 |
The hygienic problems of girls in industry will largely disappear when it becomes a matter of common knowledge that industrial efficiency is dependent upon physical efficiency. The physical efficiency of the worker cannot be maintained at its highest standard when the period allotted to rest is too short to allow the body to rebuild its tissues and dispose of the toxic products of fatigue. All activity must be balanced by rest. If this equilibrium between expenditure and income is disturbed, exhaustion ensues. If long continued, it results in permanent impairment of health. The organism poisoned by its own toxic products is incapable of productive effort and the output will steadily diminish as the fatigue increases. The present long working day causes a progressive diminution in the vitality of the worker, defeats its own end, and leaves the girl weak in the face of temptations.
The housing of unmarried girls is a very serious question. Homes for working-girls require skillful management and a matron of insight and sympathy. The bedrooms may be small, but well lighted and ventilated. There should be a sunny dining-room, a library, several small parlors, attractively furnished, a gymnasium which could be used for dancing, shower baths, and an assembly room for concerts, lectures, and moving pictures. This should be in charge of a trained social leader who would direct entertainments and stimulate wholesome interests. With an establishment of this kind we should not find so many of our girls on the streets or seeking diversion in cheap theaters and dance halls. When girls are able to live,—not simply exist in the deadening monotony of alternation between work and sleep,—their heightened mental activity, interest, and enthusiasm will prove a valuable asset to employers.
One of the chief requisites of the mental training of girls is a knowledge, supplied at the right time and in the right way, of the fundamental principles of reproduction. With such knowledge the girl's mind will not be distracted by curiosity, or become morbid, when, instead of intelligent response, the girl meets with evasions and attempted concealments. She should not receive this knowledge in the form of isolated facts, but as a correlated part of a great whole to be assimilated gradually. The girl who is trained in this way will understand and accept human reproduction as a natural process.
Questionnaires show that a majority of girls hear the facts of reproduction at the age of seven or eight, a few younger, and a few at the age of ten,—almost none at a later age. The majority hear these facts from children a year or two older, a few from their mothers, and the rest from books. A large number experience a feeling of disgust which remains with them until they receive better information. Their questions disclose a depth of ignorance and misconception which is appalling.
Girls, at the age of twelve, thirteen, or fourteen, should have presented to them a course in physiology which includes the anatomy and hygiene of the reproductive organs. This is carefully omitted from present-day secondary-school textbooks. This course should use charts, pictures, and models. The significance of menstruation, the hygiene of the period, and the causes and prevention of pain should be explained. Under the hygiene of the period, the daily bath should be urged, with caution against chills, in which lies the only possibility of injury. The fertilization of the ovum and cell division may be described by use of the blackboard and embryological models of the later stages of development. The forces which bring about labor can be explained without unduly stressing the attending pain.
The course would be incomplete without a discussion of the necessity of careful selection in marriage from the eugenic standpoint. The perils and results of the venereal diseases should be told simply and frankly. The instruction in eugenics, like that in reproduction, should be progressive and indirect, at least up to the age of seventeen or eighteen years. Again it may be correlated with plant life by pointing out the beauty of strong, hardy plants and their relation to the seeds. Children can be taught to save the seeds of the most beautiful blossoms for the following year. Instruction can be continued with the lower animals. The child will then grow up with the idea that strength and vigor and freedom from disease are desirable qualities, and must exist in the parent if they are to exist in the offspring. The idea can be readily carried over to the human family. At the age of seventeen or eighteen, the influence of heredity and the effects of the racial poisons should be fully explained, and emphasis laid upon qualities necessary for racial betterment.
For our girls the first need is a sounder physical organism, which can be attained only through the systematic continuance of physical activities through childhood and girlhood; the second need is sounder mental interests, which can be attained only through the systematic guidance of the mental activities throughout childhood and girlhood; and the third need is instruction in laws of reproduction.
CHAPTER XI
MORAL AND RELIGIOUS PHASES
By Norman Frank Coleman
Personal and social hygiene in matters of sex are, in very important ways, dependent upon moral and religious training. On the other hand, morals and religion are in important ways dependent upon forces set free by the growth and activity of sex instincts and powers. One of the most significant facts in modern social progress is its recognition of this interdependence of mind and body. We have learned that physical health depends upon peace of mind, hopefulness, courage, and many other things that have seemed in the past to be purely mental or spiritual; and we have learned also that the character of people and the spirit in which they do their work depend upon their health, upon conditions of food and warmth and shelter, things which in the past have been regarded as affecting only the physical man. It is now somewhat out of date to set physical conditions over against moral and religious; every great human problem is more and more clearly seen in this day to involve all these conditions in its rise, and to require thoughtful consideration of them all for its solution. As we face the problems of sex, we must recognize the importance of fresh air, exercise, wholesome food, clean cups and clean towels, and we must also recognize the importance of clean thoughts and high purposes. We must know clearly the facts of biological and medical science, and with them in mind we must touch the springs of conduct in affection and imagination. Our aim must be to achieve that mastery over the forces of life finely expressed by Browning's Rabbi ben Ezra: "Nor soul helps flesh more, now, than flesh helps soul."
We may consider, first, how, in matters of sex, flesh helps soul; second, how soul helps flesh; and third, how in normal childhood and youth soul and flesh grow together in mutual help.
The first great outstanding fact is that the physical powers of sex reach maturity in the same years in which the moral and religious instincts are greatly quickened. If we recall our youth, we must realize that, in the years between twelve and twenty, our lives were greatly disturbed and perplexed, and also greatly exalted and inspired by desires and impulses partly toward the opposite sex and partly toward the service of God and our fellows. In the normal adolescent boy or girl there is a powerful expanding and enriching of sex thoughts and desires and purposes. There is also a rapid development of social sympathy and passion; the revolutionary movements of all lands are recruited from those who like Shelley have in their youth vowed,—
"I will be wise, And just, and free, and mild, if in me lies Such power, for I grow weary to behold The selfish and the strong still tyrannize Without reproach or check."
And there is a wonderful flowering of the young life in religious feeling and aspiration; a large majority of religious conversions take place in adolescence.
We can scarcely escape the conviction that these are not different awakenings, but rather different phases of the one great awakening of the young life as it prepares for the tasks and responsibilities of manhood and womanhood. The part that sex development plays in this awakening has been variously stressed by different special students of the physiology and psychology of adolescence. Some scientists have not hesitated to give it first place and to treat social passion and religious enthusiasm as secondary manifestations of sex energy.[59] However that may be, we know that each speaks naturally in terms of the other. The religious mystic of the Middle Ages was devoted to the Divine Lover or the Heavenly Lady, and the modern revolutionary is wedded to the Cause. On the other hand, the lover naturally adopts the language of religion to express his devotion to the lady of his heart. The water-tight compartment theory of life is in these days thoroughly discredited. We know that the various powers of soul and body are related and interdependent, and we feel sure that the developing powers of sex do have very vital relation to developing powers of moral purpose and religious aspiration. In support of this relation we recall the unfortunate effects upon the character of those who by chance or the barbarity of men have been desexed in childhood. We must allow for other factors at work here, yet the clearly established facts of the stunting of mental and moral growth in desexed children reinforce our own experience and observation, and indicate that the energies that are developed with sex and maturity are largely available for moral and religious growth. The youth with full sex consciousness and impulse is normally the youth of abundant energy for moral and religious activity. It seems, therefore, quite fundamental to the right understanding of sex that we consider the body, not the enemy of the soul, but its friend; not a clog upon the spiritual growth of boy and girl advancing into manhood and womanhood, but an important source of energy for the upward climb.
When we turn to the second part of our discussion and ask how in matters of sex soul helps flesh, the need and the fact are clearer and perhaps more urgent. Dante found the souls of the lustful in the second circle of hell, driven hither and thither by warring winds,—
"The stormy blast of hell With restless fury drives the spirits on, Whirled round and dashed amain with sore annoy."
Here we have clear recognition of the two great characters of sex impulse, its violence and its fitfulness. In the one character it needs to be subdued that it may not destroy; in the other it needs to be directed that it may build up.
As we look back through history, and as we look abroad through our land and through all civilized lands, one of the most conspicuous facts concerning the powers of sex is their frightful destructiveness. The spectacle of wasted manhood and womanhood, of depleted powers in body, mind, and soul, is in history and in present society appalling. It is so oppressive that it has driven many thoughtful men and women to despair. Men otherwise hopeful and purposeful here become gloomy and fatalistic; they have no hope that lust will ever be effectively controlled.
Such pessimism, however, contradicts the history as well as the instincts of the race. In the face of great evils there have always been those who would sit down in discouragement despair; every great destructive force in human history has daunted some men to the point of inactivity. Yet the evils have been controlled. Ignorant and fearful people have said, "This thing is beyond human power; it is useless for us to struggle against fate." Yet men of vision and of courage have struggled and won. No man of moral passion and religious purpose can adopt an attitude of passive submission to the forces of destruction. We can admit no necessary evil, or the battle of human progress is lost. We ask ourselves soberly, therefore, how this tremendous outrush of destructive energy may be controlled. The answer is plain. Men have by the agency of fire itself constructed the means by which fire is controlled and domesticated; they have turned disease against itself, and by the agency of antitoxins have conquered it; they are learning to arouse and organize the fighting spirit of men against its own most ancient and fearful expression and are enlisting soldiers of peace in a war against war. Even so the race depends upon the higher affections for control of the lower, and lust is controlled by love. I talked once to a young man in college who had given himself to sexual vice when he had been in high school; until a year before I spoke with him, he had supposed that virtually all men were and must be sexually indulgent. For twelve months he had kept himself clean. I inquired why and how. He replied simply that he had fallen in love with a young woman and wished to marry her. His former course now seemed to him shameful and unmanly. Lust yielding to love! In one of his sonnets to the woman who afterward became his wife, Edmund Spenser says:—
"You frame my thoughts and fashion me within: You stop my tongue and teach my heart to speak: You calm the storm that passion did begin: Strong through your cause, but by your virtue weak."
In our own experience, as far as we have achieved victory in our own bodies and minds over our baser passions, we have achieved it by the power of the higher affections. It is a fact of common experience that love calms the storm that passion did begin. So Spenser's lady strengthened passion by her charm, but weakened it by her virtue.
Nor is this the only higher affection that, in the practical experience of men, has controlled and transformed animal passion. Thousands of fully sexed men have, through the centuries, turned their bodily and mental energies so fully to devoted service for God and their fellows as to rise above the clamoring demands of physical appetite, in the vigorous terms of the New Testament making themselves eunuchs for the kingdom of God's sake. This is a hard saying, and the experience it treats of must always be confined to a small number of men; yet it goes far toward demonstrating a general possibility, and it should effectively dispose of the "necessity" argument, by which men often excuse their vicious practices.
One thing more should be said on this subject of control. Not only are the higher, more spiritual affections the most effective masters of the lower; they are the only effective masters. Public reprobation can do much, but it is ineffectual with large numbers of relatively unattached members of society, and it is impotent against secret vice. Motives of cautious fear are always weak with full-blooded and generous youth, and they are likely to become weaker with all men as medical science discovers ways to prevent or escape the most obviously fearful consequences of sexual license.
A familiar phrase comes to my mind, as no doubt it comes to yours: "The expulsive power of the higher affections"; yet I think that phrase is not quite suitable. It is not a question of expulsion. It is not wholly a question of control; it is mainly a question of direction. What we need to-day with boys and girls for the solving of the sex problems is to direct those energies, which in their false direction are destructive, into right and healthful ways; that is, we need to socialize and elevate that affection, which in baser forms has aspects of ugly animalism.
As one of the solutions of the problem of control it has been proposed to separate the sexes in the adolescent years. From my point of view, this would defeat our object. In the association of boys and girls during the adolescent period, we may enlist the higher affections for the control and the direction of the powers that are set free by sex impulses developed in that very period of life.
What happens in the experience of the normal boy? In this period of early adolescence he finds within himself a wonderful quickening of mind,—impulses, feelings, longings that he does not understand. These impulses, feelings, longings, perplex him, it may be for years. They reach out vaguely, blindly toward the opposite sex, sometimes in a perverted way, but oftener naturally and honestly. Then the young man falls in love. At once his more or less vague, cloudy, incoherent, formless feelings and purposes are concentrated, directed, and fixed in devotion to a young woman whom he idealizes, almost deifies. That is the first stage in the natural directing and forming of sex powers and impulses toward social, moral, and religious ends. Of course the young man may discover, after a while, that the first object of his fancy is not so angelic as he thought. By and by his fancy changes and may rove to several other maidens before he reaches maturity; but each successive experience, if he is true to his better self, concentrates his affections and directs them, until, if he is fortunate, in the course of time he finds his true mate and enters upon marriage. He is now fairly equipped for what most of us know to be a long course in the discipline of the selfish, the personal, the more or less brute desires and ambitions of man. Here he learns to subject himself, his own comfort, his own ends, his own ambitions, to the good of his wife and her happiness, to the good of his children and the satisfaction of their needs. Then, more and more, after having concentrated the powers of his spirit through faithful courtship and through happy marriage and fatherhood, the man is able to diffuse these same energies through many channels, for the protection of all sorts and conditions of women and children. The man is now a citizen, a member of society, with developed powers of social sympathy, of social energy. How has he developed these powers? Not by any supposition that the early sex instincts he felt in his boyhood were wholly animal and must be atrophied by disuse, but by gathering and directing them into the right channels. Direction, like control, depends upon enlightened, purposeful, persistent love.
In the third place, we may consider how, in matters of sex, the flesh and the soul may grow together in mutual help. The essential facts and the vital importance of the sex life appeal to the developing boy or girl in four great relations, in relation to father and mother, in relation to the strength and grace of his or her own body and mind, in relation to his or her future family, and in relation to society in general. These appeals come in successive periods and open the way to healthful instruction and guidance from childhood up to manhood and womanhood.
Sex questions first arise in the child's mind in connection with parenthood. The first thing a little boy or girl needs to know is that the young life is sheltered and fed during long months in the mother's body, and that the father had a share in that life. Is it not amazing that in this twentieth century we find many girls twelve years old and over who do not know that their father had any share in starting their lives? I knew of a girl nineteen years old, a student in college, who did not know that a man had any essential part in bringing children into the world, but supposed, when any question of illegitimate childbirth was raised, that possibly God punished a bad woman by sending her a baby before she was married. It is little short of criminal that many girls are allowed to reach adolescence with no sex thought or image clearly in their minds except such as they have received directly or indirectly from animals. If boys and girls knew from the beginning that a part of the father's life and a part of the mother's life united to form the beginning of their lives, the question of sex would begin on a plane where there were religious, moral, and spiritual associations, and an atmosphere of love and holiness. These young people could then see the facts of sex clearly instead of through the mists of prurient fancy and suggestion as they see them now.[60] The boy and girl who know these two tremendous facts of the nurturing care of the mother before birth, and the cooperation of the father and mother in the beginning of life, are fortified against the principal moral and spiritual dangers that they are to face in the future.
The next information and guidance needed by our boys and girls concerns the influence of sex upon their own development. The objection is continually raised that it is not well for little children to have sex thoughts emphasized in their minds. But at present no boy or girl grows up and plays among other children, or hears talk on the streets, or goes to work in factory or store, without hearing these facts emphasized day by day, emphasized unhealthily and distorted shamefully. We propose simply to have the emphasis shifted and lightened for it will be lightened if the facts are given truly and in right relations. Boys and girls should learn, at the same time they are learning facts of nutrition, excretion, respiration, and circulation of the blood, those facts regarding sex which are most important for healthy growth of mind and body. They should know that the organs of reproduction have a definite relation to the natural and healthful development of the full powers of their bodies in future years; that internal secretions of these organs coming into the blood help to build up bones and muscles, help to make their nerve fibers active and vigorous, help to form their brains, and help to equip them for manly strength and womanly grace in the years that are to come. These are very simple matters. These facts of sex can be conveyed by just a few sentences of clear, considerate, wise information at the right time, in relation to the other facts of bodily development.
Considering now the period of puberty, we find additional needs, for no boy or girl reaches puberty, under ordinary conditions, without knowing that it brings the possibility of fatherhood and motherhood, brings the possibility of that process that we call fertilization, in which the life of plants and animals begins. The boy or girl who reaches this age has a right to know what fertilization means, and what fertilization implies; has a right to the simple biological facts which will tell him the relation between the life of the parents and the life of the child, the mysterious relation in body and mind that we call heredity. The beginning of the socializing of sex energy and sex power depends upon recognition of the fact that this power that develops in the young man and young woman at puberty is not to be used for selfish gratification, is not primarily a source of pleasure, but has a very direct relation to the health, intelligence, and happiness of others. This relation may be enforced by a simple study of succeeding generations of flowers and the ways in which forms, colors, and sizes originate and are handed down from generation to generation in wonderful variety. Or it may be illustrated from an observation of the beginnings of sex in infusoria; how tiny animals in stagnant water grow to full size and each divides simply into two to form a new generation; how this simple asexual process continuing for several generations results in growing weakness and old age, steadily decreasing size, steadily decreasing vitality until there comes a time when one infusorian unites with another. There sex begins. That union of two individuals is required to restore youth, to refresh vitality and energy, and to produce greater variety in the forms of life. When a boy or girl knows these simple facts, he is better able to understand the power of reproduction than he can possibly be if they are not before him, or if all he has heard has been ceaseless reiteration of the pleasures of selfish indulgence of sex appetite.
Finally, when the boy and the girl come into later adolescence and face manhood and womanhood, they are ready to know some of the larger social aspects of sex. They are ready to know of the diseases brought on by perverted sex habits; of the frightful waste of those who give themselves to licentiousness, the frightful waste of strength and youthful energy not only in those that actually go down, but in those that survive. More than that, seeking right relations of themselves to society, they need to know the social aspects of sex. The young man needs to know what it means for a woman to bear a child; he needs to know the social and economic dependence of the pregnant woman and of the young mother, so that he may realize what the power of fatherhood means in the actual work of society. I cannot imagine any man talking glibly of the necessary evil, or of man's inability to control sex passions, if he knows the social facts of sex. Any young man who knows even a part of the burden his mother bore for him, if he has a spark of manhood in his being, is surely fortified against temptation to selfish indulgence. If, beyond that, he can see the relation of the home to society, the relative steadiness and dependability of a worker with a wife and children, who bears the home burdens in a man's way, as compared with the floating, homeless wanderer who walks our streets; if he knows these central facts and the dependence of the home upon the faithfulness of the man and the presence of the man, if he has a spark of patriotism in his heart, he must realize in his thought and in his practice the necessity for the socialization of that passion which, though it begin in individual and selfish forms, issues in such fateful social consequences.
The solution of this great, urgent, pressing problem, which we are feeling the weight of more and more in these years of careful investigation of our social conditions, will come in frankly recognizing the beginnings upon which the whole sex life in mind and body is based, and in transforming fundamentally important animal instincts and desires into higher affections, humanizing them for the sake of the loved one, for the sake of family, for the sake of the social brotherhood and sisterhood in which we are members.
My closing word is one which seems to me most significant of the true, the beautiful, the victorious way out of so much discouragement and so much crime,—that is the word "consecration." That word includes two essential ideas, the ideas of sacredness and cooperation. The problems of sex will never be solved until the sacredness of sex is recognized, for sex is vitally and indissolubly bound up with the two greatest facts that you and I know. The greatest fact of the organized world around us is life, the greatest fact of the spiritual world into which we lift our souls is love, and the beginnings of life and the beginnings of love are in sex. No boy or girl will readily understand what life means except as he has some clear, wise teaching about sex; no boy or girl will fully understand what love means except through recognition of the dignity and worth and purity of the fundamental facts and powers of sex.
Who shall give this enlightenment? I think it must be clear that this enlightenment cannot be given by the very young and inexperienced person, that the facts can be rightly given only by some person who knows their sacredness for himself or herself. They can be given best by a mature person who has seen and felt what they mean. In the long run, I have no doubt that our boys and girls will get the information that they must have from their parents, for the father and the mother are the best qualified to give it. I have named both the father and the mother, for the solution of our problem is not only in knowing the sacredness of sex, it is also in working together for the elevation of sex life. We shall not be able, we men, in the future, to sit down and say, "Oh, well, John will learn from his mother"; "Mary's mother will make that clear to her"; "Their mother does these things." It will not be possible for the socializing of the sex instincts and the ripening of the sex powers to be made clear to young people except as men and women both recognize the sacredness of the sex relation and undertake to make things clear to boys and girls. Men must give up their selfish indifference to evil conditions, and women—some women—must give up the bitterness and hardness that come into their hearts and their faces when they think of the suffering that their sex has endured at the hands of man. This is not a problem for one sex. It cannot be solved by either half of the great whole of humanity. We know this to be true in our personal life; it is equally true in our social life. It is only by the girding-up of the whole spirit of man to go forth and meet his duty as a lover, as a husband, as a father, and it is only by the girding-up of all the powers of the woman to lead and to help, that the family is organized. In this great human family of ours the man and the woman in days that are coming will cooperate to remove from our midst the blackest and most fearful perversion of the natural powers of our race. We do not believe in sitting down idly before this problem and saying, "It has always been, it always will be." In this great day of moral and spiritual progress, with powers that we have inherited from our forefathers in this land and other lands, we know that there is no necessary evil. We are learning what the evil of sex is, and how it arises, and we are beginning to use the forces at hand for its destruction. Conscience is kindling and determination is hardening among our people that this thing shall cease to be. The ape and the tiger shall yet die from our midst, and man's spirit shall triumph in his flesh.
FOOTNOTES:
[59] A. Forel, The Sexual Question, chap. XII, "Religion and Sexual Life"; William James, Varieties of Religious Experience, chap. I; especially the first footnote.
[60] F.W. Foerster, Marriage and the Sex Problem, chap. IV; especially section (d), "The Educational Significance of Monogamy."
CHAPTER XII
AGENCIES, METHODS, MATERIALS, AND IDEALS
By William Trufant Foster
At the outset we observed that the present social emergency is not concerned merely with diseases, or physiology, or laws, or wages, or suffrage, or recreation, or education, or religion. All of these phases of the present situation, and many others, must be taken into account in our attempted solution of the problem of sex hygiene and morals. A person who believes that he can offer a quick and certain way out of our difficulties appears to have no comprehension of the problem. This much, however, is certain: the greatest need is public education. The policy of silence has failed. Accurate and widespread knowledge is a necessary condition of progress, whatever may be the chosen direction. The main questions at issue concern the Agencies, Methods, Materials, and Ideals of education.[61] The following propositions are intended as a brief summary of the most important truths concerning each of those four aspects.
I. AGENCIES
1. As there are but few parents who can and will give the necessary instruction, it must be given by other agencies, at least until a new generation of parents has been prepared to meet this responsibility.
2. Although the failure of parents calls for the immediate action of other agencies, the instruction should be so conducted as to break down the barriers of false modesty and establish confidence between parents and children.[62]
3. As the public school is the only agency of formal education that reaches nearly all of the children of the nation, sex instruction must eventually be given in all public schools; only thus can we bring forward a new generation of parents, equipped with the knowledge and desire to do their duty by their children.
4. As a majority of our boys and girls do not enter high school, some instruction in matters of sex should be given in grammar schools.
5. No community should introduce direct sex education into the schools as a part of the curriculum, until it has informed parents, cultivated favorable public opinion, and obtained the services of teachers who are qualified for the work by nature and by special preparation.
6. All normal schools and all college departments of education should at once embody, in their courses for teachers, instruction in the matter and methods of sex education, and adequate instruction should be provided for teachers now in service; and within a reasonable time after such opportunities have been offered in a given State, certificates to teach in that State should be granted only to those who have had the prescribed preparation.
7. As there is not now a sufficient number of public school teachers prepared to teach sex hygiene, such teaching must be done in part, at least for many years, by private agencies.
8. Lectures should be arranged for parents by churches, schools, colleges, clubs, granges, boards of health, and other organizations; but no one should be accepted as a lecturer until he is approved by a board of health, social hygiene society, college, or other organization which is unquestionably competent to pass judgment on the qualifications of the speaker.
9. Since there are adults in every community that will not be reached, even when sex education becomes a part of the day-school curriculum, such instruction should be offered in continuation schools, in social settlements, in Young Men's Christian Associations, in college extension courses, in factories, stores, lumber-camps, car-shops,—indeed, wherever the happy connection can be made between those who need the help and those who are surely qualified to give help.[63]
II. METHODS
1. Sex instruction as a rule should not be isolated; it should not be prominent; it should be an integral part of courses in biology, hygiene, and ethics. "Specialists" in sex education are undesirable as teachers of boys and girls, in or out of school.
2. As there is a discrepancy between the age of puberty and the age of marriage, due to artificial conditions of modern society, it is important that sex consciousness and sex curiosity should develop slowly: accordingly, sex instruction, unlike instruction in other subjects, must seek to satisfy rather than to stimulate interest in the subject; questions must be answered truthfully, but the answers must not lead the curiosity of the child beyond the information that is immediately necessary for the guidance of his own conduct.
3. The aims of sex education can be fully attained only by the encouragement of every means for keeping the mind occupied throughout waking hours with wholesome thoughts and the body sufficiently active in vigorous work and play, preferably out of doors.
4. Lectures and class instruction should be provided only for carefully selected groups: almost nothing can be gained, and much may be lost, by presenting the subject before miscellaneous audiences.
5. At every age, in every class, there are likely to be individuals who need certain instruction not needed by the entire class: such instruction should be given privately.
6. Books dealing directly with human sex life should not be given to children before the age of puberty; some of the books most widely used are dangerous; instruction should come directly from parent or teacher.
7. Traveling exhibits, made up of concrete and vivid materials, and prepared with due consideration of all the accepted principles of sex education, may be used effectively and inexpensively to bring the truths before many thousands of adults in many places.[64]
8. Against commercialized prostitution, the educational campaign should be one of pitiless publicity: the public should know the names of all persons engaged in promoting the business, whether they are prostitutes (including female _and male), or liquor dealers, owners of houses, owners of real estate, lessees, proprietors, financial backers, policemen, or politicians; their connection with the traffic should be proclaimed by means as effective as the "tin-plate" signs for disorderly houses.
9. Reliable investigations should be made further to reveal the relationships between sexual immorality and venereal diseases, on the one hand, and, on the other hand, between sexual immorality and ignorance, low wages, injurious clothing, lack of wholesome amusements, low dance-halls, grills, moving-picture houses, vaudeville shows and so-called legitimate theaters, mental deficiency, armies and navies, and—most important of all—the liquor traffic; and the outcome of such investigations should be made known through persistent campaigns of public education.
10. The conclusions of every vice commission and of every other dependable investigation—not the details—must be kept before the public, until the truth is common knowledge that segregation never segregates; that safeguarding clinics never safeguard; that medical control never controls; that official protection of immorality increases immorality; and that, if there be any such thing as a necessary evil, it is not the shameless partnership of government and vice.[65]
III. MATERIALS
1. Elementary nature-study for children and biological study for boys and girls of high-school age may lead gradually and safely to the teaching of plant and animal reproduction, provided that the subject is not left on the plane of animal life; it is a mistake to suppose that the teaching of biology necessarily promotes right conduct in matters of sex.
2. Subordinate and incidental to instruction in normal sex processes, warning should be given of the dangers of individual vice, illicit sexual intercourse, and venereal diseases; but such instruction should be given only to groups that are homogeneous in respect to sex, physiological age, and social environment, or preferably, to individuals.[66]
3. Instruction concerning venereal disease, which leaves the impression that the chief danger of illicit intercourse is "getting caught," should not be tolerated: knowledge of facts though scientifically accurate, is not necessarily protection to the individual or to society.
4. As sex instruction for young people has none but practical aims, hygienic and moral, only such knowledge concerning sex processes, reproduction, and diseases should be given at each period as is necessary for the welfare of the individual at that period.
5. The practice of masturbation is sufficiently common among both boys and girls to call for warnings to all children at the earliest ages; any teacher or parent should be qualified to help in individual cases.
6. The education of adolescent boys must stress the six great truths that will fortify them against the main arguments of the enemies of decency and health:—
(1) Sexual intercourse is not a physiological necessity; continence was never known to impair physical or mental vigor.
(2) There can be but one standard of chastity; the purity a man demands for his sister, he must achieve for himself.
(3) Seminal emissions are natural among healthy men; usually they need cause no concern.
(4) Gonorrhea is a terrible disease, with tragic consequences that one can never fully foretell; syphilis is worse.
(5) Every woman who offers her body for prostitution is, sooner or later, a probable source of contagion; clean living is the only positive safeguard against venereal disease.
(6) Nearly every "advertising specialist" is a criminal of the most contemptible type; the only safe adviser is the doctor in reputable standing who is not afraid to sign his name to his prescription or to his advice.
IV. IDEALS
1. "The function of education is to guide the intellect into a knowledge of right and wrong, to supply motives for right conduct, and to furnish occasions by which alone can moral habits be cultivated." (Drummond.)
2. The first aim of sex education is necessarily to bring about an open-minded, serious, if possible a reverent, attitude toward sex and motherhood, in place of the traditional secrecy and vulgarity; a teacher who cannot do this should do nothing.[67]
3. In so far as the sex life of animals is made the basis of instruction, the difference between man and the lower animals is the point to emphasize; otherwise the facts of animal life may appear to justify irresponsible sex activities, whereas the glory of man is his control over animal instincts.
4. Since it is not ignorance of what is right, but rather the will to do the right, that is usually responsible for sexual delinquency among adults, the program of public education must include more effective moral education in all grades of all schools; every subject, properly taught, is a means of cultivating will power, of strengthening character; but the school curriculum is now made to yield but a small part of its possibilities.
5. The appeal must be made to self-respect and to chivalry; especially through history and literature the idea of sex must be spiritualized; the right education of the emotions is fundamental.[68]
6. Through the study of heredity and eugenics, the social responsibility of the individual may be made to serve as a higher incentive for right conduct than the fear of disease.
7. If there is one truth concerning sex education that needs emphasis above all others, it is that all plans for meeting the social emergency must strengthen the control of moral and spiritual law over sex impulses; otherwise sex education may be antagonistic not only to physical health, but as well to the highest development of personality and to the progressive evolution of human society.
FOOTNOTES:
[61] The best expression of the consensus of opinion of those who should know most about the subject is the Report of the Special Committee on the Matter and Methods of Sex Education issued by the American Federation for Sex Hygiene, New York, December, 1912.
[62] Sex Education, by Ira S. Wile, M.S., M.D. (New York, 1912), aims to assist parents to banish the difficulties and to suggest a course of instruction. It is a brief and wholly admirable treatise.
[63] Progress, the second annual report of the Oregon Social Hygiene Society, gives some account of the most extensive public education that has been conducted in this country.
[64] The Exhibit of the Oregon Social Hygiene Society has been seen by over 50,000 people, at a total cost of less than two cents for each person.
[65] Especially valuable are the two volumes by Abraham Flexner, written for the Bureau of Social Hygiene. See List of References.
[66] See American Youth, New York, April, 1913 ("Sex Education Number"). An article by George W. Hinckley tells of the ideal way in which he gives individual instruction to his boys at Good Will Farm, Hinckley, Maine.
[67] "Sex-instruction as a Phase of Social Education," in Religious Education, 1913, by Maurice A. Bigelow, is one of the best articles on this subject.
[68] F.W. Foerster, Marriage and the Sex Problem. No book on this subject has reached a higher plane of idealism. At the same time it is scientifically sound.
LIST OF REFERENCES
CHAPTERS I, II
GENERAL SURVEY
Prepared by Maida Rossiter, Librarian, Reed College
Addams, Jane. A New Conscience and an Ancient Evil. New York, 1912.
American Federation for Sex Hygiene. Report of the Sex Education Sessions of the Fourth International Congress on School Hygiene. New York, 1913.
American Medical Association. Nostrums and Quackery. Chicago.
Bloch, Iwan. Sexual Life of our Time in its Relation to Modern Civilization; tr. by Eden Paul. St. Louis, 1911.
Brieux, Eugene. Damaged Goods. In his Three Plays. New York, 1911.
Commonwealth Club of California. The Red Plague. Commonwealth Club of California. Transactions, vol. VI, no. 1, May, 1911; vol. VIII, no. 7, August, 1913.
Dealey, J.Q. The Family in its Sociological Aspects. Boston, 1912.
Ellis, Havelock. Task of Social Hygiene. Boston, 1912.
Flexner, A. Prostitution in Western Europe. New York, 1913. Bureau of Social Hygiene Publications.
—— Prostitution in the United States. (In preparation.) Bureau of Social Hygiene Publications.
Foerster, F.W. Marriage and the Sex Problem; tr. by Meyrick Booth. New York, 1912.
Forel, August. Sexual Question; tr. by C.F. Marshall. New York, 1908.
Fosdick, R.D. European Police Systems. New York 1913.
Kneeland, G.J. Commercialized Prostitution in New York City. New York, 1913. Bureau of Social Hygiene Publications.
Morrow, P.A. Social Diseases and Marriage. New York 1904.
Northcote, Hugh. Christianity and Sex Problems. Philadelphia, 1906.
Seligman, E.R.A., ed. Social Evil. Ed. 2, rev. New York, 1912.
Sisson, E.O. Educational Emergency. Atlantic Monthly, vol. 106, pp. 54-63, July, 1910.
Thomson, J.A., and Geddes, P. Problem of Sex. New York, 1912.
Westermarck, Edward. History of Human Marriage. New York, 1903.
Wilson, R.N. American Boy and the Social Evil. Philadelphia, 1905.
Zenner, Philip. Education in Sexual Physiology and Hygiene. Cincinnati, 1910.
CHAPTER III
PHYSIOLOGICAL ASPECTS
Reproduction
Exner, M.J. The Physician's Answer. New York, 1913.
Howell, W.H. Textbook of Physiology. Ed. 4. Philadelphia, 1911.
Landois, Leonard. Textbook of Human Physiology. Ed. 10. Philadelphia, 1904.
Marshall, F.H.A. Physiology of Reproduction. New York, 1910.
Heredity and Eugenics
Castle, W.E. Heredity. New York, 1911.
Darbishire, A.D. Breeding and the Mendelian Theory. New York, 1911.
Davenport, C.B. Heredity in Relation to Eugenics. New York, 1911.
Ellis, Havelock. Problem of Race Regeneration. New York, 1911.
Jordan, D.S. Heredity of Richard Roe. Boston, 1911.
Kellicott, W.E. Social Direction of Human Evolution. New York, 1911.
Punnett, R.C. Mendelism. New York, 1911.
Saleeby, C.W. Methods of Race Regeneration. New York, 1912.
—— Parenthood and Race Culture. New York, 1909.
Walter, H.E. Genetics. New York, 1913.
Winship, A.E. Jukes-Edwards; a Study in Education and Heredity. Harrisburg, 1900.
CHAPTER IV
MEDICAL PHASES
Dock, L.L. Hygiene and Morality; Medical, Social and Legal Aspects of Venereal Diseases. New York, 1910.
Fisher, Irving. National Vitality. Washington, 1910. U.S. 61st Cong., 2d Sess. Senate Doc. 419.
Hall, W.S. Biology, Physiology, and Sociology of Reproduction also, Sexual Hygiene. Ed. 11. Chicago, 1906.
Keyes, E.L. Observations of the Persistence of Gonococci in the Male Urethra. American Journal of the Medical Science, January, 1912.
Morrow, P.A. Social Diseases and Marriage. Philadelphia, 1904.
Taylor, R.W. Practical Treatise on Genito-Urinary and Venereal Diseases and Syphilis. Ed. 3. Philadelphia, 1904.
CHAPTER V
ECONOMIC PHASES
Adams, T.S., and Sumner, H.L. Labor Problems. Ed. 8. New York, 1911. Chap. I.
Addams, Jane. A New Conscience and an Ancient Evil. New York, 1912.
Butler, E.B. Women and the Trades. New York, 1909.
Flexner, Abraham. Prostitution in the United States. New York. (In preparation.) Bureau of Social Hygiene Publications.
—— Prostitution in Western Europe. New York, 1913. Bureau of Social Hygiene Publications.
Fosdick, R.D. European Police Systems. New York, 1913. Bureau of Social Hygiene Publications.
Goldmark, Josephine. Fatigue and Efficiency. New York, 1912.
Kelley, Florence. Some Ethical Gains through Legislation. New York, 1905.
Kneeland, G.J. Commercialized Prostitution in New York City. New York, 1913. Bureau of Social Hygiene Publications.
More, L.B. Life Earner's Budgets; A Study of Standards and Cost of Living in New York City. New York, 1907.
Roe, C.G. Panders and their White Slaves. Chicago, 1910.
Ryan, J.A. A Living Wage. New York, 1910.
Sanger, W.W. History of Prostitution. New York, 1913.
Seligman, E.R.A., ed. Social Evil. Ed. 2, rev. New York, 1912. Chap. I.
Streightoff, F.H. Standard of Living among Industrial People of America. Boston, 1911.
U.S. Bureau of Labor. Women and Child Wage-Earners in the United States. Washington, 1911-12. Vols. 5, 15.
U.S. Immigration Commission. Steerage Conditions; Importation and Harboring Women for Immoral Purposes.... Washington, 1911. U.S. 61st Cong., 3d Sess. Senate Doc. 753.
Reports of Commission, vol. 37.
Vice Commission Reports.
A list of vice commissions is printed at the end of these references.
CHAPTER VI
RECREATIONAL PHASES
Addams, Jane. Spirit of Youth and the City Streets. New York, 1912.
Allen, W.H. Civics and Health. Boston, 1909.
Camp-Fire Girls of America. Manual. New York, 1913.
Chicago Vice Commission. Report, 1911.
Collier, John. Moving Pictures; Their Function and Proper Regulation. Playground Magazine, vol. 4, pp. 232-39, October, 1910.
Health Department Control of Venereal Diseases. Social Diseases, vol. 2, nos. 2-3, April and July, 1911.
Israels, Mrs. C.H. Dance Problem. Playground Magazine, vol. 4, pp. 242-50, October, 1910.
Juvenile Protective Association of Chicago. Reports on dance halls, moving picture theaters, saloons, department stores, etc. Chicago, 1911-12.
Minneapolis Vice Commission. Report, 1911, pp. 129-31.
Perry, C.A. Wider Use of the School Plant. New York, 1910.
Playground Association of America. Proceedings, 1907 to date. New York, 1908 to date.
Russell Sage Foundation. Recreation Bibliography. New York, 1912.
Ward, E.J., ed. Social Centers. New York, 1913.
CHAPTER VII
EDUCATIONAL PHASES
American Federation for Sex Hygiene. Proceedings, 1913. New York, 1913. Report of the Sex Education Sessions of the Fourth International Congress on School Hygiene and the Annual Meeting of the Federation at Buffalo, August 27-29, 1913.
—— Report of Special Committee on the Matter and Methods of Sex Education. Presented before the Sub-Section on Sex Hygiene of the Fifteenth International Congress on Hygiene and Demography, held in Washington, D.C., September 23-28, 1912. New York City, 1913.
Cocks, O.G. Engagement and Marriage: Talks with Young Men. New York, 1913. Sex Education Series. Study no. 4.
Cook, W.A. Problems of Sex Education. Journal of Educational Psychology, vol. 4, pp. 253-60, May, 1913.
Ellis, Havelock. Studies in the Psychology of Sex. Philadelphia, 1900-10. 6 vols.
Hall, G.S. Adolescence. New York, 1908. Chap. VI.
—— Educational Problems. New York, 1911. Chap. VII.
Hall, W.S. Sexual Knowledge. Philadelphia, 1913.
—— Strength of Ten. 1909.
Henderson, C.R. Education with Reference to Sex. National Society for the Scientific Study of Education. 8th Yearbook, 1909.
Lyttleton, Edward. Training of the Young in Laws of Sex. New York, 1900.
Manny, F.A. Bibliography of Sex Hygiene. Educational Review, vol. 46, pp. 168-76, September, 1913.
Moll, Albert. Sexual Life of the Child. New York, 1912.
Phelps, Jessie. Teaching of Sex in Normal Schools. National Conference of Charities and Corrections. Proceedings, 1912, pp. 267-70.
Putnam, H.C. Sex Instruction in Schools. National Society for the Scientific Study of Education. 8th Yearbook, 1909, pt. 2.
Society of Sanitary and Moral Prophylaxis. Educational pamphlets. No. 1. Young Man's Problem. No. 2. Instruction in Physiology and Hygiene of Sex for Teachers. No. 3. Relations of Social Diseases with Marriage and their Prophylaxis. No. 4. Boy Problem. No. 5. How my Uncle the Doctor instructed me in Matters of Sex. No. 6. Health and Hygiene of Sex.
Thomas, W.I. Sex and Society. Chicago, 1907.
Wagner, Charles. Youth. New York, 1905. Book 3.
Warthin, A.S. Sex Pedagogy in the High School. In Johnston, C.H., ed., High School Education. New York, 1912.
Wile, I.S. Sex Education. New York, 1912. Bibliography, pp. 149-50.
Willson, R.N. American Boy and the Social Evil. Philadelphia, 1905.
—— Education of the Young in Sex Hygiene; A Textbook for Parents and Teachers. Philadelphia, 1913.
CHAPTER VIII
TEACHING PHASES
For Children
Chapman, Mrs. Rose Wood Allen. How Shall I Tell my Child? Chicago, 1912.
Hall, W.S. Strength of Ten. 1909.
Lyttleton, Edward. Training of the Young in Laws of Sex. New York, 1900.
Moll, Albert. Sexual Life of the Child. New York, 1912.
Morley, Margaret. Renewal of Life. Chicago, 1906.
Torelle, Ellen. Plant and Animal Children; how they grow. Boston, 1912.
CHAPTER IX
TEACHING PHASES
For Boys
Boys' Venereal Peril. Chicago, 1911. (16-18 years.)
Hall, W.S. From Youth into Manhood. New York, 1910. (11-15 years.)
—— Instead of Wild Oats. Chicago, 1912.
—— John's Vacation; A Story for Boys. Chicago, 1913.
—— Life's Beginnings. New York, 1912. (10-14 yrs.)
Lowry, E.B. Truths; Talks with a Boy concerning himself. Chicago, 1911.
Morley, M.W. A Song of Life. Chicago, 1902. (Young men.)
Oker-Blom, Max. How my Uncle, the Doctor, instructed me in Matters of Sex. Society of Sanitary and Moral Prophylaxis. Educational Pamphlet no. 5. (10-14 years.)
Sperry, L.B. Confidential Talks with Young Men.
Wegener, Hans. We Young Men. Philadelphia, 1911. (21 years and upward.)
Wilson, R.N. American Boy and the Social Evil. Philadelphia, 1905. (18 years and upward.)
—— Nobility of Boyhood. Philadelphia, 1910. (14-18 years.)
Young Man's Problem. New York, 1912. Society of Sanitary and Moral Prophylaxis. Educational Pamphlet no. 1.
CHAPTER X
TEACHING PHASES
For Girls
Chamberlain, A.F. The Child; A Study in the Evolution of Man. Ed. 2. London, 1911.
Cleaves, M.A. Education in Sexual Hygiene for Young Working Women. Charities and the Commons, vol. 15, pp. 721-24, Feb. 24, 1906.
Dudley, Gertrude, and Kellor, F.A. Athletic Games in the Education of Women. New York, 1909.
Gesell, A.L. Normal Child and Principles of Education. Boston, 1912.
Goldmark, J.C. Fatigue and Efficiency. New York, 1912.
Gordon, H.L. Modern Mother. New York, 1909.
Hall, W.S. The Doctor's Daughter; A Story for Girls. Chicago, 1913.
—— Life Problems; A Story for Girls. Chicago, 1913.
Johnson, G.E. Education by Plays and Games. Boston, 1907.
Lowry, E.B. Herself; Talks with Women concerning themselves. Chicago, 1911.
—— False Modesty. Chicago, 1912.
—— Confidences; Talks with a Young Girl concerning herself. Chicago, 1910.
Mosher, E.M. Health and Happiness. New York, 1912.
Oppenheim, Nathan. Care of the Child in Health.
—— Development of the Child. New York, 1908.
Partridge, G.E. Genetic Philosophy of Education. New York, 1912.
Plain Talks with Girls about their Health and Physical Development. Salem, 1912. Oregon State Board of Health. Circular no. 4.
Puffer, J.A. The Boy and his Gang. Boston, 1912.
Saleeby, C.W. Woman and Womanhood. New York, 1911.
Smith, N.M. Three Gifts of Life. New York, 1913.
Sperry, L.B. Confidential Talks with Young Women. Chicago, n.d.
Tyler, J.M. Growth and Education. Boston, 1905.
CHAPTER XI
MORAL AND RELIGIOUS PHASES
Abbott, Lyman. Womanhood. Oregon Social Hygiene Society. Circular no. 16.
Bible. Mark X, 2-12. Compare Deut. XXIV, 1-4.
Bible. Matt. V, 27-30.
Bible. I Cor. 7.
Foerster, F.W. Marriage and the Sex Problem. New York, 1912.
Hall, G.S. Adolescence. New York, 1908. Chaps. XIII-XV.
Hamilton, Cosmo. A Plea for the Younger Generation. New York, 1913.
James, William. Varieties of Religious Experience. New York, 1911. Chap. I.
PERIODICALS
The following periodicals are sources of news in regard to sex education, sex hygiene, and allied subjects:—
American Breeders' Magazine; A Journal of Genetics and Eugenics. Published quarterly by the American Breeders' Association. Washington, D.C. Sent to members, annual membership, $2.00.
American Medical Association: Journal. Published weekly by the American Medical Association, 535 Dearborn Avenue, Chicago, Ill. $5.00 yearly.
American Physical Education Review. Published monthly by the American Physical Education Association, Springfield, Mass. $3.00 yearly.
Eugenics Review. Published quarterly by the Eugenics Education Society, 6, York Buildings, Adelphi, London. 4s. 6d. yearly.
Journal of Educational Psychology. Published monthly, except July and August, by Warwick & York, Baltimore, Md. $2.50 yearly.
Social Diseases. Published quarterly. 105 West 40th Street, New York City. $1.00 yearly.
Survey; A Journal of Constructive Philanthropy. Published weekly by the Survey Associates, 105 East 22d Street, New York City. $2.00 yearly.
Vigilance. A monthly magazine correlating constructive efforts for the suppression of the social evil. Published monthly by the American Vigilance Association, 156 Fifth Avenue, New York City. $1.00 yearly.
U.S. Commissioner of Education. Monthly record of current educational publications. Bibliography, published monthly, devotes one section to sex hygiene. Sent free from Commissioner's Office, Washington, D.C.
ORGANIZATIONS INTERESTED IN SOCIAL HYGIENE
American Federation for Sex Hygiene. Combined with American Vigilance Association to form American Social Hygiene Association.
American Health Defense League. 37 Liberty Street, New York City.
American Medical Association. 535 Dearborn Avenue, Chicago. Secy., Dr. Alex. R. Craig.
American Purity Alliance. 207 East 15th Street, New York City.
American Social Hygiene Association. 105 West 40th Street, New York City. Secys., Dr. William Snow, J.B. Reynolds.
American Unitarian Association. Department of Social and Public Service. Committee on Sex Education and Hygiene. Boston, Mass.
American Vigilance Association. Combined with American Federation for Sex Hygiene to form American Social Hygiene Association.
Bureau of Social Hygiene. Members: Davis, Katharine B.; Warburg, Paul M.; Murphy, Starr J.; Rockefeller, John D., Jr., Chairman. P.O. Box 579, New York City.
California Social Hygiene Society. San Francisco. Secy., C.N. White.
Chicago Society of Social Hygiene. 100 State Street, Chicago. Secy., W.T. Belfield.
Colorado Society for Social Health. Denver, Colo.
Committee of Fourteen. 27 E. 22d Street, New York City. Secy., F.H. Whitin.
Commonwealth Club of California. 804 First National Bank Building, San Francisco, Cal.
Connecticut Society of Social Hygiene. 42 High Street, Hartford, Conn. Secy., T.N. Hepburn.
Detroit Society for Sex Hygiene. 33 High Street E., Detroit, Mich. Secy., Raymond E. Van Syckle.
Friends' Committee on Philanthropic Labor. Park Avenue and Laurens Street, Baltimore, Md.
Illinois Vigilance Association. 153 Lasalle Street, Chicago.
Indiana Society of Social Hygiene. 723 Hume-Mansur Building, Indianapolis, Ind. Secy., Dr. H.G. Hamer.
Indiana State Board of Health. Indianapolis, Ind. International Congress on School Hygiene. Fourth meeting held in Buffalo, August 27-29, 1913.
International Purity Association.
Juvenile Protective Association. 816 South Halsted Street, Chicago.
Los Angeles Society of Social Hygiene. 311 Higgins Building, Los Angeles, Cal.
Maryland Society of Social Hygiene. 15 E. Pleasant Street, Baltimore, Md. Secy., Howard C. Hill.
Massachusetts Association of Boards of Health. Boston, Mass.
Massachusetts Society for Sex Education. 7 Hancock Avenue, Boston, Mass.
Massachusetts State Board of Health. State House, Boston, Mass.
Mexican Society of Sanitary and Moral Prophylaxis of Venereal Diseases.
Milwaukee Society of Social and Moral Hygiene. Milwaukee, Wis.
National Conference of Charities and Corrections. Angola, Ind. Secy., Alexander Johnson.
National Consumers' League. 105 East 22d Street, New York City.
National Education Association. Ann Arbor, Mich. Secy., D.W. Springer.
National Purity Association. 79 Fifth Avenue, Chicago.
New Jersey Society for the Prevention of Social Diseases. East Orange, N.J. Secy., Dr. Thomas N. Gray.
New York State Reformatory for Women at Bedford. Laboratory of Social Hygiene. Supt., Katharine Bement Davis.
New Zealand Society of Sanitary and Moral Prophylaxis.
Oregon Social Hygiene Society. 703 Selling Building, Portland, Ore. Secy., H.H. Moore.
Oregon State Board of Health. 720 Selling Building, Portland, Ore. Secy., Dr. Calvin S. White.
Pacific Coast Federation for Sex Hygiene. Portland, Ore. Secy., H.H. Moore.
Pennsylvania Society for the Study and Prevention of Social Diseases. 1708 Locust Street, Philadelphia. Secy., R.N. Wilson.
Rhode Island State Board of Health. State House, Providence, R.I.
St. Louis Society of Social Hygiene. St. Louis, Mo. Secy., Dr. H.E. Kleinschmidt.
School of Eugenics of Boston. 168 Newbury Street, Boston, Mass.
Seattle Society of Hygiene. League Building, Seattle, Wash. Secy., Dr. Sydney Strong.
Social Purity and White Cross Movement. The Philanthropist, P.O. Box 2554, New York City.
Society of Sanitary and Moral Prophylaxis. 611 Tilden Building, 105 West 40th Street, New York City. Secy., Dr. E.L. Keyes, Jr.
Spokane Society of Social and Moral Hygiene. 420 Old National Bank Building, Spokane, Wash. Secy., Dr. J.R. Lantz.
Texas State Society of Social Hygiene. San Antonio, Texas. Secy., Dr. T.Y. Hull.
Triennial Congress for the Suppression of the White Slave Traffic. Fifth meeting held in London, June 30-July 4, 1913.
Washington State Board of Education. Olympia, Washington.
West Virginia Society of Social Hygiene. Elkins, West Va. Secy., O.G. Wilson, Supt. of Public Schools.
World's Purity Federation. LaCrosse, Wis. Pres., B.S. Steadwell.
REPORTS AND INVESTIGATIONS
MUNICIPAL
Atlanta, Ga. Vice Commission. Report, 1912.
Chicago. Vice Commission. Social Evil in Chicago. Chicago, 1911.
Cleveland. Vice Commission. Report, 1911.
Columbia, Mo. Vice Commission. Appointed March, 1913.
Columbus, Ohio. Appointed March, 1913.
Denver, Colo. Vice Commission. Appointed September 15, 1912. Became Denver Morals Commission January 31, 1913.
Grand Rapids. Morals Efficiency Commission of the Citizens. To carry on work started by Committee of 41.
Hartford, Conn. Vice Commission. Appointed January, 1912.
Jacksonville, Fla. Vice Commission. Appointed September, 1912.
Kansas City. Vice Commission. Report, 1912.
Little Rock, Ark. Vice Commission. Report, 1912.
Macon, Ga. Vice Commission. Appointed January, 1913.
Minneapolis. Vice Commission. Report, 1911.
New York City— Seligman, E.R.A., ed. Social Evil. New York, 1912. Kneeland, G.J. Commercialized Prostitution in New York City. New York, 1913.
Philadelphia. Vice Commission. Report. Philadelphia, 1913.
Portland, Ore. Vice Commission. Report, 1913.
Rochester. Vice Commission. Report.
St. Paul, Minn. Morals Committee. Report.
San Francisco— Commonwealth Club of California. Report on Prevalence of Venereal Diseases. February, 1911.
Shreveport, La. Vice Commission. Appointed April, 1913.
Syracuse. Moral Survey Committee. Report on the Social Evil in Syracuse. 1913.
STATE
Illinois. Vice Commission. Appointed February, 1913.
Maryland. Vice Commission. Appointed March, 1913.
Massachusetts. Vice Commission. Established April, 1913.
Missouri. Vice Commission. Appointed April, 1913.
Wisconsin. Vice Commission. Established May, 1913.
STANDING COMMISSIONS
Pittsburg, Pa. Morals Efficiency Commission. Appointed May, 1912. Chairman, Frederick A. Rhodes.
Minneapolis. Morals Commission. Appointed March, 1913. Chairman, Dr. Marion D. Shutter.
Denver. Morals Commission. Appointed January 31, 1913. Chairman, Rev. H.F. Rail.
New York. Committee of Fourteen.
Chicago. Morals Court.
INDEX
Addams, Jane, cited, 47, 139.
Adolescence, a critical period, 127; begins at puberty, 127; information and entertainment sought during, 128, 129; evils to which it is exposed, 130-34; ways in which the boy may be helped during, 137-41.
Adolescents, sex impulse in, 27.
Agencies of sex education, summary, 191-93.
American Social Hygiene Association, 12.
Amusement parks, dangers of, 19, 75.
Armies, dangers of their camps, 67.
Athletics, benefits of, 138. See Play.
Bathing, benefits of, 138.
Bill-boards, evils of, 19.
Billiard rooms, dangers of, 19, 74.
Biological aspect of the social emergency, 23.
Blindness, sometimes due to venereal infection, 32, 34.
Boating, 82.
Bodily regimen. See Regimen.
Books, 7, 11, 195.
Boston, report on women's wages in, 56, 59.
Botany, study of, in upper grades and high schools, 93.
Boy Problem, The, quoted, 138.
Boys, pre-pubescent and pubescent instruction to be given to, 98-102; teaching phases for, 127-53; adolescence of, 127-30; evils to which they are exposed (masturbation, mental suffering, illicit intercourse), 130-34; are normally clean, 134, 152; ways in which they may be helped during adolescence, 137-41; subjects and methods of instruction for, 142-49; conditions to be observed in giving instruction to, 149-52.
Camps, construction and lumber, 66; military, 67; school and municipal, 82.
Card parties, 78.
Carnivals, 76, 77.
Castration, effect of, 144.
Chastity, double standard of, 14, 136, 146.
Chicago, report on women's wages in, 56, 59.
Chicago Juvenile Protective Association, quoted, 63.
Chicago Vice Commission, report of, 60.
Child labor, abolition of, 68.
Children, infection in, 34, 35.
Clean living, importance of, to be indicated to the boy, 140, 141, 147.
Clothing of girls, 157, 161, 162.
Clubs, social, 77, 80.
Colleges, instruction in sex relations to begin in, 3; sex education for teachers to be given in, 192.
Commissions, vice, 51-61.
Companions of the boy, 139.
Consecration, 186, 187.
Consumers' League of Oregon, 57.
Contagion, sources and conditions of, 15. See Venereal infection, Venereal diseases.
Control. See Self-control.
Cost of living, 16. See Wages and vice.
Dance-halls, 19.
Dances, 78.
Degeneracy, sexual, road to race extinction, 23.
Department stores, employment of girls in, 63.
Diseases. See Venereal diseases.
Domestic service, 46-48, 64.
Double standard of chastity, 14; abandonment of, 136, 146.
Dress of women, 19.
Drunkenness and prostitution, 3, 4.
Economic phases of immorality, 16-18, 45-69; women as wage-earners, 46; wages and immorality, 50-62; industrial stress, and dangers in seeking employment, 62-64; improvements recommended, 67, 68; bibliography, 206, 207.
Education, industrial, compulsory, recommended, 68; public, the greatest need, 190; summary of agencies of, 191-93; of methods of, 193-97; of materials of, 197-99; of ideals of, 199-201. See Educational phases, Instruction, Teaching phases.
Educational phases of the social emergency, 21-23, 84-103; aims of sex education, 84-86; bodily regimen, 87, 88; mental control, 88, 89; first principle of instruction in reproduction, 89-92; nature study, botany, etc., 92, 93; pre-pubescent and pubescent instruction, 93-102; difference between man and animals the basis of instruction, 105, 106; first instruction, 106; a true philosophy must lie back of instruction, 106, 107; bibliography, 208, 209.
Ehrlich, his cure for syphilis, 38, 39.
Eight-hour day, 67.
Employment bureaus, 64.
Excursions, 76.
Exner, Dr. M.J., statement of, regarding sexual continence, 29, 30 n.
Family, not competent to instruct in sex relations, 3.
Federal Government, report on women's wages, 55, 56.
Federal report (Woman and Child Wage-Earners), 59.
Festivals, 76, 77.
Freud, his view of sex basis, 86.
Girls, pre-pubescent and pubescent instruction to be given to, 96-98; teaching phases for, 154-67; stability of nervous system, 154-58; menstruation and menstrual pain, 159-61; clothing of, 161, 162; in industry, 162, 163; housing of unmarried, 163, 164; instruction to be given on reproduction, 164-67.
Girls' high schools, 161.
Gonorrhea and the gonorrhea microbe, 33-39, 100, 146, 199.
Hall, G. Stanley, his view of sex basis, 86.
Holabird, William, 135.
Home, the, as recreation and social center, 78, 79.
Hotels, employment of girls in, 63.
Housing of unmarried girls, 163, 164.
Howell, Dr. William H., quoted on the sexual appetite, 31.
Hygiene. See Social emergency, Reproduction.
Ice-cream parlors, 19.
Ideals of sex education, 199-201.
Illinois State Senate, vice investigation made by, 61.
Immorality and wages, 16, 17, 50-62.
Industrial education for women, lack of, 48.
Industrial efficiency, connected with social hygiene problems, 3, 18.
Industrial stress, its bearing upon sexual hygiene and morals, 62-64.
Infection. See Venereal infection.
Instruction in sex hygiene and the physiology of reproduction, what, when, and by whom to be given, 3, 10, 25, 42-44, 90-102, 106, 110-122, 142-49, 179-89, 191; mistakes in, serious, 9; list of subjects to be considered, 148, 149; conditions to be observed in giving, 149-52; for girls, 164-67. See Education, Educational phases, Teaching phases.
Instructors in sex relations, lack of competent, 3, 10, 11, 192.
Insurance, recommended, 67.
Intoxicating liquors and commercialized prostitution, 17.
Investigations into immorality and diseases, 196.
Kelley, Florence, quoted on department stores, 63.
Kingsley, Charles, quoted, 141.
Lectures, 7, 78, 192, 193.
Legislation and prostitution, 20, 21.
Living wage. See Wages.
Love, as controller of passion, 174-78.
Marriage, age of, and age of sexual maturity, discrepancy between, 13, 27, 28.
Marriage laws, object of, 27.
Massachusetts Commission on Minimum Wage Boards, report of, 54-57.
Masturbation, 130-32, 145, 198.
Materials of sex education, summary, 197-99.
Medical phases of immorality, 15, 16, 32-44; statistics of venereal diseases in the United States, 32; the microbes of syphilis and gonorrhea, 36-39; infection of innocent persons, 39-41; possibility of recovery, 41; bibliography, 205.
Medicine, means of defense against social evils provided by, 2, 4.
Menstrual pain, 159-61.
Menstruation, 159-61.
Mental suffering among adolescents, 130, 131.
Methods of sex education, summary, 193-97.
Minimum wage, 67.
Ministers, not competent to give instruction in sex relations, 3.
Minneapolis, report on women's wages in, 56, 59.
Moral and religious phases of the social emergency, 23, 168-89; bibliography, 212.
Mother Nature and Her Helpers, 104, 107.
Motion-pictures, 6, 19, 72.
Muscular activity, importance of, 155-58.
Nature study, 92.
Nervous system, stability of, 154-58.
Newspapers, 79.
New York, report on women's wages in, 56, 59.
Noguchi, his test of the syphilis microbe, 38.
Normal schools, instruction in sex relations to begin in, 3; sex education for teachers to be given in, 192.
Novels, 7.
Opiates, 63.
Orders, social, 77, 80.
Oregon, surveys made by the Consumers' League in, 52, 53.
Oregon Social Hygiene Society, 151, 195 n.
Paralysis, 32, 34.
Parenthood, 180, 181.
Parents, confidence between child and, in matters of reproduction, 89-92, 110-22; meetings for, 122-26. See Instruction.
Paresis, 32.
Parties, social, 78.
Passion, controlled by love, 174-78; by religious fervor 176.
Patten, Prof. Simon N., quoted, 51.
Pessimism, 173.
Philadelphia, report on women's wages in, 56, 59.
Physical exercise, 138, 139. See Play.
Physiological phases of immorality, 13-15, 25-31; instruction in physiology of reproduction, 25; the sex impulse, 26-28; belief in physiological necessity of gratification, 28-31, 33, 99, 146, 176, 198; bibliography, 204, 205.
Physiology, study of, 93.
Picture post-cards, 19.
Play, 81-83, 87, 88.
Playgrounds, 81-83.
Pool-halls, 74.
Portland, Ore., women's wages in, 52, 53; attendance at moving-picture shows in, 72.
Portland, Ore., Municipal Employment Bureau, 64.
Portland, Ore., Vice Commission, 57, 60.
Priests, not competent to give instruction in sex relations, 3.
Problem plays, 6.
Property, used for immoral purposes, 17.
Prostitutes, what is to be done with them, 14; status of, 65. See Prostitution.
Prostitution, past efforts to deal with, 1, 3; physiological factors of, 13-15, 25-31; medical phase of, 15, 16; economic phases of, 16-18; commercialized, 17, 18, 195; and recreational pursuits, 19; legal phases of, 20, 21; and public education, 21-23; moral and religious aspects of, 23; biological aspect of, 23. See Social emergency.
Psychic therapy, 160.
Public opinion, relation of, to public education and to law enforcement, 21.
Quack doctors, 7, 18, 30, 130, 145, 199.
Recreation centers, 81-88.
Recreation movement, 81-83.
Recreational phases of the social emergency, 19, 70-83; bibliography, 207.
Regimen for boys, 87, 88, 137.
Religious aspect of the social emergency, 23, 168-89; bibliography, 212.
Reproduction, silence hitherto in regard to, 1, 2, 5, 6; recent change of attitude in regard to matters of, 6, 7; dangers in this change of attitude, 7-12; instruction in, 25, 89-102, 106, 110-22, 164-67; the impulse toward, 26-28; instruction in, at present lacking, 84; aims of instruction in, 84-86; a true philosophy must lie back of instruction in, 106, 107; bibliography, 204. See Instruction.
Road-houses, 19, 75, 76.
St. Louis, report on women's wages in, 56, 59.
St. Paul, report on women's wages in, 56, 59.
Saloons, 19, 74.
"Salvarsan," 39.
Schaudinn, his determination of the syphilis microbe, 37.
Schools, responsibility of, 70; sex instruction should be given in, 191.
Seager, Prof. H.R., cited, 62.
Self-control, the importance of, 88, 146, 147, 174-79, 200, 201.
Seminal emissions, 131, 145, 146, 199.
Sex, matters of, connection between moral and religious matters and, 168-89; sacredness of, 186, 187.
Sex impulse, 26-28.
Sex life of child, 108-10.
Sex relations, silence hitherto in regard to, 1, 2, 5, 6; lack of competent instructors in, 3; recent change of attitude in regard to matters of, 6, 7; dangers in this change of attitude, 7-9; mistakes in teaching of, serious, 9. See Instruction, Reproduction.
Sexual maturity, age of, and age of marriage, discrepancy between, 13, 27, 28.
Sexual necessity, belief in, 28-31, 33, 99, 146, 176, 198.
"606," 39.
Skating-rinks, 75.
Social emergency, the, what constitutes, 9; phases of, 13-24; physiological phases, 13-15, 25-31; medical phases, 15, 16, 32-44; economic phases, 16-18, 45-69; recreational phases, 19, 70-83; legal phases, 20, 21; educational phases, 21-23, 84-103; biological phases, 23; moral and religious phases, 23, 168-89; teaching phases: for children, 104-26; teaching phases: for boys, 127-53; teaching phases: for girls, 154-67.
Social hygiene, movement for, retarded by many, 11; books on, 11. See Social emergency, Reproduction.
Societies, of social hygiene, 12.
Society, sex life in relation to, 184-86.
Spinal diseases, 32, 34.
Stage, the, 6, 19.
Standard of chastity, double. See Double standard.
Standards of living, 50-62.
Sterility, 33, 34.
Street, the, as an attraction, 72, 73.
Sunday supplement, 79.
Swimming, 82.
Syphilis, and the syphilis microbe, 32-39, 100, 199; infection of innocent persons, 39-41; possibility of recovery from, 41.
Teachers of sex hygiene, instruction to be provided for, in normal schools and colleges, 192.
Teaching phases of the social emergency, for children, 104-26; for boys, 127-53; for girls, 154-67; bibliography, 211, 212.
Tramping-clubs, 82.
Traveling exhibits, 195.
Unemployment, relief of, 67.
Unions, social, 77.
Venereal diseases, in the United States, statistics of, 32; reason for frequency of, 33; gonorrhea and syphilis, 33-39, 100, 146, 199; as affecting children, 34; infection of innocent persons, 39-41; possibility of recovery from, 41.
Venereal infection, prevalence of, 15, 32; fear of, not sufficient motive in promoting chastity, 15; effects of, 32-44; in men, 32, 33; in women, 34; in children, 34, 35; of innocent persons, 39-41. See Venereal diseases.
Vice commissions, 52-61.
Vice in adolescents, 131-34.
Vice investigations, 51-61.
Virility, importance of, to be taught, 142-49.
Vocational training, 16.
Wage-earners, women as, increase of numbers, 46. See Women.
Wages and vice, 16, 17, 50-62.
Wagner, Charles, quoted, 135, 136, 138.
Wasserman, his test of the syphilis microbe, 38.
"Weaker sex, the," the phrase has lost some of its significance, 49, 50.
Welfare work, 68, 69.
Woman's Auxiliary Department of the Police, 58.
Women, infection in, 34; as wage-earners, increase of numbers, 46; drift of, from domestic service, 47; lack of industrial education for, 48; loss due to emergence from seclusion, 49; the phrase "the weaker sex" has lost some of its significance, 49, 50; connection of wages and immorality among, 51-62; bearing of industrial stress on morals of, 62-64; dangers to, in seeking employment, 64; summing up of their economic condition, 65, 66.
Zooelogy, 93.
THE END |
|
