t a year's course in biology; but it is a demonstrated fact that
a few isolated lessons do not give the attitude that comes from a good
course of biology taught with the view to culminating in special
sex-instruction.

[Sidenote: Literature and attitude.]

Only recently has it been pointed out that one's attitude towards sex
may be profoundly influenced by reading certain general literature that
holds up high ideals of love and sex and life. It will be most
convenient to consider the influence of literature on sex-instruction
in another lecture (Sec. 23).

[Sidenote: Teaching personal sex-hygiene.]

Now let us consider the general bearings of the personal sex-hygiene
demanded by the second aim. For children under ten and twelve the
necessary hygiene should be presented personally (see Sec. 25). For young
people of adolescent years there are four possible ways of instruction
in personal sex-hygiene: (1) It may be added naturally to a course or
series of lessons in general hygiene including the problems of health
for all systems of organs. (2) It may be included in a study of
vertebrate and human reproduction in a course of biology or zoology.
(3) It may be presented by a special lecture that is independent of all
regular courses of study. (4) Special booklets may be put into the
hands of young people. Let us now examine each of these ways:

[Sidenote: Sex-hygiene in general hygiene.]

(1) Sex-hygiene as a natural part of a series of lessons in general
hygiene is most satisfactory when preceded by biological nature-study
or high-school biology in which life-histories of organisms have been
studied for the sake of attitude. At present we lack satisfactory
textbooks for this kind of correlation. There is a strong reaction
against independent courses of hygiene in high schools, and the next
plan is becoming more common.

[Sidenote: Hygiene in biology.]

(2) The inclusion of the necessary hygiene of all organs in courses of
biology or zoology that have emphasized physiology and its bearings on
health is the best arrangement so far proposed and tested in practice.
It has been tried with success by Dr. W.H. Eddy in the High School of
Commerce, New York City, and by other high-school teachers working
along the same lines. The arguments for teaching general hygiene on a
biological basis have been presented in the last chapter of "The
Teaching of Biology in Secondary Schools" by Lloyd and Bigelow, and put
in textbook for