First, it is generally agreed that boys of high-school age may profit
by learning their own sexual structure by means of diagrams such as the
one in Hall's "Sexual Hygiene." There is no harm, and also no gain, in
minute description, especially histological.
[Sidenote: Scientific names.]
The chief technical names of the parts of the male organs--testicle
(spermary or testes), sperm duct (vas deferens), scrotum, prostate,
seminal vesicles, penis, glans, prepuce (foreskin), urethra--should be
taught; and the scientific dignity of these words as substitutes for
vulgar words should be emphasized. In dealing with boys and young men I
have noticed that these and other scientific words have a great
influence on their attitude. The scientific names of the sex organs
should be made part of popular vocabulary for the reason that there are
no established common names corresponding to lungs, liver, stomach,
arm, leg, brain, and so on for all prominent organs except the sexual.
These have been left without authoritative names except in scientific
language, and as a result dozens of ordinary words have been vulgarly
applied and unprintable ones invented by uneducated people. Such usage
of vulgar terminology is widespread, especially among men and boys. An
editor of schoolbooks recently called my attention to the necessity of
changing some ordinary words in certain books because in some
localities the boys applied the words to sexual organs. Even the little
words "nuts," "stones," "balls" accompanied by the adjective "two" mean
testicles in the widespread vulgar language; and a physician told me
that a college graduate used one of these words the other day when
seeking medical advice concerning her baby. Here is an intolerable
situation that must be improved by establishing in popular usage the
dignified scientific words for the chief sexual organs. We must begin
to do so by teaching the words frankly to boys of adolescent years, and
by persuading parents to teach their children correctly.
[Sidenote: Sex-physiology.]
Having learned the structure and names of their sexual organs, boys may
easily understand the function of each part if explained in simple
language. Ten or twenty minutes ought to be enough time for stating the
important facts. One printed page could state them clearly. Here is the
time for personal hygienic advice, especially such topics as: rules for
self-control; harmful habits (see discussion of masturbation in Sec. 26);
sexual activity not necessary for health; occasional nocturnal
emissions not pathological.[16]
[Sidenote: Female organs.]
I believe it is well for boys of adolescent years to know a few leading
facts regarding female structure and function, but such knowledge is
best learned from oral description by a well-balanced teacher. Diagrams
and (in some schools) a demonstrated dissection of a cat or other
animal will be helpful. The meaning of the ovaries as sources of the
egg-cells and of the uterus as the place for development of the
fertilized egg-cell should be explained in a serious way that will help
boys get some fundamental ideas as to what motherhood means Boys,
moreover, should be informed concerning the existence of the periodic
disturbance in the other sex, for unless they know they are sure at
times to misunderstand their sisters and other girls. Professor W.S.
Hall has stated the essential information in "Chums" (for boys twelve
to sixteen), but his comparison of periodicity in the two sexes is not
strictly accurate, for there are not in men any sexual cycles that are
strictly comparable with the menstrual cycles of women.
[Sidenote: No pictures.]
It is probably best, as urged by several writers, that the life-like
illustrations, some of them photographic, in books of human anatomy be
kept away from boys of early adolescent age. Diagrams can be made to
explain all that is necessary, and without the danger of stimulation
that might come from the illustrated medical books.
[Sidenote: Embryology.]
The embryological facts of human biology are very impressive to boys
and young men who know little of science. I believe that no other line
of scientific facts is so likely to claim a serious and respectful
attitude. The ideal way for giving a popular glimpse at human
development is with a small series of lantern slides or photographs
from embryological works. Unfortunately, there is no available popular
treatment of the main facts of human development, but teachers trained
in biology can easily glean the facts for the preparation of a short
lecture.
[Sidenote: Social diseases.]
Since the venereal diseases are due to micro-organisms, I believe that
they should be introduced in connection with the study of bacteria and
other germs, either in school courses or in popular lectures. Such
instruction should be very brief.