those who may be called upon to give sex-instruction as
class work in schools, colleges, churches, the Y.M.C.A., the Y.W.C.A.,
and other educational organizations.

The chief question for discussion in this lecture is that of selecting
the teacher of those phases of sex-instruction that are directly
related to human life, that is, personal sex-hygiene and sex-ethics. So
far as biological facts of sex are concerned, there are no special
problems such as may not be handled by teachers of biology in general
according to the accepted methods (see Lloyd and Bigelow, "Teaching of
Biology in the Secondary School" and Bigelow, "Teacher's Manual of
Biology").

[Sidenote: Regular teachers if possible.]

As already suggested, a large part of the sex-instruction is simply an
extension of biological science, hygiene, and ethics; and in secondary
schools and colleges should be given by selected teachers of the
regular staff and whenever possible as a part of regular courses. There
may be some necessary modifications to this plan; for example, in
Teachers College the course on sex-education and another series of
lectures on sex-physiology and hygiene for women are open to students
who do not take the biology courses in which the sex-instruction
logically belongs.

[Sidenote: Sex-hygiene and ethics.]

The culminating stages of any complete scheme for formal sex-education
of young people will be sex-hygiene considered in its strict sense as
that special phase of sex-education which deals with problems of
health, and sex-ethics which determines the responsibility of
individuals for control of sexual instincts. While nature-study and
biology and general hygiene may be organized so as to present the major
portion of the facts which should be included in a complete scheme of
sex-instruction in schools and colleges, the application of these facts
to personal life is the most difficult problem of sex-education. In
fact, it is the only real problem, for long before sex-education became
a definite movement the most efficient science teachers were presenting
the fundamental facts on which we now propose to build with certain
hygienic and ethic instruction which directly touches the personal life
of the student. As already said, the human application will require
only a few lessons, preferably in connection with nature-study,
biology, ethics, or hygiene. But although brief, such instruction is
the keystone in the arch of sex-education, and