id="Page_x" class="x-ebookmaker-pageno" title="[x]"/> for class instruction. § 21. Certain undesirable teachers for special hygienic and ethical instruction.

  V. Books as Teachers Concerning Sex and Life 121   § 22. Value and danger of special sex-books for young people. § 23. General literature and sex problems. § 24. Dangers in literature on sexual abnormality.   VI. Sex-instruction for Pre-adolescent Years 133   § 25. Elementary instruction and influence. § 26. Hygienic and educational treatment of unhealthful habits.   VII. Sex-instruction for Early Adolescent Years 146   § 27. The biological foundations. § 28. Scientific facts for boys. § 29. Scientific facts for girls.   VIII. Special Sex-instruction for Adolescent Boys and Young Men 156   § 30. Developing attitude towards womanhood. § 31. Developing ideals of love and marriage. § 32. Reasons for pre-marital continence. § 33. Essential knowledge concerning prostitution. § 34. Need of refinement of men. § 35. Dancing as a sex problem for men. § 36. Dress of women as a sex problem for men. § 37. The problem of self-control for young men. § 38. The mental side of a young man's sexual life.   IX. Special Instruction for Maturing Young Women 184   § 39. The young woman's attitude towards manhood. § 40. The young woman's attitude towards love and marriage. § 41. Reasons for pre-marital continence of young women. § 42. Need of optimistic and æsthetic views of sex by women. § 43. Other problems for young women.   X. Criticisms of Sex-education 203   § 44. A plea for reticence—Agnes Repplier. § 45. A plea for religious approach—Cosmo Hamilton. § 46. The conflict between sex-hygiene and sex-ethics—Richard Cabot § 47. The arrogance of the advocates of sex-education—William H. Maxwell. § 48. Lubricity in education—W.H. Taft. § 49. Conclusions from the criticisms of sex-education.   XI. The Past and the Future of the Sex-education Movement 227   § 50. The American movement. § 51. Important steps. § 52. The future of the larger sex-education.   XII. Some Books for Sex-education 238   Index 249

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I

The Meaning, Need, and Scope of Sex-educationToC

§ 1. Sex-education and Its Relation to Sex-hygiene and Social Hygiene

Sex-education in its largest sense includes all scientific, ethical, social, and religious instruction and influence which directly and indirectly may help young people prepare to solve for themselves the problems of sex that inevitably come in some form into the life of every normal human individual. Note the carefully guarded phrase "help young people prepare to solve for themselves the problems of sex", for, like education in general, special sex-education cannot possibly do more than help the individual prepare to face the problems of life.

Now, sex-education as thus defined is more extensive than sex-hygiene, which term was originally applied to instruction concerning sex. Sex-hygiene obviously refers to health as influenced by sexual processes, and as such it is a convenient subdivision of the science of health. It would be quite satisfactory as a name for popular instruction concerning sex if that were strictly, or even primarily, hygienic; but in a later lecture it will be shown that the most desirable sex-instruction is only in a minor part a problem of hygiene. I realize that this statement may be declared heretical by many of the present-day advocates of sex-hygiene, because they have approached this latest educational movement from the standpoint of physical health, and especially because their attention has been drawn to the very common occurrence of pathological conditions. Nevertheless, the sexual problems of our times do not all affect physical health, which hygiene aims to conserve; and the sex-educational movement will be quite inadequate without great stress upon certain ethical, social, and other aspects of sex. Young people need instruction that relates not only to health but also to attitude and to morals as these three are influenced by sexual instincts and relationships. This idea will be developed later, but I anticipate here simply to suggest the point of view of the statement that "sex-hygiene" is altogether too limited as a general designation for the desirable instruction concerning sex. The continued use of the term "sex-hygiene," now that the scope of the desirable sex-instruction has been extended far beyond the accepted limits of the science of health, is tending to cause confusion. The educational problems will be more definite and the support of the intelligent public more assured if we limit the use of "sex-hygiene" to the specific problems of health as affected by sexual processes and cease trying to make it include those phases of sex-instruction which have nothing directly to do with health.

Two general terms, "sex-instruction" and "sex-education," are available as all-inclusive designations of the desirable instruction concerning any aspects of sex. They