THE E-FILES                        NUMBER FOUR              AUGUST-SEPTEMBER, 2000

THE SUBJECT OF THIS E-FILE IS SEX EDUCATION. The teaching of sex in schools has taken place only since the mid-1960s. To question it is to invite accusations of being repressive, extreme, or, at best, unrealistic, and one who endangers the health of youth. But there has been quite a bit of fraud and misinformation in the area of “sexology” of which the public is largely unaware. Research into the history of sex education rapidly and inevitably takes one into the areas of eugenics, population control, and the desire of sex education’s founders for total sexual liberation and revision of the Judeo-Christian moral order.

SEX EDUCATION is the vehicle by which the sexual revolution is spread to young people in schools. While surveys during the 1960s through the 1990s showed that most of the public supports the teaching of sex education, it did not come about from pressure from parents, but as a result of campaigning from powerful lobbies and pressure groups; and it is unlikely that most people are aware of how graphic the lessons have become.

SOME CHRONOLOGY RELEVANT TO SEX EDUCATION HISTORY:

1798: THOMAS MALTHUS wrote his “Essay on Population” in which he said that increasing population would eventually overtake the world’s food supply, causing mass starvation. 

1860s: ENGLISH POSITIVIST PHILOSOPHER AND “FUTURIST” AUTHOR BERTRAND RUSSELL, at the vanguard of a sexual freedom movement, advocated “open marriage,” sexual promiscuity, and universal early sex education. He said, “At puberty, the elements of an unsuperstitious sexual morality ought to be taught. Boys and girls should be taught that mutual inclination justifies sexual intercourse.” He felt that “unnatural repression” of the child’s “strongest impulses” was cruel and dangerous. He said, “The increase of human happiness to be expected from sex education on these lines is immeasurable.” Russell also believed in population reduction and population control, destruction of the nuclear family, social control through the means of psychology and the use of addictive and psychotropic drugs, and one world government. As one of the most popular writers in the English-speaking world and a prominent lecturer at prestigious institutions, Russell has had a pervasive influence on intellectuals to this day.

1910s AND 1920s: MARGARET SANGER, one of eleven children of a Catholic family and “the founding mother of birth control” began a long career of radical activism. She loved sex, was promiscuous and adulterous, and said: “the marriage bed is the most degenerating influence of the social order…a decadent institution.”  She wanted to free humanity from the “tyranny of Christianity no less than Capitalism,” though her second marriage, to the Three-in-One Oil magnate, enabled her to fund her political activities. In the 1920s she founded the “Birth Control Review” and the American Birth Control League. Her laudable goals in promoting birth control included personal health, economic stability, freedom from biological slavery, and the elimination of disease and crime. However, she was also a eugenicist. In order to “save the planet,” she began opening birth control clinics, the first of which was in Brownsville, New York, an area populated by newly immigrated Slavs, Latins, Italians, and Jews. In November, 1921 in “Birth Control Review” she wrote, “The main objects of the Population Congress would be to apply a stern and rigid policy of sterilization and segregation to that grade of population whose progeny is already tainted, or whose inheritance is such that objectionable traits may be transmitted to offspring.”  “Birth Control: To Create a Race of Thoroughbreds” appeared on the cover of the December 1921 issue. Post-World War II, the eugenics rhetoric was eliminated as uncomfortably close to Nazi programs.  The Birth Control League was renamed Planned Parenthood.

1926: ANTHROPOLOGIST MARGARET MEAD, 24, studied behavior on the Samoan island of Ofu. The results were published in her 1928 book, “Coming of Age In Samoa.” Mead befriended a 24 year old Samoan woman named Fa’apua’a Fa’amu, who had a mischievous side. When asked by Mead questions about the sexual mores of adolescent Samoans, Fa’apua’a’s joking response was that Samoan youths were freely promiscuous. Deceived, Mead wrote “because at puberty there was no “curb” on the expression of sexuality, adolescence in Samoa was without “stress.” This “validated an anthropological paradigm that assumes that culture is the overwhelming determinant of human behavior,” to quote Australian anthropologist Derek Freeman, who gently debunked “Coming of Age in Samoa” in Freeman’s “The Fateful Hoaxing of Margaret Mead” (1999, Westview Press.)

1948: “SEXUAL BEHAVIOR IN THE HUMAN MALE” BY ALFRED C. KINSEY, Wardell B. Pomeroy, and Clyde E. Martin, of Indiana University, was published by W.B. Saunders Company, a distinguished publisher of scientific, especially medical, textbooks. It was described as “by far the most comprehensive study yet made of sex behavior.” It was full of charts, graphs, and statistics obtained from research performed by the Indiana team. The Rockefeller Foundation funded the study and its publicity campaign.

 Rates of divorce and unwed births were at historical lows in 1948. The book quickly sold over 200,000 copies to the public. “Time” magazine wrote: “Not since “Gone With The Wind” had booksellers seen anything like it.” Popular songs bore titles such as “The Kinsey Boogie,” “Thank you, Dr. Kinsey,” and “Ooh, Dr. Kinsey.” Why? Because among Kinsey’s conclusions were that children were sexual and potentially orgasmic from birth; that sex can and should be commonly shared with anyone and anything; that people are naturally bisexual; that cultural and historic sexual taboos and laws were passé; that all forms of sexual experimentation are beneficial; that adultery is natural, healthy, acceptable, and common; and that adult-child sex or incest is one appropriate aspect of human sexuality. He stated that the majority of men went to prostitutes.

Kinsey was most interested in studying sadomasochists, voyeurs, exhibitionists, pedophiles, transsexuals, transvestites, and fetishists. He filmed his wife, his staffers and their wives, and others having sex with different partners, and masturbating. 

In a “New Yorker” magazine article of August/September 1997, James J. Jones wrote: “In the postwar forties, Kinsey’s revelations were alarming. Behind the data, some commentators suspected, was an attack on the moral code—and the institutions charged with enforcing that code—which held American society together. Throughout, Kinsey’s book was full of provocative inferences from the findings, such as his sharply worded description of members of the legal system—the “legislators and judges” whose view of sexual morality he called “a defense of the code of their own social level…The tone, which he would employ to the same effect in his books on sexuality, was intended to indicate that nothing remained for discussion: religion had lost, science had won.”

From the beginning, the validity of Kinsey’s study was questioned. Nevertheless, his research remains the main body of knowledge in the field of sex research, the benchmark against which subsequent studies have been measured, and that upon which most sex education programs and sex therapy have been based. 

DR JUDITH REISMAN’S research proved that Kinsey surveyed and based his conclusions on non-representative samples of Americans, including sex offenders, prostitutes, prison inmates, and exhibitionists. Worse were the data shown on Table 34 of the study, “Examples of multiple orgasms in pre-adolescent males.’’ This consists of a chart of the number of orgasms attained by males from ages 5 months to 14 years old. An 11month old boy was shown to have had 14 orgasms in 38 minutes; a 9 year old boy had 7 orgasms in 3 hours; a 13 year old boy had 26 orgasms in 24 hours. Since sexual experimentation on children was and remains illegal, the research was criminal. Reisman raised questions such as: “How did the Kinsey team obtain the data on children? Did parents give consent? Was there any follow-up on the recorded experiments? Where are the children now?” As with the adult Kinsey data, the children’s Kinsey data is that upon which all child sexuality “knowledge” is based. Many researchers and practitioners declare that there is a latency period in pre-pubertal children that should not be disturbed by exposure to sexual imagery and information. (Freud said so too.)

Dr. Reisman delivered a paper, “The Scientist as a Contributing Agent to Child Sex Abuse: A Preliminary Consideration of Possible Ethics Violations” in 1981 to the Fifth World Congress of Sexology.  It was met with outrage; the sexologists roundly condemned HER paper. Harvard sexologist Dr. John Money shouted to the podium that she would “set back the cause of sex education two thousand years.” (Dr. Money has contributed to the Journal of Paedophilia, published in Amsterdam, as have other sexologists. Some critics fear that their goal is to lower the age of consent for minors.)

Dr. Reisman’s books, 1990’s “Kinsey, Sex and Fraud: The Indoctrination of a People” (co-authored by Edward W. Eichel), 1991’s “Soft Porn Plays Hardball: Its Tragic Effects on Women, Children & the Family,” and 1998’s “Kinsey: Crimes & Consequences” have failed to receive widespread attention. The media is decidedly uninterested in publicizing her findings. Reisman’s website: www.rsvpamerica.org. 

1964: “SEX EDUCATION WAS LAUNCHED INTERNATIONALLY AT THE UNESCO-SPONSORED “International Symposium on Health, Education, Sex Education and Education for Home and Family Living” held in Hamburg, Germany, 1964. The philosophy of the UN agency, UNESCO, the self-described world’s school board, can be summed up by its founder, Julian Huxley, brother of Aldous Huxley, author of “Brave New World” in the book “UNESCO: Its Purpose and Philosophy” (pp 46): “It will be one of the major tasks of the philosophy division of UNESCO to stimulate…the quest for a restatement of morality that shall be in harmony with modern knowledge and adapted to the fresh functions imposed by ethics by the world today.” Hence the conference advocated that “sex education should begin at an early age.” Three months after the conference, SIECUS was established.”

“Philip Reiff, chief consultant to the National Council of Churches, 1961-1964, and author of “The Triumph of the Therapeutic—Uses of Faith after Freud” comments on page 159: “Sex education becomes the main weapon in an ideological war against the family; its aim was to divest the parents of their moral authority…Sex education is meant to replace the moral authority of the family with that of the State, acting through its primary agent, the public school system. With that authority firmly in hand, the State has proceeded to subvert sexual morality.” (Chuck Morse (www.chuckmorse.com), from the 6/16/00 issue of Ether Zone Online (http://etherzone.com.)

1964: SEX INFORMATION AND EDUCATION CENTER OF THE U.S. (SIECUS) was founded by Dr. Mary Calderone, medical director of Planned Parenthood Federation of America, and Wardell Pomeroy, Kinsey  co-author and psychologist who had participated in the “Children of Table 34” study. SIECUS was funded by a grant from Hugh Hefner’s Playboy Foundation. It has called itself the education arm of the Kinsey Institute for Research in Sex, Gender and Reproduction. SIECUS wrote most of the collegiate sex education currula now being used in whole or part in American elementary and secondary schools. Columnist Jann Flury describes the situation in Canada as well as the U.S.: “The courses offered in sexology offered at numerous universities conform to…the Kinseyan philosophy. Graduates of these universities teach sex education to the teachers and lecturers who deliver to the message to our public school teachers, and they write the guidelines for all sex education documents used in our schools. Sex education in North America is controlled by the Kinsey establishment—period…what they teach is the Kinsey doctrine of—anything goes, all is natural, and the younger you start the better.”

1968: PAUL EHRLICH’S “THE POPULATION BOMB” declared, “The battle to feed all of humanity is over.” He advocated compulsory birth regulation, including temporary sterilants to the water or food supplies. He proposed a Federal Department of Population and Environment with the power to do whatever it took to establish a reasonable population size in the United States. Schools of education drummed the importance of low birth rates into teachers; classroom teachers taught it in biology. The panic played into the sense of urgency to teach birth control to adolescents and teens.

The E-Filer hates to know of people starving, being overcrowded or suffering environmental damage, but having become aware of the amount of bad research and reporting out there, is open to review of evidence and research with contrary conclusions and solutions. Betsy Hartman wrote in “Reproductive Rights and Wrongs”: “(overpopulation) is one of the most pervasive myths in Western society, so deeply ingrained in the culture that it profoundly shapes the culture’s world view.”

See an article by Jacqueline R. Kasun called “Doomsday Every Day: Sustainable Economics, Sustainable Tyranny” (download Adobe pdf format) online at: www.independent.org/tii/content/pubs/review/TIR41_kasun.html. See also www.pop.org.

1997: THE CENTER FOR DISEASE CONTROL AND PREVENTION (CDC) JOINED FORCES WITH SIECUS to develop a comprehensive sex education curriculum for public school students, dubbed Programs That Work. CDC included a 92-question survey of student behavior and attitudes to be completed by students of districts receiving CDC sex education grants; see at www.cdc.gov/nccdphp/dash/yrbs/survey99.htm. (E-File #2 discussed the uses of data collection of students via surveys.) In at least one of the Programs That Work, students make verbal contracts to keep everything that is said or written in the room confidential. At least one also says that “No participant should be excused completely from participating in the role playing skills. To do so would run counter to the purpose of the group.” (see report of this in Ohio at www.fessler.com).

The curriculum “provides the necessary skills by letting participants handle condoms and practice working with condoms using their fingers as props” or using “acrylic penile models or standup toothpaste canisters.” Students are told of lubricants that are handy around the house (grape jelly, maple syrup and honey). Students are divided into teams of two or three, sent to different areas of the room to practice with condom packages, a penile model, some lubricant, spermacide and paper towels, to practice. Students must go on a field trip to a clinic, preferably with his/her boy/girlfriend. Homework is a report describing the route to the clinic, cost of contraceptives and STD treatment. Other programs have students going to the store together to buy different brands and colors of condoms. Middle schoolers are taught about dental dams for oral sex, sexual roleplaying, and erotic alternatives called “outercourse.”

“FUN” FROM OTHER SEX EDUCATION PROGRAMS (not necessarily by CDC):

--At a  Massachusetts high school, a presenter simulated masturbation and explicitly talked about masturbation, ejaculation, breast size, penis size, sexual intercourse, nudity, urination, oral-genital contact, erections, sodomy, testicles, the homosexual lifestyle, and premarital conduct by minors. She advocated oral sex and mutual masturbation. She had a male minor lick an oversized condom with her. (Much sex education contains such actions geared to breaking down reserve and inhibitions by talking, touching and roleplaying.)

--A presenter from the Red Cross in Oregon told students, “Put Saran wrap down there. Don’t use the microwavable kind because of the holes. There are many different kinds of condoms and different colors for those men who like their penis to turn colors.”

--At another Oregon high school, an OB/GYN presenter brought a dildo and condoms into a 12^th grade health class and let the minor students play with it. He threw it into the lap of one young girl and told her to “go ahead and play with it, it doesn’t bite.” He wiggled the offending appendage in the face of students who refused to apply condoms to it and told them they needed to learn the procedure for their own protection.”

--In Florida, parents Jodi and Paul Hoffman heard the presenter of a middle school seminar encourage the 500 students to have sex, and that it was acceptable to lie to their parents about it. The program directed students to the classified section of the Miami Herald to find advertisements for nude strip clubs and other sexual activities. (See details of their experiences and lawsuit at www.gocin.com/ramp/index.html.)

--In England, a booklet for teenagers called “Say yes, say no, say maybe” includes a “good grope guide telling young people exactly how to start foreplay and have sex. It suggest different positions for sex, includes cartoons featuring teenagers having sex and graphics showing how to put on a condom.” (BBC, 8/4/00)

--See recent controversial Massachusetts Department of Education sponsored program at discussed at: www.massnews.com/maygsa.htm.

1999: AT THE UN CONFERENCE OF THE COMMISSION ON  POPULATION AND DEVELOPMENT, “young delegates demanded more sexual freedom from the international community, saying in essence that children and teens between the ages of 10 and 18 ought to have the right to education that teaches them about sexual pleasure, confidence building and freedom of sexual expression and orientation…the UN would insist that even 10 year olds be granted the right to an abortion without parental consent or knowledge—and such a right would be universal, regardless of country.” (John E. Dougherty, www.WorldNetDaily.com, 2/20/99). The UNPFA (UN Population Fund) called for child “Sexual and Reproductive Health Rights as Human Rights” independent of the rights of parents. These rights would include mandatory comprehensive sex education in school curricula at all levels, as well as free and accessible contraceptives and abortion for children as young as 10 years.

WHAT THE SEXUAL REVOLUTION AND SEX EDUCATION HAVE WROUGHT:

--Over 50 million Americans are now infected with an incurable STD.

--Up to twelve million new cases of STDs are reported annually, 85% of them in people ages 5 to 29 years old.

--The number of diseases has increased from the familiar two, syphilis and gonorrhea, to nearly 70 that have been classified as sexually transmitted.

--The HPV (human papiloma virus) is the most rampant STD in the U.S., with over 70 different strains of this disease identified. One million new cases of HPV are diagnosed in the U.S. each year. Sexually active women under 25 are the most vulnerable to it. The infection rate in this group is estimated to be at 30 to 40%. The number of people living with HPV is estimated to be as high as 40 million. It is the most common cause of cervical cancer, condoms won’t prevent its transmission, and it is one of the largest killers of women in this country.

--One in five American adults has genital herpes, of which 90% are unaware. Since the 1970s, cases of genital herpes have increased 5 times among teenagers.

--Sterility, once rare, is a consequence of many STDs and afflicts 15% of married couples. The most common cause of it is thought to be chlamydia, of which there are four million sufferers. 40% of all sexually active persons are thought to be carriers, because 70% of those infected are unaware of it.

--AIDS afflicts about a million Americans. Teenagers in the U.S. are contracting AIDS faster than any other group.

--Studies show a direct link between STDs and cervical cancer.

--PID—pelvic inflammatory disease—afflicts only women, is the most common cause of cervical cancer, is often caused by chlamydia, affects 11% of reproductive age women, infects one million new cases each year among teenage girls, and results in 65,000 hysterectomies each year. 15-year old females are at 10 times the risk for PID as are 24 year olds.

--Condoms provide virtually no protection against many STDs.

(All of the above STD statistics from Joseph Collison, “The Bitter Fruit of the Sexual Revolution”, New Oxford Review, May 2000.)

--Gonorrhea is up 400% among students 10-14.

--Each year 4000 students become infected with syphilis.

--AIDS has increased 62% since 1990, and the number of teens with AIDS is doubling every 14 months.

--Pre-marital sex among 15 year olds is up almost 1,000%.

--Teenage rape arrests are up 30%.

--Canadian columnist Jann Flury (2/14/00) noted a 300% increase in teen suicides, a greater number of teen psychiatric disorders than ever before, and dramatic increases in child molestations, rape and other sex crimes.

--The approximately $500 million in federal grants spent on sex education programs since 1973 has not reduced the number of teen pregnancies.

--“Researchers have found that instruction in sexual biology and birth control is associated with earlier ages of first intercourse. When adults teach kids to have sex…the kids simply have more sex.” (Richard Nadler, “Birds, Bees and ABCs: The Facts of Life in American Schools.”)

CALIFORNIA EDUCATION CODE ON SEX EDUCATION:

Section 51550: No governing board of a public elementary or secondary school may require pupils to attend any class in which human reproductive organs and their functions and processes are described, illustrated or discussed, whether such class be part of a course designated “sex education” or “family life education” or by some similar term, or part of any other course which pupils are required to attend. If classes are offered…the parent or guardian…shall first be notified in writing of the class…No child may attend a class if a request that the child not attend the class has been received by the school. (Note: Ed. Code 51820 is similar in the area of venereal disease.)

FEDERAL STATUTE, 20 U.S.C.A., 1235h: (a) INSPECTION OF INSTRUCTIONAL MATERIALS BY PARENTS OR GUARDIANS states that all teacher’s manuals, films, tapes or other material shall be available for inspection by the parents or guardians.

THE TRUTH IS OUT THERE.

The E-Files
Susan O’Donnell
efiler@pacbell.net