ma SEX-EDUCATION THE MACMILLAN COMPANY NEW YORK BOSTON CHICAGO DALLAS ATLANTA SAN FRANCISCO MACMILLAN & CO., LIMITED LONDON BOMBAY CALCUTTA MELBOURNE THE MACMILLAN CO. OF CANADA, LTD. TORONTO Courtesy of Dr. A. S. Morrow. PRINCE A. MORROW Chief organizer of the American movement for sex-education. Physician, educator, author, social reformer. Born in Kentucky, December 19, 1864. Died in New York City, March 17, 1913. 7 BIOLOGICAL SEX-EDUCATION A SERIES OF LECTURES CONCERNING KNOWLEDGE OF SEX IN ITS RE- LATION TO HUMAN LIFE BY MAURICE A. BIGELOW PROFKSSOR OF BIOLOGY AND DIRECTOR OF THE SCHOOL OF PRACTICAL ARTS, TEACHERS COLLEGE COLUMBIA UNIVERSITY Nefo If orfe THE MACMILLAN COMPANY 1916 All rights reserved LIBRARY SCRIPPS INSTITUTION OF OCEANOGRAPHY UNIVERSITY OF CALIFORNIA LA JOLLA. CALIFORNIA 04- COPYRIGHT, 1916, BY THE MACMILLAN COMPANY. Set up and electrotyped. Published June, 1916. KortaooU J. 8. Gushing Co. Berwick i. <.!. v. Sex-instruc- family hie. Perhaps this has some tion impos- truth, but we must remember that only sibieinmost i i 1-111 homes. in rare homes are there such ideal rela- tionships of parents to each other and to their off- spring that matters of sex are sacred to the family circle. The fact which parents and educators must face is that there are now relatively few homes in which there is one parent able to begin the elemen- tary instruction of young children ; and, therefore, as a practical matter for the best interests of the vast majority of young people, we must consider ways and means for instruction outside of most homes. This need not interfere in the least with the parents who are able and willing to give sex- instruction to the children, for the home instruction will naturally anticipate that which the schools must give for the pupils who are not properly instructed at home. It seems to me to be a situa- 22 SEX-EDUCATION tion like that of children learning to read at home and later continuing reading at school. Sex-instruc- tion begun at home will form the child's attitude and give him some elementary information, and later he may profitably learn more in the same lines in the class work of school, especially in connection with science instruction for which few homes have facilities. Moreover, it is quite possible that one instructed at home in childhood may gain from later school instruction something of great social value, for we must remember that the problems of sex which most demand attention are not individual, but social. Hence, it may be worth while for the home-instructed individual to learn through class instruction that people outside the home look seriously upon knowledge concerning sexual pro- cesses, and that every individual's life must be ad- justed to other lives, that is, to society. Summarizing, it appears that however desirable home instruction regarding sex may be, the majority of parents are not able and willing to undertake the work, and so the public educational system and organizations for social and religious work should provide a scheme of instruction which will make sure that all young people will have an opportunity to get the most helpful information for the guidance of their lives. In order to gain the serious attention of those who believe themselves unalterably opposed to school instruction regarding things sexual, I an- ticipate a later discussion and mention in this THE MEANING, NEED, AND SCOPE 23 connection that there must be great caution in all attempts at school teaching that directly touches human sexual life. It would be a dan- Caution in gerous experiment to introduce sex-in- school in- struction into all schools by sudden structlon - legislation. There must be specially trained teachers of selected personality and tact. No existing high school has enough such teachers, and in the grammar schools where the pupils are at the age when proper instruction would influence them most, the problem of general class instruction is absolutely unsolved. Only here and there in schools below the high school has a teacher or principal of rare quality made satisfactory experimental teaching. So uncertain are we at present regarding how we should approach the problem of teaching grammar-school children that the only safe advice for general use is that teachers, or preferably principals, should begin with parents' conferences led by one who is a conservative expert on sex-instruction. Were I principal of a school with pupils from, say, two hundred and fifty homes, I should begin at once to organize conferences designed to awaken the parents to the need of sex-instruction for their children, and to the importance of making at least a begin- ning in the homes. I should expect, Parents' co- according to the experience of others, operation, that of the five hundred parents, two hundred mothers and fifty fathers would take an interest in the conferences, and that at least one hundred fathers too busy for meetings would approve heartily 24 SEX-EDUCATION after hearing reports from their wives. Thus, I should try to reach the majority of homes repre- sented in my school. I should be in no hurry to introduce class instruction I mean instruction related directly to human life; but, of course, I should encourage my teachers to emphasize the life- histories of animals and plants in the nature-study, and so lay hi the pupils' minds a firm foundation for later connection between human life and all life. At the same time, I should keep my teachers on the lookout for individual pupils or groups that might need special attention and, if such be found, I should seek the cooperation of their parents. And finally, after a year or two of co-working with par- ents, I should hope to get permission for special talks based on nature-study and hygiene. These talks should first be given to limited groups of pupils, pref- erably hi the presence of some parents who are in- terested and who have given their children some home instruction. Working along such con- servative lines, I believe a tactful principal of a grammar school might succeed in developing much of the needed instruction for pre-adolescent pupils. With regard to high-school pupils, we should remember that nine-tenths of the desirable informa- Instruction ^ on * s a l rea dy included in the biology in high of our best high schools. The remain- schools. ing tenth ig that which connects all life with human life ; and this requires tact and excep- tional skill. However, the high schools no longer THE MEANING, NEED, AND SCOPE 25 offer an insoluble problem, for many teachers have succeeded in giving the desirable instruction to the satisfaction of critical principals and parents. There is a widespread impression that sex-instruc- tion should begin with the approach of adolescence and soon be completed. This idea is sex-educa- often expressed by parents and even by tionfrom . J early child- prominent educators who say that the hood to father or teacher ought " to take the boy maturity, of thirteen aside and tell him some things he ought to know." Still others have the same point of view when they advocate that a physician should be called for a lecture to high-school boys. In fact, most people who have not seriously studied the problems of sex-education seem to believe that one concentrated dose of sex-instruction in adolescent years is sufficient guidance for young people. Such limited personal instruction might suffice if sex-education were limited to sex-hygiene. A few hygienic commands in pre-adolescent years and one impressive talk in early puberty might teach the boy or girl how not to interfere with health; but it is improbable that such brief instruction will make a permanent impression which will insure hygienic practice of the precepts laid down. If we hold that sex-hygiene is important, then it must be drilled into the learner from several points of view. An isolated lesson on any topic of general hygiene is of very doubtful efficiency. The most important reason why sex-instruction should not be concentrated in a short period of 26 SEX-EDUCATION youth is that it is impossible to exert the most desirable influence upon health, attitude, and morals Brief in- except by instruction beginning in early struction childhood and graded for each period of does not fix atti- hie up to maturity. Most young people tude. wno m early adolescence receive their first lessons from parents and teachers have already had their attitude formed by their playmates. Even their morals may become corrupted and their health irreparably injured several years before puberty. The only sure pathway to health, atti- tude, and morals is in beginning with young chil- dren and instructing them as gradually as the problems of sex come forward. The greatest possible good of sex-education will not be secured if it stops with early adolescent Sex-instruc- vears - There are many problems of tion after sex in relation to society, particularly in relation to monogamic marriage, that young people should be led to consider in the late teens and early twenties. Our sex-education system will not be completely organized until we find ways and means for carrying the instruction by lectures, conferences, and books beyond the years commonly occupied by public-school education. Colleges and other higher educational institutions may con tribute somewhat to this advanced sex-instruction; but obviously the great majority of maturing young people cannot be reached personally except by instruction arranged in churches, the Y.M.C.A., and the Y.W.C.A., evening schools, and other THE MEANING, NEED, AND SCOPE 2J such institutions. In many respects this proposed instruction for maturing young people is of very great importance and deserves encouragement such as has not yet been given by those who have written and lectured in favor of a movement for sex-educa- tion of young people. In conclusion of this introductory lecture, let me say that I have tried to suggest in a general survey that sex-education in its largest outlook touches great problems of life in very many ways. I have also tried to convince that it is far more than merely a school subject, limited entirely to a curriculum extended over a few years. This is the common misunderstanding arising from the familiar use of the word "education." As opposed to this narrow conception, I understand sex-education, the larger sex-education, to be a collective term f^^g^ designating all organized effort, both in sex-educa- and out of schools, toward instructing and influencing young people with regard to the problems of sex. Here we have returned to the central thought of the definition with which this lecture opened, and which I emphasize because it is the foundation of all future lectures : The larger sex-education includes all scientific, ethical, social, and religious instruction and influence which in any way may help young people prepare to meet the problems of life in relation to sex. n THE PROBLEMS FOR SEX-EDUCATION 5. Sex Problems and the Need of Special Knowledge In these lectures I shall discuss the great sex prob- lems towards the solution of which knowledge con- Arguments veve d by special education may help, for s- These problems offer reasons or argu- e uca on. men ^ s m favor of sex-education, and I shall attempt to present them from this point of view. I shall at the same time point out hi prelim- inary outline how organized instruction may apply more or less directly to the sex problems that seem to show the need of educational attack, but in later lectures the organization of instruction will be con- sidered more specifically. In reviewing the literature that during the past decade has advocated sex-education, it has seemed Propagan- ^ me ^ na ^- there * s ^ e ^ little possibility of dism any decidedly new and important con- e ' tribution to the arguments favoring such instruction, for the whole case has been splendidly presented by eminent writers in the fields of medi- cine, biology, sociology, and ethics. It now ap- pears that the great majority of educators, scientists, and intelligent citizens in general have accepted the 28 THE PROBLEMS FOR SEX-EDUCATION 2Q arguments for sex-instruction, so far as they have been informed concerning the meaning and need of the movement ; and this leads me to the belief that in the future we need not new arguments but fre- quent restatements of the established facts which indicate the importance of widespread knowledge regarding the function that is inseparably connected with the perpetuation of life. In short, we now need a propagandism for extending the sex-education movement among the masses of people. For those who have already accepted sex-educa- tion, a survey of the facts that created a demand for sex-instruction will give a clearer outlook on the movement. The rapid increase of interest in sex- education has been the result of widespread dissemi- nation of convincing facts concerning some common disharmonies that grow out of the sexual problems of the human race. These facts which have led to sex-education should be kept in mind by all who wish to understand or to play a part in the instruction of young people. It is quite unnecessary, and still more undesirable, to recite at length in these lectures the social, medical, and psycho-pathological facts concerning abnormal or perverted sexual processes. Fortunately, the educational ends may be gained by a general review that points out the bearings of the main lines of the sexual problems, the misunderstandings and mis- takes that education may help prevent and correct. It is important that the general public, especially the parents, should understand the reasons which 3O SEX-EDUCATION have induced numerous physicians, ministers, and educators to become active advocates of systematic sex-instruction for young people. Although the Parents movement has made extensive progress should know m fa e ten years of propagandic work, reasons for . . . . sex-instruc- it is probably true that the majority tion. o f even intelligent parents are not yet convinced that their children need sex-instruction. This is due largely to the fact that the parents have not yet been shown the reasons why it is now, and always has been, unsafe to allow children to gain more or less sexual information from unreliable and vulgar sources. In fact, it is surprising to find many parents, especially mothers, who seem unable to grasp the idea that their "protected" children can possibly get impure information. There are other parents who know that their chil- dren are almost sure to get vulgar information re- garding sexual matters, and that some young people are likely to make sexual mistakes; but they calmly look upon such things as part of the estab- lished order of the world. Still another type of parents who should know the reasons for sex-instruction are those who accept the traditional idea that their daughters must be kept "protected" and "innocent" while their sons are free to sow a large field of "wild oats," con- cerning which society in general, and such parents in particular, will care little as long as social diseases, bastardy suits, or chronic alcoholism do not result from the dissipations. These are the fathers and THE PROBLEMS FOR SEX-EDUCATION 31 mothers who need the most enlightenment concern- ing the importance of such sex-instruction as will make clear the far-reaching consequences of "wild oat sowing." Perhaps most such parents are igno- rant, but some are simply thoughtless. As an illustration of the latter, the editor of a well-known magazine was recently talking with a prominent author and made some reference to the immoral habits of young men. Their conversation was es- sentially as follows: The author remarked, "I assume that my boys will be boys and will have their fling before they settle down and marry." The editor quickly replied, "Yes, and I presume that you expect your boys to sow their wild oats with my daughters, and that in return you will expect my sons to dissipate with your daughters. At any rate, you have damnable designs on somebody's daughters." This put on the wild-oat proposition a light which was apparently new to the literary man, for he replied, "That is a phase of the young man's problem which never occurred to me. It does sound startling when stated in that personal way." All these classes of parents who have not yet learned the facts which point to ignorance as the cause of the abundant sexual errors of young people and those who do not understand that sexual promiscuity or immorality is an error of gravest significance both to the individual and to society, should have set before them time and again some of the startling facts which in the first five years of the American sex-education movement were promul- 32 SEX-EDUCATION gated among physicians, ministers, and educators. All such ignorant or indifferent parents will not take an interest in the proposed sex-instruction unless they are convinced by frank and forcible statements regarding the great need of special safeguarding of young people. Since there are so many people who still need the most elementary knowledge concerning the sexual Special as- problems that demand educational sedations attack, it is important that there should be local associations which can manage lectures, publications, conferences, and other means of informing the public as to the gravity of the sexual problems of our times, and as to the part which sex-instruction may play in the attempt at finding a solution. Such work is now being done splendidly by the societies named in 5 1. The mag- nitude of the problem of reaching the public is such that there is abundant work for numerous branches of such societies or for local groups willing to take a part in the needed work. As suggested elsewhere, the success of the movement for sex-instruction of children of school ages will depend largely upon the attitude and cooperation of parents ; and hence it is important that parents should be led to understand the reasons or arguments for sex-instruction. In other words, they should know the problems that indicate the importance of enlightening the rising generation concerning the great facts of sex and life. Among the numerous publications that seem to me adapted for convincing parents that their chil- THE PROBLEMS FOR SEX-EDUCATION 33 dren need instruction, I commonly mention the following: Lowry's "False Modesty" and "Teach- ing Sex Hygiene," Howard's "Start your Books for Child Right," Wile's "Sex Education," parents. Galloway's "Biology of Sex," March's "Towards Racial Health," Lyttleton's "Training of the Young in Laws of Sex," and pamphlets by Dr. Prince Morrow. See also pages 241-243. There are eight important sex problems of our times that offer reasons or arguments for sex- instruction, because ignorance plays Knowledge a large part in each problem. I shall needed i n i 11- i concerning state them briefly here and discuss each e j g ht sex in succeeding lectures: (i) Many peo- problems, pie, expecially in youth, need hygienic knowledge concerning sexual processes as they affect personal health. (2) There is an alarming amount of the dangerous social diseases which are distributed chiefly by the sexual promiscuity or immorality of many men. (3) The uncontrolled sexual passions of men have led to enormous development of organized and commercialized prostitution. (4) There are living to-day tens of thousands of unmarried mothers and illegitimate children, the result of the common sexual irresponsibility of men and the ignorance of women. (5) There is need of more general following of a definite moral standard regarding sexual relationships. (6) There is a prevailing unwholesome attitude of mind concerning all sexual processes. (7) There is very general mis- understanding of sexual life as related to healthy 34 SEX-EDUCATION and happy marriage. (8) There is need of eugenic responsibility for sexual actions that concern future generations. Here are the eight sexual problems of our times. Any one of them has significance great enough to demand the attention of educators and social re- formers. One and all they point to the need of better understanding regarding the sexual functions and their relation to life. I shall now turn to out- line the main facts concerning each of these sexual problems so far as it seems likely that they will concern educators and social workers. For con- venience I shall use the following brief headings: (i) Personal sex-hygiene, (2) social diseases, (3) social evil, (4) illegitimacy, (5) sexual morality, (6) sexual vulgarity, (7) sexual problems and marriage, (8) eugenics. These sexual problems toward whose solution special instruction of young people may help are Historical stated here in the order in which they order. have attracted attention as reasons for sex-education. Thus, for instance, personal sex- hygiene was the chief reason recognized twenty years ago; social diseases began to attract public attention ten years ago; commercial prostitution has been especially prominent in the discussions of the past five years; and only recently has there been emphasis on sex-education with reference to eugenics. The historical order which I follow in this lecture is not now the order of greatest importance. For THE PROBLEMS FOR SEX-EDUCATION 35 example, sexual morality (5) and vulgarity (6) are probably of far greater significance than any of the other sexual problems that offer arguments for sex- education. To avoid possible misunderstanding, let me repeat from the first lecture the proposition that sex- education should extend in home and ,.,111 T ** Ot *" SCX school from childhood to maturity. It problems follows that these lectures concerning concern the problems of sex that seriously affect the human race are not all applicable as arguments for instruction in schools or for children of school age. Some of the problems of sex point to the need of special instruction hi pre-adolescent or in adolescent years, but some of them concern directly only those who are approaching maturity. 6. First Problem for Sex-instruction: Personal Sex-hygiene It is convenient to group under personal sex- hygiene all hygienic knowledge concerning sexual processes in their personal as distin- p ersona i guished from their social aspects. The and social distinction between these two aspects of ygiene - sex-hygiene is essentially on the same basis as that between personal and public hygiene. For example, indigestion and overwork are matters of personal hygiene, while tuberculosis and typhoid are problems of public hygiene because the individual case leads through infection to disease of others. Similarly, such individual disorders as masturbation and 36 SEX-EDUCATION deranged menstruation concern personal health directly, while venereal diseases are clearly included in social sex-hygiene. If there were no other reasons for sex-instruction, I believe that it would be worth while to teach such Personal hygienic knowledge of self and sex as sex-hygiene would guard young people against harm- ful habits and unhealthful care of their sexual mechanisms; and which, moreover, would guide them across the threshold of adolescence with some helpful understanding of the significance of the metamorphosis. Many men and women suffer from injured, if not ruined, health because they did not know, especially between ten and four- teen years, the laws of personal sex-hygiene, which concern health in ways not involving sexual relation- ship. Many boys and some girls are injured both physically and mentally by the habit of masturba- tion. Numerous girls are injured physically and many mentally because they have not learned in advance the nature and hygiene of menstruation. Many boys are injured both in mind and character because they have no scientific guidance which helps them understand themselves during the stormy transition from youth into manhood. Moreover, there are certain simple hygienic commands that children under twelve should receive from parents and teachers. In all these lines the bearings of personal hygienic instruction are so obvious that we need not at this time stop to consider in more detail this first reason or problem for sex-instruction of young people. THE PROBLEMS FOR SEX-EDUCATION 37 7. Second Problem for Sex-instruction: Social Diseases During the past decade the general public has received some astounding revelations concerning the enormous extent of illicit sexual pro- ..... .. j. Recentpub- miscuity, which is immorality according iicity regard- to our commonly accepted code of ing vice and , . , , . , disease, morals. Along with the evidence as to the existence of widespread promiscuity, has come the still more alarming information from the medical profession that sexual promiscuity commonly dis- tributes the germs of the two highly infectious and exceedingly destructive diseases, syphilis and gonor- rhea, known in medical science as venereal or social. When these are acquired by individuals guilty of sex- ual promiscuity, they seriously and often fatally affect the victim ; but of far greater social-hygienic impor- tance is the medical evidence that they are very often transmitted to persons innocent of any transgression of the moral law, especially to wives and children. The medical revelations concerning the relation of sexual immorality to the plague of social diseases, has come from certain eminent physicians, notably the late Dr. Prince A. Morrow. His translation of Fournier's " Syphilis and Marriage" (1881), his own "Social Diseases and Marriage" (1904), and sev- eral of his pamphlets published by the American Society of Sanitary and Moral Prophylaxis, have been authoritative statements of conditions as the medical world sees them. 38 SEX-EDUCATION The extent of social diseases is a fairly accurate measure of the minimum amount of immorality, for nothing is better established in Social .... . diseases medical science than that promiscuity in andim- sexual relations is directly or indirectly morality. , , responsible for spread of the micro- organisms which cause the diseases. If for several generations all men and women limited their sexual relations to monogamic marriage, and the relatively rare cases of non-sexual and prenatal infection were treated so as to render them non-contagious, the social diseases would probably disappear from the human family. Such a statement is significant only in showing the relation of social diseases to sexual promiscuity, for of course, there is no reasonable hope that the venereal germs will ever be anni- hilated by universal monogamy. Reduction of the amount of venereal disease must depend upon (i) hygienic and moral education which will lead people to avoid the Attack by ...... education sources of infection and (2) sanitary and sanita- an( j me dical science which works either turn. . by applying antiseptic or other prophy- lactic methods for preventing development of the causative microorganisms, or by using germicides for destroying those germs which have already produced disease. Thus the educational and the sanitary attack on the social diseases lie parallel. Both are needed, for, even with all the possible methods of attack, the progress against these diseases will be exceedingly slow. THE PROBLEMS FOR SEX-EDUCATION 39 Those who are interested in the facts relating to social diseases which point to the need of sex-educa- tion as one method of prevention, are referred to the pamphlets published by the American Society of Sanitary and Moral Prophylaxis; Morrow's "Social Diseases and Marriage"; Creighton's "The Social Disease and How to Fight It"; Dock's "Hygiene and Morality"; Henderson's "Education with Reference to Sex"; and certain chapters in War- basse's "Medical Sociology." With regard to the accuracy of the commonly quoted statements concerning the prevalence of social disease, and therefore of immo- Estimate d rality, it must be said in all fairness amount of that there has been much guesswork d and some deliberate exaggeration. We learn from various books and lectures that fifty, sixty-five, seventy-five and even ninety per cent of the men in the United States over eighteen years of age are at some time infected with at least one of the social diseases. The fact is that there is no scientific way of getting accurate statistics, for unlike other contagious diseases, the venereal ones are kept more or less secret, and numerous cases cannot be dis- covered by health officers. All the published figures regarding the prevalence of such diseases are merely estimates based upon the experience of certain physicians with special groups of men, especially in hospitals. There is no reliable scientific evidence as to the prevalence of venereal disease in the whole mass of our American population. 4O SEX-EDUCATION However, so far as education is concerned, there is nothing to be gained by dispute as to the possible inaccuracy of the higher percentages, 1 Education , . . J .. . . 6 not con- for it is generally admitted that probably cerned with over fif ty p er cen t o f t ne men m America percentages. . and Europe become infected with gonorrhea or syphilis, or both, one or more times during their lives, especially in early manhood. This conservative estimate is sufficient to show that the sexual morals of probably the majority of men are at some time in their lives loose. There is reason to believe that with most such men the period of moral laxity is in early manhood before marriage, which, though not excusable, is explainable on physiological grounds. It is important to correct the wrong impression which is now widespread, especially among women who have read the more or less sensational statements in certain books and magazines, that the quoted figures on social disease mean that from fifty to ninety per cent of all men are immoral from time to time for many years. If that were true, the situation represented by the highest estimates would be hopeless, and we might as well start out to adjust society to a system of recognized sexual promiscuity. Fortunately, it is far from true, for a great many men included in 1 In the American Journal of Public Health for July, 1913, Dr. John S. Fulton, Director General of the XV International Congress on Hygiene and Demography, criticized severely the extremely radical statistics that were presented on charts at the sex-hygiene exhibit of the Congress, and were later published in Wilson's "Education of the Young in Sex-hygiene." THE PROBLEMS FOR SEX-EDUCATION 41 even the conservative statistics of social disease were infected because they strayed from the moral path very few times and in many cases only once. This fact makes the outlook for improved sexual morals and health more hopeful, for probably the majority of young men need help in controlling themselves for a few years only, especially between eighteen and twenty-five. 1 The reports of medical men regarding the dam- age done by the social diseases are inaccurate chiefly when they attempt to state per- Established centages of the whole population. They facts - are reliable when they state observed facts, such as the following : It is now established in medical science that (i) gonorrheal infection results in tens of thousands of cases in complications, such as heart disease, gonorrheal rheumatism, sterility of both men and women, blindness of infants, in- flammatory diseases of female reproductive organs, and other well-marked sequelae of the disease; and (2) that syphilis is responsible for a large majority of cases of locomotor ataxia, paresis and certain types of insanity, and also for numerous aneurisms of arteries, many apoplexies, and much disease of liver, kidneys, and other organs. More- over, syphilis is charged with being the greatest race destroyer. Fournier, the great French specialist, 1 There is danger in quoting to young men the estimates as to prevalence of social diseases and, therefore, of promiscuity. Fear of consequences will not control one who is led to believe that he is doing what most men do. (See Parkinson in Educational Review, Jan. 191 1, pp. 44-46.) 42 SEX-EDUCATION noted that only two children survived from a series of ninety pregnancies of syphilitic women of the well-to-do class. It is probably true that much less than ten per cent of syphilitized embryos ever grow into mature men and women, and even these few survivors are likely to carry in their bodies the germs or the " virus " of syphilis which may affect the next generation. Such direct statements as the above may be accepted as not exaggerated. However, it little matters in sex-education, except for the Social dis- , . , . , , eases ad- purposes of sensational writers, whether mittedly statistics regarding the damage done by dangerous. venereal diseases are more than esti- mates; for it is sufficient to remember that every physician of large experience agrees that syphilis and gonorrhea are so common and so destructive of health and life that they must be classed among the most dangerous diseases that now threaten the human race. This ought to be sufficient to attract the serious attention of every thinking man and woman. Thus, hi general survey, we see the great problems of social-sexual hygiene caused by diseases that Double are widely distributed because sexual in- standard of stincts are uncontrolled. In short, the morality. alarming problem of the social diseases results from masculine promiscuity or the failure of men to adhere to the monogamic standards of morality. In other and familiar phrasing, there is widespread acceptance and practice of the so-called THE PROBLEMS FOR SEX-EDUCATION 43 "double standard of sexual morality," a monogamic one for respectable women and promiscuity for many of their male relatives and friends. (See writings of Morrow, especially "The Sex Problem"; also Creighton's "The Social Disease.") Our brief survey of the hygienic problems caused by sexual promiscuity and its characteristic diseases is sufficient to indicate one Qneprob- great problem for sex-education. Such lem for s- social-hygiene problems have been most e responsible for the recent and rapid rise of the move- ment for sex-education, and they must be recognized hi any adequate scheme for instruction of young people. Can scientific education hope to solve the sexual problems of society by inculcating such fear of venereal diseases that men will remain Ig gex true to the monogamic code of morality ? hygiene Many cynical disbelievers in sex-hygiene a answer this question negatively by asking in biblical phrase, "Can the leopard change his spots?" In other words, these doubting ones believe that sexual instincts are so firmly fixed in the nature of many men and some women that there is no hope of radical change through education. 1 There is something in this point of view. It is probably true that even the most radical advocates of sex- 1 Many writers have discounted the value of warnings involved in sex-instruction concerning social disease (see especially Cabot's papers referred to in 46, and Parkinson in Educational Review, January, 1911). 44 SEX-EDUCATION education do not hope to secure universal monogamy and consequent disappearance of social diseases. A conservative and rational answer to the above ques- tion whether sex-education can solve the problem of social diseases, is that a large percentage of even civilized people are not yet ready to have their most powerful instincts controlled by scientific knowl- edge. Hence, there is no hope that the hygienic task of sex-education will be finished soon after instruction becomes an established part of general education in homes and schools. At the very best there will be incomplete returns for the social- hygienic aspect of sex-instruction, but already we know for a certainty that enough young men will be influenced to make the teaching justifiable. I feel sure of this because I have met personally many such men and my friends know many more. According to the investigations made by Dr. Exner, the medical secretary of the Young Men's Christian Association, a great reduction of venereal disease has followed sex-hygienic campaigns in college towns. In another way hygienic teaching may reduce the amount of venereal diseases, and that is by leading Medical infected individuals to seek thorough treatment, medical treatment without delay. This, of course, will render the diseased person non-in- fectious to others. Physicians report that there is now a marked movement in this direction and, moreover, that many infected young men volun- tarily seek medical examinations before marriage. THE PROBLEMS FOR SEX-EDUCATION 45 Even if we refuse to believe that social-hygienic teaching will protect many young men from sexual diseases, there is the woman's need of Woman > 8 information to be considered. As said need of in- before, women more than men suffer the consequences of venereal infections. Therefore, every young woman who considers marriage should know the possibility of danger to herself and her children, and be able to decide accordingly. Of course, even with much knowledge she may marry the wrong man, for correct diagnosis of social disease is not always easy ; but if her confidence is betrayed and she becomes infected, she ought to know the importance of immediate and radical medical treatment. Let me illustrate these state- ments that women should know the danger of venereal disease. One of my college friends neg- lected 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 danger- ous man. Being utterly ignorant of the existence of sexual diseases, the girl and her mother charac- terized my friend's statement by a short and ugly word, and ordered him to leave their home instantly. The marriage occurred and some months later the young woman went to her grave, a victim of gonor- rheal salpingitis and peritonitis. Another case which illustrates the danger of a woman's ignorance : One of my students of many years ago married a minister who infected her with syphilis and kept her from medical attention until 46 SEX-EDUCATION the disease was in a highly developed stage, and even then conspired with an inefficient doctor to keep her ignorant of the nature of the disease. These are not extreme cases, for any physician with large experience knows that such things are The right to common. Medical literature is full of knowledge, such painful recitals of venereal trage- dies. It is not desirable that all young women should know the details of such tragedies, but they should know that dangers exist. Parents and educators will not have done their duty until they cooperate to give all young women the protective knowledge they have a right to demand. 1 There is another way of looking at the possible effect of the social side of sex-hygienic instruction. It is sure to make a decided impression musUead * u P on many young people of the type that we regard as the best in every way. These will be the leaders of the future and they in turn will help improve conditions. Perhaps it may all work out as the drug problem is being solved. Widespread social and hygienic information regard- ing the harmful effect of alcohol, cocaine, opium, and other drugs has first of all impressed leading citizens ; and these are beginning to control by laws those who cannot be reached directly by education. In some such ways those who are impressed by 1 Louise Creighton, in her excellent little book on "The Social Disease and How to Fight It" (Longmans), has well presented the problems of social impurity from woman's point of view. Dr. W. S. Hall, in "Life's Problems," has given in a few pages the necessary protective knowledge. THE PROBLEMS FOR SEX-EDUCATION 47 formal sex-education may lend a hand in influencing many who could not be touched directly by hygienic education. There is no doubt that public enlightenment re- garding the dangers of social diseases will soon lead to legislation and public medical work Legislation which will contribute greatly towards needed, reduction of the diseases. For example, legislation with reference to venereal disease should require doctors to report cases to health officers, should forbid "quack" advertising of fake "cures," should forbid sale by drug stores of nostrums for personal treatment, should provide dispensaries and hospitals for reliable treatment at reasonable cost, should require medical examinations for marriage licenses and provide for such examinations at moderate charges or at public expense, should require certain sanitary precautions in care of eyes of new-born infants, and should provide for discovery and treat- ment of congenital syphilis in school children. These are lines in which good laws might help vastly in the war against the social diseases. Moreover, it is ob- vious that all laws which help control the social evil will work indirectly against the social diseases. In conclusion, it seems probable that popular knowledge of the social side of sex-hygiene will reduce the amount of venereal disease p,. obab i e (i) by teaching some people the dangers results of of promiscuity, (2) by adoption of certain * sanitary precautions that lessen danger of infection, (3) by leading people to seek competent medical aid 48 SEX-EDUCATION which, while often failing to restore the victim's health, will probably eliminate the danger of con- tagion for others, and (4) by intelligent support of laws that directly or indirectly affect the social diseases. I have given great prominence to the social-sexual diseases in their relation to sex-education because along this line there has been developed Social dis- eases not the widespread interest in sex-mstruc- most im- ^j on as one me thod of protecting young people against promiscuity. So far as the questions of teaching are concerned, my personal view is that some of the other reasons or problems for sex-instruction are more important, because I believe that educational emphasis on them will give the greatest results in improved sexual conditions of society. 8. Third Problem for Sex-instruction: the Social Evil So far as the problems of sex-education are con- cerned, there is nothing to be gained by an extensive review of commercialized prostitution. It is gener- ally accepted that the social evil or prostitution is increased by the common ignorance of young people of both sexes regarding the physical and social relations of sex. Of course, it is not true that all prostitution is due to ignorance, for it often involves enlightened men and women. However, there seems to be good reason for believing that large numbers of people THE PROBLEMS FOR SEX-EDUCATION 49 of both sexes might be kept out of prostitution by very simple sex-instruction. Let us look for a moment at some facts concerning the relation of the ignorance of the women to their entrance into the underworld, and later consider certain reasons why many men patronize the social evil. With regard to the women victims of prostitution, it seems to be generally accepted that economic pressure, feeble-mindedness, bad social wh ywomen environment, and unguided instincts, in- enter pros- dependently or combined, are the chief fatutlon - causes of their downfall. However, there is a deeper reason why numerous women enter prostitu- tion, for all of these factors commonly operate because of inadequate sexual knowledge. In short, ignorance is the fundamental cause of much prosti- tution on the part of women. Many a girl with starvation wages, bad social surroundings, sub- normal mentality, or even intense instincts is able to keep her womanhood because she knows the awful dangers of sexual promiscuity. For our present educational purposes, it is sufficient to point out the opinion of competent social workers that knowledge might often counteract the forces that lead women from virtue and down into prostitution. A large number of men patronize prostitution because they are ignorant in one or more of the following respects. Some of them have Men also drifted into abnormal sexual habits Utno 1 " 4114 - when they were boys, and later into illicit relations. Some of them did not know the effect of alcoholic 5 be if universally adopted for a long term of years. But permanency of extreme styles or general adap- tation of modest ones are absolutely impossible for the average woman of to-day. Hence, we must look forward to one extreme style following another. Young men must face the problem and fight their own battles. Like certain widespread diseases, there is constant danger of infection, and the only hope for young men is in special education as a kind of protective inoculation against temptation. This means that young men should be taught to see beauty in woman's form, face, and dress without allowing themselves to get into habits of sensual or physical emotions. Of course, for the normal young man there is sure to be more or less consciousness of emotions stimulated by the beautiful associated with women, but the individual man may train himself to turn such emotions into aesthetic or psy- chical lines instead of into those which are sensual, animalistic, or physical. In this connection, I have long been of the opinion that training in art appre- ciation, especially of sculpture, may help many men to an aesthetic attitude towards the human form. It is well known that beauty of woman's face or form or dress has sometimes led men into im- morality ; but I often wonder whether such men of 176 SEX-EDUCATION weak control would not have fallen sooner or later at the command of some other form of stimulation. At any rate, such men do not lead us to general conclusions, for there are many more men who have been led upward and not downward by the com- bined beauty of form, face, and dress of women. While we refuse to excuse men who allow the sexual suggestiveness of women's dress to overcome their Duty of self-control, we should at the same time women. recognize that women have themselves to blame for much of the existing situation. I believe it is true that the average woman does not understand how dress that makes unusual exposure of the body may make a sexual appeal to men; but there is no such innocence on the part of the demi-mondes by whom many of the most dangerous styles are introduced. Perhaps women of intelli- gence and good standing may some day come to realize their responsibility for wearing clothing that means unusual temptation for men. However, this seems Utopian in these years when even women of the best groups are wearing equivocal dress; and so men must learn to fight their own battles against natural instincts stirred to greater intensity by dress invented to increase the trade of the women of the underworld. 37. The Problem of Self-control for Young Men The problem of control of the insistent passions of normal young men has been unscientifically minimized by numerous writers and lecturers. It SEX-INSTRUCTION FOR BOYS AND MEN 177 should be noted that many of these are men who have long since forgotten the storms and stresses of their early manhood, and others are Diff erence women who do not know the facts in- between dicating that the sexual instincts of young men are characteristically active, aggressive, spontaneous, and automatic, while those of women as a rule are passive and subject to awakening by external stimuli, especially in connection with affection. Such forgetful men and uninformed women are prone to regard the lack of control of many young men as simply due to "original sin," "innate viciousness," "bad companions," or "ir- resistible temptations"; and they overlook the great fact that maintaining perfect sexual control in his pre-marital years is for the average healthy young man a problem compared with which all others, including the alcoholic temptation, are of little significance. Such being the truth about young men, nothing is to be gained and much is to be lost if older people fail to take an understand- ing and sympathetic attitude. I question whether any young man has ever been helped through his adolescent crises by such oft-repeated assertions as that "there is no more reason that a young man should go astray than that his sister should," or, in other words, that "continence is as easy for a young man as for a girl of similar age." An observ- ing young man will doubt such statements, and if he has had access to scientific information, he will feel sure that there has been an attempt to influence 178 SEX-EDUCATION him by the kind of exaggeration commonly adopted by specialists in moral preachments. The plain truth is that there is a physiological "reason" or explanation, although not a justification for failure of self-control. Even if we accept the improbable statement of some writers that boys and girls are in early adolescence potentially equal in Automatic J . . , arousing sexual instincts and assuming that they of boys' ma y be protected equally against vicious instincts. . f J habits, we must not forget that every normal boy passes in early puberty through peculiar physiological changes that arouse his deepest in- stincts. I refer especially to the frequent occurrence of involuntary sexual tumescence and to the occa- sional nocturnal emissions, which processes leave the boy in no doubt whatever as to the nature, source, and desirability of sexual pleasure. Especially is this true of the automatic emissions that usually follow continence of healthy young men, for in connection with such relief of seminal pressure every nerve center of the sexual mechanism seems to be involved in the culminating nerve storm of which the awaken- ing individual is often quite pleasurably conscious. In short, as men looking backward to their early manhood well understand, the physical sensations that come into the normal sexual experience of the adolescent boy are different only in degree of in- tensity from those which later are concomitants of sexual union. Such, in brief, is the physiological history of the normal adolescent boy, and one who has fallen into even most limited masturbation will SEX-INSTRUCTION FOR BOYS AND MEN 179 probably be still more conscious of the fact that the ordinary sequence of events in the activity of the sexual organs leads to intense excitement that has almost irresistible attractiveness. Now, most scientifically-trained women seem to agree that there are no corresponding phenomena in the early pubertal life of the normal . Average young woman who has good health. A young limited number of mature women, some women . ., , . . , , . different, of them physicians, report having ex- perienced in the pubertal years localized tumes- scence and other disturbances which made them definitely conscious of sexual instincts. However, it should be noted that most of these are known to have had a personal history including one or more such abnormalities as dysmenorrhea, uterine dis- placement, pathological ovaries, leucorrhea, tubercu- losis, masturbation, neurasthenia, nymphomania, or other disturbances which are sufficient to account for local sexual stimulation. In short, such women are not normal. Such facts have led many physi- cians to the generalization that the average healthy adolescent girl does not undergo normal spontaneous changes which make her definitely conscious of the nature, source, and desirability of localized sexual pleasure. On the contrary, such consciousness commonly comes to many only as the result of stimuli arising in connection with affection. 1 Clearly it is nonsense to claim that the sexual temptations 1 This is really not surprising if we remember the peculiarities of human instincts mentioned in an earlier lecture (3). l8o SEX-EDUCATION arising within the individual are equal for the two sexes. Potentially, girls may have passions as strong as boys, but they do not become so definitely and spontaneously conscious of their latent instincts. Thus considering the available facts regarding the physiological reasons for the sexual tendencies Helping the of men, it seems to me that we gain young man. nothing in trying to minimize the young man's sexual problems, for he is quite conscious that they are insistent. Far better it is that mature men who know life hi its completeness should make the young man feel that his problems are not new, not insignificant, and that many another man has met and solved them in such a way as to make lif e more full of real happiness. Such sympathetic helpfulness will mean something to a young man, but he cannot be led far by one who in his own early experience has not learned both the strength and the mastery of the sexual instincts. In another lecture I have discussed the proposition that it would be better for all concerned if women Women could have scientific understanding of the should physiological facts concerning the sexual tendencies of men, not to make women more lenient or forgiving towards the mistakes of men, but rather to enable women to play an important part in the necessary adjustments through helpful com- radeship. This last phrase will mean nothing to many people, but in many a modern home a well-informed wife has been able to lead the way to the satisfactory solution of the fundamental problems of life. SEX-INSTRUCTION FOR BOYS AND MEN l8l There is another and an all-important phase of the problem of teaching self-control which is commonly overlooked by those who are self-control trying to help young men solve their in marriage- greatest problems. I have in mind the need of self- control in marriage. Most writers and lecturers who emphasize the arguments for absolute self- control or continence before marriage, omit all refer- ence to marital life. The natural inference, and one widely followed, is that the only moral duty of a young man is to control his intense desires and avoid illicit relations until sexual abandon is permitted under the license of the law and the benediction of the church. Such, I submit, is a fair conclusion for young men to draw from at least ninety per cent of the sex-education literature that is current to- day. Now, I believe this is all wrong. In fact, I am so radical as to believe that the intelligent women of the world would gain more from temperance and unselfishness and delicacy of men in sexual func- tioning in marriage than from sexual continence before marriage. Of course, I do not propose that ideal sexual conditions in marriage may justify pre- marital incontinence, but I make this sharp contrast simply to emphasize the belief that sexual intemper- ance and selfishness of men in marriage causes more mental and physical suffering of women than does sexual incontinence of men before marriage, and I am not forgetting the vast problem of social diseases and prostitution. 1 82 SEX-EDUCATION I urge, then, that those who attempt to direct young men through the mazes of sexual life should hold up ideals not only of pre-marital continence, but also of post-nuptial temperance and harmonious adjustment between husband and wife. This post- nuptial problem is far more difficult to solve, for the intimacy of married life, especially in the earlier years, is sure to offer stimuli that are likely to make sexual instincts more insistent than those that come from celibate repression. However, self-control and temperance in marriage is no new and unattainable ideal, and harmonious adjustment of men and women in marriage is far more common than the pessimists would have us believe. 38. The Mental Side of the Young Man's Sexual Life Most of the discussions of the education of young men for moral living have centered around the Effect of problem of keeping him from physical mental sexual activity. So far as society is con- cerned, this is the great desideratum. So far as the individual life is concerned, it is im- portant that self-control should extend to mental imagery. Professors Geddes and Thomson have well said, in "Sex," that "while anatomical chastity is a moral achievement, it is not the deepest virtue. The incisive declaration: 'Whosoever looketh on a woman to lust after her hath committed adultery with her already in his heart' expresses an even more searching standard, and modern science brings home SEX-INSTRUCTION FOR BOYS AND MEN 183 to us the radical importance of our reflex thought and deep-down impulses, which appear to bulk largely in molding our lives and the lives of those who may spring from us." In language adapted to the understanding of average young men, this idea should be emphasized. In the opinion of some physiologists the greatest harm done to the individual who has long been a victim of masturbation is in the centering of the attention on imaginary sexual situations. This is especially true of mental masturbation. Hence, the relation of masturbation to the possible establish- ment of a disordered mental state should be known by adolescent boys and young men. It appears from the experience of many men that strenuous work and play are the only efficient weapons for driving sexual images into control of the background of the mind. This ap- thoughts, plies not only to sordid and lewd thoughts of un- chaste sexual situations, but also to the mental images that are inevitably associated with the purest affection and which should be trained to obey when calm reason so orders. The following literature will be especially helpful to young men: W. S. Hall's "Sexual Hygiene for Men," or his "Sexual Knowledge"; Exner's "The Rational Sex Life for Men " ; Morrow's "The Young Man's Problem," and "Health and Hygiene of Sex for College Students"; King's "Fight for Charac- ter" (Y.M.C.A.); and the chapter on Ethics of Sex in "Sex" by Geddes and Thomson. IX SPECIAL SEX-INSTRUCTION FOR MATURING YOUNG WOMEN It was my original plan to make this lecture parallel with the preceding one for young men, Parents but much discussion with parents and would limit w ith scientifically trained women whose knowledge . , . . . T , . of suggestions and criticisms I value has daughters, shown me that there is no consensus of opinion as to what should be taught to young women between eighteen and twenty-two years of age. I have found many fathers and mothers who think that their boys of fourteen or fifteen should be informed as suggested in the preceding lecture; but concerning some of the facts for boys these same parents were doubtful whether their daughters ought to know before twenty, and some of them have said twenty- five and even thirty. Some of them have said that they see no reason why an unmarried young woman of the protected group should know much more than a very limited amount of personal hygiene; but most of these people were decidedly hazy as to how the young woman about to marry may be sure of getting belated knowledge. In short, all along the line I have found intelligent 184 SEX-INSTRUCTION FOR YOUNG WOMEN 185 parents and others who believe in very thorough sex-instruction for boys, but that "nice" girls should be kept as ignorant and innocent as possible. With such disagreement existing, it is evidently not possible to make such specific recommendations as have been made for boys. 39. The Young Woman's Attitude towards Man- hood Among those who agree heartily with the proposi- tion that by education the young man's attitude towards womanhood ( 30) should be Women cultivated I find, to my surprise, many should have who object to any parallel attempt to 1( influence young woman's ideals of manhood. I say that I am surprised because it has long seemed to me that many of the faults of men are largely trace- able to the fact that women as a sex have not been able to hold a high standard for manhood; and, therefore, I wonder when some thinking women question the desirability of trying to influence young women by organized instruction. Of course, we must not forget that before the coming of the economic and social freedom of women there were very few of them who were able to maintain a stand for their ideals of manhood ; but this is no longer true in a great and rapidly increasing group of the individualized and educated classes. Therefore, it seems clear that if the better groups of women want a higher type of manhood capable of better adjust- ment in marriage, it is important that they consider 1 86 SEX-EDUCATION ways and means of molding the minds of young women with reference to ideal manhood. Occasionally I have met a strange view of life in some men and women who have grown pessimistic Ideals and from revelations concerning the sexual- disappoint- 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 lif e ; and therefore, for women so influenced there will be increasing dis- content and disappointment in marriage or deliberate celibacy. No doubt this is in part true, as witness the many highly educated women who have written or said that there seem to be few attractive marriage- able men of their own age. However, it is rare indeed that such women say that life would have meant more without the higher education and its resulting ideals that have stood in the way of mar- riage such as might be happy for uneducated women. This is hi line with the fact that many cultivated men and women find that education has given unattained ideals and unsatisfied ambitions and strenuous life and disappointments, but it is rare that they long for the care-free and animal-like happiness of the tropical savage. We must remember that education gives us keener feeling for life's pains, but it also compensates by giving soul-satisfying appreciation of its joys. So it seems reasonable to believe that while educating young women to believe hi and de- mand a higher ideal of manhood in its natural rela- tions to womanhood will certainly make disappoint- SEX-INSTRUCTION FOR YOUNG WOMEN 187 ments more heart-pressing for some, it will just as surely make realization the supreme happiness of others. And as adjustment of manhood and wom- anhood through the larger sex-education becomes more and more abundant and more and more per- fected, the sum total of human happiness will in- crease. Looking thus towards the ultimate good, I must refuse to accept the hopeless and depressing view that all young women should be kept ignorant of their relation to men and life in order that the absence of ideals of manhood may protect some women against possible disappointment by men. 40. The Young Woman's Attitude towards Love and Marriage In the preceding lecture to the parents and teachers of young men I emphasized the importance of de- veloping the young man's ideals of love Reasons not and marriage primarily because such same as for ideals have so often helped men morally r in character-formation and character-protection, feel sure that this is not the chief reason why the ideals of young women should be developed along parallel lines. On the contrary, it seems to me that those representative women are right who think that the first reason why ideals of young women should be influenced is that there is need of a radical change in the attitude of a very common type of young women who are flippant and disrespectful concern- ing love and marriage, and whose influence on the 1 88 SEX-EDUCATION morals of men is decidedly bad because they often give unguided young men their first and strongest impressions concerning women. A second reason, which is equally applicable to both sexes, is that advance understanding of the relations of love and marriage is likely to lead to happy and satisfactory adjustment in marriage. Perhaps the flippant and disrespectful attitude con- cerning affairs of the heart develops in many young Mennatu- women because they do not consciously rally lead feel in advance of experience the demand for affection which comes so naturally and spontaneously to many, possibly to all, normal young men whose views of life have not been artificially twisted. I fully realize the treacherous nature of the ground on which walks one who tries to compare the two sexes concerning their relative attitudes towards love, but certain it is that the novelist's descriptions of men as the leaders and ag- gressors in love is not fiction but the common fact of real life. Man's tendency towards leadership in love is not scientifically explained by any superficial assumption that established social conventions have repressed an original spontaneity of women. On the contrary, there are the best of physiological and psychological reasons for believing that the social conventions have arisen as an expression of mascu- line aggressiveness and natural tendency towards leadership in affairs of the heart. The accepted fact is that many young women have no under- standing of or demand for affection until experience SEX-INSTRUCTION FOR YOUNG WOMEN 189 has taught them its place in life. In the records of real life, as well as in fiction, many a young woman's possibilities of happiness have been lost because she did not understand herself when love came into her experience. 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 Affection in many wives lose interest in devoted maniage. husbands when the children come. This is probably true in at least half the families; and many mat- rimonial disharmonies are the result. This is really one of the greatest problems of marriage which cultured women should consider seriously ; for even more than in most other sex problems, it is one for the solution of which women are in a position to take the leading part. This problem is especially important hi these days when the household in- efficiency, personal extravagance, and desire for social position of numerous young women of eighteen to thirty are having an enormous influence in ad- vancing 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 mini- mum of a family budget. Add to such facts a growing pessimism of young men regarding in- constant affections of wives with children, and the need of special educational attack is evident. From whatever side we look at the question whether the larger sex-education should somehow 190 SEX-EDUCATION try to mold the ideals of young women with regard to love and marriage, we see reasons why parents should The duty of encourage their maturing daughters to parents. g e t SO me advance understanding of such relation. If parents are themselves unable to help their daughters to this understanding, they can at least exert great influence by their own attitude, and they can approve the reading of books, and perhaps there may be opportunity for hearing lec- tures by women who understand life. With regard to good literature that will help in this line, there are chapters in many of the books mentioned at the end of this lecture, and in more or less indirect form in the general literature suggested in the preceding lectures concerning young men, and in 1 2 which deals with the general educational problem of marriage. 41. Reasons for P re-marital Continence of Women Many women who have lived protected lives have declared themselves unable to understand why a young woman should need reasons for women do pre-marital continence ; and these women not need are probably right so far as the great reasons. . J . . majority of the daughters of families in good social conditions are concerned. As pointed out in earlier lectures, there is abundant evidence that the average adolescent girl who is protected against external sexual stimuli and influenced con- stantly by the prevailing ideals which demand chastity of women, is not likely to need any argu- SEX-INSTRUCTION FOR YOUNG WOMEN 1 9 1 men ts why she should avoid pre-marital incontinence. Moreover, there seems to be little danger that the average girl with good social environment will ever question her ideals of chastity unless under the stress of overwhelming affection; in other words, there is little possibility that such women will be interested in the strictly mechanical, non-affectionate, and unsentimental sexual relations which must inev- itably characterize the common prostitution of men. Note that I am referring to the average young woman in good social environment, and for the moment omitting the vast class of so- unprotected called "unprotected" girls. Moreover, &* ls - I am speaking of the "average," and I am not for- getting that medical journals and books record many exceptions. Nevertheless, we must not be misled by medical literature, for naturally the physician sees the women whose lack of health leads them to seek professional advice, and it is well known that hi sexual lines women commonly become decidedly unhealthy before they consult physicians. As testimony concerning the average normal women, I have the greatest confidence in the statements of thoughtful women with sound scientific attitude; and such are my authority for the view that maintaining pre-marital continence is not one of the serious problems for the average young woman with good domestic and social en- vironment. Now, while I admit in advance that the problem of pre-marital continence is not of great significance 192 SEX-EDUCATION in the personal lives of the great majority of the type of women who are likely to hear or read this lecture, I do believe that this is the type of women who ought to think over the problem as it concerns the atypical girl of good social groups and the "un- protected" girl of more unfortunate groups. I can- not see, therefore, why it is not best and safest that all girls should learn from parents or reliable books or teachers the main reasons for pre-marital chastity. The atypical girls of good social groups who need guidance regarding pre-marital continence are of two The girl who types : either one with intensive sexuality needs help, which is often modifiable by medical or surgical treatment; or one of probably normal instincts but with radical sexual philosophy. The first type needs not only emphatic instruction re- garding continence, but more often medical help, either for general health or for correction of localized sexual disturbance. The second type must be treated exactly as suggested for young men, because they are the women whose anarchistic repudiation of laws and convention in general has led to their acceptance of a single standard of morality for men and women, but one of freedom from monogamic ideals. This type of women, long well known in the student groups of Paris and in Russian universities, is becoming more and more evident in America, especially among some well-educated young women who have dropped their ideals of chastity because they have found attractiveness in more or less super- ficial studies of radical socialism. Many of these SEX-INSTRUCTION FOR YOUNG WOMEN 193 radical women frankly say that they would like to marry the "right man," but failing to find that rare species, they claim their right to sexual freedom in more or less capricious liaisons. Others of these women are so highly individualized that marriage is beneath their contempt, either because it will "interfere with a career" or because the legal aspects and ecclesiastical ceremonies still suggest the old- time subjection of the wife to the husband. Women who are in a position to know from personal knowl- edge of radical people declare that there are still relatively few educated women who deliberately cut loose from monogamic standards ; and that they are most commonly found among certain intimate and unconventional groups of students and profes- sional workers, especially those who are united in "Bohemian life" by artistic or literary interests. But while such sexually anarchistic women are not common in America, there is reason for fearing that, unless some unexpected check comes to this under- . current towards sexual freedom, it may be found ten or twenty years hence that a surprisingly large number, but never a majority, of unmarried young women have fallen into the sexual promiscuity that is so common among unmarried men of the same ages. Chief of the influences that lead a certain number of well-educated young women towards sexual freedom is radical printed matter. We Radical sex are now getting in America a wide distri- literature, bution of bold literature of the "free love" type, some of it with a scientific superficiality that will o 194 SEX-EDUCATION convince many beginners in the study of sexual prob- lems. Much of this literature is translation or adap- tation of books and articles by European authors ; and I have previously remarked that abroad the ideals of sexual morality and judging from the Great War, of morality in other lines is frankly quite different from that upheld here. But some of this radical literature is American in origin. In addition to certain books and pamphlets, which might be advertised by giving names, I think of two New York medical journals, with a popular circu- lation, edited by a successful but much criticized physician, which rarely publish an issue without frank approval and even arguments for extra-marital relations other than prostitution, particularly for those who for one reason or another, unwelcome or voluntary, are leading celibate lives. The influence of such writings on young women who are inclined towards radicalism in all things is probably enor- mous, and it is unfortunate that vigorous opposition literature is not published and widely circulated. In conclusion, it is clear that the problem of pre- marital continence is not limited to young men, Same in- ^ or tne "unprotected" girl from a low- structionas grade home and environment, and the uninformed girl from the best of homes, and the radical girl from the most educated circles may, innocently or deliberately, select the pathway to unchastity. For these kinds of young women the educational problem is the same as for young men. They should have essentially the same in- SEX-INSTRUCTION FOR YOUNG WOMEN 195 struction. And, in the case of both sexes, it is only by contrasting the good and evil that education can point out the worth-whileness of chastity. There is a special aspect of the problem of pre- marital chastity of men that young women should un- derstand, and that is their indirect responsibility for the unchastity of many men. In discuss- i,^^ ing dancing ( 35) and extreme dress ( 36), responsi- it has been indicated that women as a sex bmty ' have a tremendous responsibility for the temptations of men. The same is true hi the case of flirting or more extreme familiarities with men. However sure a young woman may feel of her own power of self-control, she should not consider lightly her pos- sible part in a chain of events which may lead men to unchastity with other women. Many a man driven into the white heat of passion by thoughtless or deliberate acts of a pure girl has gone direct to seek relief of tension in the underworld. Of course, the girl in this case is not directly responsible for the downfall of the man; but I wonder if there is not moral, if not legal, responsibility for one who knowingly leads or helps another to the brink of a precipice from which he voluntarily falls. I am perfectly well aware that many good people will be horrified by the very suggestion that young women should be taught their responsibility for their men associates. Some will declare that the advocates of sex-education propose to destroy the innocence and romance in young women's lives. Others of the horrified ones will remain complacent 196 SEX-EDUCATION because they believe that unchastity is caused by "innate depravity" of men. I am sorry to disagree with such people who are sincere, but the established facts point clearly to the conclusion that it is the duty of the mothers and teachers of girls to make them understand their relations to men and their re- sponsibility for helping young men avoid sexual temptations. This is necessary when innocence stands in the way of the maximum safety and happi- ness of young people. 42. Need of Optimistic and ^Esthetic Views of Sex by Women The most significant point in the sex-education movement at present is the fact that numerous Many women of the most intelligent groups are women tending rapidly towards accepting an pessimistic .... . r , concerning optimistic and aesthetic view of sexual re- sexuality, lationships so far as these are normal and ethical and guided by affection. However, this higher philosophy of sexual life is still very far from being universal among educated women, and it is probably true that to the great majority of them sexuality has no aesthetic meaning but is simply a very troublesome physical function and an animal method for perpetuating the human species. That such an attitude should be common is not surprising, for in recent years numerous educated women have gained abundant information concerning ab- normal sexuality, while very few have caught glimpses of the higher possibilities of the sexual SEX-INSTRUCTION FOR YOUNG WOMEN 197 functions. The truth is that it has been and still is difficult for most women to get well-balanced knowledge of sexual normality. There are hundreds of books and pamphlets that deal with amazing boldness with the sexual mistakes of human life, but there is not in general circulation to-day any printed matter which deals with normal sexual life with anything like the frankness and directness that is common hi widely circulated literature on social vice and its concomitant diseases. Likewise, it is difficult for women to get the true view of sexual life from personal sources, for the vulgar side of sexuality is the one usually discussed by most people, some of whom revel in obscenity, some have had personal experiences that have caused ineradicable bitterness, and some more or less sincerely believe that knowledge of vice is of value as a safeguard or an antidote. The bright side of the sexual story is rarely told in conversation, either because it is un- familiar or because it is the sacred secret between pairs of individuals who together have found life hi all its completeness. Fortunately, this depressing emphasis on sexual abnormality is beginning to disappear, and we see sure signs of coming attention to sexual esthetic health rather than to disease and to <"*!*. purity rather than to vice. Leading women are beginning to give, through the impersonal medium of science and general literature, some definite and helpful testimony concerning the pathway to the essential good that is bound up in sexuality. IQ8 SEX-EDUCATION It is especially important that young women of culture should be helped to this point of view, and as far as possible before they learn much concern- ing the dark problems that have originated from failure to keep sexual functions sacred to affection and possible parenthood. The educated women of to-day who have acquired and retained faith in the essential goodness of human sexual possibilities, and who at the same time have an understanding of the mistakes that weak humans are wont to make, are sure to play a most important part as teachers and mothers and leaders in the movement which is already guiding numerous intelligent men and women to a purified and noble view of the sexual relationships. As I see the big problems that demand sex-education, the future will depend largely upon the attitude of women. It is an es- sential part of the feministic movement. In the past there have been many alarming signs of a de- structive sex antagonism that charged men with full responsibility for existing sex problems. But the advance guards of feminism are beginning to recognize that there are all-essential relationships between the sexes, and that only in sex cooperation can there be any permanent solution of the great questions. It is a great advance from the sex hostility of Chris tabel Pankhurst's "Plain Facts on a Great Evil " to the co- working attitude of Louise Creighton's "Social Disease and How to Fight It," of Olive Schreiner's "Woman and Labor," of Ellen Key's "Love and Marriage," and of Gascoigne SEX-INSTRUCTION FOR YOUNG WOMEN 199 Hartley's "Truth About Woman," all of which give us hope that women with optimistic and aesthetic interpretation of sex are coming to take the lead towards a better understanding of the rela- tions of sex and life. 43. Other Problems for Young Women Concerning several other problems that have been discussed with special reference to young men, it seems best that all young women should be in- formed sometime between sixteen and twenty-two, the age limit depending upon maturity of the indi- vidual, home life, and social environment. With regard to prostitution, it seems important that girls should know the essential facts recom- mended in the lecture concerning boys. Prostitu- The "unprotected" girl of low-grade tion - environment will often need some of this knowledge before she is fourteen (and in some cases, even twelve) years old. On the other hand, the average "protected" girl need not know until several years later. It seems possible that too early familiarity with the existence of sexual vice might tend to make some young women accept it as part of the estab- lished order of things; and, hence, the girl whose environment is protective and whose moral training has been complete will be perfectly safe without knowledge of vice and will be more likely to take an opposition attitude if she learns the facts concern- ing prostitution when she is approaching maturity. Even then the essential information should be given 200 SEX-EDUCATION in such a way that the young woman will see the gravity of the social situation and, at the same time, not develop a spirit of sex hostility. Here, again, I must recommend Louise Creighton's " Social Disease and How to Fight It" as not only pointing out the nature of the great evil, but also recognizing that the existing situation can never be improved except by the sympathetic cooperation of the best men and women. With regard to dancing, young girls should be taught that certain forms of this exercise are not approved by the most refined people. Before maturity, they should not know the physiological reason for this disapproval. In fact, I know many men and women who think it best that most women, even mature, should not have their attention called to the sexual dangers of dancing. For my part, I cannot see how women with such ignorance can cooperate with the best men in reducing the admitted dangers to a minimum. With regard to dress as a sexual problem, some mothers think they can handle the problem with their young daughters by emphasizing modesty and without further explana- tion ; but the drawing power of fashions is so great that most young women are quick to revise their ideas of modesty to suit the latest style. Is it too much to hope that large numbers of young women would accept such facts as were stated in the lecture for young men ( 36), and would be sincere enough to dress so that their attractiveness may appeal more PC.KIPF?' 'N -'TT'JTION f O^ BIOUOO'CAL RESEARCH SEX-INSTRUCTION FOR YOUNG WOMEN 2OI to the aesthetic and less to the physical natures of men? In this lecture concerning the special teaching of young women, I have attempted nothing more than an outline of the impressions that I Mere j y have gained from books and from rep- a man's resentative women who are interested * in the larger sex-education. I have not tried to make the discussion as extensive as that for young men, first, because I cannot believe that young women in general need so much special instruction ; and, second, because only women can adequately advise concerning the sex-educational problems of young women. However, since the women who might be expected to know the truth about women have failed to agree on so many points, it may be worth while for a man to contribute some sugges- tions based on the most scientific information offered by some very reliable women. Among the books which touch the special problems for young women, I am most favorably impressed by the following: Hall's "Life Problems" Books, in the first thirty-two pages is adapted for girls of twelve to fourteen, and the remainder for older girls. Some parents are not enthusiastic about the story form, but the facts are well selected and presented. The last chapter of Smith's "Three Gifts of Life" is worth reading, but the first chapters are unscientific. For almost mature young women, there are chapters of Rummel's "Womanhood and Its Development," of Wood-Allen's "What a Young 202 SEX-EDUCATION Woman Should Know," of Lowry's "Herself," and of Galbraith's "Four Epochs of a Woman's Life." The last two are decidedly medical in point of view. The part for girls in Scharlieb and Sibley's "Youth and Sex," and some chapters of March's "Towards Racial Health," are good. The last two chapters of Geddes and Thomson's "Sex" will be appreciated by many intellectual young women. Hepburn's sentimental little story "The Perfect Gift" (Crist Co., 3^) has helped many young people improve their aesthetic outlook. There are some helpful ideas in Henderson's "What It Is To Be Educated" (Houghton Mifflin Co.). While disagreeing ( 46) with Dr. Richard Cabot's extreme emphasis on a mystical religious solution for problems of sex, I recognize that many young women have been helped by his "The Christian Approach to Social Morality" (Y.W.C.A.), and by his " What Men Live By." CRITICISMS OF SEX-EDUCATION In the preceding lectures we have considered the arguments for sex-instruction. It will now be helpful to review some of the writings of those who oppose or at least point out the defects of the com- monly accepted plan of sex-instruction. None of those writers whom I shall quote is known to be absolutely opposed to all sex-instruction, but some of them would limit the instruction so much that there would be little hope of the general movement having an important influence. 44. A Plea for Reticence Concerning Sex Miss Agnes Repplier, the distinguished essayist, discusses in the Atlantic Monthly (March, 1914) the plain speech on sex topics that are before Agnes the public to-day. While she holds no R ppler. brief for "the conspiracy of silence," which she admits was "a menace in its day," she maintains that "the breaking of silence need not imply the opening of the flood-gates of speech." She goes on to say : " It was never meant by those who first cautiously advised a clearer understanding of sexual relations 203 2O4 SEX-EDUCATION and hygienic rules that everybody should chatter freely respecting these grave issues ; that teachers, Present lecturers, novelists, story-writers, mili- frankness. tants, dramatists, social workers, and magazine editors should copiously impart all they know, or assume they know, to the world. The lack of restraint, the lack of balance, the lack of soberness and common sense were never more appar- ent than in the obsession of sex which has set us all ababbling about matters once excluded from the amenities of conversation. " Knowledge is the cry. Crude, undigested knowl- edge, without limit and without reserve. Give it to boys, give it to girls, give it to children. No other force is taken account of by the visionaries who in defiance, or in ignorance of history believe that evil understood is evil conquered. "We hear too much about the thirst for knowledge from people keen to quench it. Dr. Edward L. Keyes, president of the Society of Sanitary and Moral Prophylaxis, advocates the teaching of sex- hygiene to children, because he thinks that it is the kind of information that children are eagerly seek- ing. 'What is this topic,' he asks, 'that all these little ones are questioning over, mulling over, fidget- ing over, worrying over? Ask your own memories.' "I do ask my memory in vain for the answer Dr. Keyes anticipates. A child's life is so full, One child's and everything that enters it seems of life. supreme importance. I fidgeted over my hair which would not curl. I worried over my examples which never came out right. I mulled (though unacquainted with the word) over every piece of sewing put into my incapable ringers, which could not be trained to hold a needle. I imagined I was stolen by brigands, and became by virtue and intelligence spouse of a patriotic outlaw in CRITICISMS OF SEX-EDUCATION 205 a frontierless land. I asked artless questions which brought me into discredit with my teachers, as, for example, who 'massacred' St. Bartholomew. But vital facts, the great laws of propagation, were matters of but casual concern crowded out of my life and out of my companions' lives (in a convent boarding-school) by the more stirring happenings of every day. How could we fidget over obstetrics when we were learning to skate, and our very dreams were a medley of ice and bumps? How could we worry over ' natural laws ' in the face of a tyrannical interdict which lessened our chances of breaking our necks by forbidding us to coast down a hill covered with trees? The children to be pitied, the children whose minds become infected with unwholesome curiosity are those who lack cheerful recreation, religious teaching, and the fine corrective of work. A playground or a swimming pool will do more to keep them mentally and morally sound than scores of lectures on sex-hygiene. "The world is wide, and a great deal is happening in it. I do not plead for ignorance, but for the gradual and harmonious broadening of Personal the field of knowledge, and for a more teaching careful consideration of ways and means, approved. There are subjects which may be taught in class, and subjects which commend themselves to indi- vidual teaching. There are topics which admit of plein-air handling, and topics which civilized man, as apart from his artless brother of the jungles, has veiled with reticence. There are truths which may be, and should be, privately imparted by a father, a mother, family doctor, or an experienced teacher ; but which young people cannot advantageously ac- quire from the platform, the stage, the moving pic- ture gallery, the novel or the ubiquitous monthly magazine." 2O6 SEX-EDUCATION There is much in Miss Repplier's paragraphs which will win hearty approval from those who have come to believe, as advocated throughout this series of lectures, in conservative teaching of sex-hygiene and a larger outlook for sex-education. No doubt there has been too great a loss of a certain kind of reticence and a substitution of crude Current frankness, but it has not been caused by frankness the sex-education movement. On the not due to sex-educa- contrary, there are two evident sources tion - of the plain speech of which Miss Rep- plier and others have complained : First, the com- mercializing of sex by novelists, dramatists, theater managers, and publishers many of whom are reaping a golden harvest and few of whom have any sincere interest in promulgating sexual informa- tion to any end except their own pocketbooks. Second, the development of the feminist movement which has its deepest foundation in the age-old sexual misunderstandings of women by men, and which has led on and on into social and political complications of gravest significance. The very nature of the feminist revolt from masculine domina- tion made plain speaking on sex matters inevitable. Neither of these sources of plain speech need give us cause for alarm, for a great reaction is already coming. The sensationalism of sexual Reaction , , . . . , , , against revelations has had its day, and the sensational intelligent public is recovering its bal- frankness. ance. A lurid novel or play resembling "Damaged Goods" or "The House of Bondage" CRITICISMS OF SEX-EDUCATION 2O7 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 hi this line. The fact is that sexual sensationalism has ceased to pay because the intelligent public knows the main facts and has become disgusted with crude frank- ness that amounts to lasciviousness. On the side of feminism there is hope in the widespread disgust with Cristabel Pankhurst's "Plain Facts on a Great Evil" as compared with the very general approval of Louise Creighton's polished masterpiece, "The Social Evil and How to Fight It.' 1 This repre- sents exactly the present attitude of numerous men and women who calmly discuss together the great problems of life fearlessly and without any elements of lasciviousness such as some people seem to think is necessarily associated with either unsexual or bisexual discussion of sex problems. 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- w t a protected girls. Her experience teaches typ ical **** us nothing regarding boys or even girls under average conditions. We know beyond any doubt that average children in or near adolescence do seek the kind of information that Miss Repplier denies having thought about. It is not "pressed relentlessly upon their attention" by teachers, but by instinct and by environment. Playground and swimming pools and religious influence and work 208 SEX-EDUCATION are all helpful in our dealings with young people, but all together they are inadequate without some information concerning sex. Finally, Miss Repplier, like so many other critics of sex-instruction, has hi mind only the physical consequences of wrong-doing. Here Conclusion. **.* t Ju again is the influence of the pioneer sex- hygiene. However, she pleads for the "gradual and harmonious broadening of the field of knowledge and for a more careful consideration of ways and means" for sex-instruction. This makes us believe that she will favor the larger sex-education which gives a place to " the cheerful recreation, the religious teaching, the childish virtues, the youthful virtues, the wholesome preoccupation," as well as essential knowledge of physical facts; and all as factors in preparing young people consciously and uncon- sciously to face the inevitable problems of sex. On the whole, we must regard Miss Repplier's discussion as a helpful contribution to the saner aspects of sex-education. 45. A Plea for Religious Approach to Sex- instruction Another prominent author who does not agree with the current tendencies of sex-instruction is Cosmo Cosmo Hamilton in his little book en- Hamilton, titled "A Plea for the Younger Genera- tion" (Doran Co.). He agrees with the sex-educa- tion writers that children should be instructed CRITICISMS OF SEX-EDUCATION 2OO, early, and as far as possible by their parents; but he wholly disagrees with the method of biological introduction. He would have parents go straight to the heart of the matter and tell the child, as simply and truly as can be, just how he came into the world. And he would fill the teaching with reverence by using as an illustration the birth of the babe of Bethlehem. Referring to those who in recent years have been working for a scientific introduction to sex-education, Mr. Hamilton says: "I think that these professors and scientists are wasting their time, and I have written this small vol- ume not only in order to make a plea for . the younger generation as to the way in ap e pe ^i u8 which they shall be taught sex truths, but also in order, if possible, to prove to the advanced thinkers of the day that it is not old-fashioned to beg that God may be put back into the lives of His children, but a thing of urgent and vital importance. Without faith the new generation is like a city built on sand. Without the discipline and the inspira- tion of God the young boys and girls who will all too soon be standing in our shoes will go through life with hungry souls, with nothing to live up to, and very little to live for." All this is very good so far as it appeals to the religious type of mind, but Mr. Hamilton seems to forget that vast numbers of people . r Many not cannot be approached from this point reached by of view. How can the illustration of r el >i u8 appeal, the Christ-child help those who do not accept certain orthodox religious beliefs? 210 SEX-EDUCATION 46. The Conflict between Sex-hygiene and Sex-ethics It has been said in an earlier lecture that several writers have declared that sex-ethics and sex-hy- giene are essentially conflicting and should not be associated in teaching ; that is to say, that hygienic facts should not be taught with the hope of improving morals. Most prominent of those who have de- Richard clared that hygienic and moral teaching Cabot. should be dissociated is Dr. Richard C. Cabot, of Boston. I shall give in this lecture atten- tion to his writings because they have tended to introduce confusion by critical attention to certain weak details and unessentials in the original sug- gestions for sex-education, and by wrongly assum- ing that the original "sex-hygiene" was aimed at improved morals, whereas it was aimed directly at health. In a paper entitled "Consecration of the Affections (often misnamed 'Sex-hygiene')," read at the fifth (1911) Congress of the American School Hygiene Association, Dr. Cabot attacked the kind of sex-instruction that is limited to sex-hygiene. He has later returned to the attack on many occa- sions. I shall quote a number of his paragraphs and follow each with a discussion of its contents. (i) "The straight, right action in matters of hu- man affection has nothing to do with hygiene. For Hygiene hygiene has no words to proclaim as to and why you and I should behave ourselves, conduct. Hygiene has the right and the duty to make clear the perverted and the diseased conse- quences of certain errors. But these consequences CRITICISMS OF SEX-EDUCATION 211 are far from constant. . . . Let us disabuse our minds, then, of the idea that there are always bad physical consequences of mistake, error, or sin in this [sex] field, and that those consequences are reasons for behaving ourselves. But even if there were such consequences, I think it even more mis- chievous for us to preach a morality based upon them." That hygienic knowledge makes many people control their sexual selves is beyond dispute. Be- cause the consequences of sexual error are far from constant is a weak argument against pointing out possible results. The consequences from pistols are far from constant, and yet I have no doubt that Dr. Cabot would teach small boys the danger of shooting themselves and other people. The last quoted sentence suggests Dr. Cabot's whole basis of contention against sex-hygiene. He seems to have inferred from the earlier papers, especially those by Dr. Morrow, that the hygiene of sex is to be taught as an approach to morality. On the contrary, the truth is that the aim of most of the first leaders in sex-instruction was to teach hygiene and ethics primarily in order to improve health. Dr. Morrow and Hygiene others believed that hygienic teaching and ethics would secondarily react on sexual moral- f ity ; but the original aim of the Society of Sanitary and Moral Prophylaxis was to limit the spread of venereal disease by sanitary, moral, and legal means. In other words, moral appeals were to aid in checking disease, and knowledge of disease 212 SEX-EDUCATI ON was not claimed to improve morality, although such knowledge might react against immorality. It is this misunderstanding or overlooking of the real reasons for teaching concerning sex health that seems to have led Dr. Cabot into apparent opposi- tion to the general movement for sex-instruction. One infers from all his lectures that he believes it good to teach hygiene for health, ethics for morality, and biology for science; but that these should not be correlated because to him they are unrelated. It seems to me that he has simply been misled by the overenthusiasm of some of the first writers on sex-hygiene and by the widespread use of that limited term instead of sex-education. (2) "Now I say that the preaching about sex-hygiene that is going on in recent Is sex- books and in the periodical press is im- hygiene , . . , ^ T , V ,., immoral? moral in its tendency. It is like say- ing, 'Don't lie, for if you do, you won't sleep at night, and insomnia is bad for the health.' " If insomnia often follows lying, then it should be taught as one reason why falsehoods should be avoided. This is not opposed to ethical teaching, for at the same time we can teach the other reasons for not telling lies. Likewise, sex-hygiene offers certain reasons for conduct and may be supplemented by sex-ethics. (3) "The attempts to consecrate affection and to safeguard morality by teaching in public or private schools what is called 'sex-hygiene' will, I believe, CRITICISMS OF SEX-EDUCATION 213 prove a failure. I have very little confidence in the restraining or inspiring value of information, as such. I have seen too much of its power- lessness in medical men and students, formation No one knows so much of the harm of mora iity morphine as the physicians do, yet there are more cases of morphine habit among physicians than among any less informed profession. It is, of course, easy to make young children familiar with the facts of maternity and birth. Compared to the ordinary methods of concealment and lying by parents to children about these matters this is doubtless an improvement, but it does almost noth- ing to meet the moral problems of sex which come up later in the child's life. One may know all about maternity,, without knowing anything of the diffi- culties and dangers of sex. Many have thought that by thorough teaching of the physiology of reproduction in plants and animals we can anticipate and to a considerable extent prevent the dangers and temptations referred to above." It is not proposed "to consecrate affection "or "to safeguard morality" by hygienic knowledge; but simply to protect health. Of course, informa- tion will not restrain everybody ; but if physicians did not know the dangers of morphine many more would be victims of the drug. Dr. Cabot overlooks the fact that physicians know how to use and obtain morphine, while other professional men do not. Teaching concerning maternity and birth will not directly meet the moral problems of sex, but it will help develop an attitude, "a consecration of the affections," that will guard against the dangers of sex. Such teaching to children is only one of 214 SEX-EDUCATION many steps in the scheme of sex-education. No responsible advocate of sex-instruction claims that teaching children concerning the reproduction of animals and plants does anticipate and prevent sexual temptations ; but it is a foundation for practi- cal knowledge of human sex problems. I have else- where referred to the effect of such studies on attitude. (4) "The positive moral qualities which make us immune to the dangers of sex are obtainable not through warnings as to dangers, but through the more positive activities just alluded to. All that is most practical and successful in this field of endeavor may be summarized as the contagion of personality, human or divine. What is it that keeps any of us straight un- less it is the contagion of the highest personalities whom we have known, in man and God ? " We must admit that, perhaps, "positive moral qualities" are not obtainable through warnings, but in this pragmatic age we must have good social results gained by any honorable means. Many people are kept from crime by warnings of the law. Of course, this is not a "positive moral" result for the unethical individual who must be restrained by fear of legal consequences, but we do not worry about the individual when society gains. Like- wise, a man kept from sexual promiscuity by fear of disease is not more positively moral, but he is a better member of society. No one will deny the importance of personality in its influence on positive CRITICISMS OF SEX-EDUCATION 21$ moral qualities ; but there are many people who are not influenced by personality, either human or divine. Other kinds of control, such as hygienic and legal, are necessary for such people. (5) "A positive evil can be driven out only by a much more positive good. The lower Good and passion can be conquered only by a evil, higher passion." Here, again, Dr. Cabot seems to misunderstand the aim of hygienic teaching regarding sex. It is not expected "to conquer the lower passion" by hygiene, but to help keep it under control to the end that personal and social health will be improved. The opium evil (certainly a positive one) is being driven out of China by military methods that are good only in their results in suppressing the drug. Likewise, hygiene of sex will be a practical good in so far as it may reduce the venereal curse. "Posi- tive good" in Dr. Cabot's moral sense is only of limited application so far as the majority of people are concerned. In fact, the whole idea of solving the sexual problems by "consecration of the affec- tions" makes its strong appeal only to those who have already grasped the higher view of sex and do not need sex-instruction. Other people cannot understand the phrase. We must find some more direct and practical attack on the sex problems for the masses ; and I believe that this means scientific teaching which improves attitude, and hygienic teaching which protects personal and social health. 2l6 SEX-EDUCATION It is worth while to get these results even if we do not succeed in improving morals. That, I believe, is another and quite independent problem. In an address published in the Journal of the Society of Sanitary and Moral Prophylaxis, Vol. V, No. i, January 1014, Dr. Cabot con- Dissociation ' , , ' J , , of hygienic tended that the hygienic and moral and moral aspects of sex-education should not be teaching. , ., , associated. It is possible that the following review and criticisms may be based upon a misinterpretation; but if so, I shall not feel lonely, for at the close of the discussion, Dr. Cabot said to his audience, "it is evident that I have not succeeded in touching even the surfaces of your minds, and have not made an atom of impression in making the distinction which I desired to make." Dr. Cabot's main points are quoted below, and my comments follow each quotation. (1) "Sanitation can often be conveyed effectively by information, but morality cannot be conveyed by telling things." It is certainly true that sanitation can be taught Teaching by words. That words concerning morals. moral things have no value is a propo- sition which Dr. Cabot did not clearly and con- vincingly support. (2) "People often make sanitary mistakes from ignorance. So far as you are ignorant you cannot be immoral. Morality is conditioned upon knowl- edge of the right and wrong in question." CRITICISMS OF SEX-EDUCATION 217 Of course, one who is ignorant is unmoral and not immoral, but this does not divorce sanitary and moral problems of social disease, immoral or An ignorant and unmoral man may have unmoral, unsanitary sexual habits, but enlighten him regard- ing venereal disease and his habits make him immoral. (3) "I cannot see that biology has moral value." But it may have moral influence just as literature and history and biography may have. Moral value Of course, pure biology alone will not of biology, make people more sexually moral, but no responsible biologist has ever claimed that it will. (4) "In morals, we are dealing with the will, and if we believe that the will is guided by intelli- gence, we must believe that all people who know what is right will do what is right." It does not follow that to know what is right is to do what is right. All depends Knowledge upon the relative weight of opposing and* 111 - factors. A medical student may know the facts regarding venereal disease ; but he also knows the fact that his sexual instincts are insistent. The fact of his passion may be more weighty than his scientific knowledge ; and his will may be guided by intelligent choice based on comparison of the two opposing facts. Hence, it is illogical to con- tend that knowledge may not influence moral con- duct and that the will is not guided by intelligence. (5) " Any good achieved in any branch of morality helps all morality. A person who learns any kind of 2l8 SEX-EDUCATION self control is helped toward all kinds. Anything that helps self control in one field will help in all Cultivation fields, the field of sex as well as others, of morality. Whatever makes a person more obedient to conscience in matters of truth or courage will help him in matters of chastity. We get morality not by consciously cultivating particular virtues, but by making ourselves useful men and women, by practice and by the love and imitation of our betters. Thus, morality is cultivated in hundreds of ways all at once." This is sound, but it is in no logical way opposed to any other aspect of sex-instruction dis- cussed in this series of lectures. (6) "Wherever the conditions of intimacy and interest exist, intimacy with the right person and interest in the right thing, moral training is going on." This is Dr. Cabot's strongest point. He be- Influenceof Heves in the moral influence of indi- individuais. yiduals. So do all leading advocates of sex-instruction or of any other form of moral education. This is in no sense opposed to any accepted proposition of sex-education. (7) "Sanitation may increase immorality. . . . I do care more for morality than for sanitation. Where the two conflict I want morality to lead and to govern." Right here is the basis for Dr. Cabot's repeated attacks on the sex-education movement. He be- lieves that morality and sanitation are decidedly CRITICISMS OF SEX-EDUCATION 2IQ conflicting. His address fails to support this idea with regard to a single point concerned with the proposed sex-education. He mentioned Moral8 only two points wherein there is apparent rather than conflict, namely, prophylaxis that allows healtn - immorality while avoiding venereal disease, and prevention of conception. Neither of these is di- rectly involved in the sex-education movement, and their immoral bearings are highly debatable. Venereal prophylactics may increase promiscuity of some unmoral and immoral men, but if uni- versally and scientifically used by such Etnicsof men, there would be little or no infection venereal of innocent women and children. There- * fore, I assert that the good that would come from the use of prophylactics by those who do not recog- nize moral control would be far more significant than the fact that venereal prophylactics might encourage immorality. Those who would use prophylactics would be no worse morally than they were before, but society would gain hygienically. Regarding the morality of prevention of ferti- lization, the best of people hold opposing views. A great specialist in tuberculosis who entered the discussion of Dr. Cabot's paper convinced most of his hearers that hygienic prevention of fertilization of tubercular women is a very moral act Ethics O f for a physician to advise. The real contracon- question of morality involved in the problem of contraconception is not whether it is immoral that sperm-cells should be prevented from 22O SEX-EDUCATION swimming on towards an egg-cell, but whether there is morality in a sexual union that has its meaning only in affection and is not definitely intended for propagation. It is obviously a com- plicated problem of hygiene, psychology, ethics, aesthetics, religious beliefs, social traditions, and personal prejudice ; and it is absurd to allow it to become entangled in the general propositions of sex-education. As I have often said in this series of lectures, the larger sex-education aims at making the best possible adjustments of sex and life. If the aesthetic demands of affection are in real conflict with the animal function of propagation, then a pragmatically ethical solution is found in intelli- gent control of the original function. Ideally, the animal function of propagation should be associated with the possibilities of affection that have developed in the highest human life ; but there are numerous cases in which there must be dissociation of the functions of affection and propagation, or the alterna- tive is sexual asceticism. Which is moral? This is a question concerning which the individual must weigh his personal views and decide. Only the bigoted victims of arrogance will see immorality in the one who disagrees with him on this question. I insist, then, that even if advanced sex-education for adults should some day come to involve the problem of contraconception, there will be no con- flict between hygienic knowledge and ethics, if the teaching leads to more perfect adjustment of sex and life. CRITICISMS OF SEX-EDUCATION 221 Probably the great majority of workers in the sex-education movement do not in the least agree with Dr. Cabot's attempts to dissociate Dr Neu hygienic and moral problems. A far mann's more helpful view is that expressed by view- Dr. Henry Neumann, leader of the Brooklyn Ethical Culture Society: "Problems of hygiene, whether of sex, or nutri- tion, or temperance and the like, are no less moral problems. They are problems of habit ; and habits are impossible without strong incentives to start them and keep them going. . . . Ethical instruc- tion is often misunderstood to be barren preaching. It is nothing of the sort. It consists in clarifying views of life. It begins with the fact that there are certain tendencies in our nature which may work ill or good. Then it tries to show to what these lead. It uses what is best in us to make over what is worst. That is why problems of sex-hygiene should be re- garded as at bottbm problems of sex-morality." 47. The Arrogance of the Advocates of Sex-education In an article in the Educational Review, February, 1914, Superintendent Maxwell, of New York City, writes concerning what he calls "the teaching of child hygiene" as follows: "There are those to-day who claim that sexual information and problems should be thrust upon the attention of boys and girls by the DT. Max- teachers in the public schools, that this well's teaching is necessary for the protection critksm- of virtue and the prevention of disease, and that, if anyone hesitates to encourage the spread of such 222 SEX-EDUCATION literature and the teaching of such knowledge, he is an arrant and presumptuous blockhead. The arrogance of the extreme advocates of child hygiene blinds them to certain all-important truths. The first is that our teachers are not prepared, and, in too many cases, are not the most suitable persons to teach the subject. The second is that to bring the adolescent mind face to face with sexual matters engenders the habit of dwelling upon the sexual passion, and in that may lie spiritual havoc and physical ruin. A premature interest in the sexual passion debases the mind and unsettles the will. The third is that parents have no right to ask the teacher to do the work that is peculiarly theirs. "And yet some good may emerge from this dis- cussion. Parents may be incited to do their duty in placing sex information before their children whenever conditions demand such knowledge. And principals and teachers, particularly principals, whenever they have the acuteness to detect the tendency to wrong-doing, will no longer hesitate to utter the word of warning in season. As for the extravagant claims made for the teaching of sex-hygiene, I have too much faith in the good sense of the American people to believe that it will ever be generally and regularly taught in American schools. Surely, we have learned something since the law compelled us to teach the untruths regard- ing the effects of stimulants and narcotics that were published in the early school manuals of physiology and hygiene." I comment as follows: (i) Dr. Maxwell refers only to the "extreme advocates." They did exist in abundance a few years ago, but are already rare in the group of well-known educators. (2) Most CRITICISMS OF SEX-EDUCATION 223 teachers are not prepared and never can be pre- pared to teach the human aspect of sex problems, especially the hygienic in the strict Reply to Dr. sense. (3) Conservative sex-instruction Maxwell, such as was advocated by the advisers of the American Federation for Sex-hygiene (see "Report" by Morrow and others, 1913) aims to guard against "premature interest in the sexual passion." (4) While I sympathize with Dr. Maxwell's view that teaching the elementary hygiene of sex is the parent's duty, I am forced to recognize the futility of advo- cating that all or even a respectable minority of parents should undertake their duty (see 4). The truth is that most of them will not, and cannot if they will, try to do so. (5) Dr. Maxwell's idea that sx-hygiene should be taught only when an astute principal or parent "detects wrong-doing" is, to say the least, an educational theory that will astonish one who knows even the elementary facts regarding the secrecy of the sexual life of young people in general. Will he next be logically con- sistent and advocate that all moral education should be given only after children show signs of wrong- doing? (6) Sex-hygiene, as Dr. Maxwell under- stands it to be concerned directly and solely with human sexual problems, will never be taught in American schools controlled by people of good sense ; but sex-instruction from the larger viewpoint is taught in some of the best of Dr. Maxwell's high schools. (7) All advocates of sex-instruction who have a national reputation for educational sanity 224 SEX-EDUCATION agree that legislation is most undesirable. (8) It is obvious that like so many others who have become confused regarding the sex-education move- ment, Dr. Maxwell has been impressed chiefly by the pioneer work that emphasized only hygienic teaching regarding sex. 48. Lubricity in Education Ex-President Taft has expressed his views against the sex-education movement. The newspapers quote as follows from an address delivered in Phila- delphia in 1914 : "There is another danger in our educational in- fluences and environment. I refer to the spread of lubricity in literature, on the stage and indirectly in education, under the plea that vice may be avoided by teaching the awful consequences. By dwelling on its details and explaining its penalties, sexual subjects are obtruded into discussion be- tween the sexes, lectures are delivered on them, textbooks are written, and former restraints of modesty are abandoned. "The pursuit of education in sex-hygiene is full of danger if carried on in general public schools. The sharp, pointed and summary advice of ^^ m mothers to daughters, of fathers to sons, of a medical professor to students in a col- lege upon such a subject is, of course, wise, but any benefit that may be derived from frightening stu- dents 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 CRITICISMS OF SEX-EDUCATION 225 neither elevate their conversations with their fellows nor make more clean their mental habit. "I deny that the so-called prudishness and the avoidance of nasty subjects in the last generation has ever blinded any substantial number of girls or boys to the wickedness of vice or made them easier victims of temptations." The above requires little comment, for its misun- derstandings are obvious to one who has followed the sex-education movement. Clearly Evident Mr. Taft has been impressed by the misunder- social-hygiene side of the problems and s g ' does not realize the existence of a larger outlook for sex-education. Like so many other writers who seem to know little concerning the sexual life of children, especially of boys, Mr. Taft fears "the awakening of curiosity and interest"! This, of course, depends upon the facts taught and the age of the learner, but it hardly applies to children in or near adolescence who are taught along the lines suggested by the committee of the American Feder- ation for Sex-Hygiene (1913). The last paragraph quoted from Mr. Taft will be denied completely by all who are familiar with the problems of adoles- cent education. To say the least, it is unfortunate that a man prominent in law and statesmanship should have lent the weight of his name to such superficial conclusions that are so obviously based on exceedingly limited information regarding both the established facts of sex and the most approved methods of sex-instruction. Q 226 SEX-EDUCATION 49. Conclusions from the Criticisms of Sex-education I have selected for discussion the criticisms of several of the most prominent people who have expressed opposition to the sex-education move- ment. I think that all the important lines of argu- ments against the movement are represented in the extracts that I have quoted. We have seen that all of the criticisms have decidedly vulnerable points. Most of them refer to the discarded sex- hygiene of ten years ago ; but some of them prove that the authors are quite ignorant of the sex prob- lems that must be faced by numerous young people. With the hope of locating the weaknesses of sex- education, I have for years examined carefully Criticisms every criticism published, and it seems important. to me thoroughly scientific to conclude that all the important criticisms have not harmed the essentials of the sex-education movement ; but, on the contrary, have been helpful in forcing recon- struction. In fact, the present-day conception of the larger sex-education must be credited to the severe critics more than to the friends of the original narrow movement for reducing venereal disease by hygienic instruction. XI THE PAST AND THE FUTURE OF THE SEX- EDUCATION MOVEMENT 50. The American Movement In America the movement for sex-education began with the organization of the American Society of Sanitary and Moral Prophylaxis on ^ Morrow February 9, 1905, under the leadership leader in of Dr. Prince A. Morrow. It is true that A"* 6 * before this time there were various local and sporadic attempts at instruction concerning sexual processes, but such teaching was chiefly personal and there was no concerted movement looking towards mak- ing sex-instruction an integral part of general edu- cation. In 1892, thirteen years before the organi- zation of the Society of Sanitary and Moral Pro- phylaxis, a group of members of the National Education Association considered briefly the im- portance of instructing young people. However, this meeting was of ephemeral significance and had no genetic relation: to the present-day movement. Other early interest in sex-instruction is indicated in Professor Earl Barnes's bibliography which was published hi his "Studies in Education," Vol. I, p. 301, 1897. 227 228 SEX-EDUCATION The educational activities, especially the publi- cations of the American Society of Sanitary and Moral Prophylaxis, soon attracted the serious attention of numerous physicians, ministers, and educators in various parts of the United States ; and about twenty other societies for study and improve- ment of the sex problems were organized within a few years after the original society. The sex-education movement both in Europe and America had its origin as an attempt to check Original aim tne s P rea d f ^ e venereal or social dis- for sanitary eases. The idea that education should work for sexual morality for its own sake and not simply for protection against venereal diseases has only recently begun to appear in the literature of sex-education, and so far it seems to have made only a limited impression on many of those who have been active in the prophylactic campaign against social disease. In fact, the tardy recognition of the moral aim of sex-education makes it seem probable that very little interest would have been aroused in the movement if it had been organized on purely ethical grounds and without any reference to the sanitary problems of social diseases. To one who looks at sexual morality as a question of right conduct which brings its own rewards, it is a shock to find so many thinking people who accept calmly the traditional views of the relation of the sexes and seem to take no interest in the immorality of men except as it is likely to lead to venereal disease or to illegitimacy which PAST AND FUTURE OF SEX-EDUCATION 22Q demands forced marriage or monetary payments. The truth is that the civilized world at large is very far from a working code of sexual morals which will be practiced because of promised rewards rather than because of probable punishments. It is nat- ural, then, that the sex-education movement should have started with a proclamation of physical pun- ishments for immorality rather than an offer of ethical and psychical rewards for morality. However, the fact that sex-education, under the name of "sex-hygiene," was at first a sanitary prop- agandism need not interfere with the Bothsani . larger development of sex-education. It tary and now seems probable that before many moral years pass we shall learn how to make a satisfactory combination of both the sanitary and moral sides of sex-education, and so it is best that the educa- tional movement started on the foundation of the undisputed facts of sanitary science which have made a powerful impression on the people who do and who do not recognize a code of sexual morals. The deep interest of the medical profession is directly responsible for the close association between the beginning of the sex-education move- Medical ment and the diseases of immorality. At in** 1 " 88 *- the organization meeting of the American Society of Sanitary and Moral Prophylaxis, Dr. Prince Morrow hi the opening paragraph of his address said : " We have met for the purpose of discussing the wisdom and the expediency of forming a society of sanitary and moral prophylaxis. The object 230 SEX-EDUCATION is to organize a social defense against a class of diseases which are most injurious to the highest interests of human society." Thus, the American Society of Sanitary and Moral Prophylaxis started as an avowed enemy of the social diseases and so it has continued to the present. The very name of its official journal, Social Diseases, 1 indicated the central idea of the Society. Likewise, most of the local American societies for sex-hygiene have names including such phrases as "social hygiene," "pre- vention of social diseases," "sanitary prophylaxis"; and only one, the Massachusetts Society for Sex Education, has a name which does not directly suggest the medical problems of sex. In Europe, the sex-instruction movement has been concerned chiefly with spreading information concerning the social diseases. In 1002 In Europe. . . . , . , an international congress for considera- tion of the venereal diseases was held in Brussels, and this congress recommended that in all countries there should be organized sanitary, social, moral, and legal societies for the prophylaxis of these dis- eases. As a result of this recommendation, pro- phylactic societies were formed in France, Ger- many, Italy, Holland, the United States, and other countries. Of these, the German society for the prevention of venereal disease became the strongest, with over five thousand members and twenty branch societies. 1 The name was changed in 1913 to Journal of the Society of Sani- tary and Moral Prophylaxis. PAST AND FUTURE OF SEX-EDUCATION 231 The fact that the American Society of Sanitary and Moral Prophylaxis was organized by a group of people in New York City tended from National the beginning to make it a local society, societies. While for several years it took the lead in sex-hy- giene and enrolled members residing in many parts of the United States, it was never a national organi- zation. In recent years the word " American " has been omitted from its name, and its work has been limited to New York City and vicinity. 1 Many inde- pendent state and city societies were organized within a few years after the original sex-hygiene society in New York. This multiplication of societies called attention to the need of a national organization, and in 1910 the various societies were affiliated in the American Federation for Sex-Hygiene. Dr. Morrow was the leading spirit in the Federation until his death. In 1913, the Federation and the American Vigilance Association (a society especially concerned with the social evil) were united in the American Social Hygiene Association. Its offices are at 105 West 40th Street, New York City. , 51. Important Steps in the Sex-education Movement in America May 23, 1904. Dr. Prince Morrow's plea for the organi- zation of a society of sanitary and moral prophylaxis, read before the Medical Society of the County of New York. 1 While this book was in press, the name was changed to New York Social Hygiene Society. 232 SEX-EDUCATION February 9, 1905. Organization meeting of the American Society of Sanitary and Moral Prophylaxis, in New York. March, 1906. Pennsylvania Society for the Prevention of Social Diseases organized. October, 1906. Chicago Society of Social Hygiene or- ganized. December, 1907. Portland (Ore.) Social Hygiene Society organized. October, 1908. Spokane Society of Social and Moral Prophylaxis organized. June, 1910. American Federation for Sex-Hygiene or- ganized. 1911. Oregon Social Hygiene Society organized. July 20, 1912. Resolution of the National Education Association favoring training of teachers with the view, ulti- mately, of sex-instruction in schools. September 23-28, 1912. Meeting of subsection on sex- hygiene, Fifteenth International Congress on Hygiene and Demography. Washington, D.C. February, 1912. Organization of American Vigilance Association. October, 1913. Merging of the American Federation for Sex-Hygiene and the American Vigilance Association into the new American Social Hygiene Association. 1913. Organization of Pacific Coast Federation for Sex- Hygiene, changed to Pacific Coast Social Hygiene Association in June, 1914. July, 1914. The National Education Association, at Minne- apolis, adopted the following resolutions in line with the latest principles of the Society of Sanitary and Moral Prophylaxis and the American Social Hygiene Association : "The Association, re-affirming its belief in the constructive value of education in sex-hygiene, directs attention to the grave dangers, ethical and social, arising out of a sex consciousness stimu- lated by undue emphasis upon sex problems and PAST AND FUTURE OF SEX-EDUCATION 233 relations. The situation is so serious as to render neglect hazardous. The Association urges upon all parents the obvious duty of parental care and instruction in such matters and directs attention to the mistake of leaving such problems exclusively to the school. The Association believes that sex- hygiene should be approached in the public schools conservatively under the direction of persons qualified by scientific training and teaching experi- ence in order to assure a safe moral point of view. The Association, therefore, recommends that insti- tutions preparing teachers give attention to such subjects as would qualify for instruction in the general field of morals as well as in the particular field of sex-hygiene." 52. The Future of the Larger Sex-education I hear many questions as to the probable future of sex-education. I am asked: "Is it moribund?" "Is it a disappearing fad?" "Has not Public ^g the high tide of interest passed?" No i os t interest doubt such questions'are inspired by the *? sensa- / . tionalism. oft-repeated statement that public in- terest in sexual questions has waned decidedly in the last few years. This is true, and it is a most fortunate indication of approaching sanity. The public interest in the last decade has been most deplorable, because it has centered in the abnormal and sensational aspects of sex. Authors have vied with each other in presenting the most lurid cases of social diseases, white slavery, sexual perversions, and every other available aspect of sexual degeneracy. Of course, the reading public was bound to grow tired of this, just as it wearies 234 SEX-EDUCATION of a horrible murder trial or of a sensational divorce case. It is certainly true that there is a marked decline of general interest in sexual abnormality and sensationalism ; but that does not mean that the sex- education movement is moribund. The wave of sensational revelation has passed; but the intelligent public is no longer ignorant of the Sez-educa- na -ture and causes of the great problems tion per- of sex, and is well aware that young peo- manent. pj e nee( j (j emi ite guidance for facing the facts of life. It is unthinkable that intelligent parents who are now well informed concerning sex will ever again stand for the old policy of mystery and silence. It is, therefore, impossible to believe that there is any danger of sex-education disappear- ing. Of course, we have not reached a permanent system of sex-education. There certainly will be vast changes in our approved subject matter and methods of teaching ; but the main idea of the sex- education movement is gaining support every day. There is another reason why sex-education will be permanent. In addition to the great need of educa- Sex-educa- ti na l ne ^P with information and influ- tion funda- ence which will mold the individual life with regard to the problems of sex, it must be evident to all that even the legislative, sanitary, social administrative, religious, ethical, and other attacks upon the problems depend upon knowledge and attitude, at least of the leaders. Look at the problems of sex outlined in the earlier lectures from whatever angle we will, and it appears PAST AND FUTURE OF SEX-EDUCATION 235 that, in the final analysis, education offers the only key to a possible solution. Therefore, I assert that sex-education the larger sex-education is an absolutely fundamental factor in every phase of the social-hygiene and sex-ethical movement. In closing the last lecture of this series, let me state my confession of faith in sex-education : It is certainly only one of several possible lines m^,^ ef of attack on the alarming sex problems feet of sex- of our time ; but it offers the most hopeful cducatlon - outlook towards improved sexual morals and health, both physical and psychical. However, we shall gain nothing of permanent value by extravagant claims or hopes as to the ultimate effect of sex-educa- tion. We must expect incomplete results. It will not entirely solve the sex problems for all individuals who receive instruction ; but it will solve all of the prob- lems of many individuals and help many others. It will not eradicate the social evil and its characteristic diseases, but it will protect many young people and so reduce the sum total of awful consequences. It will not prevent all divorces and matrimonial disharmonies, but already the biological teaching is helping and some day the social-ethical problems will be understood and then most intelligent men and women will understand the fundamental principles for permanent and harmonious mono- gamic marriage. Finally, sex-education will not enforce universal sexual morality in conformity with our accepted code, but it will help many indi- viduals through decisive battles with sex-instincts. 236 SEX-EDUCATION Such are some of the lines along which extreme claims and hopes for sex-education have been and are still being made. There is some truth tion and m each ; in fact, there is more than enough general |- o j us tify the present movement for sex- education. . . _ , , , . education. To all those who see nothing in the movement because it will not solve all the sex problems which have created a demand for special instruction, we may reply by simply pointing to the fact that general education makes some better and more efficient citizens, but many times it fails to give desirable results. We believe in general education be- cause it aims to offer all individuals help in preparation for more efficient life, although it succeeds only in part. Likewise, we should stand for the instruction of all young people in matters concerning sex because it is certain that such knowledge will function com- pletely in many lives and will work appreciable good in many others. I cannot believe that sex-education is one of the long line of modern educational fads which quickly pass their day, for no other phase of edu- Apermanent . , , . ... TT . and essen- cation so closely touches life. History tial part of an( j geography and even a large part of the education. , . , ,,. , ,. three Rs may be of little use in thehves of numerous people, but sex-education deals with problems which the normal human life cannot possibly avoid and which each individual must be prepared to solve for himself. Therefore, we may confidently assert that instruction concerning the most impor- tant aspects of sex processes and relationships will PAST AND FUTURE OF SEX-EDUCATION 237 soon be recognized as an absolutely necessary part of a rational and efficient scheme for the education of young people. The larger sex-education is sure to have a per- manent place in the never-ending work of preparing coming generations for the highest de- i , ,., , ., ... . _, . The never- velopment of hies possibilities. Each ending prob- succeeding generation of young people lem of good must be prepared by educational pro- cesses to face intelligently and bravely the problems of sex that are sure to come into every normal life. Of course, sex-education at its best development can do no more than give the individual a basis for intelli- gent choice between good and evil ; but here, as in all other upward movements of human life, the decision must depend upon a clear and positive recognition of the advantages of the good as contrasted with the evil. Hence, the one essential task of sex-education in its broadest outlook is to guide natural human beings to recognition and choice of the best in the sexual sphere of life. And in so far as each coming generation of individuals may be thus guided by the larger sex-education, the problems of sex will be pragmatically solved, for the social aggregate of human life will become better, happier, nobler, truer, more in harmony with the highest ideals of life, more like our vision of perfected humanity. xn SOME BOOKS FOR SEX-EDUCATION I have decided to publish only the names of se- lected books which seem to me to be the best for teachers, parents, and young people. In making the selection, I have considered several hundred books which bear on the sex problems in an edu- cational way, and have decided to reject the ma- jority of them. While there might be some value in a long list with critical notes on books that I can- not recommend, it would be a worse than thankless task to compile such an annotated bibliography; for the compiler would surely add to his collection of enemies many authors whose books deserve severe criticism. The sudden and sensational publicity concerning matters of sex and the possi- bility of commercial exploitation has produced an avalanche of sex books, some good, many bad, and the majority ordinary. Evidently, most of the authors, including numerous physicians, have written to order and without special preparation. The books of the following lists are not all deserv- ing of unqualified recommendation. In fact, some of them are included because they are the least objectionable of their much-needed kind, and others because they have some good grains that the reader 238 BOOKS FOR SEX-EDUCATION 239 will find worth picking from a mass of non-nutritious but, fortunately, non-poisonous chaff. I have not included many books which I recognize as important for readers thoroughly trained in science, but which are dangerous for the average reader of literature on sex. It is possible that I may have overlooked some very good books that I have not intended to ignore ; and I shall be glad to have my attention called to books which deserve recognition. Special bibliographies have been published in Wile's "Sex-Education," March's "Towards Racial Health," Geddes and Thomson's "Sex," and Fos- ter's "Social Emergency." Publishers. In most cases the first part of the names of well-known publishers has been given. Unless otherwise mentioned, they have offices in New York City. In addition, the following abbreviations have been used : A.M. A. = American Medical Association, Chicago. A.S.H.A. = American Social Hygiene Associa- tion, 105 West 40th St., New York City. S.S.M.P. = Society of Sanitary and Moral Pro- phylaxis, 105 West 4oth Street, New York City. Association Press = press of the National Board of the Y.M.C.A., New York City. FOE EDUCATORS AND PARENTS ADDAMS, JANE. "A New Conscience and an Ancient Evil." Macmillan. $1.00. (Contains all the average reader needs to know concerning prostitution.) 240 SEX-EDUCATION BOK, EDWARD, Editor. "Books of Self-Knowledge for Young People and Parents." Revell. $.25 each. BIGELOW, M. A. "Relation of Biology to Sex-Instruction in Schools and Colleges." Journal of Social Diseases, II, 4, October, 1911. CABOT, RICHARD C. "The Christian Approach to Social Morality." National Y.W.C.A., New York. $.50. CABOT, RICHARD C. "What Men Live By." Houghton Mifflin. $1.50. (A book that has helped many people.) CABOT, R. C. " Consecration of the Affections." Proceedings of Fifth Cong. Amer. School Hygiene Assoc., Ill, 1911, p. 114. Also in Amer. Phy. Ed. Rev., XVI, 1911, pp. 247-253. (See "Criticisms of Sex-Education" in 46 of this book.) COCKS, ORRIN G. "The Social Evil and Methods of Treat- ment." Association Press. $.25. CREIGHTON, LOUISE. "The Social Disease and How to Fight It." Longmans. $.35. (A splendid essay on social impurity from a modern woman's viewpoint. Construc- tive and optimistic.) ELIOT, C. W. "Public Opinion and Sex-Hygiene." A.S.H.A. $.05. ELIOT, C. W. "School Instruction in Sex Hygiene." Pro- ceedings of Fifth Cong. Amer. School Hygiene Assoc., 1911. ELLIS, HAVELOCK. "The Task of Social Hygiene." Hough- ton. $2.50. (Certain chapters concern sex-education.) GALLOWAY, T. W. "Biology of Sex." Heath. $.75. GEDDES, PATRICK, and THOMSON, J. ARTHUR. "Sex." Holt. $.50. (Excellent.) GEDDES and THOMSON. "The Problems of Sex." Moffat. $.50. FOSTER, W. T. "The Social Emergency." Houghton. $1.35. (Twelve excellent essays by President Foster, Reed College, and nine others, on social hygiene and education.) HALL, G. STANLEY. "Adolescence." Appleton. 2 vols. $7-50. BOOKS FOR SEX-EDUCATION 241 HALL, G. S. " Youth : Its Education, Regimen and Hygiene." Appleton. $1.50. HALL, G. S. "Needs and Methods of Educating Young People in Hygiene of Sex." Pedagogical Seminary, XV, March, 1908. HALL, G. S. "Teaching of Sex in Schools and Colleges." Journal of Social Diseases, II, 4, October, 1911. HALL, WINFIELD S. "Sex Training in the Home." Richard- son, Chicago. $1.10. HENDERSON, CHAS. R. "Education with Reference to Sex." University of Chicago Press. Part I, 78 cts. ; II, 80 cts. (Part I demonstrates need of sex-education; ,11, the educational problems.) HERTER, C. A. "Biological Aspects of Human Problems." Macmillan. $1.50. (Sexual instincts, pp. 182-252; sex- education, 306-316.) HIMK, MAURICE C. "Schoolboys' Special Immorality." Churchill, London. $.40. (For masters of boarding schools.) HODGE, C. F. " Social Hygiene in Public Schools." School Science and Mathematics, April, 1911. HOWARD, W. L. "Start Your Child Right." Revell. $.75. (Readable, sensible,. helpful to parents.) LOWRY, EDITH B. "False Modesty: That Protects Vice by Ignorance." Forbes. $.50. (Arguments for sex-in- struction in home and school.) LOWRY, E. B. "Teaching Sex-Hygiene in the Public Schools." Forbes. $.50. (Useful for parents and teachers.) LYTTLETON, E. "Training the Young in the Laws of Sex." Longmans, Green. $1.00. (Heartily approved by many educators.) MARCH, NORAH H. "Towards Racial Health." Routledge, London. $1.00. (Very helpful book for parents and teachers.) MORLEY, MARGARET W. "Renewal of Life." McClurg. $1.10. (Nature-study basis for teaching children.) 242 SEX-EDUCATION MORROW, BALLIET, and BIGELOW. " Report of Special Com- mittee on Matters and Methods of Sex-Education." A.S.H.A. $.05. MORROW, PRINCE A. " Teaching of Sex-Hygiene." A.S.H.A. $.03. (A splendid address.) MORROW, P. A. "The Boy Problem." S.S.M.P. $.05. (Helpful to parents.) MORROW, P. A. "The Sex Problem." S.S.M.P. $.03. (A fair statement of the double morality problem.) PARKINSON, WILLIAM D. "Sex and Education." Educa- tional Review, January, 1911. (Stands for ethical and aesthetic teaching primarily.) SCHARLIEB and SIBLY. "Youth and Sex." Dodge. $.25. SELIGMAN, E. R. A. "The Social Evil." Putnam. $1.50. (A good survey of the evil, based on the work of the Committee of Fourteen in New York.) WILE, IRA S. "Sex Education." Duffield. $1.00. (A very useful book for parents.) WOOD- ALLEN, MARY. "Teaching Truth." Crist Co. $.50. Suggestions for mothers' talks to young children.) "Social Hygiene." A quarterly journal of the A.S.H.A. $2.00 per year, free to members. FOR GIRLS ADDAMS, JANE. "Spirit of Youth and the City Streets." Macmillan. $1.25. CHAPMAN, ROSE WOODALLEN. " How Shall I Tell My Child ? " Revell. $.25. DODGE, GRACE H. "A Bundle of Letters to Busy Girls." Funk. $.50. HALL, JEANNETTE W. "Life's Story." Steadwell, La Crosse, Wis. $.25. (Biological facts for girls of 10 to 16.) HALL, W. S. "Life Problems: A Story for Girls." A.M. A. $.10. (A good pamphlet for girls of 12 to 18 years.) BOOKS FOR SEX-EDUCATION 243 HALL, W. S. "The Doctor's Daughter : Studies about Life." A.M. A. $.10. (On nature-study basis, for girls under 12 years.) HOOD, MARY G. "For Girls and the Mothers of Girls." Bobbs-Merrill. Si.oo. HOWARD, W. L. "Confidential Chats with Girls." Clode. $1.00. SMITH, NELLIE M. "The Three Gifts of Life." Dodd, Mead. $.50. (A girl's responsibility. For girls 15 to 18, who have no more than grammar-school education. In gen- eral, sentimental and unscientific; but Chapter IV, "Gift of Choice," is excellent.) TORELLE, ELLEN. "Plant and Animal Children: How they Grow." Heath. $1.00. (Useful as a nature- study reader concerning reproduction of animals and plants.) WOOD- ALLEN, MARY. "Almost a Woman." Crist Co. $.50. (A story for girls of 12 years.) WOOD- ALLEN, MARY. "What a Young Girl Should Know." Vir Co., Philadelphia. $1.00. (For girls under 12 or 14.) FOR BOYS HALL, W. S. "John's Vacation." A.M.A. $.10. (On nature-study basis, for pre-adolescent boys.) HALL, W. S. "Chums." A.M.A. $.10. (For adolescent boys.) HALL, W. S. "Developing into Manhood." Association Press. $.25. (Biological basis, for boys of 15 to 18 years.) HALL, W. S. "Life's Beginnings." Association Press. $25. HALL, W. S. "Youth." Association Press. $.25. (For boys 10 to 12.) HOWARD, W. L. "Confidential Chats with Boys." Clode. $1.00. JENKS, J. W. "Life Questions of School Boys." Association Press. $.25. 244 SEX-EDUCATION JEWETT. "The Next Generation." Ginn. $.75. (Elemen- tary eugenics.) TORELLE, ELLEN. "Plant and Animal Children." (See under books for girls.) TREWBY, ARTHUR. "Healthy Boyhood." Longmans. $.40. WOOD-ALLEN, MARY. "Almost a Man." Crist Co. $.50. (Similar to "Almost a Woman." For pre-adolescent boys.) FOR WOMEN DRAKE, E. F. A. "What a Young Wife Ought to Know." Vir Co., Philadelphia. $1.00. GALBRAITH, ANNA. "Four Epochs of a Woman's Life." Saunders, Philadelphia. $1.50. (Medical in style. Cer- tain sections relating to heredity are not satisfactory.) HALL, W. S. "Sexual Knowledge." Intern. Bible House, Philadelphia. $1.00. KEY, ELLEN. "Morality of Woman and other Essays." Seymour, Chicago. $1.00. (Ideal morality as a basis for marriage. Good introduction to author's "Love and Marriage.") LOWRY, E. B. "Herself." Forbes. $1.10. (In general, accurate. Medical style.) MARTIN, H. N. "Human Body Advanced Course." Holt. $2.50. (Last chapter, on reproduction, excel- lent.) RUMMEL, LUELLA Z. "Womanhood and Its Development." Burton Co., Kansas City. $1.50. (One of the best books for mature women. Poorly printed.) SCHREINER, OLIVE. "Woman and Labor." Stokes. $1.25. (Important for the feminist movement.) WEST, MRS. MAX. "Prenatal Care." Bulletin of Children's Bureau, U. S. Dept. of Labor. (A very practical pam- phlet.) WOOD- ALLEN, MARY. "What a Young Woman Should Know." Vir Co., Philadelphia. $1.00. (The best- known book, preferred by the majority of mothers.) BOOKS FOR SEX-EDUCATION 245 FOR MEN EXNER, M. J. "Problems and Principles of Sex-Education." Association Press. $.10. (Study of college men, and an essay on principles.) EXNER, M. J. " The Physician's Answer." Association Press. $.15. ( Summary of opinions of numerous physicians con- cerning the problems of young men.) EXNER, M. J. "The Rational Sex Life for Men." Associa- tion Press. $.15. (Good, and helpful to many young men.) HALL, W. S. "From Youth into Manhood." Association Press. $.50. (Highly approved and widely used.) HALL, W.S. "Instead of Wild Oats." Revell. $.25. (Bok Series, Biological and Sociological basis.) HALL, W.S. "Reproduction and Sexual Hygiene." Wynne- wood, Chicago. $.00. (Very useful book, but criticized by many who disagree with the hygienic part.) HALL, W.S. "Sexual Knowledge." Intern. Bible House. Philadelphia. $1.00. (Useful for both men and women. Includes the best of the above book.) HOWARD, WILLIAM LEE. "Plain Facts on Sex Hygiene." Clode. $1.00. (Sensational and exaggerated statements concerning social diseases; language unnecessarily offensive in places; but discussion of "continence" is good.) HOWELL and KEYES. "The Sexual Necessity." S.S.M.P. $.03. LOWRY, E. B., and LAMBERT, R. J. "Himself: Talks with Men concerning Themselves." Forbes. $1.00. (Accu- rate in facts ; not well arranged ; not " the best book," as the publishers claim.) LYDSTON, G. FRANK. "Sex Hygiene for the Male." River- ton, Chicago. $2.25. (Readable, fairly reliable, but not worth the price.) MARTIN, H.N. "Human Body Advanced Course." Holt. $2.50. (Last chapter, especially in 1910 edition.) MOORE, H. H. "Keeping in Condition." IMacmillan. $1.00. (A physical training book.) 246 SEX-EDUCATION. MORROW, PRINCE A. " Health and Hygiene of Sex." S.S.M.P. $.05. (The best-known pamphlet for college men.) SPEER, ROBERT E. "A Young Man's Questions." Revell. $.80. SPERRY, LYMAN B. "Confidential Talks with Young Men." Revell. $.75. STALL, SYLVANUS. "What a Young Husband Ought to Know." Vir Co., Philadelphia. $1.00. (This and the next are useful to men who prefer a religious approach to sexual information.) STALL, SYLVANUS. "What a Young Man Ought to Know." Vir Co., Philadelphia. $1.00. WILSON, ROBERT N. "American Boy and the Social Evil." Winston. $1.00. FOR THE MARRIED COCKS, ORRIN G. "Engagement and Marriage." Associa- tion Press. $.25. (Talks to young men, but young women should be interested.) COWAN, JOHN. "Science of a New Life." 1869. $3.00. (Obsolete, unreliable, unscientific; but widely sold by magazine advertising.) DAVIDSON, HUGH S. "Marriage and Motherhood." Dodge. $.25. DAVIS, E. P. "Mother and Child." Lippincott. $1.50. FOERSTER, F. W. " Marriage and the Sex Problem." Stokes. $1.35. (An important book.) HOLT, L. E. "Care and Feeding of Children." Appleton. $.75. (The well-known nursery guide by the famous pediatrician.) HOWARD, W. L. "Facts for the Married." Clode. $1.00. (Good, from a physician's standpoint.) JORDAN, W. J. "Little Problems of Married Life." Revell. $1.00. (Essays which touch many problems of home life.) KEY, ELLEN. "Love and Marriage." Putnam. $1.50. (The greatest work of this famous Swedish author.) BOOKS FOR SEX-EDUCATION 247 SALEEBY, C. W. "Parenthood and Race Culture." Moffat, Yard. $2.50. (Popular eugenics.) SPERRY, LYMAN B. "Confidential Talks with Husband and Wife." Revell. $1.00. WOOD-ALLEN, MARY. "Ideal Married Life." Revell. $1.25. (Best book by this well-known physician and author.) HEREDITY AND EUGENICS CASTLE, W. E. "Heredity in Relation to Evolution and Animal Breeding." Appleton. $1.50. CONKLIN, F. G. " Heredity and Environment in the Develop- ment of Men." Princeton University Press. $2.00. DAVENPORT, C. B. "Heredity in Relation to Eugenics." Holt. $2.00. DAWSON, G. E. "Right of the Child to be Well Born." Funk. $.75. DONCASTER, L. " Heredity in the Light of Recent Research." Putnam. $.40. GEDDES, P., and THOMSON, J. A. "Evolution." Holt. $.50. GUYER, M. F. "Being Well Born." Bobbs-Merrill. $1.00. KELLICOTT, W. E. "The Social Direction of Human Evolu- tion." Appleton. $1.50. PUNNETT, R. C. "Mendelism." Macmillan. $.50. SALEEBY, C. W. "Parenthood and Race Culture." Moffat, Yard. $2.50. THOMSON, J. A. "Heredity." Putnam. $3.50. WALTER, H. E. "Genetics." Macmillan. $1.50. INDEX Abnormality, in literature, 129 ff. Adolescence, and sex-instruction, 146 ff. Adults, and special sex-instruc- tion, 26. /Esthetics of sex, 4, 74, 197. Affection, 163; "consecration of," 210; in marriage, 189. Aims, of sex-education, 92, 94 ; of sex-education societies, 228. Animals, and human sexuality, 72. Arguments, for sex-instruction, 28 ff. Asceticism, 69. Athletics, and sex, 141. Attitude, towards sex, 26, 67 ff. ; and morals, 75. Bibliography, 238 ff. Biology, 56, 65 ; and ethics, 102 ff. ; and sex-instruction, 147 ; moral value, 217. fc Books, as teachers, 121 ff., 241 ff. ; see also literature. Boys, influence on, 158; special instruction, 148-150. Cabot, R. C., 63, 210 ff. Childhood, 25. Children, ignorant of sex, 204. Circumcision, 139. Coeducation, in sex-instruction, 109; and sex adjustment, So. Continence, 160 ff., 176 ff.; of women, 190 ff. Contraception, and ethics, 219. Control, of sex instincts, 18. Criticisms, of sex-education, 203 ff. ; conclusions regarding, 226. Curiosity, denied by Repplier and Taft, q.v. Dancing, 169 ff., 200. Diseases, social or venereal, 37 ff. Dress, of women, 174 ff., 200. Education, as a solution, 19, 88 ; coeducation, 80; sex-differen- tiated, 82. Eliot, C. W., 71. Emissions, 149. Ethics, and biology, 102 ; and sex-hygiene, 61 ff. ; of sex, 4. Eugenics, 86 ff. ; aim of, 105 ; and ethics, 103. Europe, and sex problems, 59 ff. ; morality in, 59; sex-hygiene in, 230. Evolution, and vulgarity, 75. Fiction, and sex tragedies, 127. Foerster, 70. Frankness, 206. Friendships, of children, 136. Fulton, J. S., 40. Future, of sex-education, 234- 237. Genetics, 87. Girls, special instruction, 151; unprotected, 191. Gonorrhea, see Diseases. Good, and evil, 215. Hamilton, Cosmo, 208. Hartley, C. Gasquoinc, 82 ff. 249 250 INDEX Heredity, 87 ; and sex-education, 104. History, of sex-education, 227 ff. Homes, and sex-instruction, 21. Hunger, two kinds, 73. Hygiene, and ethics, 210 ff. ; of sex, 1-4, 25. N Ideals, of manhood, 185; of womanhood, 157; of love and marriage, 159, 187. Ignorance, 45, 50, 54; of chil- dren, 12-14. Illegitimacy, 52 ff., 59. Immorality, 38 ; danger in teach- ing, 67. Instincts, sexual, 16-18. Intellectualism, and sex, 83. Kallikak family, 103. Key, Ellen, 64, 79. Knowledge, and will, 217. Lectures, on sex-hygiene, 100. Legislation, and social diseases, 47- Literature, general list, 241 ff. ; for parents, 33 ; on marriage, 79; on diseases, 39; on sex, ii ; on social evil, 52 ; general and sex, 124 ff. ; general refer- ences, 238 ff . ; for young men, 161, 183; for young women, 20 1 ; radical sex, 193. Marriage, 159, 187; a sex prob- lem, 71 ff. Masturbation, 137 ff. Maxwell, W. H., 221. Men, as leaders in love, 188; instruction for, 156 ff. Misunderstanding, of sex, 5. Monogamy, 59. Morality, 58 ff. ; double stand- ard, 42. Morrow, P. A., 37, 70; leader, 227. Mothercraft, 155. Mothers, and boys, 1 1 1 ; first teachers, in. Mystery, and sex, 15. Names, of sex organs, 148 ff. National Education Association, resolution on sex-instruction, 232. Nature-study, 133. Need, of sex-instruction, 11, 19. Neumann, H., 221. Oliphant, James, 159. Optimism, sex, 196. Organization, of sex-education, 96 ff. Parents, and daughters, 184, 190; cooperation of, 23; responsi- bility, 14; attitude, 30. Parkinson, W. D., 41. Passion, 58. Pessimism, sex, 72, 84, 196. Poetry, 124 ff. Pre-adolescence, 25, 133 ff. Problems of sex, 28 ff., 92, 95. Promiscuity, 38. Propagandism, needed, 28 ff. Prophylactics, venereal, 219. Prostitution, 48 ff., 164; protec- tive knowledge for women, 199. Reading, concerning perversion and vice, 51. Refinement, of men, 167. Religion, approach to sex-instruc- tion, 209. Repplier, Agnes, 203. Reproduction, and sex, 5. Responsibility, indirect of women, 195 ; individual, 18 ; of parents, Sanitation, and morals, 229; see also hygiene and ethics. Self -abuse, 137 ff. IXDKX 251 Self-control, 70, 173, 176-182 ; of women, igo fl. Sensationalism, 233. Sex-education, definition, i ; larger view of, 27 ; need of, 1 1 ; problems of, 28 ff. ; rela- tions, 4. Sex-hygiene, 1-5 ; adequacy, 43 ; personal, 35 ff . ; social, 3 ; and eugenics, 86; and ethics, 114, 212 ff. ; personal, g8 ff. Sex-instruction, in schools, 20, 23; in homes, 21; in high schools, 24; many-sided, 89. Sex, meaning of the word, 6-10. Social diseases, 166; essential knowledge to be taught, 107. Social evil, 4, 48 ff. Social hygiene, 3; and ethics, 101. Societies, for sex problems, 231, 232. Society for Prophylaxis, 62. Super-morality, 64 ff. Syphilis, see Diseases. Taft, W. H., 224. Task, of sex-education, go. Teachers, of sex facts, 108 ; for classes, 113; married women, no; same sex as pupils, 109; undesirable, 115. 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