im as a means to the hygienic end; but in the past three
years there has been a decided tendency towards placing emphasis upon
morality, and recently the executive committee of the Society voted to
propose the following revised statement: "The aim of this Society is to
promote the appreciation of the sacredness of human sexual relation,
and thereby to minimize the moral and physical evils resulting from
ignorance and vice." This change of emphasis is well expressed in
President Keyes's report to the Society (_Journal_, Vol. V, No. 1).

As to the relation between sex-hygiene and sex-ethics as phases of the
larger sex-education, there has been much discussion. Several writers
have contended that there is some conflict between sanitary and moral
ends, but have failed to convince most readers that hygiene and ethics
should not be associated in teaching. In fact, the most impressive
sex-hygiene is that relating to social disease, and its value is
chiefly in the ethical appeal for protection of innocent wives and
children.

[Sidenote: Dr. Cabot's view.]

Most prominent of those who have declared that hygienic and moral
teaching should be dissociated is Dr. Richard C. Cabot, of Boston. I
shall discuss his point of view in connection with a later lecture on
"Criticisms of Sex-education" (Sec. 46). In the present discussion of
sexual morality as an important reason for sex-education, it is
sufficient to say that Dr. Cabot seems to disagree with other teachers
on the question of the influence of formal instruction on the morals of
people.

[Sidenote: Moral and hygienic problems.]

Sex-education is now commonly understood to be attempting to solve the
moral as well as the hygienic problems of sex. As suggested before,
these two lines of problems are clearly related but not coincident; for
sexual health and morals are not entirely coordinated. We must not
overlook the possibility that the marvellous progress of
bacteriological and medical science may some day largely reduce the
health problems of sex without improving morality. In fact, sexual
immorality that is hygienic does actually exist to a limited extent.
Such facts indicate that while sex-education was first planned to solve
health problems, the ultimate sex-education must attempt to guide
sexual conduct by moral principles. This coming need of more emphasis
on the moral problems of sex should be clearly foreseen by those who
are interested in sex-education.

[Sideno