ts largest
outlook touches great problems of life in very many ways. I have also
tried to convince that it is far more than merely a school subject,
limited entirely to a curriculum extended over a few years. This is the
common misunderstanding arising from the familiar use of the word
"education." As opposed to this narrow conception, I understand
sex-education, the larger sex-education, to be a collective term
designating all organized effort, both in and out of schools, toward
instructing and influencing young people with regard to the problems of
sex. Here we have returned to the central thought of the definition
with which this lecture opened, and which I emphasize because it is the
foundation of all future lectures: The larger sex-education includes
all scientific, ethical, social, and religious instruction and
influence which in any way may help young people prepare to meet the
problems of life in relation to sex.

II

THE PROBLEMS FOR SEX-EDUCATION

Sec. 5. _Sex Problems and the Need of Special Knowledge_

[Sidenote: Arguments for sex-education.]

In these lectures I shall discuss the great sex problems towards the
solution of which knowledge conveyed by special education may help.
These problems offer reasons or arguments in favor of sex-education,
and I shall attempt to present them from this point of view. I shall at
the same time point out in preliminary outline how organized
instruction may apply more or less directly to the sex problems that
seem to show the need of educational attack, but in later lectures the
organization of instruction will be considered more specifically.

[Sidenote: Propagandism needed.]

In reviewing the literature that during the past decade has advocated
sex-education, it has seemed to me that there is left little
possibility of any decidedly new and important contribution to the
arguments favoring such instruction, for the whole case has been
splendidly presented by eminent writers in the fields of medicine,
biology, sociology, and ethics. It now appears that the great majority
of educators, scientists, and intelligent citizens in general have
accepted the arguments for sex-instruction, so far as they have been
informed concerning the meaning and need of the movement; and this
leads me to the belief that in the future we need not new arguments but
frequent restatements of the established facts which indicate the
importance of widespread knowledge regarding the fun