wisely, indeed, but
also resolutely and effectively, to provide clear, true, scientific
knowledge of the origin of life and the laws of sex. The educator can,
must, and will answer truly and purely, all questions in these matters on
which the child and youth are now left to random, miscellaneous,
clandestine sources, and get vile, false, and pernicious answers.

* * * * *

As childhood passes into youth and the pubertal changes begin, the
objective curiosity of the earliest years passes gradually into the
intense concern of personal problems. The general principle is the same:
do not drag in the subject of sex and reproduction, but do not evade or
ignore it when it appears; deal with it truly, purely, honestly,
fearlessly, as an essential and organic part of truth and life.

The safe and happy outcome in these personal problems can be guaranteed in
only one way--that the young person should be able to turn with complete
confidence and little embarrassment to some trusted and intimate
counselor, preferably the parent, but otherwise physician, pastor, older
friend, with whom he has already discussed sexual questions, and who he
knows will receive his advances with sympathy, answer his questions with
frankness and intelligence, and hold his confidence sacred. Happy the
youth or maiden who has such a guide in the crises of unfolding powers and
perils.

The chief problem of this part of the education is the accurate and timely
adaptation of what is taught to the needs of the successive periods of
development. Hence chronological or "calendar" age and school grade are
both unreliable guides to the educator: a group of fifteen-year-old boys,
or of eighth grade boys, includes some who are children not yet entered
upon pubescence, others who are mature,--that is, have attained the power
of reproduction,--and still others who are in process of change. These
three groups cannot be treated identically; each period has its own
peculiar needs. The problem of sorting out the individuals and meeting the
needs of each group is difficult because of our traditional neglect of the
whole task. But of any particular lesson we may agree with him who says,
"Better a year too early than an hour too late."

The earliest safeguard, rather regimen than instruction, is the
inculcation of the idea and habit of "Hands off" the sex organs. The
little child is taught this by his mother, and it becomes second nature.