W.S. Hall's books for boys are the most
reliable, and his "Life Problems" is the best selection of facts for
girls; but some mature readers criticize the style of presentation.
Some other books for adolescent young people are mentioned with
critical notes in the bibliography at the end of this book. There is
still plenty of chance for authors to experiment in writing books of
this class.

Sec. 23. _General Literature and Sex Problems_

[Sidenote: Sex in literature.]

In the world's best literature there is much that teaches important
lessons in the field of the larger sex-education. In the guise of love,
sex problems have always held the prominent place in all literature.
Many a great book teaches direct or positive lessons by holding up high
ideals for inspiration and imitation; but some of the most impressive
lessons are in negative form, especially in fiction that deals with the
tragedies of life.

[Sidenote: Religious books.]

As examples of literature of direct influence in helping many young
people solve the problems of sex, we think first of that which holds up
high ideals of personal purity, such as the Bible and other religious
books. There is no doubt that such literature has a tremendous
influence on many young people; but it has little influence on others,
probably in part because the somewhat mystical style of most religious
writings is meaningless to many people.

[Sidenote: Appeal of poetry.]

It is a fact that many young people who refuse to be interested in
religious literature may be influenced for sexual purity by the
emotional appeal of some general literature. This is especially true of
romantic poetry. I believe that the high "idealism" of love inspired by
Tennyson's "The Princess" and "Idylls of the King," by Longfellow's
"Evangeline" and "The Hanging of the Crane," by some of Shakespeare's
plays, and by other great poetry with similar themes has had and will
continue to have greater influence on the attitude and ethics of many
young people than all the formal sex-teaching that can be organized.
Hence, I believe that teachers of literature should be led to take
interest in the larger sex-education to the end that by selection and
interpretation of great masterpieces they may contribute in a valuable
way to the solution of some of the problems that have their center in
the deeper nature of sex.

[Sidenote: Importance of interpretation.]

Interpretation of literature by teachers is ve