CHAPTER VII

EDUCATIONAL PHASES

_By Edward Octavius Sisson_

The education of youth as it exists has a great gap wherever the subjects of reproduction and sex are concerned. Children are taught at home many things about every other part of their lives, but usually nothing about this; at school they learn the anatomy and physiology of bones and muscles, of sense-organs, and nervous system, of glands and alimentary canal, of respiration and circulation; but a sudden silence falls just before sex is reached. We study everything about life except its origin, and in ignoring that we lose a most fascinating and beautiful field of inquiry, an essential part of knowledge, and a vital element in moral intelligence.[30]

The aims of sex education may be stated in the main as follows:--

(1) The first aim is individual prudence. Every normal human being must undergo crucial tests and solve vital problems in his own sex life. The most beautiful successes of life and its most conspicuous failures are both exceedingly frequent in the realm of sex. The conditions of the sexual life are sufficiently alike in all normal cases so that the experience of the race is valuable to the individual in meeting his own problems. Each child as he passes onward through youth to maturity is treading a road new to him, not lacking in danger and pitfalls, nor without opportunities for great reward. Education must give him all the available advance information concerning the road he is to travel.

(2) The second aim is general intelligence. Sex is a universal element in all living beings, with the exception of the very lowest; it pervades the life of the spirit as well as the life of the body. No man, therefore, can be intelligent concerning things in general without a clear, definite and accurate knowledge of the fundamental facts of sex. One of the strongest new visions concerning sex is the marvelous way in it ramifies into all fields of thought and action. Not a few of the most eminent workers in modern science incline to consider all aspects of human life, including even religion itself, as emanations or processes from the sex basis. Such in particular are G. Stanley Hall in America and Freud in Germany. Without going to such extremes we may still recognize the fact that in all sorts of physical and psychic problems in morals, religion, and sociology, sex plays an important part and must be understood if we are to grasp the situation and its meaning.[31]

(3) The third aim is social enlightenment. The human spirit in our own day is manifestly addressing itself to the solution of the special social problems which involve the sexual life of men. Three of these problems may be specified: (a) The so-called "social evil," including not merely prostitution, but also all other forms of waste and injury through sexual errors; (b) the problem of family life, including marriage and the rearing of children, as well as pathological aspects such as desertion and divorce; (c) the vast problem of eugenics or race culture.

In all these fields the problems of sex are involved. Men and women who desire to bear their whole burden as members of a progressive society must contribute to the solution of these great social problems, and to do this wisely must know something about the basic facts of sex life.[32]

The first and basic part of sex education is bodily regimen: children and youth must live an abundant, vigorous, wholesome physical life.[33] Cities have threatened to be the "graves of the human species" in this respect. Sedentary life chokes and misdirects the currents of nervous energy and the very circulation of the blood. The lad who plays vigorously, even violently; who can "get his second wind," turn a handspring, do a good cross-country run, swim the river, possesses a great bulwark of defense against sexual vice, especially in its secret forms.

The revival of play, of play for all, boys and girls, weak as well as strong, is one of the most hopeful movements on foot to-day. Let us base our promotions from grade to grade, and especially for "graduation" from school, partly upon physical tests, requiring each student to make of himself physically, not a record-breaking athlete, but the best that can be made out of the stuff in him.

Food, sleep, clothing, bathing, fresh air,--all these are vital also; whatever turns the flow and thrill of life into wholesome channels, abolishes indolence, stagnation, morbidity, and fosters abundance of bodily life,--such is the regimen of sex health.

No bodily regimen can be effective without mental control. Nowhere does mind affect body more immediately and powerfully than in the realm of sex. The educator has two great tasks in this respect: first to improve the general environment in which the young must live and develop. As things are, our streets, store-windows, books and magazines, and especially public amusements, such as theaters and dance halls, abound in sexual suggestion and stimulation.[34] These agencies stimulate an excessive stream of sexual desire, with all its physical accompaniments, in boys and men: the natural and inevitable result is an overwhelming impulse toward illicit satisfaction in self-abuse or sexual immorality. Society in self-defense and the interest of its youth must wage war upon this mercenary exploiting of the sex impulse. Licentious thinking is the great foe of continence; the saying of Jesus may be paraphrased thus with physiological correctness: "He that looketh upon a woman to lust after her hath already committed the sexual act in his _nervous system_."

Hence, the second task in this connection is to arouse and arm the youth against the lusts of the mind, and lead him in a resolute fight for mastery over his own thoughts. "Do not harbor in your mind anything you would fear to have your enemies know, or blush to have your friends know," is a good motto for boys and youth.

When we come to instruction in matters of reproduction and sex, the first principle is that it should be given in organic relation with the rest of life and thought. It arises naturally in two main connections: in response to the child's own questions and problems; and as part and parcel of biological science. The common questions of the little child, "Where does the baby come from?" or perhaps even earlier, "How does the hen make the eggs?"--an actual question of a four-year-old--are the signal and the open door for easy and natural enlightenment. Seize the opportunity: tell the truth, as simply and briefly as possible, and the beginning is made; watch for and utilize all such opportunities, as they come, and the main road of the task is marked out; shock is minimized, if not eliminated, mutual confidence is engendered, and a priceless reward may be won. But if at that first question we falter, quibble, blush, lie, jest, or repel, we have entered the wrong road which leads eternally astray. Let no question ever be either ignored or neglected, least of all repelled. It is the golden opportunity for parent, teacher, or friend. To guarantee against the child seeking promiscuous and irresponsible sources of information, let his questions ever find the warmest welcome and kindest response at the parent's knee.[35]

Now the movements of the child's own mind in matters of sex and reproduction may either be actual questions more or less explicit, or they may be subtler seekings for light,--hints, vague inquiries, gropings after what he cannot phrase or hesitates to utter; these inward stirrings are vital, and the alert and sympathetic and patient parent can in the main perceive them and bring them to light. But success need not be hoped for in this respect unless first the beginnings are attended to; uncounted parents can testify to the infinite difficulty of breaking to the boy or girl the silence long practiced with the child. Nor will occasional or spasmodic fits of interest and action by the parent achieve much; Emerson's proverb holds inflexibly here; "What wilt thou have?" quoth God; "pay for it and take it." Pay we must in time, in thought, in perseverance and patience, in study of the problems and self-preparation for the task. Happily the progress of sex hygiene among adults is yearly increasing the number of fathers and mothers who are awake and active.

We have spoken of meeting the motions of the child, as though the educator might never need to take the initiative; in all probability that might be true in an ideal state. As things are it would be unsafe to rely absolutely upon questions; the parent and on occasion other educators must take the initiative in some cases. In doing so, however, the most scrupulous care should be taken to be sure that the mind of the learner is ready for the particular instruction.

* * * * *

In biological instruction what is needed is not an artificial appendix or addendum, but simply that we should cease to mutilate science by omitting its most fruitful and essential elements. Nature study for little children is the first available field; it should begin even before the kindergarten age, with the simplest and easiest observations, and proceed by gentle gradations of progress; it finds abundant and fascinating material in growing plants, eggs, brooding chickens, kittens, puppies, and, best of all, the new baby, where the home questions and the nature study meet in a profound emotional and intellectual experience.[36]

The botany, zoölogy, physiology, and hygiene the upper grades and the high school the natural mediums for further scientific treatment.[37] It will probably be found advisable to separate the sexes for this part of the work, and have boys taught by men and girls by women. Not a few high schools and colleges are already carrying on such instruction with entire success.

It seems quite clear that the school must set itself, wisely, indeed, but also resolutely and effectively, to provide clear, true, scientific knowledge of the origin of life and the laws of sex. The educator can, must, and will answer truly and purely, all questions in these matters on which the child and youth are now left to random, miscellaneous, clandestine sources, and get vile, false, and pernicious answers.

* * * * *

As childhood passes into youth and the pubertal changes begin, the objective curiosity of the earliest years passes gradually into the intense concern of personal problems. The general principle is the same: do not drag in the subject of sex and reproduction, but do not evade or ignore it when it appears; deal with it truly, purely, honestly, fearlessly, as an essential and organic part of truth and life.

The safe and happy outcome in these personal problems can be guaranteed in only one way--that the young person should be able to turn with complete confidence and little embarrassment to some trusted and intimate counselor, preferably the parent, but otherwise physician, pastor, older friend, with whom he has already discussed sexual questions, and who he knows will receive his advances with sympathy, answer his questions with frankness and intelligence, and hold his confidence sacred. Happy the youth or maiden who has such a guide in the crises of unfolding powers and perils.

The chief problem of this part of the education is the accurate and timely adaptation of what is taught to the needs of the successive periods of development. Hence chronological or "calendar" age and school grade are both unreliable guides to the educator: a group of fifteen-year-old boys, or of eighth grade boys, includes some who are children not yet entered upon pubescence, others who are mature,--that is, have attained the power of reproduction,--and still others who are in process of change. These three groups cannot be treated identically; each period has its own peculiar needs. The problem of sorting out the individuals and meeting the needs of each group is difficult because of our traditional neglect of the whole task. But of any particular lesson we may agree with him who says, "Better a year too early than an hour too late."

The earliest safeguard, rather regimen than instruction, is the inculcation of the idea and habit of "Hands off" the sex organs. The little child is taught this by his mother, and it becomes second nature. The pre-pubescent boy and girl may receive some slight but impressive additional perception as to the danger of meddling in any way. They should also be warned strictly against any other person who offers to tamper with their sex organs or adjacent parts of the body. Let them understand that they are justified in any means of defense, the fist, a club, or a stone; and that the offender is forever damned by his act and must never again be trusted; and, of course, that they should at once lay the whole case before their parents or other persons in authority.

The special instruction of the pre-pubescent and pubescent periods is as yet by no means fully agreed upon among experts. We can give here only a few points that seem fairly clear.

(1) Girls should know in advance enough of the general facts of menstruation so that the onset of the period may not cause, as it now does in thousands of cases, shock and sometimes dangerous errors of conduct. They should also know that the sexual nature of men is active and aggressive instead of passive and defensive as in the woman; and that hence the woman must in general take the leading part in the control of the sexual relation, or, at least, of those preliminary intimacies that tend to culminate in sexual union. If it be contended that this is a delicate and difficult idea to convey, liable to be exaggerated and to produce false attitudes, the answer is that if difficulty is to deter us we may as well stop the whole task of sex education before we begin; and moreover that the disasters now resulting from ignorance are ten times worse than any probable results of instruction.

This sexual difference means not only that the girl must be intolerant of improper advances, but also that for her own sake and that of her sister women she must beware of conduct, attitudes, or forms of dress that tend unduly to excite the sexual impulses in boys and men.

In view of the enormous morbidity and mortality inflicted upon innocent women and their children by sexual disease, the girl should learn the main facts concerning the nature, effects, and incidence of gonorrhea and syphilis. Health certificates of prospective bridegrooms will probably be more easily enforced if such intelligence becomes general. The time for such instruction is difficult to state, and would vary with the social environment; probably late adolescence would be early enough in most cases; earlier information is indispensable for girls who by reason of their economic or social status are peculiarly exposed to sexual temptation and danger.

Training for motherhood, a great gap in our educational system, is a closely related theme, of incomparable importance, but beyond the scope of this work.

(2) Boys should learn early the rewards of continence: that the conservation of the sexual secretions is the indispensable condition of manly growth in stature, muscular powers, voice, heart, and brain. They should learn the possibility and healthiness of continence--always understanding that mental continence is the prerequisite of physical continence.

They should know in good time that nocturnal emissions are quite normal, when not too frequent, and indicate not lost manhood or the danger of it, but merely the fact that the sexual glands are now for the first time all developed and active. This is one of the simplest and most commonplace facts in the whole range of sex knowledge, yet, through ignorance of it, unknown multitudes of boys have suffered anxiety sometimes amounting to terror, have become moody and dejected, lost interest in work and studies; and finally thousands of them, ashamed to ask counsel or enlightenment from any decent source, have had recourse to the venereal quack, who so artfully spreads his snares for them in daily paper and widely circulated pamphlet. Once the victim is in his hands there is almost no limit to the evil that may result.[38] High-school principals tell of watching the faces of their boys during a lecture on sex hygiene and noting the visible signs of relief and new hope when the lecturer explained the true nature and meaning of emissions.

So far as the so-called "sexual necessity" is concerned, let boys understand that it is unknown among animals; that its completest embodiment is found in degenerates and imbeciles; and that athletes, thinkers, priests, scholars, warriors, the finest men of every type, hold their passions strictly subject to their wills. Let them know that the world is well supplied with wretches whom this very "sexual necessity" has robbed of their precious virile powers, but that the cases of impotence through chastity are certainly unproved and probably non-existent except in the imagination of people who want to believe in them. And finally that numberless fathers of big healthy families were as chaste as the wives who bore their children.

Boys should learn that the man who insists on premarital sexual necessity has two roads open to him--one that of the libertine and seducer, the most contemptible of creatures; the other that of the whore-follower, whom nature perpetually menaces with vile and pestilential plagues, making him a misery to himself and menace to all clean persons who associate with him, especially his future wife and unborn children.

This involves, at least for the present state of society, some information regarding the two chief venereal diseases: that all prostitutes, professional or otherwise, are sooner or later infected, and that no reglementation can give security. They should know something of the horrors of syphilis, its loathsomeness, its extraordinary power to penetrate to the physiological Holy of Holies, poison the germ cells, and damn in advance the unborn children of its victim. They must know the fatal treachery of gonorrhea: how it lurks unsuspected in the victim who supposes himself cured, and strikes, like a bolt out of clear sky, blinding newborn infants, and robbing innocent wives of motherhood, health, or life itself.

To object to this instruction because it is gruesome, or because it may seem like intimidation, is sentimentalism: in this matter, as elsewhere in the realm of knowledge, the truth should scare no one who does not need to be scared. It is better to be safe than sorry; and it is better to be scared than syphilitic. "I dare do all that may become a man," says Macbeth; "who dares do more is none"; let a man dare if he will with his own body, aye, his own soul; he is but a coward who does not shrink from buying voluptuous moments with the hazard of wife and child. Hydrophobia is far less perilous than venereal disease, and if one hundredth as many were attacked by it the world would be placarded with scarlet danger signs; the man who decried the precautions as intimidation would be shut up in a home for imbeciles. If this is intimidation, let us have more of it.

Above all, boys should learn the beauty and glory of the true relation of the sexes; the bond of love and unity between man and woman truly married--in soul as well as body. As he cherishes and vindicates the honor of his father and mother and sisters, so should he be taught to use his intelligence and heart to hold sacred in youth the powers and functions that will enable him to become in turn husband and father, to give a clean soul and body in marriage to a pure woman, and to pass on the germ of life to the children of his body. A few lessons on heredity will show him that he is but the steward of an inheritance that has come down from a thousand ancestors and may well be perpetuated through generations to come. Prudence is good; but no narrow selfish motive will meet the need. The lad who is "good" merely for the sake of his own skin is usually a poor creature; the finest lad--who might perhaps hazard his own individual fate--will refuse to gamble with the souls and bodies of those others who shall be his own flesh and blood. No virtue is safe that is not enthusiastic: and only altruism is truly enthusiastic.

The boy and girl, now young man and young woman, must both learn that prostitution is a social sin:[39] the "scarlet woman" has been truly called the eternal priestess bearing the sins of humanity. This is a vast theme; we have got beyond the realm of mere sex education;--but truth is one, and life is one, and neither logic nor humanity will consent to our stopping short of the whole truth. Social intelligence--the illumination of man's life with man--the scientific and spiritual comprehension of the apostolic dictum, "We are all members one of another"--and "if one member suffer, all members suffer with it"--these are the great arrears of education. But there never was a time when the spirit of man moved so rapidly forward as here and now, and the movement for sex education is but one striking phase of the great advance.

FOOTNOTES:

[30] An examination of tables of contents and indexes of standard school texts in nature study and biology will reveal the almost universal absence of all ideas relating to sex and reproduction. There are two or three recent exceptions.

[31] G. Stanley Hall, _Educational Problems_, vol. I, pp. 388-97, Thomson and Geddes, _Problems of Sex_, pp. 5-17.

[32] Thomson and Geddes, _op. cit._, pp. 46-52; Saleeby, _Parenthood and Race Culture_; Morrow, _Social Diseases and Marriage; Hall, Educational Problems_, vol. I, pp. 424-43.

[33] Fisher, _National Vitality_; Hall, _Youth_, chaps. II, V, VI, XII.

[34] "What makes a Magazine?" _Twentieth Century Magazine_, September, 1912, pp. 11-20; _The Exploitation of Pleasure._ Russell Sage Foundation.

[35] See Mrs. Woodallen Chapman, _The Moral Problem of the Children_, esp. pp. 61-93. Also the chapter in this book on the education of children.

[36] An epoch-marking book in this field is Miss Torelle's _Plant and Animal Children and How They Grow._ (Heath.) See also pamphlet, _The Origin of Life_, by R.E. Blount. (Scott, Foresman & Co.)

[37] "The Teaching of Sex in Schools and Colleges," _Social Diseases_, October, 1911. Addresses by G. Stanley Hall, Maurice A. Bigelow, Josiah Strong, Charles W. Eliot, and Mary Putnam Blount, _Sexual Reproduction in Animals: the Purpose and Methods of teaching it._ Proceedings N.E.A., 1912, pp. 1324-27.

[38] Hall, G.S., _Adolescence_, vol. I, pp. 459-62.

[39] Jane Addams, _A New Conscience and an Ancient Evil._