Women, Children, Love, and Marriage

by C. Gasquoine Hartley

A story is recorded of a father and mother in ancient Greece, who, being concerned for the welfare of their only son, went to a renowned teacher and asked him to educate and take full charge of their child. “How old is your son?” questioned the teacher.

“Just three!”

The sage shook his head. “I am sorry but you have come to me too late: the boy’s character is decided already.”

I was reminded of this most instructive story as I read the account of the evidence given by the Rev. the Hon. Ed. Lyttelton, before the Birth Rate Commission of the National Council of Public Morals. For while I agree wholeheartedly with the late headmaster of Eton College as to the necessity of instructing the young in the facts of sex, I disagree, with his view as to the method of the teaching and, even more I disagree emphatically, as to the age at which instruction should begin.

Dr. Lyttelton holds that the first lessons should be given at the age of nine years, when the boy ought to be taught the facts of maternity, this knowledge to be supplemented by further teaching at the age of twelve or thirteen explaining the even more important (for the boy) facts of paternity.

Now it is here that I venture to disagree, and think that Dr. Lyttelton has fallen into the very common error of underestimating the child’s intelligence and boundless curiosity. It is in the very early nursery days that sex education is most urgently needed. To wait until the age of nine years has been reached is often to wait too late. In a vast number of cases, it is locking the stable door after the horse has been stolen.

In all children the activity of the intelligence begins to work at a very early age, and parents, who are not willfully blind, must know that this activity tends to manifest itself in an inquisitive desire to know many elementary facts of life, which are dependent upon sex. The primary and most universal of these desires is the desire to know where “the new baby comes from.” A child of four or even younger, may begin to ask questions on this matter quite simply and spontaneously. The degree of curiosity, as also the frankness with which it is expressed, will differ, of course, in different children, but I am certain this curiosity is present and at times active in all children. If they do not question their elders, they will certainly puzzle over the matter themselves; often they will talk with older companions, and gain the information they are seeking in the worst possible way.

Thus the first teacher of the child must be the mother, the one who is most constantly with the child, tending him in washing, undressing, and in all the daily needs of his little body. It is the mother who ought to be the child’s supreme trainer.

Few of us understand the confusion and hurt that may be caused by a mother’s stupid silence and even more stupid hints and evasions and made-up fables. The false stories of babies brought by the doctor or the stork, or a little sister or brother found under the gooseberry bush are never believed. While the fantastic ideas of birth, that the child makes up for himself, fix their untruth into the immature minds. And afterwards they cannot be checked, owing to childish concealments, which always spring up so rapidly to meet any expression of adult reticence. These birth-fantasies, though the child seems to out-grow them, are not really forgotten but remain active in the unconscious mind. In this way, trouble is often started that will be determinative of the gravest evils in the later adult life.