Tag: child

  • New FAQs address healthcare workers questions on breastfeeding and COVID-19

    New FAQs address healthcare workers questions on breastfeeding and COVID-19

    Mothers and healthcare workers who support them have many questions and concerns about whether it is safe for mothers with confirmed or suspected COVID-19 to be close to and breastfeed their babies during the pandemic.

    To address their questions, WHO has released a list of Frequently asked questions: Breastfeeding and COVID-19. The FAQ complements the WHO interim guidance: Clinical management of severe acute respiratory infection when COVID-19 is suspected and draws upon other WHO recommendations on infant and young child feeding.

    The FAQs aim to provide information to healthcare workers supporting mothers and families in maternity services and community settings, and communicate how the interim guidance should be implemented. Additionally, the FAQs provide information about the protective effects of breastfeeding and skin-to-skin contact, and the harmful effects of inappropriate use of infant formula milk.

    Accompanying the FAQs is a decision tree which provides step-by-step guidance to health workers on how to support mothers with confirmed or suspected COVID-19 to breastfeed. It provides advice on what to do if mothers are not well enough to breastfeed, as well as appropriate hygiene measures for mothers, including wearing a medical mask if available, to reduce the possibility of the COVID-19 virus being spread to her infant.

    Benefits of breastfeeding outweigh potential risks

    The COVID-19 virus has not been detected in the breastmilk of any mother with confirmed and suspected COVID-19 and there is no evidence so far that the virus is transmitted through breastfeeding. Researchers continue to test breastmilk from mothers with the infection.

    WHO recommends that all mothers with confirmed or suspected COVID-19 continue to have skin-to-skin contact and to breastfeed. In all socio-economic settings, breastfeeding improves survival and provides lifelong health and development advantages to newborns and infants. Breastfeeding also reduces the risk of breast and ovarian cancer for the mother. Skin-to-skin contact, including kangaroo mother care, reduces neonatal mortality, especially for low birth weight newborns.

    While infants and children can contract COVID-19, they are at low risk of infection. The few confirmed cases of COVID-19 in young children to date have experienced only mild or asymptomatic illness.

    WHO’s recommendations on the care and feeding of infants whose mothers have confirmed or suspected COVID-19 aim to improve the immediate and lifelong survival, health and development of their newborns and infants. These recommendations consider the likelihood and potential risks of COVID-19 in infants and also the risks of serious illness and death when infants are not breastfed or when infant formula milk are used inappropriately.

    WHO’s Q&A on breastfeeding and COVID-19 also provides additional infection prevention advice to mothers with confirmed or suspected COVID-19.

    New FAQs address healthcare workers questions on breastfeeding and COVID-19
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    https://www.who.int/news-room/detail/28-04-2020-new-faqs-address-healthcare-workers-questions-on-breastfeeding-and-covid-19

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  • Maternal infections in health facilities

    Maternal infections in health facilities

    A clearer picture of the global impact 

    New research from the Global Maternal Sepsis Study (GLOSS), a major WHO/HRP initiative, shows that infection has a much larger impact on global maternal mortality and morbidity than previously thought.

    Logo of the Lancet Global HealthThe
    results from GLOSS, published in The Lancet Global Health, are the first to provide data on frequency of maternal infections and
    sepsis across the pregnancy and post-pregnancy period, in a large number of health facilities around the world. 

    Around 11 women per 1000 live births had an infection which resulted in or contributed to what is known as a severe maternal outcome – either they died or nearly died – during their hospitalization. 

    Urgent improvement is needed to manage this life-threatening risk faced by all pregnant and recently pregnant women, wherever they are in the world. 

    What is maternal sepsis and how does it lead to maternal death?

    Maternal sepsis is a life-threatening condition that arises when the body’s response to infection causes injury to its own tissues and organs during pregnancy, child-birth, post-abortion or the postpartum period.

    The latest global estimates place sepsis due to obstetric infections as the third most common cause of maternal mortality. However, this only includes infections as a direct result of pregnancy, such as endometritis or post-caesarean wound infections.

    Few
    previous studies include post-abortion infections. Neither do they address indirect infections such as respiratory and meningitis, which are aggravated by pregnancy but not directly caused by it.

    A better understanding of maternal infection

    GLOSS was a massive facility-based data collection effort led by WHO, accompanied by a ‘STOP SEPSIS!’ campaign to increase awareness among healthcare providers.

    The study gathered data on women who were admitted with suspected or confirmed infection during pregnancy or post-pregnancy over a one-week period in 2017. More than 2800 women participated in the study in 52 countries.

    GLOSS included healthcare facilities that care for women during pregnancy, childbirth or at the end of pregnancy, as well as facilities without maternity service but where women could be hospitalized during or after pregnancy, and data on infections
    which are not usually recorded as maternal sepsis, including post-abortion and indirect infections. 

    The result is a more complete understanding of the frequency and impact of maternal infections in health facilities. 

    GLOSS calls attention not only to the wider range of risks faced by pregnant women but also to the long period of time during which they are at risk. 

    Putting global numbers on maternal infection and sepsis

    Overall, around 70 pregnant or recently-pregnant women per 1000 live births were found to have a maternal infection needing hospital management. 

    Across the study, 11 women with either direct or indirect infection per 1000 live births developed a severe maternal outcome, but in low- and middle-income countries up to 15 women per 1000 births were affected.

    Infections were the underlying cause of most of the deaths recorded during the study, primarily post-abortion infection and indirect infections. Infections were also present in about a third of deaths attributed to other causes, such as postpartum
    haemorrhage.

    This suggests that the contribution of infection to global maternal mortality and morbidity may be larger than current reports of maternal sepsis mortality suggest.

    Preventing, identifying and treating maternal infection and sepsis

    Some of the most common maternal infections found in the study, such as urinary tract infections, post-caesarean and post-abortion infections, are largely preventable and treatable.

    GLOSS results suggest that current levels of monitoring and clinical care across health facilities are not enough to prevent, identify and treat levels of maternal infection effectively. 

    For instance, a complete set of vital signs was not reported for a third of the women in the study, on the day their infection was suspected or diagnosed. Delays in antimicrobial therapy were frequent.

    GLOSS also shows marked differences across countries, with the highest burden in low- and middle-income countries, compared with high-income countries.

    This may reflect the impact of broader health determinants in different country contexts. Challenges of overcrowding, limited access to water and sanitation and constraints to safe births by skilled birth attendants can reduce the ability of healthcare
    providers to manage the frequency and outcome of maternal infections.

    An opportunity to implement evidence-based practice

    GLOSS gives healthcare providers, policy-makers, and the public at large an opportunity: to mobilise around these data improve evidence-based practice, and save lives. 

    WHO has produced a number of resources which can support timely action to prevent, diagnose and treat maternal infection, as well as activities such as the upcoming SAVE LIVES: Clean Your Hands campaign
    on 5 May which celebrates the central role played by nurses and midwives in clean health care. 

    In addition, WHO will publish a global sepsis epidemiology report around the 73rd World Health Assembly (WHA) in May, as requested in the
    2017
    WHA Resolution on Improving the prevention, diagnosis and clinical managementof sepsis.

    Understanding why and how infection affects women is essential for equipping healthcare providers with life-saving knowledge and enabling health care systems to bring down global maternal mortality and morbidity.

    Related publications

    WHO recommendations for prevention and treatment of maternal peripartum infections

    WHO Clinical practice handbook for safe abortion

    Global guidelines on the prevention of surgical site infection

    WHO statement on maternal sepsis

    World Health Assembly resolution on Improving the prevention, diagnosis and clinical management of sepsis

    Health Topics

    Antimicrobial resistance

    Infection Prevention and Control

    Water Sanitation Hygiene

    Other links

    Global Maternal Sepsis Study

    SAVE LIVES: Clean Your Hands 5 May 2020

     

     

    Maternal infections in health facilities
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    https://www.who.int/news-room/detail/27-04-2020-maternal-infections-in-health-facilities

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  • PRACTICAL QUESTIONS AND ANSWERS

    When should parents begin telling a child of his origin?—When a child asks about his origin he is old enough to be told the first story. Some children will ask about this by the time they are three or four years old, others not until they are five or six. A normally developing child will certainly become interested in this matter by the sixth year. If a child has not asked about his origin by the time he is six, it would be wise for the parents to ascertain by questioning him whether he has received this information elsewhere.

    If they find he has gained this information from the vicious, what should they do?—I would suggest that they wisely, tactfully and kindly ask him to tell them all he has heard, promising him that they will tell him the real truth in a number of very interesting stories. If he has received only very limited information, I would tell him at once the story of the plants and promise him another story in a few days or weeks about the oysters. If he has received considerable information in half-truth and learned several vulgar expressions, I would tell him these stories of life, one at the time and one each day until I had covered all the half-truths he had learned. I would endeavor skillfully to impress him with the sacredness of the laws of life. I would try to induce him to discard every false name he has learned by giving him the chaste pure names. I would teach him that we should be modest and discreet regarding these organs, and when and how to speak of them; that we should carefully avoid entertaining the idea they are in themselves sinful or that they are our shame and humiliation; that these organs and their functions are sacred, delicate and pure; and that they are our pride and our glory.

    If this advice were universally followed by teachers, ministers and parents among all children over ten, youths and adults, it would immediately reform and purify society.

    “If a child, especially a boy, is not fully satisfied with the information contained in these stories, and should ask for a more detailed explanation of the child’s origin, how would you answer him?”—I would first try to decide whether the child is prompted by natural or morbid curiosity. If the child is sincere, very bright and inquisitive, you will have a very pleasant task and one that should result in only good to the child. I would start with the plant and show just how the two natures reach eachother in the seed. Then I would pass in my detailed explanation to the oyster and fish. I would call his attention to the real visible examples of mating among the insects, birds, and domestic animals. I would call his attention to the father and mother of insects and birds as they build their cells and nests to receive their eggs when laid. I would call attention to the fact that food is stored up in the egg or cell for the young before and after it is hatched. I would call his attention to the fact that among the animals where the young is born alive, that the mother furnishes the young with food before it is born. If the child has witnessed the mating of the birds and domestic animals and this is explained to him in detail, the necessity for a detailed discussion of human mating will be avoided. The child could be informed that human mating is practically the same.

    If the child is prompted by morbid curiosity, the task is a more difficult one, the ideal results are not so certain, but the above method is the only one that can be safely followed.

    To be able to give sex and social purity truths effectively to children and youths, what qualifications should parents and teachers have?—They should have tact or skill. It is possible to approach them in such a way as to do great harm. This qualification comes to one as a result of careful study of these subjects, the{120}consciousness of personal responsibility and a realization of the child’s need of being safeguarded by a clear knowledge of the truth. (2) They should be able to discard all words and phrases they learned from the ignorant on the street and playground. They should be able to use a chaste, simple, scientific sex vocabulary. (3) They should be free from all mental and moral taint. No one can tell or willingly listen to a lascivious joke and then be able to tell effectively a child of his origin, the functions of his sexual system and his temptations and dangers in connection with them.

    “Would it be safe for all parents and teachers to give sex information to children?”—It would, if all possessed the qualifications mentioned. A thief is not the proper person to teach honesty to a child. A liar is not the proper person to teach truth. A tobacco-using father is not the one to teach his boy not to use cigarettes. A swearing man is not qualified to teach his boy not to swear. Occasionally a child is saved from one or more of these vices by becoming utterly disgusted with the vice in his father. The child is an imitator. The child is quick to detect the difference between teaching and practice. One must practice what he teaches, if he expects his child or pupil to accept and follow his teaching.

    If parents and teachers do not possess these qualifications, what should they do?—It is their duty to prepare themselves for this service. Under present social conditions, they are not qualified to be at the head of a family, or to teach children unless they have these qualifications. Those who have these responsibilities upon them and feel that they cannot at present effectively perform these duties can secure the services of others or they can place in the hands of a child or youth a safe and interesting book containing what the child needs to know.

    If a child is told these delicate truths will he not tell other children about them?—That will depend upon the nature of the child, the way he has been trained and the tact used in telling the story of life. Some children have inherited a gossipy nature and some have been unfortunately trained. They would. But most children would not seek to inform other children; they would not seek this information from the vicious when they know they could obtain the truth from parents and teachers.

    Extract from EBook of Self Knowledge and Guide to Sex Instruction, by T. W. Shannon

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  • THE RIGHT OF A CHILD TO A KNOWLEDGE OF SEX

    Social conditions of childhood changed.—The social conditions of childhood have changed much in the last fifty years. Just as our children have opportunities and possibilities far greater than had we when we were children; so they are exposed to temptations and dangers greater than were we, when we were children. The suggestive, and oft-times positively obscene pictures on post cards, in books and on billboards; the viciously immoral literature; the cheap moving picture shows of to-day, were not social problems threatening the purity of our childhood.

    Knowledge of self important.—There were ethical, biological and vital truths that our parents, because of mock modesty and a false and inadequate education, failed to give us in our childhood. This was a serious defect in our early education. We met with temptations, were often overcome by them and we are not what we might have been had we been safeguarded by a better knowledge of ourselves. But, because of the better social conditions of our childhood, we were better able to grow up without this information and with less injury to ourselves, than our children can, without this information, under present social conditions. If we would safeguard the character of the children of to-day and the youths of to-morrow and the manhood and the womanhood of the succeeding day we must give our children a correct knowledge of themselves.

    The confidence of childhood.—When children are born, they have a capacity for learning how to stand alone, crawl, walk, love and hate, speak and read, to judge of what is right and wrong. All they may come to know in the future, true or false, good or evil, they must learn. Coming into our homes without knowledge and utterly helpless, they naturally come to recognize their parents as their rightful teachers and to have absolute confidence in them. Ask a child from three to ten years old who he thinks is the best man in the world. The reply will be, “my papa.” Ask him who he thinks is the best woman in the world. The instinctive reply will be, “my mamma.” The answer may be true or false, but we do not question the sincerity of the child. The greatest calamity that can come to that child, comes when he is compelled by convincing evidence to reverse in his judgment this sincereand implicit faith in the goodness of his parents. No greater misfortune than this, can come to the parents. This natural and complete confidence and dependence of the child gives the parents a very decided advantage over all other teachers in the future training of the child.

    Inquisitiveness of childhood.—It is because of this natural confidence that the child goes to the parents with his many questions. The almost ceaseless activity and playfulness of a child, are in response to nature’s call for exercise in the natural and healthful development of every organ of the body. The many questions of a child are in response to nature’s call for exercise in the development of every faculty of the mind. The unfolding, growing, developing mind of a child naturally asks questions. It is for this reason that a child is said to be an animated interrogation point. Some of the questions of a child may perplex a philosopher, tax the patience of a Job, or embarrass a brass monkey; but the naturalness and sincerity of the child demand honesty, frankness and wisdom on the part of parents.

    How did I get into this world?—At the age of three, four and five the child will begin to ask questions as, “Where does the rain come from? Where does the snow come from? Where do the clouds come from?” When kittens, pups, pigs, a calf, a colt are born, the child very naturally asks about their origin. The child is told repeatedly that he is four, five or six years old; that he has had that number of birthdays and has seen that number of Christmases. He remembers only half of them. He listens with interest to his parents as they relate some thrilling event of years gone by. A bright inquiring child will naturally ask, “Mamma, was I in the world at that time?” The mamma replies, “No, darling, that happened six months before you were born.” How very natural it was for the child to ask, “Well, mamma, where was I at that time? How did I get into the world?” An angel could not be more sincere, or ask a purer question. This was no evidence of the child’s depravity. When I find a child of seven or eight years old who has not asked about his origin, I know that one of three conditions will explain this unusual mental state of the child. (1) The parents have not encouraged the child’s mental development by permitting him to be free in asking questions. (2) The child has heard the story of life told by vicious companions, in half truths, clothed in vulgar language and is keeping his information a secret from his parents. (3) The child is not developing quite as fast as I would like for my child to develop.

    The unsatisfied mind.—When the inquiring mind of a child has once become interested in this question, it is not possible for him to be satisfied until a plausible answer has been received. The child’s future, physical, mental and moral life more largely depends upon the answer given to this question, than to any other question of his childhood.

    The most vital part of a child’s education neglected.—In the past, parents, teachers, reformers and ministers have very largely held to the old theory, that, if children are to be kept pure and innocent, they must be kept ignorant of all information pertaining to sex. We have them learn the physiology, anatomy and hygiene of their brain, heart, lungs, digestive and nervous systems as if their very lives depended upon a correct knowledge of these parts; but we have allowed them to grow up in total ignorance concerning the sacred sanctuary and function of human reproduction, upon which so much of health, happiness and success in life depends.

    Mistakes of the past.—In the past all faithful parents have loved their children as much as we have loved our children. They were as much interested in safeguarding the virtue of their children as are the parents of to-day. They endeavored to train their children in harmony with their ideals of right. Our parents, in their childhood, got the idea that all language and information concerning sex was essentially impure. All their information was received from vicious, ignorant sources. In matured life, they came to see that all the words and language they had heard pertaining to sex and all the mental and moral impressions they had received, had done them great harm. Their experience led them unwisely to conclude that all information of this kind is injurious to a child. They failed to see the difference between receiving only half-truths, expressed in vulgar words and phrases, taught by the vicious and ignorant; and in receiving the pure truth, in chaste language from the lips of a wise teacher, a noble father or a pure mother. A nugget of gold may be pure gold, whether found in a mud hole, a slop bucket, a tar bucket, or a clear stream of water. But, if you come in contact with the surroundings of the gold, your remaining clean, becoming cleaner, or becoming soiled, will depend on the place where you find the gold. The effects, good or bad, of sex knowledge, upon a child are largely determined by where and how he gets his information. If he gets this information from a careful and wise teacher no harm can come from it. If he gets the information from the misinformed and the impure, only harm will follow.

    To teach sex truths, two qualifications necessary.—You would not think of having your child taught mathematics by one, who, himself, was never properly taught, or who knew only half-truths about mathematics. You might not demand of him a moral qualification, if he possessed the intellectual equipment. But, in the teaching of sex, a moral qualification is even more necessary than the intellectual. But few adults are prepared to tell the story of life to a child, and fewer still are prepared to give additional instruction as the child grows older. For one to do this work successfully two qualifications are absolutely necessary. (1) Parents and teachers must have a moral qualification. They must regard the organs of sex and their functions as pure and sacred. If they have the taint of lasciviousness in their thoughts of the creative function, it would be a dangerous experiment for them to attempt to teach their children about the origin of life, or to give other instruction to those more advanced in years. The misinformation and false education they received in childhood and the consequent mock modesty, are the greatest difficulties in the way of their performing this sacred duty to their children. For this reason the adult classes are as much in need of correct instruction in sex as are the children. (2) Parents and teachers must have a mental qualification. One-fifth of the names referring to the organs of sex, their functions and their abuse, that adults are forced to use when they try to express their thoughts about sex, could not be found in the dictionary, and, one-half of those that could be found in the dictionary would not refer in their meaning, even remotely, to the sexual system. They picked up these words in childhood from ignorant schoolmates and companions whose minds were tainted with debasing thoughts of sex. The use of these vulgar words, in the presence of a boy who has heard them before, suggests to his mind that which is lascivious. Those who would teach these things, to the young or old, should be able to command a chaste, clean, plain, language.

    How a father failed.—During one of my courses of lectures, a cultured lawyer invited me to his office for an interview. He reproduced, in language and gesture as best he could, a speech he had made to his twelve-year old boy warning him of the dangers of the secret sin. I saw the lawyer was deeply interested in his boy. He loved him and was deeply concerned about his future. The language he used was the same he had learned when a boy and the same his boy had evidently heard on the playground. I question whether the father’s advice did his son much good. Here was a case where good service was neutralized by suggestive language.

    How a teacher failed.—A few months ago I lectured in a city where immorality was appalling. The superintendent of schools called into the chapel about six hundred boys, from ten to eighteen, and attempted to lecture them on social purity. He soon became embarrassed, used some street terms, excited lascivious thoughts, looks, smiles and laughter among the boys and utterly failed in his efforts. If this lawyer and teacher failed with the advantages and solicitude they must have had, would not the great mass of parents, teachers and ministers fail for the same reasons.

    Parents not wholly responsible.—A few editors, doctors and reformers have censured parents severely for not teaching their children the truth on these subjects. They should remember that ten years ago a very few parents had read a sane book or listened to an intelligent lecture on these subjects. Their only information had been gained from the playground and street on the sly. Courses of lectures, adapted to age and sex, should be given in every community. Ministers, teachers, physicians, merchants, parents, young and old, educated and uneducated, all should hear them. A few standard books on sex-hygiene and social purity should be put in every home. Jesus said, “Ye shall know the truth and the truth shall make you free.” More people are in physical, mental and moral slavery because of ignorance concerning the laws of sex, than all other causes combined. It follows that those who have learned the truth should impart it to those who have it not.

    How children have been treated in the past.—We have seen how parents have been led in the past to conclude that all information as to the origin of life is injurious to a child. For a child to inquire, “Where was I before I was born? How did I get into this world?” was a sure sign of his depravity. As a result of these traditionary ideas some parents have slapped a child for asking about his origin. Still, others have scolded and ordered the child from the room, commanding him never to ask such ugly questions again. What must be the feelings of a child treated in such an unappreciative and heartless way! Such treatment has never satisfied the inquiring mind of any child. Under such treatment a child will go off alone, pained and puzzled to know what was wrong in that simple, natural, honest question. In most cases the child’s question has been evaded by some one of a hundred falsehoods about “swamps,” “sinkholes,” “hollow logs and stumps,” “bird nests,” “storks,” “old women,” “doctor’s satchel,” and “under a cabbage head.” When only a small boy, I was called from my bed early one spring morning to see a beautiful colt the mare had found. For awhile I looked at the colt with admiration and wonder. Then I very naturally inquired, “Where did the mare find her colt?” I was told that she found it in a nearby brush pile. For the next six months no brush pile escaped my eager eyes.

    An example.—On my second lecture trip through Canada, a father told me how he answered his little girl’s question, “Papa, how did I get into this world?” His answer was as follows: “Daughter, God dropped you out of heaven one day while it was raining. Papa saw you falling from a cloud and ran out and caught you in his arms and brought you into the house.” That father was boasting of his tact and wisdom.

    Another example.—A mother in the South, in reply to a similar question asked by her five-year-old boy, said: “Son, God sent you into this town on the Cotton Belt train, about three o’clock one afternoon. The doctor was at the depot and saw you. He knew that we wanted a little boy, so he put you in his satchel and brought you to mamma.” When this mother related this to me, her boy was nine years old and had not asked her another word about his origin. At the close of my lecture, with tears in her eyes, she said: “Professor, do you suppose that my little boy has been hearing vulgar stories and is keeping his information a secret from mamma?” “Yes, nine times out of ten, if you have a bright boy,” was my reply. Upon investigation she found that her boy had been hearing vulgar talk for about three years. How long do you suppose it will take that boy to eradicate from his mind and heart the evil effects of such training? It is not a question whether your child and mine shall get this information or not. That question is settled. The child will get the information. The questions for us to settle are: When shall this information be given? Who shall give it? What shall be given? How shall it be given?

    Results of the old method.—I shall not call in question the love, sincerity and honesty of these parents. In most cases they were sincere and did the best they knew how. I am concerned about the results of this time-honored method. Did the old method of deception, misleading and false replies ever satisfy the inquiring mind of a child? Did the old method ever make a child wiser? Did it ever lead a child to regard human reproduction as delicate, sacred and pure? Did it ever lead a child to greater love and faith in its parents? Only negative answers can be given to all these questions.

    How the child finds out.—As a rule, it is not long after a child becomes interested in his origin until some older child, a playmate or servant will say, “I know something that you do not know. You would like to know it. It is how little children come into this world. I will tell you all about it, if you will not tell your mamma and papa about it.” I do not care how good the child may be, how well trained, or how obedient: such is the intense interest of a child in the mystery of his life that he will agree to keep the story a secret. Now the child listens eagerly to the half-truths, couched in impure language and gets a perverted vision of the origin of life.

    What are some of the results?—Five very sad misfortunes have come to the child. (1) The child has learned that his parents evaded his question; in most cases, he discovers the answer to have been a falsehood. (2) To the extent that the child comprehends the falsehood, does he lose confidence in his parents. (3) He has learned to keep these vital matters a secret from his parents. (4) The child cannot think of his parents’ relation to the initial of his life, except in terms of vulgarity. Early images do not easily leave the mind of a child. Ugly words, impure pictures, obscene language, with all their vile suggestiveness, ofttimes remain through life. (5) He regards the organs of sex and their functions as vile and sinful. God never planned that any human being should entertain any such degrading and demoralizing views of the divinely created organs and function of human reproduction. It is impossible to estimate the evil effects of this false training. Yet, there are many people, often very religious, who estimate their modesty, refinement and culture by the degree of conscious shame they have when questions of sex are referred to. Just to the extent that we fail to see that God is the author of sex, that sex is sacred and pure, our glory and not our shame, has a false training degraded us.

    Boys lose confidence in their parents.—You ask, does a child lose confidence in his parents when he has discovered that they have told him a falsehood about his origin? Certainly he does. In the past three years not fewer than seven hundred and fifty young men from eighteen to thirty-five have written me for advice in regard to their youthful indiscretions. One question I have invariably asked those young men, “Did your father ever warn you of your sexual dangers?” Only two have replied in the affirmative. Those young men were once as innocent and pure as your little boy. They first went to their parents for information about these delicate matters. They were treated as I have described. They received their information from sources and in a way that led to sexual abuse.

    Girls lose confidence in mother.—While on a seven thousand-mile lecture trip, in company with twenty other lecturers, conducting purity conventions in many of the large cities in the United States and Canada, after the evening sessions were over, in company with one or two detectives and other parties of our crowd, we visited the “red light” districts and saw several thousand erring girls from twelve to twenty years old. Those girls were once as innocent, pure and sweet as yours or mine. They first went to their mothers and asked about the origin of their lives. Those were golden opportunities for safeguarding the virtue of those girls. More easily than at any other time in life could those girls have been impressed with the sacredness of sex. At no other time in life is it so true that “an ounce of prevention is worth a pound of cure.” Much more of Christian effort is put forth to rescue the fallen than to prevent the youths from falling. More churches are open to lectures on rescue work than on preventive work. More money can be raised for rescue work than can be raised to prevent youths from falling.

    Boys and girls want to know the real truth.—One morning a number of high school boys requested that I give them a lecture more advanced than the one I had given. While passing through the hall, at the close of this special lecture to the young men, I was approached by the lady principal with the request from the high school girls for a special lecture. She told me that fourteen had made the request and that several added: “We wish that Prof. Shannon was a lady lecturer. There are so many things we would like to know, but would hesitate to ask a gentleman lecturer.” Then the lady teacher added, “I said, girls, why do you not ask your mamma for such information?” With hands uplifted, a look of surprise, a gasp for breath, those girls replied: “I would not think of asking mamma such questions.” Why not? Let me tell you why. When they were little innocent girls they went to their mothers with their first questions of sex. They were treated as already indicated. Their inquiring minds and unsatisfied interests in the mysteries of life led them to go elsewhere for this information. It was at this point in their lives that a chasm started to form between themselves and their mothers. There is not one boy in twenty-five who will go voluntarily to his father for information or advice about his sex-nature. The same statement is almost as true about girls and their mothers.

    1,000,000 children adrift.—1,500,000 children are born annually in this Christian nation. One-third of this number die before they are ten years old. Annually one million children inquire, “How did I get into this world?” Not more than one in twenty receive a kind, truthful and intelligent reply. More than nine-tenths are treated in one of the following ways: (1) Told some one of fifty falsehoods. (2) A slap, with orders to clear out. (3) Some form of ridicule, such as “shame on you.” “Don’t let me hear you ask such an ugly question again.” “I am disgusted with you.” That settles it. The golden cords of confidence and influence are severed. Never again will those children go to their parents for information pertaining to sex. Elsewhere, they will find friends who will gladly give them the information. These children, one million strong, are now adrift on the storm-tossed sea of passion, without chart or compass; drifting, drifting, drifting for years toward ports, to them, unknown.
    Danger!

    Danger!

     

    The virtue of a quarter of a million of boys sacrificed.—Time passes. The boys are now sixteen to twenty-five. They have boon and base companions. Their imaginations are at fever heat with morbid interest and their ambitions are aflame with daring. One quarter of a million young men annually sacrifice the priceless gem of manhood’s virtue just here. Now, they are nearing the fearful rapids of vice where most of this number annually become diseased and many perish as sex-maniacs in the awful maelstrom of lust.

    60,000 girls annually.—With the passing of time, the girls from twelve to seventeen, many without the safeguard of knowledge, are associating freely, gayly with their boon male companions, exposed to all the temptations and dangers incident to young womanhood. Many, many thousand young women annually sacrifice the priceless gem of womanhood’s virtue just here. Owing to the double standard of morals, sixty thousand of this number are forced against their own wills into the public maelstroms of immorality.

    Who is to blame.—Thousands of poor prudish parents line the shores, and, with broken, bleeding hearts are crying out in anguish, “My God, my God, why has this awful blow fallen on us?” The poor, ignorant, diseased, exiled, passion-ridden children, in many cases beyond the reach of the home, society and the church, exclaim, “Oh, if I had only been told of these dangers!”

    All along the almost socially inaccessible rock-bound shores of this sea of human passion, the churches and philanthropists are building and maintaining rescue and foundling homes at an outlay of millions in money. They are not, and cannot, rescue one in twenty. The foundling homes are crowded to a dangerous, unsanitary overflowing with illegitimate children, whose mothers are out in the rapids of vice, or entirely lost in the maelstrom of immorality. Too long have the churches been satisfied with snatching, here and there, a piece of human wreckage from the waves of vice, instead of erecting a lighthouse system of properly warning and informing the childhood of the land.

    The new way.—We have seen the results of the old way of dealing with children in matters of sex. Is there a new and better way? We shall see. “Ye shall know the truth and the truth shall make you free.” The new and better way is to tell the truth to the child.

    How shall a child be told.—One day when our little girls were four and six, wife said, “Husband, I am in trouble about our little girls. They are asking where they were before they were born and how they got into this world. How am I to answer them?” “Tell them the truth,” was my reply. “But, they are not old enough to be told the whole truth,” was her reply. We talked over the problem and arrived at the following solution of the problem: Since I had been a teacher of biology for years, and it was presumed that I was familiar with the stories of life among the plants and animals, it was agreed that I should at once tell them a nice little story about God’s beautiful plan of bringing all the little plants into the world. Six months later I was to tell them the story of life about the oysters and fish. Every six months to a year I was to tell them a more advanced story. As they were girls, wife reserved the right to tell them the last story to be told when they were nine and ten.

    These stories were all told in the order given. Our girls are now twelve and fourteen. We have never had an occasion to regret that we have followed this natural method of instructing them. They seem to have no morbid curiosity about questions of sex. They look upon the facts as being natural, sacred and pure. Wife and I can approach them on these subjects without embarrassment to them or us.

    When should a child be told?—The average boy should be told all these stories by the time he is eight, not later than nine. The average girl should be told all these stories by the time she is nine, not later than ten. The developing mind of the average child and the social influences to which he is exposed, demand that he be safeguarded by the whole truth, this early in life. While the girl and boy develop alike until they are ten or eleven, the boy being exposed to vicious companions more than is his sister, he should be told the story of life earlier than she. At the age of seven, boys know more about these things than the girls do at ten and twelve. You had better tell the child the truth at six, than to have him told by the vicious at the age of seven. If a child could understand the story of life at three, and was properly trained afterward, this information could not do him one particle of harm. This statement is either absolutely true, or God is the author of a plan of human increase, the knowledge of which is essentially sinful. Personally, I decline to believe the latter.

    If the child has been informed by vicious playmates or servants and his mind has been tainted, the only sane and safe method is to tell him the full truth as quickly as possible, regardless of his age.

    If the child has been allowed to grow up to the age of nine or ten, ignorant of the story of life, I would tell him all the stories, beginning with the first story, telling them only a few days apart. Where parents are not prepared to do this, I would advise them to place a suitable book, presenting these stories in a clear, chaste and interesting way, in the hands of the child, saying, “Here is a very interesting little book telling you just what you will be interested in knowing and what I would like for you to understand.”

    The ideal way.—The ideal way would be to start with the child when he first inquires about his origin, telling him the first story about the plants. Promise to tell him other stories about the oysters, fish, insects, birds, animals and man as he grows older and can understand them. Where a child is naturally very inquisitive and insists on knowing more, I would not hold him off too long for the next story.

    How to introduce each new story.—I would introduce each new story by reviewing the story of the plants and flowers. There are at least three reasons for this. (1) You can go into all the details of reproduction in the flower without danger of awakening the sex consciousness of the child. (2) It saves going into the detail when you have come to the higher animals and man. The child’s mind usually comprehends more than we give it credit for. If he understands the details of reproduction in the flower, his innocent fancy will fill in the details when he hears the other stories. (3) If he has been so unfortunate as to fall in with bad company at any time and his mind has been tainted with their stories, there is no means you can use in ridding his mind of impurity, quite so effectively, as by telling him the story of life in the flower.

    Teaching these truths in the public schools.—The violation of the laws of sex is the chief cause of physical, mental and moral degeneracy. The degenerate classes are increasing at an appalling rate. Correct sex-instruction in childhood is the most important and effective step in the solution of this problem. There is a growing conviction among the students of sociology that sex-hygiene should be taught in the public schools. There are some teachers in all departments of school work, who, in morals at least, are not fitted for this delicate work. At present, an extremely few have the educational qualification for this delicate work. When teachers are required to take a course of training in these subjects, there will still be but few who are possessed of the natural talent for effectively and wisely presenting these subjects to children of the different grades.

    Already colleges and universities and even a few high schools have begun to teach sex hygiene in a limited scientific way. This work will first be introduced into the high school work and later, gradually be introduced into the lower grades. Definite instruction will not be given, for many years at least, and possibly never, to boys under eight, and girls under ten or eleven. If this statement is true, it will be seen that the schools will have left the first and most important part of this training to be done in the home. The teaching of morals in the public school can never be substituted for the teaching of morals in the home. The present great awakening on these subjects will shortly result in three-fourths of the parents teaching these truths in their homes. Since one-fourth of the children do not get any moral instruction in the home and they do not go to Sunday school or church, the public school is the only place where they can be given moral training for citizenship.

    How this can be done.—In my opinion, the safest and most effective method of dealing with these questions in the public schools, for the present at least, would be for the school boards in two or three counties to select and employ a gentleman and a lady lecturer, having natural gifts, moral and educational qualifications, whose duty it shall be to lecture to all the boys and girls; the male lecturer, lecturing to the boys and the lady lecturer, lecturing to the girls. All other teachers should be required to be sufficiently versed in these matters to enable them to solve any individual problems that may arise in their social relations to the pupils in school.

    Extract from EBook of Self Knowledge and Guide to Sex Instruction, by T. W. Shannon

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  • TRAINING AND GOVERNMENT IN THE HOME

    Home a unit of government.—As already observed, the home is a partnership. It is a unit of government. In an ideal unit of home government, every member is governed by and through an intelligent understanding of the customs, rules and laws, a conscientious recognition of what is right and wrong and the golden rule of love. Each have equal rights. What is wrong for one is equally wrong for each and all. What is right for one is equally right for each and all. Such a home is a unit of government where parents and children are organized under a constitution of intellect, conscience and love; for the purpose of building character, fitting themselves for larger citizenship in this life and the life that is to be the sequence to this one.

    The home is the biggest institution in the world. Home building is the noblest and highest vocation in life. Its responsibilities are stupendous, its possibilities are limitless and its rewards are infinite. Home builders should be the best qualified and the most skillful of architects.

    The training of a child.—Solomon said, “train up a child in the way he should go and when he is old he will not depart from it.” The thoughts, actions and habits of childhood have much to do with a child’s future character and possibilities. When a child’s training is commenced in early childhood, was it begun soon enough? After a noted surgeon had examined a patient, turning to a friend he said, “If I could have had this patient two generations ago, I could have saved his life.” When Oliver Wendell Holmes was asked when a child’s training should begin, he replied, “At least one hundred years before he is born.” Sometimes it happens that good children are made bad and bad children are made worse by the company they keep before they are born. The little boy was not far wrong, who, when he found his mother lamenting the choice she had made of a life companion, said, “Mamma, we made a bad choice when we chose papa, didn’t we?” Some children have made an equally bad choice of their mammas and some appear to have made a doubly bad choice of both parents.

    Each child must be studied.—A child is not easily understood. No two children are alike. Each child has a very complex nature. He is the product of the ages. The complex nature of his parents are blended into his being, producing a more complex being. He is not a duplicate of either. He has received from his parents a blending of their natures; in a limited way, what they inherited from his grandparents and their grandparents back to Adam. Parents and teachers should try to discover his latent forces, his slumbering passions, his genius, his inherent propensities and native goodness. They should wisely use nature’s laws and God’s gifts, in constraining, controlling and eradicating the inherited and acquainted tendencies that are pernicious; also in drawing out, giving direction to and developing the inherited and acquired good in his life.

    Importance of early training.—Children in the home are to be trained. Their prenatal culture, the most important part of a child’s education, may have been respected or neglected. This cannot be altered now. The next agency to be utilized in the child’s training is environment. This can be applied from its birth. The child is more susceptible to external influences in babyhood than in childhood, in childhood than in youth, in youth than in maturity. The child becomes more fixed in disposition and character and more difficult to change as he grows older.

    The training of parents.—If I were a perfect sage, philosopher or Christian, or all three combined into a perfect teacher, I would much prefer the task of training one hundred little children than the task of training ten parents (including the author) how to train their children. Most parents need to devote three hours, to a careful analysis and study of their inherited and acquired weaknesses, to one devoted to a similar study of a child.

    A study of disposition.—Such peculiarities of mind and disposition as cruelty, ambition, firmness, conscientiousness and affection may be so pronounced in one’s life as to bias his judgment and unfit him for the training of children. When one of these characteristics is very dominant in a father or mother, it will most likely appear in an exaggerated form in one or more of the children. Like excites like, is a law that should be thoroughly understood by parents. Where firmness is very pronounced in both parents and child, there will be a constant clash unless one or both exercise full self-control. Such a child should be controlled largely by love. A severe or cruel parent will make a coward of a timid child and a criminal of a self-willed child. The over-conscientious parent will disgust one child and make a fanatic of another. The over-affectionate parent will appeal alone to the affections and leave the will of a child undeveloped. Appealing alone to the ambition of a very proud, ambitious child is likely to make him conceited and egotistical. For a parent to quarrel, have a fit of anger or to use violence is degrading and demonstrates his weakness and incapacity to be at the head of a family. At the same time, these mental states tend to awaken similar feelings in the child, which usually result in a clash. If the child had first displayed anger, this could have been overcome by self-control, kindness and love on the part of the parent.

    The law of influence.—If you want to arouse a desirable feeling, sentiment, emotion or conviction in another, you must be controlled by that mental and moral state and allow it to emanate from you. If you are controlled, by an undesirable thought or feeling, others must have self-control enough to resist your influence, or soon they will be controlled by a similar mental state. Thus, we see that unless parents exercise judgment and self-control, they will often use methods that are unwise and harmful.

    Defects in our homes and schools.—One of the saddest defects in our home training and our system of education is, that when a child reaches maturity in the home or graduates from the high school or college, he knows more about other things than he does about himself and the essentials of building a home. How to analyze, study, know and control one’s self; how to understand, train and govern children would be of far greater value in the education of young men and women than many departments of study we now emphasize.

    The function of the home.—The children are in the home for the primary purpose of being developed into ideal men and women. To accomplish this end is the mission of parents. To do this effectively parents must possess high ideals. These ideals include such training and education as will lead to a strong and healthy body, a keen and well-trained intellect, a moral and religious character and an abiding faith in God.

    Physical training.—The physical, mental and moral natures are intimately and vitally related. One influences each of the other two. The physical health and strength of a child hinders or helps the mental and moral life. The proper time to overcome the weakness of any physical function, or inherited physical weakness, is in childhood. This is done by proper dieting, hygienic living, bathing, exercise and sexual chastity. Improperly prepared and unwholesome food are the chief causes of death among infants and a leading cause of impaired indigestion in childhood. The kind of food used, effects the mind and character of the child. Too much candy, rich pastries and meat are not good for a child, or grown people either.

    Use of medicine.—One hundred million dollars ($100,000,000) are spent annually on patent medicine and fully that much or more on mineral drugs. We are not animals. We do not know how to live. Few men would be willing to give a lawyer ten dollars to tell him how to keep out of trouble, but he will give him all he has to get him out of trouble. Few would give ten dollars to a doctor for preventive advice, but they will pay a doctor all they possess, for a cure. Oliver Wendell Holmes had a custom of saying, “If all the drugs of the world were thrown into the sea, it would be a blessing to humanity, but a curse to the fish.” Children should be kept healthy by hygienic living.

    Use of condiments, coffee, tobacco, etc.—Condiments, tea, coffee and tobacco are not foods—they stimulate—they do not strengthen; they create unnatural appetites and inflame the passions. No one would drink tea or coffee were it not for the tannin and caffeine contained in them. If these drugs were removed, these drinks would be no more tempting than a cup of warm water. Most people, who use these drinks would consider it a sin to go to a drug store, buy some pure tannin or caffeine, dilute it with water, sweeten it with sugar and drink it.

    The tobacco habit is an enormous evil.—It creates a demand for something stronger. It paves the way for the whisky habit. Drunkenness is largely due to a pathological physical condition. Remove the causes, coffee, tobacco and sensuality and it will do more to check drunkenness than all the legislation that can be secured in the next century.

    Mental training.—The mental training of children is very largely committed to school and college teachers. Parents should take a very intense interest in the child’s education. They should study the talents and discover and strengthen the weaker faculties of the child. Most children get their minds “stuffed” with unassimilated facts. Nothing is clear to them. They do not remember what they have learned. They cannot reason logically. They have had their minds “stuffed.” Parents as well as teachers, can largely prevent this. From the earliest mental training of the child, he should be trained to take a personal interest in knowing things. He should be taught to think. Encourage a child to ask questions. If he asks questions which he should understand, have him answer them and give his reasons for the answer. In some cases ask him questions that will suggest an answer. Getting a child started right is the more important half of his education. He will look after the other half.

    Moral training.—The object of all moral training of a child is self-government or self-control. Before a child is capable of self-government, he must be taught to distinguish between right and wrong. This is largely the work of the intellect. His conscience must be awakened and quickened. Conscience is a natural instinct through which God’s spirit and man’s conception, of right and wrong, prompts him to moral action, and which condemns the action he conceives to be wrong and approves the action he conceives to be right. The will must be so trained and developed that a childis able to will to do what he knows to be right and his conscience approves. He is now a perfectly free agent, a law to himself. He is governed from within and need not to be governed from without. This moral training requires years and should begin in infancy.

    Let the baby alone.—Good babies are made bad by receiving too much attention. The baby should not be lifted from the cradle, fondled and coddled, kissed and talked to, simply because it gurgles or makes an innocent attempt to be noticed. This is needless attention. At first it is disagreeable to the child. Later a demand is created and the child is spoiled. If left alone babies would entertain themselves much of the time.

    When a baby is learning to crawl and walk, observe the “let alone” policy as much as possible. Keep an eye on the child to see that it does not get hurt. What you do not want it to have, put out of its reach. It should be safeguarded from places of danger. If these precautions are taken, you will be saved the excuse for that endless round of “don’t get hurt,” “don’t touch that,” “don’t do that,” etc. By these endless “don’ts” children are taught disobedience. If the child falls, unless it is hurt, do not run and pick it up. Let it alone, it will get up. In this way you teach it to be independent and self-reliant. If you run and pick it up, the child gets the idea that you were to blame. Later, when it falls, it screams, cries and gets angry. Perhaps you hit the object and teach the child that the object over which it fell was at fault. This is deception and has a bad effect.

    Give the child something to do.—Teach it to dress itself, to take off and put on its shoes and stockings. It should have a special place to put these, on retiring. It should have a drawer or a room where it can put its individual belongings. This teaches the child the idea of responsibility.

    The first idea of wrongdoing.—When a child eats some forbidden thing, or does some forbidden act, from which it suffers, it can be led to see that it has violated the laws of nature. If possible, alleviate the pain, but the lesson which nature would teach, through pain, should be emphasized. The child should see that the pain came as a result of violating the laws of nature. A little later in life, the child can be taught that all desires, thoughts, words and acts that are helpful to self and others are right and those that injure self and others are wrong. These principles can be applied gradually to the laws of the home, of society and God.

    Parents should agree.—There should be a perfect agreement between parents, with respect to the government in the home. Where parents disagree, children lose all respect for parental authority. Differences should be discussed by parents, only when the children are not present.

    Punishment in the home.—Whipping, slapping and cuffing are relics of savagery. Whipping should never be resorted to except in extreme cases. It is not the natural consequence of disobedience. It never appeals to a child’s sense of justice. Punishment should always be natural and consistent with justice. Some examples will illustrate these principles, as follows: A child is called to breakfast—it does not come. Stubbornness or disobedience is the cause. What should be a natural punishment? Scolding, slapping, jerking the child up and forcing it to the table? No—there is no logical connection. The punishment should consist in the child’s doing without its breakfast. This should be explained to the child: A boy loses his toy. Should he be pitied and another bought for him? Certainly not. Should he be whipped? This would not be natural. He simply goes without his toy until he finds it: A boy steals some object. Should he be whipped? No. His attention should be called to the nature of his sin. He should be compelled, if necessary, to return the stolen object and confess his wrong. The deep sense of humiliation is the natural punishment. Let him feel the full force of it: A boy uses tobacco. Should he be whipped? Certainly not, as long as his teacher, the family doctor, the minister and the father use it. No child on earth could see any connection between the wrong and the punishment. What should be done? Nine times out of ten, under present conditions, the boy will use tobacco, in spite of all that a mother can do. So long as doctors, teachers, ministers and fathers use tobacco, legislation against the cigarette will increase our youthful criminals. If a father has a moral right to use tobacco, so has his boy. If the boy can be led to see clearly that the use of tobacco is wrong, if his conscience can be awakened and if his personal will can be brought to constantly oppose the use of it, then he can be saved. THIS IS THE ONLY REMEDY.

    Study the offense.—Find the natural consequence. Become an example of obedience to every law, for your child. Show the child the results of wrong living and the benefits of right living. This will usually obviate all punishment, aside from what nature inflicts.

    Corporal punishment.—If corporal punishment be unavoidable, it should not be administered when either parent or child is angry. This would only increase the cause that made the punishment necessary. In most cases it would be best to postpone the punishment until the next day. Only a very rebellious child can be helped by this method.

    Scolding and threatening.—From a hotel window I heard a mother say to her twelve-year-old girl, “I will gouge your eyes out.” “I will slap your head off, you little hussy.” A child treated in this way becomes willful or spiteful, loses self-respect or respect for the parent. Scolding and threatening children are sins against their finer natures.

    Three good rules.—The author’s father would not employ men on his farm without the understanding that they were not to swear, speak vulgarly about a woman, or tell a “ghost” or “bugaboo” story in the presence of his children. A servant, man or woman, about your business or home, can undo or counteract in a few hours or days, in a single statement or story, picture or book, act or habit, the life efforts of a noble father and a pure mother. One of the purest men recently said to me, “When I was only fifteen years of age I heard a servant utter one sentence that required a score of years to get its effects eradicated.” Men have told me of the pernicious effects of servants, dating back to when they were two and three years old. Frightful stories and startling statements, of impending dangers, destroy the natural freedom, independence and courage of many children for life. Once I sat by the side of a nervous mother holding a nervous four-year-old girl in her lap, as our train sped forward at the rate of fifty miles an hour, over one of those magnificent stretches on a western prairie. We had discussed heredity, child training and other interesting and vital subjects, when she referred to her nervous little girl and told me how at night she would notice her little body twitching, jerking, floundering and all at once she would awake with a scream having dreamed that she was falling from some dizzy height toward jagged rocks and certain death beneath; or that some huge angry beast, poised on tiptoes and in the act of pouncing upon her and tearing her body into shreds—a horrible nightmare. About the time she had finished describing one of those fearful experiences and was in the act of asking me for advice, we were passing an object on the outside that interested the little girl; quickly she turned and began peering through the window. She was in no danger. Her head was not projected beyond the window. The nervous mother grabbed the little girl by the body and cried, “You are falling! You are falling!” My reply to her request for advice was, “My! if you should handle me that way, I would have a half dozen nightmares here in open daylight.” I told that mother that her daughter’s nervousness was due to bad heredity and bad environment and that she was responsible for both.

    Personal purity.—As soon as a child begins to enquire about its origin, it is old enough to be told the truth in the right way. Some children become interested when they are three and four, all normal children by the time they are seven. Since the inquiring mind will not rest satisfied until a plausible answer has been received, and since the ignorant and vicious youth is ever alert and anxious to give this information in a pernicious way, it behooves the thoughtful parents to safeguard their children with the truth told in the right way. No normal boy should reach the age of eight, or girl the age of ten, before they have been told the story of life.

    Children often discover, or are taught, the secret vice at a very early age. Sex consciousness and pleasure may be early developed because of some unnatural conditions of the sex organs. For this reason, parents should know that these parts are normal in their children. When children are observed to frequently handle, or scratch these organs, unnatural conditions should be suspected. The child should not be slapped or scolded, rather call in the family physician. Trying to keep a child ignorant concerning this vice is impossible, therefore unwise. There is not one boy in fifty who does not know of the vice, and understands the language used to describe it. Trying to keep a child from vicious companions is good as far as it goes, but the facts are that the child is most likely to discover the vice himself, while it is hardly possible to keep a child entirely away from the vicious. The only sane method is to teach the child the laws of personal purity. If the secret vice is to be prevented, some children should receive council when they are six, others at eight, all by the time they are ten or twelve. Children have inherited lustful tendencies. Their troubles are more largely from within than from without. Hence the children that have been most carefully guarded from bad company and kept in ignorance are usually the ones who are most injured by the secret sin. A single talk to a child is not sufficient. We frequently instruct and appeal to the child to be obedient, truthful and honest; in like manner we should at reasonable periods instruct and encourage him to keep his thoughts and desires pure.

    Extract from EBook of Self Knowledge and Guide to Sex Instruction, by T. W. Shannon

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  • THE FATHER’S RELATION TO THE HOME

    The father is the head of the home.—The character of the home determines the character of the church, society and the nation. The home is the most important of all earthly institutions. The problems of society, the church and the nation, if ever solved, must be largely solved in the home. The home is both a civil and divine institution. Civil and divine law place the husband and father at the head of the home. No teacher sustains a more vital relation toeacher sustains a more vital relation to society, no minister to his congregation, no king to his empire, or president to his republic, than does the conscientious father, who does his best to build an ideal home. He is truly serving God and his country, in the highest sense. In the work of building a home, he is serving society and the church in a higher sense than he would be, were he neglecting his family, by writing books, teaching school, delivering lectures or preaching sermons.

    His relation to his wife.—The relation of husband and wife is a partnership affair. In every sense they are equal partners. Their rights and privileges are equal. Their part in building a home is not, in all respects, the same. The service of one is as important as the other. Neither can build a home without the other. Their service is incomparable.

    He is to furnish financial support.—Nature has fitted man mentally and physically for devising means of earning a support for his family. Whatever occupation, calling or profession he may engage in, he should put forth the best effort of which he is capable to produce an income that will support his family decently.

    The amount of money he can furnish his wife, will depend upon his earnings. They should talk over this matter as partners. One has as much right to the income as the other. They should not spend more than is produced. If the income is small, both should economize. They should endeavor to save something each year, even if the income is small. Money is stored-up human energy. If the income is large, they should be more liberal in the use of it, but it is always a sin to waste money. The husband has no right to cause his wife to beg him for money, to meet her personal expenses or the expenses of the children. The money is not exclusively his own. Home building is a partnership in which every member of the home is interested in every dollar produced. Legally the father may spend his money on his selfish indulgences. Morally{ he has no right to spend the home company money in a way that will not benefit each member of the home. For a father to annually spend fifty or more dollars on tobacco or drink and refuse corresponding amounts to his wife and children to be spent needlessly by them, is as dishonest, as for a member of a firm, or the president of a bank to misappropriate the funds of a partner or a depositor.

    He is to furnish moral support.—For a man to build a reputation for honesty, truthfulness, sobriety and virtue and to possess a good character are of more value to his wife and children, as a home builder, than to be able to produce large earnings and to be free with the same. When a man assumes the responsibility of building a home, his family have a right to demand of him honesty, integrity, sobriety and virtue. He has no more right to rob them of one than the other.

    He is to love his wife.—While the romance of courtship and the honeymoon cannot be continued for life, yet he should always show her a deep respect, a manly courtesy, a true love and absolute loyalty to his marriage vow.

    The relation of the father to his children.—Each child born into the home is a new member added to the partnership. The children have financial, social and moral rights that should be respected by the parents. While civil law and God place the father at the head of the home, this does not give him special rights and privileges, or constitute him a boss or ruler, but he should so conduct himself that the family will regard him as their protector, supporter and adviser. He should not swear, tell vulgar stories, use tobacco or indulge in strong drink unless he is willing for each member of his family to follow his example. As partners in the home, they have the same moral rights as himself. He should be to his children a chum, a friend, a companion. He should constantly endeavor to make the children happy. There are times, in the home, when the father’s decision must be law. He must support his family. The law holds him responsible for their support and for their deportment as citizens. As long as they are under age, if they contract a debt or damage property, the law holds the father responsible. This responsibility makes it necessary for him to decide some things, in a way that a child may not wish to coincide. This should be done in a dignified and pleasant way.

    The father should never allow himself to become angry or to use hasty and abusive language in correcting a child. If he does, he demonstrates his own weakness and inability to be a real father. Punishment of some natural kind is sometimes necessary, but corporal punishment, as a rule, is brutal.

    The father should so conduct himself as to command the respect, reverence and love of his children. He should be sociable and gentle, as well as dignified and strong. He should have their complete confidence, so they will come to him with their problems and troubles. The sacred service of a true father in the home, can only be equaled by the service of the mother. The fathers who toil long and late, study and strive to support, educate and train a family of children to become good citizens and devoted Christians, will receive a rich reward here and a royal welcome yonder.

    Extract from EBook of Self Knowledge and Guide to Sex Instruction, by T. W. Shannon

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  • WHAT BIRTH CONTROL IS, AND IS NOT

    WHAT BIRTH CONTROL IS, AND IS NOT

    The student of the progress of human affairs, or even the average person whose knowledge of the doings of mankind is derived from a hasty and casual reading of the daily newspapers and the popular magazines, cannot plead ignorance of the growing interest in the general subject which is embraced within the content of the term “Birth Control.”

    But while the general meaning of the term is at least vaguely grasped by the average member of the human crowd—the individual to whom we refer as “the man on the street”—we find a startling condition of mental confusion and often positive misconception concerning the essence and spirit of the general idea expressed by the term in question.

    While the fact is a reflection upon the average intelligence of the general public, it must be admitted that to the average person, or “the man on the street,” Birth Control means simply the teaching and practice of certain methods whereby men and women may indulge their sexual appetites, in or out of marriage, without incurring the liability or risk of conception and child-bearing. The average person does not stop to consider that such teachings and practices do not constitute “Birth Control” at all, but are, rather, merely the theory and practice of Birth Prevention, desirable only to those who seek sexual indulgences without being called upon to shoulder the responsibilities attached by Nature to the physical sexual union of men and women.

    The term “control” does not mean “prohibition,” or “prevention”; but, on the contrary, means “governing, regulating, or managing influence.” Birth Control, in the true meaning of the term, does not mean the prevention or prohibition of the birth of children, but rather the encouragement of the birth of children under the best possible conditions and the discouragement of the birth of children under improper or unfavorable conditions.

    Birth Control, in the true meaning of the term, does not mean theories and practices which would tend to reduce the population of the civilized countries of the world, but rather theories and practice which would inevitably result in the production of an adequate ratio of increase in the population of such countries, not only by reason of a normal birth-rate, but also by reason of a diminishing death-rate among infants—by the production of healthier children, accompanied by the raising of the standard of the average child born in such countries.

    Birth Control, in the true meaning of the term, therefore, is seen to consist not of the prohibition or prevention of human offspring, but rather of the governing, regulating, and managing of the production of human offspring, under the inspiration of the highest ideals and under the direction of the highest reason, for the purpose of the advancement and welfare of the race and that of the individuals composing the race. Instead of being an anti-social and anti-moral propaganda, Birth Control when rightly understood is perceived to be in accordance with the highest social aims and aspirations, and in accordance with the highest and purest morality of the race.

    Much of the opposition toward the general movement of Birth Control which has been manifested by many well-meaning, though misinformed, persons, has arisen by reason of the erroneous conception and understanding of the term itself, and of misleading information concerning the true nature of the best teachings on the subject. This prejudice has been heightened by certain zealous but ill-balanced advocates of the general movement who have overemphasized the incidental feature of the limitation of offspring under certain conditions, and who have appealed to the attention and interest merely of those who wished to escape the responsibilities of parenthood. This has caused much sorrow and distress to the many persons who have the highest ideals and results in view, and who deplore this unbalanced propaganda under the name, and apparently under the cloak of the general movement. Such persons have felt inclined to cry aloud “Good Lord, deliver us from our so-called friends!”

    One of the most distressing features of the popular prejudice against Birth Control, arising from a total misconception of the subject, has been the widely spread and popularly accepted notion that Birth Control is practically analogous to abortion—or, at the best, but a more refined and less repulsive and less dangerous form of abortion. In view of the fact that one of the important results sought to be obtained by a scientific knowledge of Birth Control actually is the prevention and avoidance of the crime of abortion which has wrought such terrible havoc among the women of civilized countries, it is most distressing and discouraging to the conscientious and high-minded advocates of Birth Control to have it said and believed that their teachings encourage and justify abortion.

    A reference to any standard dictionary or textbook will reveal the fact that “Abortion” means: “the premature expulsion of the human embryo or foetus; miscarriage voluntarily induced or produced,” etc. It is seen at a glance that the essence and meaning of abortion consists in the destruction of the human embryo which has resulted from conception. The embryo human child must already exist in its elemental form, before it can be destroyed by abortion. Therefore, if no such embryo form exists, it cannot be destroyed, and therefore there can be no abortion in such a case. And, it may positively be stated, no true advocate of Birth Control can possibly justify, much less advocate, the destruction of the human embryo or foetus, which act constitutes abortion. The difference between true Birth Control teachings and methods, and that of the advocates of abortion, is as great as the difference between the two poles. Instead of the two being identical or similar, they are diametrically opposed one to the other—they are logical “opposites,” each the antithesis of the other.

    Even in those forms or phases of the Birth Control propaganda in which the use of “contraceptives,” or “preventatives” is considered justified in certain cases—and these forms and phases are far from being the most important, as all students of the subject know—even in these exceptional forms and phases of the general subject the idea of abortion is combatted, and never justified or encouraged. A “contraceptive” agency merely tends to prevent or obviate undesirable conception; it never acts to destroy the result of previous and accomplished conception. A “contraceptive” merely prevents the union of the male and female elements of reproduction, and consequently the process from which evolves the foetus or embryo. A leading medical authority has said regarding this distinction: “In inducing abortion, one destroys something already formed—a foetus or an embryo, a fertilized ovum, a potential human being. In prevention, however, one merely prevents chemically or mechanically the spermatozoa from coming in contact with the ovum. There is no greater sin or crime in this than there is in simple abstinence, in refraining from sexual intercourse.”

    What then must we say when we consider the higher and more advanced forms and phases of Birth Control, those phases and forms which may be said to be mental or emotional “contraceptives,” rather than physical? Surely these cannot be considered as identical with or similar to abortion. And when we consider those phases and forms of Birth Control which are concerned with Pre-Natal Culture—the culture of the child before its birth—can one, even though he be intensely prejudiced against Birth Control, assert that there is to be found here anything which in any way whatsoever can be considered as relating to the theory or practice of abortion? And what must we say of the still higher phases in which the teachings are concerned with the mental and physical preparation of the parents prior to the conception of the child, to the end that the child may have the best possible physiological and psychological basis for its future well-being? Is not this the very antithesis and opposite of all that concerns abortion or abortive methods?

    The trouble about all great movements designed for the benefit of the human race is that at the beginning there is attracted to the movement, by reason of its novelty and “newness,” certain elements which seize upon certain incidental features of the general idea, make them their own while excluding or ignoring the more important things, and then exploit these incidental features in a sensational way, thereby attracting public attention and gaining much undesirable notoriety, and as a consequence bringing discredit and disfavor, prejudice and misunderstanding, to the general movement.

    Birth Control has passed through this apparently inevitable experience, and has suffered greatly thereby. But the Light is being thrown on the Dark Places, and the more intelligent portion of the public is beginning to realize that there is another side to the shield of Birth Control. And, as a consequence, much of the original prejudice is disappearing, and a new understanding of the subject is arising in the minds of many of the best individuals of the race. It is the purpose of this book to help to dispel the ignorance and misconception concerning this great subject of Birth Control, and to aid in presenting the higher and nobler aspects of the general movement to the attention of those who are concerned with the advance and progress of the race as a whole, and of the individual members thereof.

    The student of the subject of Birth Control will fall into grievous error if he begins his consideration of the subject under the impression that the questions concerned therein are new to the world of living things. If the process of Birth Control were something which had suddenly sprung into existence in the consciousness of man, without having an antecedent activity in the history of the race, and of living creatures in general, we might well hesitate to go further in the matter without the most serious and prolonged consideration of the entire principle by the careful thought of the wisest of the race. But while such consideration is advisable, as in the case of any and all important problems presenting themselves for solution and judgment, it is found that those so considering the subject have a sound and firm foundation upon which to base their thought and to test their conclusions.

    As many thoughtful students of the subject have pointed out to us, the question of Birth Control has been with the race practically since the beginning of human history; and it has its correspondences in the instinctive actions of the lower forms of life. The chief difference is that we are now seeking to deal with these problems consciously, voluntarily, and deliberately, whereas in the past the race has dealt with them more or less unconsciously, by methods of trial and error, through perpetual experiment which has often proved costly but which has all the more clearly brought out the real course of natural processes.

    We cannot hope to solve problems so ancient and so deeply rooted as these by merely the rational methods of yesterday and today. To be of value our rational methods must be the revelation in deliberate consciousness of unconscious methods which go far back into the remote past. Our deliberate methods will not be sound except in so far as they are a continuation of those methods which, in the slow evolution of life, have been found sound and progressive on the plane of instinct. This is particularly true in the case of those among us who desire their own line of conduct in the matter to be so closely in accord with natural law, or the law of creation, that to question it would be impious.

    It may be accepted without an extended argument or presentation of evidence that at the outset the prime object of Nature seems to have been that of Reproduction. There is evident, without doubt, an effort on the part of Nature to secure economy of method in the attainment of ever greater perfection in the process of reproduction, but we cannot deny that the primary motive seems to be that of reproduction pure and simple. The tendency toward reproduction is indeed so fundamental in Nature that it is impressed with the greatest emphasis upon every living thing. And, as careful thinkers have told us “the course of evolution seems to have been more of an effort to slow down reproduction than to furnish it with new facilities.”

    Reproduction appears in the history of life even before sex manifests itself. The lower forms of animal and plant life oftener produce themselves without the aid of sex, and some authorities have argued that the presence of sex differentiation serves rather to check active propagation rather than to increase it. If quantity, without regard to quality or variation, be the object of Nature, then that purpose would have been better served by withholding sex-differentiation than by evolving it. As Professor Coulter, a leading American botanist, has well said: “The impression one gains of sexuality is that it represents reproduction under peculiar difficulties.”

    To those who find it difficult to assimilate this somewhat startling idea, we now present a brief statement of the infinitely greater facility toward reproduction manifested by living creatures lacking in sex-differentiation as compared with those possessing it. It is seen that bacteria among primitive plants, and protozoa among primitive animals, are patterns of very rapid and prolific reproduction, though sex begins to appear in a rudimentary form in very lowly forms of life. A single infusorian becomes in a week the ancestor of millions, that is to say, of far more individuals than could proceed under the most favorable conditions from a pair of elephants in five centuries; and Huxley has calculated that the progeny of a single parthenogenetic aphis, under favorable circumstances, would in a few months outweigh the whole population of China. It must be noted, however, that this proviso “under favorable circumstances” reveals the weak point of Nature’s early method of reproduction by enormously rapid multiplication. Creatures so easily produced are easily destroyed; and Nature, apparently in consequence, wastes no time in imparting to them the qualities needed for a high form of life and living.

    And, even after sex differentiation had attained a considerable degree of development, Nature seemed slow to abandon her original plan of rapid multiplication of individuals. Among insects so far advanced as the white ants, the queen lays eggs at the enormous rate of 80,000 a day during her period of active life. Higher in the scale, we find the female herring laying 70,000 eggs at one period of delivery. But in both of these cases we find the manifestation of that apparently invariable rule of Nature, viz., that a high birth-rate is accompanied by a heavy death-rate, whether that high death-rate be caused by natural enemies, wars, or disease.

    At a certain stage of the evolutionary process, Nature seems to have awakened to a realization of the fact that it was better, from every point of view, to produce a fewsuperior beings rather than a vast number of inferior ones. Here, at last, Nature discloses a heretofore hidden aim, namely, the production of quality rather than quantity; and once she has started on this new path, she has pursued it with even greater eagerness than that of reproduction pure and simple. And here we pause to note a principle laid down by the students of Evolution, viz., that advancing evolution is accompanied by declining fertility.

    This new stage of Nature’s processes is marked by a constant and invariable manifestation of diminished number of offspring, accompanied by an increased amount of time and care in the creation and breeding of each of the young creatures. Accompanying this, we find that the reproductive life of the creature is shortened, and confined to more or less special periods; these periods beginning much later, and ending much earlier, and even during their continuance tending to operate in cycles of activity. Here, we see, Nature, grown wiser by experience, herself began to exercise her power in the direction of Birth Control—the use of preventive checks on reproduction.

    A writer has said along these lines: “As reproduction slackened, evolution was greatly accelerated. A highly important and essential aspect of this greater individuation is a higher survival value. The more complex and better equipped creature can meet and subdue difficulties and dangers to which the more lowly organized creature that came before—produced wholesale in a way which Nature seems to look back on as cheap and nasty—succumbed helplessly without an effort. The idea of economy began to assert itself in the world. It became clear in the course of evolution that it is better to produce really good and highly efficient organisms, at whatever cost, than to be content with cheap production on a wholesale scale. They allowed greater developmental progress to be made, and they lasted better. Even before man began it was proved in the animal world that the death-rate falls as the birth-rate falls.”

    Let us compare the lowly herring with the highly evolved elephant. The herring multiplies with enormous rapidity and on a vast scale, and it possesses a very small brain, and is almost totally unequipped to grapple with the special difficulties of its life, to which it succumbs on a wholesale scale. A single elephant is carried for about two years in its mother’s womb, and is carefully guarded by her for many years after birth; it possesses a large brain, and its muscular system is as remarkable for its delicacy as for its power, and is guided by the most sensitive perceptions. It is fully equipped for all the dangers of life, save for those which have been introduced by the subtle ingenuity of modern man. Though a single pair of elephants produces so few offspring, yet their high cost is justified, for each of them has a reasonable chance of surviving to old age. This contrast, from the point of view of reproduction, of the herring and the elephant, well illustrates the principle of evolution previously referred to. It brings clearly into view the difference between Nature’s earlier and her later methods—the ever increasing preference for quality over quantity. Unless we grasp this underlying principle of Nature in its wider aspects we may fail to perceive its operations in the case of man, which latter we may now consider.

    It is, of course, impossible to speak positively regarding the birth-rate and death-rate of the pre-historic primitive races of mankind, for there is not data upon which to base such a report. But reasoning upon the basis of conditions existing among the primitive tribes of the present time we are justified in holding that in the early stages of the evolution of the race there was manifested a high birth-rate and a correspondingly high death-rate. Upon the basis of conditions now existing among savage tribes it would appear that primitive man has a higher birth-rate than the average of mankind today, and likewise a higher death-rate. The rapidly increasing number of children born to the tribe was counteracted by deaths among children caused by neglect, poverty, and disease. In some cases the population was prevented from becoming larger than the means of subsistence justified by the practice of infanticide.

    As to the condition of the race in the early stages of “modern” civilization, we have modern Russia as a surviving instance of this stage. In modern Russia we find, side by side with the progress in neighboring nations, conditions which a few centuries ago existed all over Europe. Here we have an enormous birth-rate, and a terrible death-rate caused by ignorance, superstition, insanitation, filth, bad food, impure water, plagues, famines, and other accompaniments of overcrowding and misery. We find a mortality among young children which sometimes destroys more than half of the children born before they have attained the age of five years. As high as is the Russian birth-rate, it is a matter of record that at times the death-rate has actually exceeded it. And among the survivors there is found a startlingly large percentage of chronic and incurable diseases, with a large number of cases of blindness and other defects.

    Similar results follow in China, where the birth-rate is exceptionally high, and the death-rate correspondingly large; and where there is a large percentage of inferior physical development and pathological defects, the evil conditions which produce death also tending to produce deterioration in the survivors. In both of these countries we have an example of the result of unrestricted reproduction, and unrestricted destruction—as among herrings, so among men. And yet this condition of unrestricted reproduction is the logical goal of certain persons who, inspired by the best possible intentions, in their ignorance and criminal rashness would dare to arrest that fall in the birth-rate which is now beginning to spread its influence in every civilized land.

    In Western Europe before the nineteenth century the population increased very slowly. The enormous birth-rate was nearly equalled by the exceedingly heavy death-rate caused by plagues, pestilences, and famine, and by the frequent wars large and small. The mortality among young children was particularly heavy. Writers have pointed out that the old family records show frequently two or three children of the same Christian name, the first child having died and its name given to a successor.

    During the last quarter of the eighteenth century, when machinery was introduced and a new industrial era opened, the birth-rate rose rapidly. Factories springing up gave increased support to many, and as children were employed as “hands” in the mills at an early age, the richest family was the one with most children. The population began to increase rapidly. But soon disease, misery, and poverty arose from filth and insanitation, immorality and crime, overcrowding and child-labor, drink and lack of sane courses of conduct.

    In time, however, progress set in, and social reformers began the great movement for the betterment of the environment, sanitation, shorter hours of labor, and restriction of child-labor, factory regulation, etc. And when the environment is bettered, the death-rate drops, and the birth-rate accompanies it on its downward progress. As Leroy-Beaulieu says: “The first degree of prosperity in a rude population with few needs tends toward prolificness of reproduction; a later degree of prosperity, accompanied by all the feelings and ideas stimulated by the reduction of such prolificness.”

    The law of the reduction of reproduction in response to the improvement of environment is a natural law, arising from fixed biological principles. This is because when we improve the environment we improve the individual situated in that environment; and the improvement of the individual has always resulted in a check upon reproduction. We must remember, however, that this change is not the result of conscious or voluntary action; instead it is the result of unconscious activities and instinctive urge. As Sir Shirley Murphy has said: “Birth Control is a natural process, and though in civilized men, endowed with high intelligence, it necessarily works in some measure voluntarily and deliberately, it is probable that it also works, as in the evolution of the lower animals, to some extent automatically.”

    Science shows us that even among the most primitive micro-organisms; when placed under unfavorable conditions as to food and environment, they tend to pass into a reproductive phase and by sporulation or otherwise begin to produce new individuals rapidly. This, of course, because of the fact that their death-rate is increased, and an increased birth-rate must be manifested in order to maintain a balance. If the environment be improved, the death-rate decreases, and this is followed by a fall in the birth-rate, according to the constant laws of Nature manifesting in such cases.

    The same law is seen to be manifested in the case of Man. Improve his environment, and his death-rate drops, which is accompanied by a falling birth-rate. Here, once more we see the application of the scientific axiom “Improve the environment and reproduction is checked.” As Leroy-Beaulieu has said: “The tendency of civilization is to reduce the birth-rate.” And as Professor Benjamin Moore has said: “Decreased reproduction is the simple biological reply to good economic conditions.” And as Havelock Ellis has said: “Those who desire a higher birth-rate are desiring, whether they know it or not, the increase of poverty, ignorance, and wretchedness.”

    Among men, Birth Control has now evolved from the unconscious and instinctive phase, and is now unfolding and manifesting on the plane of conscious and voluntary activity. The influence of deliberate intention and conscious design is now one of the important factors in the process. Here at this point we reach a totally new aspect of reproduction. In the past stages of evolution the original impetus toward reproduction has been checked and directed by Nature, working along instinctive and unconscious lines; and the result has been an extreme diminution of the number of off-spring; a prolongation of the time devoted to the breeding and care of each new member of the family, in harmony with its greatly prolonged life; a spacing out of the intervals between the offspring; and, as a result, a vastly greater development of each individual, and an ever better equipment for the task of living. All this was slowly attained automatically, without any conscious volition on the part of the individuals, even when they were human beings, who were the agents.

    Now, however, we are confronted with a change which we may regard as, in some respects, the most momentous sudden advance in the whole history of reproduction, namely, the process of reproductive progress now become conscious and deliberately volitional. Birth control, no longer automatic, is now being directed by human mind and will precisely to the attainment of ends which Nature has been struggling after for millions of years; and, being consciously and deliberately directed, it is now enabled to avoid many of the pitfalls into which the unconscious method fell.

    Havelock Ellis says: “The control and limitation of reproductive activity by conscious and volitional effort is an attempt by open-eyed intelligence and foresight to attain those ends which Nature through untold generations has been painfully yet tirelessly struggling for. The deliberate co-operation of Man in the natural task of Birth Control represents an identification of the human will with what we may, if we choose, regard as the divinely appointed law of the world. We can well believe that the great pioneers, who, a century ago, acted in the spirit of this faith may have echoed the thought of Kepler when, on discovering his great planetary law, he exclaimed in rapture: ‘O God! I think Thy thoughts after Thee!’”

    The following brief general history of the modern Birth Control movement is quoted from Havelock Ellis, and will be of interest to students of the subject: “The pioneers of modern Birth Control were English. Among them Malthus occupies the first place. That distinguished man, in his great and influential work, ‘The Principles of Population,’ in 1798, emphasized the immense importance of foresight and self-control in procreation, and the profound significance of birth limitation for human welfare. Malthus, however, relied on ascetic self-restraint, a method which could only appeal to the few; he had nothing to say for the regulation of conception in intercourse. That was suggested twenty years later, very cautiously by James Mill, the father of John Stuart Mill, in the ‘Encyclopaedia Britannica.’ Four years afterwards, Mill’s friend, the Radical reformer, Francis Place, advocated this method more clearly. Finally, in 1831, Robert Dale Owen, the son of the great Robert Owen, published his ‘Moral Physiology,’ in which he set forth the ways of preventing conception; while a little later the Drysdale brothers, ardent and unwearying philanthropists, devoted their energies to a propaganda which has been spreading ever since and has now conquered the whole civilized world.

    “It was not, however, in England but in France, so often at the head of an advance in civilization, that Birth Control first firmly became established, and that the extravagantly high birth rate of earlier times began to fall; this happened in the first half of the nineteenth century, whether or not it was mainly due to voluntary control. In England the movement came later, and the steady decline in the English birth-rate, which is still proceeding, began in 1877. In the previous year there had been a famous prosecution of Bradlaugh and Mrs. Besant for disseminating pamphlets describing the methods of preventing conception; the charge was described by the Lord Chief Justice, who tried the case, as one of the most ill-advised and injudicious ever made in a court of justice. But it served an undesigned end by giving enormous publicity to the subject and advertising the methods it sought to suppress. There can be no doubt, however, that even apart from this trial the movement would have proceeded on the same lines. The times were ripe, the great industrial expansion had passed its first feverish phase, social conditions were improving, education was spreading. The inevitable character of the movement is indicated by the fact that at the very same time it began to be manifested all over Europe, indeed in every civilized country of the world.

    “At the present time the birth-rate (as well as usually the death-rate) is falling in every country of the world sufficiently civilized to possess statistics of its own vital movement. The fall varies in rapidity. It has been considerable in the more progressive countries; it has lingered in the more backward countries. If we examine the latest statistics for Europe, we find that every country, without exception, with a progressive and educated population, and a fairly high state of social well-being, presents a birth-rate below 30 per 1,000. We also find that every country in Europe in which the mass of the people are primitive, ignorant, or in a socially unsatisfactory condition (even although the governing classes may be progressive or ambitious) shows a birth-rate of above 30 per 1,000. France, Great Britain, Belgium, Holland, the Scandinavian countries, and Switzerland are in the first group. Russia, Austro-Hungary, Italy, Spain, and the Balkan countries are in the second group. The German Empire was formerly in the second group, but now comes within the first group, and has carried on the movement so energetically that the birth-rate of Berlin is already below that of London, and that at the present rate of decline the birth-rate of the German Empire will before long sink to that of France. Outside Europe, in the United States just as much as in Australia and New Zealand, the same progressive movement is proceeding with equal activity.”

    The same authority sums up the present attitude of the advocates of scientific and rational Birth Control, as follows: “The wide survey of the question of birth limitation has settled the question of the desirability of the adoption of preventing conception, and finally settled those who would waste out time with their fears that it is not right to control conception. We know now on whose side are the laws of God and Nature. We realize that in exercising control over the entrance gate of life we are not fully performing, consciously and deliberately, a great human duty, but carrying on rationally a beneficial process which has, more blindly and wastefully, been carried on since the beginning of the world. There are still a few persons ignorant enough or foolish enough to fight against the advance of civilization in this matter; we can well afford to leave them severely alone, knowing that in a few years all of them will have passed away. It is not our business to defend the control of birth, but simply discuss how we may most wisely exercise that control.”

    PRIVATE Sex Advice to Women By R. B. Armitage, M. D.

    For Young Wives and those who Expect to be Married.

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  • THE DETERMINATION OF SEX

    THE DETERMINATION OF SEX

    The term “The Determination of Sex” is employed in two general senses in scientific circles.

    The first usage is that of the biologist, and it includes within its scope merely the discovery and understanding of the causes which determine whether the embryo shall develop into a male or into a female. In the discussion of the subject from this standpoint there is but little, if any, attention given to the question of whether the sex of the unborn child may be determined by methods under the control of man. The biologist simply studies the causes which seem to lead to the production of an individual of one or the other sex, without regard to whether these causes, when discovered, may or may not be amendable to human control.

    An authority, speaking of this standpoint concerning the question referred to, says: “We may discover the causes of storms or earthquakes, and when our knowledge of them is sufficiently advanced we may be able to predict them as successfully as astronomers predict eclipses, but there is little hope that we shall ever be able to control them. So it may be with sex; a complete understanding of the causes which determine it may not necessarily give us the power of producing one or the other sex at will, or even of predicting the sex in any given case. Whether we shall ever be able to influence the causes of sex-determination cannot as yet be foretold; at present, biologists are engaged in the less practical, but immensely interesting, problem, of discovering what those causes are.”

    The second usage of the term, includes and embraces the idea of the voluntary determination or control of the sex of the future child, by means of certain methods or certain systems of treatment, etc. Of recent years, science has been devoting considerable attention to the question of whether or not man may not be able to produce any particular sex at will, by means of certain systems or methods of procedure. Many theories have been evolved, and many plans and methods have been advocated, often with the expenditure of much energy and enthusiasm on the part of the promulgators and their adherents.

    In this lesson there will be briefly presented to you the general consensus of modern thought on the subject, with a general outline of the favorite methods and systems advocated by the several schools of thought concerned in the investigation.

    Professor Doncaster, the well-known authority on the subject, says: “But little progress has been made in the direction of predicting the sex of any child, and, if possible, even less in artificially influencing the determination of its sex. When the general principles arrived at are borne in mind, it must be confessed that the prospects of our ever attaining this power of control or even of prediction are not very hopeful, but the possibility of it cannot be yet regarded as entirely excluded. The general conclusions arrived at are that sex is determined by a physiological condition of the embryonic cells, that this condition is induced, at least in the absence of disturbing causes, by the presence of a particular sex-chromosome. [A “chromosome” is a portion of the chromatin, or substance characteristic of the nucleus of the cell, this nucleus seemingly controlling the life-processes of the cell.] But there is evidence, which for the present at least cannot be neglected, that certain extraneous conditions acting on the egg or early embryo may perhaps be able to counteract the effect of sex chromosome.

    “Quite generally, then, there are two conceivable methods by which the sex might be artificially influenced in any particular case; firstly, if means could be found of ensuring that any particular fertilized ovum received the required chromosomes; and, secondly, by the discovery of methods which always effect the ovum or embryo in such a way as to produce the desired sex. Many suggestions for applying both methods have been made, some of which have attained considerable notoriety, but hitherto none of them has stood the test of practical experience. In the case of the higher animals, especially of the mammals, in which the embryo develops in the maternal uterus until long after the sex is irrevocably decided, it is obviously difficult to apply methods which might influence the sex after fertilization, even if it were certainly known that such methods were ever really effective.

    “Apart from the few experiments like those of Hertwig on rearing tadpoles at different temperatures, there have been a very few cases in which there is even a suggestion that the sex of the fertilized egg can be modified by environment, and the belief that this is possible has been entirely abandoned by many of the leading investigators of the subject. It is probable, therefore, that if it will ever be possible to predict or determine artificially the sex of a particular child, the means will have to be sought in some method of influencing the output of germ-cells in such a way that one kind is produced rather than the other. It is in this way that Heape and others interpret the results of their investigations; they find that certain conditions affect the sex-ratio of cells, and they explain the result by assuming that under some circumstances male-determining ova are produced in excess, and under other circumstances, female-determining.”

    Professor Rumley Dawson holds to the opinion that the male-determining and female-determining ova are discharged alternately from the ovaries. In woman one ovum is usually discharged each month, and it is maintained that on one month the ovum is male-determining, and in the next, female-determining. It is obvious that exceptions must occur, for boy and girl twins are quite common, but if the cases which support the hypothesis are taken by themselves, and the exceptions explained away, it is possible to make out a strong case in favor of this theory. Some authorities hold that the right ovary produces male-determining ova, and the left ovary female-determining, and that the two ovaries discharge an ovum alternately, but an impartial examination of the evidence for this belief shows that it rests on very slender foundations. Experiments on the lower animals have shown that after the complete removal of one ovary the female may produce young of both sexes. Women, also, have produced children of a particular sex after the corresponding ovary has been removed, and it is hardly possible to believe that the removal in all these cases was incomplete. On the whole it must be concluded that the theory is insufficiently supported by the evidence.

    Another widely promulgated and vigorously supported theory is that which holds that the sex of the future child may be determined by specific nutrition of the mother before conception, and in some cases after conception. Schenk’s theory, advanced about 1900, attracted much attention at the time. He based his method on the observation that a number of women whose children were all girls all excreted sugar in their urine, such as happens in the case of persons affected with diabetes. From this he suspected that the physiological condition which leads to the excretion of sugar was inimical to the development of male-determining ova, and that males could be produced by its prevention. He therefore recommended that those who desire a male child should undergo treatment similar to that prescribed for diabetes for two or three months before conception, and held that a boy would be produced by these methods. Although this method has had considerable vogue, it cannot be held to have been established on a scientific basis.

    Doncaster says “The general conclusion with regard to man must therefore be that if sex is determined solely by the spermatozoon there is no hope either of influencing or predicting it in special cases. On the other hand, there is considerable evidence that the ovum has some share in the effect, and if this is so, before any practical results are reached it will be necessary to discover which of two conceivable causes of sex-determination is the true one. It is possible that there are two kinds of ova, as well as two kinds of spermatozoa, and that there is a selective fertilization of such a kind that one kind of spermatozoon only fertilizes one kind of ovum, the second kind of spermatozoon the second kind of ovum. If this should prove to be the case, it is possible that means might be found of influencing or predicting that kind of ovum which is discharged under any set of conditions. Secondly, it is possible that the ova are potentially all alike, but that their physiological condition may under some circumstances be so altered that the sex is determined independently of the spermatozoon. * * * It is hardly possible to avoid the conclusion that the sex of the offspring may be influenced, at least under certain circumstances, by the mother. The search for means of influencing the sex of the offspring through the mother is not of necessity doomed to failure. No results of a really positive kind have been obtained hitherto, and some of the facts point so clearly to sex-determination by the male germ-cell alone in man and other animals that many investigators have concluded that the quest is hopeless; but until an adequate explanation has been given of certain phenomena discovered in the investigation of the subject, it seems more reasonable to maintain an open mind, and to regard the control of sex in man as an achievement not entirely impossible of realization.”

    Another writer on the subject has said: “Every individual among the higher animals, whether male or female, begins as an impregnated ovum in the mother’s body. Any such ovum contains elements of constitution from both of its parents. In the earliest existence of this impregnated ovum, there is a season of sexual indifference, or indecision, in which the embryo is both male and female, having the characteristic rudiments of each sex, only indifferently manifested. In this stage, the embryo is susceptible of being influenced by external conditions to develop more strongly in the one or the other direction and thus become distinctly and permanently male or female. It is evident that this is the season in the development of the individual in which influencing conditions and causes must operate in deciding its sex, although it is possible in some of the lower animals to alter the tendency of sex in the embryo from one sex to the other, even after it has been quite definitely determined. It is well established, in fact, that differences do not come from a difference in the ova themselves; that is, there is not one kind of ova from the female which becomes female, while other ova become male, for it is possible to alter the tendency toward the one sex or the other after the ovum has been fertilized and the embryo has begun its career of development. This possible change in sex tendency in the embryo also proves that sex is not decided by a difference in the spermatozoa; that is some of the sperm cells from the father are not male, while others are female, in their constitution.

    “It is incorrect to suppose, as has been held by some theorists, that one testicle give rise to male spermatozoa and the other to female spermatozoa, for both male and female offspring have been produced from the same male parent after one testicle or the other has been removed. The same is true in cases in which either ovary has been removed from the mother; that is, male and female offspring are produced from mothers in whom either ovary has been removed. In like manner, the sex of offspring is shown not to be materially affected by the comparative vigor of the parents; thus, a stronger father than mother does not necessarily produce one sex to the exclusion of the other. These negative decisions are important because they simplify the solution of the problem of sex-determination, by excluding, more or less fully, various causes which have been supposed to operate quite forcibly in deciding the sex of offspring. Some of the more positive agencies that enter into the determination of sex are found (1) in the influence of nutrition upon the embryo during its indifferent stage of sexual development, and (2) in the constitution and general condition of the mother before and during the early stages of pregnancy. These two factors appear to enter more fully than any others in the decision of the sex in offspring, and deserve the greatest consideration. The influence of food in supplying the embryo with nourishment for its development is, perhaps, the most potent of these determining causes.”

    Investigators along the line of theory indicated in the above last quotation, i. e., the theory of sex determination by means of nourishment of the mother and embryo, have presented a volume of reports which demand respectful consideration. The general report may be said to be the discovery that abundant nourishment during the period of sexual neutrality tends to produce females; while lack of abundant nutrition during such period tends to produce males.

    These experiments, of course, have been chiefly performed upon the lower animals. The frog has been a favorite subject of such experiments—the tadpole stage being the one selected, because in that stage there exists a lack of sex, the stage being one of sex neutrality. Professor Yung’s celebrated experiments will illustrate this class of experiments. Here were chosen 300 tadpoles, which when left to themselves manifested a ratio of 57 prospective females to 43 prospective males. These were divided into three classes of 100 tadpoles each. Each class was then fed upon one of several kinds of nutritious diet in order to ascertain the change in sex-tendency due to such food. The first set, with an original ratio of femaleness of 54 to 46, were fed abundantly on beef, and the ratio of femaleness was changed to 78 to 22. The second class, with a ratio of femaleness of 61 to 39, were fed on fish (specially nourishing to frogs), and the ratio changed to 81 to 19. The third class, with a ratio of 56 to 44, were fed upon a still more nutritious diet (i. e., that of frogs’ flesh), and the ratio was raised to 92 to 8. In short, the experiments showed that the increase of nourishment in diet changed every two out of three male-tendency tadpoles into females. The experiment was held to prove that a rich diet, affording nourishment, during the period of sexual neutrality in the embryo, tended to develop femaleness.

    The advocates of this theory also point to the instance of the bees. With the bees, the larva of ordinary worker-bees are fed ordinary food, and do not develop sex; while the larva which is intended to produce the queen-bee is fed specially nutritious “royal food,” and consequently develops larger size and full female sex powers. If the queen is killed, or dies, the hive of bees proceeds to produce a new queen by means of feeding a selected larva with the “royal food” and thus developing full femaleness in it. It is said by some authorities that in cases in which some other of the larva accidently receive, through mistake, crumbs of the “royal food,” they, too, grow to an extraordinary size, and develop fertility. This fact is held by the advocates of the nutrition theory to go toward establishing the fact that abundant nourishment of the embryo, during the neutral stage, tends to produce femaleness in it. They also claim that caterpillars which are very poorly nourished before entering into the chrysalis stage usually develop into male butterflies, while those highly nourished in the said stage tend to become females. Experiments on sheep have shown that when the ewes are particularly well nourished the offspring will show a large proportion of females.

    A writer, favoring the theory in question, says: “In general, it is reasonable to infer that the higher sexual organization which constitutes the female is to be attained in the greatest number of cases by embryos which have superior vital conditions during the formative period. Among human beings, some facts of general observation become significant in the light of the foregoing inferences. After epidemics, after wars, after seasons of privation and distress, the tendency is toward a majority of male births. On the other hand, abundant crops, low prices, peace, contentment and prosperity tend to increase the number of females born. Mothers in prosperous families usually have more girls; mothers in families of distress have more boys. Large, well-fed, fully developed, healthy women, who are of contented and passive disposition, generally become mothers of families abounding in girls; while mothers who are small or spare of flesh, who are poorly fed, restless, unhappy, overworked, exhausted by frequent childbearing, or who are reduced by other causes which waste their vital energies, usually give birth to a greater number of boys. As a general proposition, the facts and inferences tend to establish the truth of the doctrine with women, that, the more favorable the vital conditions of the mother during the period in which the sex of her offspring is being determined, the greater the ratio of females she will bear; the less favorable her vital conditions at such times, the greater will be her tendency to bear males. That many apparent exceptions occur does not disprove the general tendency here maintained. Moreover, it is impossible to know in all cases what were the conditions of the mother’s organism at the time in which her child was in its delicate balance between predominant femaleness and maleness; else many cases which seemingly disprove the proposition would be found to be forcible illustrations of its truth. Still further, it is probable that other causes besides those here mentioned act with greater or less effect in determining the sex of offspring.”

    Based upon this general theory of the relation of nutrition to sex-determination, many methods and systems have been devised by as many authorities, and have been followed and promulgated by as many schools. Without going into the almost endless detail which would be necessitated by a synopsis of these various methods and systems, it may be said that they all consist of plans having for their object the decrease of nutrition of the woman in cases in which male children are desired, and the increase of nutrition in cases in which female children are sought for. This increase or decrease in nutrition is enforced for a reasonable period before the time selected for the conception of the child, and also for a reasonable period after the time of conception. The decrease in nutrition does not consist of “starvation,” but rather of a “training diet” similar to that followed by athletics, and from which dietary all rich foods, sweets, etc., are absent. In fact, the average dietary advocated by the “Eat and Grow Thin” writers would seem to be almost identical with that of the “male offspring” theorists.

    Many persons who have followed the methods and systems based on the nutrition theory above mentioned claim to have been more or less successful in the production of the particular sex desired, but many exceptions to the rule are noted, and some writers on the subject are disposed to regard the reported successes as mere coincidences, and claim that the failures are seldom reported while the successes are widely heralded. The present writer presents the claims of this school to the attention of his readers, but without personally positively endorsing the idea. He is of the opinion that the data obtainable is not as yet sufficient to justify the strong claims made for the theory in some quarters; but, at the same time, he does not hesitate to say that there are many points of interest brought out in the presentation of the theory, and that many thoughtful persons seem to accept the same as reasonably well established and logical.

    Another theory which has been heard of frequently of late years is that in which it is held that the ova are expelled in alternating sex, each month. Thus, if a male ovum is expelled in January, the February ovum will be a female one, according to this theory. Under this theory if the date of conception of a child be ascertained, and the sex of the child noted at its birth, it is a simple matter to count forward from the menstrual period following which the child was conceived, and thus determine whether the ovum of any succeeding period is male or female. It should be noted, however, that the periods are regulated by the lunar months, and not the calendar months. The fact that twins of different sexes are sometimes born would seem to disturb this theory—but not more than any other theory of sex-determination voluntarily produced, for that matter. The several schools explain this apparent discrepancy by the familiar saying that “exceptions prove the rule.”

    Another theory of sex-determination is that which holds that when conception occurs within a few days after the last day of menstruation, the child will be a girl; and that when conception occurs at a later period, the child will be a boy. Methods and systems based upon this theory are also reported as being reasonably successful in producing satisfactory results. But, inasmuch as there appears to be a great difference in individual women in this respect (even according to the claims of this school of sex-determination), it would seem that it would be difficult to proceed with certainty in the matter in most cases. One of the writers advocating this method, says: “Conception within five days after the end of the menstrual period is almost certain to produce a girl child; within five days to ten days, it may be either a boy or a girl; from ten to fifteen days, it is almost sure to be a boy; from eighteen to twenty-five days is the period of probable sterility, in which conception is extremely unlikely to occur.”

    In conclusion, it may be said that Nature undoubtedly has certain rules of sex-determination which govern in these cases; and that it is possible if not indeed probable that these rules may some day be discovered by man, and turned to account; but that it is very doubtful whether the secret has as yet been solved by the investigators. The writer may be pardoned for suggesting that, in his opinion, if the discovery is ever made it will likely be found to be very simple—so simple that we have probably overlooked it because it was in too plain sight to attract our attention. Nature’s methods are usually very simple, when once discovered. She hides her processes from man by making them simple, it would seem.

    PRIVATE Sex Advice to Women By R. B. Armitage, M. D.

    For Young Wives and those who Expect to be Married.

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  • EUGENICS AND CHARACTER

    EUGENICS AND CHARACTER

    The rapidly growing interest in Eugenics, and the scientific consideration of the world-wide decline in the birth-rate have drawn attention to the study of the eugenic factors which determine the production of high ability in offspring. Many distinguished investigators have conducted long and exhaustive investigations for the purpose of ascertaining and summarizing all possible biological data concerning the parentage and birth of the most notable persons born in European countries, and to a lesser extent in America.

    The investigations are now acquiring a fresh importance, because, while it is becoming recognized that we are gaining a control over the conditions of birth, the production of children has itself gained an importance. The world is no longer to be bombarded by an exuberant stream of babies, good, bad, and indifferent in quality, with mankind to look on calmly at the struggle for existence among them. Whether we like it or not, the quantity is steadily diminishing, and the question of quality is beginning to assume a supreme significance. The question then is being anxiously asked: “What are the conditions which assure the finest quality in our children?”

    A German scientist, Dr. Vaerting, of Berlin, published just before the War a treatise on the subject of the most favorable age in parents for the production of offspring of ability. He treated the question in an entirely new spirit, not merely as a matter of academic discussion, but rather as a practical matter of vital importance to the welfare of modern society. He starts by asserting that “our century has been called the century of the child,” and that for the child all manner of rights are now being claimed. But, he wisely adds, there is seldom considered the prime right of all the child’s rights, i. e., the right of the child to the best ability and capacity for efficiency that his parents are able to transmit to him. The good doctor adds that this right is the root of all children’s rights; and that when the mysteries of procreation have been so far revealed as to enable this right to be won, we shall, at the same time renew the spiritual aspect of the nations.

    The writer referred to decided that the most easily ascertainable and measurable factor in the production of ability, and efficiency in offspring, and a factor of the greatest significance, is the age of the parents at the child’s birth. He investigated a number of cases of men of ability and efficiency, along these lines, and made a careful summary of his results. Some of his results are somewhat startling, and may possibly require the corroboration of other investigators before they can be accepted as authoritative; but they are worthy of being carefully considered at the present time, pending such further investigation.

    Vaerting found that the fathers who were themselves not notably intellectual have a decidedly more prolonged power of procreating distinguished children than is possessed by distinguished fathers. The former may become the fathers of eminent children from the period of sexual maturity up to the age of forty-three or beyond. When, however, the father is himself of high intellectual distinction, the records show that he was nearly always under thirty, and usually under twenty-five years of age at the time of the birth of his distinguished son, although the proportion of youthful fathers in the general population is relatively small. The eleven youngest fathers on Vaerting’s list, from twenty-one to twenty-five years of age, were with one exception themselves more or less distinguished; while the fifteen oldest, from thirty-nine to sixty years of age, were all without exception undistinguished.

    Among the sons on the latter list are to be found much greater names (such as Goethe, Bach, Kant, Bismarck, Wagner, etc.) than are to be found among the sons of young and more distinguished fathers, for here is only one name (Frederick the Great) of the same caliber. The elderly fathers belonged to the large cities, and were mostly married to wives very much younger than themselves. Vaerting notes that the most eminent men have frequently been the sons of fathers who were not engaged in intellectual avocations at all, but earned their living as humble craftsmen. He draws the conclusion from these data that strenuous intellectual energy is much more unfavorable than hard physical labor to the production of marked ability in the offspring. Intellectual workers, therefore, he argues, must have their children when young, and we must so modify our social ideals and economic conditions as to render this possible.

    Vaerting, however, holds that the mother need not be equally young; he finds some superiority, indeed, provided the father is young, in somewhat elderly mothers, and there were no mothers under twenty-three on the list. The rarity of genius among the offspring of distinguished parents he attributes to the unfortunate tendency to marry too late; and he finds that the distinguished men who marry late rarely have any children at all. Speaking generally, and apart from the production of genius, he holds that women have children too early, before their psychic development is completed, while men have children too late, when they have already “in the years of their highest psychic generative fitness planted their most precious seed in the mud of the street.”

    The eldest child was found to have by far the best chance of turning out distinguished, and in this fact Vaerting finds further proof of his argument. The third son has the next best chance, and then the second, the comparatively bad position of the second being attributed to the too brief interval which often follows the birth of the first child. He also notes that of all the professions the clergy come beyond comparison first as the parents of distinguished sons (who are, however, rarely of the highest degree of eminence), lawyers following, while officers in the army and physicians scarcely figure at all. Vaerting is inclined to see in this order, especially in the predominance of the clergy, the favorable influence of an unexhausted reserve of energy and a habit of chastity on intellectual procreativeness.

    It should be remembered, however, that Vaerting’s cases on his list were all those of Germans, and, therefore, the influence of the characteristic social customs and conditions of the German people must be taken into account in the consideration.

    Havelock Ellis in his well known work “Study of British Genius” dealt on a still larger scale, and with a somewhat more precise method, with many of the same questions as illustrated by British cases. After the publication of Vaerting’s work, Ellis re-examined his cases, and rearranged his data. His results, like those of the German authority, showed a special tendency for genius to appear in the eldest child, though there was no indication of notably early marriage in the parents. He also found a similar predominance of the clergy among the fathers, and a similar deficiency of army officers and physicians.

    Ellis found that the most frequent age of the father was thirty-two years, but that the average age of the father at the distinguished child’s birth was 36.6 years; and that when the fathers were themselves distinguished their age was not, as Vaerting found in Germany, notably low at the birth of their distinguished sons, but higher than the general average, being 37.5 years. He found fifteen distinguished sons of distinguished British fathers, but instead of being nearly always under thirty and usually under twenty-five, as Vaerting found it in Germany, the British distinguished father has only five times been under thirty, and among these only twice under twenty-five. Moreover, precisely the most distinguished of the sons (Francis Bacon and William Pitt) had the oldest fathers, and the least distinguished sons the youngest fathers.

    Ellis says of his general conclusions resulting from this investigation: “I made some attempts to ascertain whether different kinds of genius tend to be produced by fathers who were at different periods of life. I refrained from publishing the results as I doubted whether the numbers dealt with were sufficiently large to carry any weight. It may, however, be worth while to record them, as possibly they are significant. I made four classes of men of genius: (1) Men of Religion, (2) Poets, (3) Practical Men, (4) Scientific Men and Sceptics. (It must not, of course, be supposed that in this last group all the scientific men were sceptics, or all the sceptics scientific.) The average age of the fathers at the distinguished son’s birth was, in the first group, 35 years; in the second and third group, 37 years; and in the last group, 40 years. (It may be noted, however, that the youngest father of all the history of British genius, aged sixteen, produced Napier, who introduced logarithms.)

    “It is difficult not to believe that as regards, at all events, the two most discrepant groups, the first and last, we come upon a significant indication. It is not unreasonable to suppose that in the production of men of religion in whose activity emotion is so potent a factor, the youthful age of the father should prove favorable; while for the production of genius of a more coldly intellectual and analytic type more elderly fathers are demanded. If that should prove to be so, it would become a source of happiness to religious parents to have their children early, while irreligious parents should be advised to delay parentage.

    “It is scarcely necessary to remark that the age of the mothers is probably quite as influential as that of the fathers. Concerning the mothers, however, we always have less precise information. My records, so far as they go, agree with Vaerting’s for German genius, in indicating that an elderly mother is more likely to produce a child of genius than a very youthful mother. There were only fifteen mothers recorded under twenty-five years of age, while thirteen were over thirty-nine years; the most important age for mothers was twenty-seven.

    “On all these points we certainly need controlling evidence from other countries. Thus, before we insist with Vaerting that an elderly mother is a factor in the production of genius, we may recall that even in Germany the mothers of Goethe and Nietzsche were both eighteen at their distinguished son’s birth. A rule which permits of such tremendous exceptions scarcely seems to bear the strain of emphasis.”

    The student, however, must always remember that while the study of genius and exceptionable talent is highly interesting, and even, as is quite probable, not without significance for the general laws of heredity, still we must beware of too hastily drawing conclusions from it to bear on the practical questions of eugenics. Genius is rare—and, in a certain sense, abnormal. Laws meant for application to the general population must be based on a study of the general population. Vaerting, himself, realized how inadequate it was to confine our study to cases of genius.

    Another investigator, Marro, an Italian scientist, in his well-known book on puberty which was published several years ago, brought forth some interesting data showing the result of the age of the parents on the moral and intellectual characters of school-children in Northern Italy. He found that children with fathers below twenty-six at their birth showed the maximum of bad conduct and the minimum of good; they also yielded the greatest proportion of children of irregular, troublesome, or lazy character, but not of really perverse children—the latter being equally distributed among fathers of all ages. The largest number of cheerful children belonged to the young fathers, while the children tended to become more melancholy with ascending age of the fathers. Young fathers produced the largest number of intelligent, as well as of troublesome children; but when the very exceptional intelligent children were considered separately, they were found to be more usually the offspring of elderly fathers.

    As regarded the mothers, Marro found that the children of young mothers (under twenty-one) are superior, both as regards conduct and intelligence, though the more exceptionally intelligent children tended to belong to more mature mothers. When the parents were both in the same age-groups, the immature and the elderly groups tended to produce more children who were unsatisfactory, both as regards conduct and intelligence—the intermediate group yielding the most satisfactory results of this kind.

    Havelock Ellis makes the following plea for further investigations along these lines, in the interest of the well-being of the race: “But we have need of inquiries made on a more wholesale and systematic scale. They are no longer of a merely speculative character. We no longer regard children as the ‘gifts of God’ flung into our helpless hands; we are beginning to realize that the responsibility is ours to see that they come into the world under the best conditions, and at the moments when their parents are best fitted to produce them. Vaerting proposes that it should be the business of all school authorities to register the ages of the pupils’ parents. This is scarcely a provision to which even the most susceptible parent could reasonably object, though there is no cause to make the declaration compulsory where a ‘conscientious’ objection existed, and in any case the declaration would not be public.

    “It would be an advantage—although this might be more difficult to obtain—to have the date of the children’s marriage, and of the birth of previous children, as well as some record of the father’s standing in his occupation. But even the ages of the parents alone would teach us much when correlated with the school position of the pupil in intelligence and conduct. It is quite true that there are unavoidable fallacies. We are not, as in the case of genius, dealing with people whose life-work is complete and open to the whole world’s examination.

    “The good and clever child is not necessarily the forerunner of the first-class man or woman; and many capable and successful men have been careless in attendance at lectures, and rebellious to discipline. Moreover, the prejudice and limitations of the teachers have to be recognized. Yet when we are dealing with millions most of these fallacies would be smoothed out. We should be, once for all, in a position to determine authoritatively the exact bearing of one of the simplest and most vital factors of the betterment of the race. We should be in possession of a new clue to guide us in the creation of the man in the coming world. Why not begin today?”

    Considerable attention on the part of the American thinking public has been directed toward the investigations and researches of Casper L. Redfield. Mr. Redfield combats the orthodox scientific position that the acquired qualities are not transmitted to offspring; and he most positively states that such characteristics are transmitted to offspring, and are really the causes which have tended toward the evolution and progress of the race. But he insists upon this vital point, namely, that the parent must already have acquired improved quality before he can transmit improvement to the offspring—and that before he can have acquired this improved quality, he must have lived sufficiently long to have experienced the causes which have developed improvement in himself. Consequently, he holds that delayed parentage produces great men.

    Mr. Redfield several years ago offered a prize of two hundred dollars to anyone who could show that a single one of the great men of history was the product of a succession of young parents, or was produced by a line of ancestry represented by more than three generations to a century. But no one ever claimed the prize money. According to Mr. Redfield’s doctrine, race improvement is and will be accomplished as the result of effort, physical and mental, upon the part of prospective parents, particularly if the period of effort is sustained over a considerable number of years previous to reproduction.

    The following quotations from Mr. Redfield’s writing will give a general idea of his lines of thought and his theories. He says:

    “At some time in the past there was a common ancestor for man and the ape. At that time the mental ability of the man was the same as that of the ape, because at that time man and the ape were the same person. From that common ancestor there have been derived two main lines of descent, one leading to man and the other to the ape of today. In the line leading to man, mental ability has increased little by little so that today the mental ability of the man is far above that of the ape. While it may not be literally true for each and every generation between that common ancestor and man of the present time, still we will commit no error if we divide the total increase in mental ability by the number of intervening generations and say that each generation in turn was a little superior to that which produced it. Now it happens that mental ability is something which is inherited—is transmitted from parent to offspring. Take that fact with the fact that there has been a regular (or irregular) increase in mental ability in the generations leading to man, and it will be seen that each generation in succession transmitted to its offspring more than it inherited from its parents. But a parent cannot transmit something which he did not have. Where and how did those generations get that ability which they transmitted but did not inherit?”

    Mr. Redfield in his writings shows that what is true of the human race is true of high-bred domesticated animals, namely, the cow of high milk producing breeds; the fast running and trotting horses; and the highly developed hunting dogs. To each case he applies his question: “Where and how did those generations of animals get that power which they transmitted but did not inherit?” In his investigations he claims to have discovered the secret, namely, that the ancestors, throughout several generations, had each acquired the power which it transmitted, which added to the inherited power raised the general power of the stock. This arose from careful breeding, and directly from the fact that the average age of the parent was much higher in the highly-bred stock than in the “scrub” or ordinary run of stock. In other words, delayed parentage produced better offspring.

    Mr. Redfield proceeds to argue from these facts as follows: “At one time man and ape reproduced at the same average age, whereas now they reproduce at widely different ages. Going back to the time when man and ape separated, our ancestors survived by physical and mental activity in securing food and escaping from enemies. As time went on man reproduced at later and later average age until now he reproduces at about thirty years from birth of parent to birth of offspring. When time between generations stretched out in the man line more than it did in the ape line, the man acquired more mental development before he reproduced than did the ape, and he did this because he was mentally active more years before reproducing. The successive generations leading to modern man transmitted to offspring more than they inherited from their parents, and the generations which did this are the same generations which acquired, before reproducing, the identical thing which they transmitted in excess of inheriting.

    “Coming now to those rare men of whom we have only a few in a century, how were they produced? It should be noted that each one had two parents, four grandparents, and eight great-grandparents. Also that they are certainly improvements over their great-grandparents. If they were not such improvements, then there would be many ‘rare’ cases in a century. In looking into the pedigrees of these great men it is found that they were sons of parents of nearly all ages, but were predominantly sons of elderly parents. While we sometimes find comparatively young parents in the pedigree of a great man, we never find a succession of young parents. Neither do we find an intellectually great man produced by a pedigree extending over three generations. The great man is produced only when the average for three generations is on the elderly side of what is normal. The average age of one thousand fathers, grandfathers, and great-grandfathers in the pedigrees of eminent men was found to be over forty years. Great men rise from ordinary stock only when several generations in succession acquire mental efforts in excess amounts before reproducing.”

    It is the opinion of the present writer that the theories of Mr. Redfield are in the main true, and that in the future much valuable information will be obtained along the same lines, which will tend to corroborate his general conclusions. One’s attention needs but to be plainly directed to the matter, and then he will see that it is absurd to think of a creature transmitting to his offspring qualities which neither he or his mate had inherited or acquired. If there were no transmission of acquired qualities there would be no improvement—and in fact, we know that the bulk of inherited qualities were at some time in the history of the race “acquired.” And, reasoning along the same line, we may see that the young parents who have not had as yet an opportunity to acquire mental power cannot expect to transmit it to their offspring—all that they can do is to transmit the inherited stock qualities plus the small acquired power which they have gained in their limited experience. And, finally, it is seen that offspring produced at a riper age of parenthood, continued over several generations, tend toward unusual ability and powers. Consequently, the people or nation with a higher average age of parenthood may logically expect to attain greater mental powers than the peoples lacking that quality. And what is true of a people or nation is of course true of a particular family.

    The subject touched upon in this part of our book is one of the greatest interest to careful students of Eugenics; and is one which calls for careful and unprejudiced consideration from all persons having the interest of the race at heart.

    PRIVATE Sex Advice to Women By R. B. Armitage, M. D.

    For Young Wives and those who Expect to be Married.

    Views: 0