Chapter 4

Among the best authorities, both men and women, in all the countries where this matter is attracting attention, there seems now to be unanimity of opinion in favor of the elementary facts of the baby's relationshipto its mother being explained to the child by the mother as soon as the child begins to ask questions. Thus in Germany Moll has repeatedly argued in this sense; he insists that sexual enlightenment should be mainly a private and individual matter; that in schools there should be no general and personal warnings about masturbation, etc. (though at a later age he approves of instruction in regard to venereal diseases), but that the mother is the proper person to impart intimate knowledge to the child, and that any age is suitable for the commencement of such enlightenment, provided it is put into a form fitted for the age (Moll,op. cit., p. 264).At the Mannheim meeting of the Congress of the German Society for Combating Venereal Disease, when the question of sexual enlightenment formed the sole subject of discussion, the opinion in favor of early teaching by the mother prevailed. "It is the mother who must, in the first place, be made responsible for the child's clear understanding of sexual things, so often lacking," said Frau Krukenberg ("Die Aufgabe der Mutter,"SexualpÃ¤dagogik, p. 13), while Max Enderlin, a teacher, said on the same occasion ("Die Sexuelle Frage in die Volksschule,"id., p. 35): "It is the mother who has to give the child his first explanations, for it is to his mother that he first naturally comes with his questions." In England, Canon Lyttelton, who is distinguished among the heads of public schools not least by his clear and admirable statements on these questions, states (Mothers and Sons, p. 99) that the mother's part in the sexual enlightenment and sexual guardianship of her son is of paramount importance, and should begin at the earliest years. J. H. Badley, another schoolmaster ("The Sex Difficulty,"Broad Views, June, 1904), also states that the mother's part comes first. Northcote (Christianity and Sex Problems, p. 25) believes that the duty of the parents is primary in this matter, the family doctor and the schoolmaster coming in at a later stage. In America, Dr. Mary Wood Allen, who occupies a prominent and influential position in women's social movements, urges (inChild-Confidence Rewarded, and other pamphlets) that a mother should begin to tell her child these things as soon as he begins to ask questions, the age of four not being too young, and explains how this may be done, giving examples of its happy results in promoting a sweet confidence between the child and his mother.

At the Mannheim meeting of the Congress of the German Society for Combating Venereal Disease, when the question of sexual enlightenment formed the sole subject of discussion, the opinion in favor of early teaching by the mother prevailed. "It is the mother who must, in the first place, be made responsible for the child's clear understanding of sexual things, so often lacking," said Frau Krukenberg ("Die Aufgabe der Mutter,"SexualpÃ¤dagogik, p. 13), while Max Enderlin, a teacher, said on the same occasion ("Die Sexuelle Frage in die Volksschule,"id., p. 35): "It is the mother who has to give the child his first explanations, for it is to his mother that he first naturally comes with his questions." In England, Canon Lyttelton, who is distinguished among the heads of public schools not least by his clear and admirable statements on these questions, states (Mothers and Sons, p. 99) that the mother's part in the sexual enlightenment and sexual guardianship of her son is of paramount importance, and should begin at the earliest years. J. H. Badley, another schoolmaster ("The Sex Difficulty,"Broad Views, June, 1904), also states that the mother's part comes first. Northcote (Christianity and Sex Problems, p. 25) believes that the duty of the parents is primary in this matter, the family doctor and the schoolmaster coming in at a later stage. In America, Dr. Mary Wood Allen, who occupies a prominent and influential position in women's social movements, urges (inChild-Confidence Rewarded, and other pamphlets) that a mother should begin to tell her child these things as soon as he begins to ask questions, the age of four not being too young, and explains how this may be done, giving examples of its happy results in promoting a sweet confidence between the child and his mother.

If, as a few believe should be the case, the first initiation is delayed to the tenth year or even later, there is the difficulty that it is no longer so easy to talk simply and naturally about such things; the mother is beginning to feel too shy to speak for the first time about these difficult subjects to a son or a daughter who is nearly as big as herself. She feels that she can only do itawkwardly and ineffectively, and she probably decides not to do it at all. Thus an atmosphere of mystery is created with all the embarrassing and perverting influences which mystery encourages.

There can be no doubt that, more especially in highly intelligent children with vague and unspecialized yet insistent sexual impulses, the artificial mystery with which sex is too often clothed not only accentuates the natural curiosity but also tends to favor the morbid intensity and even prurience of the sexual impulse. This has long been recognized. Dr. Beddoes wrote at the beginning of the nineteenth century: "It is in vain that we dissemble to ourselves the eagerness with which children of either sex seek to satisfy themselves concerning the conformation of the other. No degree of reserve in the heads of families, no contrivances, no care to put books of one description out of sight and to garble others, has perhaps, with any one set of children, succeeded in preventing or stifling this kind of curiosity. No part of the history of human thought would perhaps be more singular than the stratagems devised by young people in different situations to make themselves masters or witnesses of the secret. And every discovery, due to their own inquiries, can but be so much oil poured upon an imagination in flames" (T. Beddoes,Hygeia, 1802, vol. iii, p. 59). Kaan, again, in one of the earliest books on morbid sexuality, sets down mystery as one of the causes ofpsychopathia sexualis. Marro (La PubertÃ , p. 299) points out how the veil of mystery thrown over sexual matters merely serves to concentrate attention on them. The distinguished Dutch writer Multatuli, in one of his letters (quoted with approval by Freud), remarks on the dangers of hiding things from boys and girls in a veil of mystery, pointing out that this must only heighten the curiosity of children, and so far from keeping them pure, which mere ignorance can never do, heats and perverts their imaginations. Mrs. Mary Wood Allen, also, warns the mother (op. cit., p. 5) against the danger of allowing any air of embarrassing mystery to creep over these things. "If the instructor feels any embarrassment in answering the queries of the child, he is not fitted to be the teacher, for the feeling of embarrassment will, in some subtle way, communicate itself to the child, and he will experience an indefinable sense of offended delicacy which is both unnecessary and undesirable. Purification of one's own thought is, then, the first step towards teaching the truth purely. Why," she adds, "is death, the gateway out of life, any more dignified or pathetic than birth, the gateway into life? Or why is the taking of earthly life a more awful fact than the giving of life?" Mrs. Ennis Richmond, in a book of advice to mothers which contains many wise and true things, says: "I want to insist, more strongly than upon anything else, that it is thesecrecythatsurrounds certain parts of the body and their functions that gives them their danger in the child's thought. Little children, from earliest years, are taught to think of these parts of their body as mysterious, and not only so, but that they are mysterious because they are unclean. Children have not even a name for them. If you have to speak to your child, you allude to them mysteriously and in a half-whisper as 'that little part of you that you don't speak of,' or words to that effect. Before everything it is important that your child should have a good working name for these parts of his body, and for their functions, and that he should be taught to use and to hear the names, and that as naturally and openly as though he or you were speaking of his head or his foot. Convention has, for various reasons, made it impossible to speak in this way in public. But you can, at any rate, break through this in the nursery. There this rule of convention has no advantage, and many a serious disadvantage. It is easy to say to a child, the first time he makes an 'awkward' remark in public: 'Look here, laddie, you may say what you like to me or to daddy, but, for some reason or other, one does not talk about these' (only saywhatthings) 'in public.' Only let your child make the remark in publicbeforeyou speak (never mind the shock to your caller's feelings), don't warn him against doing so" (Ennis Richmond,Boyhood, p. 60). Sex must always be a mystery, but, as Mrs. Richmond rightly says, "the real and true mysteries of generation and birth are very different from the vulgar secretiveness with which custom surrounds them."The question as to the precise names to be given to the more private bodily parts and functions is sometimes a little difficult to solve. Every mother will naturally follow her own instincts, and probably her own traditions, in this matter. I have elsewhere pointed out (in the study of "The Evolution of Modesty") how widespread and instinctive is the tendency to adopt constantly new euphemisms in this field. The ancient and simple words, which in England a great poet like Chaucer could still use rightly and naturally, are so often dropped in the mud by the vulgar that there is an instinctive hesitation nowadays in applying them to beautiful uses. They are, however, unquestionably the best, and, in their origin, the most dignified and expressive words. Many persons are of opinion that on this account they should be rescued from the mud, and their sacredness taught to children. A medical friend writes that he always taught his son that the vulgar sex names are really beautiful words of ancient origin, and that when we understand them aright we cannot possibly see in them any motive for low jesting. They are simple, serious and solemn words, connoting the most central facts of life, and only to ignorant and plebeian vulgarity can they cause obscene mirth. An American man of science, who has privately and anonymously printed some pamphlets on sex questions, also takes thisview, and consistently and methodically uses the ancient and simple words. I am of opinion that this is the ideal to be sought, but that there are obvious difficulties at present in the way of attaining it. In any case, however, the mother should be in possession of a very precise vocabulary for all the bodily parts and acts which it concerns her children to know.

The question as to the precise names to be given to the more private bodily parts and functions is sometimes a little difficult to solve. Every mother will naturally follow her own instincts, and probably her own traditions, in this matter. I have elsewhere pointed out (in the study of "The Evolution of Modesty") how widespread and instinctive is the tendency to adopt constantly new euphemisms in this field. The ancient and simple words, which in England a great poet like Chaucer could still use rightly and naturally, are so often dropped in the mud by the vulgar that there is an instinctive hesitation nowadays in applying them to beautiful uses. They are, however, unquestionably the best, and, in their origin, the most dignified and expressive words. Many persons are of opinion that on this account they should be rescued from the mud, and their sacredness taught to children. A medical friend writes that he always taught his son that the vulgar sex names are really beautiful words of ancient origin, and that when we understand them aright we cannot possibly see in them any motive for low jesting. They are simple, serious and solemn words, connoting the most central facts of life, and only to ignorant and plebeian vulgarity can they cause obscene mirth. An American man of science, who has privately and anonymously printed some pamphlets on sex questions, also takes thisview, and consistently and methodically uses the ancient and simple words. I am of opinion that this is the ideal to be sought, but that there are obvious difficulties at present in the way of attaining it. In any case, however, the mother should be in possession of a very precise vocabulary for all the bodily parts and acts which it concerns her children to know.

It is sometimes said that at this early age children should not be told, even in a simple and elementary form, the real facts of their origin but should, instead, hear a fairy-tale having in it perhaps some kind of symbolic truth. This contention may be absolutely rejected, without thereby, in any degree, denying the important place which fairy-tales hold in the imagination of young children. Fairy-tales have a real value to the child; they are a mental food he needs, if he is not to be spiritually starved; to deprive him of fairy-tales at this age is to do him a wrong which can never be made up at any subsequent age. But not only are sex matters too vital even in childhood to be safely made matter for a fairy-tale, but the real facts are themselves as wonderful as any fairy-tale, and appeal to the child's imagination with as much force as a fairy-tale.

Even, however, if there were no other reasons against telling children fairy-tales of sex instead of the real facts, there is one reason which ought to be decisive with every mother who values her influence over her child. He will very quickly discover, either by information from others or by his own natural intelligence, that the fairy-tale, that was told him in reply to a question about a simple matter of fact, was a lie. With that discovery his mother's influence over him in all such matters vanishes for ever, for not only has a child a horror of being duped, but he is extremely sensitive about any rebuff of this kind, and never repeats what he has been made to feel was a mistake to be ashamed of. He will not trouble his mother with any more questions on this matter; he will not confide in her; he will himself learn the art of telling "fairy-tales" about sex matters. He had turned to his mother in trust; she had not responded with equal trust, and she must suffer the punishment, as Henriette FÃ¼rth puts it, of seeing "the love and trust of her sonstolen from her by the first boy he makes friends with in the street." When, as sometimes happens (Moll mentions a case), a mother goes on repeating these silly stories to a girl or boy of seven who is secretly well-informed, she only degrades herself in her child's eyes. It is this fatal mistake, so often made by mothers, which at first leads them to imagine that their children are so innocent, and in later years causes them many hours of bitterness because they realize they do not possess their children's trust. In the matter of trust it is for the mother to take the first step; the children who do not trust their mothers are, for the most part, merely remembering the lesson they learned at their mother's knee.

The number of little books and pamphlets dealing with the question of the sexual enlightenment of the youngâ€”whether intended to be read by the young or offering guidance to mothers and teachers in the task of imparting knowledgeâ€”has become very large indeed during recent years in America, England, and especially Germany, where there has been of late an enormous production of such literature. The late Ben Elmy, writing under the pseudonym of "Ellis Ethelmer," published two booklets,Baby Buds, andThe Human Flower(issued by Mrs. Wolstenholme Elmy, Buxton House, Congleton), which state the facts in a simple and delicate manner, though the author was not a notably reliable guide on the scientific aspects of these questions. A charming conversation between a mother and child, from a French source, is reprinted by Edward Carpenter at the end of hisLove's Coming of Age. How We Are Born, by Mrs. N. J. (apparently a Russian lady writing in English), prefaced by J. H. Badley, is satisfactory. Mention may also be made ofThe Wonder of Life, by Mary Tudor Pole. Margaret Morley'sSong of Life, an American book, which I have not seen, has been highly praised. Most of these books are intended for quite young children, and while they explain more or less clearly the origin of babies, nearly always starting with the facts of plant life, they touch very slightly, if at all, on the relations of the sexes.Mrs. Ennis Richmond's books, largely addressed to mothers, deal with these questions in a very sane, direct, and admirable manner, and Canon Lyttelton's books, discussing such questions generally, are also excellent. Most of the books now to be mentioned are intended to be read by boys and girls who have reached the age of puberty. They refer more or less precisely to sexual relationships, and they usually touch on masturbation.The Story of Life, written by a very accomplished woman, the late Ellice Hopkins, is somewhat vague, and introduces toomany exalted religious ideas. Arthur Trewby'sHealthy Boyhoodis a little book of wholesome tendency; it deals specially with masturbation.A Talk with Boys About ThemselvesandA Talk with Girls About Themselves, both by Edward Bruce Kirk (the latter book written in conjunction with a lady) deal with general as well as sexual hygiene. There could be no better book to put into the hands of a boy or girl at puberty than M. A. Warren'sAlmost Fourteen, written by an American school teacher in 1892. It was a most charming and delicately written book, which could not have offended the innocence of the most sensitive maiden. Nothing, however, is sacred to prurience, and it was easy for the prurient to capture the law and obtain (in 1897) legal condemnation of this book as "obscene." Anything which sexually excites a prurient mind is, it is true, "obscene" for that mind, for, as Mr. Theodore Schroeder remarks, obscenity is "the contribution of the reading mind," but we need such books as this in order to diminish the number of prurient minds, and the condemnation of so entirely admirable a book makes, not for morality, but for immorality. I am told that the book was subsequently issued anew with most of its best portions omitted, and it is stated by Schroeder (Liberty of Speech and Press Essential to Purity Propaganda, p. 34) that the author was compelled to resign his position as a public school principal. Maria Lischnewska'sGeschlechtliche Belehrung der Kinder(reprinted fromMutterschutz, 1905, Heft 4 and 5) is a most admirable and thorough discussion of the whole question of sexual education, though the writer is more interested in the teacher's share in this question than in the mother's. Suggestions to mothers are contained in Hugo Salus,Wo kommen die Kinder her?, E. Stiehl,Eine Mutterpflicht, and many other books. Dr. Alfred Kind strongly recommends Ludwig Gurlitt'sDer Verkehr mit meinem Kindern, more especially in its combination of sexual education with artistic education. Many similar books are referred to by Bloch, in hisSexual Life of Our Time, Ch. xxvi.I have enumerated the names of these little books because they are frequently issued in a semi-private manner, and are seldom easy to procure or to hear of. The propagation of such books seems to be felt to be almost a disgraceful action, only to be performed by stealth. And such a feeling seems not unnatural when we see, as in the case of the author ofAlmost Fourteen, that a nominally civilized country, instead of loading with honors a man who has worked for its moral and physical welfare, seeks so far as it can to ruin him.I may add that while it would usually be very helpful to a mother to be acquainted with a few of the booklets I have named, she would do well, in actually talking to her children, to rely mainly on her own knowledge and inspiration.

Mrs. Ennis Richmond's books, largely addressed to mothers, deal with these questions in a very sane, direct, and admirable manner, and Canon Lyttelton's books, discussing such questions generally, are also excellent. Most of the books now to be mentioned are intended to be read by boys and girls who have reached the age of puberty. They refer more or less precisely to sexual relationships, and they usually touch on masturbation.The Story of Life, written by a very accomplished woman, the late Ellice Hopkins, is somewhat vague, and introduces toomany exalted religious ideas. Arthur Trewby'sHealthy Boyhoodis a little book of wholesome tendency; it deals specially with masturbation.A Talk with Boys About ThemselvesandA Talk with Girls About Themselves, both by Edward Bruce Kirk (the latter book written in conjunction with a lady) deal with general as well as sexual hygiene. There could be no better book to put into the hands of a boy or girl at puberty than M. A. Warren'sAlmost Fourteen, written by an American school teacher in 1892. It was a most charming and delicately written book, which could not have offended the innocence of the most sensitive maiden. Nothing, however, is sacred to prurience, and it was easy for the prurient to capture the law and obtain (in 1897) legal condemnation of this book as "obscene." Anything which sexually excites a prurient mind is, it is true, "obscene" for that mind, for, as Mr. Theodore Schroeder remarks, obscenity is "the contribution of the reading mind," but we need such books as this in order to diminish the number of prurient minds, and the condemnation of so entirely admirable a book makes, not for morality, but for immorality. I am told that the book was subsequently issued anew with most of its best portions omitted, and it is stated by Schroeder (Liberty of Speech and Press Essential to Purity Propaganda, p. 34) that the author was compelled to resign his position as a public school principal. Maria Lischnewska'sGeschlechtliche Belehrung der Kinder(reprinted fromMutterschutz, 1905, Heft 4 and 5) is a most admirable and thorough discussion of the whole question of sexual education, though the writer is more interested in the teacher's share in this question than in the mother's. Suggestions to mothers are contained in Hugo Salus,Wo kommen die Kinder her?, E. Stiehl,Eine Mutterpflicht, and many other books. Dr. Alfred Kind strongly recommends Ludwig Gurlitt'sDer Verkehr mit meinem Kindern, more especially in its combination of sexual education with artistic education. Many similar books are referred to by Bloch, in hisSexual Life of Our Time, Ch. xxvi.

I have enumerated the names of these little books because they are frequently issued in a semi-private manner, and are seldom easy to procure or to hear of. The propagation of such books seems to be felt to be almost a disgraceful action, only to be performed by stealth. And such a feeling seems not unnatural when we see, as in the case of the author ofAlmost Fourteen, that a nominally civilized country, instead of loading with honors a man who has worked for its moral and physical welfare, seeks so far as it can to ruin him.

I may add that while it would usually be very helpful to a mother to be acquainted with a few of the booklets I have named, she would do well, in actually talking to her children, to rely mainly on her own knowledge and inspiration.

The sexual education which it is the mother's duty and privilege to initiate during her child's early years cannot and ought not to be technical. It is not of the nature of formal instruction but is a private and intimate initiation. No doubt the mother must herself be taught.[24]But the education she needs is mainly an education in love and insight. The actual facts which she requires to use at this early stage are very simple. Her main task is to make clear the child's own intimate relations to herself and to show that all young things have a similar intimate relation to their mothers; in generalizing on this point the egg is the simplest and most fundamental type to explain the origin of the individual life, for the idea of the eggâ€”in its widest sense as the seedâ€”not only has its truth for the human creature but may be applied throughout the animal and vegetable world. In this explanation the child's physical relationship to his father is not necessarily at first involved; it may be left to a further stage or until the child's questions lead up to it.

Apart from his interest in his origin, the child is also interested in his sexual, or as they seem to him exclusively, his excretory organs, and in those of other people, his sisters and parents. On these points, at this age, his mother may simply and naturally satisfy his simple and natural curiosity, calling things by precise names, whether the names used are common or uncommon being a matter in regard to which she may exercise her judgment and taste. In this manner the mother will, indirectly, be able to safeguard her child at the outset against the prudish and prurient notions alike which he will encounter later. She will also without unnatural stress be able to lead the child into a reverential attitude towards his own organs and so exert an influence against any undesirable tampering with them. In talking with him about the origin of life and about his own body and functions, in however elementary a fashion, she will have initiated him both in sexual knowledge and in sexual hygiene.

The mother who establishes a relationship of confidence with her child during these first years will probably, if she possesses any measure of wisdom and tact, be able to preserve it even after the epoch of puberty into the difficult years of adolescence. But as an educator in the narrower sense her functions will, in most cases, end at or before puberty. A somewhat more technical and completely impersonal acquaintance with the essential facts of sex then becomes desirable, and this would usually be supplied by the school.

The great though capricious educator, Basedow, to some extent a pupil of Rousseau, was an early pioneer in both the theory and the practice of giving school children instruction in the facts of the sexual life, from the age of ten onwards. He insists much on this subject in his great treatise, theElementarwerk(1770-1774). The questions of children are to be answered truthfully, he states, and they must be taught never to jest at anything so sacred and serious as the sexual relations. They are to be shown pictures of childbirth, and the dangers of sexual irregularities are to be clearly expounded to them at the outset. Boys are to be taken to hospitals to see the results of venereal disease. Basedow is aware that many parents and teachers will be shocked at his insistence on these things in his books and in his practical pedagogic work, but such people, he declares, ought to be shocked at the Bible (see,e.g., Pinloche,La RÃ¨forme de l'Education en Allemagne au dixhuitiÃ¨me siÃ¨cle: Basedow et le Philanthropinisme, pp. 125, 256, 260, 272). Basedow was too far ahead of his own time, and even of ours, to exert much influence in this matter, and he had few immediate imitators.Somewhat later than Basedow, a distinguished English physician, Thomas Beddoes, worked on somewhat the same lines, seeking to promote sexual knowledge by lectures and demonstrations. In his remarkable book,Hygeia, published in 1802 (vol. i, Essay IV) he sets forth the absurdity of the conventional requirement that "discretion and ignorance should lodge in the same bosom," and deals at length with the question of masturbation and the need of sexual education. He insists on the great importance of lectures on natural history which, he had found, could be given with perfect propriety to a mixed audience. His experiences had shown that botany, the amphibia, the hen and her eggs, human anatomy, even disease and sometimes the sight of it, are salutary from this point of view. He thinks it is a happy thing for a child to gain his first knowledge of sexual difference from anatomical subjects, the dignity of death being a noble prelude to the knowledge of sex anddepriving it forever of morbid prurience. It is scarcely necessary to remark that this method of teaching children the elements of sexual anatomy in thepost-mortemroom has not found many advocates or followers; it is undesirable, for it fails to take into account the sensitiveness of children to such impressions, and it is unnecessary, for it is just as easy to teach the dignity of life as the dignity of death.The duty of the school to impart education in matters of sex to children has in recent years been vigorously and ably advocated by Maria Lischnewska (op. cit.), who speaks with thirty years' experience as a teacher and an intimate acquaintance with children and their home life. She argues that among the mass of the population to-day, while in the home-life there is every opportunity for coarse familiarity with sexual matters, there is no opportunity for a pure and enlightened introduction to them, parents being for the most part both morally and intellectually incapable of aiding their children here. That the school should assume the leading part in this task is, she believes, in accordance with the whole tendency of modern civilized life. She would have the instruction graduated in such a manner that during the fifth or sixth year of school life the pupil would receive instruction, with the aid of diagrams, concerning the sexual organs and functions of the higher mammals, the bull and cow being selected by preference. The facts of gestation would of course be included. When this stage was reached it would be easy to pass on to the human species with the statement: "Just in the same way as the calf develops in the cow so the child develops in the mother's body."It is difficult not to recognize the force of Maria Lischnewska's argument, and it seems highly probable that, as she asserts, the instruction proposed lies in the course of our present path of progress. Such instruction would be formal, unemotional, and impersonal; it would be given not as specific instruction in matters of sex, but simply as a part of natural history. It would supplement, so far as mere knowledge is concerned, the information the child had already received from its mother. But it would by no means supplant or replace the personal and intimate relationship of confidence between mother and child. That is always to be aimed at, and though it may not be possible among the ill-educated masses of to-day, nothing else will adequately take its place.

Somewhat later than Basedow, a distinguished English physician, Thomas Beddoes, worked on somewhat the same lines, seeking to promote sexual knowledge by lectures and demonstrations. In his remarkable book,Hygeia, published in 1802 (vol. i, Essay IV) he sets forth the absurdity of the conventional requirement that "discretion and ignorance should lodge in the same bosom," and deals at length with the question of masturbation and the need of sexual education. He insists on the great importance of lectures on natural history which, he had found, could be given with perfect propriety to a mixed audience. His experiences had shown that botany, the amphibia, the hen and her eggs, human anatomy, even disease and sometimes the sight of it, are salutary from this point of view. He thinks it is a happy thing for a child to gain his first knowledge of sexual difference from anatomical subjects, the dignity of death being a noble prelude to the knowledge of sex anddepriving it forever of morbid prurience. It is scarcely necessary to remark that this method of teaching children the elements of sexual anatomy in thepost-mortemroom has not found many advocates or followers; it is undesirable, for it fails to take into account the sensitiveness of children to such impressions, and it is unnecessary, for it is just as easy to teach the dignity of life as the dignity of death.

The duty of the school to impart education in matters of sex to children has in recent years been vigorously and ably advocated by Maria Lischnewska (op. cit.), who speaks with thirty years' experience as a teacher and an intimate acquaintance with children and their home life. She argues that among the mass of the population to-day, while in the home-life there is every opportunity for coarse familiarity with sexual matters, there is no opportunity for a pure and enlightened introduction to them, parents being for the most part both morally and intellectually incapable of aiding their children here. That the school should assume the leading part in this task is, she believes, in accordance with the whole tendency of modern civilized life. She would have the instruction graduated in such a manner that during the fifth or sixth year of school life the pupil would receive instruction, with the aid of diagrams, concerning the sexual organs and functions of the higher mammals, the bull and cow being selected by preference. The facts of gestation would of course be included. When this stage was reached it would be easy to pass on to the human species with the statement: "Just in the same way as the calf develops in the cow so the child develops in the mother's body."

It is difficult not to recognize the force of Maria Lischnewska's argument, and it seems highly probable that, as she asserts, the instruction proposed lies in the course of our present path of progress. Such instruction would be formal, unemotional, and impersonal; it would be given not as specific instruction in matters of sex, but simply as a part of natural history. It would supplement, so far as mere knowledge is concerned, the information the child had already received from its mother. But it would by no means supplant or replace the personal and intimate relationship of confidence between mother and child. That is always to be aimed at, and though it may not be possible among the ill-educated masses of to-day, nothing else will adequately take its place.

There can be no doubt, however, that while in the future the school will most probably be regarded as the proper place in which to teach the elements of physiologyâ€”and not as at present a merely emasculated and effeminated physiologyâ€”the introduction of such reformed teaching is as yet impracticable in many communities. A coarse and ill-bred community moves in avicious circle. Its members are brought up to believe that sex matters are filthy, and when they become adults they protest violently against their children being taught this filthy knowledge. The teacher's task is thus rendered at the best difficult, and under democratic conditions impossible. We cannot, therefore, hope for any immediate introduction of sexual physiology into schools, even in the unobtrusive form in which alone it could properly be introduced, that is to say as a natural and inevitable part of general physiology.

This objection to animal physiology by no means applies, however, to botany. There can be little doubt that botany is of all the natural sciences that which best admits of this incidental instruction in the fundamental facts of sex, when we are concerned with children below the age of puberty. There are at least two reasons why this should be so. In the first place botany really presents the beginnings of sex, in their most naked and essential forms; it makes clear the nature, origin, and significance of sex. In the second place, in dealing with plants the facts of sex can be stated to children of either sex or any age quite plainly and nakedly without any reserve, for no one nowadays regards the botanical facts of sex as in any way offensive. The expounder of sex in plants also has on his side the advantage of being able to assert, without question, the entire beauty of the sexual process. He is not confronted by the ignorance, bad education, and false associations which have made it so difficult either to see or to show the beauty of sex in animals. From the sex-life of plants to the sex-life of the lower animals there is, however, but a step which the teacher, according to his discretion, may take.

An early educational authority, Salzmann, in 1785 advocated the sexual enlightenment of children by first teaching them botany, to be followed by zoÃ¶logy. In modern times the method of imparting sex knowledge to children by means, in the first place, of botany, has been generally advocated, and from the most various quarters. Thus Marro (La PubertÃ , p. 300) recommends this plan. J. Hudrey-Menos ("La Question du Sexe dans l'Education,"Revue Socialiste, June, 1895), gives the same advice. Rudolf Sommer, in a paper entitled "MÃ¤dchenerziehung oder Menschenbildung?" (Geschlecht und Gesellschaft, JahrgangI, Heft 3) recommends that the first introduction of sex knowledge to children should be made by talking to them on simple natural history subjects; "there are endless opportunities," he remarks, "over a fairy-tale, or a walk, or a fruit, or an egg, the sowing of seed or the nest-building of birds." Canon Lyttelton (Training of the Young in Laws of Sex, pp. 74et seq.) advises a somewhat similar method, though laying chief stress on personal confidence between the child and his mother; "reference is made to the animal world just so far as the child's knowledge extends, so as to prevent the new facts from being viewed in isolation, but the main emphasis is laid on his feeling for his mother and the instinct which exists in nearly all children of reverence due to the maternal relation;" he adds that, however difficult the subject may seem, the essential facts of paternity must also be explained to boys and girls alike. Keyes, again (New York Medical Journal, Feb. 10, 1906), advocates teaching children from an early age the sexual facts of plant life and also concerning insects and other lower animals, and so gradually leading up to human beings, the matter being thus robbed of its unwholesome mystery. Mrs. Ennis Richmond (Boyhood, p. 62) recommends that children should be sent to spend some of their time upon a farm, so that they may not only become acquainted with the general facts of the natural world, but also with the sexual lives of animals, learning things which it is difficult to teach verbally. Karina Karin ("Wie erzieht man ein Kind zÃ¼r wissenden Keuschheit?"Geschlecht und Gesellschaft, Jahrgang I, Heft 4), reproducing some of her talks with her nine-year old son, from the time that he first asked her where children came from, shows how she began with telling him about flowers, to pass on to fish and birds, and finally to the facts of human pregnancy, showing him pictures from an obstetrical manual of the child in its mother's body. It may be added that the advisability of beginning the sex teaching of children with the facts of botany was repeatedly emphasized by various speakers at the special meeting of the German Congress for Combating Venereal Disease devoted to the subject of sexual instruction (SexualpÃ¤dagogik, especially pp. 36, 47, 76).

The transition from botany to the elementary zoÃ¶logy of the lower animals, to human anatomy and physiology, and to the science of anthropology based on these, is simple and natural. It is not likely to be taken in detail until the age of puberty. Sex enters into all these subjects and should not be artificially excluded from them in the education of either boys or girls. The text-books from which the sexual system is entirely omitted ought no longer to be tolerated. The nature and secretion of thetesticles, the meaning of the ovaries and of menstruation, as well as the significance of metabolism and the urinary excretion, should be clear in their main lines to all boys and girls who have reached the age of puberty.

At puberty there arises a new and powerful reason why boys and girls should receive definite instruction in matters of sex. Before that age it is possible for the foolish parent to imagine that a child may be preserved in ignorant innocence.[25]At puberty that belief is obviously no longer possible. The efflorescence of puberty with the development of the sexual organs, the appearance of hair in unfamiliar places, the general related organic changes, the spontaneous and perhaps alarming occurrence in boys of seminal emissions, and in girls of menstruation, the unaccustomed and sometimes acute recognition of sexual desire accompanied by new sensations in the sexual organs and leading perhaps to masturbation; all these arouse, as we cannot fail to realize, a new anxiety in the boy's or girl's mind, and a new curiosity, all the more acute in many cases because it is carefully concealed as too private, and even too shameful, to speak of to anyone. In boys, especially if of sensitive temperament, the suffering thus caused may be keen and prolonged.

A doctor of philosophy, prominent in his profession, wrote to Stanley Hall (Adolescence, vol. i, p. 452): "My entire youth, from six to eighteen, was made miserable from lack of knowledge that any one who knew anything of the nature of puberty might have given; this long sense of defect, dread of operation, shame and worry, has left an indelible mark." There are certainly many men who could say the same. Lancaster ("Psychology and Pedagogy of Adolescence,"Pedagogical Seminary, July, 1897, pp. 123-5) speaks strongly regarding the evils of ignorance of sexual hygiene, and the terrible fact that millions of youths are always in the hands of quacks who dupe them into the belief that they are on the road to an awful destiny merely because they have occasional emissions during sleep. "This is not a light matter," Lancaster declares. "It strikes at the very foundation of our inmost life. It deals with the reproductory part of our natures, and must have a deep hereditary influence. It is a natural result of the foolish false modesty shown regarding all sex instruction. Every boy should be taught thesimple physiological facts before his life is forever blighted by this cause." Lancaster has had in his hands one thousand letters, mostly written by young people, who were usually normal, and addressed to quacks who were duping them. From time to time the suicides of youths from this cause are reported, and in many mysterious suicides this has undoubtedly been the real cause. "Week after week," writes theBritish Medical Journalin an editorial ("Dangerous Quack Literature: The Moral of a Recent Suicide," Oct. 1, 1892), "we receive despairing letters from those victims of foul birds of prey who have obtained their first hold on those they rob, torture and often ruin, by advertisements inserted by newspapers of a respectable, nay, even of a valuable and respected, character." It is added that the wealthy proprietors of such newspapers, often enjoying a reputation for benevolence, even when the matter is brought before them, refuse to interfere as they would thereby lose a source of income, and a censorship of advertisements is proposed. This, however, is difficult, and would be quite unnecessary if youths received proper enlightenment from their natural guardians.Masturbation, and the fear that by an occasional and perhaps outgrown practice of masturbation they have sometimes done themselves irreparable injury, is a common source of anxiety to boys. It has long been a question whether a boy should be warned against masturbation. At a meeting of the Section of Psychology of the British Medical Association some years ago, four speakers, including the President (Dr. Blandford), were decidedly in favor of parents warning their children against masturbation, while three speakers were decidedly against that course, mainly on the ground that it was possible to pass through even a public school life without hearing of masturbation, and also that the warning against masturbation might encourage the practice. It is, however, becoming more and more clearly realized that ignorance, even if it can be maintained, is a perilous possession, while the teaching that consists, as it should, in a loving mother's counsel to the child from his earliest years to treat his sexual parts with care and respect, can only lead to masturbation in the child who is already irresistibly impelled to it. Most of the sex manuals for boys touch on masturbation, sometimes exaggerating its dangers; such exaggeration should be avoided, for it leads to far worse evils than those it attempts to prevent. It seems undesirable that any warnings about masturbation should form part of school instruction, unless under very special circumstances. The sexual instruction imparted in the school on sexual as on other subjects should be absolutely impersonal and objective.At this point we approach one of the difficulties in the way of sexual enlightenment: the ignorance or unwisdom of the would-be teachers. This difficulty at present exists both in the home and theschool, while it destroys the value of many manuals written for the sexual instruction of the young. The mother, who ought to be the child's confidant and guide in matters of sexual education, and could naturally be so if left to her own healthy instincts, has usually been brought up in false traditions which it requires a high degree of intelligence and character to escape from; the school-teacher, even if only called upon to give instruction in natural history, is oppressed by the same traditions, and by false shame concerning the whole subject of sex; the writer of manuals on sex has often only freed himself from these bonds in order to advocate dogmatic, unscientific, and sometimes mischievous opinions which have been evolved in entire ignorance of the real facts. As Moll says (DasSexualleben des Kindes, p. 276), necessary as sexual enlightenment is, we cannot help feeling a little skeptical as to its results so long as those who ought to enlighten are themselves often in need of enlightenment. He refers also to the fact that even among competent authorities there is difference of opinion concerning important matters, as, for instance, whether masturbation is physiological at the first development of the sexual impulse and how far sexual abstinence is beneficial. But it is evident that the difficulties due to false tradition and ignorance will diminish as sound traditions and better knowledge become more widely diffused.

Masturbation, and the fear that by an occasional and perhaps outgrown practice of masturbation they have sometimes done themselves irreparable injury, is a common source of anxiety to boys. It has long been a question whether a boy should be warned against masturbation. At a meeting of the Section of Psychology of the British Medical Association some years ago, four speakers, including the President (Dr. Blandford), were decidedly in favor of parents warning their children against masturbation, while three speakers were decidedly against that course, mainly on the ground that it was possible to pass through even a public school life without hearing of masturbation, and also that the warning against masturbation might encourage the practice. It is, however, becoming more and more clearly realized that ignorance, even if it can be maintained, is a perilous possession, while the teaching that consists, as it should, in a loving mother's counsel to the child from his earliest years to treat his sexual parts with care and respect, can only lead to masturbation in the child who is already irresistibly impelled to it. Most of the sex manuals for boys touch on masturbation, sometimes exaggerating its dangers; such exaggeration should be avoided, for it leads to far worse evils than those it attempts to prevent. It seems undesirable that any warnings about masturbation should form part of school instruction, unless under very special circumstances. The sexual instruction imparted in the school on sexual as on other subjects should be absolutely impersonal and objective.

At this point we approach one of the difficulties in the way of sexual enlightenment: the ignorance or unwisdom of the would-be teachers. This difficulty at present exists both in the home and theschool, while it destroys the value of many manuals written for the sexual instruction of the young. The mother, who ought to be the child's confidant and guide in matters of sexual education, and could naturally be so if left to her own healthy instincts, has usually been brought up in false traditions which it requires a high degree of intelligence and character to escape from; the school-teacher, even if only called upon to give instruction in natural history, is oppressed by the same traditions, and by false shame concerning the whole subject of sex; the writer of manuals on sex has often only freed himself from these bonds in order to advocate dogmatic, unscientific, and sometimes mischievous opinions which have been evolved in entire ignorance of the real facts. As Moll says (DasSexualleben des Kindes, p. 276), necessary as sexual enlightenment is, we cannot help feeling a little skeptical as to its results so long as those who ought to enlighten are themselves often in need of enlightenment. He refers also to the fact that even among competent authorities there is difference of opinion concerning important matters, as, for instance, whether masturbation is physiological at the first development of the sexual impulse and how far sexual abstinence is beneficial. But it is evident that the difficulties due to false tradition and ignorance will diminish as sound traditions and better knowledge become more widely diffused.

The girl at puberty is usually less keenly and definitely conscious of her sexual nature than the boy. But the risks she runs from sexual ignorance, though for the most part different, are more subtle and less easy to repair. She is often extremely inquisitive concerning these matters; the thoughts of adolescent girls, and often their conversation among themselves, revolve much around sexual and allied mysteries. Even in the matter of conscious sexual impulse the girl is often not so widely different from her brother, nor so much less likely to escape the contamination of evil communications, so that the scruples of foolish and ignorant persons who dread to "sully her purity" by proper instruction are exceedingly misplaced.

Conversations dealing with the important mysteries of human nature, Obici and Marchesini were told by ladies who had formerly been pupils in Italian Normal Schools, are the order of the day in schools and colleges, and specially circle around procreation, the most difficult mystery of all. In England, even in the best and most modern colleges, in which games and physical exercise are much cultivated, I am told that "the majority of the girls are entirely ignorant of all sexual matters, and understand nothing whatever about them. But they do wonderabout them, and talk about them constantly" (see Appendix D, "The School Friendships of Girls," in the second volume of theseStudies). "The restricted life and fettered mind of girls," wrote a well-known physician some years ago (J. Milner Fothergill,Adolescence, 1880, pp. 20, 22) "leave them with less to actively occupy their thoughts than is the case with boys. They are studiously taught concealment, and a girl may be a perfect model of outward decorum and yet have a very filthy mind. The prudishness with which she is brought up leaves her no alternative but to view her passions from the nasty side of human nature. All healthy thought on the subject is vigorously repressed. Everything is done to darken her mind and foul her imagination by throwing her back on her own thoughts and a literature with which she is ashamed to own acquaintance. It is opposed to a girl's best interests to prevent her from having fair and just conceptions about herself and her nature. Many a fair young girl is irredeemably ruined on the very threshold of life, herself and her family disgraced, from ignorance as much as from vice. When the moment of temptation comes she falls without any palpable resistance; she has no trained educated power of resistance within herself; her whole future hangs, not upon herself, but upon the perfection of the social safeguards by which she is hedged and surrounded." Under the free social order of America to-day much the same results are found. In an instructive article ("Why Girls Go Wrong,"Ladies' Home Journal, Jan., 1907) B. B. Lindsey, who, as Judge of the Juvenile Court of Denver, is able to speak with authority, brings forward ample evidence on this head. Both girls and boys, he has found, sometimes possess manuscript books in which they had written down the crudest sexual things. These children were often sweet-faced, pleasant, refined and intelligent, and they had respectable parents; but no one had ever spoken to them of sex matters, except the worst of their school-fellows or some coarse-minded and reckless adult. By careful inquiry Lindsey found that only in one in twenty cases had the parents ever spoken to the children of sexual subjects. In nearly every case the children acknowledged that it was not from their parents, but in the street or from older companions, that they learnt the facts of sex. The parents usually imagined that their children were absolutely ignorant of these matters, and were astonished to realize their mistake; "parents do not know their children, nor have they the least idea of what their children know, or what their children talk about and do when away from them." The parents guilty of this neglect to instruct their children, are, Lindsey declares, traitors to their children. From his own experience he judges that nine-tenths of the girls who "go wrong," whether or not they sink in the world, do so owing to the inattention of their parents, and that in the case of most prostitutes the mischief is really done before the age of twelve; "every wayward girlI have talked to has assured me of this truth." He considers that nine-tenths of school-boys and school-girls, in town or country, are very inquisitive regarding matters of sex, and, to his own amazement, he has found that in the girls this is as marked as in the boys.

It is the business of the girl's mother, at least as much as of the boy's, to watch over her child from the earliest years and to win her confidence in all the intimate and personal matters of sex. With these aspects the school cannot properly meddle. But in matters of physical sexual hygiene, notably menstruation, in regard to which all girls stand on the same level, it is certainly the duty of the teacher to take an actively watchful part, and, moreover, to direct the general work of education accordingly, and to ensure that the pupil shall rest whenever that may seem to be desirable. This is part of the very elements of the education of girls. To disregard it should disqualify a teacher from taking further share in educational work. Yet it is constantly and persistently neglected. A large number of girls have not even been prepared by their mothers or teachers for the first onset of the menstrual flow, sometimes with disastrous results both to their bodily and mental health.[26]

"I know of no large girl's school," wrote a distinguished gynÃ¦cologist, Sir W. S. Playfair ("Education and Training of Girls at Puberty,"British Medical Journal, Dec. 7, 1895), "in which the absolute distinction which exists between boys and girls as regards the dominant menstrual function is systematically cared for and attended to. Indeed, the feeling of all schoolmistresses is distinctly antagonistic to such an admission. The contention is that there is no real difference between an adolescent male and female, that what is good for one is good for the other, and that such as there is is due to the evil customs of the past which have denied to women the ambitions and advantages open to men, and that this will disappear when a happier era is inaugurated. If this be so, how comes it that while every practical physician of experience has seen many cases of anÃ¦mia and chlorosis in girls, accompanied by amenorrhÃ¦a or menorrhagia, headaches, palpitations, emaciation, and all the familiar accompaniments of breakdown, an analogous condition in a school-boy is so rare that it may well be doubted if it is ever seen at all?"It is, however, only the excuses for this almost criminal negligence, as it ought to be considered, which are new; the negligence itself is ancient. Half a century earlier, before the new era of feminine education, another distinguished gynÃ¦cologist, Tilt (Elements of Health and Principles of Female Hygiene, 1852, p. 18) stated that from a statistical inquiry regarding the onset of menstruation in nearly one thousand women he found that "25 per cent. were totally unprepared for its appearance; that thirteen out of the twenty-five were much frightened, screamed, or went into hysterical fits; and that six out of the thirteen thought themselves wounded and washed with cold water. Of those frightened ... the general health was seriously impaired."Engelmann, after stating that his experience in America was similar to Tilt's in England, continues ("The Health of the American Girl,"Transactions of the Southern Surgical and GynÃ¦cological Society, 1890): "To innumerable women has fright, nervous and emotional excitement, exposure to cold, brought injury at puberty. What more natural than that the anxious girl, surprised by the sudden and unexpected loss of the precious life-fluid, should seek to check the bleeding woundâ€”as she supposes? For this purpose the use of cold washes and applications is common, some even seek to stop the flow by a cold bath, as was done by a now careful mother, who long lay at the point of death from the result of such indiscretion, and but slowly, by years of care, regained her health. The terrible warning has not been lost, and mindful of her own experience she has taught her children a lesson which but few are fortunate enough to learnâ€”the individual care during periods of functional activity which is needful for the preservation of woman's health."In a study of one hundred and twenty-five American high school girls Dr. Helen Kennedy refers to the "modesty" which makes it impossible even for mothers and daughters to speak to each other concerning the menstrual functions. "Thirty-six girls in this high school passed into womanhood with no knowledge whatever, from a proper source, of all that makes them women. Thirty-nine were probably not much wiser, for they stated that they had received some instruction, but had not talked freely on the matter. From the fact that the curious girl did not talk freely on what naturally interested her, it is possible she was put off with a few words as to personal care, and a reprimand for her curiosity. Less than half of the girls felt free to talk with their mothers of this most important matter!" (Helen Kennedy, "Effects of High School Work upon Girls During Adolescence,"Pedagogical Seminary, June, 1896.)The same state of things probably also prevails in other countries. Thus, as regards France, Edmond de Goncourt inChÃ©rie(pp. 137-139) described the terror of his young heroine at the appearance of the firstmenstrual period for which she had never been prepared. He adds: "It is very seldom, indeed, that women speak of this eventuality. Mothers fear to warn their daughters, elder sisters dislike confidences with their younger sisters, governesses are generally mute with girls who have no mothers or sisters."Sometimes this leads to suicide or to attempts at suicide. Thus a few years ago the case was reported in the French newspapers of a young girl of fifteen, who threw herself into the Seine at Saint-Ouen. She was rescued, and on being brought before the police commissioner said that she had been attacked by an "unknown disease" which had driven her to despair. Discreet inquiry revealed that the mysterious malady was one common to all women, and the girl was restored to her insufficiently punished parents.

It is, however, only the excuses for this almost criminal negligence, as it ought to be considered, which are new; the negligence itself is ancient. Half a century earlier, before the new era of feminine education, another distinguished gynÃ¦cologist, Tilt (Elements of Health and Principles of Female Hygiene, 1852, p. 18) stated that from a statistical inquiry regarding the onset of menstruation in nearly one thousand women he found that "25 per cent. were totally unprepared for its appearance; that thirteen out of the twenty-five were much frightened, screamed, or went into hysterical fits; and that six out of the thirteen thought themselves wounded and washed with cold water. Of those frightened ... the general health was seriously impaired."

Engelmann, after stating that his experience in America was similar to Tilt's in England, continues ("The Health of the American Girl,"Transactions of the Southern Surgical and GynÃ¦cological Society, 1890): "To innumerable women has fright, nervous and emotional excitement, exposure to cold, brought injury at puberty. What more natural than that the anxious girl, surprised by the sudden and unexpected loss of the precious life-fluid, should seek to check the bleeding woundâ€”as she supposes? For this purpose the use of cold washes and applications is common, some even seek to stop the flow by a cold bath, as was done by a now careful mother, who long lay at the point of death from the result of such indiscretion, and but slowly, by years of care, regained her health. The terrible warning has not been lost, and mindful of her own experience she has taught her children a lesson which but few are fortunate enough to learnâ€”the individual care during periods of functional activity which is needful for the preservation of woman's health."

In a study of one hundred and twenty-five American high school girls Dr. Helen Kennedy refers to the "modesty" which makes it impossible even for mothers and daughters to speak to each other concerning the menstrual functions. "Thirty-six girls in this high school passed into womanhood with no knowledge whatever, from a proper source, of all that makes them women. Thirty-nine were probably not much wiser, for they stated that they had received some instruction, but had not talked freely on the matter. From the fact that the curious girl did not talk freely on what naturally interested her, it is possible she was put off with a few words as to personal care, and a reprimand for her curiosity. Less than half of the girls felt free to talk with their mothers of this most important matter!" (Helen Kennedy, "Effects of High School Work upon Girls During Adolescence,"Pedagogical Seminary, June, 1896.)

The same state of things probably also prevails in other countries. Thus, as regards France, Edmond de Goncourt inChÃ©rie(pp. 137-139) described the terror of his young heroine at the appearance of the firstmenstrual period for which she had never been prepared. He adds: "It is very seldom, indeed, that women speak of this eventuality. Mothers fear to warn their daughters, elder sisters dislike confidences with their younger sisters, governesses are generally mute with girls who have no mothers or sisters."

Sometimes this leads to suicide or to attempts at suicide. Thus a few years ago the case was reported in the French newspapers of a young girl of fifteen, who threw herself into the Seine at Saint-Ouen. She was rescued, and on being brought before the police commissioner said that she had been attacked by an "unknown disease" which had driven her to despair. Discreet inquiry revealed that the mysterious malady was one common to all women, and the girl was restored to her insufficiently punished parents.

Half a century ago the sexual life of girls was ignored by their parents and teachers from reasons of prudishness; at the present time, when quite different ideas prevail regarding feminine education, it is ignored on the ground that girls should be as independent of their physiological sexual life as boys are. The fact that this mischievous neglect has prevailed equally under such different conditions indicates clearly that the varying reasons assigned for it are merely the cloaks of ignorance. With the growth of knowledge we may reasonably hope that one of the chief evils which at present undermine in early life not only healthy motherhood but healthy womanhood generally, may be gradually eliminated. The data now being accumulated show not only the extreme prevalence of painful, disordered, and absent menstruation in adolescent girls and young women, but also the great and sometimes permanent evils inflicted upon even healthy girls when at the beginning of sexual life they are subjected to severe strain of any kind. Medical authorities, whichever sex they belong to, may now be said to be almost or quite unanimous on this point. Some years ago, indeed, Dr. Mary Putnam Jacobi, in a very able book,The Question of Rest for Women, concluded that "ordinarily healthy" women may disregard the menstrual period, but she admitted that forty-six per cent, of women are not "ordinarily healthy," and a minority which comes so near to being a majority can by no means be dismissed as a negligible quantity. Girls themselves, indeed,carried away by the ardor of their pursuit of work or amusement, are usually recklessly and ignorantly indifferent to the serious risks they run. But the opinions of teachers are now tending to agree with medical opinion in recognizing the importance of care and rest during the years of adolescence, and teachers are even prepared to admit that a year's rest from hard work during the period that a girl's sexual life is becoming established, while it may ensure her health and vigor, is not even a disadvantage from the educational point of view. With the growth of knowledge and the decay of ancient prejudices, we may reasonably hope that women will be emancipated from the traditions of a false civilization, which have forced her to regard her glory as her shame,â€”though it has never been so among robust primitive peoples,â€”and it is encouraging to find that so distinguished an educator as Principal Stanley Hall looks forward with confidence to such a time. In his exhaustive work onAdolescencehe writes: "Instead of shame of this function girls should be taught the greatest reverence for it, and should help it to normality by regularly stepping aside at stated times for a few years till it is well established and normal. To higher beings that looked down upon human life as we do upon flowers, these would be the most interesting and beautiful hours of blossoming. With more self-knowledge women will have more self-respect at this time. Savagery reveres this state and it gives to women a mystic awe. The time may come when we must even change the divisions of the year for women, leaving to man his week and giving to her the same number of Sabbaths per year, but in groups of four successive days per month. When woman asserts her true physiological rights she will begin here, and will glory in what, in an age of ignorance, man made her think to be her shame. The pathos about the leaders of woman's so-called emancipation, is that they, even more than those they would persuade, accept man's estimate of this state."[27]

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