves to exclude the grosser forms1 we neglect the only effective means of accomplishing this1 namely1 the persistent presentation of the sentiment in its noblest examples4 ,it is the prevalent idea that the longer we can keep all notions of love1 even in its romantic guise1 out of children's heads1 the better it will be for them4 ,surely it would be a wiser policy to fill their minds as soon as they are able to receive them1 with the creations of art in which love is represented in its sublimest aspects4 ,the youth who is familiar with the love-stories of ,shakespeare1 and ,george ,eliot1 and ,meredith1 will suffer little harm from the gilded sensualism of the ,restoration drama4 ,let us hasten to implant the images of beauty that will keep the soul sweet and wholesome1 and free from the taint of any later influences1 however sordid these may be4 ,in the lecture on marriage as offering one of the problems for the larger sex-education 7 #ab7 and in the reference to general literature in #bc1 ,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 marriage4 #cb4 ,reasons for ,pre-marital ,continence of ,men ,recognizing the fact that moral considerations fail to reach many people1 the following points should be emphasized in trying to show young men practical reasons why they should avoid pre-marital sexual relations4 ,sidenote3 ,continence and health4 7#a7 ,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 temptations4 ,physicians of the highest standing never advise extra-marital or immoral relations1 for they are far more likely to injure health than to improve it1 and they surely injure character and reputation4 ,on this question of continence young men should read such pamphlets as ,sexual ,necessity by ,howell and ,keyes2 ,the ,young ,man's ,problem and ,health and ,hygiene of ,sex by ,morrow2 ,the ,physician's ,answer and ,the ,rational ,sex ,life for ,men by ,exner4#ag ,also1 see pp4 #ahc-aij in ,geddes and ,thomson's ,sex4 ,dr4 ,exner's ,physician's ,answer is based on the following declaration which was signed by about three hundred of the foremost physicians of ,america3 ,in view of the individual and social dangers which spring from the widespread belief that continence may be detrimental to health1 and of the fact that municipal toleration of prostitution is sometimes defended on the ground that sexual indulgence is necessary1 we1 the undersigned1 members of the medical profession1 testify to our belief that continence has not been shown to be detrimental to health or virility2 that there is no evidence of its being inconsistent with the highest physical1 mental1 and moral efficiency2 and that it offers the only sure reliance for sexual health outside of marriage4 ,sidenote3 ,psychical results of incontinence4 7#b7 ,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 regret4 ,many such men testify that unforgettable immoral experiences keep them from reaching the heights of love with their wives4 ,one of my friends1 a well-known physician1 recently met in his office within two or three months seven men of high standing who are now happily married1 but who feel that conjugal life is short of its full sthetic possibilities because of the ever-present remembrance of early sexual mistakes4 ,sidenote3 ,physical results4 7#c7 ,while the above refers to the psychical effect of youthful errors1 young men should learn that there is also a physical side to the same problem4 ,eminent physicians assert that many men have completely and permanently destroyed their sexual functions by extensive dissipations1 either by masturbation or by natural relations2 and that very many more have injured themselves so that perfection of the physical basis of love and marriage is impossible4 ,sidenote3 ,possible diseases4 7#d7 ,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 7see #g74 ,sidenote3 ,purity for purity4 7#e7 ,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 sisters1 friends1 or sweethearts2 and yet they help drag down other women4 ,an honorable man should be willing to play fairly and give purity for purity4 ,sidenote3 ,responsibility4 7#f7 ,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 abstinence4 ,sidenote3 ,sexuality and affection4 7#g7 ,young men should be impressed with the idea that their sexual functions should be held sacred to affection2 in other words1 that sexual union is moral only as love interchange4 ,in so far as young men may be led to this interpretation of the relation of sexuality to the best conceptions of life1 there will be no danger of prostitution and there will be a guarantee of marriages that give completeness to affection4 ,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 affection4 ,such men are by no means as rare as the sensational reports of the social evil lead many people to believe4 ,sidenote3 ,some men beyond appeal4 ,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 marriage4 ,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 marriage2 but fortunately such individuals constitute an insignificant minority4 #cc4 ,essential ,knowledge ,concerning ,prostitution ,sidenote3 ,safeguarding boys4 7#a7 ,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 relations2 and that many unwary men are involuntarily entrapped1 especially when influenced by alcohol4 ,sidenote3 ,prostitution a business4 7#b7 ,the young man should know that the selling of woman's virtue is an organized business known as prostitution or the social evil1 words which stand for indescribable degradation and degeneracy that no beast could possibly imitate4 ,moreover1 the young man should be informed that all immorality is not prostitution1 but that most of the immoral relations of men are purchased directly or indirectly by money or its equivalent4 ,sidenote3 ,some causes of prostitution4 7#c7 ,the young man should know that the great majority of prostitutes do not willingly undertake the shameful business of selling their virtue4 ,he should know that the majority have gone downward for such reasons as follows3 ,many a woman has been betrayed by some detestable man who pretended to love her4 ,poverty has forced many other women to the first downward step4 ,many are easy victims because they belong to the feeble-minded class4 ,others have been driven into immoral life by parents and even husbands4 ,still others have been drugged1 and raped while insensible4 ,a limited number have begun prostitution as white slaves kept as prisoners until all hope of a better life has vanished4 ,a few have deliberately begun to accept the attentions of lewd men in order to get money for luxurious dress and finery4 ,and relatively very few have started downward because of sexual passion such as commonly influences men4 ,in short1 every young man should be informed that most women living by prostitution have begun innocently or unwillingly2 but having made one false step1 society has shunned them1 even near relatives have cast them off1 and a career of prostitution has appeared the only way of making a living1 vulgar and unspeakably sordid though it be4 ,it is evident that the responsibility for prostitution rests almost entirely upon men4 ,unfortunately1 society does not recognize this fact and has no way of dealing legally with both men and women found associated in houses of prostitution4 ,at present the women arrested for prostitution are treated as criminals1 while their male associates in vice are allowed to depart as if they were respectable citizens4 ,sidenote3 ,appeal to men4 ,tell young men these facts as to why women become prostitutes4 ,help them to realize that most of these women are pitiful victims of man's worse than brutal sexual passions4 ,then add the astounding fact that very many of the women of the underworld have short lives1 their health being undermined rapidly by dissipation1 by alcohol used to bury their shame or to stimulate their flagging energies1 and by the two loathsome diseases1 gonorrhea and syphilis1 which relatively few prostitutes escape--tell young men such facts which eminent physicians and sociologists have often verified1 and there are good chances of striking sympathetic notes in their young manhood4 ,sidenote3 ,danger of social disease4 7#d7 ,and there is one other line of facts concerning prostitution that the developing young man should know well1 namely1 that every prostitute is likely at any time to be infected with the social diseases1 and that no ordinary medical examination can prove that she will not transmit these awful diseases to men who consort with her4 ,in fact1 within an hour after most careful medical examination she may become infected by some diseased man1 and then she is capable of inoculating other men4 ,such facts1 for which the greatest of special physicians vouch1 will eradicate from the young man's mind the widespread notions that prostitutes are safe if they carry a physician's certificate1 or one of the official cards given in some ,european cities4 ,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 diseases1 and his education is incomplete until he knows the exact truth from reliable sources4 ,sidenote3 ,limited reading4 7#e7 ,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 evil1 for these may sometimes tend toward morbidity4 ,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 published4 ,such reports are not useful for young men4 ,they serve a good purpose by informing mature men and women and awakening them to the necessity of legislation1 education1 and other weapons with which we may fight the great black plague of social vice4 ,for the average young man the books recommended in #h will give sufficient information and viewpoint4 ,sidenote3 ,liaisons4 7#f7 ,finally1 the young man of adolescent years should be made to understand his responsibility for immorality that is not prostitution1 that is1 extra-marital relations with his girl friends and without pecuniary considerations4 ,he should know the probability that he will ruin a girl's life1 either because illegitimacy occurs or because her reputation suffers4 ,even if such immoral liaisons are kept private1 both persons concerned are likely in after years to regret their illicit intimacy1 especially if either marries another person4 #cd4 ,need of ,more ,refinement in ,men ,while refinement is a part of general culture1 it is beyond doubt an important phase of the problems for the larger sex-education4 ,elsewhere ,i have referred to the need of better understanding and better adjustment between men and women1 especially in marriage4 ,towards such a desideratum refinement of men will contribute immensely4 ,many cultured women avoid marriage and many are unhappy in marriage because men1 sometimes even educated men1 lack refinement in manners1 language1 and personal habits4 ,in fact1 lack of refinement is altogether too mild an expression1 for many men are positively crude in manners1 coarse and vulgar in language1 and disgusting in personal habits4 ,sidenote3 ,manners and chivalry4 ,in referring to manners1 ,i am including not only the thousand and one little customs of everyday life among refined people1 but also chivalric attitude towards all women4 ,the world has changed vastly since knighthood was in flower1 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 chivalry4 ,this problem of manners will be an increasingly important one1 for here in ,america there is growing up a generation of boys who are far from chivalrous even to their mothers and sisters2 and at the same time1 the industrial competition and daily association of the two sexes is making young men realize that women are simply human beings and not super beings4 ,sidenote3 ,language4 ,with regard to language1 ,i am thinking not so much of the general need of speech that is grammatically1 rhetorically1 and vocally polished1 which no doubt determines many a woman's estimate of a man1 as ,i have in mind the repelling effect upon sensitive women of language that is coarse1 vulgar1 and profane4 ,hence1 quite apart from the effect of low language on character1 ,i believe it worth while to work for refinement of language of young men4 ,sidenote3 ,personal habits4 ,and now with reference to personal habits1 including cleanliness and refinement of actions1 the average women of all classes set splendid examples for men of the same groups4 ,it seems scarcely necessary to explain in detail concerning unclean personal habits and vulgar actions4 ,it requires no keen observer to find plenty of examples4 ,those who have the training of boys should lose no opportunity to impress them with the importance of refinement1 and especially in all phases of their home life4 ,it is in the most intimate life of the home that refinement of personal habits of husbands may mean much to sensitive wives4 #ce4 ,dancing as a ,sex ,problem for ,young ,men ,sidenote3 ,dancing not to be eliminated4 ,it is more than useless to discuss the question whether dancing ought to be eliminated from the social life of young people1 for it has physical1 social1 and sthetic or dramatic values which will make dancing in some form or other coextensive with human life4 ,sidenote3 ,young people and dancing4 ,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 people1 men especially4 ,it is no longer sufficient to say1 even to the young members of certain religious denominations1 that good people must not dance because it is wicked1 for in this doubting age young people will ask first what we mean by the word wicked and then for proof that dancing is wicked4 ,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 movements4 ,sidenote3 ,dancing a sexual stimulant4 ,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 men1 but probably is not identified other than as general excitement by most women4 ,sidenote3 ,danger no reason for condemning dancing4 ,the frank admission that dancing may sometimes stimulate sexual emotions is no condemnation of dancing1 as many writers seem to think4 ,we must know first whether such emotions lead to good or harm4 ,sexual emotions are not in themselves wrong from any except a strictly scetic point of view4 ,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 lead1 as does the best social life of men and women together1 to a higher sthetic appreciation of life as it involves the relations of the two sexes4 ,after discussing this with many--yes1 with more than a hundred--men and women1 ,i am now convinced that dancing may have both results1 depending upon the individuals4 ,dancing1 then1 has its dangers1 but so have many other things that go to make up the most complete life4 ,eating may lead to gluttony1 mountain-climbing may lead to a broken neck1 swimming to drowning1 music and art to sensuality1 and even love is not without danger of bestial degradation4 ,life is full of dangers and we are constantly striving to reduce them to a minimum4 ,so we must refuse to condemn dancing because of its admitted sexual dangers for young people1 unless it can be shown that the danger is so great and so unconquerable as to outweigh all the physical1 social1 and sthetic considerations in favor of the pastime4 ,sidenote3 ,dancing and immorality4 ,that dancing is a strong incentive to immorality is contended by many writers4 ,a prominent physiologist has said that the dance is the devil's procession so far as the young man is concerned4 ,others have pointed to the immorality that is connected with the dance halls1 and to the fact that waves of immorality of young men have often followed the annual balls given in some high schools and colleges4 ,contrary to the view which ,i formerly held1 ,i am now inclined to think that it is not fair to charge such immoral tendencies entirely to dancing1 and therefore condemn all dancing as immoral4 ,it is no secret of sociology that similar epidemics of immorality have been known to occur in connection with ,sunday-school picnics1 camp meetings1 expositions1 political and other conventions1 and religious revivals4 ,shall we condemn all these along with dancing on the ground that they lead to immorality8 ,we say no because immorality is only an incident1 not a result in these cases4 ,likewise1 ,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 college4 ,these are times of general tendency towards dissipation4 ,regular duties are cast aside1 all the hygienic rules for eating and sleeping are broken1 there is unusual freedom of speech and manners1 available alcohol is freely used1 emotions and not reason rules--these are characteristic of the college festivals that center around grand balls4 ,in short1 at such times there is a general let-down of usual standards and a swing back towards the barbaric festival of the ancients4 ,it is not surprising1 then1 that pent-up sexual instincts assert their force at such times1 and dancing1 if it occurs under such conditions is1 of course1 likely to increase the danger of moral collapse because it incites sexual emotions4 ,sidenote3 ,regulation of dancing needed4 ,our conclusion1 then1 is that it is unscientific to charge dancing with being the direct cause of immorality1 when it has been only one in a series of events4 ,the facts warrant not condemnation of dancing as something utterly bad1 but rather of allowing dancing to be associated with conditions that are likely to lead to dissipation and immorality4 ,unless some argument other than that arising from the coincidence of dancing with dissipation and immorality is brought forward1 we must conclude that dancing should be regulated and associated so that the admitted dangers will be reduced to a minimum4 ,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 people4 ,it will lead to dancing that is improved along social and sthetic lines4 ,sidenote3 ,self-control necessary4 ,while improvement of dancing will reduce its dangers1 it will not eliminate the problem of self-control for normal young men4 ,they must learn to understand their own emotions4 ,they should be forewarned that others have found danger in dancing4 ,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-control1 both mentally and physically4 ,they should know the increased danger if dancing is associated with alcohol1 vicious women1 immodest dress1 extreme freedom of conduct1 and other morally depressing influences4 ,such knowledge along with general sex-education will do much to make dancing not only safe for average young men1 but also helpful along social and sthetic lines4 ,sidenote3 ,extreme dances4 ,with regard to the extreme dances of the past five years1 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 dances4 #cf4 ,dress of ,women as a ,sex ,problem for ,men ,sidenote3 ,dress and immorality4 ,some of the students of sex problems assert with great emphasis that dress is the responsible factor in the sexual immorality of many men4 ,accepting the probability that there is some truth in the assertion1 what is the solution of the problem8 ,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 organizations8 ,in short1 should women make their dress decidedly unobtrusive and unattractive in order that the sexual temptations of some men may be reduced8 ,the answer must be an emphatic negative4 ,we need more beauty in this life of ours1 and we cannot afford to omit any beauty which women express in dress4 ,the pity is that economic conditions so often set a limit to such expression4 ,we must believe in making every possible application of the beauty of nature and art to human life2 and beautiful dress on all women1 and especially beautiful dress on attractive women1 is the most important of such relations of beauty and life4 ,sidenote3 ,dress and sexual appeal4 ,accepting1 then1 beauty of dress as worthy of encouragement1 what shall be done about its sexual attractiveness8 ,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 years4 ,but permanency of extreme styles or general adaptation of modest ones are absolutely impossible for the average woman of to-day4 ,hence1 we must look forward to one extreme style following another4 ,young men must face the problem and fight their own battles4 ,like certain widespread diseases1 there is constant danger of infection1 and the only hope for young men is in special education as a kind of protective inoculation against temptation4 ,this means that young men should be taught to see beauty in woman's form1 face1 and dress without allowing themselves to get into habits of sensual or physical emotions4 ,of course1 for the normal young man there is sure to be more or less consciousness of emotions stimulated by the beautiful associated with women1 but the individual man may train himself to turn such emotions into sthetic or psychical lines instead of into those which are sensual1 animalistic1 or physical4 ,in this connection1 ,i have long been of the opinion that training in art appreciation1 especially of sculpture1 may help many men to an sthetic attitude towards the human form4 ,it is well known that beauty of woman's face or form or dress has sometimes led men into immorality2 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 stimulation4 ,at any rate1 such men do not lead us to general conclusions1 for there are many more men who have been led upward and not downward by the combined beauty of form1 face1 and dress of women4 ,sidenote3 ,duty of women4 ,while we refuse to excuse men who allow the sexual suggestiveness of women's dress to overcome their self-control1 we should at the same time recognize that women have themselves to blame for much of the existing situation4 ,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 men2 but there is no such innocence on the part of the demi-mondes by whom many of the most dangerous styles are introduced4 ,perhaps women of intelligence and good standing may some day come to realize their responsibility for wearing clothing that means unusual temptation for men4 ,however1 this seems ,utopian in these years when even women of the best groups are wearing equivocal dress2 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 underworld4 #cg4 ,the ,problem of ,self-control for ,young ,men ,sidenote3 ,difference between sexes4 ,sidenote3 ,automatic arousing of boys' instincts4 ,the problem of control of the insistent passions of normal young men has been unscientifically minimized by numerous writers and lecturers4 ,it should be noted that many of these are men who have long since forgotten the storms and stresses of their early manhood1 and others are women who do not know the facts indicating that the sexual instincts young men are characteristically active1 aggressive1 spontaneous1 and automatic1 while those of women as a rule are passive and subject to awakening by external stimuli1 especially in connection with affection4 ,such forgetful men and uninformed women are prone to regard the lack of control of many young men as simply due to original sin1 innate viciousness1 bad companions1 or irresistible temptations2 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 others1 including the alcoholic temptation1 are of little significance4 ,such being the truth about young men1 nothing is to be gained and much is to be lost if older people fail to take an understanding and sympathetic attitude4 ,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 should1 or1 in other words1 that continence is as easy for a young man as for a girl of similar age4 ,an observing young man will doubt such statements1 and if he has had access to scientific information1 he will feel sure that there has been an attempt to influence him by the kind of exaggeration commonly adopted by specialists in moral preachments4 ,the plain truth is that there is a physiological reason or explanation1 although not a justification for failure of self-control4 ,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 habits1 we must not forget that every normal boy passes in early puberty through peculiar physiological changes that arouse his deepest instincts4 ,i refer especially to the frequent occurrence of involuntary sexual tumescence and to the occasional nocturnal emissions1 which processes leave the boy in no doubt whatever as to the nature1 source1 and desirability of sexual pleasure4 ,especially is this true of the automatic emissions that usually follow continence of healthy young men1 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 conscious4 ,in short1 as men looking backward to their early manhood well understand1 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 union4 ,such1 in brief1 is the physiological history of the normal adolescent boy1 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 attractiveness4 ,sidenote3 ,average young women different4 ,now1 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 health4 ,a limited number of mature women1 some of them physicians1 report having experienced in the pubertal years localized tumescence and other disturbances which made them definitely conscious of sexual instincts4 ,however1 it should be noted that most of these are known to have had a personal history including one or more such abnormalities as dysmenorrhea1 uterine displacement1 pathological ovaries1 leucorrhea1 tuberculosis1 masturbation1 neurasthenia1 nymphomania1 or other disturbances which are sufficient to account for local sexual stimulation4 ,in short1 such women are not normal4 ,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 nature1 source1 and desirability of localized sexual pleasure4 ,on the contrary1 such consciousness commonly comes to many only as the result of stimuli arising in connection with affection4#ah ,clearly it is nonsense to claim that the sexual temptations arising within the individual are equal for the two sexes4 ,potentially1 girls may have passions as strong as boys1 but they do not become so definitely and spontaneously conscious of their latent instincts4 ,sidenote3 ,helping the young man4 ,thus considering the available facts regarding the physiological reasons for the sexual tendencies of men1 it seems to me that we gain nothing in trying to minimize the young man's sexual problems1 for he is quite conscious that they are insistent4 ,far better it is that mature men who know life in its completeness should make the young man feel that his problems are not new1 not insignificant1 and that many another man has met and solved them in such a way as to make life more full of real happiness4 ,such sympathetic helpfulness will mean something to a young man1 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 instincts4 ,sidenote3 ,women should know4 ,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 men1 not to make women more lenient or forgiving towards the mistakes of men1 but rather to enable women to play an important part in the necessary adjustments through helpful comradeship4 ,this last phrase will mean nothing to many people1 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 life4 ,sidenote3 ,self-control in marriage4 ,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 problems4 ,i have in mind the need of self-control in marriage4 ,most writers and lecturers who emphasize the arguments for absolute self-control or continence before marriage1 omit all reference to marital life4 ,the natural inference1 and one widely followed1 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 church4 ,such1 ,i submit1 is a fair conclusion for young men to draw from at least ninety per cent of the sex-education literature that is current to-day4 ,now1 ,i believe this is all wrong4 ,in fact1 ,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 marriage4 ,of course1 ,i do not propose that ideal sexual conditions in marriage may justify pre-marital incontinence1 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 marriage1 and ,i am not forgetting the vast problem of social diseases and prostitution4 ,i urge1 then1 that those who attempt to direct young men through the mazes of sexual life should hold up ideals not only of pre-marital continence1 but also of post-nuptial temperance and harmonious adjustment between husband and wife4 ,this post-nuptial problem is far more difficult to solve1 for the intimacy of married life1 especially in the earlier years1 is sure to offer stimuli that are likely to make sexual instincts more insistent than those that come from celibate repression4 ,however1 self-control and temperance in marriage is no new and unattainable ideal1 and harmonious adjustment of men and women in marriage is far more common than the pessimists would have us believe4 #ch4 ,the ,mental ,side of the ,young ,man's ,sexual ,life ,sidenote3 ,effect of mental imagery4 ,most of the discussions of the education of young men for moral living have centered around the problem of keeping him from physical sexual activity4 ,so far as society is concerned1 this is the great desideratum4 ,so far as the individual life is concerned1 it is important that self-control should extend to mental imagery4 ,professors ,geddes and ,thomson have well said1 in ,sex1 that while anatomical chastity is a moral achievement1 it is not the deepest virtue4 ,the incisive declaration3 ',whosoever looketh on a woman to lust after her hath committed adultery with her already in his heart' expresses an even more searching standard1 and modern science brings home to us the radical importance of our reflex thought and deep-down impulses1 which appear to bulk largely in molding our lives and the lives of those who may spring from us4 ,in language adapted to the understanding of average young men1 this idea should be emphasized4 ,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 situations4 ,this is especially true of mental masturbation4 ,hence1 the relation of masturbation to the possible establishment of a disordered mental state should be known by adolescent boys and young men4 ,sidenote3 ,control of thoughts4 ,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 mind4 ,this applies not only to sordid and lewd thoughts of unchaste sexual situations1 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 orders4 ,the following literature will be especially helpful to young men3 ,w4,s4 ,hall's ,sexual ,hygiene for ,men1 or his ,sexual ,knowledge2 ,exner's ,the ,rational ,sex ,life for ,men2 ,morrow's ,the ,young ,man's ,problem1 and ,health and ,hygiene of ,sex for ,college ,students2 ,king's ,fight for ,character 7,y4,m4,c4,a472 and the chapter on ,ethics of ,sex in ,sex by ,geddes and ,thomson4 ,,footnotes3 #ag ,the first three pamphlets are published by the ,society of ,sanitary and ,moral ,prophylaxis 7,new ,york72 the ,exner pamphlets by the ,association ,press 7,new ,york74 #ah ,this is really not surprising if we remember the peculiarities of human instincts mentioned in an earlier lecture 7 #c74 ,,ix ,,special ,,sex-,,instruction ,,for ,,maturing ,,young ,,women ,sidenote3 ,parents would limit knowledge of daughters4 ,it was my original plan to make this lecture parallel with the preceding one for young men1 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 age4 ,i have found many fathers and mothers who think that their boys of fourteen or fifteen should be informed as suggested in the preceding lecture2 but concerning some of the facts for boys these same parents were doubtful whether their daughters ought to know before twenty1 and some of them have said twenty-five and even thirty4 ,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 hygiene2 but most of these people were decidedly hazy as to how the young woman about to marry may be sure of getting belated knowledge4 ,in short1 all along the line ,i have found intelligent parents and others who believe in very thorough sex-instruction for boys1 but that nice girls should be kept as ignorant and innocent as possible4 ,with such disagreement existing1 it is evidently not possible to make such specific recommendations as have been made for boys4 #ci4 ,the ,young ,woman's ,attitude towards ,manhood ,sidenote3 ,women should have ideals4 ,among those who agree heartily with the proposition that by education the young man's attitude towards womanhood 7 #cj7 should be cultivated ,i find1 to my surprise1 many who object to any parallel attempt to influence young woman's ideals of manhood4 ,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 manhood2 and1 therefore1 ,i wonder when some thinking women question the desirability of trying to influence young women by organized instruction4 ,of course1 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 manhood2 but this is no longer true in a great and rapidly increasing group of the individualized and educated classes4 ,therefore1 it seems clear that if the better groups of women want a higher type of manhood capable of better adjustment in marriage1 it is important that they consider ways and means of molding the minds of young women with reference to ideal manhood4 ,sidenote3 ,ideals and disappointment4 ,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 life2 and therefore1 for women so influenced there will be increasing discontent and disappointment in marriage or deliberate celibacy4 ,no doubt this is in part true1 as witness the many highly educated women who have written or said that there seem to be few attractive marriageable men of their own age4 ,however1 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 women4 ,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 disappointments1 but it is rare that they long for the care-free and animal-like happiness of the tropical savage4 ,we must remember that education gives us keener feeling for life's pains1 but it also compensates by giving soul-satisfying appreciation of its joys4 ,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 some1 it will just as surely make realization the supreme happiness of others4 ,and as adjustment of manhood and womanhood through the larger sex-education becomes more and more abundant and more and more perfected1 the sum total of human happiness will increase4 ,looking thus towards the ultimate good1 ,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 men4 #dj4 ,the ,young ,woman's ,attitude towards ,love and ,marriage ,sidenote3 ,reasons not same as for men4 ,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-protection4 ,i feel sure that this is not the chief reason why the ideals of young women should be developed along parallel lines4 ,on the contrary1 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 marriage1 and whose influence on the morals of men is decidedly bad because they often give unguided young men their first and strongest impressions concerning women4 ,a second reason1 which is equally applicable to both sexes1 is that advance understanding of the relations of love and marriage is likely to lead to happy and satisfactory adjustment in marriage4 ,sidenote3 ,men naturally lead in love4 ,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 many1 possibly to all1 normal young men whose views of life have not been artificially twisted4 ,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 love1 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 life4 ,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 women4 ,on the contrary1 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 heart4 ,the accepted fact is that many young women have no understanding of or demand for affection until experience has taught them its place in life4 ,in the records of real life1 as well as in fiction1 many a young woman's possibilities of happiness have been lost because she did not understand herself when love came into her experience4 ,sidenote3 ,affection in marriage4 ,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 come4 ,this is probably true in at least half the families2 and many matrimonial disharmonies are the result4 ,this is really one of the greatest problems of marriage which cultured women should consider seriously2 for even more than in most other sex problems1 it is one for the solution of which women are in a position to take the leading part4 ,this problem is especially important in these days when the household inefficiency1 personal extravagance1 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 budget4 ,add to such facts a growing pessimism of young men regarding inconstant affections of wives with children1 and the need of special educational attack is evident4 ,sidenote3 ,the duty of parents4 ,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 marriage1 we see reasons why parents should encourage their maturing daughters to get some advance understanding of such relation4 ,if parents are themselves unable to help their daughters to this understanding1 they can at least exert great influence by their own attitude1 and they can approve the reading of books1 and perhaps there may be opportunity for hearing lectures by women who understand life4 ,sidenote3 ,books4 ,with regard to good literature that will help in this line1 there are chapters in many of the books mentioned at the end of this lecture1 and in more or less indirect form in the general literature suggested in the preceding lectures concerning young men1 and in #ab which deals with the general educational problem of marriage4 #da4 ,reasons for ,pre-marital ,continence of ,women ,sidenote3 ,many women do not need reasons4 ,many women who have lived protected lives have declared themselves unable to understand why a young woman should need reasons for pre-marital continence2 and these women are probably right so far as the great majority of the daughters of families in good social conditions are concerned4 ,as pointed out in earlier lectures1 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 women1 is not likely to need any arguments why she should avoid pre-marital incontinence4 ,moreover1 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 affection2 in other words1 there is little possibility that such women will be interested in the strictly mechanical1 non-affectionate1 and unsentimental sexual relations which must inevitably characterize the common prostitution of men4 ,sidenote3 ,unprotected girls4 ,note that ,i am referring to the average young woman in good social environment1 and for the moment omitting the vast class of so-called unprotected girls4 ,moreover1 ,i am speaking of the average1 and ,i am not forgetting that medical journals and books record many exceptions4 ,nevertheless1 we must not be misled by medical literature1 for naturally the physician sees the women whose lack of health leads them to seek professional advice1 and it is well known that in sexual lines women commonly become decidedly unhealthy before they consult physicians4 ,as testimony concerning the average normal women1 ,i have the greatest confidence in the statements of thoughtful women with sound scientific attitude2 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 environment4 ,now1 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 lecture1 ,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 groups4 ,i cannot see1 therefore1 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 chastity4 ,sidenote3 ,the girl who needs help4 ,the atypical girls of good social groups who need guidance regarding pre-marital continence are of two types3 either one with intensive sexuality which is often modifiable by medical or surgical treatment2 or one of probably normal instincts but with radical sexual philosophy4 ,the first type needs not only emphatic instruction regarding continence1 but more often medical help1 either for general health or for correction of localized sexual disturbance4 ,the second type must be treated exactly as suggested for young men1 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 women1 but one of freedom from monogamic ideals4 ,this type of women1 long well known in the student groups of ,paris and in ,russian universities1 is becoming more and more evident in ,america1 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 socialism4 ,many of these radical women frankly say that they would like to marry the right man1 but failing to find that rare species1 they claim their right to sexual freedom in more or less capricious liaisons4 ,others of these women are so highly individualized that marriage is beneath their contempt1 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 husband4 ,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 standards2 and that they are most commonly found among certain intimate and unconventional groups of students and professional workers1 especially those who are united in ,bohemian life by artistic or literary interests4 ,but while such sexually anarchistic women are not common in ,america1 there is reason for fearing that1 unless some unexpected check comes to this undercurrent towards sexual freedom1 it may be found ten or twenty years hence that a surprisingly large number1 but never a majority1 of unmarried young women have fallen into the sexual promiscuity that is so common among unmarried men of the same ages4 ,sidenote3 ,radical sex literature4 ,chief of the influences that lead a certain number of well-educated young women towards sexual freedom is radical printed matter4 ,we are now getting in ,america a wide distribution of bold literature of the free love type1 some of it with a scientific superficiality that will convince many beginners in the study of sexual problems4 ,much of this literature is translation or adaptation of books and articles by ,european authors2 and ,i have previously remarked that abroad the ideals of sexual morality--and judging from the ,great ,war1 of morality in other lines--is frankly quite different from that upheld here4 ,but some of this radical literature is ,american in origin4 ,in addition to certain books and pamphlets1 which might be advertised by giving names1 ,i think of two ,new ,york medical journals1 with a popular circulation1 edited by a successful but much criticized physician1 which rarely publish an issue without frank approval and even arguments for extra-marital relations other than prostitution1 particularly for those who for one reason or another1 unwelcome or voluntary1 are leading celibate lives4 ,the influence of such writings on young women who are inclined towards radicalism in all things is probably enormous1 and it is unfortunate that vigorous opposition literature is not published and widely circulated4 ,sidenote3 ,same instruction as for men4 ,in conclusion1 it is clear that the problem of pre-marital continence is not limited to young men1 for the unprotected girl from a low-grade home and environment1 and the uninformed girl from the best of homes1 and the radical girl from the most educated circles may1 innocently or deliberately1 select the pathway to unchastity4 ,for these kinds of young women the educational problem is the same as for young men4 ,they should have essentially the same instruction4 ,and1 in the case of both sexes1 it is only by contrasting the good and evil that education can point out the worth-whileness of chastity4 ,sidenote3 ,indirect responsibility4 ,there is a special aspect of the problem of pre-marital chastity of men that young women should understand1 and that is their indirect responsibility for the unchastity of many men4 ,in discussing dancing 7 #ce7 and extreme dress 7 #cf71 it has been indicated that women as a sex have a tremendous responsibility for the temptations of men4 ,the same is true in the case of flirting or more extreme familiarities with men4 ,however sure a young woman may feel of her own power of self-control1 she should not consider lightly her possible part in a chain of events which may lead men to unchastity with other women4 ,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 underworld4 ,of course1 the girl in this case is not directly responsible for the downfall of the man2 but ,i wonder if there is not moral1 if not legal1 responsibility for one who knowingly leads or helps another to the brink of a precipice from which he voluntarily falls4 ,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 associates4 ,some will declare that the advocates of sex-education propose to destroy the innocence and romance in young women's lives4 ,others of the horrified ones will remain complacent because they believe that unchastity is caused by innate depravity of men4 ,i am sorry to disagree with such people who are sincere1 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 temptations4 ,this is necessary when innocence stands in the way of the maximum safety and happiness of young people4 #db4 ,need of ,optimistic and sthetic ,views of ,sex by ,women ,sidenote3 ,many women pessimistic concerning sexuality4 ,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 sthetic view of sexual relationships so far as these are normal and ethical and guided by affection4 ,however1 this higher philosophy of sexual life is still very far from being universal among educated women1 and it is probably true that to the great majority of them sexuality has no sthetic meaning but is simply a very troublesome physical function and an animal method for perpetuating the human species4 ,that such an attitude should be common is not surprising1 for in recent years numerous educated women have gained abundant information concerning abnormal sexuality1 while very few have caught glimpses of the higher possibilities of the sexual functions4 ,the truth is that it has been and still is difficult for most women to get well-balanced knowledge of sexual normality4 ,there are hundreds of books and pamphlets that deal with amazing boldness with the sexual mistakes of human life1 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 diseases4 ,likewise1 it is difficult for women to get the true view of sexual life from personal sources1 for the vulgar side of sexuality is the one usually discussed by most people1 some of whom revel in obscenity1 some have had personal experiences that have caused ineradicable bitterness1 and some more or less sincerely believe that knowledge of vice is of value as a safeguard or an antidote4 ,the bright side of the sexual story is rarely told in conversation1 either because it is unfamiliar or because it is the sacred secret between pairs of individuals who together have found life in all its completeness4 ,sidenote3 sthetic outlook4 ,fortunately1 this depressing emphasis on sexual abnormality is beginning to disappear1 and we see sure signs of coming attention to sexual health rather than to disease and to purity rather than to vice4 ,leading women are beginning to give1 through the impersonal medium of science and general literature1 some definite and helpful testimony concerning the pathway to the essential good that is bound up in sexuality4 ,it is especially important that young women of culture should be helped to this point of view1 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 parenthood4 ,the educated women of to-day who have acquired and retained faith in the essential goodness of human sexual possibilities1 and who at the same time have an understanding of the mistakes that weak humans are wont to make1 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 relationships4 ,as ,i see the big problems that demand sex-education1 the future will depend largely upon the attitude of women4 ,it is an essential part of the feministic movement4 ,in the past there have been many alarming signs of a destructive sex antagonism that charged men with full responsibility for existing sex problems4 ,but the advance guards of feminism are beginning to recognize that there are all-essential relationships between the sexes1 and that only in sex coperation can there be any permanent solution of the great questions4 ,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 ,it1 of ,olive ,schreiner's ,woman and ,labor1 of ,ellen ,key's ,love and ,marriage1 and of ,gascoigne ,hartley's ,truth ,about ,woman1 all of which give us hope that women with optimistic and sthetic interpretation of sex are coming to take the lead towards a better understanding of the relations of sex and life4 #dc4 ,other ,problems for ,young ,women ,concerning several other problems that have been discussed with special reference to young men1 it seems best that all young women should be informed sometime between sixteen and twenty-two1 the age limit depending upon maturity of the individual1 home life1 and social environment4 ,sidenote3 ,prostitution4 ,with regard to prostitution1 it seems important that girls should know the essential facts recommended in the lecture concerning boys4 ,the unprotected girl of low-grade environment will often need some of this knowledge before she is fourteen 7and in some cases1 even twelve7 years old4 ,on the other hand1 the average protected girl need not know until several years later4 ,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 things2 and1 hence1 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 maturity4 ,even then the essential information should be given in such a way that the young woman will see the gravity of the social situation and1 at the same time1 not develop a spirit of sex hostility4 ,here1 again1 ,i must recommend ,louise ,creighton's ,social ,disease and ,how to ,fight ,it as not only pointing out the nature of the great evil1 but also recognizing that the existing situation can never be improved except by the sympathetic coperation of the best men and women4 ,sidenote3 ,dancing4 ,with regard to dancing1 young girls should be taught that certain forms of this exercise are not approved by the most refined people4 ,before maturity1 they should not know the physiological reason for this disapproval4 ,in fact1 ,i know many men and women who think it best that most women1 even mature1 should not have their attention called to the sexual dangers of dancing4 ,for my part1 ,i cannot see how women with such ignorance can coperate with the best men in reducing the admitted dangers to a minimum4 ,sidenote3 ,dress4 ,with regard to dress as a sexual problem1 some mothers think they can handle the problem with their young daughters by emphasizing modesty and without further explanation2 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 style4 ,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 7 #cf71 and would be sincere enough to dress so that their attractiveness may appeal more to the sthetic and less to the physical natures of men8 ,sidenote3 ,merely a man's views4 ,in this lecture concerning the special teaching of young women1 ,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-education4 ,i have not tried to make the discussion as extensive as that for young men1 first1 because ,i cannot believe that young women in general need so much special instruction2 and1 second1 because only women can adequately advise concerning the sex-educational problems of young women4 ,however1 since the women who might be expected to know the truth about women have failed to agree on so many points1 it may be worth while for a man to contribute some suggestions based on the most scientific information offered by some very reliable women4 ,sidenote3 ,books4 ,among the books which touch the special problems for young women1 ,i am most favorably impressed by the following3 ,hall's ,life ,problems in the first thirty-two pages is adapted for girls of twelve to fourteen1 and the remainder for older girls4 ,some parents are not enthusiastic about the story form1 but the facts are well selected and presented4 ,the last chapter of ,smith's ,three ,gifts of ,life is worth reading1 but the first chapters are unscientific4 ,for almost mature young women1 there are chapters of ,rummel's ,womanhood and ,its ,development1 of ,wood-,allen's ,what a ,young ,woman ,should ,know1 of ,lowry's ,herself1 and of ,galbraith's ,four ,epochs of a ,woman's ,life4 ,the last two are decidedly medical in point of view4 ,the part for girls in ,scharlieb and ,sibley's ,youth and ,sex1 and some chapters of ,march's ,towards ,racial ,health1 are good4 ,the last two chapters of ,geddes and ,thomson's ,sex will be appreciated by many intellectual young women4 ,hepburn's sentimental little story ,the ,perfect ,gift 7,crist ,co41 #c7 has helped many young people improve their sthetic outlook4 ,there are some helpful ideas in ,henderson's ,what ,it ,is ,to ,be ,educated 7,houghton ,mifflin ,co474 ,while disagreeing 7 #df7 with ,dr4 ,richard ,cabot's extreme emphasis on a mystical religious solution for problems of sex1 ,i recognize that many young women have been helped by his ,the ,christian ,approach to ,social ,morality 7,y4,w4,c4,a471 and by his ,what ,men ,live ,by4 ,x ,,criticisms ,,of ,,sex-,,education ,in the preceding lectures we have considered the arguments for sex-instruction4 ,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-instruction4 ,none of those writers whom ,i shall quote is known to be absolutely opposed to all sex-instruction1 but some of them would limit the instruction so much that there would be little hope of the general movement having an important influence4 #dd4 ,a ,plea for ,reticence ,concerning ,sex ,sidenote3 ,agnes ,repplier4 ,miss ,agnes ,repplier1 the distinguished essayist1 discusses in the ,atlantic ,monthly 7,march1 #aiad7 the plain speech on sex topics that are before the public to-day4 ,while she holds no brief for the conspiracy of silence1 which she admits was a menace in its day1 she maintains that the breaking of silence need not imply the opening of the flood-gates of speech4 ,she goes on to say3 ,sidenote3 ,present frankness4 ,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 issues2 that teachers1 lecturers1 novelists1 story-writers1 militants1 dramatists1 social workers1 and magazine editors should copiously impart all they know1 or assume they know1 to the world4 ,the lack of restraint1 the lack of balance1 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 conversation4 ,knowledge is the cry4 ,crude1 undigested knowledge1 without limit and without reserve4 ,give it to boys1 give it to girls1 give it to children4 ,no other force is taken account of by the visionaries who--in defiance1 or in ignorance of history--believe that evil understood is evil conquered4 ,we hear too much about the thirst for knowledge from people keen to quench it4 ,dr4 ,edward ,l4 ,keyes1 president of the ,society of ,sanitary and ,moral ,prophylaxis1 advocates the teaching of sex-hygiene to children1 because he thinks that it is the kind of information that children are eagerly seeking4 ',what is this topic1' he asks1 'that all these little ones are questioning over1 mulling over1 fidgeting over1 worrying over8 ,ask your own memories4' ,sidenote3 ,one child's life4 ,i do ask my memory in vain for the answer ,dr4 ,keyes anticipates4 ,a child's life is so full1 and everything that enters it seems of supreme importance4 ,i fidgeted over my hair which would not curl4 ,i worried over my examples which never came out right4 ,i mulled 7though unacquainted with the word7 over every piece of sewing put into my incapable fingers1 which could not be trained to hold a needle4 ,i imagined ,i was stolen by brigands1 and became--by virtue and intelligence--spouse of a patriotic outlaw in a frontierless land4 ,i asked artless questions which brought me into discredit with my teachers1 as1 for example1 who 'massacred' ,st4 ,bartholomew4 ,but vital facts1 the great laws of propagation1 were matters of but casual concern crowded out of my life and out of my companions' lives 7in a convent boarding-school7 by the more stirring happenings of every day4 ,how could we fidget over obstetrics when we were learning to skate1 and our very dreams were a medley of ice and bumps8 ,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 trees8 ,the children to be pitied1 the children whose minds become infected with unwholesome curiosity are those who lack cheerful recreation1 religious teaching1 and the fine corrective of work4 ,a playground or a swimming pool will do more to keep them mentally and morally sound than scores of lectures on sex-hygiene4 ,sidenote3 ,personal teaching approved4 ,the world is wide1 and a great deal is happening in it4 ,i do not plead for ignorance1 but for the gradual and harmonious broadening of the field of knowledge1 and for a more careful consideration of ways and means4 ,there are subjects which may be taught in class1 and subjects which commend themselves to individual teaching4 ,there are topics which admit of plein-air handling1 and topics which civilized man1 as apart from his artless brother of the jungles1 has veiled with reticence4 ,there are truths which may be1 and should be1 privately imparted by a father1 a mother1 family doctor1 or an experienced teacher2 but which young people cannot advantageously acquire from the platform1 the stage1 the moving picture gallery1 the novel or the ubiquitous monthly magazine4 ,there is much in ,miss ,repplier's paragraphs which will win hearty approval from those who have come to believe1 as advocated throughout this series of lectures1 in conservative teaching of sex-hygiene and a larger outlook for sex-education4 ,sidenote3 ,current frankness not due to sex-education4 ,no doubt there has been too great a loss of a certain kind of reticence and a substitution of crude frankness1 but it has not been caused by the sex-education movement4 ,on the contrary1 there are two evident sources of the plain speech of which ,miss ,repplier and others have complained3 ,first1 the commercializing of sex by novelists1 dramatists1 theater managers1 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 pocketbooks4 ,second1 the development of the feminist movement which has its deepest foundation in the age-old sexual misunderstandings of women by men1 and which has led on and on into social and political complications of gravest significance4 ,the very nature of the feminist revolt from masculine domination made plain speaking on sex matters inevitable4 ,sidenote3 ,reaction against sensational frankness4 ,neither of these sources of plain speech need give us cause for alarm1 for a great reaction is already coming4 ,the sensationalism of sexual revelations has had its day1 and the intelligent public is recovering its balance4 ,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 line4 ,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 lasciviousness4 ,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 masterpiece1 ,the ,social ,evil and ,how to ,fight ,it4 ,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 problems4 ,sidenote3 ,not a typical case4 ,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 girls4 ,her experience teaches us nothing regarding boys or even girls under average conditions4 ,we know beyond any doubt that average children in or near adolescence do seek the kind of information that ,miss ,repplier denies having thought about4 ,it is not pressed relentlessly upon their attention by teachers1 but by instinct and by environment4 ,playground and swimming pools and religious influence and work are all helpful in our dealings with young people1 but all together they are inadequate without some information concerning sex4 ,sidenote3 ,conclusion4 ,finally1 ,miss ,repplier1 like so many other critics of sex-instruction1 has in mind only the physical consequences of wrong-doing4 ,here again is the influence of the pioneer sex-hygiene4 ,however1 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-instruction4 ,this makes us believe that she will favor the larger sex-education which gives a place to the cheerful recreation1 the religious teaching1 the childish virtues1 the youthful virtues1 the wholesome preoccupation1 as well as essential knowledge of physical facts2 and all as factors in preparing young people consciously and unconsciously to face the inevitable problems of sex4 ,on the whole1 we must regard ,miss ,repplier's discussion as a helpful contribution to the saner aspects of sex-education4 #de4 ,a ,plea for ,religious ,approach to ,sex-instruction ,sidenote3 ,cosmo ,hamilton4 ,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 7,doran ,co474 ,he agrees with the sex-education writers that children should be instructed early1 and as far as possible by their parents2 but he wholly disagrees with the method of biological introduction4 ,he would have parents go straight to the heart of the matter and tell the child1 as simply and truly as can be1 just how he came into the world4 ,and he would fill the teaching with reverence by using as an illustration the birth of the babe of ,bethlehem4 ,referring to those who in recent years have been working for a scientific introduction to sex-education1 ,mr4 ,hamilton says3 ,sidenote3 ,religious appeal4 ,i think that these professors and scientists are wasting their time1 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 truths1 but also in order1 if possible1 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 children1 but a thing of urgent and vital importance4 ,without faith the new generation is like a city built on sand4 ,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 souls1 with nothing to live up to1 and very little to live for4 ,sidenote3 ,many not reached by religious appeal4 ,all this is very good so far as it appeals to the religious type of mind1 but ,mr4 ,hamilton seems to forget that vast numbers of people cannot be approached from this point of view4 ,how can the illustration of the ,christ-child help those who do not accept certain orthodox religious beliefs8 #df4 ,the ,conflict between ,sex-hygiene and ,sex-ethics ,sidenote3 ,richard ,cabot4 ,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 teaching2 that is to say1 that hygienic facts should not be taught with the hope of improving morals4 ,most prominent of those who have declared that hygienic and moral teaching should be dissociated is ,dr4 ,richard ,c4 ,cabot1 of ,boston4 ,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-education1 and by wrongly assuming that the original sex-hygiene was aimed at improved morals1 whereas it was aimed directly at health4 ,in a paper entitled ,consecration of the ,affections 7often misnamed ',sex-hygiene'71 read at the fifth 7#aiaa7 ,congress of the ,american ,school ,hygiene ,association1 ,dr4 ,cabot attacked the kind of sex-instruction that is limited to sex-hygiene4 ,he has later returned to the attack on many occasions4 ,i shall quote a number of his paragraphs and follow each with a discussion of its contents4 ,sidenote3 ,hygiene and conduct4 7#a7 ,the straight1 right action in matters of human affection has nothing to do with hygiene4 ,for hygiene has no words to proclaim as to why you and ,i should behave ourselves4 ,hygiene has the right and the duty to make clear the perverted and the diseased consequences of certain errors4 ,but these consequences are far from constant4444 ,let us disabuse our minds1 then1 of the idea that there are always bad physical consequences of mistake1 error1 or sin in this sex field1 and that those consequences are reasons for behaving ourselves4 ,but even if there were such consequences1 ,i think it even more mischievous for us to preach a morality based upon them4 ,that hygienic knowledge makes many people control their sexual selves is beyond dispute4 ,because the consequences of sexual error are far from constant is a weak argument against pointing out possible results4 ,the consequences from pistols are far from constant1 and yet ,i have no doubt that ,dr4 ,cabot would teach small boys the danger of shooting themselves and other people4 ,sidenote3 ,hygiene and ethics for health4 ,the last quoted sentence suggests ,dr4 ,cabot's whole basis of contention against sex-hygiene4 ,he seems to have inferred from the earlier papers1 especially those by ,dr4 ,morrow1 that the hygiene of sex is to be taught as an approach to morality4 ,on the contrary1 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 health4 ,dr4 ,morrow and others believed that hygienic teaching would secondarily react on sexual morality2 but the original aim of the ,society of ,sanitary and ,moral ,prophylaxis was to limit the spread of venereal disease by sanitary1 moral1 and legal means4 ,in other words1 moral appeals were to aid in checking disease1 and knowledge of disease was not claimed to improve morality1 although such knowledge might react against immorality4 ,it is this misunderstanding or overlooking of the real reasons for teaching concerning sex health that seems to have led ,dr4 ,cabot into apparent opposition to the general movement for sex-instruction4 ,one infers from all his lectures that he believes it good to teach hygiene for health1 ethics for morality1 and biology for science2 but that these should not be correlated because to him they are unrelated4 ,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-education4 ,sidenote3 ,is sex-hygiene immoral8 7#b7 ,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 tendency4 ,it is like saying1 ',don't lie1 for if you do1 you won't sleep at night1 and insomnia is bad for the health4' ,if insomnia often follows lying1 then it should be taught as one reason why falsehoods should be avoided4 ,this is not opposed to ethical teaching1 for at the same time we can teach the other reasons for not telling lies4 ,likewise1 sex-hygiene offers certain reasons for conduct and may be supplemented by sex-ethics4 ,sidenote3 ,information and morality4 7#c7 ,the attempts to consecrate affection and to safeguard morality by teaching in public or private schools what is called 'sex-hygiene' will1 ,i believe1 prove a failure4 ,i have very little confidence in the restraining or inspiring value of information1 as such4 ,i have seen too much of its powerlessness in medical men and students4 ,no one knows so much of the harm of morphine as the physicians do1 yet there are more cases of morphine habit among physicians than among any less informed profession4 ,it is1 of course1 easy to make young children familiar with the facts of maternity and birth4 ,compared to the ordinary methods of concealment and lying by parents to children about these matters this is doubtless an improvement1 but it does almost nothing to meet the moral problems of sex which come up later in the child's life4 ,one may know all about maternity1 without knowing anything of the difficulties and dangers of sex4 ,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 above4 ,it is not proposed to consecrate affection or to safeguard morality by hygienic knowledge2 but simply to protect health4 ,of course1 information will not restrain everybody2 but if physicians did not know the dangers of morphine many more would be victims of the drug4 ,dr4 ,cabot overlooks the fact that physicians know how to use and obtain morphine1 while other professional men do not4 ,teaching concerning maternity and birth will not directly meet the moral problems of sex1 but it will help develop an attitude1 a consecration of the affections1 that will guard against the dangers of sex4 ,such teaching to children is only one of many steps in the scheme of sex-education4 ,no responsible advocate of sex-instruction claims that teaching children concerning the reproduction of animals and plants does anticipate and prevent sexual temptations2 but it is a foundation for practical knowledge of human sex problems4 ,i have elsewhere referred to the effect of such studies on attitude4 ,sidenote3 ,contagion of personality4 7#d7 ,the positive moral qualities which make us immune to the dangers of sex are obtainable not through warnings as to dangers1 but through the more positive activities just alluded to4 ,all that is most practical and successful in this field of endeavor may be summarized as the contagion of personality1 human or divine4 ,what is it that keeps any of us straight unless it is the contagion of the highest personalities whom we have known1 in man and ,god8 ,we must admit that1 perhaps1 positive moral qualities are not obtainable through warnings1 but in this pragmatic age we must have good social results gained by any honorable means4 ,many people are kept from crime by warnings of the law4 ,of course1 this is not a positive moral result for the unethical individual who must be restrained by fear of legal consequences1 but we do not worry about the individual when society gains4 ,likewise1 a man kept from sexual promiscuity by fear of disease is not more positively moral1 but he is a better member of society4 ,no one will deny the importance of personality in its influence on positive moral qualities2 but there are many people who are not influenced by personality1 either human or divine4 ,other kinds of control1 such as hygienic and legal1 are necessary for such people4 ,sidenote3 ,good and evil4 7#e7 ,a positive evil can be driven out only by a much more positive good4 ,the lower passion can be conquered only by a higher passion4 ,here1 again1 ,dr4 ,cabot seems to misunderstand the aim of hygienic teaching regarding sex4 ,it is not expected to conquer the lower passion by hygiene1 but to help keep it under control to the end that personal and social health will be improved4 ,the opium evil 7certainly a positive one7 is being driven out of ,china by military methods that are good only in their results in suppressing the drug4 ,likewise1 hygiene of sex will be a practical good in so far as it may reduce the venereal curse4 ,positive good in ,dr4 ,cabot's moral sense is only of limited application so far as the majority of people are concerned4 ,in fact1 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-instruction4 ,other people cannot understand the phrase4 ,we must find some more direct and practical attack on the sex problems for the masses2 and ,i believe that this means scientific teaching which improves attitude1 and hygienic teaching which protects personal and social health4 ,it is worth while to get these results even if we do not succeed in improving morals4 ,that1 ,i believe1 is another and quite independent problem4 ,sidenote3 ,dissociation of hygienic and moral teaching4 ,in an address published in the ,journal of the ,society of ,sanitary and ,moral ,prophylaxis1 ,vol4 ,v1 ,no4 #a1 ,january #aiad1 ,dr4 ,cabot contended that the hygienic and moral aspects of sex-education should not be associated4 ,it is possible that the following review and criticisms may be based upon a misinterpretation2 but if so1 ,i shall not feel lonely1 for at the close of the discussion1 ,dr4 ,cabot said to his audience1 it is evident that ,i have not succeeded in touching even the surfaces of your minds1 and have not made an atom of impression in making the distinction which ,i desired to make4 ,dr4 ,cabot's main points are quoted below1 and my comments follow each quotation4 7#a7 ,sanitation can often be conveyed effectively by information1 but morality cannot be conveyed by telling things4 ,sidenote3 ,teaching morals4 ,it is certainly true that sanitation can be taught by words4 ,that words concerning moral things have no value is a proposition which ,dr4 ,cabot did not clearly and convincingly support4 7#b7 ,people often make sanitary mistakes from ignorance4 ,so far as you are ignorant you cannot be immoral4 ,morality is conditioned upon knowledge of the right and wrong in question4 ,sidenote3 ,immoral or unmoral4 ,of course1 one who is ignorant is unmoral and not immoral1 but this does not divorce sanitary and moral problems of social disease4 ,an ignorant and unmoral man may have unsanitary sexual habits1 but enlighten him regarding venereal disease and his habits make him immoral4 7#c7 ,i cannot see that biology has moral value4 ,sidenote3 ,moral value of biology4 ,but it may have moral influence just as literature and history and biography may have4 ,of course1 pure biology alone will not make people more sexually moral1 but no responsible biologist has ever claimed that it will4 7#d7 ,in morals1 we are dealing with the will1 and if we believe that the will is guided by intelligence1 we must believe that all people who know what is right will do what is right4 ,sidenote3 ,knowledge and will4 ,it does not follow that to know what is right is to do what is right4 ,all depends upon the relative weight of opposing factors4 ,a medical student may know the facts regarding venereal disease2 but he also knows the fact that his sexual instincts are insistent4 ,the fact of his passion may be more weighty than his scientific knowledge2 and his will may be guided by intelligent choice based on comparison of the two opposing facts4 ,hence1 it is illogical to contend that knowledge may not influence moral conduct and that the will is not guided by intelligence4 ,sidenote3 ,cultivation of morality4 7#e7 ,any good achieved in any branch of morality helps all morality4 ,a person who learns any kind of self control is helped toward all kinds4 ,anything that helps self control in one field will help in all fields1 the field of sex as well as others4 ,whatever makes a person more obedient to conscience in matters of truth or courage will help him in matters of chastity4 ,we get morality not by consciously cultivating particular virtues1 but by making ourselves useful men and women1 by practice and by the love and imitation of our betters4 ,thus1 morality is cultivated in hundreds of ways all at once4 ,this is sound1 but it is in no logical way opposed to any other aspect of sex-instruction discussed in this series of lectures4 7#f7 ,wherever the conditions of intimacy and interest exist1--intimacy with the right person and interest in the right thing1--moral training is going on4 ,sidenote3 ,influence of individuals4 ,this is ,dr4 ,cabot's strongest point4 ,he believes in the moral influence of individuals4 ,so do all leading advocates of sex-instruction or of any other form of moral education4 ,this is in no sense opposed to any accepted proposition of sex-education4 7#g7 ,sanitation may increase immorality4444 ,i do care more for morality than for sanitation4 ,where the two conflict ,i want morality to lead and to govern4 ,sidenote3 ,morals rather than health4 ,right here is the basis for ,dr4 ,cabot's repeated attacks on the sex-education movement4 ,he believes that morality and sanitation are decidedly conflicting4 ,his address fails to support this idea with regard to a single point concerned with the proposed sex-education4 ,he mentioned only two points wherein there is apparent conflict1 namely1 prophylaxis that allows immorality while avoiding venereal disease1 and prevention of conception4 ,neither of these is directly involved in the sex-education movement1 and their immoral bearings are highly debatable4 ,sidenote3 ,ethics of venereal antisepsis4 ,venereal prophylactics may increase promiscuity of some unmoral and immoral men1 but if universally and scientifically used by such men1 there would be little or no infection of innocent women and children4 ,therefore1 ,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 immorality4 ,those who would use prophylactics would be no worse morally than they were before1 but society would gain hygienically4 ,sidenote3 ,ethics of contraception4 ,regarding the morality of prevention of fertilization1 the best of people hold opposing views4 ,a great specialist in tuberculosis who entered the discussion of ,dr4 ,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 advise4 ,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-cell1 but whether there is morality in a sexual union that has its meaning only in affection and is not definitely intended for propagation4 ,it is obviously a complicated problem of hygiene1 psychology1 ethics1 sthetics1 religious beliefs1 social traditions1 and personal prejudice2 and it is absurd to allow it to become entangled in the general propositions of sex-education4 ,as ,i have often said in this series of lectures1 the larger sex-education aims at making the best possible adjustments of sex and life4 ,if the sthetic demands of affection are in real conflict with the animal function of propagation1 then a pragmatically ethical solution is found in intelligent control of the original function4 ,ideally1 the animal function of propagation should be associated with the possibilities of affection that have developed in the highest human life2 but there are numerous cases in which there must be dissociation of the functions of affection and propagation1 or the alternative is sexual asceticism4 ,which is moral8 ,this is a question concerning which the individual must weigh his personal views and decide4 ,only the bigoted victims of arrogance will see immorality in the one who disagrees with him on this question4 ,i insist1 then1 that even if advanced sex-education for adults should some day come to involve the problem of contraconception1 there will be no conflict between hygienic knowledge and ethics1 if the teaching leads to more perfect adjustment of sex and life4 ,sidenote3 ,dr4 ,neumann's view4 ,probably the great majority of workers in the sex-education movement do not in the least agree with ,dr4 ,cabot's attempts to dissociate hygienic and moral problems4 ,a far more helpful view is that expressed by ,dr4 ,henry ,neumann1 leader of the ,brooklyn ,ethical ,culture ,society3 ,problems of hygiene1 whether of sex1 or nutrition1 or temperance and the like1 are no less moral problems4 ,they are problems of habit2 and habits are impossible without strong incentives to start them and keep them going4444 ,ethical instruction is often misunderstood to be barren preaching4 ,it is nothing of the sort4 ,it consists in clarifying views of life4 ,it begins with the fact that there are certain tendencies in our nature which may work ill or good4 ,then it tries to show to what these lead4 ,it uses what is best in us to make over what is worst4 ,that is why problems of sex-hygiene should be regarded as at bottom problems of sex-morality4 #dg4 ,the ,arrogance of the ,advocates of ,sex-education ,in an article in the ,educational ,review1 ,february1 #aiad1 ,superintendent ,maxwell1 of ,new ,york ,city1 writes concerning what he calls the teaching of child hygiene as follows3 ,sidenote3 ,dr4 ,maxwell's criticisms4 ,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 schools1 that this teaching is necessary for the protection of virtue and the prevention of disease1 and that1 if anyone hesitates to encourage the spread of such literature and the teaching of such knowledge1 he is an arrant and presumptuous blockhead4 ,the arrogance of the extreme advocates of child hygiene blinds them to certain all-important truths4 ,the first is that our teachers are not prepared1 and1 in too many cases1 are not the most suitable persons to teach the subject4 ,the second is that to bring the adolescent mind face to face with sexual matters engenders the habit of dwelling upon the sexual passion1 and in that may lie spiritual havoc and physical ruin4 ,a premature interest in the sexual passion debases the mind and unsettles the will4 ,the third is that parents have no right to ask the teacher to do the work that is peculiarly theirs4 ,and yet some good may emerge from this discussion4 ,parents may be incited to do their duty in placing sex information before their children whenever conditions demand such knowledge4 ,and principals and teachers1 particularly principals1 whenever they have the acuteness to detect the tendency to wrong-doing1 will no longer hesitate to utter the word of warning in season4 ,as for the extravagant claims made for the teaching of sex-hygiene1 ,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 schools4 ,surely1 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 hygiene4 ,sidenote3 ,reply to ,dr4 ,maxwell4 ,i comment as follows3 7#a7 ,dr4 ,maxwell refers only to the extreme advocates4 ,they did exist in abundance a few years ago1 but are already rare in the group of well-known educators4 7#b7 ,most teachers are not prepared and never can be prepared to teach the human aspect of sex problems1 especially the hygienic in the strict sense4 7#c7 ,conservative sex-instruction such as was advocated by the advisers of the ,american ,federation for ,sex-hygiene 7see ,report by ,morrow and others1 #aiac7 aims to guard against premature interest in the sexual passion4 7#d7 ,while ,i sympathize with ,dr4 ,maxwell's view that teaching the elementary hygiene of sex is the parent's duty1 ,i am forced to recognize the futility of advocating that all or even a respectable minority of parents should undertake their duty 7see #d74 ,the truth is that most of them will not1 and cannot if they will1 try to do so4 7#e7 ,dr4 ,maxwell's idea that sex-hygiene should be taught only when an astute principal or parent detects wrong-doing is1 to say the least1 an educational theory that will astonish one who knows even the elementary facts regarding the secrecy of the sexual life of young people in general4 ,will he next be logically consistent and advocate that all moral education should be given only after children show signs of wrong-doing8 7#f7 ,sex-hygiene1 as ,dr4 ,maxwell understands it to be concerned directly and solely with human sexual problems1 will never be taught in ,american schools controlled by people of good sense2 but sex-instruction from the larger viewpoint is taught in some of the best of ,dr4 ,maxwell's high schools4 7#g7 ,all advocates of sex-instruction who have a national reputation for educational sanity agree that legislation is most undesirable4 7#h7 ,it is obvious that like so many others who have become confused regarding the sex-education movement1 ,dr4 ,maxwell has been impressed chiefly by the pioneer work that emphasized only hygienic teaching regarding sex4 #dh4 ,lubricity in ,education ,ex-,president ,taft has expressed his views against the sex-education movement4 ,the newspapers quote as follows from an address delivered in ,philadelphia in #aiad3 ,there is another danger in our educational influences and environment4 ,i refer to the spread of lubricity in literature1 on the stage and indirectly in education1 under the plea that vice may be avoided by teaching the awful consequences4 ,by dwelling on its details and explaining its penalties1 sexual subjects are obtruded into discussion between the sexes1 lectures are delivered on them1 textbooks are written1 and former restraints of modesty are abandoned4 ,sidenote3 ,mr4 ,taft's alarm4 ,the pursuit of education in sex-hygiene is full of danger if carried on in general public schools4 ,the sharp1 pointed and summary advice of mothers to daughters1 of fathers to sons1 of a medical professor to students in a college upon such a subject is1 of course1 wise1 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 habit4 ,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 temptations4 ,sidenote3 ,evident misunderstanding4 ,the above requires little comment1 for its misunderstandings are obvious to one who has followed the sex-education movement4 ,clearly ,mr4 ,taft has been impressed by the social-hygiene side of the problems and does not realize the existence of a larger outlook for sex-education4 ,like so many other writers who seem to know little concerning the sexual life of children1 especially of boys1 ,mr4 ,taft fears the awakening of curiosity and interest6 ,this1 of course1 depends upon the facts taught and the age of the learner1 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 7#aiac74 ,the last paragraph quoted from ,mr4 ,taft will be denied completely by all who are familiar with the problems of adolescent education4 ,to say the least1 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-instruction4 #di4 ,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 movement4 ,i think that all the important lines of arguments against the movement are represented in the extracts that ,i have quoted4 ,we have seen that all of the criticisms have decidedly vulnerable points4 ,most of them refer to the discarded sex-hygiene of ten years ago2 but some of them prove that the authors are quite ignorant of the sex problems that must be faced by numerous young people4 ,sidenote3 ,criticisms important4 ,with the hope of locating the weaknesses of sex-education1 ,i have for years examined carefully every criticism published1 and it seems to me thoroughly scientific to conclude that all the important criticisms have not harmed the essentials of the sex-education movement2 but1 on the contrary1 have been helpful in forcing reconstruction4 ,in fact1 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 instruction4 ,,xi ,,the ,,past ,,and ,,the ,,future ,,of ,,the ,,sex-,,education ,,movement #ej4 ,the ,american ,movement ,sidenote3 ,dr4 ,morrow leader in ,america4 ,in ,america the movement for sex-education began with the organization of the ,american ,society of ,sanitary and ,moral ,prophylaxis on ,february #i1 #aije1 under the leadership of ,dr4 ,prince ,a4 ,morrow4 ,it is true that before this time there were various local and sporadic attempts at instruction concerning sexual processes1 but such teaching was chiefly personal and there was no concerted movement looking towards making sex-instruction an integral part of general education4 ,in #ahib1 thirteen years before the organization of the ,society of ,sanitary and ,moral ,prophylaxis1 a group of members of the ,national ,education ,association considered briefly the importance of instructing young people4 ,however1 this meeting was of ephemeral significance and had no genetic relation to the present-day movement4 ,other early interest in sex-instruction is indicated in ,professor ,earl ,barnes's bibliography which was published in his ,studies in ,education1 ,vol4 ,i1 p4 #cja1 #ahig4 ,the educational activities1 especially the publications of the ,american ,society of ,sanitary and ,moral ,prophylaxis1 soon attracted the serious attention of numerous physicians1 ministers1 and educators in various parts of the ,united ,states2 and about twenty other societies for study and improvement of the sex problems were organized within a few years after the original society4 ,sidenote3 ,original aim for sanitary ends4 ,the sex-education movement both in ,europe and ,america had its origin as an attempt to check the spread of the venereal or social diseases4 ,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-education1 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 disease4 ,in fact1 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 diseases4 ,to one who looks at sexual morality as a question of right conduct which brings its own rewards1 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 payments4 ,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 punishments4 ,it is natural1 then1 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 morality4 ,sidenote3 ,both sanitary and moral4 ,however1 the fact that sex-education1 under the name of sex-hygiene1 was at first a sanitary propagandism need not interfere with the larger development of sex-education4 ,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-education1 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 morals4 ,sidenote3 ,medical interest4 ,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 immorality4 ,at the organization meeting of the ,american ,society of ,sanitary and ,moral ,prophylaxis1 ,dr4 ,prince ,morrow in the opening paragraph of his address said3 ,we have met for the purpose of discussing the wisdom and the expediency of forming a society of sanitary and moral prophylaxis4 ,the object is to organize a social defense against a class of diseases which are most injurious to the highest interests of human society4 ,thus1 the ,american ,society of ,sanitary and ,moral ,prophylaxis started as an avowed enemy of the social diseases and so it has continued to the present4 ,the very name of its official journal1 ,social ,diseases1#ai indicated the central idea of the ,society4 ,likewise1 most of the local ,american societies for sex-hygiene have names including such phrases as social hygiene1 prevention of social diseases1 sanitary prophylaxis2 and only one1 the ,massachusetts ,society for ,sex ,education1 has a name which does not directly suggest the medical problems of sex4 ,sidenote3 ,in ,europe4 ,in ,europe1 the sex-instruction movement has been concerned chiefly with spreading information concerning the social diseases4 ,in #aijb an international congress for consideration of the venereal diseases was held in ,brussels1 and this congress recommended that in all countries there should be organized sanitary1 social1 moral1 and legal societies for the prophylaxis of these diseases4 ,as a result of this recommendation1 prophylactic societies were formed in ,france1 ,germany1 ,italy1 ,holland1 the ,united ,states1 and other countries4 ,of these1 the ,german society for the prevention of venereal disease became the strongest1 with over five thousand members and twenty branch societies4 ,sidenote3 ,national societies4 ,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 society4 ,while for several years it took the lead in sex-hygiene and enrolled members residing in many parts of the ,united ,states1 it was never a national organization4 ,in recent years the word ,american has been omitted from its name1 and its work has been limited to ,new ,york ,city and vicinity4#bj ,many independent state and city societies were organized within a few years after the original sex-hygiene society in ,new ,york4 ,this multiplication of societies called attention to the need of a national organization1 and in #aiaj the various societies were affiliated in the ,american ,federation for ,sex-,hygiene4 ,dr4 ,morrow was the leading spirit in the ,federation until his death4 ,in #aiac1 the ,federation and the ,american ,vigilance ,association 7a society especially concerned with the social evil7 were united in the ,american ,social ,hygiene ,association4 ,its offices are at #aje ,west #djth ,street1 ,new ,york ,city4 #ea4 ,important ,steps in the ,sex-education ,movement in ,america ,may #bc1 #aijd4 ,dr4 ,prince ,morrow's plea for the organization of a society of sanitary and moral prophylaxis1 read before the ,medical ,society of the ,county of ,new ,york4 ,february #i1 #aije4 ,organization meeting of the ,american ,society of ,sanitary and ,moral ,prophylaxis1 in ,new ,york4 ,march1 #aijf4 ,pennsylvania ,society for the ,prevention of ,social ,diseases organized4 ,october1 #aijf4 ,chicago ,society of ,social ,hygiene organized4 ,december1 #aijg4 ,portland 7,ore47 ,social ,hygiene ,society organized4 ,october1 #aijh4 ,spokane ,society of ,social and ,moral ,prophylaxis organized4 ,june1 #aiaj4 ,american ,federation for ,sex-,hygiene organized4 #aiaa4 ,oregon ,social ,hygiene ,society organized4 ,july #bj1 #aiab4 ,resolution of the ,national ,education ,association favoring training of teachers with the view1 ultimately1 of sex-instruction in schools4 ,september #bc-bh1 #aiab4 ,meeting of subsection on sex-hygiene1 ,fifteenth ,international ,congress on ,hygiene and ,demography4 ,washington1 ,d4,c4 ,february1 #aiab4 ,organization of ,american ,vigilance ,association4 ,october1 #aiac4 ,merging of the ,american ,federation for ,sex-,hygiene and the ,american ,vigilance ,association into the new ,american ,social ,hygiene ,association4 #aiac4 ,organization of ,pacific ,coast ,federation for ,sex-,hygiene1 changed to ,pacific ,coast ,social ,hygiene ,association in ,june1 #aiad4 ,july1 #aiad4 ,the ,national ,education ,association1 at ,minneapolis1 adopted the following resolutions in line with the latest principles of the ,society of ,sanitary and ,moral ,prophylaxis and the ,american ,social ,hygiene ,association3 ,the ,association1 re-affirming its belief in the constructive value of education in sex-hygiene1 directs attention to the grave dangers1 ethical and social1 arising out of a sex consciousness stimulated by undue emphasis upon sex problems and relations4 ,the situation is so serious as to render neglect hazardous4 ,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 school4 ,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 view4 ,the ,association1 therefore1 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-hygiene4 #eb4 ,the ,future of the ,larger ,sex-education ,sidenote3 ,public has lost interest in sensationalism4 ,i hear many questions as to the probable future of sex-education4 ,i am asked3 ,is it moribund8 ,is it a disappearing fad8 ,has not the high tide of interest passed8 ,no doubt such questions are inspired by the oft-repeated statement that public interest in sexual questions has waned decidedly in the last few years4 ,this is true1 and it is a most fortunate indication of approaching sanity4 ,the public interest in the last decade has been most deplorable1 because it has centered in the abnormal and sensational aspects of sex4 ,authors have vied with each other in presenting the most lurid cases of social diseases1 white slavery1 sexual perversions1 and every other available aspect of sexual degeneracy4 ,of course1 the reading public was bound to grow tired of this1 just as it wearies of a horrible murder trial or of a sensational divorce case4 ,it is certainly true that there is a marked decline of general interest in sexual abnormality and sensationalism2 but that does not mean that the sex-education movement is moribund4 ,sidenote3 ,sex-education permanent4 ,the wave of sensational revelation has passed2 but the intelligent public is no longer ignorant of the nature and causes of the great problems of sex1 and is well aware that young people need definite guidance for facing the facts of life4 ,it is unthinkable that intelligent parents who are now well informed concerning sex will ever again stand for the old policy of mystery and silence4 ,it is1 therefore1 impossible to believe that there is any danger of sex-education disappearing4 ,of course1 we have not reached a permanent system of sex-education4 ,there certainly will be vast changes in our approved subject matter and methods of teaching2 but the main idea of the sex-education movement is gaining support every day4 ,sidenote3 ,sex-education fundamental4 ,there is another reason why sex-education will be permanent4 ,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 sex1 it must be evident to all that even the legislative1 sanitary1 social administrative1 religious1 ethical1 and other attacks upon the problems depend upon knowledge and attitude1 at least of the leaders4 ,look at the problems of sex outlined in the earlier lectures from whatever angle we will1 and it appears that1 in the final analysis1 education offers the only key to a possible solution4 ,therefore1 ,i assert that sex-education--the larger sex-education--is an absolutely fundamental factor in every phase of the social-hygiene and sex-ethical movement4 ,sidenote3 ,ultimate effect of sex-education4 ,in closing the last lecture of this series1 let me state my confession of faith in sex-education3 ,it is certainly only one of several possible lines of attack on the alarming sex problems of our time2 but it offers the most hopeful outlook towards improved sexual morals and health1 both physical and psychical4 ,however1 we shall gain nothing of permanent value by extravagant claims or hopes as to the ultimate effect of sex-education4 ,we must expect incomplete results4 ,it will not entirely solve the sex problems for all individuals who receive instruction2 but it will solve all of the problems of many individuals and help many others4 ,it will not eradicate the social evil and its characteristic diseases1 but it will protect many young people and so reduce the sum total of awful consequences4 ,it will not prevent all divorces and matrimonial disharmonies1 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 marriage4 ,finally1 sex-education will not enforce universal sexual morality in conformity with our accepted code1 but it will help many individuals through decisive battles with sex-instincts4 ,sidenote3 ,sex-,education and general education4 ,such are some of the lines along which extreme claims and hopes for sex-education have been and are still being made4 ,there is some truth in each2 in fact1 there is more than enough to justify the present movement for sex-education4 ,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 instruction1 we may reply by simply pointing to the fact that general education makes some better and more efficient citizens1 but many times it fails to give desirable results4 ,we believe in general education because it aims to offer all individuals help in preparation for more efficient life1 although it succeeds only in part4 ,likewise1 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 others4 ,sidenote3 ,a permanent and essential part of education4 ,i cannot believe that sex-education is one of the long line of modern educational fads which quickly pass their day1 for no other phase of education so closely touches life4 ,history and geography and even a large part of the three ,rs may be of little use in the lives of numerous people1 but sex-education deals with problems which the normal human life cannot possibly avoid and which each individual must be prepared to solve for himself4 ,therefore1 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 people4 ,sidenote3 ,the never-ending problem of good and evil4 ,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 possibilities4 ,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 life4 ,of course1 sex-education at its best development can do no more than give the individual a basis for intelligent choice between good and evil2 but here1 as in all other upward movements of human life1 the decision must depend upon a clear and positive recognition of the advantages of the good as contrasted with the evil4 ,hence1 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 life4 ,and in so far as each coming generation of individuals may be thus guided by the larger sex-education1 the problems of sex will be pragmatically solved1 for the social aggregate of human life will become better1 happier1 nobler1 truer1 more in harmony with the highest ideals of life1 more like our vision of perfected humanity4 ,,footnotes3 #ai ,the name was changed in #aiac to ,journal of the ,society of ,sanitary and ,moral ,prophylaxis4 #bj ,while this book was in press1 the name was changed to ,new ,york ,social ,hygiene ,society4 ,,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 teachers1 parents1 and young people4 ,in making the selection1 ,i have considered several hundred books which bear on the sex problems in an educational way1 and have decided to reject the majority of them4 ,while there might be some value in a long list with critical notes on books that ,i cannot recommend1 it would be a worse than thankless task to compile such an annotated bibliography2 for the compiler would surely add to his collection of enemies many authors whose books deserve severe criticism4 ,the sudden and sensational publicity concerning matters of sex and the possibility of commercial exploitation has produced an avalanche of sex books1 some good1 many bad1 and the majority ordinary4 ,evidently1 most of the authors1 including numerous physicians1 have written to order and without special preparation4 ,the books of the following lists are not all deserving of unqualified recommendation4 ,in fact1 some of them are included because they are the least objectionable of their much-needed kind1 and others because they have some good grains that the reader will find worth picking from a mass of non-nutritious but1 fortunately1 non-poisonous chaff4 ,i have not included many books which ,i recognize as important for readers thoroughly trained in science1 but which are dangerous for the average reader of literature on sex4 ,it is possible that ,i may have overlooked some very good books that ,i have not intended to ignore2 and ,i shall be glad to have my attention called to books which deserve recognition4 ,special bibliographies have been published in ,wile's ,sex-,education1 ,march's ,towards ,racial ,health1 ,geddes and ,thomson's ,sex1 and ,foster's ,social ,emergency4 ,publishers4--,in most cases the first part of the names of well-known publishers has been given4 ,unless otherwise mentioned1 they have offices in ,new ,york ,city4 ,in addition1 the following abbreviations have been used3 ,a4,m4,a4 ,american ,medical ,association1 ,chicago4 ,a4,s4,h4,a4 ,american ,social ,hygiene ,association1 #aje ,west #djth ,st41 ,new ,york ,city4 ,s4,s4,m4,p4 ,society of ,sanitary and ,moral ,prophylaxis1 #aje ,west #djth ,street1 ,new ,york ,city4 ,association ,press press of the ,national ,board of the ,y4,m4,c4,a41 ,new ,york ,city4 ,,for ,,educators ,,and ,,parents ,,addams1 ,,jane4 ,a ,new ,conscience and an ,ancient ,evil4 ,macmillan4 #a4jj4 7,contains all the average reader needs to know concerning prostitution47 ,,bok1 ,,edward1 ,editor4 ,books of ,self-,knowledge for ,young ,people and ,parents4 ,revell4 4#be each4 ,,bigelow1 ,m4,a4 ,relation of ,biology to ,sex-,instruction in ,schools and ,colleges4 ,journal of ,social ,diseases1 ,,ii1 #d1 ,october1 #aiaa4 ,,cabot1 ,,richard ,c4 ,the ,christian ,approach to ,social ,morality4 ,national ,y4,w4,c4,a41 ,new ,york4 4#ej4 ,,cabot1 ,,richard ,c4 ,what ,men ,live ,by4 ,houghton ,mifflin4 #a4ej4 7,a book that has helped many people47 ,,cabot1 ,r4,c4 ,consecration of the ,affections4 ,proceedings of ,fifth ,cong4 ,amer4 ,school ,hygiene ,assoc41 ,,iii1 #aiaa1 p4 #aad4 ,also in ,amer4 ,phy4 ,ed4 ,rev41 ,,xvi1 #aiaa1 pp4 #bdg-bec4 7,see ,criticisms of ,sex-,education in #df of this book47 ,,cocks1 ,,orrin ,g4 ,the ,social ,evil and ,methods of ,treatment4 ,association ,press4 4#be4 ,,creighton1 ,,louise4 ,the ,social ,disease and ,how to ,fight ,it4 ,longmans4 4#ce4 7,a splendid essay on social impurity from a modern woman's viewpoint4 ,constructive and optimistic47 ,,eliot1 ,c4,w4 ,public ,opinion and ,sex-,hygiene4 ,a4,s4,h4,a4 4#je4 ,,eliot1 ,c4,w4 ,school ,instruction in ,sex ,hygiene4 ,proceedings of ,fifth ,cong4 ,amer4 ,school ,hygiene ,assoc41 #aiaa4 ,,ellis1 ,,havelock4 ,the ,task of ,social ,hygiene4 ,houghton4 #b4ej4 7,certain chapters concern sex-education47 ,,galloway1 ,t4,w4 ,biology of ,sex4 ,heath4 4#ge4 ,,geddes1 ,,patrick1 and ,,thomson1 ,j4 ,,arthur4 ,sex4 ,holt4 4#ej4 7,excellent47 ,,geddes and ,,thomson4 ,the ,problems of ,sex4 ,moffat4 4#ej4 ,,foster1 ,w4,t4 ,the ,social ,emergency4 ,houghton4 #a4ce4 7,twelve excellent essays by ,president ,foster1 ,reed ,college1 and nine others1 on social hygiene and education47 ,,hall1 ,g4 ,,stanley4 ,adolescence4 ,appleton4 #b vols4 #g4ej4 ,,hall1 ,g4,s4 ,youth3 ,its ,education1 ,regimen and ,hygiene4 ,appleton4 #a4ej4 ,,hall1 ,g4,s4 ,needs and ,methods of ,educating ,young ,people in ,hygiene of ,sex4 ,pedagogical ,seminary1 ,,xv1 ,march1 #aijh4 ,,hall1 ,g4,s4 ,teaching of ,sex in ,schools and ,colleges4 ,journal of ,social ,diseases1 ,,ii1 #d1 ,october1 #aiaa4 ,,hall1 ,,winfield ,s4 ,sex ,training in the ,home4 ,richardson1 ,chicago4 #a4aj4 ,,henderson1 ,,chas4 ,r4 ,education with ,reference to ,sex4 ,university of ,chicago ,press4 ,part ,i1 #gh cts42 ,,ii1 #hj cts4 7,part ,i demonstrates need of sex-education2 ,,ii1 the educational problems47 ,,herter1 ,c4,a4 ,biological ,aspects of ,human ,problems4 ,macmillan4 #a4ej4 7,sexual instincts1 pp4 #ahb-beb2 sex-education1 #cjf-caf47 ,,hime1 ,,maurice ,c4 ,schoolboys' ,special ,immorality4 ,churchill1 ,london4 4#dj4 7,for masters of boarding schools47 ,,hodge1 ,c4,f4 ,social ,hygiene in ,public ,schools4 ,school ,science and ,mathematics1 ,april1 #aiaa4 ,,howard1 ,w4,l4 ,start ,your ,child ,right4 ,revell4 4#ge4 7,readable1 sensible1 helpful to parents47 ,,lowry1 ,,edith ,b4 ,false ,modesty3 ,that ,protects ,vice by ,ignorance4 ,forbes4 4#ej4 7,arguments for sex-instruction in home and school47 ,,lowry1 ,e4,b4 ,teaching ,sex-,hygiene in the ,public ,schools4 ,forbes4 4#ej4 7,useful for parents and teachers47 ,,lyttleton1 ,e4 ,training the ,young in the ,laws of ,sex4 ,longmans1 ,green4 #a4jj4 7,heartily approved by many educators47 ,,march1 ,,norah ,h4 ,towards ,racial ,health4 ,routledge1 ,london4 #a4jj4 7,very helpful book for parents and teachers47 ,,morley1 ,,margaret ,w4 ,renewal of ,life4 ,mc,clurg4 #a4aj4 7,nature-study basis for teaching children47 ,,morrow1 ,,balliet1 and ,,bigelow4 ,report of ,special ,committee on ,matters and ,methods of ,sex-,education4 ,a4,s4,h4,a4 4#je4 ,,morrow1 ,,prince ,a4 ,teaching of ,sex-,hygiene4 ,a4,s4,h4,a4 4#jc4 7,a splendid address47 ,,morrow1 ,p4,a4 ,the ,boy ,problem4 ,s4,s4,m4,p4 4#je4 7,helpful to parents47 ,,morrow1 ,p4,a4 ,the ,sex ,problem4 ,s4,s4,m4,p4 4#jc4 7,a fair statement of the double morality problem47 ,,parkinson1 ,,william ,d4 ,sex and ,education4 ,educational ,review1 ,january1 #aiaa4 7,stands for ethical and sthetic teaching primarily47 ,,scharlieb and ,,sibly4 ,youth and ,sex4 ,dodge4 4#be4 ,,seligman1 ,e4,r4,a4 ,the ,social ,evil4 ,putnam4 #a4ej4 7,a good survey of the evil1 based on the work of the ,committee of ,fourteen in ,new ,york47 ,,wile1 ,,ira ,s4 ,sex ,education4 ,duffield4 #a4jj4 7,a very useful book for parents47 ,,wood-,,allen1 ,,mary4 ,teaching ,truth4 ,crist ,co4 4#ej4 7,suggestions for mothers' talks to young children47 ,social ,hygiene4 ,a quarterly journal of the ,a4,s4,h4,a4 #b4jj per year1 free to members4 ,,for ,,girls ,,addams1 ,,jane4 ,spirit of ,youth and the ,city ,streets4 ,macmillan4 #a4be4 ,,chapman1 ,,rose ,,woodallen4 ,how ,shall ,i ,tell ,my ,child8 ,revell4 4#be4 ,,dodge1 ,,grace ,h4 ,a ,bundle of ,letters to ,busy ,girls4 ,funk4 4#ej4 ,,hall1 ,,jeannette ,w4 ,life's ,story4 ,steadwell1 ,la ,crosse1 ,wis4 4#be4 7,biological facts for girls of #aj to #af47 ,,hall1 ,w4,s4 ,life ,problems3 ,a ,story for ,girls4 ,a4,m4,a4 4#aj4 7,a good pamphlet for girls of #ab to #ah years47 ,,hall1 ,w4,s4 ,the ,doctor's ,daughter3 ,studies about ,life4 ,a4,m4,a4 4#aj4 7,on nature-study basis1 for girls under #ab years47 ,,hood1 ,,mary ,g4 ,for ,girls and the ,mothers of ,girls4 ,bobbs-,merrill4 #a4jj4 ,,howard1 ,w4,l4 ,confidential ,chats with ,girls4 ,clode4 #a4jj4 ,,smith1 ,,nellie ,m4 ,the ,three ,gifts of ,life4 ,dodd1 ,mead4 4#ej4 7,a girl's responsibility4 ,for girls #ae to #ah1 who have no more than grammar-school education4 ,in general1 sentimental and unscientific2 but ,chapter ,,iv1 ,gift of ,choice1 is excellent47 ,,torelle1 ,,ellen4 ,plant and ,animal ,children3 ,how they ,grow4 ,heath4 #a4jj4 7,useful as a nature-study reader concerning reproduction of animals and plants47 ,,wood-,,allen1 ,,mary4 ,almost a ,woman4 ,crist ,co4 4#ej4 7,a story for girls of #ab years47 ,,wood-,,allen1 ,,mary4 ,what a ,young ,girl ,should ,know4 ,vir ,co41 ,philadelphia4 #a4jj4 7,for girls under #ab or #ad47 ,,for ,,boys ,,hall1 ,w4,s4 ,john's ,vacation4 ,a4,m4,a4 4#aj4 7,on nature-study basis1 for pre-adolescent boys47 ,,hall1 ,w4,s4 ,chums4 ,a4,m4,a4 4#aj4 7,for adolescent boys47 ,,hall1 ,w4,s4 ,developing into ,manhood4 ,association ,press4 4#be4 7,biological basis1 for boys of #ae to #ah years47 ,,hall1 ,w4,s4 ,life's ,beginnings4 ,association ,press4 4#be4 ,,hall1 ,w4,s4 ,youth4 ,association ,press4 4#be4 7,for boys #aj to #ab47 ,,howard1 ,w4,l4 ,confidential ,chats with ,boys4 ,clode4 #a4jj4 ,,jenks1 ,j4,w4 ,life ,questions of ,school ,boys4 ,association ,press4 4#be4 ,,jewett4 ,the ,next ,generation4 ,ginn4 4#ge4 7,elementary eugenics47 ,,torelle1 ,,ellen4 ,plant and ,animal ,children4 7,see under books for girls47 ,,trewby1 ,,arthur4 ,healthy ,boyhood4 ,longmans4 4#dj4 ,,wood-,,allen1 ,,mary4 ,almost a ,man4 ,crist ,co4 4#ej4 7,similar to ,almost a ,woman4 ,for pre-adolescent boys47 ,,for ,,women ,,drake1 ,e4,f4,a4 ,what a ,young ,wife ,ought to ,know4 ,vir ,co41 ,philadelphia4 #a4jj4 ,,galbraith1 ,,anna4 ,four ,epochs of a ,woman's ,life4 ,saunders1 ,philadelphia4 #a4ej4 7,medical in style4 ,certain sections relating to heredity are not satisfactory47 ,,hall1 ,w4,s4 ,sexual ,knowledge4 ,intern4 ,bible ,house1 ,philadelphia4 #a4jj4 ,,key1 ,,ellen4 ,morality of ,woman and other ,essays4 ,seymour1 ,chicago4 #a4jj4 7,ideal morality as a basis for marriage4 ,good introduction to author's ,love and ,marriage47 ,,lowry1 ,e4,b4 ,herself4 ,forbes4 #a4aj4 7,in general1 accurate4 ,medical style47 ,,martin1 ,h4,n4 ,human ,body--,advanced ,course4 ,holt4 #b4ej4 7,last chapter1 on reproduction1 excellent47 ,,rummel1 ,,luella ,z4 ,womanhood and ,its ,development4 ,burton ,co41 ,kansas ,city4 #a4ej4 7,one of the best books for mature women4 ,poorly printed47 ,,schreiner1 ,,olive4 ,woman and ,labor4 ,stokes4 #a4be4 7,important for the feminist movement47 ,,west1 ,,mrs4 ,,max4 ,prenatal ,care4 ,bulletin of ,children's ,bureau1 ,u4,s4 ,dept4 of ,labor4 7,a very practical pamphlet47 ,,wood-,,allen1 ,,mary4 ,what a ,young ,woman ,should ,know4 ,vir ,co41 ,philadelphia4 #a4jj4 7,the best-known book1 preferred by the majority of mothers47 ,,for ,,men ,,exner1 ,m4,j4 ,problems and ,principles of ,sex-,education4 ,association ,press4 4#aj4 7,study of college men1 and an essay on principles47 ,,exner1 ,m4,j4 ,the ,physician's ,answer4 ,association ,press4 4#ae4 7,summary of opinions of numerous physicians concerning the problems of young men47 ,,exner1 ,m4,j4 ,the ,rational ,sex ,life for ,men4 ,association ,press4 4#ae4 7,good1 and helpful to many young men47 ,,hall1 ,w4,s4 ,from ,youth into ,manhood4 ,association ,press4 4#ej4 7,highly approved and widely used47 ,,hall1 ,w4,s4 ,instead of ,wild ,oats4 ,revell4 4#be4 7,bok ,series1 ,biological and ,sociological basis47 ,,hall1 ,w4,s4 ,reproduction and ,sexual ,hygiene4 ,wynnewood1 ,chicago4 4#ij4 7,very useful book1 but criticized by many who disagree with the hygienic part47 ,,hall1 ,w4,s4 ,sexual ,knowledge4 ,intern4 ,bible ,house4 ,philadelphia4 #a4jj4 7,useful for both men and women4 ,includes the best of the above book47 ,,howard1 ,,william ,,lee4 ,plain ,facts on ,sex ,hygiene4 ,clode4 #a4jj4 7,sensational and exaggerated statements concerning social diseases2 language unnecessarily offensive in places2 but discussion of continence is good47 ,,howell and ,,keyes4 ,the ,sexual ,necessity4 ,s4,s4,m4,p4 4#jc4 ,,lowry1 ,e4,b41 and ,,lambert1 ,r4,j4 ,himself3 ,talks with ,men concerning ,themselves4 ,forbes4 #a4jj4 7,accurate in facts2 not well arranged2 not the best book1 as the publishers claim47 ,,lydston1 ,g4 ,,frank4 ,sex ,hygiene for the ,male4 ,riverton1 ,chicago4 #b4be4 7,readable1 fairly reliable1 but not worth the price47 ,,martin1 ,h4,n4 ,human ,body--,advanced ,course4 ,holt4 #b4ej4 7,last chapter1 especially in #aiaj edition47 ,,moore1 ,h4,h4 ,keeping in ,condition4 ,macmillan4 #a4jj4 7,a physical training book47 ,,morrow1 ,,prince ,a4 ,health and ,hygiene of ,sex4 ,s4,s4,m4,p4 4#je4 7,the best-known pamphlet for college men47 ,,speer1 ,,robert ,e4 ,a ,young ,man's ,questions4 ,revell4 4#hj4 ,,sperry1 ,,lyman ,b4 ,confidential ,talks with ,young ,men4 ,revell4 4#ge4 ,,stall1 ,,sylvanus4 ,what a ,young ,husband ,ought to ,know4 ,vir ,co41 ,philadelphia4 #a4jj4 7,this and the next are useful to men who prefer a religious approach to sexual information47 ,,stall1 ,,sylvanus4 ,what a ,young ,man ,ought to ,know4 ,vir ,co41 ,philadelphia4 #a4jj4 ,,wilson1 ,,robert ,n4 ,american ,boy and the ,social ,evil4 ,winston4 #a4jj4 ,,for ,,the ,,married ,,cocks1 ,,orrin ,g4 ,engagement and ,marriage4 ,association ,press4 4#be4 7,talks to young men1 but young women should be interested47 ,,cowan1 ,,john4 ,science of a ,new ,life4 #ahfi4 #c4jj4 7,obsolete1 unreliable1 unscientific2 but widely sold by magazine advertising47 ,,davidson1 ,,hugh ,s4 ,marriage and ,motherhood4 ,dodge4 4#be4 ,,davis1 ,e4,p4 ,mother and ,child4 ,lippincott4 #a4ej4 ,,foerster1 ,f4,w4 ,marriage and the ,sex ,problem4 ,stokes4 #a4ce4 7,an important book47 ,,holt1 ,l4,e4 ,care and ,feeding of ,children4 ,appleton4 4#ge4 7,the well-known nursery guide by the famous pediatrician47 ,,howard1 ,w4,l4 ,facts for the ,married4 ,clode4 #a4jj4 7,good1 from a physician's standpoint47 ,,jordan1 ,w4,j4 ,little ,problems of ,married ,life4 ,revell4 #a4jj4 7,essays which touch many problems of home life47 ,,key1 ,,ellen4 ,love and ,marriage4 ,putnam4 #a4ej4 7,the greatest work of this famous ,swedish author47 ,,saleeby1 ,c4,w4 ,parenthood and ,race ,culture4 ,moffat1 ,yard4 #b4ej4 7,popular eugenics47 ,,sperry1 ,,lyman ,b4 ,confidential ,talks with ,husband and ,wife4 ,revell4 #a4jj4 ,,wood-,,allen1 ,,mary4 ,ideal ,married ,life4 ,revell4 #a4be4 7,best book by this well-known physician and author47 ,,heredity ,,and ,,eugenics ,,castle1 ,w4,e4 ,heredity in ,relation to ,evolution and ,animal ,breeding4 ,appleton4 #a4ej4 ,,conklin1 ,f4,g4 ,heredity and ,environment in the ,development of ,men4 ,princeton ,university ,press4 #b4jj4 ,,davenport1 ,c4,b4 ,heredity in ,relation to ,eugenics4 ,holt4 #b4jj4 ,,dawson1 ,g4,e4 ,right of the ,child to be ,well ,born4 ,funk4 4#ge4 ,,doncaster1 ,l4 ,heredity in the ,light of ,recent ,research4 ,putnam4 4#dj4 ,,geddes1 ,p41 and ,,thomson1 ,j4,a4 ,evolution4 ,holt4 4#ej4 ,,guyer1 ,m4,f4 ,being ,well ,born4 ,bobbs-,merrill4 #a4jj4 ,,kellicott1 ,w4,e4 ,the ,social ,direction of ,human ,evolution4 ,appleton4 #a4ej4 ,,punnett1 ,r4,c4 ,mendelism4 ,macmillan4 4#ej4 ,,saleeby1 ,c4,w4 ,parenthood and ,race ,culture4 ,moffat1 ,yard4 #b4ej4 ,,thomson1 ,j4,a4 ,heredity4 ,putnam4 #c4ej4 ,,walter1 ,h4,e4 ,genetics4 ,macmillan4 #a4ej4 ,,index ,abnormality1 in literature1 #abi ff4 ,adolescence1 and sex-instruction1 #adf ff4 ,adults1 and special sex-instruction1 #bf4 sthetics of sex1 #d1 #gd1 #aig4 ,affection1 #afc2 consecration of1 #baj2 in marriage1 #ahi4 ,aims1 of sex-education1 #ib1 #id2 of sex-education societies1 #bbh4 ,animals1 and human sexuality1 #gb4 ,arguments1 for sex-instruction1 #bh ff4 ,asceticism1 #fi4 ,athletics1 and sex1 #ada4 ,attitude1 towards sex1 #bf1 #fg ff42 and morals1 #ge4 ,bibliography1 #bch ff4 ,biology1 #ef1 #fe2 and ethics1 #ajb ff42 and sex-instruction1 #adg2 moral value1 #bag4 ,books1 as teachers1 #aba ff41 #bda ff42 see also literature4 ,boys1 influence on1 #aeh2 special instruction1 #adh-bej4 ,cabot1 ,r4,c41 #fc1 #baj ff4 ,childhood1 #be4 ,children1 ignorant of sex1 #bjd4 ,circumcision1 #aci4 ,coeducation1 in sex-instruction1 #aji2 and sex adjustment1 #hj4 ,continence1 #afj ff41 #agf ff42 of women1 #aij ff4 ,contraception1 and ethics1 #bai4 ,control1 of sex instincts1 #ah4 ,criticisms1 of sex-education1 #bjc ff42 conclusions regarding1 #bbf4 ,curiosity1 denied by ,repplier and ,taft1 q4v4 ,dancing1 #afi ff41 #bjj4 ,diseases1 social or venereal1 #cg ff4 ,dress1 of women1 #agd ff41 #bjj4 ,education1 as a solution1 #ai1 #hh2 coeducation1 #hj2 sex-differentiated1 #hb4 ,eliot1 ,c4,w41 #ga4 ,emissions1 #adi4 ,ethics1 and biology1 #ajb2 and sex-hygiene1 #fa ff2 of sex1 #d4 ,eugenics1 #hf ff42 aim of1 #aje2 and ethics1 #ajc4 ,europe1 and sex problems1 #ei ff42 morality in1 #ei2 sex-hygiene in1 #bcj4 ,evolution1 and vulgarity1 #ge4 ,fiction1 and sex tragedies1 #abg4 ,foerster1 #gj4 ,frankness1 #bjf4 ,friendships1 of children1 #acf4 ,fulton1 ,j4,s41 #dj4 ,future1 of sex-education1 #bcd-bcg4 ,genetics1 #hg4 ,girls1 special instruction1 #aea2 unprotected1 #aia4 ,gonorrhea1 see ,diseases4 ,good1 and evil1 #bae4 ,hamilton1 ,cosmo1 #bjh4 ,hartley1 ,c4 ,gasquoine1 #hb ff4 ,heredity1 #hg2 and sex-education1 #ajd4 ,history1 of sex-education1 #bbg ff4 ,homes1 and sex-instruction1 #ba4 ,hunger1 two kinds1 #gc4 ,hygiene1 and ethics1 #baj ff42 of sex1 #a-d1 #be4 ,ideals1 of manhood1 #ahe2 of womanhood1 #aeg2 of love and marriage1 #aei1 #ahg4 ,ignorance1 #de1 #ej1 #ed2 of children1 #ab-ad4 ,illegitimacy1 #eb ff41 #ei4 ,immorality1 #ch2 danger in teaching1 #fg4 ,instincts1 sexual1 #af-ah4 ,intellectualism1 and sex1 #hc4 ,kallikak family1 #ajc4 ,key1 ,ellen1 #fd1 #gi4 ,knowledge1 and will1 #bag4 ,lectures1 on sex-hygiene1 #ajj4 ,legislation1 and social diseases1 #dg4 ,literature1 general list1 #bda ff42 for parents1 #cc2 on marriage1 #gi2 on diseases1 #ci2 on sex1 #aa2 on social evil1 #eb2 general and sex1 #abd ff42 general references1 #bch ff42 for young men1 #afa1 #ahc2 for young women1 #bja2 radical sex1 #aic4 ,marriage1 #aei1 #ahg2 a sex problem1 #ga ff4 ,masturbation1 #acg ff4 ,maxwell1 ,w4,h41 #bba4 ,men1 as leaders in love1 #ahh2 instruction for1 #aef ff4 ,misunderstanding1 of sex1 #e4 ,monogamy1 #ei4 ,morality1 #eh ff42 double standard1 #db4 ,morrow1 ,p4,a41 #cg1 #gj2 leader1 #bbg4 ,mothercraft1 #aee4 ,mothers1 and boys1 #aaa2 first teachers1 #aaa4 ,mystery1 and sex1 #ae4 ,names1 of sex organs1 #adh ff4 ,national ,education ,association1 resolution on sex-instruction1 #bcb4 ,nature-study1 #acc4 ,need1 of sex-instruction1 #aa1 #ai4 ,neumann1 ,h41 #bba4 ,oliphant1 ,james1 #aei4 ,optimism1 sex1 #aif4 ,organization1 of sex-education1 #if ff4 ,parents1 and daughters1 #ahd1 #aij2 coperation of1 #bc2 responsibility1 #ad2 attitude1 #cj4 ,parkinson1 ,w4,d41 #da4 ,passion1 #eh4 ,pessimism1 sex1 #gb1 #hd1 #aif4 ,poetry1 #abd ff4 ,pre-adolescence1 #be1 #acc ff4 ,problems of sex1 #bh ff41 #ib1 #ie4 ,promiscuity1 #ch4 ,propagandism1 needed1 #bh ff4 ,prophylactics1 venereal1 #bai4 ,prostitution1 #dh ff41 #afd2 protective knowledge for women1 #aii4 ,reading1 concerning perversion and vice1 #ea4 ,refinement1 of men1 #afg4 ,religion1 approach to sex-instruction1 #bji4 ,repplier1 ,agnes1 #bjc4 ,reproduction1 and sex1 #e4 ,responsibility1 indirect of women1 #aie2 individual1 #ah2 of parents1 #cj4 ,sanitation1 and morals1 #bbi2 see also hygiene and ethics4 ,self-abuse1 #acg ff4 ,self-control1 #gj1 #agc1 #agf-ahb2 of women1 #aij ff4 ,sensationalism1 #bcc4 ,sex-education1 definition1 #a2 larger view of1 #bg2 need of1 #aa2 problems of1 #bh ff42 relations1 #d4 ,sex-hygiene1 #a-e2 adequacy1 #dc2 personal1 #ce ff42 social1 #c2 and eugenics1 #hf2 and ethics1 #aad1 #bab ff42 personal1 #ih ff4 ,sex-instruction1 in schools1 #bj1 #bc2 in homes1 #ba2 in high schools1 #bd2 many-sided1 #hi4 ,sex1 meaning of the word1 #f-aj4 ,social diseases1 #aff2 essential knowledge to be taught1 #ajg4 ,social evil1 #d1 #dh ff4 ,social hygiene1 #c2 and ethics1 #aja4 ,societies1 for sex problems1 #bca1 #bcb4 ,society for ,prophylaxis1 #fb4 ,super-morality1 #fd ff4 ,syphilis1 see ,diseases4 ,taft1 ,w4,h41 #bbd4 ,task1 of sex-education1 #ij4 ,teachers1 of sex facts1 #ajh2 for classes1 #aac2 married women1 #aaj2 same sex as pupils1 #aji2 undesirable1 #aae4 ,teaching1 morals1 #baf ff42 personal1 #bje1 #bad4 ,tennyson1 and sex lessons1 #abe4 ,vulgarity1 #fg ff4 ,women1 and diseases1 #de2 instruction for1 #ahd ff4 ,printed in the ,united ,states of ,america4 ,the following pages contain advertisements of a few of the ,macmillan publications on ,education ,,modern ,,pedagogy ,aspinwall ,outlines of the ,history of ,education 4#hj ,bagley ,classroom ,management4 ,its ,principles and ,technique #a4be ,craftsmanship in ,teaching #a4aj ,educational ,values #a4aj ,educative ,process1 ,the #a4be ,school ,discipline #a4be ,bricker ,teaching of ,agriculture in the ,high ,school #a4jj ,brown ,american ,high ,school #a4dj ,the ,training of ,teachers for ,secondary ,schools in ,germany and the ,united ,states #a4be ,carlton ,education and ,industrial ,evolution #a4be ,chubb ,the ,teaching of ,english in ,elementary and ,secondary ,schools #a4jj ,cubberley ,state and ,county ,educational ,reorganization #a4be ,cubberley and ,state and ,county ,school ,elliott ,administration #b4ej ,curtis ,education ,through ,play 7,educational ,edition7 #a4be ,practical ,conduct of ,play 7,educational ,edition7 #a4ej ,de ,garmo ,interest and ,education #a4jj ,principles of ,secondary ,education #c ,vols4 ,i1 #a4be2 ,,ii1 #a4jj2 ,,iii1 #a4jj ,dewey ,democracy and ,education1 ,a ,philosophy of ,education #a4dj ,dexter ,history of ,education in the ,united ,states #b4jj ,dresslar ,school ,hygiene #a4be ,dutton ,social ,phases of ,education in the ,school and the ,home #a4be ,eaton and ,stevens ,commercial ,work and ,training for ,girls #a4ej ,farrington ,commercial ,education in ,germany #a4aj ,foght ,the ,american ,rural ,school #a4be ,rural ,denmark and its ,schools #a4dj ,ganong ,the ,teaching ,botanist #a4be ,graves ,a ,history of ,education4 ,vol4 ,i4 ,before the ,middle ,ages #a4aj ,vol4 ,,ii4 ,a ,history of ,education ,during the ,middle ,ages #a4aj ,vol4 ,,iii4 ,modern ,times #a4aj ,great ,educators of ,three ,centuries #a4aj ,peter ,ramus and the ,educational ,reformation of the #afth ,century #a4be ,a ,students' ,history of ,education #a4be ,halleck ,education of the ,central ,nervous ,system #a4jj ,hanus ,educational ,aims and ,values #a4jj ,modern ,school1 ,a #a4be ,hart ,educational ,resources of ,village and ,rural ,communities #a4jj ,heatwole ,a ,history of ,education in ,virginia #a4be ,henderson ,principles of ,education #a4ge ,herbert ,outlines of ,educational ,doctrine #a4be ,herrick ,meaning and ,practice of ,commercial ,education #a4be ,holtz ,principles and ,methods of ,teaching ,geography #a4aj ,horne ,philosophy of ,education #a4ej ,psychological ,principles of ,education #a4ge ,idealism in ,education #a4be ,howerth ,the ,art of ,education #a4jj ,huey ,psychology and ,pedagogy of ,reading #a4dj ,hummel and ,hummel ,materials and ,methods in ,high ,school ,agriculture #a4be ,johnson1 ,henry ,teaching of ,history in ,elementary and ,secondary ,schools #a4dj ,kahn and ,klein ,commercial ,education1 ,principles and ,methods in #a4dj ,kennedy ,fundamentals in ,methods #a4be ,kerschensteiner ,the ,idea of the ,industrial ,school 4#ej ,kilpatrick1 ,v4,e4 ,departmental ,teaching in ,elementary ,schools 4#fj ,kilpatrick1 ,w4,b4 ,froebel's ,kindergarten ,principles ,critically ,examined 4#ij ,lee ,play in ,education #a4ej ,mc,keever ,training the ,girl #a4ej ,the ,industrial ,training of the ,boy 4#ej ,mac,vanell ,outline of a ,course in the ,philosophy of ,education 4#ij ,monroe ,principles of ,secondary ,education #a4ij ,text-,book in the ,history of ,education #a4ij ,syllabus of a ,course of ,study on the ,history and ,principles of ,education 4#ej ,source ,book in the ,history of ,education for the ,greek and ,roman ,period #b4be ,monroe ,brief ,course in the ,history of ,education #a4be ,cyclopedia of ,education1 #d ,vols4 #ae4jj ,o',shea ,dynamic ,factors in ,education #a4be ,linguistic ,development in ,education #a4be ,perry ,management of a ,city ,school #a4be ,outlines of ,school ,administration #a4dj ,phelps ,teaching in ,school and ,college #a4jj ,pyle ,the ,examination of ,school ,children 4#ej ,sachs ,the ,american ,secondary ,schools #a4aj ,sisson ,essentials of ,character #a4jj ,smith ,all the ,children of ,all the ,people 7,teachers' ,edition7 #a4aj ,sneath and ,hodges ,moral ,training in the ,school and ,home 4#hj ,starch ,experiments in ,educational ,psychology 4#ij ,strayer ,a ,brief ,course in the ,teaching ,process #a4be ,strayer and ,education ,administration4 ,quantitative ,thorndike ,studies #b4jj ,taylor ,handbook of ,vocational ,education #a4jj ,principles and ,methods of ,teaching ,reading 4#ij ,thorndike ,education3 ,a ,first ,book #a4be ,vandwalker ,kindergarten1 ,the1 in ,american ,education #a4be ,ward ,the ,montessori ,method and the ,american ,school #a4be ,wayland ,how to ,teach ,american ,history #a4aj ,,the ,,macmillan ,,company ,,boston ,,new ,,york ,,atlanta ,,chicago ,,san ,,francisco ,,dallas 99 99 99 99 99 ---------------------------------------- ------------------- ,typographical errors corrected in text3 ,page #cc3 expecially replaced with especially ,page #afb3 unforgetable replaced with unforgettable ,page #agj3 ascetic replaced with scetic ,page #agi3 tumesscence replaced with tumescence ,on the ad pages3 ,classsroom replaced with ,classroom ---------------------------------------- ------------------- 99 99 99 99 99