SEX-EDUCATION 165 



(a) Much may be done in adolescence by 

 developing external preoccupations and in- 

 terests and real responsibilities; by opening 

 up paths of legitimate excitement in work 

 and play, in art and wholesome adventure, 

 in dramatic and musical exercises; and by 

 making certain that there are disciplines in 

 enduring hardness for instance in scouting, 

 in boys' brigades, in girls' guildries, in climbing 

 and swimming and exploring. As Stanley 

 Hall says in a sentence : Develop motor 

 activities. It seems good sense that in the 

 practice of these the sexes should be generally 

 separate, but sometimes together. 



(b) General assent will also be given to a 

 second proposition that we should develop 

 all forms of education (religious, ethical, and 

 imaginative) which fill the mind with noble 

 examples ; which exalt the sentiment of human 

 love by associating it with the chivalrous, the 

 poetic, and the romantic; and which set a 

 premium on self-control, courtesy, mutual 

 respect between the sexes, and healthy- 

 mindedness. In short, we must hitch the 

 sex-wagon to a star. 



(c) While agreeing to respect the natural 

 instinct of reserve in regard to sex, teachers 

 will probably admit that it is not a very 

 dignified device to shy off from the facts when 

 they present themselves in the course of 

 studies in history and the like. " Bowd- 

 lerism " defeats its purpose. What is to be 

 suggested is that mystery is observed because 

 sex is sacred, not because it is shameful. 

 Without drawing morals in any wooden way 

 it is surely possible to suggest from history 



