Sex-education Part 9

[Sidenote: Teachers not respected by pupils.]

The fifth kind of persons who ought not to teach the personal side of s.e.x-hygiene are those who cannot command the most serious respect of their pupils. This applies especially to many men teachers whose flippant att.i.tude and even questionable living are not likely to help their pupils, especially boys, towards a satisfactory interpretation of s.e.x problems. Of course, such teachers ought not be in schools at all, but the fact is that for various reasons they sometimes get there and stay there; and so they must be weighed by the school official who selects the teachers to be intrusted with special problems of s.e.x-education.

[Sidenote: No instruction without satisfactory teachers.]

Summarizing, I have in this lecture aimed to warn the school administrator, and others who must select teachers of cla.s.ses, against the kinds of teachers who ought not be chosen for presenting the special problems of s.e.x-education, especially those of s.e.x-hygiene and s.e.x-ethics. I have pointed out that there are five serious disqualifications; and it is probable that if strictly applied when choosing teachers for special s.e.x-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. It is a fair question as to what a school or other inst.i.tution should do if it has no teachers who are free from the above disqualifications. My own belief is that it is better to get an outsider for the handling of the special problems. If this is impracticable, then suggest to the students that they read certain books such as are recommended in the last sections of this book. Even entire omission of the study of the personal and social aspects of s.e.x-hygiene and s.e.x-ethics is far wiser than intrusting a cla.s.s to a teacher with one or more of the negative qualifications that we have been considering in this lecture. The effect of s.e.x-education upon individual lives will in no small degree depend upon the impression made by the living teacher who deals with the difficult problems of s.e.x in relation to hygiene and ethics. Hence, the greatest care should be taken when selecting the teacher for this all-important part of the student's s.e.x-education.

V

BOOKS AS TEACHERS CONCERNING s.e.x AND LIFE

-- 22. _Value and Danger of Special s.e.x Books for Young People_

[Sidenote: Books for private reading.]

There are many parents and teachers who believe that young people should get their s.e.xual information by private reading, and numerous books for boys and girls have been prepared to meet such a demand. The desire for such "private" reading undoubtedly exists, especially in boys; but this is part of the general air of secrecy and vulgarity that has enshrouded the truth about s.e.xual matters. Many eminent physicians agree that there are elements of physical and perhaps moral danger when a boy reads a s.e.x-science book secretly, but that there are few such possibilities in frank and scientific teaching by a competent instructor. This is recognized by leaders in the Y.M.C.A., and they prefer to read books with the boys in study cla.s.ses. 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 s.e.x 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 s.e.x-education is directed. We must cease to foster the secrecy created by an atmosphere of obscenity, and the study of s.e.x must be brought into the light of day. Let good books be recommended through parents and with their approval be issued freely by libraries and without restrictions which suggest something dark and wrong. Let parents and teachers encourage such reading, but not as something requiring secrecy. Rather let such books be read as freely as any other good books, and let parents and competent teachers follow the young readers closely so as to explain facts and help develop the desirable att.i.tude of mind. Especially let parents encourage the idea that approved s.e.x-science books may be read at the family fireside as properly as any other books. Above all, let parents and teachers work in every possible way against the time-worn idea that problems of s.e.x are essentially vulgar and demand secrecy even in scientific study. We must have a n.o.bler and healthier outlook on human life than that which so commonly prevails, and we can never get it by secret study of s.e.x-science by young people. Such study may do some good by warning against unhygienic habits and social diseases; but it is certainly inadequate to give the open-minded att.i.tude needed so much for appreciating the ethical, social, and aesthetic bearings of human life as it is influenced by normal s.e.xual functions.

[Sidenote: Pamphlets _vs._ books.]

It has been urged by well-known teachers that, for s.e.x-instruction, pamphlets are better than books in that they do not hold the attention too long on topics that may be exciting to some young people. On the other hand, books usually make a stronger appeal, while pamphlets are likely to be regarded lightly, as are magazines and newspapers. There is no doubt that most s.e.x books for young people are too extended, and there is need of condensed forty-and fifty-cent booklets in place of the books commonly sold at one dollar. Three or four small booklets by different authors read at widely separated intervals will interest and influence a young man more than one large and comprehensive book. There is besides great value in the points of view of various authors.

[Sidenote: Better books needed.]

At present there are no thoroughly satisfactory books for adolescent boys and girls. In my opinion, W.S. Hall's books for boys are the most reliable, and his "Life Problems" is the best selection of facts for girls; but some mature readers criticize the style of presentation.

Some other books for adolescent young people are mentioned with critical notes in the bibliography at the end of this book. There is still plenty of chance for authors to experiment in writing books of this cla.s.s.

-- 23. _General Literature and s.e.x Problems_

[Sidenote: s.e.x in literature.]

In the world's best literature there is much that teaches important lessons in the field of the larger s.e.x-education. In the guise of love, s.e.x problems have always held the prominent place in all literature.

Many a great book teaches direct or positive lessons by holding up high ideals for inspiration and imitation; but some of the most impressive lessons are in negative form, especially in fiction that deals with the tragedies of life.

[Sidenote: Religious books.]

As examples of literature of direct influence in helping many young people solve the problems of s.e.x, we think first of that which holds up high ideals of personal purity, such as the Bible and other religious books. There is no doubt that such literature has a tremendous influence on many young people; but it has little influence on others, probably in part because the somewhat mystical style of most religious writings is meaningless to many people.

[Sidenote: Appeal of poetry.]

It is a fact that many young people who refuse to be interested in religious literature may be influenced for s.e.xual purity by the emotional appeal of some general literature. This is especially true of romantic poetry. I believe that the high "idealism" of love inspired by Tennyson's "The Princess" and "Idylls of the King," by Longfellow's "Evangeline" and "The Hanging of the Crane," by some of Shakespeare's plays, and by other great poetry with similar themes has had and will continue to have greater influence on the att.i.tude and ethics of many young people than all the formal s.e.x-teaching that can be organized.

Hence, I believe that teachers of literature should be led to take interest in the larger s.e.x-education to the end that by selection and interpretation of great masterpieces they may contribute in a valuable way to the solution of some of the problems that have their center in the deeper nature of s.e.x.

[Sidenote: Importance of interpretation.]

Interpretation of literature by teachers is very important for the purposes of s.e.x-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. The average reader is likely to miss the great lessons if the poem is not critically interpreted either by living teachers or by such critical essays as those by Henry van d.y.k.e in his "Poetry of Tennyson" and Newell Dwight Hillis in his "Great Books as Life-Teachers." Without interpretation "The Idylls" may teach false as well as true lessons of life. Some of the Knights of the Round Table (Galahad and Percivale) were worthy followers of the good and pure King Arthur, and some of them (like Lancelot and Tristram and Merlin) proved unable to live up to the vow of chast.i.ty to which Arthur swore all his knights. And on the part of the ladies of Arthur's court, there was purity and devotion and true womanhood in Elaine and Enid, while Guinevere and Ettarre and Vivien were unchaste and faithless. In fact, all phases of the relations of men and women in the struggles and perplexities of life are pictured; and therefore it is important that a well-trained teacher should be the guide and interpreter if the "Idylls of the King" are to be read with the idea of understanding their true bearings on life, which includes their contribution to the larger s.e.x-education.

I have used "The Idylls of the King" as an ill.u.s.tration because they are so many-sided in s.e.x problems; but much other great literature may be made to help young people to high ideals of relations.h.i.+ps between men and women. I have emphasized the place of such literature in the larger s.e.x-education because I have come to believe that interpretation of life either real or in great literature may have profound influence in the development of one's philosophy of life. As a matter of educational procedure insuring that young people will learn to interpret life, especially those aspects that the larger s.e.x-education touches so definitely, there appears to be no more natural and un.o.btrusive way of approach than that offered by the study of literature. I am convinced that many teachers of literature may be efficient workers in the cause of the larger s.e.x-education, supplementing the scientific teaching in the ethical lines where science is admittedly weak, if not helpless. It is to be hoped that numerous teachers will soon grasp this opportunity. If they will study the s.e.x-education movement in order to get its general bearings and will teach the s.e.x aspect of literature on a basis of high ideals of life and love, we need have no fear as to the culmination of the instruction which properly begins with study of the biological facts of life in its s.e.xual aspects and leads on and on to its climax in the ethical aspects of the individual's s.e.x life in relation to other individuals, that is, to society.

[Sidenote: Not to be labeled "s.e.x-education."]

I take it for granted that no teacher of literature who contributes to s.e.x-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 s.e.x-education instruction that will help prepare the individual for facing the problems. Here, as elsewhere, the young people had better be left unaware that their elders are so interested in giving them instruction regarding s.e.x problems that they have organized, for study of ways and means, a movement known as s.e.x-education.

[Sidenote: s.e.x tragedies of fiction.]

The abundant literature that points to the moral to be drawn from s.e.xual tragedies has doubtless influenced thousands of young people. I have talked with many educated people who confessed to having been profoundly influenced by such books as Eliot's "Adam Bede," Hawthorne's "Scarlet Letter," Goethe's "Faust," Hardy's "Tess of the d'Urbervilles." One might go on and compile an extensive bibliography, for fiction of all languages of all times is full of the errors into which insistent s.e.x instincts have drawn men and women who were not masters of themselves. All standard fiction in which s.e.xual errors and their penalties are a.s.sociated may do good as a part of the larger s.e.x-education, but the teacher should make sure that the young readers arrive at the correct interpretation.

[Sidenote: Fiction without a moral.]

Against that type of fiction which presents s.e.x problems that do not clearly "point a moral," the average so-called "problem novel" of recent time, there should be general opposition by workers for the larger s.e.x-education. Many of the modern novels and magazine stories seem to introduce s.e.xual situations for the same reason that Boccaccio did in some of his tales, namely, the attractiveness of lasciviousness.

Unlike the commendable novels, it is characteristic of the equivocal ones that no penalty is demanded or paid and no moral conclusion is suggested. In fact, the way is very often left open to an immoral interpretation. All such literature certainly tends to work against the aims of s.e.x-education. Perhaps parents and teachers may cooperate to keep much of this kind of literature out of the hands of young people, but the safest procedure is in cultivating taste for literature that does teach helpful lessons of life. If young people do read books and magazines that seem to stand for uncertain morals, it is best that parents and teachers should point out the moral interpretations.

-- 24. _Dangers in Literature on Abnormal s.e.xuality_

[Sidenote: Danger in present interests in the abnormal.]

The opinion is spreading among those who are studying the educational problems relating to s.e.x that there is great danger, even for many adults, in much of the literature describing psychopathological and abnormal social-s.e.xual facts. There are enormous quant.i.ties of such literature, particularly concerning the social evil. It is extremely doubtful whether the reader who is not directly engaged in medicine, psychiatry, or social reform will profit by filling his mind with facts from the darkest side of life. No doubt it is important that all intelligent men and women should know enough about s.e.xual immorality and the life of the underworld so that they will realize the necessity of protecting young people from vice in all its forms; but this does not mean that everybody should read extensively in the ma.s.s of printed matter that sets forth the most awful details concerning human depravity. There is a real danger in this line. The s.e.x-education movement has already brought the problems of s.e.x out of the old-time secrecy, and no other topics of the times are so freely read and discussed. This might be well if the reading and discussion always took constructive lines leading towards improvement of s.e.xual relations.h.i.+ps; but unfortunately, much of the present popular interest in s.e.xual problems seems to be a morbid craving for the abnormal. We find this tendency in the demand for a certain type of s.e.x-problem novels, we see it frequently on the stage and in motion pictures, and we hear it in general conversation. The advertised suggestion of s.e.xual immorality in a forthcoming serial novel often raises surprisingly the circulation of certain magazines. A few hints of s.e.xual irregularity in certain plays have brought crowded audiences. A scandalous divorce case, reported as freely as the law allows, is a choice morsel for average readers of newspapers. Everywhere it is the s.e.xual abnormality, perversity, and even b.e.s.t.i.a.l vulgarity, that seems to attract the most attention. Books and magazines and theaters and preachers who extol the normal and bright side of s.e.x-life are not now extremely popular with the ma.s.ses of people. As a well-known magazine recently summarized the present situation, "it has struck s.e.x o'clock in America." There is no denying the fact that in recent years the popular interest in s.e.x problems has taken a dangerous turn. It is time for those who are active in the s.e.x-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 s.e.xual abnormality, especially immorality. All this tendency towards interest in the abnormal or irregular s.e.xual problems must cause not a little worry to those whose interest is primarily in securing widespread recognition of the advantages of normal and moral living.

[Sidenote: Need of interest in normal s.e.x life.]

Perhaps those who are seriously interested in s.e.x-education may help stem the tide towards interest in s.e.xual abnormality by using greater care in the selection of literature, both for young people and for their elders. I recently met a superintendent of schools who had carefully read certain large volumes on the medical, psychical, and social abnormalities of s.e.x, and many books and pamphlets on the social evil. Altogether he had read more than five thousand pages on the immoral and abnormal aspects of s.e.x. He wanted to know where he might find a book on the normal side of s.e.x in its physiological, psychological, and ethical aspects. Unfortunately, there is no such treatise by an author whose scientific standing equals that of several of those who have written extensively on the abnormal side; and probably this is in part the reason why so many young men and women are now molding their ideas of s.e.xual life according to the patterns described by the authors of works on social and s.e.xual pathology. Not a month pa.s.ses in which I am not astounded to find men and women who have plunged deeply into studies of s.e.xual vice and pathology and who know less of the normal biology of s.e.x than is contained in such books as W.S. Hall's "s.e.xual Knowledge" or the last chapter of Martin's "Human Body, Advanced Course." This is indeed a strange situation, and we might compare it with reading extensive works on insanity before learning the elements of normal psychology. It is certainly a useless, if not a dangerous line of approach to the information concerning s.e.x which intelligent people need. The leaders in the s.e.x-education movement will do well to promote the circulation of some brief and authoritative statement of the chief facts relating to the problems of abnormal s.e.xual life and then to discourage the popular circulation of the extensive works which only certain physicians and social reformers need. I know that there is some difference of opinion as to the effect of such literature. I know many prominent educators and physicians who would keep the extensive works on the psychopathology of s.e.x out of the hands of all general readers; but I also know a few who see no possibility of danger in widespread circulation of such books.

[Sidenote: Limited knowledge of the abnormal.]

Looking at all sides of the present situation, it is my personal conclusion that every one should learn first the scientific facts regarding normal processes connected with the s.e.xual system; and then for the general reader there should be only a limited amount of warning knowledge regarding the dangers of s.e.xual abnormalities.

VI

s.e.x-INSTRUCTION FOR PRE-ADOLESCENT YEARS

[Sidenote: Periods of early life.]

In -- 8 of the Report of the Committee of Three of the American Federation for s.e.x-hygiene, by Morrow and others, the life of the child was divided into four periods, namely,--under six years, from six to twelve, twelve to sixteen, sixteen to maturity. This division now seems to me to be too arbitrary, and I have come to believe that it is more helpful to consider s.e.x-instruction for three periods as follows: pre-adolescence (ending at eleven to fourteen years); early adolescence (twelve to sixteen years for girls, thirteen to seventeen for boys); later adolescence (sixteen to twenty-one for girls, eighteen to twenty-five for boys).

-- 25. _Elementary Instruction and Influence_

[Sidenote: Nature-study.]