Margaret Sanger compiled her New York Call series, "How Six Little Children Were Taught the Truth," (see to and published them in 1914 in a booklet What Every Mother Should Know, (Rablelais Press). She also added this new conclusion. The first edition may have been published in 1911 by the Eugenics Publishing Company, but it has not been found.
One of the most important things which a mother must keep in mind is to give only such information, and in the manner suitable to the child's age. Children differ so greatly, that it is impossible to lay down any rules as to what and how much should be told at any age.
Some children are very curious, and very receptive always, while others have little curiosity and even when told sex truths, pay little attention to the telling, or seem little impressed by it.
It is for each mother to do as she finds advisable. Children will often ask a question very seriously and before one can formulate an answer, another question has been asked on an entirely different subject. But the fact that he has asked the question shows that the mind has awakened to this curiosity, and he will no doubt ask it again.
Mothers, be prepared! Do not force anything; it will all comein time if you keep close to the child in confidence. Just be prepared. When children are very young get them accustomed to the naked body. Let them run about naked at night, perhaps while undressing for bed. Let them bathe together or with you. If this is done very early at an early age you will soon find that a boy's thoughts are clean regarding the naked body. You can tell him the names of the different parts, for he will most likely ask, and his curiosity will often entirely cease. This is the type of boy who looks back upon life and feels he has "always known" the clean and beautiful of life.
This is the opportunity to tell how to care for the body. The teeth and nose should be cleansed morning and night. When there is any itching of the rectum or sexual organs this is often caused by uncleanliness and washing of these parts at once will often relieve the irritation.
Teach that no part of the body should be touched unnecessarily by any one, and when there is any discomfort of any kind to come to the mother, who will attend to it. See that no clothing on the child is tight or causes irritation, for this often leads a child to touch and handle himself and forms the habit of masturbation.
This is often acquired innocently, even at the creeping age, and the child becomes a victim and slave to the habit.
Keep a close watch over children for this habit, without making them conscious of it, especially if the child prefers to be alone or remains long in bed in the morning. These
are by no means positive symptoms of the habit, only when these signs are present keep your eyes open.
If you do find this habit is formed, keep him up at night until he is sleepy, or at least do not send him off to bed alone when he is not sleepy, to lie and toss about with this
temptation. Let someone read to him or tell him interesting stories which will divert his mind so he can fall asleep.
The same in the morning; do not allow children to remain in bed after they have awakened;do not have the bed too soft or the coverings too heavy; the room should be cool and he should lie on his side rather than on the back. Keep his mind busy with interest. Get him to call you whenever he feels the temptation, or to come where others are. If he soon be the victor. Always it is the same--confidence, confidence, is such a necessary part of the child'slife.
When a child is under four years of age is the ideal time to gain this confidence, forthen there is nothing personal in anything you say; all interests are general. There is no shyness or consciousness of sex. If this has been done, when he takes up the study ofthe birds more could be told him of the sexual parts; that as some day he was to be a father he was made differently than mother or sister because he had a different part to do in life's work. That he must keep well and grow strong in order to do this work.There need be no mystery about the sexual truths; impress upon in the sacredness of the process. There is no greater crime against a child than for a parent to allow a child to flounder about with half truths, gathered from polluted and corrupt associates.
Be deliberate in giving the child the truth, as much of it has he can take at a time, or as little, but have it the truth.
Mothers will be confronted with questions concerning the vilest words of the street. Tell him frankly their meaning in your own clean way, and the correct word to use in itsplace. You will find when his curiosity has been satisfied he will no longer be curiousor have any special desire to use these words.
Every child first turns to his mother in confidence for all these questions. Never turnhim off with a slight or embarrassed answer; just rely upon your knowledge, your natural knowledge, and answer him. Every mother can do it. Do not make a Sunday School lesson of these teachings, only to be taught once a week on very solemn occasions. Children hate being talked at; just be natural, simple, interesting, informal, and as often as theopportunity arrives.
This confidence and early understanding will bind you together far beyond that mostdifficult period, puberty, and enable you to strengthen the child's ideals of manhoodand womanhood.
A portion of this draft appears in "Woman of the Future," but no published version was found.
[Notes on Sexuality and Feminism]
It is strange though true that the woman’s movement for emancipation has kept itselfapart from any cause which advocated sex reform, sex hygiene, or even birth control. For it is just that difference of sex--the fact that the biological burden of childbearingrests on her--that is mainly the cause of less efficiency in woman andconsequently her unequal position in society.
We have to recognize that there are two sexes, man and woman. Both lead a separate and different sexual life. But the importance of the functions that fall to each arebasically different, and woman’s inequality are is based solely on the biological task ofchildbearing. Consequently, until that function is under her complete control she can never hope to accomplish equal rights with man. The woman who is constantly in the condition of pregnancy, or who is submerged in fears of pregnancy can never be equal in economic or social efficiency to man. Even with great exceptions of wealth and care, she can not keep step with him under these conditions. Therefore, the foundation of the Feminist or Woman’s Movement should be how to augment the efficiency of woman, how to release her sexual bondage of child-bearing and place it on the plane of a voluntary and conscious undertaking in order to be approximately equal to man. Upon this foundation only she can strive for equal rights. Are there any women anywhere in political life with large families? No! Nor in industrial or commercial or professional leadership. Iti s only because they have had child-bearing in complete control that they have been able to rise to any heights in modern life.
The leading women in the Feminist Movement, while accepting the practice of birth control for themselves, have been adept in cloistering the views which their ecclesiastical fathers handed down to them, thus that virginity or motherhood were the only two states of respectable womanhood. Sex as such was akin to sin, shame, and only the bearing of a child sanctioned its expression. With such ideas the Feminists should have parted at the beginning, and it has been left tosuch men as Havelock Ellis, Edward Carpenter, August Forel, Krafft-Ebing and others, including the newer school of psychoanalysts--Freud, Jung and Adler (all men)--to awaken and arouse the public interest in the beauty and power and magnitude of sex, and to dissociate it from indecency, obscenity and pornography. All through the ages, in Religion, Politics, Education and Social Institutions, it was woman’s place and honor (her destiny) to serve and to suffer. The same hindrance to full intellectual development was her sexual inequality.
The whole field of Sex Psychology is forging ahead hand in hand with other advanced ideas. A newly awakened interest was ushered in about the time of the radio, the airplane, discovery of the atom and radium. It links itself up with a higher phase of consciousness, and will, in the opinion of many advanced students of occult phenomena, be the ladder by which the human race will advance and evolve.
There are many links to the chain, many spokes to the wheel, but I think it reasonable and sound to insist that proper instruction in methods of birth control be of the first consideration in any plan or program; enlightened opinion on sex instinct; an understanding attitude in regard to sex self-discipline; the ennoblement of love based on sexual attraction and communion; the rightness to apply scientific knowledge and contraceptive methods to life’s experience in her long march to Perfection.
The question of abstinence is one on which opinions differ, and I consider it important to review this aspect of the question as briefly as time will allow:
First, the day has passed to consider that the sexual urge has procreation as its primary purpose. Rather is this the result and not the purpose of the urge. It is difficult to find any man or woman who thinks of desire for offspring or race preservation at the time sex desire is at work. The whole moving force of the sex urge is consciously for Oneness--for union, for satisfaction, and fornothing else. This frank and scientific attitude must be faced and accepted before we can go forward in any attempt to evaluate sex behavior.
The sexual instinct is universal in animals and man. It is one of the basic requirements of man’s nature. In the lower stages of man’s development it surges alone, while in his higher evolution it motivates the mating instinct or urge. With his tendency toward courtship, marriage, parental care and affection, it moves into still higher realms of love. Love, according to Ellis, is a new phase of sexual development.
I do not regard child-bearing and rearing as the end and aim of woman’s existence. Nor do I consider the first duty of the married couple to be the perpetuation of the species. In fact, in many cases I regard it as man’s patriotic duty to refrain from such a crime against posterity.
Plato is said to have observed that “the second coming of Christ is rightly symbolized by a Cross”--the eternal bi-une sex principle in action. The Christian Church has taught that sex is a physical function only, thereby keeping the race from seeking the higher areas of spiritual consciousness. Lack of physical vitality has erroneously been estimated as spirituality, ignorance asinnocence, restraint as chastity, until the very word “spiritual” makes a normal, healthy person reject (shudder).
People have been and are as ignorant and confused about the subject of Sex as they are of God. We must clarify the former in order to understand the latter. Civilization cannot rise to its highest possibilities while the mental attitude toward the basic function of life is one of shame or sin.
The history of marriage reveals a long drawn out life of tragedy, of misunderstanding of the spiritual function of sex. Many persons today are advancing the physiological and hygienic side of the sex subject. This is a good foundation. It is for those who know the value of Sex as a Creative Principle to help carry on, to help the world realize the importance of sex as the basis of regeneration upon which the kingdom of love shall be founded.
Our civilization is founded on the suppression and sublimation of the sex instinct. This foundation is basically wrong, and often results in mental disease. The building up of a new civilization on radically different principles, would lead us to real mental health.
“Every form of religious worship from prehistoric time down to and inclusive of the present century, among all races, savage and civilized, has been founded upon Sex--the inevitable, the unviolable, the unescapable and the unfathomable mystery of Creation.” (by Ali Nomad)
Age after age has shown woman taken from her lofty heights, where she was referred to as a Creative Deity--Giver of Life--Divine Mother--and placed on the level of the nurse-maid, permitted to care for man’s offspring--allowed to compete with his animals as pack-horse.
When this series was compiled and published as What Every Mother Should Know, (New York, 1914), this part was retitled Chapter 7, "Man's Development." For the new conclusion written for the book publication, see "What Every Mother Should Know:Conclusion."
]]>This is Part VIII of a an eight-part series entitled "How Little Children Were Taught the Truth". For Part I, see Oct. 29, 1911, for Part II, see Nov. 5, 1911, for Part III see Nov. 12, 1911, for Part IV see Nov. 19, 1911, for Part V-a see Nov. 26, 1911 and for V-b Dec. 3, 1911, for Part VI see Dec. 10, 1911.
When this series was compiled and published as What Every Mother Should Know, (New York, 1914), this part was retitled Chapter 7, "Man's Development." For the new conclusion written for the book publication, see "What Every Mother Should Know:Conclusion."
The great object which Bobby’s mother had in mind was to make these teachings of such anature that the children would be impressed with the truth that they are only PART ofnature’s great and wonderful plan.
They were reminded again and again of the stages of life--plants, frogs, birds andmammals; of the millions of years it took to bring about these wonderful creatures andthat at the top of the list, perfect, intelligent and supreme, stands man. Man, the most complex of all and the most perfect. What responsibilities are at his door!
It was most natural for the children to consider nutrition and reproduction as the twomost important essentials of any form of life.
Up to this point this was quite sufficient. The animals had instincts to nourish their bodies and also to procreate their offspring. This seemed their life object, but since man being the more intelligent, there must, of course, be other and broader outlets forthis great intelligence. Their own bodies was a subject which took months to cover in study. They were shown charts of the human figure (both sexes) and all parts of the body were named in the same way as parts of the flower were named. Parts of the organs of reproduction were called by their names in telling of the works each part performed. No special stress was laid on the naming of these parts, but simply, casually, as one would speak of the various parts of the eye, or any other organ. In the same manner they were told of the harm done to their bodies in handling or touching any one part unnecessarily. If the eye, ear or nose was dug into, we would surely greatly injure ourselves, perhaps losing the use of that organ for the rest of our lives. The generative organs are no exception in this. To tamper with this most wonderful part of nature’s machinery, means not only sickness, dullness of intellect, stupidity, physical and mental weakness, but of times disables a little child for life.
In order to grow into perfect manhood or womanhood, all parts of the body must be developed naturally. If a little bud of a flower were to be roughly opened, it fades and dies long before it can carry out the great object of its life, namely, to develop the baby seeds within it.
So with a boy or girl who carries within their bodies the making of a human life. How terrible to cause that little life to be shattered, just through ignorance and neglect.
The children were taught that there was one beautiful time to come to them--to look forward to and to hope for that time when they can look into a tiny baby face, clasp two tiny baby hands and feel this wonderful and beautiful creation a part of their being--the expression of their souls.
They were told to keep in mind this time which should come, and to keep their minds and bodies clean for this wonderful gift.
As all the children were still too young to go into the details of either menstruation or venereal diseases, it was considered best to dwell on the early tribes of man on up to marriage, and wait for future developments before going further. The tree dwellers and cave dwellers were already familiar stories to them. The fact that people lived together very closely; that the Woman had great freedom in choosing the man whom she wished to be the father of her child, even as freely as the animals chose their mates; that in this freedom great mistakes were often made, such as that for a period some mothers chose their sons or brothers, or fathers to be the father of the new little one; that after a time it was found that this was very injurious to this new little child, for he often could not walk, or talk, and was weak, and sometimes a cripple--and more often died very young.
So the chiefs of these tribes got together and said this must not be, for if this continued there would be no strong young men or women to till the soil or fight off the animals, wild beasts or the enemy. Then a law was made that only those of the different tribes or families should choose each other for the parents of the future children, and here the lesson of the Buttercups came in--that often Mrs. Buttercup would reject the pollen from the stamen in her own house, but would accept the pollen from another buttercup house and become fertilized with that.
The part the two sexes took in different ways to strengthen and develop the race seemed of great interest to the children.
The work of hunting and fishing was left to the men of the family, while equally important work, that of cleaning and cooking the food, was for the women. Men spent mucht ime in making tools and weapons. They were able to save much time and energy when the bow and arrow was invented, for, instead of taking all the time to creep upon a beast or enemy with a knife or sharp stone, he could remain at a distance and do the same work.Thus, men got a little more leisure time. With every new invention their labor and energy was saved, but it took much longer for labor-saving inventions for the women to come into use.
Gradually the marriage form came into existence, as these new tools and weapons becamemore valuable. Men wanted these to go to their very own children, so a law was passed that the man could choose any Woman he wanted to have for the mother of his children getting consent from the captain or chief of the tribe. If he received this consent, then she, the Woman, must live with him, love him, honor him (no matter what he did), and obey him in everything. Absolute submission was the law for the wife. If she objected to this and ran away she was cast out and was beaten. Other tribes had the same laws and dared not take her in, so she was left to die. If she did not like her husband and took another for the father of her child she was often not only cast into prison, but either stoned to death or burned at the stake.
Naturally, after years of this treatment, she became submissive and so dependent on man for her living that she dared not express herself aloud, merely as her husband allowed her to do so. If she was very beautiful she was not made to work, but the prisoners of other tribes who had been captured were made to work for her. Often the captain or chief had several wives, but the wife was allowed only one husband.
As the children had been taught the lives of the mother flowers, frogs, birds, bees and mammals, there was no reason why the history of Woman should not be taken up until they were ready for older work.
They loved to hear about this, and it seemed just as interesting to them as the other stories.
It is important that mothers teach children the true history of the race, and get the seed of truth planted for future cultivation.
The marriage laws have had many changes for the man, they were told, but few as far as the Woman is concerned. The different customs of women in different countries can be told them, and the general development of both men and women can occupy a great deal of time until the children are more ready to understand the true or real significance of the studies to be later dwelt on.
The children were never talked “AT,” but always “WITH.” They were allowed to talk freely and once or twice when the older children seemed a little conscious on taking up the matter of their own bodies, yet after a few minutes as the other children joined in the conversation they, too, forgot or over came the embarrassment and all went well.
The children were told frankly that some mothers did not like their children to know these things, that like the fairy tales and the story of Santa Claus, the mothers liked their children to believe that the stork brought them, or some other fairy tale. They were told that these things are NOT TO BE TALKED ABOUT WITH OTHER CHILDREN, and any time any child wished to know any thing about himself or any question whatever to come to the mother or father, but NEVER to other boys or girls. These children were taught the necessities for the excretions of the body--that in order to have good health this used up waste food must pass out of the body or it would become poison and the boy or girl become sick and die. There was no hurry in telling anything to the children. Most of this information was told on walks in the woods, or at times when they seemed to want to know. One story leads to another, and before long the children’s questions will bring everything from you which you wish to
tell.
The result of these teachings has been commented on by the school teachers of these children, who say they are so truthful, clean-minded, frank and open about all things that it is a pleasure to know them.
Every mother can teach her children the truth if she only knows it herself, and has the right attitude toward it. She can elaborate on this plan or outline as much as she wishes, but she must get down to the child’s world in order to make her teachings impressive and successful. The one unpardonable sin on the part of a mother is to let her children learn the truth elsewhere than from her own lips.
When this series was compiled and published as What Every Mother Should Know, (New York, 1914), this part was retitled Chapter 7, "Man's Development." For the new conclusion written for the book publication, see "What Every Mother Should Know: Conclusion."
]]>This is Part VIII of a an eight-part series entitled "How Little Children Were Taught the Truth". For Part I, see Oct. 29, 1911, for Part II, see Nov. 5, 1911, for Part III see Nov. 12, 1911, for Part IV see Nov. 19, 1911, for Part V-a see Nov. 26, 1911 and for V-b Dec. 3, 1911, for Part VI see Dec. 10, 1911.
When this series was compiled and published as What Every Mother Should Know, (New York, 1914), this part was retitled Chapter 7, "Man's Development." For the new conclusion written for the book publication, see "What Every Mother Should Know: Conclusion."
The great object which Bobby’s mother had in mind was to make these teachings of such a nature that the children would be impressed with the truth that they are only PART of nature’s great and wonderful plan.
They were reminded again and again of the stages of life--plants, frogs, birds and mammals; of the millions of years it took to bring about these wonderful creatures and that at the top of the list, perfect, intelligent and supreme, stands man. Man, the most complex of all and the most perfect. What responsibilities are at his door!
It was most natural for the children to consider nutrition and reproduction as the two most important essentials of any form of life.
Up to this point this was quite sufficient. The animals had instincts to nourish their bodies and also to procreate their offspring. This seemed their life object, but since man being the more intelligent, there must, of course, be other and broader outlets for this great intelligence. Their own bodies was a subject which took months to cover in study. They were shown charts of the human figure (both sexes) and all parts of the body were named in the same way as parts of the flower were named. Parts of the organs of reproduction were called by their names in telling of the works each part performed. No special stress was laid on the naming of these parts, but simply, casually, as one would speak of the various parts of the eye, or any other organ. In the same manner they were told of the harm done to their bodies in handling or touching any one part unnecessarily. If the eye, ear or nose was dug into, we would surely greatly injure ourselves, perhaps losing the use of that organ for the rest of our lives. The generative organs are no exception in this. To tamper with this most wonderful part of nature’s machinery, means not only sickness, dullness of intellect, stupidity, physical and mental weakness, but oftimes disables a little child for life.
In order to grow into perfect manhood or womanhood, all parts of the body must be developed naturally. If a little bud of a flower were to be roughly opened, it fades and dies long before it can carry out the great object of its life, namely, to develop the baby seeds within it.
So with a boy or girl who carries within their bodies the making of a human life. How terrible to cause that little life to be shattered, just through ignorance and neglect.
The children were taught that there was one beautiful time to come to them--to look forward to and to hope for that time when they can look into a tiny baby face, clasp two tiny baby hands and feel this wonderful and beautiful creation a part of their being--the expression of their souls.
They were told to keep in mind this time which should come, and to keep their minds and bodies clean for this wonderful gift.
As all the children were still too young to go into the details of either menstruation or venereal diseases, it was considered best to dwell on the early tribes of man on up to marriage, and wait for future developments before going further. The tree dwellers and cave dwellers were already familiar stories to them. The fact that people lived together very closely; that the Woman had great freedom in choosing the man whom she wished to be the father of her child, even as freely as the animals chose their mates; that in this freedom great mistakes were often made, such as that for a period some mothers chose their sons or brothers, or fathers to be the father of the new little one; that after a time it was found that this was very injurious to this new little child, for he often could not walk, or talk, and was weak, and sometimes a cripple--and more often died very young.
So the chiefs of these tribes got together and said this must not be, for if this continued there would be no strong young men or women to till the soil or fight off the animals, wild beasts or the enemy. Then a law was made that only those of the different tribes or families should choose each other for the parents of the future children, and here the lesson of the Buttercups came in--that often Mrs. Buttercup would reject the pollen from the stamen in her own house, but would accept the pollen from another buttercup house and become fertilized with that.
The part the two sexes took in different ways to strengthen and develop the race seemed of great interest to the children.
The work of hunting and fishing was left to the men of the family, while equally important work, that of cleaning and cooking the food, was for the women. Men spent much time in making tools and weapons. They were able to save much time and energy when the bow and arrow was invented, for, instead of taking all the time to creep upon a beast or enemy with a knife or sharp stone, he could remain at a distance and do the same work. Thus, men got a little more leisure time. With every new invention their labor and energy was saved, but it took much longer for labor-saving inventions for the women to come into use.
Gradually the marriage form came into existence, as these new tools and weapons became more valuable. Men wanted these to go to their very own children, so a law was passed that the man could choose any Woman he wanted to have for the mother of his children by getting consent from the captain or chief of the tribe. If he received this consent, then she, the Woman, must live with him, love him, honor him (no matter what he did), and obey him in everything. Absolute submission was the law for the wife. If she objected to this and ran away she was cast out and was beaten. Other tribes had the same laws and dared not take her in, so she was left to die. If she did not like her husband and took another for the father of her child she was often not only cast into prison, but either stoned to death or burned at the stake.
Naturally, after years of this treatment, she became submissive and so dependent on man for her living that she dared not express herself aloud, merely as her husband allowed her to do so. If she was very beautiful she was not made to work, but the prisoners of other tribes who had been captured were made to work for her. Often the captain or chief had several wives, but the wife was allowed only one husband.
As the children had been taught the lives of the mother flowers, frogs, birds, bees and mammals, there was no reason why the history of Woman should not be taken up until they were ready for older work.
They loved to hear about this, and it seemed just as interesting to them as the other stories.
It is important that mothers teach children the true history of the race, and get the seed of truth planted for future cultivation.
The marriage laws have had many changes for the man, they were told, but few as far as the Woman is concerned. The different customs of women in different countries can be told them, and the general development of both men and women can occupy a great deal of time until the children are more ready to understand the true or real significance of the studies to be later dwelt on.
The children were never talked “AT,” but always “WITH.” They were allowed to talk freely and once or twice when the older children seemed a little conscious on taking up the matter of their own bodies, yet after a few minutes as the other children joined in the conversation they, too, forgot or overcame the embarrassment and all went well.
The children were told frankly that some mothers did not like their children to know these things, that like the fairy tales and the story of Santa Claus, the mothers liked their children to believe that the stork brought them, or some other fairy tale. They were told that these things are NOT TO BE TALKED ABOUT WITH OTHER CHILDREN, and any time any child wished to know any thing about himself or any question whatever to come to the mother or father, but NEVER to other boys or girls. These children were taught the necessities for the excretions of the body--that in order to have good health this used up waste food must pass out of the body or it would become poison and the boy or girl become sick and die. There was no hurry in telling anything to the children. Most of this information was told on walks in the woods, or at times when they seemed to want to know. One story leads to another, and before long the children’s questions will bring everything from you which you wish to tell.
The result of these teachings has been commented on by the school teachers of these children, who say they are so truthful, clean-minded, frank and open about all things that it is a pleasure to know them.
Every mother can teach her children the truth if she only knows it herself, and has the right attitude toward it. She can elaborate on this plan or outline as much as she wishes, but she must get down to the child’s world in order to make her teachings impressive and successful. The one unpardonable sin on the part of a mother is to let her children learn the truth elsewhere than from her own lips.
test
This is the third article in an 12-part series. For Part I, "Introduction" see Nov. 17, 1912, for Part II, "Girlhood, 1," see Nov. 24, 1912, for Part IV, "Puberty, 1" see Dec. 8, 1912, for Part V,"Puberty 2" see Dec. 15, 1912, for Part VI, "Sexual Impulse, 1" see Dec. 22, 1912,, for Part VII, "Sexual Impulse, 2" see Dec. 29, 1912, for Part VIII, "Reproduction, 1," see Jan. 2, 1913, for Part IX, "Reproduction, 2" see Jan. 19, 1913, for Part X, "Some Consequences of Ignorance and Silence, 1," see Jan. 26, 1913, for Part XI, "Some Consequences of Ignorance and Silence, 2" see Feb. 2, 1913, for Part XII, "Some Consequences of Ignorance and Silence, 3" see Mar. 2, 1913.
The organs of sense are also awakened to activity in the adolescent girl. The sense of smell becomes extremely acute; offensive odors are VERY offensive, while pleasant ones are greatly enjoyed and desired. Thus we find perfumes used lavishly in girlhood, and alas! too often indiscriminately.
With the development of the other senses the sense of color is awakened. The girl who yesterday allowed her elders to choose clothing and colors for her at this time becomes most exacting in her own selection of ribbons and dresses. Sunsets and forests have become beautiful, and often the girl with artistic talent decides at this age to choose her life work. Laces, jewelry, trinkets, ribbons and shop windows become her world. Indeed, so great is her desire to possess ornaments that she has been known to resort to petty thievery, when unable to avail herself of the means to obtain them otherwise. Certain authorities, who have made vice and kindred subjects a study, assert that it is this great desire for trinkets, silk petticoats, etc., which induces girls to sell their bodies and enter prostitution. Such authorities fail to see the economic significance of these unsatisfied desires. There is something wrong with a system of society which allows its women to sell their bodies for such trifles, the desire for which is part of their natural development.
Is flesh and blood and the virtue of the mothers of the future so cheap in this land of plenty that it can be sacrificed for such passing whims? It is impossible to suppress that inherent and natural desire in the adolescent girl to adorn and beautify herself. She must and will do it.
The girl of wealth, of the so-called upper class, can beautify herself and adorn her body with the costliest jewels and fabrics. All eyes are upon her in admiration of her exquisite taste and attractive appearance. Yet this same manifestation in a working girl is condemned. Any attempt on the part of a working girl to give expression to the desire to be beautiful is considered "dangerous to her welfare"; is spoken of as her "awful desire for trinkets."
The women of wealth set certain standards for themselves and their class, but separate and distinct standards for the women of the working class. It is about time the reformers and philanthropists do something other than shake their heads over these bad "symptoms" shown by working girls.
A craving for beauty and pleasure, dancing, music, singing and laughter, an innate, hereditary desire to adorn and beautify herself, which comes down to her from primitive woman, together with a burning desire for and love of romance, characterize the adolescent girl and often remain with her far beyond the adolescent age.
When the imagination is thus aroused it is not unusual to learn that the young girl yields to it, tells strange tales about herself, and is, therefore, often accused of lying. But this and petty thievery disappear as reason and will power are developed.
The change of voice in a girl is not so distinct as in a boy, but the voice gradually becomes softer, fuller and of a more womanly pitch, though the change is quite unnoticeable while it occurs.
The hearing becomes keener, noises which a few months ago were considered a joke are now disturbing (such as father's loud sneeze). Music and singing have charms, which in childhood were unappreciated.
Parents and teachers who do not appreciate the change taking place within the girl at this period, have small patience with such doings, calling her "giddy" and "affected" when in reality it is all part of her development and can be guided and directed into beautiful channels. Together with her personal adornment comes interest in her surroundings. New and elaborate decorations furnish her bedroom, and toilet accessories become objects of pride. Primitive colors are displayed, largely in curtains, bed coverings, wall paper, etc., all of which explain the independent ego in the stage of transition.
There are many forms of disturbance which the girl suffers at this period, such as hysteria and insanity, which, however, we will not dwell upon here. Enough has been said on the subject to impress upon my readers the cause of these physical and mental disturbances, and to realize that special care and consideration should be given at this particular age of the girl.
The emotional nature also plays a most prominent part in the developing girl, and justice, I feel, would not be shown her here, unless we cover briefly this most interesting part of her nature. One of the strongest emotions which very few girls, passing from childhood into womanhood, escape is the religious awakening of one kind or another. It is said by some investigators that 80 per cent of the conversions of women in the churches take place before the age of 20. From 30 to 40 years only a very small percentage occur--something like 1 or 2 per cent.
It is also shown that more young girls join the church than boys. Some girls seem almost consumed by the desire to do good and be good in every thought and word and act, and have been known to go through various forms of self-punishment, such as fasting, sacrificing pleasure, etc. Again, others spend hours in absolute devotion to the neglect of health and studies. It is very easily seen why the church takes its "flock," while still in the adolescent period, for at no subsequent time is the girl's mind so plastic or impressionable. If the same girl who enters the convent at 18 years had waited until 22 she would very likely not have entered, for the mental changes are most intense from 16 to 18 years of age.
Another common emotional awakening of girlhood is the affections. In boys this awakening causes them to gather together in gangs. They follow the leader whom they greatly admire and obey. In girls it assumes a more simple form, the devotion to a girl friend of her own age, and the affection between them is deep and intense while it lasts. They tell their most private thoughts in secret to each other, dividing all honors, pleasures and gifts; they are almost inseparable, and I have known a girl whose affection was so deep for her "chum" that she wore mourning when the chum's father died.
Another form of affection which the girl of this age manifests is that for an older woman, often a teacher or neighbor. Parents sometimes look askance a this relation, and rightly so, for a friendship can be beneficial or harmful according to the character of the older woman. But with all these interests there is nothing so all-absorbing or so interesting the adolescent girl as HERSELF. She has become conscious of SELF. Now she burns with ambition to go out into the world and do mighty things. She feels sure she will be a great singer, or a dancer, or, perhaps, an actress. Again, she feels she will write a wonderful book--about herself--or at least she will be the heroine. Or she will write a wonderful tragic play; or she will nurse on the battlefields and care for the sick and dying. These, together with thousands of other desires, burn in her mind, and can be increased or lessened according to the character of the books she reads. The literature placed in a girl's hands at this age has as great an influence on her thoughts and acts as her companions.
In early adolescence this self-consciousness manifests itself strongly. I mentioned last week in the first part of this article the physical awkwardness of the girl. With this comes the blushing, and giggling, which are all signs that she is conscious of that inner self of the ego.
It is at this stage when the mother tries to explain what the menstrual period means to the girl that she is met with an icy indifference. She refuses to talk on this subject, or any thing pertaining to the sex subject, because she has just become conscious of her sex, and everything connected with it seems offensively personal.
She most likely has received her sexual information from some one else, and the mother is astonished at the stubborn silence on the part of her daughter. She fails to realize that some one else has that confidence which belongs to her and which she should have gained many years earlier. There is a strong tie between the adolescent girl and her sexual informant. The influence of an older girl over a younger, between whom there are confidences regarding sex is surprisingly great. The mind at this age is very susceptible to influences of any kind, and the ideals instilled into a girl's mind are of paramount importance.
These are only a few of the disturbances of the adolescent girl. But they are sufficient for us to know that at the bottom of all these disturbances is the mysterious influence of sex, gradually unfolding itself and finally claiming its own.
At the time these emotions are in full sway along comes a newer and deeper one. The boy with whom she has played for the past several years, run races, played house, ball and games, one day looks into her eyes--and something happens.
Perhaps that look was accompanied by a pull at her hair, a pinch on her arm, or a hit with an apple core, but the glance was one which awakened within her a new instinct; the consciousness of sex, and upon her horizon man appears.
Those who have investigated boy and girl love affairs seem to be of the opinion that they are invariably of short duration. Out of 100 high school girls interrogated, two had married while at school, and one of these had received a divorce shortly after. This goes to prove that the boy a girl is willing to elope with, or even starve for at 18, is quite forgotten at the age of 25.
Thousands of girls marry between the ages of 19 and 20--the years when they are developing in body, mind and character. They are at a loss to understand themselves, because they are ignorant of the fact that the wonderful instinct of sex is making itself felt. For thousands of years this instinct has been in the germ of life. When they have reached that age nature is preparing them to proclaim its right, to perform their natural functions, to propagate.
As the knowledge of the sex functions is one of the most important to the health and happiness of the girl, we shall next consider the girl in the period, when nature has developed and prepared her to carry out its plan, in the Age of Puberty.
(To be continued.)This is the first article in an 12-part series. For Part II, "Girlhood, 1," see Nov. 24, 1912, for Part III, "Girlhood, 2," see Dec. 1, 1912, for Part IV, "Puberty, 1," see Dec. 8, 1912, for Part V,"Puberty 2," see Dec. 15, 1912, for Part VI "Sexual Impulse, 1" see Dec. 22, 1912,, for Part VII, "Sexual Impulse, 2" see Dec. 29, 1912, for Part VIII, "Reproduction, 1" see Jan. 2, 1913, for Part IX, "Reproduction, 2" see Jan. 19, 1913, for Part X, "Some Consequences of Ignorance and Silence, 1," see Jan. 26, 1913, for Part XI, "Some Consequences of Ignorance and Silence, 2" see Feb. 2, 1913, and, for Part XII, "Some Consequences of Ignorance and Silence, 3" see Mar. 2, 1913.
Students of vice, whether teachers, clergymen, social workers or physicians, have been laboring for years to find the cause and cure for vice, and especially for prostitution. They have failed so far to agree on either the cause or the cure, but it is interesting to know that upon one point they have been compelled to agree and that is that IGNORANCE OF THE SEX FUNCTIONS is one of the strongest forces that sends young girls into unclean living.
This, together with the knowledge of the rapidly increasing spread of venereal diseases and the realization of their subtle nature, has awakened us to the need of a saner and healthier attitude on the sex subject, and to the importance of SEX EDUCATION for boys and girls.
This need has shown itself so clearly that the question no longer seems to be, "Is there need of instruction?" but, "Who shall instruct?" Shall the mother or teacher instruct? When shall such instruction be given? In childhood, or in puberty? These are the points now under discussion.
To the writer the answer is simple. The mother is the logical person to teach the child as soon as questions arise, for it is to the mother that the child goes for information before he enters the schoolroom. If, therefore, the mother answers his questions truthfully and simply and satisfies his curiosity, she will find that the subject of sex ceases to be an isolated subject, and becomes a natural part of the child's general learning. A woman does not need to be a college graduate, with a special degree in the study of botany, before she can tell her child the beautiful truth of its birth. But she does need to clear her own mind of prudishness, and to understand that the procreative act is natural, clean and healthful; that all nature is beatified through it, and consequently that it is devoid of offensiveness.
If the mother can impress the child with the beauty and wonder and sacredness of the sex functions, she has taught it the first lesson, and the teacher can elaborate on those teachings as the child advances in school. All schools should teach the anatomy of the sex organs and their physiology, instead of teaching the human body in the neuter gender as has been done up to this time.
The whole object of teaching the child about reproduction through evolution is to clear its mind of any shame or mystery concerning its birth, and to impress it with the beauty, naturalness of procreation, in order to prepare it for the knowledge of puberty and marriage.
There must of necessity be special information for the pubescent boy and girl, for having arrived at the stage in their mental development they no longer take for granted what has been told of them by the parents, but are keen to form their own ideas and gather information independently. It is right, therefore, to give them the facts as science has found them.
There are workers and philanthropists who say there is too much stress put upon the subject of venereal diseases; that the young girl after learning or hearing of the dangers she is likely to encounter in the sexual relation, is afraid to marry and consequently lives a life unloved and alone.
"Your treatment of this subject is dangerous," said a very earnest social worker a few weeks ago. "Such knowledge will prevent our young girls from marrying."
To which I replied that my object in telling young girls the truth is for the definite purpose of preventing them from entering into sexual relations whether in marriage or out of it, without thinking and knowing. Better a thousand times to live alone and unloved than to be tied to a man who has robbed her of health or of the joy of motherhood, or welcoming the pains of motherhood, live in anxiety lest her sickly offspring be taken out of her life or grow up a chronic invalid.
I have more faith in the force of love. I believe that two people convinced that they love each other and desire to live together in marriage will talk as frankly of their own health and natures as they do today of house furnishings and salaries. Their love for each other will protect them from ill-health and disease, and prompt them to procure of their own accord a certificate of health if each has the right information and knowledge.
There are, however, different phases of nature other than venereal disease, the knowledge of which binds and cements the love of two people. These are symptoms of a great social disorder.
Every girl should first understand herself: she should know her anatomy, including sex anatomy: she should know the epochs of a normal woman's life, and the unfoldment which each epoch brings: she should know the effect the emotions have on her acts, and finally she should know the fullness and richness of life when crowned by the flower of motherhood.
This knowledge I shall endeavor to give in the following articles. Fragmentary the articles must of necessity be, for there are volumes written on each subject.
I shall try to free the subjects from technicalities and give the opinions of writers who have made those subjects their life studies and also the facts as I myself have learned them.
It is not my intention to thrust upon any one a special code of morals, or to inflict upon the reader of this page my own ideals of morality. I only presume to present the facts for you to accept according to your understanding.
The first article will deal with the girl during the age when sex first manifests itself, in that most fascination, interesting and puzzling period of a woman's life--the budding period, called girlhood.
This series was compiled and published as What Every Mother Should Know, (New York, 1914).
]]>This is Part II of an eight-part series of the same title. For Part I, see Oct. 19, 1911, for Part III see Nov. 12, 1911, for Part IV see Nov. 19, 1911, for 1st half of Part V see Nov. 26, 1911 and for second half of Part V see Dec. 3, 1911, for Part VI see Dec. 10, 1911., and for Part 7, see Dec. 17, 1911.
This series was compiled and published as What Every Mother Should Know, (New York, 1914).
Little 5-year-old Bobby sat playing in the sand pile one lovely afternoon in May, and, judging by the glimpses his mother had of him through the open door of their cottage, his mind was to all appearances intent on making a sand fish perfect. For in and out the damp sand was thrown from the pile to the fish mold many times, until at last being perfect, at least to his satisfaction, he got up and ran to find his mother, who was busy within the small two-room shack where they were living for the summer.
He caught hold of her apron to attract her attention, and said: "Mother, where did I come from?"
Needless to say, his mother was greatly surprised at this question, just at that time, for she had not the faintest idea that his thoughts were on anything but the perfection of that sand fish. However, she quickly recovered from her surprise and taking his little face between her hands, said:
"Bobby, dear, that is the most wonderful secret in all the world, and if you are quite sure you can keep this secret and only talk about it to father and mother, I'll tell you all about it."
The curly head bobbed up and down in answer to this and as his eyes grew big and bright, he answered:
"Do tell me the secret mother, I'll never tell."
Then she told him that as soon as the dishes were put away, she would take him for a walk in the woods and first show him where the baby flowers come from, where the mother kept them when they were baby seeds and also tell him how the father and mother flower gave life to the little baby seeds, which afterward grew into the lovely flowers we see all about us.
Bobby's mother now regretted that she had not begun earlier to tell this story of the flower to Bobby. For she realized that had she done this then, now when he had reached the stage of development where he was curious about his own being, she could at once have taken up the story of his own creation, and, of course, referred back to the story of the creation of the lower species. This would have simplified matters greatly. However, she decided it could never be too late and the easiest and quickest way, even now, was to begin with the flowers.
It now occurred to Bobby's mother that to teach her child alone the truths of Nature would be a most fruitless task; for in playing with his companions, they would undo all her work unless they, too, were taught the truths, and in the same way.
She consequently set about gathering in the children of the neighborhood with whom Bobby played. She explained to the mothers what she was about to do. Most of them strongly objected to their boys learning these things which they considered of interest only to grown-ups. But five of the mothers consented, and seemed delighted to have their children taught the truths in this most beautiful and interesting way.
Accordingly, she took five little children, together with her own, ranging in age from five to six and one-half years and started in the woods to hunt for the common wild flowers. Soon they were scrambling over boulders and fallen trees in search of mountain pinks, violets, buttercups, anemones, etc., calling and shouting to each other at each new find, their faces bright and happy with the glow of health. It was a picture never to be forgotten; and as they gathered around Bobby's mother, who was seated on a most covered, fallen tree, they received their first lesson.
As the buttercup was a little early - those on this particular outing being the first ones found of the season - they naturally made it the most popular flower and so it became logically the first family to be studied.
They were told that the whole buttercup, as they held it, was the Buttercup House whose color was yellow, and that inside the house, on the petals, was the Buttercup Family.
"Is there a father?" asked one, "and a mother?" asked another.
"Yes, indeed; there must be a father and mother if there are to be any seeds," was the reply.
Then they were told that all forms of plant life have but one object and that object is to reproduce their kind --"to make more flowers."
They were told that the flowers have reproductive organs--"parts that make more flowers"--called pistils and stamen.
The pistils we called the "mothers" because at the bottom of the thin tube are the ovules or seeds. The pistils were examined carefully and the very top or stamen was found to be very sticky. "Why?" asked the children. But they were told they must wait and find out about the father before they found out why the mother was sticky.
Now attention was again called to the seeds lying within the pistil of mother, and the fact that they were not developed yet. "Why?" Again we must wait to learn something about the father.
Now we come to the stamen, or "father." This is a slender thread-like fiber which has at its end a little case or sac which contains a very fine powder-like substance, called the pollen.
In most of the flowers there are several stamen and one pistil; but in the buttercup, there were several of each - so that the Buttercup House contained several families, the children were told.
Now to come back to the fathers, or stamens, and the tiny sacs containing the pollen. This pollen is a very important part of the growing of all flowers. The children were asked to name some of the flowers which they knew that had this powder on them. Answer came in the name of golden rod, wild rose, cherry blossom and many others.
Now it was explained that this pollen from the stamen, or father, must get into the pistil or mother, and reach the ovules or seeds, or the seeds cannot grow and develop into new plants. And as this process of developing the seed is the one object of plant life, we must see how they go about accomplishing this object.
This we shall do next week.
This series was compiled and published as What Every Mother Should Know, New York, 1912.
]]>This is Part III of an eight-part series of the same title. For Part I, see Oct. 29, 1911, for Part II, see Nov. 5, 1911, for Part IV see Nov. 19, 1911, for Part V see Nov. 26, 1911 and Dec. 3, 1911, for Part VI see Dec. 10, 1911., and for Part VII, see Dec. 17, 1911.
This series was compiled and published as What Every Mother Should Know, New York, 1912.
Last week we learned that the Buttercup family lived within the petals of the Butterfly House. And we learned that the pollen from the stamen, or father, must reach the pistil, or mother, before the little eggs or seeds contained in the mother can begin to grow and develop into new plants. But the flower cannot move about as can animals, so they must depend on insects and outsiders to bring the pollen into the little nest where the eggs are. But unless there is some object attracting insects, bees, moths and butterflies, etc., to visit the flowers, they would not come to them, so the flowers have many attractions, such as their color and their odor. But the most important, and the one which is sweet is the little bag of nectar or honey contained in many flowers which all insects love and will go far to get. When the insect visits the father, it rubs against his pollen, and the pollen sticks to its head or legs. Then as it visits the mother, if the stigma (which is the top of the pistil, or mother) is ready for the pollen, it shows this by becoming moist, and sometimes sticky. Then the pollen clings to the stigma, and down it goes through its tiny tube, to the little nest of ovules, or seeds, where it at once causes the seeds to become alive. Then they grow and grow until their time comes to burst forth and develop new plants themselves.
Now, it is also important that the little visitors who come for the nectar, or honey, should fly from flower to flower and not crawl, because in doing so the pollen would drop off and never reach the mother flower, who are anxiously awaiting this important substance, so that their little seeds, or babies may begin to grow. Consequently they have many ways of keeping out the crawling insects. Mrs. Buttercup has a very hairy stem, and this makes it a very hard journey for Mrs. Ant and others to come into the Buttercup house for a little sip of honey. She often starts there, but gets so tired out that she gives up the trip and returns to her family without any honey for them. This plan of growing a hairy stem is only one of the interesting ways the flowers have of keeping out the insects who cannot help them carry out the one object for which they exist - to make more flowers.
Some of the flowers have a little trap door to their sac of honey, which only the weight of the bee can open. Others keep their nectar in long tubes, or at the bottom of long tubes, so that only bees with long tongues can reach it. An example of this is in the Orchid of Madagascar, which has a nectar tube eleven inches long, and depends upon one certain kind of moth for its existence.
It is related that when Darwin was confronted with the evidence of this flower as against one of his theories he insisted that such an insect must live - even before it had been discovered! Again, other flowers keep their petals closed, and the petals must be forced apart in order to get the honey by a strong bumblebee. The flowers that are fertilized by the insects are called "insect loving." Those that are fertilized by the wind are called "wind loving," etc.
The buttercup was thought not to need the insects to carry its pollen to the stigma-- t was for some time thought to be what is called self-fertilizing. But the discovery of the small sac of nectar shows that it must have a purpose, and that purpose to attract insects to bring pollen from other father flowers to fertilize the tiny seeds.
The stigma is not always ready to accept the pollen, but when it is ready it becomes moist, and in some flowers sticky, which shows it is in condition to accept the pollen, and that the seeds are ready for their development. This condition often lasts only a few hours, but sometimes a few days.
The boys had now been taught and had seen how the pollen reaches the baby seeds. They had been taught the importance of the pollen for the growth of the seeds. They had seen that after the pollen reaches the seeds, that they are given new life, that they remain right in their little nest and are nourished by the pistil, a mother flower, until they are full grown or matured. Now as this process is the whole object of the individual plant, what happens then?
The boys were shown that as soon as the seeds begin to grow the petals, or the mother flower, begin to wither, and it seemed as if the flower gave of its beauty, form and youth in order that the baby seeds should grow and mature.
The boys were then taught that the plant depends on the earth and air for its nourishment, and as the various flowers have various ways of keeping the crawling insects out of their honey sac, so have they different ways of spreading or scattering their seeds after they have matured. If all the seeds of all plants fell right down near the parent plant there might not be nourishment enough to provide all the seeds with food.
So again the outsiders assist them as they did in carrying the pollen. This time it is the wind which does much to assist them in this work. The birds, too, eat of the seeds and drop some of them on other ground. The wind serves the milkweed and dandelion; the birds help the fruits, berries, and the herdick, or "burrs," help themselves by catching on the clothing of passerby, or the fur and hair of animals.
Then there are those seeds which are in pods--sweetpeas, beans, peas, etc.. Some of these dry and curl up, and as this is done, it throws the seeds to various places. Then there are those seeds which are in burrs, nuts, chestnuts, etc., which also burst open at a certain time, some of them explode, and this process scatters the seed over an area of several yards. But the wind seems to be the most important messenger in helping the flowers scatter their seeds.
The boys were also taught that the plants breathe and need care; that their struggle for existence is intense. They are also taught of the beautiful development of the flower under cultivation, and Mrs. Buttercup and Mrs. Daisy were both taken from the field and cultivated, given plenty of light, water and the proper soil, best suited to the needs of each, and the results were wonderful.
The boys each were given small gardens of wild flowers, which they cared for themselves, and the following year they each had small vegetable gardens.
Every flower had a life story, they were told, and each a different story--interesting, intense and true.
Bobby's mother found that the boys absorbed this information readily and very quickly. Although they studied the flowers for an entire year, they also studied the frogs and birds, together with the flowers. The mammals and humans were taken up during the winter.
Much more time could have been spent on the flowers alone, but as the boys were ripe for information about themselves, Bobby's mother combined the first three subjects, and we shall see next week what they learned about the frogs.
This series was compiled and published as What Every Mother Should Know (New York, 1914).
]]>This is Part VII of an eight-part series of the same title. For Part I, see Oct. 19, 1911, for Part II, see Nov. 5, 1911, for Part III see Nov. 12, 1911, for Part IV see Nov. 19, 1911, for Parts V see Nov. 26, 1911 and Dec. 3, 1911, and for Part VII, see Dec. 17, 1911.
This series was compiled and published as What Every Mother Should Know (New York, 1914).
The first question one of the boys asked was, "What is a mammal?"and it was explained to the children that a mammal is an animal with a hairy covering, who breathes with lungs, and has warm or quick circulating blood. They have little ones, which when born are not in the form of eggs, like the frogs or birds, and have the same shape as their parents, though smaller and weaker. The mother mammal nurses these little ones with milk secreted from glands, called mammary glands. And that is why they are called "mammals."
Their instincts are highly developed, and they are considered the highest animals.
Many instances were shown them of the meaning of instinct, as that of the mother bird turning over her eggs every day. In fact, from the first the word was explained in every stage to enable them to know the difference between INSTINCT and REASON later on.
There was no one creature taken up this time, but all together, and some pictures were shown them of lower tribes of man, and it was decided that man must be classed with the mammals, for he is partly covered with hair, gives birth to young in his own shape, and feeds the young from mammary glands. So with this highest development in mind, they were told that: There is a mammal, the spiny ant eater, covered with hair, which, however, lays eggs like the birds in nests. They were told about the kangaroo and opossum, who give birth to their little ones very early, and carry them in a pouch until they are able to help themselves. As soon as the little opossum is born, Mother Opossum picks him up in her mouth and places him in her pouch, where he sucks away at the milk which is secreted there, until he is strong and able to get food for himself--which is about the same length of time that other mammals carry their young before giving birth to them.
They were told of the bats and the flying squirrels, and were taught to think for themselves and learn of the process of transition or evolution. They were told that Bobby's cat must be given a new clean box, or bed; that she must not be handled roughly or chased, because she was going to have little kittens. To the utter astonishment of Bobby's mother there was a chorus of, "How do you know?" and she realized that she might have omitted a most important piece of information.
They were again reminded of the birds and the undeveloped eggs coming from the ovary of mother bird; which at a certain time become ripe for fertilization; of how the father bird at a certain time feels he has developed (since the fertilizing principle within him has developed) so that in coming in contact with the undeveloped egg within the mother's body, these are quickened into life. The same process goes on with the mammals, but as the instinct becomes more developed as they go higher in the scale of life breeding becomes more complex.
They were told that where in birds the whole egg, shell and all passes out of the mother's body, into the nest, with the mammal the shell becomes a thin skin, which envelops the little one, but remains within the mother's body until it is grown enough and strong enough to live on the milk from the mother. While it is within the mother's body it is fed from the blood of the mother, and all the food she eats helps to make the little ones within her strong.
It is of great assistance for a mother to have some knowledge of the processes of assimilation so that the children will learn how the food products in the blood, instead of supplying the mother, go to the child to build up bone, muscle, nerves and tissues.
They were told that as the mammal grows and develops within the body of the mother her shape becomes changed--becomes larger in the region where the new life lies, and that is how one could tell that Mrs. Pussy Cat was going to have a family.
It was dwelt upon at great length that it was necessary to know this, because every mother needs protection from worry, excitement, cruelty, overwork, starvation at such a period; that she needed kindness, rest, good food, sunshine, in order that she give the little ones strength and health.
They were told that in smaller animals many more eggs, develop at a time and are fertilized but in the larger animals such as cows, horses, elephants, etc., only one egg develops and one animal is born. In man, too, this is true. One egg develops at a time, and if it is fertilized it remains in its little nest (or uterus), and grows until it is ready to stand the changed conditions into which it must come after it is born. If it is not fertilized it passes on out of the body and is lost but when it is fertilized by the father, it remains in the uterus and grows until it is grown enough to withstand a different life and different surroundings.
At first the new being is only the size of a pea (that is in a week after it is fertilized). In a few weeks (eight) it is the size of a lemon, and its shape is complete. In four months it begins to move about, to kick, to move its little hands, and in nine months Mother Nature can develop it no more. It is time to change, if it is to live, so she sends it along the passage, enlarging the passage and stretching it as it goes -- which causes much pain and suffering to the mother until it reaches the outside world, where it is taken and cared for and loved, and all the mother's pain is forgotten in the joy of having her little one alive and strong and well.
One of the mothers was expecting the arrival of a little one, and great care and tenderness was shown her after the children knew of this event. She was assisted up the hills, brought flowers and all the tenderness of which children are capable was bestowed upon her.
They anxiously watched and waited for its arrival, looked over the small clothing which was being prepared for it, and seemed as interested as any grown-up could ever be.
They were taken to a farm some miles away to see a calf a few days old. Stories were read to them at this time about the habits of these animals and the care of their young. They were taken to the Museum of Natural History in New York and to Bronx Park, and such excursions were red letter days in their book of childhood.
They were told of the freedom of the animals in choosing their mates--that beauty and strength seemed the greatest qualifications. The story of the bees was briefly told. How the queen bee leaves her home amidst the hundreds of male bees who are all anxious to be the father of the future hive. How she rambles about for a little while, then up she flies--up, up, straight into the clouds with hundreds of male bees following. Gradually the weakest bees drop off and return, but the stronger ones still follow until there are often only two male bees left in the race. The weaker of the two returns and the strongest bee of the whole hive wins the queen bee, and fertilizes the eggs within her body. After this act of reproduction he dies, and Mrs. Bee returns to her hive and lays thousands of bee eggs. The strongest gave his life that the future bees should be given his great strength.
The children were sad about this. They wanted the strongest to live, and it was now the place to teach them of their own bodies, what cleanliness and strength means to the future race of man. But this we will learn of in our next lesson.
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This series was compiled and published as What Every Mother Should Know, (New York, 1914).
]]>This is the second half of Part VI of an eight-part series of the same title. For Part I, see Oct. 19, 1911, for Part II, see Nov. 5, 1911, for Part III see Nov. 12, 1911, for Part IV see Nov. 19, 1911, for the first half of Part V see Nov. 26, 1911, for Part V, second half see Dec. 10, 1911., and for Part VII, see Dec. 17, 1911.
This series was compiled and published as What Every Mother Should Know, (New York, 1914).
Now that the nest in the horse chestnut tree was completed, Mr. Thrush sat near by waiting to hear the glad news that one egg had come. So the next time Mrs. Thrush went away from the nest for her bath the children pecked into the nest and there saw one speckled egg! The next day another was there, and the next still another.
Mr. Thrush was a most interesting father for the children to observe, for he fought off any bird who ventured too near Mrs. Thrush's nest. For birds there are who are too lazy to build their own nests, and boldly take possession of any nest they can. Father Thrush knowing this, was ever on the defensive and ready to fight to protect his wife and little ones. He watched when she went for food--and when at sundown she went to the stream to bathe, he also watched.
The Thrushes seemed to do most of their love-making at sundown in song. The song consists of four notes, which the children interpreted as saying, "Do you love me?" And the answer came in three notes, "I love you."
If singing meant happiness, Father Thrush was certainly very happy these days. For he seemed to sing more than any of the other birds, except, perhaps, Father Song-Sparrow, who, too, was overjoyed at the arrival of four youngsters.
Mother Thrush never answered Father Thrush's musical song while she was waiting for the eggs to hatch--she was very still then always--but he must have taken her love for granted, for he sang on just the same.
One day some time later when the children took their usual place under the tree, the air was rent with shrieks and cries from both birds, who flew at them and scolded so shrilly that the children decided it was best to go away, but on watching from a distance they saw Mrs. Thrush bring food in her mouth, and three tiny heads, with open bills, stretch themselves above the nest. They knew now why Mr. and Mrs. Thrush objected to their going so near the nest that day. The children were so excited that it was difficult to keep from going to the nest to see. But when they were reminded of the great care Mr. and Mrs. Thrush had given the eggs, so that they might hatch into little birds, and were told that it would trouble them greatly and excite them to have any one touch the nest, they decided to wait for a better opportunity.
It did not come for several days, for Mr. Thrush was a most watchful father. But these Thrush youngsters were developing so fast and had such husky appetites it took both Mr. and Mrs. Thrush busy to keep them fed. So when the parents were off on their hunt for food the children carefully looked into the nest. There they were, three featherless, fearless, funny things, with only knowledge enough to stretch their necks for food.
The day that Mrs. Thrush first hurriedly told Mr. Thrush that one scrawny "imp" had come out of its shell, he seemed overjoyed, for he sang all day long, even into the night. This was, perhaps, the most vivid example of a father's joy the children saw. But another case came to their notice of a father bird's devotion--and that was when Mrs. Sparrow deserted her little ones.
There was an old apple tree at the back of the house, and in the trunk of this tree Mr. and Mrs. Sparrow had made a home for their children.
One morning there was a call of distress from Mr. Sparrow. The children watched him as he flew from tree to tree, and limb to limb, calling--calling in the most plaintive tones. All day he called until the sun went down behind the Palisades, but no mother returned to her children. It was quite decided that Mrs. Sparrow was hurt, or even killed, and great was the excitement over this terrible possibility. After two days of calling and calling Mrs. Sparrow returned--but not alone. The guilty partner of her flight came along, too, and Father Sparrow promptly chased him away, but every time Father Sparrow flew at him and chased him off, Mrs. Sparrow would fly away with him. Then poor Father Sparrow would call and coax and tease and plead with her to return, and she would return just long enough to see the little fledglings, and off she would go with the other sparrow. Each day she returned to see the little ones and trouble the poor father, who was trying so hard to provide for the motherless family.
The other birds seemed most sympathetic, and on one occasion Mr. Robin watched the sparrow house while Mr. Sparrow chased the wooer at his wife. This was the last time, for Mrs. Sparrow never returned to her family.
No other birds ever went near that tree wherein the lone widower awaited. He seemed greatly respected by the other birds. He taught his little ones to fly and where to find the choicest food in Bobby's garden. The children insisted on caging the cats for a few weeks so that Father Sparrow could not have this extra burden on him. They were of one decided opinion that father love and devotion save that family, and all agreed that it was a most important factor in bringing up a family.
This was a most unusual case, and the boys were made to realize its unusualness, for it is VERY SELDOM that a mother ever deserts her young.
It was funny to watch the sentiment of these small tots. As soon as Mrs. Sparrow returned for her short intervals the children got bread and worms and all kinds of tempting food in hopes that she would remain with her family. They were willing like Father Sparrow to forgive her, but as soon as she made her preparations to go away instinctively they picked up stones to throw at her so intense was their interest, and it is feared that had not a grown-up been with them something would have happened, for the air was full of whispers, and words like shooters, air rifles, etc. were heard occasionally.
However, their attention was diverted to Miss Oriole, who had two young Oriole attendants. Each asked for her love--and she would not decide. How she teased them both, and how desperately she flirted. Of course, the lovers despised each other, but how wonderfully they told her in song of their great love for her, each trying to outdo the other.
When no one was about she must have made up her mind to accept one, and it was noticed it was he with the sweetest voice rather than the one with beautiful plumage who won her. He was a most daring and fearless lover and took beautiful care of her while they were waiting for the eggs to hatch.
The summer was one lovely long day watching the birds. As the cold weather came on, the birds became fewer--new and strange birds on their way to the South came for food and flew away again.
There was no more interesting and charming lesson of paternal love to be learned than among the birds, and it was noticed that no longer was the mother of sole-interest, but the father's habits and life became of interest. The children received their lesson of father love, through the birds.
Where the father flowers, fish and frogs gave themselves no concern over the young, here was a higher creature, whose love of offspring was not purely physical, but represented something higher in his makeup. This was not only the desire to procreate, but to protect and care for his offspring after their creation.
It was not until all the familiar birds had gone that their thoughts of higher stage, the mammals.
And these you shall hear in the next lesson.