ucation,
strives towards ideals that individuals and society may always approach
but may never reach. It is only another case of Emerson's advice,
"hitch your wagon to a star," which means the adoption of high ideals
that lead ever on and on towards better life.

With this understanding that _the task of sex-education is the
ever-advancing improvement of sexual conditions in individual as well
as in social life_, let us turn now to consider the possible lines for
definite educational attack on the chief problems of sex. It will be
most helpful if we first analyze the general task of sex-education into
some specific aims that may definitely guide instruction, and then in
later lectures consider the methods and detailed subject matter of
sex-instruction.

Sec. 16. _The Aims of Sex-education_

[Sidenote: Emphasis on social disease.]

Since the revelations concerning the disastrous physical effects of
sexual immorality, especially as it exists in the commercialized
conditions of the social evil, have had the chief influence in
awakening intelligent people from their age-long ignorance and
indifference concerning the great sex problems, it was natural that
those who first proposed special instruction should have emphasized the
social evil and its diseases so much as to create the widespread but
erroneous impression that the great aim of sex-education is to teach
the distressing facts concerning the pathological consequences of
immorality.

[Sidenote: Other problems need emphasis.]

Now, without in the least underestimating the vast importance of the
emphasis placed on sexual immorality and social diseases in the
splendid pioneer work of the late Dr. Morrow and others for the
sex-education movement, and without suggesting that these topics should
be neglected while reorganizing the educational attack on sex problems,
I believe that so far as formal instruction in homes, schools, and
colleges is concerned, we may gain a decided advantage if we now
recognize and declare boldly that the physical effects of the diseases
arising from the social evil constitute _only one of several_ groups of
sex problems that organized education should attempt to solve.

Concerning the other problems that sex-education should touch with
great definiteness, it is my personal view that most of those outlined
in the preceding lectures will be affected by instruction along five
important lines, as follows:

[Sidenote: Five lines of instru