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Updated: July 6, 2025
In an address published in the Journal of the Society of Sanitary and Moral Prophylaxis, Vol. V, No. 1, January 1914, Dr. Cabot contended that the hygienic and moral aspects of sex-education should not be associated. It is possible that the following review and criticisms may be based upon a misinterpretation; but if so, I shall not feel lonely, for at the close of the discussion, Dr.
I take it for granted that no teacher of literature who contributes to sex-instruction will let the students know that the emphasis placed on great life problems is part of a conspiracy of parents and educators to give in the name of sex-education instruction that will help prepare the individual for facing the problems.
Here we have returned to the central thought of the definition with which this lecture opened, and which I emphasize because it is the foundation of all future lectures: The larger sex-education includes all scientific, ethical, social, and religious instruction and influence which in any way may help young people prepare to meet the problems of life in relation to sex.
It is, therefore, evident that we cannot make permanent progress by emphasizing the need of sex-education unless we can give assurance that qualified teachers are available. The situation as regards teachers of sex-instruction is very different from that of all other subjects concerning which young people should be taught. We cannot safely plan the teaching regarding sex until we know the teacher.
Sex-education organized with regard to these four aims will touch definitely all the eight problems of sex that have been discussed in preceding lectures. The first aim will directly affect the problem of vulgarity and indirectly touch those stated under the third aim.
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.
For emphasis, let me briefly summarize these aims of sex-education: Serious, scientific, and respectful attitude of mind on sex questions; personal sex-hygiene; social and ethical and eugenic responsibility for sex actions; relation of immorality and social diseases.
Among those who have contributed to the sex-education movement there are none who have properly emphasized this super-morality, which, I believe, is the ultimate goal of the larger sex-education for the most enlightened people.
There may be some necessary modifications to this plan; for example, in Teachers College the course on sex-education and another series of lectures on sex-physiology and hygiene for women are open to students who do not take the biology courses in which the sex-instruction logically belongs.
From whatever side we look at the question whether the larger sex-education should somehow try to mold the ideals of young women with regard to love and marriage, we see reasons why parents should encourage their maturing daughters to get some advance understanding of such relation.
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