Sex‐instruction as a Phase of Social Education

Bigelow, Maurice A.

doi:10.1080/0034408130080103

Cited by 7 publications

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“…When moral considerations would not avail, a wholesome fear of infection may act as a restraint." (35) Morrow's statement is significant because it implied that venereal disease was likely to occur in any illicit encounter, whether it be with a prostitute, mistress, girl friend, or acquaintance. In part this asser tion was based on the confusion in the moral conservatives' minds that caused them to identify women who engaged in sexual relations outside of marriage as prostitutes.…”

Section: IImentioning

confidence: 99%

Ideas of the Early Sex Education Movement in America, 1890-1920

Strong¹

1972

History of Education Quarterly

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BRYAN STRONG TOWARD THE END of the nineteenth century American sexual attitudes were beginning to undergo a fundamental alteration, for the dominant sexual ideology of sex as restraint was being challenged increasingly by the hitherto radical doctrine of sex as pleasure. The implications of this change in ideology extended far beyond the simple gratification of a temporal impulse to the very formation of character and the organization of society, for, as Freud wrote, the manner in which an individual responds to sexuality is often "a prototype for the whole of his other modes of reaction to life." In turn, the nature of society is significantly influenced according to whether society chooses to resolve the conflict between Eros and Ananke by the repression, renunciation, or acceptance of sexuality. (1) By the 1920s in the United States the older middle-class beliefs that sex was only for procreation and that pleasure was an unfortunate, if inescapable, side effect "attached to this function simply to ensure reproduction," were being replaced by a belief in which pleasure, in dependent of conception, was as equally legitimate an end of sexual activity in marriage as was procreation. If Freud's hypothesis is correct, then the study of this change in sexual attitudes may offer significant insights into the very structure of man's responses to society in the nineteenth and twentieth centuries. (2) I In the nineteenth century Americans sensed an intimate relation be tween sex, character, and society, and by the middle of the nineteenth Mr. Strong teaches in the Peace Studies Program at Stanford U niversity.

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Section: IImentioning

confidence: 99%

Ideas of the Early Sex Education Movement in America, 1890-1920

Strong¹

1972

History of Education Quarterly

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“…98-117. AlsoBigelow, 1913. 19Zimmerman, 1999, p. 28. 20 Pauly, 1991.ORIGIN OF THE SCHOOL ANTIEVOLUTION MOVEMENT…”

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Civic Biology and the Origin of the School Antievolution Movement

Shapiro

2008

J Hist Biol

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In discussing the origins of the antievolution movement in American high schools within the framework of science and religion, much is overlooked about the influence of educational trends in shaping this phenomenon. This was especially true in the years before the 1925 Scopes trial, the beginnings of the school antievolution movement. There was no sudden realization in the 1920's--sixty years after the Origin of Species was published--that Darwinism conflicted with the Bible, but until evolution was being taught in the high schools, there was no impetus to outlaw it. The creation of "civic biology" curricula in the late 1910's and early 20's, spearheaded by a close-knit community of textbook authors, brought evolution into the high school classroom as part of a complete reshaping of "biology" as a school subject. It also incorporated progressive ideologies about the purposes of compulsory public education in shaping society, and civic biology was fundamentally focused on the applications of the life sciences to human life. Antievolution legislation was part of a broader response to the ideologies of the new biology field, and was a reaction not only to the content of the new subject, but to the increasingly centralized control and regulation of education. Viewing the early school antievolution movement through the science-religion conflict is an artifact of the Scopes trial's re-creation of its origins. What largely caused support for the school antievolution movement in the South and particularly Tennessee were concerns over public education, which biology came to epitomize.

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“…Bigelow (15) believes that if the girls of tomorrow can be physically strengthened and mentally and morally prepared for motherhood by knowledge of the laws of hygiene and the laws of sex, we shall have the right to be proud and feel that our educational system is sound and good. Parkinson (91) finds biology the direct method of approaching sex instruction and this view is also held by Bigelow (14). In working toward a solution of the control of the reproduction of feeble-minded children, Goddard (47) concludes that it is not a question of segregation or sterilization, but segregation and sterilization.…”

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Adolescence.

Baldwin¹

1913

Psychological Bulletin

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Sex‐instruction as a Phase of Social Education

Cited by 7 publications

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Ideas of the Early Sex Education Movement in America, 1890-1920

Ideas of the Early Sex Education Movement in America, 1890-1920

Civic Biology and the Origin of the School Antievolution Movement

Adolescence.

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