ven
a serious impression will be made on all intelligent people; but
somehow sex-education must be completed by adequate presentation of
these aspects, for the problems of sex are satisfactorily solved only
in the lives of those fortunate individuals whose vision of the
relation of sex and life combines the viewpoints of biology, hygiene,
psychology, ethics, religion, and last--but far from least--aesthetics.

[Sidenote: Only essential knowledge of social diseases.]

Finally, the educational application of the fourth aim demands some
explanation. Sometime in the adolescent period all young people should
learn the essential facts regarding the two social diseases and their
relation to immoral living. There is the widespread impression that
those advocating sex-education believe in giving great prominence to
the social diseases; but in opposition to this I cite the report of a
committee of the American Federation for Sex Hygiene, published in the
_Journal of the Society of Sanitary and Moral Prophylaxis_, January,
1913, and later reprinted as a pamphlet by the American Social Hygiene
Association. In that report there are _twenty-three_ recommendations
concerning sex-instruction; but _only_ one mentions social diseases
and in these words: "During the later period of adolescence ... there
should be given ... special instruction as to the character and dangers
of the venereal diseases." That seems sufficient. It is not desirable
that young people should review the horrible facts relating to
perverted sexuality. Ten or twenty brief and authoritative statements
quoted impressively from medical and social literature ought to give
fair warning of lurking dangers in immoral living. More extensive
information has often proved dangerous. I would gladly advocate that
this dark side of life be kept in sealed books if I did not know that
so many young people need forewarning and definite guidance. Our
educational system will not do its full duty if it fails to offer the
needed help so that it may be obtained by all adolescent young people
who are not so fortunate as to be guided by parents and other personal
teachers.

FOOTNOTES:

[12] To avoid misunderstanding, let me repeat from the first lecture
that I am constantly thinking of sex-education in the larger sense;
and instruction in schools can be, at best, only a part.

IV

THE TEACHER OF SEX-KNOWLEDGE

Sec. 18. _Who Should Give Sex-instruction?_

A large number o