Sex-education. Maurice A. Bigelow

II

       Table of Contents

The Problems for Sex-educationToC

       Table of Contents

      § 5. Sex Problems and the Need of Special Knowledge

      Arguments for sex-education.

      In these lectures I shall discuss the great sex problems towards the solution of which knowledge conveyed by special education may help. These problems offer reasons or arguments in favor of sex-education, and I shall attempt to present them from this point of view. I shall at the same time point out in preliminary outline how organized instruction may apply more or less directly to the sex problems that seem to show the need of educational attack, but in later lectures the organization of instruction will be considered more specifically.

      Propagandism needed.

      In reviewing the literature that during the past decade has advocated sex-education, it has seemed to me that there is left little possibility of any decidedly new and important contribution to the arguments favoring such instruction, for the whole case has been splendidly presented by eminent writers in the fields of medicine, biology, sociology, and ethics. It now appears that the great majority of educators, scientists, and intelligent citizens in general have accepted the arguments for sex-instruction, so far as they have been informed concerning the meaning and need of the movement; and this leads me to the belief that in the future we need not new arguments but frequent restatements of the established facts which indicate the importance of widespread knowledge regarding the function that is inseparably connected with the perpetuation of life. In short, we now need a propagandism for extending the sex-education movement among the masses of people.

      For those who have already accepted sex-education, a survey of the facts that created a demand for sex-instruction will give a clearer outlook on the movement. The rapid increase of interest in sex-education has been the result of widespread dissemination of convincing facts concerning some common disharmonies that grow out of the sexual problems of the human race. These facts which have led to sex-education should be kept in mind by all who wish to understand or to play a part in the instruction of young people.

      It is quite unnecessary, and still more undesirable, to recite at length in these lectures the social, medical, and psycho-pathological facts concerning abnormal or perverted sexual processes. Fortunately, the educational ends may be gained by a general review that points out the bearings of the main lines of the sexual problems, the misunderstandings and mistakes that education may help prevent and correct.

      Parents should know reasons for sex-instruction.

      It is important that the general public, especially the parents, should understand the reasons which have induced numerous physicians, ministers, and educators to become active advocates of systematic sex-instruction for young people. Although the movement has made extensive progress in the ten years of propagandic work, is probably true that the majority of even intelligent parents are not yet convinced that their children need sex-instruction. This is due largely to the fact that the parents have not yet been shown the reasons why it is now, and always has been, unsafe to allow children to gain more or less sexual information from unreliable and vulgar sources. In fact, it is surprising to find many parents, especially mothers, who seem unable to grasp the idea that their "protected" children can possibly get impure information.

      There are other parents who know that their children are almost sure to get vulgar information regarding sexual matters, and that some young people are likely to make sexual mistakes; but they calmly look upon such things as part of the established order of the world.

      Still another type of parents who should know the reasons for sex-instruction are those who accept the traditional idea that their daughters must be kept "protected" and "innocent" while their sons are free to sow a large field of "wild oats," concerning which society in general, and such parents in particular, will care little as long as social diseases, bastardy suits, or chronic alcoholism do not result from the dissipations. These are the fathers and mothers who need the most enlightenment concerning the importance of such sex-instruction as will make clear the far-reaching consequences of "wild oat sowing." Perhaps most such parents are ignorant, but some are simply thoughtless. As an illustration of the latter, the editor of a well-known magazine was recently talking with a prominent author and made some reference to the immoral habits of young men. Their conversation was essentially as follows: The author remarked, "I assume that my boys will be boys and will have their fling before they settle down and marry." The editor quickly replied, "Yes, and I presume that you expect your boys to sow their wild oats with my daughters, and that in return you will expect my sons to dissipate with your daughters. At any rate, you have damnable designs on somebody's daughters." This put on the wild-oat proposition a light which was apparently new to the literary man, for he replied, "That is a phase of the young man's problem which never occurred to me. It does sound startling when stated in that personal way."

      All these classes of parents who have not yet learned the facts which point to ignorance as the cause of the abundant sexual errors of young people and those who do not understand that sexual promiscuity or immorality is an error of gravest significance both to the individual and to society, should have set before them time and again some of the startling facts which in the first five years of the American sex-education movement were promulgated among physicians, ministers, and educators. All such ignorant or indifferent parents will not take an interest in the proposed sex-instruction unless they are convinced by frank and forcible statements regarding the great need of special safeguarding of young people.

      Special associations needed.

      Since there are so many people who still need the most elementary knowledge concerning the sexual problems that demand educational attack, it is important that there should be local associations which can manage lectures, publications, conferences, and other means of informing the public as to the gravity of the sexual problems of our times, and as to the part which sex-instruction may play in the attempt at finding a solution. Such work is now being done splendidly by the societies named in § 51. The magnitude of the problem of reaching the public is such that there is abundant work for numerous branches of such societies or for local groups willing to take a part in the needed work. As suggested elsewhere, the success of the movement for sex-instruction of children of school ages will depend largely upon the attitude and coöperation of parents; and hence it is important that parents should be led to understand the reasons or arguments for sex-instruction. In other words, they should know the problems that indicate the importance of enlightening the rising generation concerning the great facts of sex and life.

      Books for parents.

      Among the numerous publications that seem to me adapted for convincing parents that their children need instruction, I commonly mention the following: Lowry's "False Modesty" and "Teaching Sex Hygiene," Howard's "Start your Child Right," Wile's "Sex Education," Galloway's "Biology of Sex," March's "Towards Racial Health," Lyttleton's "Training of the