Wednesday, Feb. 15

Morning

7-8:30-Breakfast meetings. 8-5 P.M.-Registration.

8-5 P.M.-Visit exhibits.

8:45-10:15-PUBLIC SCHOOL SECTION-Rogers Stevens. Program to be announced.

8:45-10:45-COLLEGE HEALTH SECTION-C. E. McCarver.

Topic: "General Health Education for All University Students."

Panel: "Status of Incoming Freshmen"-Dora Hicks; "Health Education in the Women's Required Program"-Angeline Watkins; "Health Education in the Men's Required Program"-Speaker to be announced; "Major Areas To Be Covered in a General Health Course for All Students"-Willis Baughman; "Ways to Improve the General Health Program for All Students"-Harold Walker. 10-12-Film showings.

10:30-12-RECREATION DIVISIONHenry O. Dresser.

Address: "Recreation as a Profession in the Southern Region"-Harold Meyer, U. of N. C.

Report: "What Our National Office is Doing in the Field of Recreation" -Jackson Anderson, AAHPER consultant in recreation and outdoor education.

10:30-12-SAFETY SECTION liam F. Eick.

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7-8:30-Breakfast meetings.

8:30-5 P.M.-Registration. 8:30-5 P.M.-Visit exhibits. 8:45-10:15

HEALTH EDUCATION DIVISION-Dora A. Hicks. Topic: "Co-ordination of Health Teaching in the Public Schools." Panel: Rollim McKeeham, principal, Jefferson Jr. H. S., Oak Ridge, Tenn.; Phil Patterson, supervisor of Phys. Educ. and Health, Hillsborough Co. Schools, Tampa, Fla.; Charles Spencer, director of School Health Coordinating Service, State Dept. of Public Instruction, Raleigh, N. C.; Mrs. Ora Wakefield, City School Health Service, Nashville, Tenn.; Elizabeth Avery, AAHPER consultant in health education, panel reactor. 8:45-10:15 - CAMPING SECTION Helen B. Watson.

12-1:45-Luncheon meetings.

12-1:30-Dance Section luncheon. 1:45-3:15

MEASUREMENT AND EVALUATION SECTION-Lloyd Rus

sell.

Topic: "A Test of General Motor Ability for College Men"-Harold M. Barrow; "Scoring Consecutive Trial Learning Tests: A Per-Cent-Gain Method"-J. T. Powers; "The Improvement of Performance Through Testing Junior High School Boys"Francis A. Druary. 1:45-3:15-DANCE SECTION trude X. Mooney.

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Teaching Demonstration: "Approach to Composition Through Spatial Design"-Eugenie Schein, guest artist, formerly of Hunter College, using

DORA HICKS

Health Education

HENRY O. DRESSER Recreation

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GROUP OF college students recently viewed several sex education films, Human Growth, Human Reproduction, The Story of Menstruation, and Human Beginnings. After the showing, one commented that he now "felt thoroughly educated." This led to several discussions as to what should be included in a good sex education.

It was soon agreed that these films supplied only a small portion of what was needed in a well-rounded sex education. Criteria as listed below were set up by the group, with elaborations in part by the author.

THE CRITERIA

A person who has a good sex education should have:

1. A Knowledge of the Physical Aspects of Sex. Both men and women should know how the male and female physical sex mechanism functions with reference to reproduction, seminal emissions, menstruation, pregnancy, and childbirth. They need to know the ranges and normal variations of physical functioning. It is not enough, for example, to tell a boy that nocturnal seminal emissions (wet dreams) are normal. Boys will usually want to know within what ranges are they normal, what factors may increase or decrease frequency, and whether they should expect a regular pattern to be established. Girls need the same kind of information in regard to menstruation.

Too often sex is thought to be a function of the glandular system, whereas sexual responses are primarily responses of the nervous system, and they are better understood when that fact is recognized.

Many youths know so little about the normal physical structure and functioning that they are concerned for their own normalcy. One testicle hanging lower than the other denotes rupture to some boys. Narrow hips may mean difficulty in child-bearing to a girl. Many needless worries and concerns could be avoided if growing boys and girls were supplied with accurate information about their own physiology and development.

2. A Knowledge of the Psychological Aspects of Sex Adjustment. At least three important subdivisions of this criterion were recognized. First, one should know the psychological meaning and significance of one's own sexual behavior and manifestations. Many boys and girls are still worried about the psychological, as well as physical, consequences of masturbation. Girls are taught to repress their sexual urges, and are made to feel that it is undesirable, or unnatural, for them to respond. The prevalence and significance of homosexual behavior is understood by few individuals, with the result that many worry needlessly about desires they may have felt, or experiences they may have had.

Second, one needs to understand the basic causes of sex behavior and its relationship to personality adjustments. This is essential if we are to pass judgment wisely and soundly on the manifestations of sex in society. Everyone knows of situations in which harsh, unyielding judgments in regard to some aspect of sex behavior, e.g., exhibitionism, homosexuality, masturbation, has led to action quite untempered by

any concept of correction. Parents are sometimes seriously upset by the genital play of small children. They suspect it means some perversion when in reality it is probably a way to satisfy curiosity.

The relation of sexual promiscuity, frigidity, impotence, or other forms of sexual behavior, desirable or undesirable, to the individual's personality adjustments should be known. Various studies show that conflict, insecurity, lack of affection, and feelings of failure and inferiority are associated with sexual promiscuity. Also, the importance of maturity is much emphasized. Clearly, responsible attitudes toward sexual behavior and a concern for the welfare of others are involved in a mature adjustment.

Third, sex education should include instruction and experiences concerning the change in roles of the sexes. We live in a society in which fixed patterns for male and female behavior have given way to many different possibilities for both men and women. It is important to have some understanding of these possibilities and of the ways in which concepts of acceptable roles are developed. Dating and courtship behavior is made a more satisfactory and fulfilling experience when young men and women reach a fuller understanding of each other in their respective roles, and when each person is able to respect himself fully in his sex role.

3. An Understanding of the Relation of Sex to General Social Welfare. How is society strengthened, and how is it weakened by the operation of certain patterns of sexual behavior, e.g. promiscuity, chastity, frankness or reticence about sexual matters, pre- and extra-marital relations, homosexuality, prostitution, masturbation?

In what respects is illegitimacy a social problem? Does prostitution fit into the framework of a democratic society? Questions like these will come up for attention as one studies the social implications of sex behavior.

Some information about sex, marriage, and family customs in other (Concluded on page 58)