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"Sex-Education: A Series of Lectures Concerning Knowledge of Sex in Its Relation to Human Life" by Maurice Alpheus Bigelow is a pioneering work in the field of sex education. Published in 1916, this book is notable for its comprehensive and progressive approach to discussing sexuality and sexual health. Bigelow, an American physician and educator, wrote "Sex-Education" at a time when discussions about sex were often considered taboo or restricted to medical professionals. The book consists of a series of lectures that aim to provide readers with a thorough understanding of human sexuality, covering topics such as anatomy, physiology, reproductive health, sexual development, and interpersonal relationships. One of the key objectives of the book is to promote sexual health and well-being by dispelling myths, addressing common concerns, and providing accurate information about sexual anatomy and function. Bigelow emphasizes the importance of education in promoting healthy attitudes towards sex and relationships, advocating for open and honest communication between partners and between parents and children. "Sex-Education" reflects the progressive attitudes of its time, challenging traditional beliefs and advocating for a more enlightened approach to sexuality. While some of the terminology and scientific understanding may be outdated by modern standards, the book remains significant for its contributions to the field of sex education and its commitment to promoting sexual health and understanding.
This is the Annotated version of the original book. This the Summarized version of the original book. This is 505 to 60% summary of the original book consists of 30000 words approximately. The Brief description of the book is written as follows:-Sex-education in its largest sense includes all scientific, ethical, social, and religious instruction and influence which directly and indirectly may help young people prepare to solve for themselves the problems of sex that inevitably come in some form into the life of every normal human individual. Note the carefully guarded phrase "help young people prepare to solve for themselves the problems of sex", for, like education in general, special sex-education cannot possibly do more than help the individual prepare to face the problems of life.Social hygiene in its complete sense means the great general movement for the improvement of the conditions of life in all lines in which there is social ill health or need of social reform, but it is often limited to the sexual aspect of the unfortunate and unfavorable conditions of life, and it has been proposed to adopt the term "social hygiene" as a substitute that avoids the word "sex" in sex-hygiene. Moreover, the influence of sex in human life has extended far beyond the family (that is, that group of individuals who stand related to one another as husband, wife, parents, and children), for it is a careless observer indeed who does not note in our daily life many social and psychical relationships of men and women who have no mutual interests relating to the biological processes of race perpetuation. Still another type of parents who should know the reasons for sex-instruction are those who accept the traditional idea that their daughters must be kept "protected" and "innocent" while their sons are free to sow a large field of "wild oats," concerning which society in general, and such parents in particular, will care little as long as social diseases, bastardy suits, or chronic alcoholism do not result from the dissipations. Since there are so many people who still need the most elementary knowledge concerning the sexual problems that demand educational attack, it is important that there should be local associations which can manage lectures, publications, conferences, and other means of informing the public as to the gravity of the sexual problems of our times, and as to the part which sex-instruction may play in the attempt at finding a solution. It is important to correct the wrong impression which is now widespread, especially among women who have read the more or less sensational statements in certain books and magazines, that the quoted figures on social disease mean that from fifty to ninety percent of all men are immoral from time to time for many years. But while there is something attractive in this larger interpretation of sex-education as looking forward to the highest adaptation of sex and life, I realize that as a practical matter we must first of all work with young people for sexual morality as defined by the accepted code. A young man who has caught a glimpse of the highest interpretation of sex in its relation to human life, in short, a young man to whom all-natural sexual processes are essentially pure and noble and beautiful, is not one who will make grave hygienic mistakes in his own life, and he will not be personally connected with the social evil and its diseases, and he will avoid almost intuitively the physiologic and psychologic mistakes that most often cause matrimonial disaster.
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Many of the lectures printed in this volume have formed the basis of a series given at Teachers College, Columbia University, during the summer sessions of 1914 and 1915, and during the academic year 1914-1915. Others were addressed to parents, to groups of men, to women's clubs, and to conferences on sex-education. In order to avoid extensive repetition, there has been some combination and rearrangement of lectures that originally were addressed to groups of people with widely different outlooks on the sexual problems. Several years ago the late Dr. Prince A. Morrow announced that a volume dealing with many of the timely topics of sex-education was to be prepared by the undersigned with the advice and criticism of a committee of the American Federation for Sex-Hygiene; but even before Dr. Morrow's death it became evident that this plan was impracticable. Three members (Morrow, Balliet, Bigelow) of the original committee collaborated in a report presented at the XV International Congress on Hygiene and Demography. Since that time the writer, working independently, has found it desirable to reorganize completely the original outline announced by Dr. Morrow. In accordance with a declaration made voluntarily in a conversation with Dr. Morrow, the author considers himself pledged to devote all royalties from this book to the movement for sex-education. Among the many persons to whom is due acknowledgment of helpfulness in the preparation of this book, the author is especially indebted for suggestions to the late Dr. Prince A. Morrow, to Dr. William F. Snow, Secretary of the American Social Hygiene Association, and to Dr. Edward L. Keyes, Jr., President of the Society of Sanitary and Moral Prophylaxis; for constructive criticism, to his colleagues, Professor Jean Broadhurst and Miss Caroline E. Stackpole, of Teachers College, who have read carefully both the original lectures and the completed manuscript; and to Olive Crosby Whitin (Mrs. Frederick H. Whitin), executive secretary of the Society of Sanitary and Moral Prophylaxis, who has suggested and criticized helpfully both as a reader of the manuscript and as an auditor of many of the lectures delivered at Teachers College.
Sex education, since its advent at the dawn of the twentieth century, has provoked the hopes and fears of generations of parents, educators, politicians, and reformers. On its success or failure seems to hinge the moral fate of the nation and its future citizens. But whether we argue over condom distribution to teenagers or the use of an anti-abortion curriculum in high schools, we rarely question the basic premise--that adolescents need to be educated about sex. How did we come to expect the public schools to manage our children's sexuality? More important, what is it about the adolescent that arouses so much anxiety among adults? Teaching Sex travels back over the past century to trace the emergence of the sexual adolescent and the evolution of the schools' efforts to teach sex to this captive pupil. Jeffrey Moran takes us on a fascinating ride through America's sexual mores: from a time when young men were warned about the crippling effects of masturbation, to the belief that schools could and should train adolescents in proper courtship and parenting techniques, to the reemergence of sexual abstention brought by the AIDS crisis. We see how the political and moral anxieties of each era found their way into sex education curricula, reflecting the priorities of the elders more than the concerns of the young. Moran illuminates the aspirations and limits of sex education and the ability of public authority to shape private behavior. More than a critique of public health policy, Teaching Sex is a broad cultural inquiry into America's understanding of adolescence, sexual morality, and social reform.