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characterizes the generation before them, and with the same disastrous results.
Only the most unlearned among us do not know the need of sex education in early youth, and few there are who do not see that to be of the most value it must be given long before the adolescent period, yet how few of us who are willing have the training and experience necessary for the successful inculcation! For the most of us there is only one avenue open-the influencing of parents to give this vital knowledge to their own children. In this we can help them by giving a friendly word of advice now and then privately to those children we think most in need, and by supplying pamphlets and books to our patrons from which they may draw inspiration and knowledge to help them.
Many of these pamphlets have been published by Federal and state boards of health for distribution, and they are all well worth the studying. Some are prepared to be placed directly in the hands of the pupils themselves, but this should always be done by the parent or with his consent.
The pamphlet quoted in this article, The Problem Of Sex Education In Schools, is one especially upon the problem of sex education as it relates to educators, and may be had free from the United States Public Health Service, Washington, D. C., and also the following:
These helpful pamphlets may be had from the addresses given:
From the American Social Hygiene Association, 105 W 40th St., New York
Sex Education in the Home and High School.
The Educational Attack upon the Problems of Social Hygiene. The Matter and Methods of Sex Education.
From Oregon Social Hygiene Association, Portland, OregonThe School Teacher and Sex Education.
The Need for Sex Education.
Facts Regarding the Sex Experiences of Boys.
From The Association Press, 347 Madison Ave., New York City
Problems and Principles of Sex Education, A Study of 948 College Men, by M. J. Exner, M. D.
A list of valuable books, too long to reproduce here, on the problem of sex may be found in the pamphlets quoted above and others. Every teacher should have a library of the free pamphlets at least, whether there is any intention to give sex instruction
To A Comet
O thou, miscalled a criminal of the sky,
Always, in the unknown, portents it fears!
STOKELY S. FISHER.
With profound regret, which will be shared by thousands of teachers throughout the country, we chronicle the passing of a great teacher of students and teachers, Miss Maud Elma Kingsley.
Miss Kingsley died at her home in East Machias, Maine, of pneumonia, on February 13, after an illness of only two or three days.
She was a graduate of Colby College, and had taught school in early post-graduate days; but by reason of poor health had retired from the ranks after a time. When able to think of work again, after several years of invalidism, she began the preparation of Outline Studies intended to aid teachers and pupils in attaining more definite results from their study periods in such subjects as English Literature, History, Latin, Grammar, Geography, Civics, etc. Her special field was Literature, in which, through a lifetime of patient and enthusiastic critical research, she became an expert and authority of high rank,
More than twenty years ago Miss Kingsley contributed one of her Outline Studies to EDUCATION. An immediate interest in her work was noticed by the Editor, indicated by frequent calls which followed, for the number of the magazine in which it had appeared. As more Outlines were published from time to time, the same demand was noted. The so-called "College English" requirements of that day included twentytwo different titles by leading authors. Miss Kingsley was asked to cover this series with her discriminating Outlines,-to be published in separate pamphlets that could be sold at a low price to teachers and pupils in Grammar and High Schools. With patient study, wide research, and marvelous discernment, she proceeded to the accomplishment of this task. It proved to be her great life work, and she always found it a most worthy and inspiring one. Her Outline Studies in published form now number more than a hundred volumes on English and American Literature, History, Geography, Latin, Grammar and Civics. She also edited thirteen volumes in a series of English Texts and Outlines combined, a series which it was her purpose to enlarge by the addition of many further volumes had she been spared to go on with her work.
In addition to this vast amount of critical and analytical work, Miss Kingsley had many private local pupils who came to her home to be coached and to drink at the fountain of her inspired thought. She was a born teacher and a teacher of teachers. Her published work has encircled the earth and carried revelation and inspiration to thousands of pupils and educators.
We count it one of our very highest honors to have been, providentially, the means through which Miss Kingsley's great work has been made available to students and teachers everywhere. Her career is one more illustration of the supremacy of the intellectual and the spiritual over the physical in human lives. She overcame handicaps and difficulties that were enormous. In spite of these she kept patient, courageous and cheerful. She discerned the great thoughts and transmitted the choice inspirations of the world's great thinkers to multitudes of people everywhere.
Now, we like to think that among the spirits of the just made perfect, she holds high converse among the saints of God in heaven.
F. H. P.
Last summer there was held at Honolulu, Hawaiian Islands, a remarkable Conference of Educators in a "Pan-Pacific Congress" for the consideration of the multitudinous problems involved in the rapidly increasing and complex population of Hawaii and other Pacific Islands. Our mainland was ably represented in this conference and the addresses were of a very high order. The results already attained, under the lead of American educators chiefly, were shown to be most substantial and encouraging. The problems are made difficult by the diversity of languages; but it was shown that English is making itself easily the leading language, even though Americans, in the racial sense, are in the decided minority. The influence, first, of the missionaries who established civilization in these Islands one hundred years ago; and secondly, of their descendants, who entered into business and social life in these fair isles, and who have steadily upheld the best traditions of their fathers, making life there attractive to a desirable class of American business and professional men and their families, has resulted in a great and irresistible force for the transformation of alien races. The Islands have become a "melting-pot," the products of which are being consumed in various parts of the earth, spreading Western ideas and ideals throughout Christendom, and Heathendom as well.
And now the same idea is to be carried out in our own land. Plans, we learn, are well under way for an International Congress on Education, to meet in the United States in 1923, under the auspices of our National Education Association.
Dr. Augustus O. Thomas, of Maine, chairman of the Association's committee on foreign relations, has been in Washington in conference with President Harding and others who are interested in promoting world understanding through education. At the request of Miss Charl Ormond Williams, President of the Association, Dr. Thomas has directed a formal letter to President Harding, asking him to extend to the nations represented in the Arms Conference an invitation to join America in this educational congress.
Such a conference will conserve the fruits of the recent Arms Conference by developing among the children of each nation right attitudes toward the peoples of other nations. The dynamic forces
that make for world peace are formed when and as the young are taught. "The teacher, whether mother, priest, or schoolmaster, is the real maker of history, and the school will shape the destiny of tomorrow," continues the statement.
The committee of the National Education Association suggests that the world congress might well work towards the following objectives:
1. To promote peace and good-will among the nations of the earth.
2. To bring about a world-wide tolerance of the rights and privileges of all nations.
3. To develop an appreciation of the value and the inherited gifts of nationality through centuries of progress and development. 4. To secure more accurate and satisfying information and more adequate statements in the textbooks used in the schools of the various countries.
5. To foster a national comradeship and confidence which will procure a more sympathetic appreciation among all nations.
6. To inculcate into the minds and hearts of the rising generation those spiritual values necessary to carry forward the principles emphasized in the Conference on Limitation of Armaments.
7. Finally, throughout the world, in all schools, to emphasize the essential unity of mankind upon the evils of war and upon the the absolute necessity of universal peace.
It is proposed to accomplish these ends by:
1. The teaching of international civics, which will acquaint the rising generation with the various points of contact made necessary and facilitated by the modern means of communication and trade.
2. The organization of textbook material used in schools such as will give a more accurate visualization of the dominant traits and ideals of the nations.
3. The exchange of teachers and scholarships to students of foreign countries.
4. A program looking to universal education.
5. An exchange of articles on education, setting forth programs and methods used in the various countries, and an exchange of educational periodicals.
6. The designation of a day to be observed by all which may be