Part 9

BOOKS AS TEACHERS CONCERNING SEX AND LIFE

§ 22. _Value and Danger of Special Sex Books for Young People_

[Sidenote: Books for private reading.]

There are many parents and teachers who believe that young people should get their sexual information by private reading, and numerous books for boys and girls have been prepared to meet such a demand. The desire for such "private" reading undoubtedly exists, especially in boys; but this is part of the general air of secrecy and vulgarity that has enshrouded the truth about sexual matters. Many eminent physicians agree that there are elements of physical and perhaps moral danger when a boy reads a sex-science book secretly, but that there are few such possibilities in frank and scientific teaching by a competent instructor. This is recognized by leaders in the Y.M.C.A., and they prefer to read books with the boys in study classes. Many scientific women think there is no such danger for average girls, but agree that girls as well as boys will gain in respect for the subject of sex if the atmosphere of secrecy can be avoided. Hence, while books for private reading are better than ignorance, they alone will not solve many of the problems at which sex-education is directed. We must cease to foster the secrecy created by an atmosphere of obscenity, and the study of sex must be brought into the light of day. Let good books be recommended through parents and with their approval be issued freely by libraries and without restrictions which suggest something dark and wrong. Let parents and teachers encourage such reading, but not as something requiring secrecy. Rather let such books be read as freely as any other good books, and let parents and competent teachers follow the young readers closely so as to explain facts and help develop the desirable attitude of mind. Especially let parents encourage the idea that approved sex-science books may be read at the family fireside as properly as any other books. Above all, let parents and teachers work in every possible way against the time-worn idea that problems of sex are essentially vulgar and demand secrecy even in scientific study. We must have a nobler and healthier outlook on human life than that which so commonly prevails, and we can never get it by secret study of sex-science by young people. Such study may do some good by warning against unhygienic habits and social diseases; but it is certainly inadequate to give the open-minded attitude needed so much for appreciating the ethical, social, and æsthetic bearings of human life as it is influenced by normal sexual functions.

[Sidenote: Pamphlets _vs._ books.]

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

[Sidenote: Better books needed.]

At present there are no thoroughly satisfactory books for adolescent boys and girls. In my opinion, W.S. Hall's books for boys are the most reliable, and his "Life Problems" is the best selection of facts for girls; but some mature readers criticize the style of presentation. Some other books for adolescent young people are mentioned with critical notes in the bibliography at the end of this book. There is still plenty of chance for authors to experiment in writing books of this class.

§ 23. _General Literature and Sex Problems_

[Sidenote: Sex in literature.]

In the world's best literature there is much that teaches important lessons in the field of the larger sex-education. In the guise of love, sex problems have always held the prominent place in all literature. Many a great book teaches direct or positive lessons by holding up high ideals for inspiration and imitation; but some of the most impressive lessons are in negative form, especially in fiction that deals with the tragedies of life.

[Sidenote: Religious books.]

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

[Sidenote: Appeal of poetry.]

It is a fact that many young people who refuse to be interested in religious literature may be influenced for sexual purity by the emotional appeal of some general literature. This is especially true of romantic poetry. I believe that the high "idealism" of love inspired by Tennyson's "The Princess" and "Idylls of the King," by Longfellow's "Evangeline" and "The Hanging of the Crane," by some of Shakespeare's plays, and by other great poetry with similar themes has had and will continue to have greater influence on the attitude and ethics of many young people than all the formal sex-teaching that can be organized. Hence, I believe that teachers of literature should be led to take interest in the larger sex-education to the end that by selection and interpretation of great masterpieces they may contribute in a valuable way to the solution of some of the problems that have their center in the deeper nature of sex.

[Sidenote: Importance of interpretation.]

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

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

[Sidenote: Not to be labeled "sex-education."]

I take it for granted that no teacher of literature who contributes to sex-instruction will let the students know that the emphasis placed on great life problems is part of a conspiracy of parents and educators to give in the name of sex-education instruction that will help prepare the individual for facing the problems. Here, as elsewhere, the young people had better be left unaware that their elders are so interested in giving them instruction regarding sex problems that they have organized, for study of ways and means, a movement known as sex-education.

[Sidenote: Sex tragedies of fiction.]

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

[Sidenote: Fiction without a moral.]

Against that type of fiction which presents sex problems that do not clearly "point a moral," the average so-called "problem novel" of recent time, there should be general opposition by workers for the larger sex-education. Many of the modern novels and magazine stories seem to introduce sexual situations for the same reason that Boccaccio did in some of his tales, namely, the attractiveness of lasciviousness. Unlike the commendable novels, it is characteristic of the equivocal ones that no penalty is demanded or paid and no moral conclusion is suggested. In fact, the way is very often left open to an immoral interpretation. All such literature certainly tends to work against the aims of sex-education. Perhaps parents and teachers may coöperate to keep much of this kind of literature out of the hands of young people, but the safest procedure is in cultivating taste for literature that does teach helpful lessons of life. If young people do read books and magazines that seem to stand for uncertain morals, it is best that parents and teachers should point out the moral interpretations.

§ 24. _Dangers in Literature on Abnormal Sexuality_

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

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

[Sidenote: Need of interest in normal sex life.]

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

[Sidenote: Limited knowledge of the abnormal.]

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

VI

SEX-INSTRUCTION FOR PRE-ADOLESCENT YEARS

[Sidenote: Periods of early life.]

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

§ 25. _Elementary Instruction and Influence_

[Sidenote: Nature-study.]

The life-histories of plants and animals as taught in the best nature-study[13] are important in forming attitude towards reproduction and giving a basis for simple and truthful answers to the child's questions as to the origin of the individual human life. The publications listed in the last section of this book under the headings "For Girls" and "For Boys" will help parents and teachers.

There is need of little private hygienic instruction, but of much guidance away from harmful habits. This will be indicated in the next section which considers masturbation as it concerns children of both sexes and all ages.

[Sidenote: Protection.]

The protection of children from corrupting influences is an important work of sex-education in pre-adolescent years. Probably the greatest safety lies in parents giving simple facts regarding reproduction and in cultivating confidence so that any accidental contact of their children with vulgarity will be counteracted in advance. Many parents, especially mothers, have found this possible.

[Sidenote: Girls' preparation for puberty.]

In the years between ten and twelve every child should learn from a parent or other adult confidant some general facts regarding their approaching puberty. This is especially important in the case of girls, for many a girl has been physically and mentally injured because a prudish mother has procrastinated too long the giving of information regarding the first menstrual period. The facts in the first thirty pages of W.S. Hall's "Life Problems" should be known by many girls of eleven and by the great majority before thirteen. Some books for young girls are defective in that they avoid reference to the coming changes. I see no excuse for a sex-hygiene book for girls who are too young to be trusted with the simplest knowledge regarding menstruation. Such children should be interested in nature studies and perhaps the elements of general hygiene, but certainly not in books with curiosity-stimulating titles.

[Sidenote: Special needs of boys.]

Since boys entering puberty pass through no such sharply defined beginning as girls do, the information they need in advance is not so specific. At the same time, we must recognize that the average boy under twelve years picks up more information regarding sexual life than a girl does, and so the problem of teaching self-control comes earlier, although the average girl enters puberty a year or two before the boy. Parents and teachers must recognize the fact that sexual tendencies come to many boys several years before puberty, and masturbation and even premature sexual intercourse are possible problems with many boys long before the twelfth year. The boy's early gathering of sexual information is not without advantage, for it becomes possible for parents and other adult confidants to explain many important truths as to the proper use of his sex organs and as to his conduct towards girls. All this can be done with the average boy of eleven or twelve and with hundreds of even nine and ten without any fear of giving information that is startlingly new and without any danger of giving a nervous shock.

[Sidenote: Cautious teaching of girls.]

It is not so with average girls of equal ages, if we may accept the opinion of many women who are trained in science and medicine. Specific information as to the functional relationships of the two sexes is said by many educated women to have been absolutely new and startling to them at twenty and twenty-five years. Evidently there is a special reason for gradual and cautious teaching of girls, and so it is probably best, as many parents urge, that in pre-adolescent years the girl's instruction in social-sexual lines be training in modest deportment and a proper reserve towards boys. This ought to be sufficient for the girl's protection until gradually in adolescent years she learns the whole story of life, probably several years later than her boy friends whose natural leadership in sexual activity makes their early information desirable as a protection to both sexes.

[Sidenote: Children's friendships.]

In the pre-adolescent years parents and teachers should coöperate in developing a spirit of group fellowship between boys and girls and at the same time instill into the boys something of that chivalrous and protective attitude of boys towards girls such as one finds in the families of the highest culture. I emphatically mean "group fellowship," for it is certainly undesirable to encourage in pre-adolescents any tendency towards paired comradeship. It is certainly best that boys and girls should have many good friends of both sexes. The real truth back of the old adage "two is company and three is a crowd" makes the "crowd" highly desirable for both pre-adolescence and early adolescence, for in these years it is friendship and not romantic love that will be most helpful in the later life. As one step in this direction, all sensible adults should show their disfavor to the abominable habit of teasing small children concerning their best friends of the other sex. Parents and teachers will do some of the best work in the larger sex-education if they begin in pre-adolescent years to develop the social life of the children along lines similar to those suggested above.

[Sidenote: Summary.]

Summarizing, it is evident that there is very little direct sex-instruction suitable for pre-adolescent years. So far as the child's own life is concerned, it now seems clear that parents or other adult confidants must instruct individuals, or possibly small uniformly selected groups. Class instruction seems out of the question except for life-history studies of animals and plants. On the whole, then, there is nothing radical or impossible in the proposition that there should be a beginning of sex-education before the advent of adolescence.

§ 26. _Hygienic and Educational Treatment of Unhealthful Habits_

[Sidenote: Problems of children.]