diseases
prevention
hygiene
family science
citizenship
 And letâs not forget that there was the request, in italics no less, that â girls and boys should receive scientific education about the origins of life, their responsibility for life, and social standards .â Itâs these ideas we must sift through. Do you recall now, Cameron?â
âNo hellfire, in other words,â Winston said, directing the conversation back to Mrs. Pittâs shortcomings. He felt thankful that he had steered clear of committee work. Enmity and groups always seemed to walk hand in hand.
Winston was familiar with the Boardâs goals. Weeks before, Delilah had spoken to him about her ideals for the unit: âthe introduction of proper attitudes, high standards of moral conduct, the development of a healthy, sober, and moral attitude toward matters of sexââshe had pronounced the word gingerlyââin general.â
They sat around two lab tables near the open windows. The breeze that came in smelled of grass clippings and lilac. Delilah, the chairwoman of the committee, spoke once everyone had settled on his wooden bench seat. âWe will strive to make our selection today, but before we begin my special guest Mr. Wilson will give us his summary of the materials already in our library.â
She clapped her hands in welcome and then turned to Winston. âAs you are aware, Winston, our concern is with obtaining modern books that have no undue salaciousness. We are going to be teaching teenage boys and girls who take anything the wrong way. What do you have for us?â
âWell, the libraryâs locked-up material really doesnât add up to a mountain. Itâs barely a molehill. A few volumes are relics from the reign of King George V. I can assure you that theyâre just curiosities.â
He held up a tattered brown book and passed it to Delilah. âStill, there is Healthy Living: Principles of Personal and Community Hygiene. It dates from nearly four decades ago, but itâs interesting and discusses everything except the kitchen sink: from caring for baby to preventing hookworm. And it has useful homework questions at the end of each chapter: âWhy is picking the nose a dangerous as well as an unpleasant habit?,â for instance.â Guffaws were followed by colourful anecdotes about poor student hygiene.
âThe author is from the Yale School of Medicine. He does go on a bit, though. And itâs two volumes as well. That could get expensive. The book could be out of print, even. I rather enjoy this one particular volume because some aspiring Browning has included her verse in big loopy lettersâ
Â
Fall into the river from
off the deck,
Fall down stairs and break
your neck.
Let the glittering stars
fall from above,
But never, never fall
in love.
Â
âAwfully cynical for one so young, Iâd say, but it might be the best sort of principle for students here in the Bend. Caveat emptor.â
â Principles of Personal and Community Hygiene. Sounds socialistic,â McKay offered. No one answered his challenge.
âLetâs see, what else is there? Growing Up Emotionally and Facts of Life and Love for Teen-Agers were written specifically for young people, and feature the kinds of questions a juvenile would supposedly ask. Theyâre pamphlets, really, and a tad basic.
âSome thingsâI am not at all certain how they found their way into our high-minded libraryâare too detailed and racy. Published in Germany, The Key to Love and Sex (in Eight Volumes), for instance, has explicit content. It does come in eight volumes, though, some more salacious than others, and theyâre thin and modestly priced. Thereâs They Stand Apart, which is only about perversion from a legalistic perspective.â Winston was surprised when a picture of Leo Mantha hanging from the gallows coalesced before his eyes like a dream image. It
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