The chief technical names of the parts of the male organs—testicle (spermary or testes), sperm duct (vas deferens), scrotum, prostate, seminal vesicles, penis, glans, prepuce (foreskin), urethra—should be taught; and the scientific dignity of these words as substitutes for vulgar words should be emphasized. In dealing with boys and young men I have noticed that these and other scientific words have a great influence on their attitude. The scientific names of the sex organs should be made part of popular vocabulary for the reason that there are no established common names corresponding to lungs, liver, stomach, arm, leg, brain, and so on for all prominent organs except the sexual. These have been left without authoritative names except in scientific language, and as a result dozens of ordinary words have been vulgarly applied and unprintable ones invented by uneducated people. Such usage of vulgar terminology is widespread, especially among men and boys. An editor of schoolbooks recently called my attention to the necessity of changing some ordinary words in certain books because in some localities the boys applied the words to sexual organs. Even the little words "nuts," "stones," "balls" accompanied by the adjective "two" mean testicles in the widespread vulgar language; and a physician told me that a college graduate used one of these words the other day when seeking medical advice concerning her baby. Here is an intolerable situation that must be improved by establishing in popular usage the dignified scientific words for the chief sexual organs. We must begin to do so by teaching the words frankly to boys of adolescent years, and by persuading parents to teach their children correctly.
Sex-physiology.
Having learned the structure and names of their sexual organs, boys may easily understand the function of each part if explained in simple language. Ten or twenty minutes ought to be enough time for stating the important facts. One printed page could state them clearly. Here is the time for personal hygienic advice, especially such topics as: rules for self-control; harmful habits (see discussion of masturbation in § 26); sexual activity not necessary for health; occasional nocturnal emissions not pathological.[16]
Female organs.
I believe it is well for boys of adolescent years to know a few leading facts regarding female structure and function, but such knowledge is best learned from oral description by a well-balanced teacher. Diagrams and (in some schools) a demonstrated dissection of a cat or other animal will be helpful. The meaning of the ovaries as sources of the egg-cells and of the uterus as the place for development of the fertilized egg-cell should be explained in a serious way that will help boys get some fundamental ideas as to what motherhood means Boys, moreover, should be informed concerning the existence of the periodic disturbance in the other sex, for unless they know they are sure at times to misunderstand their sisters and other girls. Professor W.S. Hall has stated the essential information in "Chums" (for boys twelve to sixteen), but his comparison of periodicity in the two sexes is not strictly accurate, for there are not in men any sexual cycles that are strictly comparable with the menstrual cycles of women.
No pictures.
It is probably best, as urged by several writers, that the life-like illustrations, some of them photographic, in books of human anatomy be kept away from boys of early adolescent age. Diagrams can be made to explain all that is necessary, and without the danger of stimulation that might come from the illustrated medical books.
Embryology.
The embryological facts of human biology are very impressive to boys and young men who know little of science. I believe that no other line of scientific facts is so likely to claim a serious and respectful attitude. The ideal way for giving a popular glimpse at human development is with a small series of lantern slides or photographs from embryological works. Unfortunately, there is no available popular treatment of the main facts of human development, but teachers trained in biology can easily glean the facts for the preparation of a short lecture.
Social diseases.