Melvin Anchell, M.D., A.S.P.P.,
Mission Viejo, California; 1985.
Dr. Anchell is the author of many valuable books on
this topic including: "Killers of Children;" and "What's Wrong
with Sex Education."
A Psychoanalytic Look at Today's Sex Education
To explain why sex courses given in schools today from
kindergarten through high school are so horrendously
devastating, it will be helpful to mention first a few basic
psychoanalytic facts concerning human sexuality before
highlighting the sex material taught and the harm done to
students in these courses.
The psychoanalytic facts that will be briefly mentioned
are generally well known, but because these sexual truths are
in complete opposition to the sex tenets of the sex educators,
students and much of the public have been misled into
disregarding these important human sexual qualities.
One essential characteristic concerning human sexuality
is that sex is an intimate affair. Two people in love seek
total privacy during their sexual intimacies.
The more two people are in love, the more they suffice
for each other. Intrusions of others into their sexual life
arouse intense feelings of shame and resentment. It is only
when love is lacking that people are able to share physical
sex with others or in groups. When this takes place, a
regression occurs to a primitive state in which love plays no
Monogamous intimate love is an integral part of the
sexual instinct. Its need is prescribed by the very nature of
the sex act itself.
Another salient psychoanalytic sexual fact is that, in
humans, the sexual instinct is composed of two parts - an
affectionate part and a physical part. The affectionate
component of the sexual instinct in humans is as important --
if not more so -- than the physical component.
For human sexuality to be complete, there must be a
confluence, a coming together, of the affectionate and
physical components of the sexual instinct. When the
affectionate needs are weakened and physical sex is all that
remains, sex becomes meaningless and life becomes empty.
Sex education programs from kindergarten through high
school continuously downgrade the intimate, affectionate,
monogamous nature of human sexuality. Whether the sex
educators purposefully intend to do so or not, their sex
teachings act, nevertheless, to desensitize students to the
spiritual quality of human sexuality.
In addition, every teaching technique known is used to
break down the students' mental barriers of shame, disgust and
morality that are natural inborn mental dams that control base
Repeated psychoanalytic observations show that in
humans, unlike any other creature, sexuality occurs in three
The first phase occurs at birth and lasts until about
the sixth year of life.
The initial sensual pleasure in life is derived from the
sucking that is associated with the infant's need for
nourishment. (From the very beginning it can be seen that
natural sensual pleasure is united with life sustaining
The sucking stage usually comes to an end around the
second year of life at which time the child's main sensual
pleasure is attained through expressions of aggressiveness.
Sexual aggressiveness consists of the desire to master
another by force rather than by wooing. Such pleasure may not
seem so surprising if one realizes that cruelty is a primitive
vestige that remains in the human sexual instinct.
The aggressive stage passes into the third stage of
childhood sexual development around three years of age and
continues up until the fifth and sixth years.
The predominant sensual impulses of the 3- to 6-yearold
child is "to see and show nudity." This stage is
exhibitionistic and voyeuristic in nature. It can be readily
seen in the innocent but unmistakable sensual excitement that
the 3- to 5-yearold child exhibits when gleefully running
about the room nude after a bath.
Children should not be encouraged to linger in these
early stages of childhood sexual development.
If misguided adults, sex educators or child molesters
cause the child to linger in these early sensual stages, an
arrest in further sexual growth may occur.
Such an arrest in sexual development, indeed, may happen
as a result of the sex teachings given to 3- to 5-year-old
children. Sex education given to these kindergarten students
consists of repeated demonstrations of nudity, genital anatomy
and of showing how humans, as well as animals, mate.
The 3- to 5-year-old has absolutely no need for such sex
teachings. The instructions have no beneficial value and can
only serve to disrupt the child's further sexual maturation.
For example, a 3- to 5-year-old child, who is repeatedly
given demonstrations of nudity, genital anatomy and
instructions on the mechanics of mating, may become fixed in
the need for an undue amount of exhibitionistic and
voyeuristic pleasures in his or her later sex life. In such
cases, the eye may replace the genital organ as the primary
sexual site. Sexual growth ceases and "seeing and showing"
becomes the main sexual aim.
Over the years, the widespread sexual interferences of
sex educators with the sexual development of 3- to 5-yearold
children are undoubtedly responsible for the ever-increasing
exhibitionism and voyeurism seen in today's society.
The sex instructions given to 3- to 5-year-old on mating
causes still further problems.
Psychoanalysis has shown that when a child is permitted
to watch people mate (whether supervised by a sex teacher or
not), the sex act is invariably regarded as a sadistic
subjugation--an abuse--of the female.
The cruelty feelings in children subjected to such
demonstrations may be strengthened and in later life an
excessive amount of sadism and masochism may be relied upon to
express their sexuality.
Sometime during the years of 3 to 6 there are brief
intervals in which the child has inclinations to fondle its
genitals. If a child is encouraged to engage in these genital
acts, incessant masturbation may continue right through
childhood, into adolescence and adulthood.
For example, a girl child led to engage in genital sex
play by a child molester or sex instructions may grow up to
become a nymphomaniac.
For the nymphomaniac, the sex act is merely a compulsive
urge to repeat her early seductions. Any man who will have sex
with her is considered a suitable partner. Her appetite for
sex is like the alcoholic's for liquor--she can never get
enough, she is never satisfied and she gets no pleasure from
It should be emphasized that a most important
psychoanalytic finding that has been observed over and over
again, show that every adult pervert is a product of premature
sexual seduction in early childhood. This is true whether the
seduction is due to actual attacks by a child molester or by
seduction that is due to overexposures to sexual activities in
sex classrooms or the pornographic media.
The Second Phase
School sex education given to the 6- to 12-year-old
child coincides with the second phase of human sexual
development. The sex programs given to the preteen student
have further serious effects.
The second sexual phase is referred to throughout the
world as the latency period.
This period of sexual development begins about 6 years
of age and lasts up until 13 years of age. It has been shown
to exist in savages as well as civilized people.
In the 6- to 12-year-old child, direct sexual feelings
become quiescent. Because of this dormancy for direct sexual
energies, latency is a time in life when the individual
normally experiences the greatest tranquility.
The dormant sexual energies in the child do not
disappear during latency, but are redirected by the mind and
are used to serve other purposes. For example, during latency,
some redirected sexual energy is used for acquiring knowledge.
This is why the 6- to 12-year-old child is most educable.
Scholastic tests done on today's sexually educated 6- to
12-year-olds, indeed, show that these students have
accomplished less scholastically than pre-sex-education
Prior to the establishment of sex programs, educators
acted as though they seemed to realize that involving the
child in sexual matters made the child uneducable, and they
made every effort to avoid concerning the child with sexual
The scholastic problems in today's schools cannot be
corrected by spending more money for buildings, equipment and
teachers. They can only be corrected by removing the sex
education interferences which make students uneducable.
There are many cultural and personal achievements
attained through the redirection of sexual energies during
latency, but the most important achievement of all is the
development of the capacity for compassion. It is this ability
to feel compassion that truly separates man from all other
The second most important achievement .resulting from
the redirection of sexual energies during latency is the
strengthening of mental barriers that control perverse sexual
impulses. The mental barriers that control raw instinctual
sexual urges are shame, disgust, morality, aesthetics and so
on. These mental barriers are inborn and are present at birth.
However, to be effective in later life, they must be
strengthened during latency.
Thus, proper sexual maturation and development of
conscience during latency, makes invaluable contributions to
the individual and his civilization.
The sex teachings given to the 6- to 12-year-old
students keep sexual impulses stirred up, disrupting sexual
growth, as well as personal and cultural achievements.
A partial summary of adverse effects due to the sex
educators' interferences during latency is that they: 1) Make
the 6- to 12-year-old student less educable; 2) can block the
development of compassion; 3) weaken the mental barriers
controlling base sexual instincts, thereby making the child
vulnerable to perversions in later life.
Not infrequently, sex educators applaud the bold, saucy,
immodest behavior of their student protégés and proclaim such
behavior to be signs of increased social acumen.
In truth, the personality traits that they applaud are
the early characteristics of the psychopath--that is, an
individual who has no concern for anyone but himself or others
in so far as they can serve some purpose for him.
The sex educators' teachings, along with the behavior
portrayed by the heroes and heroines in today's movies, have
made indelible impressions--scars--on the minds of young
people. Gutter sex from these sources shape the character and
sexual behavior of many youths.
From these sources youths are taught to remove controls
over base aggressive and sexual instincts and to live by
instinctual behavior only--these are the characteristics of
The psychopathy in sexually indoctrinated, instinctually
motivated, preteen children has reached alarming proportions.
Preteen murders, pregnancies and criminality are not
infrequent. This increase in crimes, violence and sex is even
more shocking when one considers that the 6- to 12-yearold,
who has not been sexually disturbed, is normally a most
responsible individual and least likely to be involved in
An egregious example, but not an unexpected one, of the
savage behavior in a sex-educated and sexually uncontrolled
adolescent living in an affluent community, having ready
access to cable TV and other sources of pornography, can be
seen in the June 15, 1985, news article appearing in the Los
- `Crybaby,' 17, Gets 69 Years to Life in Two Sex
Slayings - By Tim Waters, Times Staff Writer
- "...A judge ... sentenced a Rancho Palos Verdes
teenager to 69 years to life in prison on convictions of
sexually molesting and murdering two young girls.
- "Torrance Superior Court Judge Cecil J. Mills
imposed the sentence on Kevin Earl Hindmarsh, 17, who was
found guilty last February on two counts each of murder and
sodomy with a foreign object in the slayings of the
11-year-old Palos Verdes Peninsula girls.
- "...After listening to a tearful plea by a mother of
one of the victims, that Hindmarsh should be sent to
prison, Mills handed down the maximum sentence allowed
- "Based on his reading of a psychological report, the
judge said he believed Hindmarsh is sociopathic...
- "The victims, Neda O'Sullivan and her friend,
Kristin Joy MacKnight, were found beaten and sexually
assaulted the afternoon of May 10, 1984, in a condominium
in the gated Rancho Palos Verdes Ridgegate complex where
Neda lived with her mother ... Neda was already dead.
Kristin died the next day at a hospital.
- "Defense attorney Fredricks has said that he will
appeal the conviction."
Regarding morality, values and standards, sex educators
teach students to distrust the values and morals of parents
and the Judaeo-Christian religions. The educators encourage
inexperienced youths to develop their own values that, in
fact, consist of having no values at all. Students are led to
believe that values simply entail enjoying what you do and do
what you enjoy.
Should one feel that these statements about the values
and standards promoted by sex educators are exaggerated or
atypical, an examination of any ordinary "sex education
teacher's guide and resource manual" should be made--as for
example, the manuals provided to schools by Planned
Parenthood. The section on "Sexuality and Values" in these
manuals discusses three topics only.
One topic is "Human Sexual Responses" which is based on
the reports of 300 or so "paid volunteers" and prostitutes
used by Masters and Johnson to engage in sex acts while
monitored by viewers and electronic devices.
The second topic discussed in the "Sexuality and Values"
section is Masturbation. The masturbation discussion consists
of explaining and sanctioning all forms of masturbation that
lead to orgasmic emissions. If parents object to open
masturbation, students are told to masturbate more privately
in order to avoid family arguments.
The third and final topic discussed in "Sexuality and
Values" -- a section that is supposed to give young people
better values than established ' ones -- is homosexuality.
Homosexuality is taught as a normal variation. The manuals
advise sex teachers to bring homosexuals into the classroom to
give students first-hand information about how homosexuals
conduct themselves sexually. Students are taught that the
homosexual's oral-genital sex acts, his oral-anal acts, and
his mutual- and self-masturbation are normal and beneficial.
The Third Phase
The third and final phase of human sexual development
begins in puberty, around the age of 13, and continues
throughout adolescence and early adulthood.
In this final phase, latency comes to an end and direct
sexual feelings are reawakened. In the case of adolescent
boys, the reawakened sexual energies are more direct and are
centered in the genitalia.
The erotic feelings and behavior of adolescent girls
follows a much different course. Because her genital
structures are biologically unready and remain anesthetic to
sexual intercourse until much later in life, and because a
girl's feminine psychology is not completed until late
adolescence, the adolescent female has a natural aversion to
sexual intercourse. Engaging in the sex act causes her
unpleasant tensions, and these tensions reinforce the
adolescent girl's normal sexual inhibitions.
A teenage girl's eroticism may be as intense as the
boy's but her desires are not for sexual intercourse, but
involve fantasies and dreams, kisses and caresses, the wish to
love and to be loved and sometimes thoughts of having a child.
Her sensual feelings, however, are not inseparably entwined
with the sex act, such as they are in the male.
Today's sexually-educated and misled teenage female, who
fails to abide by her natural feminine inhibitions and
regularly engages in sex, reacts with feelings of coldness and
emptiness. Her feminine psychology fails to develop. Her
feminine emotions become dry and sterile. A lifelong conflict
develops between herself and her inner femininity and
Not infrequently, the sexually-active adolescent girl
expresses great pleasure from engaging in sexual intercourse.
However, the pleasure she feels is derived from the instinct
for independence. Her sexual inhibitions, she believes, are
due to parental and religious teachings and by acting contrary
to these teachings. She feels a satisfaction of doing her own
thing. It is not possible in this paper to discuss all the
psychoanalytic explanations of why some adolescent girls
become sexually active. However, the prime cause is peer,
educational and media pressures.
The dichotomy between the adolescent boy's readiness for
sex and the girl's natural sexual inhibitions serves a vital
purpose. Nature always has a reason for what it does.
The girl's reluctance serves to strengthen the
affectionate and spiritual nature of sex. Adolescent chastity
is essential for the spiritualization of sex. Through sexual
spiritualization, the adolescent learns to feel esteem for
members of the opposite sex. In boys this esteem is especially
felt for girls who are chaste.
Esteem and affection for the sex partner are essential
if human sexual needs are to be fulfilled. When affectionate
needs are not met during sexual intercourse, frustrations
result. A buildup of these frustrations results in mental
anxiety and depression. For relief, many of today's
promiscuous youths turn to perversions, alcohol, drugs and,
not infrequently, suicide.
Adolescents admitted to hospitals for depression have
tripled, and suicide has increased by 200 percent since the
establishment of sex education programs in schools--that is,
in the past 20 or so years.
An epidemic of adolescent suicides is sweeping our
nation. Teenage suicides now rank as the second leading cause
of death in young people under 21.
In the March 21, 1985, issue of the Los Angeles Jewish
Community Bulletin, psychiatrist Dr. Richard Bloom reports
that the dramatic rise in teen suicides can be directly
attributed to sex.
Dr. Bloom says, "Having extremely active sex lives by
the time they're 14, teenagers have lost that feeling of
looking forward to a special someone. Most kids have been
through every kind of sexual experience by the time they're
From kindergarten on, there is one main theme in school
sex education programs--and that is carnality.
In junior and senior high schools, students are led into
affectionless free love relationships and perversions by the
sex educators. Some teachers, such as at Long Beach State
College, award extra credit to students who participate in
perverted sex acts and report their experiences in the
An over tolerance for perverts is instilled in the
students by the sex educators. This over tolerance destroys
the individual's inborn mental defense mechanism to shun the
pervert as a means of avoiding contamination.
Teaching youths an over tolerance for perverts and an
acceptance of the belief that orgasm achieved by any means is
beneficial can lead young people into becoming polymorphous
perverts--that is, mechanical robots capable of engaging in
any kind of sex act with indifference and without guilt. These
are the characteristics of prostitutes and pimps.
Along with the carnal teachings, students are given
detailed instructions on contraception, abortion, childbirth
and venereal diseases.
After stuffing the minds of students year after year
with sexual indoctrinations, the sex educators, nevertheless,
claim that they can prevent teen and preteen pregnancies if
only the public would be even more supportive of sex education
The sex educators insist that more funds be spent on
teaching and providing contraception. The Alan Guttmacher
Institute, a major sex education organization, goes even
further and places the blame for today's preteen and teen
pregnancies on American manufacturers for not developing more
and better contraceptives for the sexually active students.
The Guttmacher Institute and the sex educators do not begin to
place the blame on themselves for the sexual disasters in
today's young people. But they point their fingers at parents
and the U.S. Congress for not appropriating more funds for
school sex education programs.
The truth is that today's sex education programs are the
direct cause for millions of teenagers becoming pregnant each
In 1979, it was determined that 5 million sexually
educated adolescent girls between the ages of 15 and 19
engaged in sexual intercourse. In 1980, 1.1 million
pregnancies occurred in these sexually active 15- to
19-year-old girls; 460,000 of these ended in abortions. This
statistical information does not include the number of
pregnancies and abortions among 10- to 14-year-old sexually
By their callous teachings on abortion, sex educators
have so desensitized students to abortion that should a
sexually-educated girl become pregnant, she submits to these
operations with about as much concern as buying an ice cream
cone. Indeed, to meet the demands of unwed teenagers, abortion
clinics have become as plentiful as local ice cream stores.
Sex educators have either a mental block -- a strong
repression -- or, for some reason, cannot understand that
their sex programs are directly responsible for the
pregnancies, abortions, perversion, suicides and
psychological, as well as, physical venereal diseases that are
epidemic in today's youths. They not only deny their
accountability, but have the gall to consider themselves the
saviors of today's youths and claim they are protecting young
people from the teaching, or lack of teaching, of
sexually-inhibited parents and outmoded religion.
Nowhere do the sex educators make the slightest
suggestion that their devastating sex programs should be
At no time do they remotely suggest that the cure for
today's teen pregnancies, venereal diseases and suicides
necessitates that the educational system uphold the family and
basic Judaeo-Christian morality--a morality that supports the
struggle for existence and sustains civilized life.
The national sexual calamity among our youths that has
been caused by 20 years of kindergarten-thru-high-school sex
education remains unabated.
The questions are "Has the educational system brought us
to the point of no return?" and "Has our civilization already
If not, what can be done? First, the gangrenous material
filling the minds of our children as a result of today's sex
education and the pornographic entertainment media must stop
forming. A tourniquet preventing further spread of
contamination must be applied.
Sex educators must be led to know that we have had
Local, state and national school officials must be led
to know that we have had enough, and that we expect them to
translate our outrage into educational courses that serve the
needs of civilized people -- not the needs of those living by
In a democratic society, popular demand can -- if
sufficiently widespread and sustained -- bring our school
leaders around to meet the needs of our society. There can be
no compromise -- perversion and mature sexuality cannot exist
side by side. Each destroys the other.
For the continued existence of human beings with
consciences, we must eradicate the psychological venereal
diseases that threaten our civilization.
Sexual decency must be maintained, not only in the home,
but in the schools to which we send our children.
No -- inevitable for the survival of western