In spite of the fact that practically all of our prominent psychologists have opposed any such method as this, a great many people who have very little right to an opinion have insisted that this policy must be followed in our schools. There is probably nothing that could do more harm than this. The diffusion of the knowledge of the immense amount of serious, even fatal, disease consequent upon sex irregularities suddenly thrust upon the world has made a great many people a little hysterical and has tempted them to turn to remedies which are not only not likely to be helpful but are almost sure to be vicious in their consequences. It is like finding {190} that a child has swallowed some poison and in the excitement administering another with the vague hope that one may neutralize the other. Professor Foerster of the department of psychology and ethics at the University of Munich does not hesitate to say that such teaching is sure to do harm and not good. He has suggested that "in making use of the intellect to restrain sex instincts there is every danger of the intellect itself, through excessive familiarization with details of such knowledge, being captured and employed in the service of the enemy." He praises the older teachers, "The great educators of the past who have all been instinctively aware of this truth and have hence strongly insisted on the importance of cultivating a sense of shame; for they have realized that the chief task of sexual education is not to attract the attention of the young to sex matters, but as far as possible to distract them from it." Professor Muensterberg of Harvard University took very strong ground against the teaching of sex hygiene in public schools and stated his opinion quite as emphatically as Professor Foerster that such teaching, even though it be given with the best of intentions, is sure to do much more harm than good. He said: "The cleanest boy and girl cannot give theoretical attention to the thoughts concerning sexuality without the whole mechanism for reinforcement automatically entering into action. We may instruct with the best intention to suppress, and yet our instruction itself must become a source of stimulation which unnecessarily creates a desire for improper conduct. The policy of silence showed an instinctive understanding of this fundamental situation. Even if that traditional policy had had no {191} positive purpose, its negative function, its leaving at rest the explosive sexual system of the youth, must be acknowledged as one of those wonderful instinctive procedures by which society protects itself.... "A nation which tries to lift its sexual morality by dragging the sexual problems to the street for the inspection of the crowd without shyness and without shame, and which wilfully makes them objects of gossip and stage entertainment is doing worse than Munchausen when he tried to lift himself by his scalp."