[Sidenote: Public has lost interest in sensationalism.]
I hear many questions as to the probable future of sex-education. I am
asked: "Is it moribund?" "Is it a disappearing fad?" "Has not the high
tide of interest passed?" No doubt such questions are inspired by the
oft-repeated statement that public interest in sexual questions has
waned decidedly in the last few years. This is true, and it is a most
fortunate indication of approaching sanity. The public interest in the
last decade has been most deplorable, because it has centered in the
abnormal and sensational aspects of sex. Authors have vied with each
other in presenting the most lurid cases of social diseases, white
slavery, sexual perversions, and every other available aspect of sexual
degeneracy. Of course, the reading public was bound to grow tired of
this, just as it wearies of a horrible murder trial or of a
sensational divorce case. It is certainly true that there is a marked
decline of general interest in sexual abnormality and sensationalism;
but that does not mean that the sex-education movement is moribund.
[Sidenote: Sex-education permanent.]
The wave of sensational revelation has passed; but the intelligent
public is no longer ignorant of the nature and causes of the great
problems of sex, and is well aware that young people need definite
guidance for facing the facts of life. It is unthinkable that
intelligent parents who are now well informed concerning sex will ever
again stand for the old policy of mystery and silence. It is,
therefore, impossible to believe that there is any danger of
sex-education disappearing. Of course, we have not reached a permanent
system of sex-education. There certainly will be vast changes in our
approved subject matter and methods of teaching; but the main idea of
the sex-education movement is gaining support every day.
[Sidenote: Sex-education fundamental.]
There is another reason why sex-education will be permanent. In
addition to the great need of educational help with information and
influence which will mold the individual life with regard to the
problems of sex, it must be evident to all that even the legislative,
sanitary, social administrative, religious, ethical, and other attacks
upon the problems depend upon knowledge and attitude, at least of the
leaders. Look at the problems of sex outlined in the earlier lectures
from whatever angle we will, and it appears that, in the final
analysis, education offers the only key to a possible solution.
Therefore, I assert that sex-education--the larger sex-education--is an
absolutely fundamental factor in every phase of the social-hygiene and
sex-ethical movement.
[Sidenote: Ultimate effect of sex-education.]
In closing the last lecture of this series, let me state my confession
of faith in sex-education: It is certainly only _one of several_
possible lines of attack on the alarming sex problems of our time; but
it offers the most hopeful outlook towards improved sexual morals and
health, both physical and psychical. However, we shall gain nothing of
permanent value by extravagant claims or hopes as to the ultimate
effect of sex-education. We must expect incomplete results. It will not
entirely solve the sex problems for all individuals who receive
instruction; but it will solve all of the problems of many individuals
and help many others. It will not eradicate the social evil and its
characteristic diseases, but it will protect many young people and so
reduce the sum total of awful consequences. It will not prevent all
divorces and matrimonial disharmonies, but already the biological
teaching is helping and some day the social-ethical problems will be
understood and then most intelligent men and women will understand the
fundamental principles for permanent and harmonious monogamic marriage.
Finally, sex-education will not enforce universal sexual morality in
conformity with our accepted code, but it will help many individuals
through decisive battles with sex-instincts.
[Sidenote: Sex-Education and general education.]
Such are some of the lines along which extreme claims and hopes for
sex-education have been and are still being made. There is some truth
in each; in fact, there is more than enough to justify the present
movement for sex-education. To all those who see nothing in the
movement because it will not solve all the sex problems which have
created a demand for special instruction, we may reply by simply
pointing to the fact that general education makes some better and more
efficient citizens, but many times it fails to give desirable results.
We believe in general education because it aims to offer all
individuals help in preparation for more efficient life, although it
succeeds only in part. Likewise, we should stand for the instruction of
all young people in matters concerning sex because it is certain that
such knowledge will function completely in many lives and will work
appreciable good in many others.
[Sidenote: A permanent and essential part of education.]
I cannot believe that sex-education is one of the long line of modern
educational fads which quickly pass their day, for no other phase of
education so closely touches life. History and geography and even a
large part of the "three Rs" may be of little use in the lives of
numerous people, but sex-education deals with problems which the normal
human life cannot possibly avoid and which each individual must be
prepared to solve for himself. Therefore, we may confidently assert
that instruction concerning the most important aspects of sex processes
and relationships will soon be recognized as an absolutely necessary
part of a rational and efficient scheme for the education of young
people.
[Sidenote: The never-ending problem of good and evil.]
The larger sex-education is sure to have a permanent place in the
never-ending work of preparing coming generations for the highest
development of life's possibilities. Each succeeding generation of
young people must be prepared by educational processes to face
intelligently and bravely the problems of sex that are sure to come
into every normal life. Of course, sex-education at its best
development can do no more than give the individual a basis for
intelligent choice between good and evil; but here, as in all other
upward movements of human life, the decision must depend upon a clear
and positive recognition of the advantages of the good as contrasted
with the evil. Hence, the one essential task of sex-education in its
broadest outlook is to guide natural human beings to recognition and
choice of the best in the sexual sphere of life. And in so far as each
coming generation of individuals may be thus guided by the larger
sex-education, the problems of sex will be pragmatically solved, for
the social aggregate of human life will become better, happier, nobler,
truer, more in harmony with the highest ideals of life, more like our
vision of perfected humanity.