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Updated: July 17, 2025
The pre-adolescent and imitative religious life of the boy is fairly communicative, but as soon as the actual struggle of achieving a personal religion sets in under the pubertal stress the sphinx itself is not more reticent. The normal boy is indisposed to talk about the affairs of his inner life. Probably they are too chaotic to formulate even to himself.
However, it is scientific to say that the habit may weaken the nervous system and indirectly affect general health, especially in pre-adolescent and early adolescent years. Probably the greatest nervous damage comes because there is often greater excess than is possible in natural sexual relations; the strain of all sexual excess is more in loss of nervous energy than of secretions.
Evidently there is a special reason for gradual and cautious teaching of girls, and so it is probably best, as many parents urge, that in pre-adolescent years the girl's instruction in social-sexual lines be training in modest deportment and a proper reserve towards boys.
Team games appear to be the especial property of adolescents, for young children are more or less individualistic and solitary in many of their games, but boys and girls alike prefer team games from the pre-adolescent age up to adult life.
When he studied Korean, read great literature, went to a museum, saw a video at the video pang, or went to a mokotang he was alone and often questioning how anything could be enjoyable in such remoteness. Everything was measured by its impact on others but the pre-adolescent, found buried deep in the man, could always play alone.
Many parents who believe in sex-education for their children hold that the mothers should give all necessary hygienic guidance and teach the elementary facts of life to the children of both sexes in the pre-adolescent years, but that with the dawn of adolescence the girls should continue to be instructed by their mothers, while the boys should be guided by their fathers.
It is evident that conduct that is at so high a level, involving experience, powers of judgment, and control, cannot be characteristic of the immature individual, but must come after years of growth, if at all. Therefore we find stages of development towards moral conduct. The first stage of development, which lasts up into the pre-adolescent years, is the non-moral stage.
These talks should first be given to limited groups of pupils, preferably in the presence of some parents who are interested and who have given their children some home instruction. Working along such conservative lines, I believe a tactful principal of a grammar school might succeed in developing much of the needed instruction for pre-adolescent pupils.
Some of the problems of sex point to the need of special instruction in pre-adolescent or in adolescent years, but some of them concern directly only those who are approaching maturity. First Problem for Sex-instruction: Personal Sex-hygiene
As far as he knew she could just be an imposter after the other one's disappearance. And on his pillow he would again think about the flashlight in the cave and the hotdog in the bun jokes that he was beginning to hear in the locker rooms of adolescent and pre-adolescent boys. Precocious as he was in firsthand knowledge of some sexual issues he was still curious about more normal arenas.
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