savings
scheme. Even if such a procedure could be devised it would apply only to
those who have become delinquents when the major consideration should be
given to the problem of the pre-delinquents. This is a matter to be
considered further in Section XVI of this report.

_XI. Information on Sex Matters_

For many years the expression "sex instruction" has been used and
understood by most people. The Committee makes clear its appreciation of
the fact that the term is inadequate as not indicating that the sexual
relations of man and woman should be a harmonious blend of the physical
and the spiritual. Many parents of children will agree that they
themselves obtained only a knowledge of the mechanical aspects of sex
from school companions. Even this information was often gleaned from
undesirable conversations. Such parents wish that their children should
receive this knowledge in a totally different fashion.

The terms "sex instruction" and "sex knowledge" are employed here for
other terms are not yet in common usage.

In some of the cases investigated by the police the children concerned
appear to have been very ignorant of the rudimentary facts of the
subject. In other cases they showed knowledge far in advance of what
would be expected. This advanced knowledge was, however, only in respect
of isolated portions of the subject.

The striking contrast between ignorant and precocious children confirms
the view that a statement is required as to when the information should
be given, who should give it, and what should be its source.

=(1) When Should This Information be Given?=

The best time to give any information is when a child asks a question.
The simple answer giving no more than is necessary is the desirable one.
The question "Mummy, where do babies come from"? should not involve a
dissertation on sex. If this method of approach is clearly understood,
the parent need never be worried about the time to impart information.

=(2) Who Should Give This Information?=

As children show varying degrees of curiosity concerning the subject at
varying ages, the initial information should not be given as part of
school instruction, but should come from a parent or parent-substitute.

Since parents are obviously those best suited for imparting this
knowledge, why do they so frequently fail to carry out this duty--a
failure that is not restricted to any intellectual or economic group?

First, there is a sense