In discussing instruction for the pre-adolescent years I have stressed
biological nature-study as important for the purpose of giving general
knowledge of how new living things come into the world. This will
develop a good attitude concerning the origin of the individual human
life. In this lecture I wish to direct attention to the scientific
facts which are foundations for the sexual knowledge that is important
for other phases of sex-instruction during early or late adolescence.
[Sidenote: Biological foundations.]
I believe that the best introduction to advanced sex-instruction is
through biological ideas which may be presented in popular lectures and
books; but, of course, will be best taught in courses of biological
science. My own view as to the selection of materials for such
biological studies is expressed in the sections on reproduction
connected with the account of each animal or plant type in the "Applied
Biology" and in the last chapter of the "Introduction to Biology."[14]
In these books the study of life-histories of plants and animals leads
up through vertebrates to mammals, and there are a few remarks
suggesting that human development is like the mammals.[15] At this
point these books should be supplemented by a brief survey of the
essential structure, physiology, and embryology of human reproduction.
[Sidenote: Mixed classes.]
Biological studies of human reproduction should not be coeducational in
high schools or the early years of college. Mature college students who
have passed through extensive biological studies, may, without apparent
embarrassment, study human embryology in mixed classes; but after
experience with many such groups I have begun to think that separate
classes are desirable if the course is made to include all the
important facts that college graduates should know concerning human
reproduction. At any rate, there should be special lessons or reading
dealing with detailed information that directly concerns one sex only.
[Sidenote: Impersonal approach of biology.]
I certainly do not believe in completely revamping biological science
for the purposes of sex-education. It is better not to "spoil" a course
by overemphasis on sex, for much of the value of biology as a basis for
sex-education is the fact that sex appears gradually and naturally and
far away from human relations. This impersonal approach will be lost if
the course in biology seems to revolve around sex-education, for that
will make sex too prominent.
It is still debatable as to how much should be taught in high schools
or in public lectures concerning the biological facts of human
reproduction. I think that I can make my own views clearer if I discuss
this first for boys, then for girls.