bodily life,--such is the regimen of sex health.

No bodily regimen can be effective without mental control. Nowhere does
mind affect body more immediately and powerfully than in the realm of sex.
The educator has two great tasks in this respect: first to improve the
general environment in which the young must live and develop. As things
are, our streets, store-windows, books and magazines, and especially
public amusements, such as theaters and dance halls, abound in sexual
suggestion and stimulation.[34] These agencies stimulate an excessive
stream of sexual desire, with all its physical accompaniments, in boys
and men: the natural and inevitable result is an overwhelming impulse
toward illicit satisfaction in self-abuse or sexual immorality. Society in
self-defense and the interest of its youth must wage war upon this
mercenary exploiting of the sex impulse. Licentious thinking is the great
foe of continence; the saying of Jesus may be paraphrased thus with
physiological correctness: "He that looketh upon a woman to lust after her
hath already committed the sexual act in his _nervous system_."

Hence, the second task in this connection is to arouse and arm the youth
against the lusts of the mind, and lead him in a resolute fight for
mastery over his own thoughts. "Do not harbor in your mind anything you
would fear to have your enemies know, or blush to have your friends know,"
is a good motto for boys and youth.

When we come to instruction in matters of reproduction and sex, the first
principle is that it should be given in organic relation with the rest of
life and thought. It arises naturally in two main connections: in response
to the child's own questions and problems; and as part and parcel of
biological science. The common questions of the little child, "Where does
the baby come from?" or perhaps even earlier, "How does the hen make the