PAPER BY DR. WILKINS.

White Ribbon, Volume 26, Issue 309, 18 March 1921, Page 3

PAPER BY DR. WILKINS.

(Medical Director of Education.)

MORAL EDUCATION RELATING TO SEX. • There is no question but that the most vital, and at the same time the most neglected, aspect of our educational system is that relating to sex matters. That there is serious need for something to be done in this direction to counteract the sexual evils with which society is infested must be apparent to all. 1 propose to review briefly the main points centring round the problem of sex education in order to come as quickly as possible to the practical issue. GENERALLY AGREED THAT IT IS DESIRABLE. At the outset 1 would lik* to emphasise that there is now amongst thos« who have studied the subject, practically no difference of opinion as to the desirability of specific instruction. B.g :• low, a recognised authority on the subject, says, “It now appears that the great majority of educators, scientists, sociologists and intelligent citizens in general have accepted the arguments for sex instruction.” The causes of sexual evil are ignorance, misguidance and perversion, inadequate realisation of responsibility, an 1 lack of control. All these point indisputably to an educational remedy. "The only safe and sure road to the needed control of sexual actions i.s to lie found in knowledge.” It is not of course implied that all the evils connected with sex can be eradicated simply by giving some special instruction to young people. The task is in reality a gigantic one; but liecause of its magnitude, and its intimate bearing upon almost every phase of lile, it is all the more imperative that it should be definitely taken into account in our educational scheme. I go so far as to say that all efforts for the control of venereal disease, and the combatting of what is called the Social Evil are largely doomed to failure unless combined with an attack upon tin* trouble at its source, namely, by early and definitely planned instruction of the children. 1 am convinced that no progressive country can now for long evade this imperative and tremendous responsibility.

THE RESPONSIBILITY INEVIT ABLE. It i.s not left to us nor the parents to decide whether sex Instruction should b* given, or not given, because sex instruction of an undesirable nature is being given, and will continue to Ikr*vcn, until we assume our responsibility by taking the matter into our own hands. What we have to decide i.s w hether parents and trained teachers, rather than playmates, and other unreliable persons should Ik* the instructors. It is futile to object that more harm than good might result from sex* education, for nothing could Ik? worse than the illicit teaching, which it is impossible otherwise to eliminate. The giving of reliable and wholesome instruction lias been shown to do away with unclean talk amongst boys: its cause being at bottom a desire for knowledge. Many writers vouch for the incalculable lieneflt to young people w hich has resulted from tne giving ol such instruction. ITS SCOPE DEFINED. It must lie made clear that sex education is not merely sex hygiene. H is only a minor part a problem of hygiene. “Sex education in its largest sense includes all scientific, ethical, social and religious instruction and influence, which directly and indirectly may help young people prepare to solve for themselves the problems of sex that inevitably come in some form into tinlib' of every normal human individual.” —Bigelow. The teaching is pre-eminently the function of parents. The vast majority of parents, however, do not, will not. or cannot undertake it. A large proportion never could undertake it. It is, therefore, futile for a system of public education to seek to evade this responsibility on the pica that under ideal conditions it is the parents’ duty. One of the ways of influencing parents i c through their children, and in any case the children arc to be the fqture parents. An attempt must at thi same time be made to influence parents directly, and the circulation of leaflets on tlie subject must form part of such an educational campaign. All writers on the subject are agreed that the instruction must l»egin early in life. It is in early childhood that the deepest impressions ait* made, and the attitude decided. It should lie em

phasised that although the imparting of certain information necessarily forms a part of sex education, yet the vital matter is the creation of a wholesome attitude to questions of sex. A SUI»I*OSED DIFFICULTY. TUo givat difficulty in broaching tie. subjtet is 'h** shyness and reticence of adults. It is feared that in a class the children will “snigger.” that they will "think it queer,” that they will share the sense of shame which the average adult commonly feels in other words, that the children’s minds have already lieen perverted, and are no longer innocent. This difficulty has impressed upon the minds of many that the teacher must be of a very exceptional personality. This difficulty, which 1 believe is the greatest difficulty of all, can Ik* to a great extent, if not altogether, obviated by the simple expedient of commencing the instruction sufficiently early before perversion takes pluce. The Hon. E. M. Lyttelton, former Headmaster of Eton College, whose knowledge of boys, and whose authority to judge in such a matter is indisputably of a very high order, has emphasised thus. He says: “Y’oung children are in reality innocent of impurity, indescribably eager for knowledge, and perfectly trustful of their parents. The child mind is a ‘tabula rasa' on which these first impressions can be written without the slightest difficulty. There is, in fact, something awe-inspiring in the innocent readiness of little children to learn the explanation. They receive it with native reticence, truthfulness of understanding, and guileless delicacy. ... It is of overwhelming importance that the right presentation of the subject should be the first one, that the right teaching should forestall any perversion of the imagination by irresponsible companions. It is the first presentation of this subject which prevails over ail others.' NATURE OF THE EARLY IN STRUCTION. It is generally agreed that questions and surmisings regarding the facts of maternity and birth commence between the ages of 7 and It would 1m- well that even previous to this probably from 6 to 7—some general instruction Ik? given with a view to preparing the child's mind for the latct more definite teaching. This preliminary teaching

would include certain general aspects of animal, bird, and plant life, such as would be best calculated to awaken the child’s sympathy and inculcate ideas of kindness and considerate ness. This method of approach should be largelx used throughout the whole subject. This is important for two reasons. First, the facts relating to the propagation of life, of parental care and the helpless ness of the young, are presented as part of the many forms of animal and vegetable life, as u law of life in gem - ral. As a result, the later facts in their application to human life arc not viewed in isolation or as in any way peculiar. Secondly, the factors so lack mg in the sexual evils of to-day, and which are so essential to moral and responsible conduct, are a sense of decency, of fair play, of consideration for others m short, of playing the game. Any lesson which broadens the child’s sympathies and teaches fair play, whether it be in physical training, in natural history, or in literature, has an important bearing upon the problems of sex, and contributes to the larger Hexeducation. All through the education of the child, this aim should lx* kept constantly in view. The early part of the subject up to about 9 or lit years of age -could be dealt with by the general teaching staff as part of the ordinary school work. For the teaching to be given preliminary to and after puberty, special teachers are required. All authorities a tv agreed that this part of the subject, lieing of a personal and more or less delicate nature, can, under present conditions, lx* l>ost handled only by specially suitable teachers. SHELIA L TKALH ING FOR AN I* SIT> SKiJI’ENT TO JTBKKTY. It has l»een urged by some writers that this special teaching should Is presented as a part of or in connection with some other subject, for instance. hygiene or biology, or both. I think that the value of this method of approach has been exaggerated. It is. T feel sure, due to a feeling of timidity about coming straight to the point. What we have to recognise is that the young people are urgently in need of plain and definite advice concerning an essentially human and personal matter. Why beat about the bush in largely ir- ■ relevant preambles about plants and animals? It is the personal application of the facts which is ol value. Lyttel-

ton has strongly emphasised this. The aim would, of course, be to regard and to teach the subject in its proper relationship as an aspect ui life and as a part of general education, and not as a special subject in a water-tight compartment. Another strong argument for the direct method of approach is that it is the only practicable one. H> this plan the period requiring treatment by special teachers, namely, from a!>out 10 onwards, could probably in all the primary schools of New Zealand b<> deftii with by a staff of four men and four women. Girls are of course as urgently in need of guidance as boys. OI’TLINE OF SPECIAL TEACHERS WORK. The subject matter which would l>c dealt with by these special teachers would Ik* roughly as follows: First, the presentation to the child of from 10 to 12 years of age of a fuller outline of the facts relating to birth and imrcnthood. Such an outline has been sketched by Lyttelton and others, and would have the undoubted effect of inspiring respect for parenthood and of deepening affection for parents. This teaching would, of course, be linked up with the earlier stories about animal life and human birth. At from about 12 to 15 one or two special lessons would lx* given supplying the much needed guidance during puberty. In all these lesson.-* the teaching would In• imparted in such a way as to impress upon the young people the seriousness of the responsibilities connected with their sexual nature. No morbid or abnormal facts would be presented, but a bright, whole some, and natural outlook encouraged. The powers of control would l>c developed with a view to happiness and Imtlth. and decency, and not from a fear of disease or other unpleasant consequence. The whole subject would be strongly linked up with health, and the value of out door life and athletics emphasised. Some vety careful allusions to self-abuse might be made, and an opportunity given for confidential talks with individuals. ADOLESCENCE. During the so-called dangerous period of adolescence some lessons of special value can Is* given. The fuller meaning of much of the earlier teaching can at this stage be appreciated and its application to human life better under-

stood. Ideas of chivalry and courtesy to girls and women can be inculcated in practical ways; a sense of decency, fair play, and true manliness towards women of all classes can be inspired as a common code of honour. I believe that the rising manhood of New Zealand is of such a quality that it would be no I'topian ideal to hope to eradicate the subversive and destructive idea common among large classes of men that it is quite normal, fagitiinate, and in fact contributory to complete manliness to seduce and degrade certain of the opposite sex. I have here a lecture for High School boys on virility, which is nothing short of splendid, and should be* in the hands of the headmasters of all High Schools. THE I’RI.MARY SCHOOL IS ESSENTIAL TO THK SCHEME. The teaching during adolescence would be a part of secondary education. In it some difficulty would undoubtedly Ik* encountered if the earlier teaching had not been provided as a basis. Without the earlier teaching in the large majority of cases a perverted and abnormal attitude has been powerfully established. The primary school, therefore, occupies an important and indispensable place in sex education. QUALITIES OF SPECIAL TEACHERS. As far sis the selection of special teachers is concerned, there are certain types who arc definitely unsuitable. Those who are in the slightest degree embarrassed in regard to the subject; those who are in any way abnormal, morbid, or introspective in their attitude to sexual matters, or who have paid too much attention to the morbid or pat ho logical aspect of sex; those who are pessimistic concerning sex problems, and who are possessed of great faith in human nature; and finally, those who cannot command the most serious respect and confidence of their pupils. Speaking generally, the teacher who excels in other subjects will be a good teacher in sex education. An instinctive knowledge of child psychology, a kindly and confident disposition, and the power to command the respect of children these are the essential qualifications. There is no particular advantage in these teachers being doctors; experience in teaching, on the other hand, is of the greatest value. Both men and women w’ould, of course, be required.

With regrrd to tne fitness of the teaching profession to treat the subject adequately, I am very strongly of the opinion that provided a suitable personality is possessed and a broad and flexible aptitude for teaching, a very little special reading and coaching would supply all that is needed in addition. Ii is not a technical subject requiring special knowledge; it is a general subject requiting specially careful treatment. SO MB OBJECTIONS rONSIDEHEI). Some objections will no doubt Im> raised to giving anything in the nature of sex-education to groups or classes of children, namely, that children are not all alike that they develop at different rates, and their minds awaken at different ages. This difficulty, however, applies to class education in all subjects, and is not therefore held to Ik* an insuperable objection to class-education in general. After very careful consideration. I do not think that this need be a special difficulty in regard to sex education any more than in any other subject. Some people hold up their hands in horror at The possibility, for instance, of an explanation of the origin of life being presented to a child whose natural curiosity has not already led to its asking questions concerning it. That such a morbid attitude exist.is at least a demonstration of the great need for enlightenment. The facts relating to natural and wholesome sex life are not evil or shameful, and anyone who does not whole-heart-edly and honestly feel this should have nothing to do with sex-education. On the other hand, Bigelow has emphasised a special value in class education. He says that a child may gain from school instruction something of great social value, for we most remember that the problems of sex which most demand attention are not individual, but social, and that it is of great value tor the child to learn that others outside the home look seriously upon knowledge concerning sexual processes, and that every individual life must be adjusted to other fives, that is. to society. An objection has also lieen raised that there is a danger of “bursting into the youth’s reserve of mind” and destroying natural modesty. But much of what is spoken of as reserve is rather a shame-faced consciousness of illicit knowledge already acquired.

What is needed is to inculcate true modesty by establishing a well-inform-ed, dignified, and frank outlook. PART TO BE PLAYED BY ALL TEACH ERB. Finally, 1 strongly urge that a surve> of the subject of sex-education bo included in the training college course for all teachers. Every teachei has unlMiundcd opportunities for helping in this work at least by “setting a premium on self-control, courtesy, mutual respect, between the sexes, and general healthy-mindednesH." It is not a very dignified device to shy off from tin* facts when they present themselves in the course of studies in h story and the like. All teachers should be carefully prepared to meet and welcome these opportunities as they arise in school work. The sex-life and general education Interact upon each other. As Professors Thompson and Cleddes have said: “The type of physical and intellectual life and education normalise or denormalise the sex life, according as we manage it; and so conversely, the sex-life ennobles or deteriorates the whole general education in its Purn." STMMARY OF SCHEME. 1. That it is essential to include in the Training College course for all teachers, a general survey of the whole subject, ami a definite training in the early teaching. 2. That up to the age of i* or 10 years the instruction is simple, natural, and largely impersonal, and can be undertaken by the regular teaching staff according to the outline sketched. 3. That during the period leading up to and following upon puberty the .•object Ik* undertaken by specially appointed teachers. I. That a special staff of four men ami four women teachers would piohnbly meet the present needs. It is perhaps advisable once mote to emphasise the part to be played by the school teacher in this matter. Except in a very minor and secondary respect it is not a medical subject. We have here to do essentially with an educational problem of a moral and social nature, and in this field the teacher is the highest authority, and should remain such. Oaiy the teacher has the necessary experience in dealing with children; only the teacher is in a position to find the necessary points of

contact through which to link the subject with the general edjec.Hon. It is o*' course recognis»-d that in such a matter as thi progress must bo made with very great caution. It is above all a matter which cannot Ikrushed. Probably many of the present generation of teachers ait* unfitted for it. Our hope lies irf the younger teachers who are passing through the Training Colleges. In conclusion, the duty of the school in relation to sex education is incontrovertible. Bex education lies upon our future path of progress. We cannot escape it; and the sooner we appl> oui-selves to it the better for the welll»eing of our community physically, morally, and socially.