m in the "Applied Biology" and "Introduction to Biology"
by M.A. and Anna N. Bigelow. However, personal sex-hygiene is not
included in these textbooks, because educational and public opinion do
not yet stand for such radical lessons in books for schools.

[Sidenote: Special lectures on hygiene.]

(3) Special lectures on sex-hygiene independent of biology or general
hygiene are at best makeshifts, and not without dangers. I fear the
effect of the abrupt introduction to sex problems by special lectures,
especially for girls who may be shocked much more than the average boys
can be. I heartily sympathize with parents and school officials who
object to special lectures that suddenly focus attention on problems of
sexual health. It seems to me that special lectures should be given
only when no other method of teaching is possible. This applies
especially to young people who are not in schools. While I have
stressed biological nature-study as offering the ideal basis for the
broadest kind of sex-education, I realize that there are cases where
such study cannot be held prerequisite to some aspects of sex-hygiene
that young people should know. However, we should aim to make such
cases the exceptions and not the rule. Some good may be accomplished by
teaching certain facts of sex-hygiene frankly and directly to those who
have absolutely no knowledge of nature-study and biology; but after
watching the reactions of groups of boys who were receiving such
information, I have been convinced that even with a limit of one hour
for instruction a biological setting is decidedly important in that it
gives an indirect approach.

(4) Special books and pamphlets are useful when, and only when, the
above methods are impossible, but certain cautions are desirable (see
Sec. 22).

[Sidenote: Difficulty in ethical-social teaching.]

The third aim involves some difficult educational problems. Since we
confess that we know so little concerning efficient methods for
ethical, moral, or social teaching, it is evident that we must be far
from a satisfactory plan for dealing with instruction which is intended
to oppose most powerful instinctive tendencies and long-established
habits of sensuality. Clearly the third aim sets no easy task for the
educator; but since the possible solution of sex problems must turn on
the sex actions of the individual in relation to society, the
ethical-social aspects of sex-education must not be evaded because the
wa