onship into its legitimate and acceptable place.

The most difficult phase of sex education is the interpretation and
guidance of sex activities in childhood. Our traditional codes and
sanctions have measured their punishments out of all proportion to the
offense. In order to meet this type of conduct constructively, one must
avoid severe punishment, the awakening of a deep sense of guilt, and set
oneself to work out a quiet regimen of rehabilitation. Best of all, one
comforts oneself with the knowledge that, except in cases of psychic
trauma, studies reveal that there is little relationship between early
sex play and later delinquency.

Wise parents of today build a solid foundation for the sexual happiness
of their children. No longer do they withhold knowledge of love, mating,
and the renewal of life. They equip themselves with a thorough
understanding of the emotional nature of their children and of the
technique of presenting sex instruction. We of this generation are
seeing changes in thought and patterns of sex teaching and ethics. Codes
and sanctions are in transition. It is not that in the years to come we
shall have more knowledge or more freedom purely for the sake of
knowledge and freedom. It is that we and our children and our children's
children, who are tomorrow's men and women, shall live with more
serenity, more wisdom, and more joyousness in their love relationships
because of the foundations which we have built.

_William Lyon Phelps_

CHAPTER TEN

_Religion in the Home_

During my forty years of teaching college under-graduates, if the lesson
for the day was pertinent or an occasion afforded the opportunity, I
talked to the men in the classroom about their careers--not concerning
vocational training; what I emphasized was the right mental attitude
toward life itself, the perhaps inarticulate philosophy underlying all
choices and all ambitions.

I have always been able to speak more intimately to a group of young
people than to an individual. The individual must take the initiative. I
believe we have no more right to probe into the secret places of the
heart than we have to pick a man's pocket. Whenever a student came to me
alone and on his own, then I was willing and glad to discuss anything
with him. But I believe every man's personality is sacred: an
unauthorized or unasked-for attempt to enter it is the worst sort of
trespassing.

In the classroom anything may be discussed withou