Sex-education Part 19

-- 52. _The Future of the Larger s.e.x-education_

[Sidenote: Public has lost interest in sensationalism.]

I hear many questions as to the probable future of s.e.x-education. I am asked: "Is it moribund?" "Is it a disappearing fad?" "Has not the high tide of interest pa.s.sed?" No doubt such questions are inspired by the oft-repeated statement that public interest in s.e.xual questions has waned decidedly in the last few years. This is true, and it is a most fortunate indication of approaching sanity. The public interest in the last decade has been most deplorable, because it has centered in the abnormal and sensational aspects of s.e.x. Authors have vied with each other in presenting the most lurid cases of social diseases, white slavery, s.e.xual perversions, and every other available aspect of s.e.xual degeneracy. Of course, the reading public was bound to grow tired of this, just as it wearies of a horrible murder trial or of a sensational divorce case. It is certainly true that there is a marked decline of general interest in s.e.xual abnormality and sensationalism; but that does not mean that the s.e.x-education movement is moribund.

[Sidenote: s.e.x-education permanent.]

The wave of sensational revelation has pa.s.sed; but the intelligent public is no longer ignorant of the nature and causes of the great problems of s.e.x, and is well aware that young people need definite guidance for facing the facts of life. It is unthinkable that intelligent parents who are now well informed concerning s.e.x will ever again stand for the old policy of mystery and silence. It is, therefore, impossible to believe that there is any danger of s.e.x-education disappearing. Of course, we have not reached a permanent system of s.e.x-education. There certainly will be vast changes in our approved subject matter and methods of teaching; but the main idea of the s.e.x-education movement is gaining support every day.

[Sidenote: s.e.x-education fundamental.]

There is another reason why s.e.x-education will be permanent. In addition to the great need of educational help with information and influence which will mold the individual life with regard to the problems of s.e.x, it must be evident to all that even the legislative, sanitary, social administrative, religious, ethical, and other attacks upon the problems depend upon knowledge and att.i.tude, at least of the leaders. Look at the problems of s.e.x outlined in the earlier lectures from whatever angle we will, and it appears that, in the final a.n.a.lysis, education offers the only key to a possible solution.

Therefore, I a.s.sert that s.e.x-education--the larger s.e.x-education--is an absolutely fundamental factor in every phase of the social-hygiene and s.e.x-ethical movement.

[Sidenote: Ultimate effect of s.e.x-education.]

In closing the last lecture of this series, let me state my confession of faith in s.e.x-education: It is certainly only _one of several_ possible lines of attack on the alarming s.e.x problems of our time; but it offers the most hopeful outlook towards improved s.e.xual morals and health, both physical and psychical. However, we shall gain nothing of permanent value by extravagant claims or hopes as to the ultimate effect of s.e.x-education. We must expect incomplete results. It will not entirely solve the s.e.x problems for all individuals who receive instruction; but it will solve all of the problems of many individuals and help many others. It will not eradicate the social evil and its characteristic diseases, but it will protect many young people and so reduce the sum total of awful consequences. It will not prevent all divorces and matrimonial disharmonies, but already the biological teaching is helping and some day the social-ethical problems will be understood and then most intelligent men and women will understand the fundamental principles for permanent and harmonious monogamic marriage.

Finally, s.e.x-education will not enforce universal s.e.xual morality in conformity with our accepted code, but it will help many individuals through decisive battles with s.e.x-instincts.

[Sidenote: s.e.x-Education and general education.]

Such are some of the lines along which extreme claims and hopes for s.e.x-education have been and are still being made. There is some truth in each; in fact, there is more than enough to justify the present movement for s.e.x-education. To all those who see nothing in the movement because it will not solve all the s.e.x problems which have created a demand for special instruction, we may reply by simply pointing to the fact that general education makes some better and more efficient citizens, but many times it fails to give desirable results.

We believe in general education because it aims to offer all individuals help in preparation for more efficient life, although it succeeds only in part. Likewise, we should stand for the instruction of all young people in matters concerning s.e.x because it is certain that such knowledge will function completely in many lives and will work appreciable good in many others.

[Sidenote: A permanent and essential part of education.]

I cannot believe that s.e.x-education is one of the long line of modern educational fads which quickly pa.s.s their day, for no other phase of education so closely touches life. History and geography and even a large part of the "three Rs" may be of little use in the lives of numerous people, but s.e.x-education deals with problems which the normal human life cannot possibly avoid and which each individual must be prepared to solve for himself. Therefore, we may confidently a.s.sert that instruction concerning the most important aspects of s.e.x processes and relations.h.i.+ps will soon be recognized as an absolutely necessary part of a rational and efficient scheme for the education of young people.

[Sidenote: The never-ending problem of good and evil.]

The larger s.e.x-education is sure to have a permanent place in the never-ending work of preparing coming generations for the highest development of life's possibilities. Each succeeding generation of young people must be prepared by educational processes to face intelligently and bravely the problems of s.e.x that are sure to come into every normal life. Of course, s.e.x-education at its best development can do no more than give the individual a basis for intelligent choice between good and evil; but here, as in all other upward movements of human life, the decision must depend upon a clear and positive recognition of the advantages of the good as contrasted with the evil. Hence, the one essential task of s.e.x-education in its broadest outlook is to guide natural human beings to recognition and choice of the best in the s.e.xual sphere of life. And in so far as each coming generation of individuals may be thus guided by the larger s.e.x-education, the problems of s.e.x will be pragmatically solved, for the social aggregate of human life will become better, happier, n.o.bler, truer, more in harmony with the highest ideals of life, more like our vision of perfected humanity.

FOOTNOTES:

[19] The name was changed in 1913 to _Journal of the Society of Sanitary and Moral Prophylaxis_.

[20] While this book was in press, the name was changed to New York Social Hygiene Society.

XII

SOME BOOKS FOR s.e.x-EDUCATION

I have decided to publish only the names of selected books which seem to me to be the best for teachers, parents, and young people. In making the selection, I have considered several hundred books which bear on the s.e.x problems in an educational way, and have decided to reject the majority of them. While there might be some value in a long list with critical notes on books that I cannot recommend, it would be a worse than thankless task to compile such an annotated bibliography; for the compiler would surely add to his collection of enemies many authors whose books deserve severe criticism. The sudden and sensational publicity concerning matters of s.e.x and the possibility of commercial exploitation has produced an avalanche of s.e.x books, some good, many bad, and the majority ordinary. Evidently, most of the authors, including numerous physicians, have written to order and without special preparation.

The books of the following lists are not all deserving of unqualified recommendation. In fact, some of them are included because they are the least objectionable of their much-needed kind, and others because they have some good grains that the reader will find worth picking from a ma.s.s of non-nutritious but, fortunately, non-poisonous chaff.

I have not included many books which I recognize as important for readers thoroughly trained in science, but which are dangerous for the average reader of literature on s.e.x.

It is possible that I may have overlooked some very good books that I have not intended to ignore; and I shall be glad to have my attention called to books which deserve recognition.

Special bibliographies have been published in Wile's "s.e.x-Education,"

March's "Towards Racial Health," Geddes and Thomson's "s.e.x," and Foster's "Social Emergency."

Publishers.--In most cases the first part of the names of well-known publishers has been given. Unless otherwise mentioned, they have offices in New York City. In addition, the following abbreviations have been used:

A.M.A. = American Medical a.s.sociation, Chicago.

A.S.H.A. = American Social Hygiene a.s.sociation, 105 West 40th St., New York City.

S.S.M.P. = Society of Sanitary and Moral Prophylaxis, 105 West 40th Street, New York City.

a.s.sociation Press = press of the National Board of the Y.M.C.A., New York City.