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Updated: July 6, 2025
The only sure pathway to health, attitude, and morals is in beginning with young children and instructing them as gradually as the problems of sex come forward. The greatest possible good of sex-education will not be secured if it stops with early adolescent years.
The idea that education should work for sexual morality for its own sake and not simply for protection against venereal diseases has only recently begun to appear in the literature of sex-education, and so far it seems to have made only a limited impression on many of those who have been active in the prophylactic campaign against social disease.
The historical order which I follow in this lecture is not now the order of greatest importance. For example, sexual morality and vulgarity are probably of far greater significance than any of the other sexual problems that offer arguments for sex-education.
Therefore, in viewing the field of sex-education with reference to the possible usefulness of knowledge in helping individuals solve the vital problems that have grown naturally out of the reproductive function, I believe that we are logical only when we organize our educational aims so as to give scientific instruction concerning the problems of sex in the several lines in addition to the physical or hygienic aspects of the social evil and its diseases.
In other words, the first definite sexual temptation is likely to come to a young woman from outside herself, and young men should be impressed with their responsibility for allowing even the beginning of situations that may arouse dormant but dangerous instincts. The Fifth Problem for Sex-education: Sexual Morality
A strong mother's heart to heart guidance at that time will influence the boy more than all the sex-education which the schools and colleges combined can ever hope to offer. Such is the problem of home teaching for adolescent boys.
He mentioned only two points wherein there is apparent conflict, namely, prophylaxis that allows immorality while avoiding venereal disease, and prevention of conception. Neither of these is directly involved in the sex-education movement, and their immoral bearings are highly debatable.
The result will be complete loss of the stealthy suggestiveness which has made concealed sexuality so dangerously attractive to the type of mind that revels in the modern sex-problem novels. We want no such suggestive concealment in a scheme of sex-education, for it aims at a purer and higher understanding of sex in human life.
Teaching concerning maternity and birth will not directly meet the moral problems of sex, but it will help develop an attitude, "a consecration of the affections," that will guard against the dangers of sex. Such teaching to children is only one of many steps in the scheme of sex-education.
I cannot believe that sex-education is one of the long line of modern educational fads which quickly pass their day, for no other phase of education so closely touches life.
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