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It is obvious that something more than the ordinary biological facts of reproduction must be included in sex-instruction that tries to prevent such tragedies. In another lecture we shall consider moral teaching, but here let us look at the cold facts of life that ought to be taught at some appropriate time to young people.
Colleges and other higher educational institutions may contribute somewhat to this advanced sex-instruction; but obviously the great majority of maturing young people cannot be reached personally except by instruction arranged in churches, the Y.M.C.A., and the Y.W.C.A., evening schools, and other such institutions.
In that report there are twenty-three recommendations concerning sex-instruction; but only one mentions social diseases and in these words: "During the later period of adolescence ... there should be given ... special instruction as to the character and dangers of the venereal diseases." That seems sufficient.
I believe that the best introduction to advanced sex-instruction is through biological ideas which may be presented in popular lectures and books; but, of course, will be best taught in courses of biological science.
Prince Morrow. See also pages 241-243. There are eight important sex problems of our times that offer reasons or arguments for sex-instruction, because ignorance plays a large part in each problem. I shall state them briefly here and discuss each in succeeding lectures: Many people, especially in youth, need hygienic knowledge concerning sexual processes as they affect personal health.
So uncertain are we at present regarding how we should approach the problem of teaching grammar-school children that the only safe advice for general use is that teachers, or preferably principals, should begin with parents' conferences led by one who is a conservative expert on sex-instruction.
I have pointed out that there are five serious disqualifications; and it is probable that if strictly applied when choosing teachers for special sex-instruction, there will be elimination of three or four in every ten of those whose training in science might be expected to qualify them as teachers of this special line.
To say the least, it is unfortunate that a man prominent in law and statesmanship should have lent the weight of his name to such superficial conclusions that are so obviously based on exceedingly limited information regarding both the established facts of sex and the most approved methods of sex-instruction. Conclusions from the Criticisms of Sex-education
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.
If there were no other reasons for sex-instruction, I believe that it would be worth while to teach such hygienic knowledge of self and sex as would guard young people against harmful habits and unhealthful care of their sexual mechanisms; and which, moreover, would guide them across the threshold of adolescence with some helpful understanding of the significance of the metamorphosis.
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