Again, the teacher or some friend may be requested by the parent to come to the help of the needy child. But whoever gives this information, it is needless to say, should himself be pure in heart, of high moral principles, with a firm belief in the value and possibility of purity, and with sufficient knowledge of the subject in all its aspects to be a wise instructor, giving not only physiological information where that is desirable, but working specially for ethical and spiritual elevation. Physiological facts alone may not have the slightest effect upon the manner of living; there should be first and deeply implanted a spiritual desire for purity, when the knowledge of such facts may be a valuable help.
The question is very often asked, Should this subject be taught in schools?
To a certain extent it is taught. Every botany class teaches its rudiments; and in the higher grades, where biology is taught, the pupil comes to a clear understanding of the main facts. School botany, however, merely glimpses at the truth, and biological classes are few and far between. So, as far as the majority of children are concerned, the schools can hardly be said to touch the subject. Whether it would be well for the schools to deal with it is a very difficult question, so much depending upon the way the work is done. It might be possible to introduce it helpfully in connection with a well graded system of nature-study, but since such does not exist in most schools, and since there is very great danger in speaking in public on this subject before children, no matter how well the speaking may be done, it is undoubtedly better not to approach it directly in the schools,—at least in grades below the high school. Like religious training, this belongs peculiarly to the home and the parent. Although she cannot give general instruction, the teacher of children can help by being watchful of her flock, alert to detect signs of wrong doing, ready to help by private counsel, and—when parents consent—to give information to any needy child. In dealing with this subject the teacher needs to be as wise as the serpent and as harmless as the dove, not only for her own sake but for the sake of those she wishes to help.
When to tell the story.
It is an axiom of education that the foundations of knowledge should be laid in childhood. From all time it has been observed that what is learned in the earlier years remains most persistently through life. Hence we begin to inculcate moral truths at an early age. Ideas of truthfulness and honesty, for instance, are graven so deeply on the young mind that they can never afterwards be erased. "Just as the twig is bent the tree's inclined," said our forefathers, and it is true. "First impressions are the most lasting," is another true adage. This being so, we should see to it that the first impression the child gets on the subject in question is the one we wish him to keep. Many a life has been lamed and saddened because of the first terrible and ineradicable impressions it received upon this all-important subject. Many a high-minded man and woman have gone through life tormented by images of the first unworthy thoughts. No matter how good the after-knowledge may be, it is almost impossible to erase from the tablets of memory that old first impression.
Of course it would be absurd to tell a young child most of the facts, just as it would be absurd to try to teach him the whole arithmetic in one school term. He could not understand, and, particularly in the case of the former subject, he would be harmed instead of helped. Just how and when to unfold the matter to his comprehension will be carefully considered as these pages progress. Here let it suffice to say that with the young child we may begin by building carefully block by block the foundation we want to use later; with the older one we must needs work faster, seeking to anticipate or counteract any unfortunate information from outside sources. Thus the age of the child and his surroundings will to an extent determine the time or times of telling the facts.
III
HOW TO TELL THE STORY
This is the most difficult question to answer, and one that requires time. Indeed, one might say it cannot be answered excepting in a general way, and that any effort to tell the truth sacredly is better than not to tell it at all. Where the children are still young the task is comparatively simple when once begun. It develops naturally, with time for thought on the part of the teller; and the steps are easy and convincing.