mmm mm mM. i&M? \m.r;M vMmmmiw SIB Sex Education BY Ira S. Wile, M.S., M.D. NEW YORK DUFFIELD AND COMPANY 1912 Copyright 1912 by DUFKIELD & COMPANY \\ W^4 DEDICATED To the Service of Parents, Teachers and Protectors of Children. 295486 TABLE OF CONTENTS PAGE Preface . .... ix Introduction .... 3 I The Age of Mythology . . 29 II The Age OF Chivalry . . S^ [II The Age of Civic Awakening . 91 IV Conclusion . . . - 119 V Terminology . . . .133 VI Bibuography .... 147 PREFACE THE growing literature relating to sex hygiene bespeaks the in- terest that the subject merits. While there has developed a wide- spread belief that some form of instruc- tion in sexual topics is requisite, no definite program has been developed. Much attention is being lavished upon the various plans for introducing sex hygiene as a definite subject in the curricula of high schools and colleges but insufficient thought has been spent upon the necessity of similar education in the homes. Parents are not prepared for the adoption of any radical measures like sex instruction in the elementary schools. Nor do parents feel them- Sex Education selves capable of assuming the role of teachers in this important branch of' knowledge. ' Where the spirit is willing there is a lack of a definite plan. Where the spirit is weak it is too frequently be- cause the obstacles appear insurmount- able. For the purpose of assisting par- ents to banish the difficulties and to suggest a plan for developing a course of instruction this book is written. With unavoidable shortcomings and limita- tions it merely constitutes a program for sex instruction. L S. W. 230 West 97th Street. INTRODUCTION INTRODUCTION 6tf I iHE concealment of truth is the I only indecorum known to sci- ence," wrote Westermark. In no part of human affairs is this more true than in the veil of mystery that is thrown around the problems of sex and its correlated phenomena. While it is generally correct that every cause is an effect and every effect is a cause, careful thought will show that the sex problems arise from two fundamental causes. In the last analy- sis, the main problems that are of in- terest arise from a clash of temptation and wills. Society presents one cause, the temptation, through the real social evils of over-work and under-pay, de- layed marriages, poor housing facili- 3 Sex Education trcs witli the consequent trials of room- congestion and lack of personal pri- vacy, child labor and the interming- ling of children and adults under un- natural conditions and at dangerous times, inadequate opportunity for the expression of the energy of the human species and the train of horrors like dance-halls, saloons, and boat excur- sions, family unhappiness and the de- sire to be somebody and have some- thing that is beyond the daily measure of earnings. All these are but a small part of the ills that can be remedied only through the interaction of the ag- gregate of individuals that is termed society. These embrace all the social and economic factors which are gen- erally correlated to account for the origin and necessity of illegal perver- sions of the sexual instinct. This forms the soil from which the sexual weed emanates. Introduction The seed lies within the individual and the fertility of the weed depends upon the essential nature of the seed as gotten from its parents and the char- acter of the soil upon which it is to fall. The will of the individual is the second important factor that demands consideration. The development of the will of the child is largely in the power of the parents. Children are largely what their parents make them, though their characters are constantly undergoing changes due to the reaction to environment. This factor of char- acter development may be guided through adequate education for which the parents should be held responsible. The truths pertaining to sex must not be concealed any longer. The policy of permitting the truths relating to the physiology, psychology and hygiene of sex to be studiously ignored practi- 5 Sex Education cally negatives the establishment of a sexual morality. It is not my purpose to consider the origin of external temptations save to remark that the white slave traffic,! prostitution and similar crimes against the person have their strongest roots in the poverty of the majority of the com- munity as measured by the standard of living that has been established by economists and social workers and in the inequalities of our present indus- trial system, and does not originate in an inherent viciousness of those who fall as victims in the strife. Society reaps the whirlwind in vene- real diseases, unnecessary blindness, in- sanity, marital infelicity, divorces, de- sertions, invalidism of soldiers and sailors, and the preventable mutilation of women and men. In truth, society pays for its shortcomings, just as the body of the individual suffers from 6 Introduction malnutrition, alcoholism, and sexual abuses. An opportunity for the removal of at least a large portion of the burden borne by society lies in a wholesale education of the community as to the relation of the social life and the social evils, so-called. Organizations for the betterment of the masses, churches, schools, labor unions, women's clubs, Y. M. C.A's,and medical societies must unite in a widespread campaign for public enlightenment upon the prob- lems that are generally termed the sex- problems. Not the least of the work of education must be in the hands of the physicians who at present are in possession of the most information up- on the subject, at least in its physical aspects. The responsibility for the present general ignorance about the en- tire sex-problem must be placed upon society as a whole that has been coun- 7 Sex Education tenancing a double standard of morality and refusing to listen to the words of those who have sought to show its error. In the evolution of the character of a child two large influences are involv- ed : that of the home and that of the companionships of childhood. While many encroachments upon family re- sponsibilities are daily occurring, in the last analysis the parents are held accountable for the physical, mental, and moral development of their chil- dren. Parents are held responsible for failure to provide adequate food, cloth- ing, or shelter; they are compelled to give their children an education; the social and moral conduct of their chil- dren arises in large measure from par- ental training. In the accumulation of information regarding sex, the home as a factor has unfortunately been almost negligible. 8 Introduction Parental timidity, or shall I say cow- ardice, has made it difficult for parents to impart the information regarding reproduction or even the differences of the sexes to their children. An unintelli- gent false modesty has placed the taboo on all references to the development of the emotional and physical side of sex as it seeks for expression at various times in the period of life from infancy to adolescence. A traditional sense of horror that originated in the ancient days when the genital organs were termed the "pudenda" still pervades the home and parents regard a sacred func- tion as too shameful to be mentioned within the range of hearing of their offspring. It is far easier to be false to childhood than to tradition. The average child of to-day secures garbled, befuddled, vulgar ideas that he prizes so highly, but dares not even dream of in the vicinity of his parents. 9 Sex Education r roni his associates at school, from ser- vants, chauffeurs, gangsters on the streets or from the atrocious booklets issued by charlatans, that have been placed in his hands the child se- cures those false impressions that he hesitates to talk over with his par- ents. The home of to-day is large- ly responsible for the weakness of in- struction with reference to the develop- ment of the physiology of sex and the relation of the individuals to the gene- rations unborn. Parents must come to realize that sex is at the basis of a proper apprecia- tion of many phases of life. The idea of creation as a religious concept is es- sentially a sex problem. Biblical lit- erature abounds in allusions to sexual questions that can be appreciated only by the best informed readers. "Be fruitful and multiply" needs as much explanation as the yth Commandment. lO Introduction Mythology cannot be read and under- stood by the uninformed. Chivalry de- mands sex knowledge for its compre- hension. Literature, from the Aneid or the Canterbury Tales to Balzac, Tolstoy, Ibsen and Sudermann, or the novelists whose names are not to be handed down to posterity but whose works are for the multitude of to-day, centers about the relations of the sexes. From before Plautus, Terence and Sophocles through the days of Shakes- peare, Milton and Goethe to the mod- ern dramatists there is the constant ex- pression of that phase of life that is so frequently termed the human interest. From the Nibelung's Ring to Pelleas and Melisande, an initiation into the laws of sex is essential in order to intel- ligently interpret the operas. Poetry, art, painting and sculpture supply nu- merous themes that have arisen from the depths of sex experience. AH this II Sex Education parents know and still they close their eyes and refuse to see the light or to illumine the path for their children. Parents have a tremendous responsi- bility to their children and no less a re- sponsibility to society. Parental pro- tection is lost in this field of education, where the relation between parent and child should be the closest. There is a system of forced and artificial ac- quisition of education through the pub- lic schools without the knowledge that permits the appreciation of the basic truths underlying life itself. Forsooth, there is not a word less understood than "parent". When should parental instruction begin? When the child first expresses a desire to know as evidenced by a ques- tion. At three years, or four or five, whatever the age may be that finds the youngster seeking information from the parent, from whom all other know- 12 Introduction ledge has been gotten for the asking. Whence comes the baby? What a nat- ural query. The usual answer is most unnatural, for the parent usually fails to tell the truth, if any attempt is made to reply in terms other than to tell the child to "run away as mother is very busy." Let the truth be told in all definite- ness. A child who seeks the light must not be blinded. The desire for informa- tion is normal. Curiosity is awakening intelligence. The child who asks no questions is mentally deficient. In the inexperience of childhood all subjects have equal rank. Sex consciousness is not awakened and the whole truth is the child's right. An evasive answer, a half truth, or a lie is more dangerous than a frank statement of the truth couched in terms and phrases intelli- gible to the child mind. The very limitations of a child's vocabulary safe- 13 Sex Education guard the problems from all pernici- ous suggestiveness. The parental re- sponsibility for exacting honesty and truthfulness from children involves the manifestation of the same virtues on the part of the parents toward the children. If parents do not answer the queries of their children the questions will not go unanswered even though they may not be asked again of the parents. The child sooner or later takes the unan- swered question to some one who will answer it, even though the informant is only a playmate who knows little more about the matter. The first break in the confidence that should exist is thus easily made. Sane parenthood merely requires honesty, available information, and a willingness to serve as an intelligent supervisor of the developing mind of Introduction the evergrowing child from infancy to maturity. Honesty to the child is requisite, even during the early years of infancy and childhood. As the boy acquires his knowledge by asking questions from his parents, there must be no line drawn when the boy makes inquiry as to the origin of life or as to the physical dif- ferences between the sexes. The reason that so many parents have recourse to senseless fabrication is due to the fact that the child's question is interpreted as a very serious one by the adult con- sciousness instead of appreciating that it is merely the simple query of an un- developed and seeking mind. Once" the parent realizes that the child mind is pure, and may be kept clean by an- swering the questions honestly himself, rather than by driving the child away to others for the information that is de- sired, the more quickly will he cast off IS Sex Education his false modesty, or timidity, and an- swer the child in honesty and truth. The question will be settled for the time being at the period of life that finds the child inquiring. At times an evasive or false answer drives the child to seek more light, and then the parent is driven back to another falsehood un- til finally the child mind grasps the in- consistencies of the replies given upon various occasions or realizes that the parent does not desire to discuss such questions any more. The sense of se- crecy arises and then the child feels ashamed of the subject and cannot bring itself to talk frankly with the parent. The opportunity of the child's life has been lost; henceforth the child must be left to its own devices to ascer- tain the facts that he wishes to learn, from the playmates, from the gang- mates, from pornographic writings, from the charlatan's fear-instilling i6 Introduction booklet, from misinterpreted dictionary definitions, from posters, lying adver- tisements, from vicious associates, from cruel traditions and unholy advice, and from reading forbidden books and seeing forbidden plays. Too frequently one hears of the ad- visability of teaching sex hygiene at pu- berty. This is too late to begin. The average child of the city has the major part of his sex information, or rather misinformation, long before puberty. To wait for this time is to make the instruction more difficult, because the parent who has never spoken to his child regarding the origin of life before puberty scarcely ever can summon up sufficient courage to broach the subject at this time, when the child has also had created the barrier of shame. It is merely a siren's call of fear that bids parents delude themselves into think- ing they will gladly reveal the mys- 17 Sex Education teries of life at the approach of pu- berty. During the early inquiring years of childhood only the parent feels shame. In the reticent days of puberty the barrier exists in parent and child and the approach to sex topics is doubly difficult. The child, whose parents have denied it honest teaching, has be- come steeped in harmful sex traditions that a suddenly awakened parental conscience can face with difficulty. In addition, the problem is more difficult because it is necessary to clear the child's mind of the erroneous ideas be- fore it is possible to establish the weighty truths that are to be imparted. Innocence and ignorance are not the same. The so-called innocent child of twelve years of age is well versed in sex lore. The training in sex hygiene must be begun at the earliest possible age. Certain constructive features of education must be carried on all the i8 Introduction time in an unostentatious manner with a view to gradually inculcating the ba- sic principles that in themselves con- stitute prominent factors in sex hy- giene. The training is to cover a life- time, and is only to be accentuated as a special part of the child's education when some particular occasion arises that appears to warrant a direct dis- cussion of some phase of the subject for the purpose of correcting an erro- neous idea, or for the purpose of pro- tecting the child from an apparently impending indiscretion. The crux of the problem lies not in the few lectures that are at times suggested for the high schools and the colleges. Character is too far developed at this age and habits for good or for bad are well estab- lished; in fact irretrievable harm may already have befallen the child. The education must be started at the ear- liest opportunity. 19 Sex Education Despite the general increase in the average of school education, the par- ticular aspects of hygiene that are most essential for the advancement of the race welfare are neglected. Physical education is receiving considerable at- tention in public school systems, but the stress is too often placed upon non- educational phases. In all the teach- ing of hygiene that at present is found described in published curricula it is difficult to seize upon any references to sex hygiene in the elementary schools. This very important phase of education occupies no place in the schools. The entire subject is for the most part tabooed, as in the average home, because of ignorance of its im- portance, traditional timidity, and lack of sufficient information as to the best time and methods for imparting the necessary information to the children. The public school, however, has long 10 Introduction been urged as the proper place at which to have the instruction impart- ed. As far as elementary schools are concerned I believe this is an error, as the subject can be better handled by the individual parent for the individ- ual child. The average teacher of to-day is not fitted to teach the subject. The teacher too has grown up in the midst of this stultifying system of sub- merging all references to sex as if ana- thema. To be able to teach sex hy- giene teachers require teaching, train- ing, and enlightenment. The parents solve the problem of natural and con- tinued responsibility; the teachers con- stitute a problem of artificial and often irresponsive responsibility so common among transitory public servants. The age variations in a single grade, the variations in mentality, the difference in sex precocity, not to mention sex ex- perience, make the teaching of sex hy- 21 Sex Education giene a very difficult problem for the school, even though the instruction is given to children of each sex separately by a teacher of the same sex. The function of the school is to give chil- dren such instruction as can not be im- parted at the home, but instruction in sex hygiene is naturally a part of home training although it represents a large- ly untried field of parental endeavor. The school may be of assistance in instructing parents how to give the teachings to their children or in spe- cial cases at the request of the parents a teacher might take up the questions involved v^ith individual children. As class instruction it seems to be unde- sirable. The school, by giving ade- quate teaching in general hygiene and by affording an opportunity for ac- quiring some fundamental training in biology, will be doing its share in making possible intelligent training as 22 Introduction to the laws of sex as they must be Inter- preted at puberty and thereafter. The entire teaching must be characterized by frankness and honesty. A part of the time now given to the question of alcohol would be spent to far greater advantage if devoted to the demonstra- tion of the development of plants and animals in accordance with the biolog- ical principles involved. Only with trained teachers and adequate text- books will this become possible and then probably only in the highest grade or in the secondary schools. And so I am harking back to the home and to the parents. Honesty and frankness, courage and conviction, and the goal of instruction is attainable. The purpose of such teaching in the home is to establish an intellectual morality, not founded upon fear but upon a correct conception as to the re- lations of the sexes and the necessity of 23 Sex I^ducntion personal purity for the advancement o{ the luiman race. Many will promptly say knowledge will not bring about all this. Possibly not; but it is worth a trial. At least, parents will be in a position to say that they have attempted to help their chil- dren develop along the proper lines that make for sex purity. Fathers and mothers are equally re- sponsible for the education of their children. During the early years of a boy's life the influence of the mother is paramount, because of the greater time spent in association with her. The responsibility of the father is in no way lessened, however, on this account. From the boy's infancy the father must assume his place as a teacher. If, with the training in the homes, the so- cial causes that go to make the great temptation are gradually obliterated, I am optimistic enough to believe that 24 Introduction the physical, mental, and moral havoo that now besets us on all sides will be very largely eliminated. Ignorance of sex responsibilities and the resultant dangers to the community must be eradicated. As a result of an ex- perience covering several years in the actual work of giving instruction in sex problems to classes of so-called tenement house mothers of various na- tionalities, to mothers and fathers of children in New York schools, to so- cial workers, to classes of boys in groups varying in age from nine to twenty-one, and to school teachers, my plan of instruction has been evolved along practical lines. For the purpose of convenience I have set three age periods for which different types of sex instruction must be given in order to secure the best re- sults. First, comes the age of mythol- ogy; second, the age of chivalry; third, 25 Sex Education the age of civic awakening. Beginning with the child at its earliest age, a plan of sex education may be followed that will result in the maintenance of the confidences of the child and the incul- cation of the sex ideals that can be best established through rational sex in- struction continuing over the entire life of the child. 26 THE AGE OF MYTHOLOGY THE AGE OF MYTHOLOGY I^HE age of mythology constitutes that period of child-life that is particularly keen in imagination. It represents the period when the witch and the fairy, Haensel and Gretel, the giant and the dwarf, the goblins and the elves, make the little eyes grow big with astonishment and wonder. Rag- gylug and all the animal creations are living in the child domain. The child world is peopled with strange crea- tures that are most real. Mentally, the fairy tale, the romance, the animal story, and nature wonders supply the best intellectual pabulum. It is the wonder age, and question follows ques- tion in the pursuit of information. At this time the child is first asking the 29 Sex Education parent for light as to the differences between boys and girls and where the baby comes from, and at the same time is prattling about the mother cat and the baby cats or the kittens. The main factor necessary for sex instruction at this age is the determination of the pa- rent to answer honestly every question that is asked by the child, for at this age the child has all to learn. Timidity must give way to determining respon- sibility. The shackles of parental tra- ditions are ready to be placed upon the parents who hesitate to keep faith with their children. To exact honesty of children and to give them falsehoods when truth is sought is an indefensible double standard for truthfulness. In no uncertain terms parents teach cleanliness, table etiquette, and the routine hygiene so essential to daily health and comfort. There should be no hesitation in frankly answering the 30 The Age of Chivalry queries of the developing child. Giv- ing vague or evasive answers only puts off the hour of combat. A correct start having been made, there will never again be any hesitation or em- barrassment on the part of the parent — the child will not feel confused or em- barrassed unless the parent creates such a state of mind through a discipline that makes the child self-conscious. The second necessity is the possession of some fundamental facts that may be interpreted to the child through the medium of story or imaginative tale. The child easily learns the relation be- tween the baby and mother. The mother dog and the father dog, the cow and the calf, the horse and the mare and the foal, the lion, the lioness and the cub; the relation of the father, mother and baby soon come to be dis- tinct concepts of the child. The sec- ond idea that is readily absorbed is the 31 Sex Education egg, and the chick that comes there- from, and the mother hen that laid the egg. The dependence of life upon the egg seems a large problem for the child to solve, but the youngsters grasp it easily. The few small eggs in the nest, tenderly protected by the anxious mother bird, while the chattering fath- er bird circles about protectingly, soon tell of the life they contain. And when the child sees the shattered shell and the hungry fledgelings he has grasped a biological truth without realizing that it has any relation to his own origin and development. The third step to be taken is to show the sex organization of plants. The plant- ing of a little oats or grass seed will serve for the first lesson. The little green shoots are called the baby oats, and the idea of the baby plant coming from a seed is implanted upon the fer- tile child mind. It is but a short step 32 The Age of Mythology to show the child the mother plant, whence came the seed. If the casual suggestion be made that the mother oats should be proud of such splendid babies there is no opposition by the child mind. The identity of the seed and the egg as the source of life, once appreciated, there is a well established foundation for teaching the origin of human life. As occasions arise, particularly in the spring time, the attention of the child may be directed to the de- velopmental phenomena as they oc- cur in Nature. The necessity for warmth, time, and care in the growth of plants and animals is everywhere evident. To go a step further, one can teach the child about the boys and girls that live together within the walls made of petals. The masculine nature of the stamens and the essential femi- ninity of the pistils can be easily ex- 33 Sex Education plained in terms of plays and games ihat the child knows. The modes of transference of the pollen and the fer- tilization of the seed that may be shown always to he in the female part of the flower lays an excellent foundation for the expansion of the sexual themes through the years to come. It must not be imagined that this brief suggestion is to be the work of a day. It must not be forced, but should grow day by day, and merely for the purpose of enlightening the child with- out creating any morbid feelings or a craving for unnatural knowledge. The wholesome instruction as to the origin of life should be instilled before sex consciousness with its barriers of timidity and shame makes the effort Herculean. The purpose of sex education is es- sentially protective. To secure the maximum prophylactic efficiency the 34 The Age of Mythology foundation teaching must be sunk into the child's mentality before the sex characteristics seek expression. The establishment of ideals is difficult with- out an adequate knowledge of the facts. Mystery must be eliminated — for mystery breeds an insatiate curi- osity which in time may become mor- bid. Enlightenment by parents as to the evolution of life in terms of familiar objects and in words that the child can understand forestalls the vulgarity and obscenity of the usual sex educators — companions, servants, and gangsters. If it is difficult to answer a question propounded, there is every reason for temporizing but not with the purpose of finality. If time be lacking, for questions frequently arise at inoppor- tune moments, it is sensible to postpone the answer for a more propitious time. The child must not be put aside with 35 Sex Education ''Mother is too busy" or "Run away and play" or "Don't bother me with your everlasting questions." If the moment is inopportune merely tell the child that the question will be answer- ed and then appoint a time at which the truthful answer will be given. If necessary, parents should take the op- portunity to secure the information they require from books, friends, teachers, pastor, or physician. The information should be procured and the appointment should not be forgot- ten in the stress of shopping, calls, work, or pleasure. The days of the taboo are no longer here but the parental fears still hark back to the days when the organs of generation were termed the "pudenda." The truth will out and parents should waive their own weaknesses in the de- sire to give their children more effec- 36 The Age of Mythology tive sex training than they received during childhood. The fear of a child's innocent question seems the evidence of ignorance. The potential inhibiting faculty resides in the question that has not been asked and strange to relate may never be asked. The child rarely seeks the details that throng the pa- rent's quaking mind. The personal side of the origin of life triumphs over the impersonal for the time being and bids lips be closed and tongues silent. The question as to whence, how, or why may be naturally suggested by the arrival of a litter of domestic pets but there is less hesitancy in approaching this question than if the occasion for the interrogation should be the advent of a baby brother or sister. Fortunate is the parent who takes advantage of the blessed opportunity to answer truthfully the question as to the origin of a baby. 37 295486 Sex Education "Take heed of this small child of earth; He is great; he hath within him God most high, Children before their fleshly birth, Are lights alive in the blue sky.'' If parents could lapse into poetry like Swinburne their tales might have some literary merit. Falsity, crudity, vulgarity characterize the foolish tales told the children when the parent is compelled to answer the child who wants to know the origin of life. Knowing the training of her child, conscious of the limitations of its ex- periences and vocabulary, the mother can easily give a fairy tale that is truth itself dressed in childlike simplicity. It is possible to give a tale to children under eight years of age that is true, anatomically, physiologically and bio- logically. The mother is more likely to have the responsibility of answering questions relating to sex problems than is the father, who for the most part 38 The Age of Mythology joins his family at night and leaves early in the morning. If the child asks its mother where the baby came from it is entitled to the answer, properly given, strange though it may seem. The age of mythology lacks facts and is devoid of strict judg- ments. As a suggestion to mothers a skele- ton fairy tale is often welcome. It must be remembered, however, that every child requires the dressing of the facts to be in harmony with its mentality, vocabulary and experience. The even- ing is a very favorable time for dis- cussing sex problems at this age as sleep soon quiets the youngster and there is little time for focussing attention up- on the subject discussed. In many ways, too, infantile memories are short. With the child upon her lap, cod- dled at the hour of the lullaby, there comes a sense of oneness and affection 39 Sex Education that means "llcsli of my flesh and blood of my blood.'' The closeness of con- tact puts a touch of sacredness to the maternal story that even a child can feel. It is mother's story and though all the other little girls and boys deride and scorn, mother's story is the best and strongest after all. At this period of life how dearly a child enjoys a secret! It is well to im- press upon the child the idea that mother is going to tell a secret, not to create a mystery but to encourage the child to speak of it to its mother instead of talking to children, servants, or strangers. Invite the trust and con- fidence of the child and permit it to enjoy the secret of life with mother. A final suggestion may not be amiss. A dim, shaded light gives the mystic atmosphere so necessary for unveiling the word picture of creation. And 40 The Age of Mythology forsooth many tongues will be loosened in the gloaming that would fail in ut- terance if the child could see the ma- ternal countenance. And now, my dear, I shall tell you the answer to the question you asked this morning. Mother always keeps her promises. And this is to be our se- cret. We shall tell no one — not even — (playmates, nurse, pet, etc.). And any time you want to know more about our secret come to mother, You asked me where brother came from. It is a fine story. There was a teeny, tiny egg, so small that you could hardly see it. And there was a very small room, a funny little room — you never saw such a room; it was a room that could grow. Did you ever see a room that could grow? And the teeny, tiny egg was in this little room. Then the egg began to grow and — what do you think? The room grew larger and larger. Very 41 Sex Educati(Mi soon the room could not grow any larger so it stopped growing. But there was something in the egg that wanted to grow larger — so what do you think happened? The door of the room opened — and the egg broke — and out of the egg through the door came The Baby. From the w^orldly wiseman point of view this tale may appear inadequate and woefully suggestive of dangerous questions. Any story told would give rise to questions unless the curiosity of the child had been satisfied. Occa- sionally a youngster does want to know the location of the room. It suffices to state that mother thinks so much of the little egg and the baby that is to grow from it that she keeps it under her heart. Question after question may surge through the adult consciousness in the light of mature knowledge and experi- 42 The Age of Mythology ence, but they are not in normal chil- dren's minds. Following the line of truth, however, any question may be answered if the mother endeavors to live up to high educative ideals. By filtering the information through the parents there is a constant adjust- ment of the facts to the child's under- standing. At an opportune moment it is desirable to show that all life has its origin in parents. Numerous illustra- tions may be selected from the animal and vegetable kingdoms. The life his- tory of a flower, a tree, a chicken, a fish, a dog afifords numerous stories that may be told to a child from three to ten years of age to show the biologi- cal truths that are essential to the ap- preciation of the wonders of the origin of life. Mere stories based upon such natural phenomena give ample play for the youthful imagination without being in the least suggestive. Imagina- 43 Sex Education tion is given play but facts do not con- trovert it. The child does not get trimmings and pickings but gets the whole sex teaching from a single point of view — the education of the child. Lest it be misunderstood, it is well to reiterate that the basic training in natural history is to be part of the gen- eral plan of education and should not await the queries of the child. The de- velopment of plants and animals is to be explained as naturally as telling about the sun or moon or stars. The specific application of the facts to hu- man life need be related during the age of mythology, only when the child raises the question. The necessity of cleanliness in the care of the genitalia must be early in- culcated, as part of the general hy- giene. The one who bathes the baby should give particular attention to this part of the body. The source of much 44 The Age of Mythology of the irritation leading to masturba- tion arises from the neglect of genital hygiene. The daily bath should be pleasing, cool and diverting, and pro- longed irritation, even for purpose of cleansing, should be avoided particu- larly among boys. To protect children from personal vices that are not un- common in infancy circumcision may be essential. In this connection the hygiene of sleeping deserves more than passing attention. Sleeping on the back in a cool room, vv^ith hands outside of the covers, gives the greatest protection from self, abuse. The child should be thoroughly tired before going to bed so that he will immediately go to sleep. Rising should quickly follow awaken- ing. The night clothes should be loosely fitting and not of an irritating material. The bed covering should be warm, but not too heavy. The mat- 45 Sex Education tress should be made of hair. Feather beds are to be avoided as they over- heat the body and do not tend to lessen irritation of the genital organs. Reading exciting stories or playing violent games just before going to bed should be interdicted. The child should go to bed comfortably tired and not with imagination aflame. He should be w^illing to fall asleep and not seek to struggle to keep awake. A warm bath before bed time if not too soon after supper is frequently of service to secure the desired relaxation neces- sary for slumber. Masturbation may occur during in- fancy as a result of genital irritation. Tight clothing, uncleanliness, constipa- tion, worms or some other local cause may give rise to irritation directing the child's attention to the genital or- gans. Friction by hand or thigh to re- lieve the irritation results and unless 46 The Age of Mythology the cause be discovered and removed the habit may be developed. The dan- gers to the child at this period are purely physical and are spent upon the nervous system. Prompt restraint and attention to the hygienic order of the child life coupled with the removal of the physical factors will soon correct the condition before any harm ensues. Any directions to the growing child at this period for the purpose of pre- venting the continuance of mechanical irritation of these parts should be given in as simple and direct a manner as advice to brush the teeth or wash the hands. The child at this age does not usually bathe itself free from super- vision, and thus adequate directive in- struction may be imparted. The punishment of the child for this habit must be very wisely chosen lest the child be driven to practice the habit only in private, leading the pa- 47 Sex Education rent to believe that the fault no longer exists. By careful direction during infancy and hygienic training during early childhood the habit may be obviated at least until puberty occurs. 48 THE AGE OF CHIVALRY II THE AGE OF CHIVALRY GRADUALLY the child out- grows the age of mythology and enters the age of chivalry. There is no sharp line of demarcation of the two periods, nor can any age be given when the transition occurs. The age of chivalry really begins as a prepu- bertal period. For purposes of con- venience one may regard it as embra- cing the years from eight to fifteen years. Each child, however, is a law unto himself and the specific period of its life that represents the age of chiv- alry can only be determined by noting the physical and psychological devel- opment of the particular child. The child's body is beginning to take on new growth, the sexual functions 51 Sex Education are beginning to expand, the emotional side is unfolding at a very rapid pace. It is the glorious age of self-apprecia- tion and a time when the child has the largest impulses for getting out to help in the work of the world, but can merely dream. The actual expression of the sexual development may be marked by the intensification of affec- tion for the family. Mother, sister and brother are terms that take on a fuller meaning. It is the time when the boy thinks that he really is a man, when his mother asks him to take her around the corner at seven o'clock in the evening as her protector. He is a sort of hero seeking worlds to conquer. The blood begins to surge through his head at the reference to one of his feminine school- mates. The society of girls is desired, their company is sought, and the party days are at hand with their dangerous period of amorous games. 52 The Age of Chivalry The girls are blossoming out into rounded form and their thoughts, too, are expanding. This is the time of "the lady bountiful." The desire to be- come a trained nurse, to enter a nun- nery, to found an institution for the salvation of unregenerate felines, or to be possessed of untold wealth for the betterment of mankind fills the day with joy. It is the age of the romantic walk and the day of looking with rap- turous glances at the handsome fea- tures of the matinee idol, whose likeness graces the chiffoniere. It is the time when competition in the battle for fav- ors manifests itself and the parent is accused of not understanding the child's feelings or even life. It is the day of the most dangerous gang life for boys and girls. The de- sire for independence, the recognition of sex class feeling, the old reticence on the part of parents to talk on the prob- 53 Sex Education Icms of puberty make the sources of information outside of the home. Under a system of graduated instruction this period of chivalry has no terrors for the parent. Conversation is frank and confidence is retained and the child is protected from the most malicious in- fluences that are surrounding it at this time of life. The emotional character- istics of the individual child are watched and guided through the mazes of conflicting sensations that attack the child at puberty. The knowledge of plants and animals that has been ac- quired through observation or by school teaching is all of use in explain- ing the natural functional phenomena that slowly transform the more or less sexless child into a creature that is sex conscious and views himself as the pa- rents' equal. No attempt is to be made to develop a sexual and sensual child. The light that is shed upon the sex 54 The Age of Chivalry problems in the home banishes the foulness of mind that is engendered by the looseness and lack of intelligent handling of the questions at the present time. A strong appeal can be made upon the chivalric side of child nature. The child can well be made to understand pride in family and self-respect as fac- tors that are to be considered in the daily conduct of one sex toward the op- posite sex. The necessity of personal cleanliness and the healthfulness of ex- ercise and outdoor sports must be ac- centuated. The pernicious influence of smutty stories, lascivious literature, immodest attire and vulgar dancing de- mand especial attention without laying any stress upon the subjects, so as to give them undue prominence as factors in the child's life. Great caution is re- quired to avoid the serious danger of arousing morbid desires or stimula- 55 Sex Education ting latent feelings that have not yet forced themselves upon consciousness. The age of puberty is one of the most important for the guiding influence of the father. The boy begins to take on the physical features of manhood. His emotional life is increasing by leaps and bounds. The numerous struggles against sexual crises may finally result in his undoing. It is in a sense the critical period in his sex development. Emotionalism and sex feeling crowd his will into deep and dangerous places. The traditions of the gang bid him shake off the ties of apron strings and be a man, implying that sex experi- ence is essential to his health. Masturbation is almost a universal habit at this age. It is in a sense the ex- pression of a normal curiosity as to the function of the genital organs. The spirit of investigation gives rise to the initial experience and it is not an evi- 56 The Age of Chivalry dence of degeneracy or inherent vici ousness. The continuance of this prac- tice depends upon the strength of the boy's will and his understanding that self-abuse is a potent factor in destroy- ing his physical, mental, and moral comfort. To pass from self-abuse to the abuse of one of the feminine sex is a short step when the pressure of the gang is behind the boy and there is no guid- ing hand to restrain him. fit is regret- table that there are fathers who at this serious time of indecision feel impel- led to tell the boy that sexual inter- course is necessary to his well-being.] Such advice is as pernicious as untrue. The American Medical Association representing the consensus of medical opinion in the United States, has re- peatedly by resolution repudiated the false doctrine that sexual continence is incompatible with health. The father who counsels his son to worship 57 Sex Education at the shrine of Venus is assuming a tremendous responsibility for the phy- sical welfare of his boy. He is a greater source of danger to his son and to the community than the timid pa- rent who does not dare to broach the subject to his child whom he regards most innocent. Oh, the blindness of fathers who do not recall their own boyhood and the extent of their sex information after the age of thirteen years! As a caution to such men, let it be remembered that ignorance and innocence are not equivalents. The boys of the cities are for the most part wise in their ignorance before puberty is well under way. Politeness and courtesy to the fe- male sex are of value in developing the sense of protection that every boy should possess with reference to his female friends, as well as to his sisters. At a later period it is even desirable S8 The Age of Chivalry to give the boys some definite ideas re- garding the occurrence of a periodic variation in the physiological func- tions of the female sex. Lyttleton places considerable importance upon the value of explaining to boys the ex- act nature of maternity in its personal phases. Love and reverence of mother- hood are enhanced through an early appreciation of the trials of gestation and the pain of parturition. "Mother" means more to the child who under- stands the meaning of "blood of my blood and flesh of my flesh." It is far better to have this sort of information come in a natural manner from the father, than to have it acquired from the street, or from pornographic litera- ture. Needless to say, information of this character may be reserved until boys have assumed some part of their sex characteristics. An understanding of the physiology of the opposite sex 59 Sex Education will be of immense value in protecting tiic girls at a time when they most need it. Because of the development of the emotional side of the boy's character, the period of puberty is warm and love is young and restless within him. It is quite noticeable, however, that there is an unusual appreciation of the fam- ly ties at this time. To call upon the ove for mother and for sisters^ as well as the respect for the female relatives, by making the son's standard of con- duct toward other girls the same as he would exact from other boys toward the girls in his own family is a power- ful incentive to self-control and sexual restraint. In fact the playing of amor- ous games and the greenness of Love's springtime lead to poisoned wells of joy for the impulsive, untaught youth with red blood pulsating through every artery. The development of sex is es- 60 The Age of Chivalry sentially selfish unless there be wise parental direction. The development of self-control from altruistic motives requires guidance. The inhibition of sexual impulses leading to selfish pleasures is difficult unless there be de- veloped a high-motived self-possession. It is hard for boys and girls to learn that "voluntary obedience is the price of happiness" for others besides them- selves. Early in the prepubertal period the father must begin to assume, if he has not already done so, some of the nature of a boy's friend in addition to his pa- rental relations. To keep the confidence of his boy he must be an equal rather than a superior in matters pertaining to sex hygiene. It is at this time that gang life begins to get a hold on the boy and the precarious mode of sex educa- tion is taking place. Here again frank- ness and honesty are absolutely essen- 6i Sex Education tial. Spontaneous questions are to be answered freely. If necessary it is often wise to elicit questions by judi- cious conversation when in play with the boy or on a jaunt with him. The reticence of puberty must be forestall- ed through continued confidences. The free expression of child nature must be fostered. The mask of purity must not serve to conceal low desires and sub- merged passions. The sensitive mind of the child must be exposed to the light of parental teachings until the image of a high motive is photographed thereon. "Self-knowledge and self- judgment prepare the way for self-di- rection." The knowledge of self must be instilled carefully and thoroughly that there may be conscious self-judg- ment and voluntary self-direction to- ward a higher plane of action than is represented by the ignorant, fearing youth who is regarded as continent 62 The Age of Chivalry though his every thought is far from chaste. Instruction in the care of the genital organs can readily be expanded to cover in part the necessity for this care. In other words the functions of the sex organs may be alluded to in the course of friendly parental conversation as the boy approaches puberty. It is also a piece of wisdom for the father to fore- stall outside influences as much as pos- sible by encouraging his son to bring all his questions to him rather than to have him imbibe the stream of filthy in- formation that is available in other channels. During the period of puberty it is a duty of the father to instruct his son in the real purposes of his sex organs. ■As a wise counsellor and friend he will give all the necessary facts to protect his son from yielding to impulses the consequences of which have not yet 63 Sex Education sunk into his consciousness. The boy must be told frankly the functions of his testicles and his penis in terms that are free from the unpleasant sugges- tions that cluster about the careless ter- minology of the street and the brothel. The subject of the interrelation of per- sonal cleanliness and the family health may advisedly be dwelt upon. The father may, with a sense of a duty to perform, explain the harmfulness of the seminal emissions that are prone to occur at this age. This caution is es- pecially required in the face of the tre- mendous amount of quack literature that assails his eyes in pamphlet form or through the outraged columns of the public press. The boy should be taught that night emissions are normal, and simply indicate that Nature is relieving his body in a natural manner of a sur- plus of seminal fluid. Seminal emis- sions are the result of maturation. 64 The Age of Chivalry They result as the expression of a physiologic surplus of the testicular secretion. Such relief is as normal to the boy as is menstruation to the girl. The frequency of the emissions is de- pendent in part upon the stimulation of the sex organs through various me- chanical or emotional stimuli. Occu- pation, abundant exercise in the open air, cool bedrooms, and a lack of sug- gestive salacious literature tend to limit the frequency of the emissions within harmless bounds. It is well to suggest that as long as his bed bears the evidence of this normal secretion at infrequent intervals the father will know that his son is strong and sexual- ly healthy. It is wise to call attention to the fact that when athletes desire to train for their feats a strict adherence to a life of sexual purity is imperative- ly required. To inculcate a desire for healthful 65 Sex Education exercise at this period is of the great- est value, not only for the purpose of fatiguing the youngster, but for the reason that a boy engaged in vigorous outdoor exercise is less likely to suffer from sexual excitement. Energy flows along the line of least resistance. Ac- tivity diverts energy into channels free from sexual suggestion. Physical health and psychical health grow- apace. Idleness and laziness involve a sluggish circulation and a will flabby from disuse. There is little manliness to withstand the assaults of the degene- rate sex lore of the gang. Crime, im- morality and disease form the harvest of an idle child at puberty. It is beyond doubt that the father can better appreciate the sex difficul- ties of his son. His sex knowledge, ex- perience, and sex sympathies enable him to approach the boy's mind more intelligently than the mother, if he 66 i he Age of Chivalry would only make the efifort. When the distinctly masculine problems arise the father should become the special guide and friend of his son. Like Chester- field he should even lay aside his age and remember the age of the boy and try to appreciate his point of view. At puberty the boy becomes sex class conscious and underrates the opinions of his mother because "after all she isn't a man." It is an opportunity to lift a boy up to manhood,, appealing to every newly developing fibre of manli- ness. This is no period for mere idle warnings against impulsive appetites. Curiosity is difficult to restrain. Imag- ination is powerful especially where tongues are forced to be silent and thoughts run riot for lack of expres- sion. Hygiene may present objectively the results of the perversion of the sex- ual functions and this may tend to es- tablish continence on weak founda 67 Sex Education tions. Moral precepts act subjectively but create the possibility of ethical de- cisions which alone can bulwark chas- tity. The same power of the imagina- tion may be harnessed more effectively as Fiske suggests: "Power of imagina- tion is closely connected with the abil- ity to work hard and submit to present discomfort for the sake of a distant re- ward." As the girl rounds out into the form of a woman she especially needs the guidance of her mother. The physiol- ogy of puberty is so startling, though far from sudden, that many girls are severely shocked and sadly unstrung for the lack of a few words of warning or explanation. As the father is in many ways more close to the son, the mother is the especial companion of her daughter. From maternal lips the girl should learn of the lessons of approaching puberty. The meaning 68 The Age of Chivalry of the developing breasts with their ir- ritability forms an important story. All manipulation of the breasts is unde- sirable. The protection of breasts from undue pressure by clothing per- mits their grov^th without adding to the reflex symptoms from irritation of the nipples. Wise is the mother who insists that the roughness of boys must not be per- mitted to extend to careless handling. The amorous amusements which so frequently occur during the latter por- tion of the age often form the begin- ning of a state of emotional instability that leads to a desire for sexual excite- ment. The meanmg of menstruation should be explained and the first appearance of this epochal physiologic index should be anticipated. The necessity for unusual physical care during this period should be accentuated. The 69 Sex Education importance of adequate clothing, in- cluding protection of the feet, should receive words of explanation. A cau- tion regarding sudden chilling or ex- posure to cold baths will save many- girls unpleasant hours. Most of all should advice be offered regarding dancing, violent exercise, and pro- longed excitement, particularly that of an emotional type. This is a wonderful time to retain the confidence of a daughter. To be girls together, that must be the mother's main idea and ideal. The sacredness of all sex subjects must be insisted upon and the maternal mind can guide the daughter through the thicket of ignor- ance without allowing her sensitive na- ture to be torn and bruised. The mother who fails to hold fast to her child at this period never has another natural opportunity. The new emo- tions will arise; the tingling spirit 70 The Age of Chivalry will burst forth. The first blush of ap- proaching womanhood may sear her soul if no wise counsellor and friend ofifers knowledge. Wherefore as the age of chivalry is ushered in grip your child more closely. You cannot prevent children from discussing to- gether the awakening mysterious feel- ings that tend to overwhelm them. It is impossible to prevent the voice of the gang from being heard in your home. It is therefore essential to ad- vise your child of the truth regarding her physical structure before the vul- gar terms can deny you the right to ex- clude them. Tell your children freely, candidly, that you are going to give them the facts and that you do so gladly for it is your duty to do so. Permit children to understand that it is their privilege to receive instruction from their parents in everything pertaining to their sexual organization, emotions, 71 )e\ Education or functions. The very desire for putside information is immediately Tessened. No longer is there joy in clandestine whisperings for there is no room for mystery when a flood of in- formation is always available. It is a mark of caution that is not to be disregarded to inform girls as well as boys that many boys and girls do not have the same opportunity for securing correct information and there- fore do not know the truth about such subjects. It is well to counsel that there be abstinence from conversation about sex themes with others among their companions. Such a result, while a natural request, is difficult of accom- plishment. The wiser course is to sug- gest that any information gleaned from other fields be talked over with the pa- rent so that the true grains may be separated from the chaff. Keep a close mental contact — and a gentle current 72 The Age of Chivalry of psychic rest will join parent and child. The rapid interruption of the contact will soon result in severe shock to either parent or child, and ere long some companion will short-circuit the parent, who then loses all power of guidance though the wire of respon- sibility is still alive. It is far simpler to develop the teaching gradually during the age of chivalry by following out the lines suggested in the previous chapter. There is less embarrassment to the pa- rent and the barrier of shame can be opposed by the careful inculcation of truths during the years up to fourteen. The parent who merely waits for evi- dences of puberty with the mental res- ervation that full instruction on all subjects deemed necessary will be given at that time, has a seriously difficult task to look in upon the child's book of mysteries. The distorted pictures are 73 Sc\ Education not easily erased. The maudlin senti- ment, the false stories, the ugly misrep- resentations, the perverted imagination have placed ineradicable marks upon every page. The book has been thought of, dreamed of, and written in secret. There is no desire to share the secret with the parent, just beginning to show interest. Unusual tact, patience and judgment are essential to overcome the mental attitude that has been acquired through parental neglect or indiffer- ence. The advantages of elementary school education are enjoyed during this age. Children as a result are securing a gradually enlarged horizon of natural history. From the kindergarten the life histories of plants and animals are discussed. With the training in higher grades many botanical phenomena are observed. Zoological development is slowly evolved and the various types 74 The Age of Chivalry of animals are discussed. There is never hesitancy in describing those creatures born from an egg hatched without the mother's body, or those born partially developed like the mar- supials, or the living young brought forth from the egg developed within the mother's body. The necessity of keeping in touch with a child's school work is well exemplified in relation to sex education. The parent is in the position of securing fairly exact in- formation as to the child's vocabulary, the extent of its knowledge of natural phenomena. The reading of litera- ture supplies many words that parents might w^ll explain unless the child ap- pears to have a full understanding of their meaning. To grow up intellec- tually with one's children requires un- usual patience and devotion, but the results are most stimulating. From the simple tales of the early 7S Sex Education age there now arise the complex prob- lems relating to conception as demon- strated through a study of pollination. Opportunity presents itself for ex- plaining the essential masculinity of the stamens and the particular femininity of the pistils. Slowly fact by fact is added until the child understands that the pollen represents the life giv- ing principle of the male portion of the plant. Only by transference of the pollen granules to the pistil is there a possibility of further plant life. Cleav- age of a flower soon shows the ovules hidden away within the ovary and the necessity of the protection of the egg is apparent. The clouds of pollen and the limitation of the number of the ovules suggests a condition that holds true throughout the living world. With the higher development of life it is notable that the number of eggs will be decreased. The multitude of fish 76 The Age of Chivalry eggs gives way to the small nestings of the birds. The litter gives way to a child or occasionally more. The ovary and its egg or ovule is analogous to similar organs in the human species. The tiny ovule by it- self can not bring forth new life. It is but a potential seed requiring the de- velopment of the pollen down the pistil until the life-giving principles of each have fused together. Then and then only is a seed found capable of transmitting life, under proper en- vironment. All life comes from the egg. And the fertilization of the egg is an essential factor of reproduction. The boy with seminal emissions must appreciate that semen is teeming with the life-giving sperm cells. The girl should understand the relation be- tween menstruation and ovulation — menstruation is practically a periodic preparation for maternity. An ovum 77 Sex Education (egg) is released from the ovary. Conception is impossible while sperm and ovum fail to unite. In a very limited sense the stigma and anthers are analogous in function to the external organs of generation, merely serving for the transmission and reception of pollen, while the essential embryonal processes are developed within the floral ovary. While especial reference is made to the botanical facts, it must not be imagined that this can be told in a day or a week or a month. It may take the entire period of chivalry to allow all the facts to get to the child. It is par- ticularly important to remember that questions must be freely and frankly answered. If false modesty is thrown aside and parental responsibility as- sumes command of the situation there will be little difficulty in finding words to explain any of the facts of life con- 78 The Age of Chivalry cerning which the child seeks light. Human knowledge is not unlimited and if, as may often occur, the child asks a question that the parent does not really know how to answer, there is all the greater reason for the par- ent to make honest admission of ignor- ance with the promise to give the in- formation as soon as it may be secured. As an example of interest and indus- try to the child it becomes important to ascertain the facts necessary to sup- ply the desired answer. During this period of life it is but natural that the sharpened observa- tion of children should lead to in- quiries regarding the human form. Here again straightforward replies are imperative. In the latter part of this era the gang spirit is growing and the opportunity for securing information from companions is increasing. The slightest hesitancy of the parent is 79 Sex Education noted, evasions are readily appreciat- ed and falsehoods are quickly detected. Many parents place themselves in re- grettably false positions and often ap- pear ridiculous to their children in the light of the vulgar explanations of sex physiology as acquired from extra- parental sources. The longer that parents postpone giving sex truths to their children the longer will youthful imaginations be exercised. Misconceptions and vul- garity increase the sense of shame and break down any confidence which pre- viously may have existed. Silence on sexual themes breeds an independence of the home for the very information that may best be given in the home. There is too often a fear, latent or manifest, that the real facts of life may be presented before the child is pre- pared to receive them. This attitude 80 The Age of Chivalry is perhaps natural in view of the his- tory of our methods of education. It is needless to point out that our fears regarding the mental prepared- ness of childhood does not extend to the study of mathematics, history, geo- graphy, or natural history. These are impersonal subjects and so there ap- pears to be little danger in securing a graduated curriculum that builds up step by step the knowledge that is deemed essential to the welfare of the child and the community The careful instillation of sex in- formation over a period of years pro- duces a preparedness for each addi- tional fact. The fact that children ask questions suggests that they are prepared to receive an adequate re- sponse. Thought precedes the ques- tion and other thoughts will follow whether there is or is not a direct answer. The purpose of prompt and 8i Sex Education correct replies is to ensure the proper training of the mind so that later judg- ments may be based upon facts rather than upon imagination or tradition. 71ie fear for the child's welfare is all too frequently merely an excuse for the parent who is not prepared to give the instruction or who mistrusts his ability to express the truths in terms comprehensible to the child. Masturbation requires personal at- tention more during the last years of this age of chivalry than at any other time. It is the opportunity of prevent- ing the habit that presents itself. Younger boys learn the practice from older boys and loose companionships at puberty are dangerous. Guidance against this practice may well be anti- cipatory. By calling attention to the necessity of caring for the genital or- gans so as to preserve their health, by encouraging general ideals of cleanli- 82 The Age of Chivalry ness much may be accomplished. The damage of this solitary vice is visited upon the nervous system and the psy- chic centers. The warnings coupled v^ith threats of physical punishment are of little avail. Appeals to self-re- straint, self-respect and on the grounds of health are of far greater value. Calling upon pride, ambition and man- liness has more potential power where there is added thereto an intelligent discussion of the interrelation of the general health of the body and the health of all its parts. To cause chil- dren to realize that the accomplish- ment of their desires and ideals de- pends upon their freedom from self- handling gives an impetus to self-con- trol that is otherwise lacking. Some precocious youths secure additional strength in the idea that their poten- tial paternity may be sacrificed through the stimulation of their sexual 83 Sex Education selves at this period of immaturity. Abnormal sexual excitation may- occur from immoral plays, suggestive books, or the amorous relations engen- dered by close contact. Oversight can- not be constant. Giving advice in neg- atives grows oppressive. The con- structive suggestions as to music, plays, and reading are distinctly helpful. The encouragement of open air activities and outdoor sports, fostering the col- lecting instincts and developing interests that are not self-centered help to lessen the distressing effects of unrestrained emotionalism and guard against the likelihood of later sensuality. There is unconsciously developed a power of inhibition of sexual impulses. The immoral tendencies are limited in their expression. Physical health is in- creased. Idleness is discouraged. The expanding consciousness is guided in- to safe waters. Self-control and self- 84 The Age of Chivalry direction are developed widiout lay- ing stress upon the morbid pictures of the results of self-abuse. While elementary school education characterizes this period of childhood, the Sunday school also plays its part in developing high ideals and in inculca- ting the virtues of chastity, love, and reverence. The power of religion is excellent in causing the evolution of moral and ethical concepts protective and sustaining in nature. Unfortunate- ly the period of Sunday school influ- ence usually ceases at the time it is most needed. The indecision and in- stability of puberty require the con- tinuance of religious influences beyond the period of confirmation. The in- termittency of ethical and religious instruction w^eakens its power as a guiding principle. A consciousness of the sacredness of human life affords additional strength to boys and girls, Sex Education enabling tliem to withstand tempta- tion out of fear of God, when the per- sonal danger makes no appeal to them. As this is an age of emotion and senti- ment the power of religion deserves greater recognition. The parents by taking cognizance of this phase of edu- cation have renewed powers for estab- lishing morality on the highest basis. By giving thought to boys, the in- terests of girls will be subserved. Males are the sexual aggressors. By lessening the number of the invading force the defense of the girls will be strengthened. Honor and chivalry founded on love are readily established at this age. Building up this structure upon the foundation of the home calls forth a new reaction. To make a child realize that the honor of the family rests upon him develops a new respon- sibility. Pride in family is essentially l protective against vice. The counsel 86 The Age of Chivalry to so conduct themselves toward other boys and girls as they would desire to have their brothers and sisters and mother and father treated, places be- fore childhood a plane of action that tends to prevent moral retrogression. Such advice is particularly valuable when parents and children must be separated. The constant presence of a parental guiding spirit is a safeguard for the child living at a boarding school, where supervision is lax and where the herding of either sex tends to increase the possibilities of sexual transgressions. The consciousness of approaching manhood and womanhood afifords a point of contact that reacts to intelli- gent development. The creation of the highest ideals brings about a sort of absentee system of control. The qualities of manliness and womanliness appeal to children. Imitation has be- 87 Sex Education gun to yield to motivated conduct. Chivalry as the result of mere emotion- alism gradually gives place to chivalry arising from an intelligent conception of its value and purpose. Knowledge has been gradually ac- quired. Sentiment has evolved from emotion. Moral standards are ready for birth through labored judgment. The long period of sex instruction is beginning to bring its desired results — merely beginning because character is still in process of evolution. Drum- mond has struck the keynote of every program for sex instruction in stating "The function of education is to guide the intellect into a knowledge of right and wrong, to supply motives for right conduct, and to furnish occasions for the exercise by which alone can moral habits be cultivated." 88 THE AGE OF CIVIC AWAKENING Ill THE AGE OF CIVIC AWAKENING THE period of civic awakening in turn marks a further develop- ment of character. The child in beginning adolescence appreciates that he is part of a community. The world of ideas has expanded. No longer is the sharp focus on himself. His thoughts are less centripetal. There is a realization of the world outside of the home and a recognition of the fact that competition is going on in it. The idea of partnership in life makes itse^ y m ■ JULl-i'^aj, nm 1 1S63 Wffo too*'? DEC 101974^ RECD LD-f^g HE JUN?3 1! MAY 2 3 1975 RECD LD-UHB m mmf 9. 9\m 1^3E-URD DEC 2 3 1977' i Mjv^ym EB^li^te I JUI 81985 " 1 1 )rm L9-40m-7,'56(C790s' 1)444 3 1158 00021 2018 UC SOUTHERN REGIONAL LIBRARY FACILITY AA 001 047 831 1 ^1