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Updated: July 6, 2025
I have given great prominence to the social-sexual diseases in their relation to sex-education because along this line there has been developed the widespread interest in sex-instruction as one method of protecting young people against promiscuity.
To avoid possible misunderstanding, let me repeat from the first lecture the proposition that sex-education should extend in home and school from childhood to maturity. It follows that these lectures concerning the problems of sex that seriously affect the human race are not all applicable as arguments for instruction in schools or for children of school age.
While I have stressed biological nature-study as offering the ideal basis for the broadest kind of sex-education, I realize that there are cases where such study cannot be held prerequisite to some aspects of sex-hygiene that young people should know. However, we should aim to make such cases the exceptions and not the rule.
Granted, then, that children should be given some reliable instruction concerning things sexual, who should be the teacher, what should be taught, and when should the instruction be given? These are the fundamental questions now being considered by the parents and educators who have accepted sex-education as necessary.
There is some truth in each; in fact, there is more than enough to justify the present movement for sex-education.
Sex Problems and the Need of Special Knowledge In these lectures I shall discuss the great sex problems towards the solution of which knowledge conveyed by special education may help. These problems offer reasons or arguments in favor of sex-education, and I shall attempt to present them from this point of view.
It now seems probable that before many years pass we shall learn how to make a satisfactory combination of both the sanitary and moral sides of sex-education, and so it is best that the educational movement started on the foundation of the undisputed facts of sanitary science which have made a powerful impression on the people who do and who do not recognize a code of sexual morals.
Finally, the fourth aim provides for teaching the essential facts that may help individuals protect themselves directly, and society indirectly, against the diseases that awakened the world to the need of sex-education. Let us turn now to analyze the aims of sex-education and consider how they may be connected with a definite scheme for sex-instruction.
The effect of sex-education upon individual lives will in no small degree depend upon the impression made by the living teacher who deals with the difficult problems of sex in relation to hygiene and ethics. Hence, the greatest care should be taken when selecting the teacher for this all-important part of the student's sex-education.
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