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Updated: July 6, 2025
Cabot's repeated attacks on the sex-education movement. He believes that morality and sanitation are decidedly conflicting. His address fails to support this idea with regard to a single point concerned with the proposed sex-education.
It is time for those who are active in the sex-education movement to note the signs of the times, for an effective educational scheme for young people must take into account the present tendency towards a dangerous interest in literature relating to sexual abnormality, especially immorality.
Among those who see the need of teaching sex-ethics as a part of the larger outlook of sex-education, there are two points of view: those who favor the teaching of sex-ethics with the hope of preventing the hygienic problems arising from immorality, and those who believe in sexual morality for its own sake or as an accepted code of conduct.
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. "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.
As a matter of educational procedure insuring that young people will learn to interpret life, especially those aspects that the larger sex-education touches so definitely, there appears to be no more natural and unobtrusive way of approach than that offered by the study of literature.
To spread the knowledge that will help civilized humanity on towards the best possible adjustment of sex and life, and therefore to a pragmatic solution of sexual problems, is the task or the chief aim of sex-education.
Hence, all Americans who are prominently interested in sex-education believe that it should aim to make our young people more ready to accept and understand morality according to the monogamic ideal. Those who are interested in this problem of morality as related to marriage should read Foerster's "Marriage and the Sex Problem."
For convenience I shall use the following brief headings: Personal sex-hygiene, social diseases, social evil, illegitimacy, sexual morality, sexual vulgarity, sexual problems and marriage, eugenics. These sexual problems toward whose solution special instruction of young people may help are stated here in the order in which they have attracted attention as reasons for sex-education.
Many scientific women think there is no such danger for average girls, but agree that girls as well as boys will gain in respect for the subject of sex if the atmosphere of secrecy can be avoided. Hence, while books for private reading are better than ignorance, they alone will not solve many of the problems at which sex-education is directed.
Interpretation of literature by teachers is very important for the purposes of sex-education of young people. As an example, take Tennyson's "Idylls of the King," whose movement centers in the life problems that turn around love. Without interpretation "The Idylls" may teach false as well as true lessons of life.
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