An example.—On my second lecture trip through Canada, a father told me how he answered his little girl’s question, “Papa, how did I get into this world?” His answer was as follows: “Daughter, God dropped you out of heaven one day while it was raining. Papa saw you falling from a cloud and ran out and caught you in his arms and brought you into the house.” That father was boasting of his tact and wisdom.
Another example.—A mother in the South, in reply to a similar question asked by her five-year-old boy, said: “Son, God sent you into this town on the Cotton Belt train, about three o’clock one afternoon. The doctor was at the depot and saw you. He knew that we wanted a little boy, so he put you in his satchel and brought you to mamma.” When this mother related this to me, her boy was nine years old and had not asked her another word about his origin. At the close of my lecture, with tears in her eyes, she said: “Professor, do you suppose that my little boy has been hearing vulgar stories and is keeping his information a secret from mamma?” “Yes, nine times out of ten, if you have a bright boy,” was my reply. Upon investigation she found that her boy had been hearing vulgar talk for about three years. How long do you suppose it will take that boy to eradicate from his mind and heart the evil effects of such training? It is not a question whether yourchild and mine shall get this information or not. That question is settled. The child will get the information. The questions for us to settle are:When shall this information be given? Who shall give it? What shall be given? How shall it be given?
Results of the old method.—I shall not call in question the love, sincerity and honesty of these parents. In most cases they were sincere and did the best they knew how. I am concerned about the results of this time-honored method. Did the old method of deception, misleading and false replies ever satisfy the inquiring mind of a child? Did the old method ever make a child wiser? Did it ever lead a child to regard human reproduction as delicate, sacred and pure? Did it ever lead a child to greater love and faith in its parents? Only negative answers can be given to all these questions.
How the child finds out.—As a rule, it is not long after a child becomes interested in his origin until some older child, a playmate or servant will say, “I know something that you do not know. You would like to know it. It is how little children come into this world. I will tell you all about it, if you will not tell your mamma and papa about it.” I do not care how good the child may be, how well trained, or how obedient: such is the intense interest of a child in themystery of his life that he will agree to keep the story a secret. Now the child listens eagerly to the half-truths, couched in impure language and gets a perverted vision of the origin of life.
What are some of the results?—Five very sad misfortunes have come to the child. (1) The child has learned that his parents evaded his question; in most cases, he discovers the answer to have been a falsehood. (2) To the extent that the child comprehends the falsehood, does he lose confidence in his parents. (3) He has learned to keep these vital matters a secret from his parents. (4) The child cannot think of his parents’ relation to the initial of his life, except in terms of vulgarity. Early images do not easily leave the mind of a child. Ugly words, impure pictures, obscene language, with all their vile suggestiveness, ofttimes remain through life. (5) He regards the organs of sex and their functions as vile and sinful. God never planned that any human being should entertain any such degrading and demoralizing views of the divinely created organs and function of human reproduction. It is impossible to estimate the evil effects of this false training. Yet, there are many people, often very religious, who estimate their modesty, refinement and culture by the degree of conscious shame they have when questions of sex are referred to. Just to the extent that we fail to see that God isthe author of sex, that sex is sacred and pure, our glory and not our shame, has a false training degraded us.
Boys lose confidence in their parents.—You ask, does a child lose confidence in his parents when he has discovered that they have told him a falsehood about his origin? Certainly he does. In the past three years not fewer than seven hundred and fifty young men from eighteen to thirty-five have written me for advice in regard to their youthful indiscretions. One question I have invariably asked those young men, “Did your father ever warn you of your sexual dangers?” Only two have replied in the affirmative. Those young men were once as innocent and pure as your little boy. They first went to their parents for information about these delicate matters. They were treated as I have described. They received their information from sources and in a way that led to sexual abuse.
Girls lose confidence in mother.—While on a seven thousand-mile lecture trip, in company with twenty other lecturers, conducting purity conventions in many of the large cities in the United States and Canada, after the evening sessions were over, in company with one or two detectives and other parties of our crowd, we visited the “red light” districts and saw several thousand erring girls from twelve to twenty years old.Those girls were once as innocent, pure and sweet as yours or mine. They first went to their mothers and asked about the origin of their lives. Those were golden opportunities for safeguarding the virtue of those girls. More easily than at any other time in life could those girls have been impressed with the sacredness of sex. At no other time in life is it so true that “an ounce of prevention is worth a pound of cure.” Much more of Christian effort is put forth to rescue the fallen than to prevent the youths from falling. More churches are open to lectures on rescue work than on preventive work. More money can be raised for rescue work than can be raised to prevent youths from falling.
Boys and girls want to know the real truth.—One morning a number of high school boys requested that I give them a lecture more advanced than the one I had given. While passing through the hall, at the close of this special lecture to the young men, I was approached by the lady principal with the request from the high school girls for a special lecture. She told me that fourteen had made the request and that several added: “We wish that Prof. Shannon was a lady lecturer. There are so many things we would like to know, but would hesitate to ask a gentleman lecturer.” Then the lady teacher added, “I said, girls, why do you not ask your mamma for such information?”With hands uplifted, a look of surprise, a gasp for breath, those girls replied: “I would not think of asking mamma such questions.” Why not? Let me tell you why. When they were little innocent girls they went to their mothers with their first questions of sex. They were treated as already indicated. Their inquiring minds and unsatisfied interests in the mysteries of life led them to go elsewhere for this information. It was at this point in their lives that a chasm started to form between themselves and their mothers. There is not one boy in twenty-five who will go voluntarily to his father for information or advice about his sex-nature. The same statement is almost as true about girls and their mothers.
1,000,000 children adrift.—1,500,000 children are born annually in this Christian nation. One-third of this number die before they are ten years old. Annually one million children inquire, “How did I get into this world?” Not more than one in twenty receive a kind, truthful and intelligent reply. More than nine-tenths are treated in one of the following ways: (1) Told some one of fifty falsehoods. (2) A slap, with orders to clear out. (3) Some form of ridicule, such as “shame on you.” “Don’t let me hear you ask such an ugly question again.” “I am disgusted with you.” That settles it. The goldencords of confidence and influence are severed. Never again will those children go to their parents for information pertaining to sex. Elsewhere, they will find friends who will gladly give them the information. These children, one million strong, are now adrift on the storm-tossed sea of passion, without chart or compass; drifting, drifting, drifting for years toward ports, to them, unknown.
Danger!Danger!
The virtue of a quarter of a million of boys sacrificed.—Time passes. The boys are now sixteen to twenty-five. They have boon and base companions. Their imaginations are at fever heat with morbid interest and their ambitions are aflame with daring. One quarter of a million young men annually sacrifice the priceless gem of manhood’s virtue just here. Now, they are nearing the fearful rapids of vice where most of this number annually become diseased and many perish as sex-maniacs in the awful maelstrom of lust.
60,000 girls annually.—With the passing of time, the girls from twelve to seventeen, many without the safeguard of knowledge, are associating freely, gayly with their boon male companions, exposed to all the temptations and dangers incident to young womanhood. Many, many thousand young women annually sacrifice the priceless gem of womanhood’s virtue just here. Owing to the double standard of morals, sixty thousand of this number are forced against their own wills into the public maelstroms of immorality.
Who is to blame.—Thousands of poor prudish parents line the shores, and, with broken, bleeding hearts are crying out in anguish, “My God, my God, why has this awful blow fallen on us?” The poor, ignorant, diseased, exiled, passion-ridden children, in many cases beyond the reach of the home, society andthe church, exclaim, “Oh, if I had only been told of these dangers!”
All along the almost socially inaccessible rock-bound shores of this sea of human passion, the churches and philanthropists are building and maintaining rescue and foundling homes at an outlay of millions in money. They are not, and cannot, rescue one in twenty. The foundling homes are crowded to a dangerous, unsanitary overflowing with illegitimate children, whose mothers are out in the rapids of vice, or entirely lost in the maelstrom of immorality. Too long have the churches been satisfied with snatching, here and there, a piece of human wreckage from the waves of vice, instead of erecting a lighthouse system of properly warning and informing the childhood of the land.
The new way.—We have seen the results of the old way of dealing with children in matters of sex. Is there a new and better way? We shall see. “Ye shall know the truth and the truth shall make you free.” The new and better way is to tell the truth to the child.
How shall a child be told.—One day when our little girls were four and six, wife said, “Husband, I am in trouble about our little girls. They are asking where they were before they were born and how they got into this world. How am I to answer them?” “Tell themthe truth,” was my reply. “But, they are not old enough to be told the whole truth,” was her reply. We talked over the problem and arrived at the following solution of the problem: Since I had been a teacher of biology for years, and it was presumed that I was familiar with the stories of life among the plants and animals, it was agreed that I should at once tell them a nice little story about God’s beautiful plan of bringing all the little plants into the world. Six months later I was to tell them the story of life about the oysters and fish. Every six months to a year I was to tell them a more advanced story. As they were girls, wife reserved the right to tell them the last story to be told when they were nine and ten.
These stories were all told in the order given. Our girls are now twelve and fourteen. We have never had an occasion to regret that we have followed this natural method of instructing them. They seem to have no morbid curiosity about questions of sex. They look upon the facts as being natural, sacred and pure. Wife and I can approach them on these subjects without embarrassment to them or us.
When should a child be told?—The average boy should be told all these stories by the time he is eight, not later than nine. The average girl should be told all these stories by the time she is nine, not later than ten. The developing mind of the average child andthe social influences to which he is exposed, demand that he be safeguarded by the whole truth, this early in life. While the girl and boy develop alike until they are ten or eleven, the boy being exposed to vicious companions more than is his sister, he should be told the story of life earlier than she. At the age of seven, boys know more about these things than the girls do at ten and twelve. You had better tell the child the truth at six, than to have him told by the vicious at the age of seven. If a child could understand the story of life at three, and was properly trained afterward, this information could not do him one particle of harm. This statement is either absolutely true, or God is the author of a plan of human increase, the knowledge of which is essentially sinful. Personally, I decline to believe the latter.
If the child has been informed by vicious playmates or servants and his mind has been tainted, the only sane and safe method is to tell him the full truth as quickly as possible, regardless of his age.
If the child has been allowed to grow up to the age of nine or ten, ignorant of the story of life, I would tell him all the stories, beginning with the first story, telling them only a few days apart. Where parents are not prepared to do this, I would advise them to place a suitable book, presenting these stories in a clear, chaste and interesting way, in the hands of thechild, saying, “Here is a very interesting little book telling you just what you will be interested in knowing and what I would like for you to understand.”
The ideal way.—The ideal way would be to start with the child when he first inquires about his origin, telling him the first story about the plants. Promise to tell him other stories about the oysters, fish, insects, birds, animals and man as he grows older and can understand them. Where a child is naturally very inquisitive and insists on knowing more, I would not hold him off too long for the next story.
How to introduce each new story.—I would introduce each new story by reviewing the story of the plants and flowers. There are at least three reasons for this. (1) You can go into all the details of reproduction in the flower without danger of awakening the sex consciousness of the child. (2) It saves going into the detail when you have come to the higher animals and man. The child’s mind usually comprehends more than we give it credit for. If he understands the details of reproduction in the flower, his innocent fancy will fill in the details when he hears the other stories. (3) If he has been so unfortunate as to fall in with bad company at any time and his mind has been tainted with their stories, there is no means you can use in ridding his mind of impurity,quite so effectively, as by telling him the story of life in the flower.
Teaching these truths in the public schools.—The violation of the laws of sex is the chief cause of physical, mental and moral degeneracy. The degenerate classes are increasing at an appalling rate. Correct sex-instruction in childhood is the most important and effective step in the solution of this problem. There is a growing conviction among the students of sociology that sex-hygiene should be taught in the public schools. There are some teachers in all departments of school work, who, in morals at least, are not fitted for this delicate work. At present, an extremely few have the educational qualification for this delicate work. When teachers are required to take a course of training in these subjects, there will still be but few who are possessed of the natural talent for effectively and wisely presenting these subjects to children of the different grades.
Already colleges and universities and even a few high schools have begun to teach sex hygiene in a limited scientific way. This work will first be introduced into the high school work and later, gradually be introduced into the lower grades. Definite instruction will not be given, for many years at least, and possibly never, to boys under eight, and girls under ten or eleven. If this statement is true, it will be seen thatthe schools will have left the first and most important part of this training to be done in the home. The teaching of morals in the public school can never be substituted for the teaching of morals in the home. The present great awakening on these subjects will shortly result in three-fourths of the parents teaching these truths in their homes. Since one-fourth of the children do not get any moral instruction in the home and they do not go to Sunday school or church, the public school is the only place where they can be given moral training for citizenship.
How this can be done.—In my opinion, the safest and most effective method of dealing with these questions in the public schools, for the present at least, would be for the school boards in two or three counties to select and employ a gentleman and a lady lecturer, having natural gifts, moral and educational qualifications, whose duty it shall be to lecture to all the boys and girls; the male lecturer, lecturing to the boys and the lady lecturer, lecturing to the girls. All other teachers should be required to be sufficiently versed in these matters to enable them to solve any individual problems that may arise in their social relations to the pupils in school.
The author’s experience.—When our girls, Fay and Fern, were six and four years of age, they became interested in learning about their coming into the world. Their mamma had told me of their puzzling questions. We agreed that I should tell them a story of life, every six months or a year, until they were nine or ten. Then their mamma should tell them the last story, the story of their life.
A few days later some young men, whom we were helping through college, and I were working among the flowers, when one of the girls made some inquiry about the relation of birds. This naturally opened the way for my first talk. I promised her and her sister a very interesting story at the rest hour at noon. As ever, they were both anxious to hear a new story. Dinner over, they followed me into the greenhouse. I gathered a number of flowers and invited them to be seated near me while I told them the story.
Praise a child for asking.—I opened the story by saying, “Mamma tells me that you have become interested in knowing where you were before you wereborn and how you got into this world. We have talked together about your interest in this matter and we are glad that you have asked these questions, and especially because you came first to us. For you to ask these questions so early in life indicates that you are very bright and intelligent. We are your natural teachers. We love you as no one else does or can. In the future, anything you wish to know about yourselves, come to us and we will take pleasure in telling you all that is best for you to know.”
Why the child should be told gradually.—You would like to be able to read and understand all there is in the fourth reader. There is nothing in the fourth reader that could do you a particle of harm. There are many things in the fourth reader that you could not understand. Papa and mamma might read and try to explain them to you. Still, there would be some things that we could not make plain to you, for the reason that you are not old enough for your little minds to grasp them. You understand that you must learn first what there is in the first reader. When you have learned all there is in it, then you are ready for the second reader. The mastery of the second reader prepares you for the third and the third reader prepares you for the fourth. There are some things that you understand to-day, that you could not understand six months ago. This great world is full of thingsthat you cannot understand now; but, as you grow older and your mind grows stronger, step by step, you will learn and understand things that you cannot understand now. There are so many things in this world that may be known, that no one lives long enough to learn them all. Just so, you would like to know how God brings little children into this world. This is God’s wonderful plan. It could not do you a bit of harm to know all about it, if you could understand it. But you are not old enough now. Papa can tell you a beautiful story about how God brings all the little sprigs of grass, weeds, vegetables and trees into the world now, and in a few months I can tell you about the mussels, oysters and fish. Then, when you are a year older, I will tell you about the birds; later, I will tell you about the higher animals. When you are eight or ten, mamma will tell you the last story—God’s beautiful plan of bringing little children into the home.
Some things right one time and wrong at another.—You are both old enough to know that there are some things we do that is right for us to do under certain conditions, but would be very wrong for us to do under other conditions. Some things would be right to do during the week, but wrong if done on Sunday. Every few days you take an all-over bath. It is perfectly right for you to take these baths and foryour mamma to help you. All people, who desire to live cleanly lives and enjoy good health, take frequent all-over baths. But you have noticed that when you take baths, other people are not invited to be present, not even papa is present. This is because our bodies are sacred. We wear clothing that our bodies may not be exposed to the gaze of other people.
We do not speak the name of God and Jesus in a light and frivolous way because these names are sacred.
Why we do not talk about the origin of life.—One of the most delicate, pure and sacred experiences connected with human life is God’s beautiful plan of bringing little children into the home. It is so sacred, pure and delicate that good people seldom speak of it, and never in a light and foolish way. It is for this reason that you have never heard your mamma and papa speak of it. It is right for fathers and mothers, husbands and wives to speak to each other about this matter; also, for grown people, when there is some good reason for doing so. It is not wise or best for little children to talk about how children come into the world except to their parents. We are your natural teachers and we want you always to feel free to come to us with questions about things of this nature. When you are older you will understand better why papa gives you this advice.
Many men and women, boys and girls have not been carefully trained to be good. They get angry and quarrel or fight, use bad language, break the Sabbath, and do many other wrong things. Some appear to take pleasure in doing wrong and in leading others to do wrong. This class of people do not look upon God’s plan of bringing little children into the world as being pure and sacred. They use very bad language when they try to talk about the story of life or tell it to others. When little children hear these people talk about the story of life, their little minds and hearts are filled with bad words and very wicked thoughts. In this way many little boys and girls are started wrong in life and they are sure to have a hard and painful struggle to rid themselves of impure thoughts, words and habits in after life.
It may not be very long until some schoolmate or someone older than you will say, “I know something that you don’t. You would like to know it and I will tell you, if you will not tell your papa and mamma about it.” Now, girls, whenever someone wants to tell you something and asks you not to tell your mamma and papa, you may be sure that it is wrong, that it will injure you, and most likely it is false. Mamma and papa would advise you to say to them, “We don’t want to hear anything that we cannot talk about to mamma and papa.”
Story of the plants.—The story of life that papa will tell you to-day will be about the plants, vegetables and trees, how their young come into the world. Papa has gathered some beautiful flowers with which to illustrate the story. This will be our first lesson in Botany. Every part of a plant has special names. Many of the names are too difficult for you to remember. When you get older you will learn and remember the names. The story of life in all flowering plants begins in the flower.
The outer parts.—At sight, we notice that the many parts of a flower are arranged in whorls or circles. The outer whorl is called the (1) calix. You will notice that in some of these flowers, the calix is highly colored, in others it looks like little green leaves and in some of the flowers the calix is absent. You will observe that in some flowers the calix is composed of four or more parts. These separate parts are called (2) sepals. In other flowers the sepals have grown together so they appear to be only one sepal. In such flowers we count the sepals by the small notches on top.
The second whorl is called the (3) corolla. This whorl is usually the most highly colored part of the flower. If either of these whorls is absent in a flower, it is the calix. Sometimes both whorls are absent. The separate parts of the corolla are called(4) petals. Sometimes the petals are separate from the base of the flower. In other flowers they are more or less united.
The papa parts.—While the calix and corolla form the most attractive and beautiful parts, they are not the most important parts of a flower. The prettiest things are not always the best or most useful things. Let us now carefully examine these central organs. They are called the essential organs. Were it not for these organs in the flowers, no new grasses, plants, vegetables and trees would come into this world. Such a misfortune would rob this world of most of its beauty and much of its value. In this flower, the next whorl consists of a number of small slender organs. These are called (5) stamens. They are the father parts of the flower and possess the father nature. On top of these organs are little delicate bodies, poised lightly, and filled with a very fine dust. These little bodies are called (6) anthers. The fine grains of powder are called pollen. You can rub the pollen off with your finger. This dust varies slightly in color in different flowers.
The mamma parts.—The central organ in this flower is called the pistil. The pistil is composed of three parts. At the base of the pistil is the (7) pod, more correctly called the ovary. In the ovary little seed are formed. On top of the ovary is a slenderorgan called the style. On top of the style is a spongy enlargement called the (9) stigma. The stigma, style and ovary form the mother part of the flower and possess the mother nature. In some plants each flower has more than one pistil.
How the papa and mamma natures unite.—When the pollen is ripe, the anther cells burst open and thelittle, light, powdery pollen falls out and it is carried by gravity, the wind or by insects to the stigma. The little pores of the stigma open and admit the grains of pollen and the style carries the pollen to the ovary where it unites with the little seed. The seed are then said to be fertilized. This means that the father and mother natures have united in the seed. The seed grow and develop in the ovary. While this is being done, food for the little baby plants to live on while only a day or two old, is being stored up in the seed. In such seed is the tiny beginning of a future plant. The seed ripen in the pod. The pod bursts open and the seed fall upon the ground, or men gather them, and later plant them in the soil. The spring sunshine and rain cause the seed to sprout and as tiny stems appear above the ground, only an inch or so high, they are nothing in the world but little baby sprigs of grass, little baby weeds, little baby vegetables or little baby trees.
When God created the first grasses, plants and trees, He commanded them to be “fruitful and multiply.” In this story you have learned how all the grown-up plants and trees obey this command of God.
The two natures do not always exist in the same flower.—In the flowers we have studied, we found both the male and female organs in the same flower.Each flower possessed the two natures, male and female. But this is not true of all plants and trees. In some plants and trees flowers can be found having only stamens. These would be father-flowers. They could not produce seed or fruit. On some plants and trees may be found flowers having only pistils. These are mother-flowers. Flowers of these two kinds may be found growing on the same limb of a plant or tree, or on different limbs, or on different trees. The poplar and willow trees are examples of the last kind.
In the case of the Indian corn, the ear of corn, including the cob, the grains, shuck and silk form the mother part of the cornstalk. The tassel of the cornstalk is the father part and contains the father nature. The tassel produces a great deal of pollen. You have, on passing through a patch of corn, noticed the pollen falling everywhere and covering everything. Ears of corn sometimes have as many as 1000 grains of corn to the cob. Each grain sends out one or more little silks beyond the shuck to catch some of the pollen. Should these little silks fail to catch the grains of pollen, no grains of corn would form on the cob. The father and mother natures must unite if little seed are formed. From this we learn why it is that every little sprig of grass, weed, vegetable, and tree must have a father and mother and their natures must unite.
The three methods.—We mentioned three ways by which the pollen from the male organs is carried to the stigma of the female organ: wind, gravity and insects. In the corn, the ears are below the tassel and gravity is all that is necessary to carry the pollen to the silks. Where one tree bears bloom having only stamens and another tree of the same species bears flowers having only pistils, nature may use both the wind and insects in carrying the pollen from the male to the female tree. In some plants and trees the blooms are so constructed that gravity and the wind are of but little service. In such flowers a sweet juice is formed at the base of the flower. This attracts the bees and insects. As they press down into the flower to sip the sweet juice they rub off some of the pollen on to their wings, legs and back. The next flower they enter, some of this pollen is rubbed off on the stigma of that flower. In this way the seed are fertilized. From this we see that the real purpose of the sweet juice in the flower, is not produced for food for the insects, but for the purpose of attracting the insects so they may carry the pollen from one flower to another.
A most wise, sacred and beautiful plan.—In this little story, you have learned in a general way God’s plan of bringing all little grasses, plants, vegetables and trees into being that come from a seed. You have learned two great laws, namely; every plant that comesfrom a seed must have a father and mother, and, the father and mother natures must unite in the seed. These two great laws are just as true in the animals and in the human family as among the plants. When we most admire a beautiful bed of flowers or a blooming tree, when we gather a bouquet of flowers to wear, or offer to a friend, at that very moment the two natures are uniting for the purpose of increasing their kind. God is the author of the male and female organs of the plants and for this reason the union of their two natures is sacred and pure. Plants were the first living things that God made; man was the last. The plants were at the bottom of God’s work of creation; man was at the top. If the same laws we have found in the plants, that enable them to bring their little children into the world, are the same laws that enable human fathers and mothers to bring their little children into the world, and since we found this plan to be sacred and pure among all the flowers; then this same plan, when used in the human family, must be pure and sacred. If man is so much higher in the scale of life than the flower, then these laws must be even more sacred in the human family. This will show you how very degrading it is to entertain low and vulgar thoughts about the coming of little children into this world, as some people do.
The story of baby oysters.—Before telling this story to my little girls I reviewed the story of the plants. This refreshed in their minds certain very important laws that they had learned in the first talk. This talk was given when they were about six and eight years old.
In studying the story of life among the plants, you will remember that we learned that in most plants the male and female organs of sex were in the same flower. Among the lower forms of animal life, we find both the male and female natures in the same animal. The oyster furnishes a good example. These little animals are surrounded with and fastened to a very hard and heavy shell. These animals live in great masses and their shells are cemented together. Growing in this way they cannot move about, or mix and mingle with each other. The mother parts of the oyster produce little eggs which are fertilized by a substance formed by other organs containing the father nature. The fertilized egg, when laid, floats off and becomes attached to the shell of some oyster on a nearby rock.Later, it hatches and the little baby oyster forms about its body a hard shell that is made larger as the little animal grows. In this way the little oysters come into the world. Among the oysters, we find the same laws that we found in the plants,i. e., each baby oyster must have a father and mother and the father and mother natures must unite. In the plants the father and mother natures unite in a little seed; in the oyster this union takes place in a little egg.
When God made the fish, lizards, snakes, birds and higher animals, he gave to one a papa or male nature, with suitable sexual organs; to another animal of the same kind he gave a mamma or female nature, with suitable female or sexual organs. In the plants we find that the female sexual organs, the ovaries, produced little seed. We found that the male sexual organs, the stamens, produced a fine powdery substance called pollen. Among the animals, the sexual organs of the mother produces little eggs and the sexual organs of the father produces a fluid called semen.
The story of baby fish.—Now we will study the fish. In the spring season of the year thousands of tiny eggs are formed in the ovaries of the mother fish. When these eggs are matured, the mother fishes swim in large crowds, called “schools,” from the deep water of a stream, river or sea to some shallow place that seems to them to be suitable for a nest or home for theiryoung. The mother fishes lay their eggs in a mass of albuminous substance, like the white of an egg, that spreads out in a very thin sheet holding the little eggs one in a place and close together. The father fishes swim along sometimes a foot, a yard or more behind the mothers and expel from their bodies the semen that unites with and fertilizes the eggs. This special fluid of the male fish is formed by his sexual glands, called testes. In this way the father nature unites with the mother nature to produce every little fish that comes into this world.
Why the mother fish lays so many eggs.—The female fish forms thousands of these little eggs in her body each year. The female codfish has been known to lay as many as 6,000,000 eggs in one season. You could not count as many in a lifetime. The reason why the mother fish produces so many eggs is, that not one fish egg in twenty-five, on an average, will ever hatch and not more than one out of twenty-five little fishes ever grow to be an inch long. They have little, or no, protection, and they have so many enemies. There are hogs, turtles, crocodiles and alligators; the ducks, geese and other water fowls; as well as most of the fish that feed upon fish eggs and small fish. That the streams, rivers and seas may be kept supplied with an abundance of fish, God has planned for the mother fish to lay thousands of eggs.
All baby fish are orphans.—Most kinds of fish leave their eggs as soon as they are laid and fertilized and never see or know their young. There are a few male fish, known as game fish, which swim over and around the eggs until they are hatched to keep other kinds of fish from eating the eggs. As soon as the eggs are hatched, he leaves. In this way all little fish grow up as orphans. They never know or enjoy the presence of their parents. The parent fish do not labor or sacrifice for their young, and, for this reason, they have no love for them. Should they ever meet their young in the river or sea they would have no way of knowing them or of feeling any sense of joy.
Fish do not pair off.—We found in the study of the plants that the seed were fertilized while in the pod or ovary. In the fish we found that the eggs are fertilized outside of the mother’s body. In nearly all the animals above the fish the eggs or ova are fertilized while in the mother’s body. There is no love between the male and the female fish. They do not pair off and live in families. Among all the spiders, lizards, serpents, many of the insects, crawfish, frogs and toads there is a tendency, at certain seasons, for the male to choose a female with a view to a home and family. But among all the animals we have named, many of the male and female animals part or leave each other as soon as the eggs are fertilized, and allthe others leave each other as soon as the eggs are hatched. The love of the male for the female lasts but for a little time; while there is no love for their young after they are hatched. Before the young are hatched some of their parents show interest in their eggs and make some provisions for their young when hatched. But this is all done before the young are hatched. The young all grow up as little orphans.
When our little girls were seven and nine this talk was given. The previous stories were reviewed bringing out the resemblances and differences. They were permitted to ask questions. In this talk they were very alert to see and apply all the lessons learned from previous stories.
The beginning of love.—In this review of the story of life, among the plants and fish, we found no love or personal feeling between the male and female. Among the insects and reptiles we found that the males and females choose each other, when led by instinct to bring their young into the world. From the fish to the birds we find the simplest form of love and interest on the part of the parents in their young. This is shown by the care the parents take in the protection and care of the eggs and the food prepared for the young before they are hatched. The male crawfish picks up the fertilized eggs with his feelers, that are arranged in a double row underneath his tail, and, by means of these feelers, he carries the eggs close tohis body until they are nearly ready to hatch. The frogs and toads show great tenderness for their eggs. A great many books have been written about all these animals and when you are older you will be greatly interested in learning more of the detail of reproduction among these curious animals. Among all the animals we have studied the male and female separate as soon as the eggs are fertilized and laid, in other cases as soon as the eggs begin to hatch. The parent animals show no interest in their young after they are hatched and their children never know their parents or love them.
The ant and the bee.—Two exceptions should be made to the above statement, the bee and the ant. They do not pair off and mate, as do other insects, but they live in colonies, or societies. They do not seem to have any special interest in their offspring or even a mate, but in the whole community of bees or ants. The perfect social organizations they form and the homes they build rival the skill and intelligence of man. There are some interesting books written about the bee and ant by persons who have spent years in studying them. When you are older you may be interested in reading such books.
Baby birds.—We will study God’s plan among the birds. In studying the family life of the birds we find a higher form of instinct, more love and care foreach other and their young than among the animals we have studied.
We often feel disgusted at the ugly, slimy toads, lizards and serpents living in swamps and pools. But not so with the birds. Most of them are very interesting and beautiful and some are fine musicians. Among most of the wild birds of the fields and forests, in the spring time the male chooses among the females the one that most suits his fancy and they are mated or married. When they decide to raise them a family they build them a nest. This is their home. The partridge and lark build their nests on the ground, the swallow in chimneys, the pigeons in barns, the woodcocks and woodpeckers in hollow limbs, the wild ducks and geese on the ledges of rocky cliffs, or in the high grass and weeds on the edge of a lake, but most birds build their homes in bushes and trees. The cuckoo does not build a nest, but lays her eggs in the nest of other birds, to get rid of all labor and trouble of hatching, feeding and rearing her young. We feel a natural contempt for the cuckoo. In every female bird there are organs called ovaries where at certain seasons little eggs are formed. While small or soft they are fertilized by the male bird. As the egg grows in the body of the mother bird a hard thin shell is formed around them. When the eggs are fully formed and the nest is completed, the mother bird laysthe eggs in the nest, usually one egg a day. For several days these eggs must have some extra heat or they will not hatch. Among most birds, the mother sits on her eggs so that the warmth of her body will cause the fertilized cell in each egg to form the little bird. While she sits on the eggs the father bird gathers fresh berries and worms and brings them to the mother bird to eat. When not bringing her water or food, he is usually found perched upon a nearby limb cheering his wife by talking and singing to her. When her little legs become tired, he will take her place, while she goes and finds fresh food or water. When the little birds are hatched, from sunrise to sunset the parents are busy catching worms and insects and feeding their young. As their children grow older and larger, in some mysterious way, they teach them the danger of men and guns, cats and snakes. When they are about grown they are taught to fly. From this time until the next spring they will live in flocks, when they will again mate and raise a family. In this way all the beautiful feathery songsters are brought into this world.
As the days and months glided by, our little girls were greeted one autumn morning by the advent of a little baby brother. Wife had given consent, years gone by, for me to tell the foregoing stories of life; but, only a few months before the above event, she had requested the privilege of telling this last story, as the girls would naturally ask of her how the little fellow came. This she told them, in a way no doubt, better than I could have done.
In lecturing to multiplied thousands of boys and many hundreds of girls, I have told the stories of life much as I did to my little girls, with this story added.
Baby animals.—We will now study God’s plan of increase in the higher animals and man. We shall find many striking resemblances and interesting variations between the lower forms of life that we have studied and the higher forms that we shall now study. All along the ascending scale of life we have found male and female organs of sex, possessing male and female natures. We have found that the male organs of sex produce a fertilizing substance called pollen inplants and semen in animals; that the female organs of sex produce seeds in plants and eggs in animals. We have found that every new plant, fish, insect, and bird comes from the union of the pollen with the seed, or the semen with the eggs. This last fact is true of the higher animals and man. We found that the seed of the plants are fertilized in the ovaries of the mother organs; that eggs of fish are fertilized outside of the body of the mother; that the eggs of insects and birds are fertilized inside of the mother’s body. This last plan is also true of the higher animals and man. We found that the seed of plants were sown or planted in the soil; that the eggs of fish were deposited in water; that the eggs of insects and birds were laid in some specially arranged place for them, usually called nests. In the higher animals and man the young starts from a tiny fertilized egg and grows in an organ in the mother’s body, called the womb, until it is strong and old enough to be born.
The earliest stage of plant life in the little seed is called an embryo. When the seed has been planted and the little embryo appears above ground, it is then a little baby plant. The earliest stage of animal life in the egg of the fish, insect or bird, is an embryo. The mother part of the plant stores up food in the seed and the growing embryo feeds upon this food, until its little roots have grown down into the soil where theycan take up food from the soil and the blades or leaves are large enough to receive light and heat from the sun and food from the atmosphere. The mother fish, insect and bird store up food in their eggs for the little embryos to live upon until they are hatched. Among the higher animals and man, the embryo begins with the tiny fertilized egg in the mother’s womb and receives nourishment and life from the mother’s blood through a duct, called the placenta, which is connected with the mother’s womb at one end while the other end connects with the body of the embryo at a point called the navel. In this way the mother furnishes the young with all the air, food, water and life that it gets until it is born. Among the higher animals and man the young when born are very tender and helpless. For several weeks or months they are fed on milk from their mother’s breasts. In higher forms of life the birth of young is attended by greater sacrifice and suffering than in lower forms of life. For months, and in the case of man, for years, the parents must labor and sacrifice to feed, protect and educate them. Birth in the human family is attended by greater suffering and the little baby is more helpless and tender, and for this reason requires more tender care than the young of any other animal. You have observed that in the lower forms of life where the parents do not have to suffer to bring their young intothe world or labor to provide for them food or shelter that they do not love their young. As we ascend the scale of life in our study, we find that love exists between the parents and young just in proportion as the parents suffer and labor for their young.
One of the most impressive and effective ways of telling the story of life in man was told by a wise and queenly mother in the following true story. This mother introduces the story by telling how solicitous she became about her little boy when he was about seven or eight years old. He was in the public school where he was likely any day to hear the story of life from some wicked boy. She was anxious that her boy should hear this story first from his mother’s lips.
How a mother told the story of life to her boy.—In telling the story, the mother said:
One morning, the opportunity that I had been praying and watching for, came. I observed my little boy playing rather roughly, not cruelly, with the pet cat. Speaking kindly to him, I said, “Son, don’t be rough with the old cat; handle her gently.” “Why, mamma?” he replied. “Son, mamma cannot make the reason clear to you now, but you obey mamma and in about ten days, mamma will tell you a very beautiful story, and, then you will understand.” As those days glided by, with pride I observed the unusual attention and kindnesshe showed the old cat. One morning, about ten days later, he came running into my presence, perfectly delighted, wonderfully elated, and overflowing with joy, he invited me out the back way to see what he had found. I anticipated his discovery, but I wanted him to have all the pleasure. So, I offered him my hand while he proudly led the way. As we stepped from the back porch, turning he pointed his finger under the floor; I looked, and there was the old mother cat and by her side were four as beautiful little kittens, basking in the sunlight, as the human eye ever saw. He bragged about having found them; called my attention to their color and markings; and claimed two of them as his own.
We sat down on a rustic seat where we could still see them. We admired their plumpness, color, eyes and playfulness and chatted together about them. At length I said, “Son, do you remember about ten days ago when you were playing rather roughly and I asked you to handle the old cat tenderly?” Promptly he replied; “Yes, mamma, and you promised me that in about ten days you would tell me a beautiful story that would explain why I should handle the old cat kindly. Can you tell me that story this morning?” “Yes, son, mamma is ready to tell you the sweetest and purest story that a mother can tell her son. When mamma asked you to be kind to the old cat, those fourlittle kittens were then in her body. That was why the old cat was larger than she is now. The little kittens were then much smaller and very tender, and, had you been rough with the old cat, you might have injured them; and, then, they might have been born crippled, deformed or dead. When they were born three or four days ago their little eyes were so tender that the full light of the sun would have put out their sight, so they were born with their eyelids closed and glued together. The old cat knew how tender their eyes would be, so three or four days ago she went away back under the dark floor and gave them birth. As they have grown older and their eyes have become stronger, every few hours the old cat has brought them a few feet nearer the light. Meanwhile, their eyelids have gradually opened until they can now look up at the sun as well as you can. If they had been born out in the open, the full light of the sun would have made their tender little eyes very sore or put them out.”
By this time I saw that my boy was very anxious to ask me a question. I was just as eager for him to ask it. I believed that he was going to ask the very question that my mother heart longed for him to ask; the very question that I believed God wanted my little boy to ask. I paused and looked into his little upturned face. As his deep, true blue eyes met mine, spontaneously, naturally, seriously he enquired,“Mamma, was I once in your body, too?” “Yes, son, you were formed in mamma’s body, in a little nest or home underneath mamma’s heart. You started as a little cell. For two hundred and eighty long days, nine full months, nearly a whole year, you were growing in mamma’s body. Mamma knew that you were there and loved and prayed for you long before you were born. Mamma had to be careful not to meet with an accident lest you might be born crippled, deformed or dead. Mamma had to be cautious about the food she ate, the air she breathed, the water she drank, the exercise she took, all she thought and did; because you were united to mamma by a little cord filled with blood vessels, through which mamma was supplying you from her blood with all the materials necessary for your forming body, mind and soul. In this way you were being influenced by mamma. Mamma was anxious that you might have a healthy and perfect body and grow up to be a smart, good and great man. If mamma had been angry, untruthful or dishonest during these months that you were a part of her, you might have been born with an ugly disposition, tendency to steal or be untruthful. Mamma was very careful about all she thought, said and did during the months you were a part of her body.
“Mamma knew about the day that you would leave your little home and come into this world. For hoursmamma suffered great pain. The faithful doctor was present and did all he could to lessen mamma’s suffering. Papa stood at my side, held my hands in his, often stooped over and kissed my lips, cheeks and brow. As soon as you were born, the air rushed into your lungs and you cried, just as all little babies do when they are born alive. Mamma heard your baby cry and it thrilled her with joy known only to a mother, when she knows that her little baby is alive. But, son, when you were born and for many weeks and months, you were tiny, tender and helpless. No one in this world, and, God could not have found an angel in all of heaven who could have cared for you as well as mamma could. Mamma fed you at her breast, held you in her lap, fondled you in her arms and sung lullabies to you. When you were only a few weeks old you would have the colic. All night long your little body would be racked with pain and mamma would walk the floor with you, rub your little body and sing to you.” By this time my little boy was standing up close by my side, had both arms thrown around my neck, his little lips were kissing my cheek, and tears were rolling down his on to mine. Then he said, “Mamma, I am glad you have told me that story. I love you better now. I did not know that you loved and prayed for me before you ever saw me; that you were so careful that I might be well born; that you had to suffer so much when Iwas born; and that you cared for me so good when I was so small and when I was sick. This story will help me love you better and I will try never to disobey or tell you a falsehood.”
Do you not see how much better it was for this boy to hear the story of his life from the pure lips of his loving mother, than to hear it first from the lips of some ignorant and wicked boy or man? Well this is the story of your life. You cannot understand now how much your mamma suffered in bringing you into this world. Then, both your father and mother have made many sacrifices for you and are deeply interested in your future. If you should make a shipwreck of life, I am sure that their old days would be spent in grief. How can you repay your parents for all their sacrifices? If you will keep your thoughts, words and actions pure, every time your parents see or think of you, they will be thrilled with joy and appreciation. Will you not now promise yourself and promise God that by His forgiveness of the past, grace and help now and in the future, that you will keep yourself pure? When you have done this will you not go and kiss mamma, and tell her that you love her better than ever before and that you are determined to live up to her prayers and wishes?
When should parents begin telling a child of his origin?—When a child asks about his origin he is old enough to be told the first story. Some children will ask about this by the time they are three or four years old, others not until they are five or six. A normally developing child will certainly become interested in this matter by the sixth year. If a child has not asked about his origin by the time he is six, it would be wise for the parents to ascertain by questioning him whether he has received this information elsewhere.
If they find he has gained this information from the vicious, what should they do?—I would suggest that they wisely, tactfully and kindly ask him to tell them all he has heard, promising him that they will tell him the real truth in a number of very interesting stories. If he has received only very limited information, I would tell him at once the story of the plants and promise him another story in a few days or weeks about the oysters. If he has received considerable information in half-truth and learned several vulgar expressions,I would tell him these stories of life, one at the time and one each day until I had covered all the half-truths he had learned. I would endeavor skillfully to impress him with the sacredness of the laws of life. I would try to induce him to discard every false name he has learned by giving him the chaste pure names. I would teach him that we should be modest and discreet regarding these organs, and when and how to speak of them; that we should carefully avoid entertaining the idea they are in themselves sinful or that they are our shame and humiliation; that these organs and their functions are sacred, delicate and pure; and that they are our pride and our glory.
If this advice were universally followed by teachers, ministers and parents among all children over ten, youths and adults, it would immediately reform and purify society.
“If a child, especially a boy, is not fully satisfied with the information contained in these stories, and should ask for a more detailed explanation of the child’s origin, how would you answer him?”—I would first try to decide whether the child is prompted by natural or morbid curiosity. If the child is sincere, very bright and inquisitive, you will have a very pleasant task and one that should result in only good to the child. I would start with the plant and show just how the two natures reach eachother in the seed. Then I would pass in my detailed explanation to the oyster and fish. I would call his attention to the real visible examples of mating among the insects, birds, and domestic animals. I would call his attention to the father and mother of insects and birds as they build their cells and nests to receive their eggs when laid. I would call attention to the fact that food is stored up in the egg or cell for the young before and after it is hatched. I would call his attention to the fact that among the animals where the young is born alive, that the mother furnishes the young with food before it is born. If the child has witnessed the mating of the birds and domestic animals and this is explained to him in detail, the necessity for a detailed discussion of human mating will be avoided. The child could be informed that human mating is practically the same.
If the child is prompted by morbid curiosity, the task is a more difficult one, the ideal results are not so certain, but the above method is the only one that can be safely followed.
To be able to give sex and social purity truths effectively to children and youths, what qualifications should parents and teachers have?—They should have tact or skill. It is possible to approach them in such a way as to do great harm. This qualification comes to one as a result of careful study of these subjects, theconsciousness of personal responsibility and a realization of the child’s need of being safeguarded by a clear knowledge of the truth. (2) They should be able to discard all words and phrases they learned from the ignorant on the street and playground. They should be able to use a chaste, simple, scientific sex vocabulary. (3) They should be free from all mental and moral taint. No one can tell or willingly listen to a lascivious joke and then be able to tell effectively a child of his origin, the functions of his sexual system and his temptations and dangers in connection with them.
“Would it be safe for all parents and teachers to give sex information to children?”—It would, if all possessed the qualifications mentioned. A thief is not the proper person to teach honesty to a child. A liar is not the proper person to teach truth. A tobacco-using father is not the one to teach his boy not to use cigarettes. A swearing man is not qualified to teach his boy not to swear. Occasionally a child is saved from one or more of these vices by becoming utterly disgusted with the vice in his father. The child is an imitator. The child is quick to detect the difference between teaching and practice. One must practice what he teaches, if he expects his child or pupil to accept and follow his teaching.
If parents and teachers do not possess these qualifications,what should they do?—It is their duty to prepare themselves for this service. Under present social conditions, they are not qualified to be at the head of a family, or to teach children unless they have these qualifications. Those who have these responsibilities upon them and feel that they cannot at present effectively perform these duties can secure the services of others or they can place in the hands of a child or youth a safe and interesting book containing what the child needs to know.
If a child is told these delicate truths will he not tell other children about them?—That will depend upon the nature of the child, the way he has been trained and the tact used in telling the story of life. Some children have inherited a gossipy nature and some have been unfortunately trained. They would. But most children would not seek to inform other children; they would not seek this information from the vicious when they know they could obtain the truth from parents and teachers.
Similar information needed by the boy and girl.—Thus far the author has dealt with the best methods of telling the story of life to a child. These stories can be as effectively and appropriately given by one parent as by the other. Where children develop early or where they are very inquisitive, it would be well to begin earlier and tell the stories faster than you would to the other class of children. Boys and girls are neuter as to gender until they are ten and eleven years old. The information given to one may be given to the other. Carefully ascertain if your child is perfectly normal in his or her sexual organs. This is too vital to be neglected. A simple operation performed on a boy or girl when only a few days, weeks, months, or years old would often save a child from a life of impure thoughts and vicious habits.
How to satisfy morbid curiosity.—Every possiblemeans should be used to keep small boys and girls from acquiring and cultivating morbid curiosity about the sexual organs of each other. This is not accomplished by telling them that the difference between a boy and girl is that one wears trousers and the other dresses. This can be prevented or overcome by having small boys and girls in the home both together under the mother’s watchful care. While bathing or dressing the baby, the older boys or girls may be permitted to view and admire baby’s body. In one of these ways the mother can in a perfectly natural and modest way make it possible for the children to observe the difference between boys and girls. Most likely one will ask some question pertaining to this difference. The mother can then explain that the organs of sex make the difference between boys and girls; that these organs of the boy will cause him to grow up to be a man and these organs of a girl will cause her to grow up to be a woman. The earlier in life the boy and girl becomes acquainted with this difference, the less of morbid curiosity they will develop.
The boy of ten.—When the boy reaches the tenth year he begins to look upon life from the masculine point of view and his father is his natural teacher. If the father is dead or careless the mother should see that her boy is given such information as his developing boyhood and manhood demands. The informedmother could do this herself, other mothers could have the family physician give her boy talks or she can secure suitable books that will furnish him this information. The mother should be careful to purchase for her boy only such books as are perfectly chaste, accurate and adapted to his age.
The girl of ten.—When the girl reaches her tenth and eleventh year she begins to look upon life from the feminine point of view and her mother becomes her natural teacher. But if mother is dead or indifferent the father should see that his daughter receives from himself, a lady doctor, or buy for her a good and appropriate book containing what her developing girlhood and womanhood demands.
Advantages of beginning early.—There are several advantages in beginning this instruction early; your child’s first impression regarding the organs of sex will be that they are pure and sacred, you retain your child’s confidence, and your child will feel free to come to you for future instruction. If you do not begin early your children get this information from the vicious and ignorant youths, their mind and hearts will be filled with impurity, you lose their confidence and they may reach a condition where they will not allow you or anyone else to advise them on these matters.
Wise instruction needed.—When a girl is elevenshe has reached an age where her approaching womanhood demands other lines of sex instruction. The study of social questions has made rapid progress in the last ten years. There are few sincere, thoughtful parents who do not recognize the need of wise instruction in these matters for children. Wise mothers are asking, What, When and How Shall the Truth be Told?
A talk on the dawning of womanhood.—The mother should give her daughter instruction concerning her approaching adolescence. This should be given before the courses start. This change usually occurs when the girl is from twelve to fourteen. In girls of precocious development, this change may occur in the eleventh year. Many mothers say nothing to their daughters about this period of life. This is a very great mistake. When it occurs in the life of the uninformed girl, she is often greatly frightened and resorts to some injurious device, such as cold water, to stop the work of nature. Through doctors, husbands and wives I have found that many women owe their poor health to mothers who failed to give this natural and vital information.
The female form.—In this talk the mother should inform her daughter about her organs of sex, their God-given functions and the meaning of the change that is likely to come to her at any time. Don’t intimatethat she has organs to be ashamed of, but teach her that these organs form the sacred sanctuary which will one day enable her to become the sweetest and holiest of God’s creatures—a pure, happy mother. Ask her to notify you of the first signs of this change and promise to give her another talk about how to care for herself at the time.
Be a companion to the daughter.—A true mother will be her daughter’s best “chum” cultivating the most intimate confidence and companionship. If you will do this, your daughter will be free to come to you for information and advice pertaining to her sex problems and you will rarely have to say to her, “Thou shalt not.”
A confidential talk.—By the time the girl is twelve the mother should have a confidential talk with her about the secret vice. While girls are not so likely to be taught or to discover this vice, and are not likely to practice it to the extent of boys, yet authorities claim that one-third of the females practice the secret sin at some time in life and to some extent. It is claimed by some authorities that more women, than men, are in the asylum because of this vice. This is because their nervous system is so much more delicate than is the case in men. In schools and sometimes among servants in the home may be found a sex-pervert who will take a fiendish delightin teaching this vice to a little girl. Mothers cannot be too cautious about these dangers.
A real transition.—Few mothers begin to comprehend the mental phases that attend the dawning of womanhood. The building of the new sex life means a real transition from one distinct period of life to another, from the experiences of girlhood to womanhood. For the first four years of adolescence there is a constant clash in her mind between the feeling of the girl that was and the woman that is to be. This is caused by the creation of a new life, the sex life, whose immediate functions is to change her from girlhood to womanhood. This new life is stimulating rapid growth and changes in many organs of the body, awakening the social nature, quickening every faculty of the mind and giving new impulses to the moral nature. No wonder that the girl does not always understand herself. The mother needs to be tact and wisdom combined, if she is to understand her daughter and assist her in giving proper direction to this new life. Inform your daughter that these strange experiences are due to the changes that are taking place in her body and mind; that she will often have tendencies to be peevish, irritable, cry and take offense, to be sentimental and self-conscious. Remind her that you have not forgotten the experiences of your girlhood, that you are sympathetic, that you are interestedin helping her overcome all wrong tendencies and that you will gladly aid her all you can in the direction of this new life to the development of charming, ideal womanhood.
Important advice to mothers.—Gradually everything pertaining to her womanhood should be told her. Instill into her mind slowly and cautiously the beauties of wifehood and the sacredness of motherhood and teach her that these glorious honors in their perfection come only to those who know themselves, think pure thoughts and live pure lives. Don’t tease little girls about sweethearts. Don’t rush them into society. Allow them to remain innocent, playful girls as long as possible. When fourteen or fifteen, tactfully impress upon her mind that unkissed lips will be the most queenly gift that she can offer her king at the marriage altar; that virginity of mind and body will be appreciated by him as of more value than the most costly jewels. Teach her to demand a white life of her male friends and admirers, and, to demand as pure a life of her coming prince as he will demand of her.