SEXUAL EDUCATION

Studies in the Psychology of Sex, Volume 6 by Havelock Ellis is part of the HackerNoon Books Series. You can jump to any chapter in this book here . SEXUAL EDUCATION II. SEXUAL EDUCATION Nurture Necessary as Well as Breed—Precocious Manifestations of the Sexual Impulse—Are They to be Regarded as Normal?—The Sexual Play of Children—The Emotion of Love in Childhood—Are Town Children More Precocious Sexually Than Country Children?—Children's Ideas Concerning the Origin of Babies—Need for Beginning the Sexual Education of Children in Early Years—The Importance of Early Training in Responsibility—Evil of the Old Doctrine of Silence in Matters of Sex—The Evil Magnified When Applied to Girls—The Mother the Natural and Best Teacher—The Morbid Influence of Artificial Mystery in Sex Matters—Books on Sexual Enlightenment of the Young—Nature of the Mother's Task—Sexual Education in the School—The Value of Botany—Zoölogy—Sexual Education After Puberty—The Necessity of Counteracting Quack Literature—Danger of Neglecting to Prepare for the First Onset of Menstruation—The Right Attitude Towards Woman's Sexual Life—The Vital Necessity of the Hygiene of Menstruation During Adolescence—Such Hygiene Compatible with the Educational and Social Equality of the Sexes—The Invalidism of Women Mainly Due to Hygienic Neglect—Good Influence of Physical Training on Women and Bad Influence of Athletics—The Evils of Emotional Suppression—Need of Teaching the Dignity of Sex—Influence of These Factors on a Woman's Fate in Marriage—Lectures and Addresses on Sexual Hygiene—The Doctor's Part in Sexual Education—Pubertal Initiation Into the Ideal World—The Place of the Religious and Ethical Teacher—The Initiation Rites of Savages Into Manhood and Womanhood—The Sexual Influence of Literature—The Sexual Influence of Art. It may seem to some that in attaching weight to the ancestry, the parentage, the conception, the gestation, even the first infancy, of the child we are wandering away from the sphere of the psychology of sex. That is far from being the case. We are, on the contrary, going to the root of sex. All our growing knowledge tends to show that, equally with his physical nature, the child's psychic nature is based on breed and nurture, on the quality of the stocks he belongs to, and on the care taken at the early moments when care counts for most, to preserve the fine quality of those stocks. It must, of course, be remembered that the influences of both breed and nurture are alike influential on the fate of the individual. The influence of nurture is so obvious that few are likely to under-rate it. The influence of breed, however, is less obvious, and we may still meet with persons so ill informed, and perhaps so prejudiced, as to deny it altogether. The growth of our knowledge in this matter, by showing how subtle and penetrative is the influence of heredity, cannot fail to dispel this mischievous notion. No sound civilization is possible except in a community which in the mass is not only well-nurtured but well-bred. And in no part of life so much as in the sexual relationships is the influence of good breeding more decisive. An instructive illustration may be gleaned from the minute and precise history of his early life furnished to me by a highly cultured Russian gentleman. He was brought up in childhood with his own brothers and sisters and a little girl of the same age who had been adopted from infancy, the child of a prostitute who had died soon after the infant's birth. The adopted child was treated as one of the family, and all the children supposed that she was a real sister. Yet from early years she developed instincts unlike those of the children with whom she was nurtured; she lied, she was cruel, she loved to make mischief, and she developed precociously vicious sexual impulses; though carefully educated, she adopted the occupation of her mother, and at the age of twenty-two was exiled to Siberia for robbery and attempt to murder. The child of a chance father and a prostitute mother is not fatally devoted to ruin; but such a child is ill-bred, and that fact, in some cases, may neutralize all the influences of good nurture. When we reach the period of infancy we have already passed beyond the foundations and potentialities of the sexual life; we are in some cases witnessing its actual beginnings. It is a well-established fact that auto-erotic manifestations may sometimes be observed even in infants of less than twelve months. We are not now called upon to discuss the disputable point as to how far such manifestations at this age can be called normal. A slight degree of menstrual and mammary activity sometimes occurs at birth. It seems clear that nervous and psychic sexual activity has its first springs at this early period, and as the years go by an increasing number of individuals join the stream until at puberty practically all are carried along in the great current. While, therefore, it is possibly, even probably, true that the soundest and healthiest individuals show no definite signs of nervous and psychic sexuality in childhood, such manifestations are still sufficiently frequent to make it impossible to say that sexual hygiene may be completely ignored until puberty is approaching. Precocious physical development occurs as a somewhat rare variation. W. Roger Williams ("Precocious Sexual Development with Abstracts of over One Hundred Cases," British Gynæcological Journal, May, 1902) has furnished an important contribution to the knowledge of this anomaly which is much commoner in girls than in boys. Roger Williams's cases include only twenty boys to eighty girls, and precocity is not only more frequent but more pronounced in girls, who have been known to conceive at eight, while thirteen is stated to be the earliest age at which boys have proved able to beget children. This, it may be remarked, is also the earliest age at which spermatozoa are found in the seminal fluid of boys; before that age the ejaculations contain no spermatozoa, and, as Fürbringer and Moll have found, they may even be absent at sixteen, or later. In female children precocious sexual development is less commonly associated with general increase of bodily development than in boys. (An individual case of early sexual development in a girl of five has been completely described and figured in the Zeitschrift für Ethnologie, 1896, Heft 4, p. 262.) Precocious sexual impulses are generally vague, occasional, and more or less innocent. A case of rare and pronounced character, in which a child, a boy, from the age of two had been sexually attracted to girls and women, and directed all his thoughts and actions to sexual attempts on them, has been described by Herbert Rich, of Detroit (Alienist and Neurologist, Nov., 1905). General evidence from the literature of the subject as to sexual precocity, its frequency and significance, has been brought together by L. M. Terman ("A Study in Precocity," American Journal Psychology, April, 1905). The erections that are liable to occur in male infants have usually no sexual significance, though, as Moll remarks, they may acquire it by attracting the child's attention; they are merely reflex. It is believed by some, however, and notably by Freud, that certain manifestations of infant activity, especially thumb-sucking, are of sexual causation, and that the sexual impulse constantly manifests itself at a very early age. The belief that the sexual instinct is absent in childhood, Freud regards as a serious error, so easy to correct by observation that he wonders how it can have arisen. "In reality," he remarks, "the new-born infant brings sexuality with it into the world, sexual sensations accompany it through the days of lactation and childhood, and very few children can fail to experience sexual activities and feelings before the period of puberty" (Freud, "Zur Sexuellen Aufklärung der Kinder," Soziale Medizin und Hygiene, Bd. ii, 1907; cf., for details, the same author's Drei Abhandlungen zur Sexualtheorie, 1905). Moll, on the other hand, considers that Freud's views on sexuality in infancy are exaggerations which must be decisively rejected, though he admits that it is difficult, if not impossible, to differentiate the feelings in childhood (Moll, Das Sexualleben des Kindes, p. 154). Moll believes also that psycho-sexual manifestations appearing after the age of eight are not pathological; children who are weakly or of bad heredity are not seldom sexually precocious, but, on the other hand, Moll has known children of eight or nine with strongly developed sexual impulses, who yet become finely developed men. Rudimentary sexual activities in childhood, accompanied by sexual feelings, must indeed—when they are not too pronounced or too premature—be regarded as coming within the normal sphere, though when they occur in children of bad heredity they are not without serious risks. But in healthy children, after the age of seven or eight, they tend to produce no evil results, and are strictly of the nature of play. Play, both in animals and men, as Groos has shown with marvelous wealth of illustration, is a beneficent process of education; the young creature is thereby preparing itself for the exercise of those functions which in later life it must carry out more completely and more seriously. In his Spiele der Menschen, Groos applies this idea to the sexual play of children, and brings forward quotations from literature in evidence. Keller, in his "Romeo und Juliet auf dem Dorfe," has given an admirably truthful picture of these childish love-relationships. Emil Schultze-Malkowsky (Geschlecht und Gesellschaft, Bd. ii, p. 370) reproduces some scenes from the life of a little girl of seven clearly illustrating the exact nature of the sexual manifestation at this age. A kind of rudimentary sexual intercourse between children, as Bloch has remarked (Beiträge, etc., Bd. ii, p. 254), occurs in many parts of the world, and is recognized by their elders as play. This is, for instance, the case among the Bawenda of the Transvaal (Zeitschrift für Ethnologie, 1896, Heft 4, p. 364), and among the Papuans of Kaiser-Wilhelms-Land, with the approval of the parents, although much reticence is observed (id., 1889, Heft 1, p. 16). Godard (Egypte et Palestine, 1867, p. 105) noted the sexual play of the boys and girls in Cairo. In New Mexico W. A. Hammond (Sexual Impotence, p. 107) has seen boys and girls attempting a playful sexual conjunction with the encouragement of men and women, and in New York he has seen boys and girls of three and four doing the same in the presence of their parents, with only a laughing rebuke. "Playing at pa and ma" is indeed extremely common among children in genuine innocence, and with a complete absence of viciousness; and is by no means confined to children of low social class. Moll remarks on its frequency (Libido Sexualis, Bd. i, p. 277), and the committee of evangelical pastors, in their investigation of German rural morality (Die Geschlechtliche-sittliche Verhältnisse, Bd. i, p. 102) found that children who are not yet of school age make attempts at coitus. The sexual play of children is by no means confined to father and mother games; frequently there are games of school with the climax in exposure and smackings, and occasionally there are games of being doctors and making examinations. Thus a young English woman says: "Of course, when we were at school [at the age of twelve and earlier] we used to play with one another, several of us girls; we used to go into a field and pretend we were doctors and had to examine one another, and then we used to pull up one another's clothes and feel each other." These games do not necessarily involve the coöperation of the sexual impulse, and still less have they any element of love. But emotions of love, scarcely if at all distinguishable from adult sexual love, frequently appear at equally early ages. They are of the nature of play, in so far as play is a preparation for the activities of later life, though, unlike the games, they are not felt as play. Ramdohr, more than a century ago (Venus Urania, 1798), referred to the frequent love of little boys for women. More usually the love is felt towards individuals of the opposite or the same sex who are not widely different in age, though usually older. The most comprehensive study of the matter has been made by Sanford Bell in America on a basis of as many as 2,300 cases (S. Bell, "A Preliminary Study of the Emotion of Love Between the Sexes," American Journal Psychology, July, 1902). Bell finds that the presence of the emotion between three and eight years of age is shown by such actions as hugging, kissing, lifting each other, scuffling, sitting close to each other, confessions to each other and to others, talking about each other when apart, seeking each other and excluding the rest, grief at separation, giving gifts, showing special courtesies to each other, making sacrifices for each other, exhibiting jealousy. The girls are, on the whole, more aggressive than the boys, and less anxious to keep the matter secret. After the age of eight, the girls increase in modesty and the boys become still more secretive. The physical sensations are not usually located in the sexual organs; erection of the penis and hyperæmia of the female sexual parts Bell regards as marking undue precocity. But there is diffused vascular and nervous tumescence and a state of exaltation comparable, though not equal, to that experienced in adolescent and adult age. On the whole, as Bell soundly concludes, "love between children of opposite sex bears much the same relation to that between adults as the flower does to the fruit, and has about as little of physical sexuality in it as an apple-blossom has of the apple that develops from it." Moll also (op. cit. p. 76) considers that kissing and other similar superficial contacts, which he denominates the phenomena of contrectation, constitute most frequently the first and sole manifestation of the sexual impulse in childhood. It is often stated that it is easier for children to preserve their sexual innocence in the country than in the town, and that only in cities is sexuality rampant and conspicuous. This is by no means true, and in some respects it is the reverse of the truth. Certainly, hard work, a natural and simple life, and a lack of alert intelligence often combine to keep the rural lad chaste in thought and act until the period of adolescence is completed. Ammon, for instance, states, though without giving definite evidence, that this is common among the Baden conscripts. Certainly, also, all the multiple sensory excitements of urban life tend to arouse the nervous and cerebral excitability of the young at a comparatively early age in the sexual as in other fields, and promote premature desires and curiosities. But, on the other hand, urban life offers the young no gratification for their desires and curiosities. The publicity of a city, the universal surveillance, the studied decorum of a population conscious that it is continually exposed to the gaze of strangers, combine to spread a veil over the esoteric side of life, which, even when at last it fails to conceal from the young the urban stimuli of that life, effectually conceals, for the most part, the gratifications of those stimuli. In the country, however, these restraints do not exist in any corresponding degree; animals render the elemental facts of sexual life clear to all; there is less need or regard for decorum; speech is plainer; supervision is impossible, and the amplest opportunities for sexual intimacy are at hand. If the city may perhaps be said to favor unchastity of thought in the young, the country may certainly be said to favor unchastity of act. The elaborate investigations of the Committee of Lutheran pastors into sexual morality (Die Geschlechtich-sittliche Verhältnisse im Deutschen Reiche), published a few years ago, demonstrate amply the sexual freedom in rural Germany, and Moll, who is decidedly of opinion that the country enjoys no relative freedom from sexuality, states (op. cit., pp. 137-139, 239) that even the circulation of obscene books and pictures among school-children seems to be more frequent in small towns and the country than in large cities. In Russia, where it might be thought that urban and rural conditions offered less contrast than in many countries, the same difference has been observed. "I do not know," a Russian correspondent writes, "whether Zola in La Terre correctly describes the life of French villages. But the ways of a Russian village, where I passed part of my childhood, fairly resemble those described by Zola. In the life of the rural population into which I was plunged everything was impregnated with erotism. One was surrounded by animal lubricity in all its immodesty. Contrary to the generally received opinion, I believe that a child may preserve his sexual innocence more easily in a town than in the country. There are, no doubt, many exceptions to this rule. But the functions of the sexual life are generally more concealed in the towns than in the fields. Modesty (whether or not of the merely superficial and exterior kind) is more developed among urban populations. In speaking of sexual things in the towns people veil their thought more; even the lower class in towns employ more restraint, more euphemisms, than peasants. Thus in the towns a child may easily fail to comprehend when risky subjects are talked of in his presence. It may be said that the corruption of towns, though more concealed, is all the deeper. Maybe, but that concealment preserves children from it. The town child sees prostitutes in the street every day without distinguishing them from other people. In the country he would every day hear it stated in the crudest terms that such and such a girl has been found at night in a barn or a ditch making love with such and such a youth, or that the servant girl slips every night into the coachman's bed, the facts of sexual intercourse, pregnancy, and childbirth being spoken of in the plainest terms. In towns the child's attention is solicited by a thousand different objects; in the country, except fieldwork, which fails to interest him, he hears only of the reproduction of animals and the erotic exploits of girls and youths. When we say that the urban environment is more exciting we are thinking of adults, but the things which excite the adult have usually no erotic effect on the child, who cannot, however, long remain asexual when he sees the great peasant girls, as ardent as mares in heat, abandoning themselves to the arms of robust youths. He cannot fail to remark these frank manifestations of sexuality, though the subtle and perverse refinements of the town would escape his notice. I know that in the countries of exaggerated prudery there is much hidden corruption, more, one is sometimes inclined to think, than in less hypocritical countries. But I believe that that is a false impression, and am persuaded that precisely because of all these little concealments which excite the malicious amusement of foreigners, there are really many more young people in England who remain chaste than in the countries which treat sexual relations more frankly. At all events, if I have known Englishmen who were very debauched and very refined in vice, I have also known young men of the same nation, over twenty, who were as innocent as children, but never a young Frenchman, Italian, or Spaniard of whom this could be said." There is undoubtedly truth in this statement, though it must be remembered that, excellent as chastity is, if it is based on mere ignorance, its possessor is exposed to terrible dangers. The question of sexual hygiene, more especially in its special aspect of sexual enlightenment, is not, however, dependent on the fact that in some children the psychic and nervous manifestation of sex appears at an earlier age than in others. It rests upon the larger general fact that in all children the activity of intelligence begins to work at a very early age, and that this activity tends to manifest itself in an inquisitive desire to know many elementary facts of life which are really dependent on sex. The primary and most universal of these desires is the desire to know where children come from. No question could be more natural; the question of origins is necessarily a fundamental one in childish philosophies as, in more ultimate shapes, it is in adult philosophies. Most children, either guided by the statements, usually the misstatements, of their elders, or by their own intelligence working amid such indications as are open to them, are in possession of a theory of the origin of babies. Stanley Hall ("Contents of Children's Minds on Entering School," Pedagogical Seminary, June, 1891) has collected some of the beliefs of young children as to the origin of babies. "God makes babies in heaven, though the Holy Mother and even Santa Claus make some. He lets them down and drops them, and the women or doctors catch them, or He leaves them on the sidewalk, or brings them down a wooden ladder backwards and pulls it up again, or mamma or the doctor or the nurse go up and fetch them, sometimes in a balloon, or they fly down and lose off their wings in some place or other and forget it, and jump down to Jesus, who gives them around. They were also often said to be found in flour-barrels, and the flour sticks ever so long, you know, or they grew in cabbages, or God puts them in water, perhaps in the sewer, and the doctor gets them out and takes them to sick folks that want them, or the milkman brings them early in the morning; they are dug out of the ground, or bought at the baby store." In England and America the inquisitive child is often told that the baby was found in the garden, under a gooseberry bush or elsewhere; or more commonly it is said, with what is doubtless felt to be a nearer approach to the truth, that the doctor brought it. In Germany the common story told to children is that the stork brings the baby. Various theories, mostly based on folk-lore, have been put forward to explain this story, but none of them seem quite convincing (see, e.g., G. Herman, "Sexual-Mythen," Geschlecht und Gesellschaft, vol. i, Heft 5, 1906, p. 176, and P. Näcke, Neurologische Centralblatt, No. 17, 1907). Näcke thinks there is some plausibility in Professor Petermann's suggestion that a frog writhing in a stork's bill resembles a tiny human creature. In Iceland, according to Max Bartels ("Isländischer Brauch und Volksglaube," etc., Zeitschrift für Ethnologie, 1900, Heft 2 and 3) we find a transition between the natural and the fanciful in the stories told to children of the origin of babies (the stork is here precluded, for it only extends to the southern border of Scandinavian lands). In North Iceland it is said that God made the baby and the mother bore it, and on that account is now ill. In the northwest it is said that God made the baby and gave it to the mother. Elsewhere it is said that God sent the baby and the midwife brought it, the mother only being in bed to be near the baby (which is seldom placed in a cradle). It is also sometimes said that a lamb or a bird brought the baby. Again it is said to have entered during the night through the window. Sometimes, however, the child is told that the baby came out of the mother's breasts, or from below her breasts, and that is why she is not well. Even when children learn that babies come out of the mother's body this knowledge often remains very vague and inaccurate. It very commonly happens, for instance, in all civilized countries that the navel is regarded as the baby's point of exit from the body. This is a natural conclusion, since the navel is seemingly a channel into the body, and a channel for which there is no obvious use, while the pudendal cleft would not suggest itself to girls (and still less to boys) as the gate of birth, since it already appears to be monopolized by the urinary excretion. This belief concerning the navel is sometimes preserved through the whole period of adolescence, especially in girls of the so-called educated class, who are too well-bred to discuss the matter with their married friends, and believe indeed that they are already sufficiently well informed. At this age the belief may not be altogether harmless, in so far as it leads to the real gate of sex being left unguarded. In Elsass where girls commonly believe, and are taught, that babies come through the navel, popular folk-tales are current (Anthropophyteia, vol. iii, p. 89) which represent the mistakes resulting from this belief as leading to the loss of virginity. Freud, who believes that children give little credit to the stork fable and similar stories invented for their mystification, has made an interesting psychological investigation into the real theories which children themselves, as the result of observation and thought, reach concerning the sexual facts of life (S. Freud, "Ueber Infantile Sexualtheorien," Sexual-Probleme, Dec., 1908). Such theories, he remarks, correspond to the brilliant, but defective hypotheses which primitive peoples arrive at concerning the nature and origin of the world. There are three theories, which, as Freud quite truly concludes, are very commonly formed by children. The first, and the most widely disseminated, is that there is no real anatomical difference between boys and girls; if the boy notices that his little sister has no obvious penis he even concludes that it is because she is too young, and the little girl herself takes the same view. The fact that in early life the clitoris is relatively larger and more penis-like helps to confirm this view which Freud connects with the tendency in later life to erotic dream of women furnished with a penis. This theory, as Freud also remarks, favors the growth of homosexuality when its germs are present. The second theory is the fæcal theory of the origin of babies. The child, who perhaps thinks his mother has a penis, and is in any case ignorant of the vagina, concludes that the baby is brought into the world by an action analogous to the action of the bowels. The third theory, which is perhaps less prevalent than the others, Freud terms the sadistic theory of coitus. The child realizes that his father must have taken some sort of part in his production. The theory that sexual intercourse consists in violence has in it a trace of truth, but seems to be arrived at rather obscurely. The child's own sexual feelings are often aroused for the first time when wrestling or struggling with a companion; he may see his mother, also, resisting more or less playfully a sudden caress from his father, and if a real quarrel takes place, the impression may be fortified. As to what the state of marriage consists in, Freud finds that it is usually regarded as a state which abolishes modesty; the most prevalent theory being that marriage means that people can make water before each other, while another common childish theory is that marriage is when people can show each other their private parts. Thus it is that at a very early stage of the child's life we are brought face to face with the question how we may most wisely begin his initiation into the knowledge of the great central facts of sex. It is perhaps a little late in the day to regard it as a question, but so it is among us, although three thousand five hundred years ago, the Egyptian father spoke to his child: "I have given you a mother who has carried you within her, a heavy burden, for your sake, and without resting on me. When at last you were born, she indeed submitted herself to the yoke, for during three years were her nipples in your mouth. Your excrements never turned her stomach, nor made her say, 'What am I doing?' When you were sent to school she went regularly every day to carry the household bread and beer to your master. When in your turn you marry and have a child, bring up your child as your mother brought you up." I take it for granted, however, that—whatever doubt there may be as to the how or the when—no doubt is any longer possible as to the absolute necessity of taking deliberate and active part in this sexual initiation, instead of leaving it to the chance revelation of ignorant and perhaps vicious companions or servants. It is becoming more and more widely felt that the risks of ignorant innocence are too great. "All the love and solicitude parental yearning can bestow," writes Dr. G. F. Butler, of Chicago (Love and its Affinities, 1899, p. 83), "all that the most refined religious influence can offer, all that the most cultivated associations can accomplish, in one fatal moment may be obliterated. There is no room for ethical reasoning, indeed oftentimes no consciousness of wrong, but only Margaret's 'Es war so süss'." The same writer adds (as had been previously remarked by Mrs. Craik and others) that among church members it is the finer and more sensitive organizations that are the most susceptible to sexual emotions. So far as boys are concerned, we leave instruction in matters of sex, the most sacred and central fact in the world, as Canon Lyttelton remarks, to "dirty-minded school-boys, grooms, garden-boys, anyone, in short, who at an early age may be sufficiently defiled and sufficiently reckless to talk of them." And, so far as girls are concerned, as Balzac long ago remarked, "a mother may bring up her daughter severely, and cover her beneath her wings for seventeen years; but a servant-girl can destroy that long work by a word, even by a gesture." The great part played by servant-girls of the lower class in the sexual initiation of the children of the middle class has been illustrated in dealing with "The Sexual Impulse in Women" in vol. iii, of these Studies, and need not now be further discussed. I would only here say a word, in passing, on the other side. Often as servant-girls take this part, we must not go so far as to say that it is the case with the majority. As regards Germany, Dr. Alfred Kind has lately put on record his experience: "I have never, in youth, heard a bad or improper word on sex-relationships from a servant-girl, although servant-girls followed one another in our house like sunshine and showers in April, and there was always a relation of comradeship between us children and the servants." As regards England, I can add that my own youthful experiences correspond to Dr. Kind's. This is not surprising, for one may say that in the ordinary well-conditioned girl, though her virtue may not be developed to heroic proportions, there is yet usually a natural respect for the innocence of children, a natural sexual indifference to them, and a natural expectation that the male should take the active part when a sexual situation arises. It is also beginning to be felt that, especially as regards women, ignorant innocence is not merely too fragile a possession to be worth preservation, but that it is positively mischievous, since it involves the lack of necessary knowledge. "It is little short of criminal," writes Dr. F. M. Goodchild, "to send our young people into the midst of the excitements and temptations of a great city with no more preparation than if they were going to live in Paradise." In the case of women, ignorance has the further disadvantage that it deprives them of the knowledge necessary for intelligent sympathy with other women. The unsympathetic attitude of women towards women is often largely due to sheer ignorance of the facts of life. "Why," writes in a private letter a married lady who keenly realizes this, "are women brought up with such a profound ignorance of their own and especially other women's natures? They do not know half as much about other women as a man of the most average capacity learns in his day's march." We try to make up for our failure to educate women in the essential matters of sex by imposing upon the police and other guardians of public order the duty of protecting women and morals. But, as Moll insists, the real problem of chastity lies, not in the multiplication of laws and policemen, but largely in women's knowledge of the dangers of sex and in the cultivation of their sense of responsibility. We are always making laws for the protection of children and setting the police on guard. But laws and the police, whether their activities are good or bad, are in either case alike ineffectual. They can for the most part only be invoked when the damage is already done. We have to learn to go to the root of the matter. We have to teach children to be a law to themselves. We have to give them that knowledge which will enable them to guard their own personalities. There is an authentic story of a lady who had learned to swim, much to the horror of her clergyman, who thought that swimming was unfeminine. "But," she said, "suppose I was drowning." "In that case," he replied, "you ought to wait until a man comes along and saves you." There we have the two methods of salvation which have been preached to women, the old method and the new. In no sea have women been more often in danger of drowning than that of sex. There ought to be no question as to which is the better method of salvation. It is difficult nowadays to find any serious arguments against the desirability of early sexual enlightenment, and it is almost with amusement that we read how the novelist Alphonse Daudet, when asked his opinion of such enlightenment, protested—in a spirit certainly common among the men of his time—that it was unnecessary, because boys could learn everything from the streets and the newspapers, while "as to young girls—no! I would teach them none of the truths of physiology. I can only see disadvantages in such a proceeding. These truths are ugly, disillusioning, sure to shock, to frighten, to disgust the mind, the nature, of a girl." It is as much as to say that there is no need to supply sources of pure water when there are puddles in the street that anyone can drink of. A contemporary of Daudet's, who possessed a far finer spiritual insight, Coventry Patmore, the poet, in the essay on "Ancient and Modern Ideas of Purity" in his beautiful book, Religio Poetæ, had already finely protested against that "disease of impurity" which comes of "our modern undivine silences" for which Daudet pleaded. And Metchnikoff, more recently, from the scientific side, speaking especially as regards women, declares that knowledge is so indispensable for moral conduct that "ignorance must be counted the most immoral of acts" (Essais Optimistes, p. 420). The distinguished Belgian novelist, Camille Lemonnier, in his L'Homme en Amour, deals with the question of the sexual education of the young by presenting the history of a young man, brought up under the influence of the conventional and hypocritical views which teach that nudity and sex are shameful and disgusting things. In this way he passes by the opportunities of innocent and natural love, to become hopelessly enslaved at last to a sensual woman who treats him merely as the instrument of her pleasure, the last of a long succession of lovers. The book is a powerful plea for a sane, wholesome, and natural education in matters of sex. It was, however, prosecuted at Bruges, in 1901, though the trial finally ended in acquittal. Such a verdict is in harmony with the general tendency of feeling at the present time. The old ideas, expressed by Daudet, that the facts of sex are ugly and disillusioning, and that they shock the mind of the young, are both alike entirely false. As Canon Lyttelton remarks, in urging that the laws of the transmission of life should be taught to children by the mother: "The way they receive it with native reverence, truthfulness of understanding and guileless delicacy, is nothing short of a revelation of the never-ceasing beauty of nature. People sometimes speak of the indescribable beauty of children's innocence. But I venture to say that no one quite knows what it is who has foregone the privilege of being the first to set before them the true meaning of life and birth and the mystery of their own being. Not only do we fail to build up sound knowledge in them, but we put away from ourselves the chance of learning something that must be divine." In the same way, Edward Carpenter, stating that it is easy and natural for the child to learn from the first its physical relation to its mother, remarks (Love's Coming of Age, p. 9): "A child at the age of puberty, with the unfolding of its far-down emotional and sexual nature, is eminently capable of the most sensitive, affectional and serene appreciation of what sex means (generally more so as things are to-day, than its worldling parent or guardian); and can absorb the teaching, if sympathetically given, without any shock or disturbance to its sense of shame—that sense which is so natural and valuable a safeguard of early youth." How widespread, even some years ago, had become the conviction that the sexual facts of life should be taught to girls as well as boys, was shown when the opinions of a very miscellaneous assortment of more or less prominent persons were sought on the question ("The Tree of Knowledge," New Review, June, 1894). A small minority of two only (Rabbi Adler and Mrs. Lynn Lynton) were against such knowledge, while among the majority in favor of it were Mme. Adam, Thomas Hardy, Sir Walter Besant, Björnson, Hall Caine, Sarah Grand, Nordau, Lady Henry Somerset, Baroness von Suttner, and Miss Willard. The leaders of the woman's movement are, of course, in favor of such knowledge. Thus a meeting of the Bund für Mutterschutz at Berlin, in 1905, almost unanimously passed a resolution declaring that the early sexual enlightenment of children in the facts of the sexual life is urgently necessary (Mutterschutz, 1905, Heft 2, p. 91). It may be added that medical opinion has long approved of this enlightenment. Thus in England it was editorially stated in the British Medical Journal some years ago (June 9, 1894): "Most medical men of an age to beget confidence in such affairs will be able to recall instances in which an ignorance, which would have been ludicrous if it had not been so sad, has been displayed on matters regarding which every woman entering on married life ought to have been accurately informed. There can, we think, be little doubt that much unhappiness and a great deal of illness would be prevented if young people of both sexes possessed a little accurate knowledge regarding the sexual relations, and were well impressed with the profound importance of selecting healthy mates. Knowledge need not necessarily be nasty, but even if it were, it certainly is not comparable in that respect with the imaginings of ignorance." In America, also, where at an annual meeting of the American Medical Association, Dr. Denslow Lewis, of Chicago, eloquently urged the need of teaching sexual hygiene to youths and girls, all the subsequent nine speakers, some of them physicians of worldwide fame, expressed their essential agreement (Medico-Legal Journal, June-Sept., 1903). Howard, again, at the end of his elaborate History of Matrimonial Institutions (vol. iii, p. 257) asserts the necessity for education in matters of sex, as going to the root of the marriage problem. "In the future educational programme," he remarks, "sex questions must hold an honorable place." While, however, it is now widely recognized that children are entitled to sexual enlightenment, it cannot be said that this belief is widely put into practice. Many persons, who are fully persuaded that children should sooner or later be enlightened concerning the sexual sources of life, are somewhat nervously anxious as to the precise age at which this enlightenment should begin. Their latent feeling seems to be that sex is an evil, and enlightenment concerning sex also an evil, however necessary, and that the chief point is to ascertain the latest moment to which we can safely postpone this necessary evil. Such an attitude is, however, altogether wrong-headed. The child's desire for knowledge concerning the origin of himself is a perfectly natural, honest, and harmless desire, so long as it is not perverted by being thwarted. A child of four may ask questions on this matter, simply and spontaneously. As soon as the questions are put, certainly as soon as they become at all insistent, they should be answered, in the same simple and spontaneous spirit, truthfully, though according to the measure of the child's intelligence and his capacity and desire for knowledge. This period should not, and, if these indications are followed, naturally would not, in any case, be delayed beyond the sixth year. After that age even the most carefully guarded child is liable to contaminating communications from outside. Moll points out that the sexual enlightenment of girls in its various stages ought to be always a little ahead of that of boys, and as the development of girls up to the pubertal age is more precocious than that of boys, this demand is reasonable. If the elements of sexual education are to be imparted in early childhood, it is quite clear who ought to be the teacher. There should be no question that this privilege belongs by every right to the mother. Except where a child is artificially separated from his chief parent it is indeed only the mother who has any natural opportunity of receiving and responding to these questions. It is unnecessary for her to take any initiative in the matter. The inevitable awakening of the child's intelligence and the evolution of his boundless curiosity furnish her love and skill with all opportunities for guiding her child's thoughts and knowledge. Nor is it necessary for her to possess the slightest technical information at this stage. It is only essential that she should have the most absolute faith in the purity and dignity of her physical relationship to her child, and be able to speak of it with frankness and tenderness. When that essential condition is fulfilled every mother has all the knowledge that her young child needs. Among the best authorities, both men and women, in all the countries where this matter is attracting attention, there seems now to be unanimity of opinion in favor of the elementary facts of the baby's relationship to its mother being explained to the child by the mother as soon as the child begins to ask questions. Thus in Germany Moll has repeatedly argued in this sense; he insists that sexual enlightenment should be mainly a private and individual matter; that in schools there should be no general and personal warnings about masturbation, etc. (though at a later age he approves of instruction in regard to venereal diseases), but that the mother is the proper person to impart intimate knowledge to the child, and that any age is suitable for the commencement of such enlightenment, provided it is put into a form fitted for the age (Moll, op. cit., p. 264). At the Mannheim meeting of the Congress of the German Society for Combating Venereal Disease, when the question of sexual enlightenment formed the sole subject of discussion, the opinion in favor of early teaching by the mother prevailed. "It is the mother who must, in the first place, be made responsible for the child's clear understanding of sexual things, so often lacking," said Frau Krukenberg ("Die Aufgabe der Mutter," Sexualpädagogik, p. 13), while Max Enderlin, a teacher, said on the same occasion ("Die Sexuelle Frage in die Volksschule," id., p. 35): "It is the mother who has to give the child his first explanations, for it is to his mother that he first naturally comes with his questions." In England, Canon Lyttelton, who is distinguished among the heads of public schools not least by his clear and admirable statements on these questions, states (Mothers and Sons, p. 99) that the mother's part in the sexual enlightenment and sexual guardianship of her son is of paramount importance, and should begin at the earliest years. J. H. Badley, another schoolmaster ("The Sex Difficulty," Broad Views, June, 1904), also states that the mother's part comes first. Northcote (Christianity and Sex Problems, p. 25) believes that the duty of the parents is primary in this matter, the family doctor and the schoolmaster coming in at a later stage. In America, Dr. Mary Wood Allen, who occupies a prominent and influential position in women's social movements, urges (in Child-Confidence Rewarded, and other pamphlets) that a mother should begin to tell her child these things as soon as he begins to ask questions, the age of four not being too young, and explains how this may be done, giving examples of its happy results in promoting a sweet confidence between the child and his mother. If, as a few believe should be the case, the first initiation is delayed to the tenth year or even later, there is the difficulty that it is no longer so easy to talk simply and naturally about such things; the mother is beginning to feel too shy to speak for the first time about these difficult subjects to a son or a daughter who is nearly as big as herself. She feels that she can only do it awkwardly and ineffectively, and she probably decides not to do it at all. Thus an atmosphere of mystery is created with all the embarrassing and perverting influences which mystery encourages. There can be no doubt that, more especially in highly intelligent children with vague and unspecialized yet insistent sexual impulses, the artificial mystery with which sex is too often clothed not only accentuates the natural curiosity but also tends to favor the morbid intensity and even prurience of the sexual impulse. This has long been recognized. Dr. Beddoes wrote at the beginning of the nineteenth century: "It is in vain that we dissemble to ourselves the eagerness with which children of either sex seek to satisfy themselves concerning the conformation of the other. No degree of reserve in the heads of families, no contrivances, no care to put books of one description out of sight and to garble others, has perhaps, with any one set of children, succeeded in preventing or stifling this kind of curiosity. No part of the history of human thought would perhaps be more singular than the stratagems devised by young people in different situations to make themselves masters or witnesses of the secret. And every discovery, due to their own inquiries, can but be so much oil poured upon an imagination in flames" (T. Beddoes, Hygeia, 1802, vol. iii, p. 59). Kaan, again, in one of the earliest books on morbid sexuality, sets down mystery as one of the causes of psychopathia sexualis. Marro (La Pubertà, p. 299) points out how the veil of mystery thrown over sexual matters merely serves to concentrate attention on them. The distinguished Dutch writer Multatuli, in one of his letters (quoted with approval by Freud), remarks on the dangers of hiding things from boys and girls in a veil of mystery, pointing out that this must only heighten the curiosity of children, and so far from keeping them pure, which mere ignorance can never do, heats and perverts their imaginations. Mrs. Mary Wood Allen, also, warns the mother (op. cit., p. 5) against the danger of allowing any air of embarrassing mystery to creep over these things. "If the instructor feels any embarrassment in answering the queries of the child, he is not fitted to be the teacher, for the feeling of embarrassment will, in some subtle way, communicate itself to the child, and he will experience an indefinable sense of offended delicacy which is both unnecessary and undesirable. Purification of one's own thought is, then, the first step towards teaching the truth purely. Why," she adds, "is death, the gateway out of life, any more dignified or pathetic than birth, the gateway into life? Or why is the taking of earthly life a more awful fact than the giving of life?" Mrs. Ennis Richmond, in a book of advice to mothers which contains many wise and true things, says: "I want to insist, more strongly than upon anything else, that it is the secrecy that surrounds certain parts of the body and their functions that gives them their danger in the child's thought. Little children, from earliest years, are taught to think of these parts of their body as mysterious, and not only so, but that they are mysterious because they are unclean. Children have not even a name for them. If you have to speak to your child, you allude to them mysteriously and in a half-whisper as 'that little part of you that you don't speak of,' or words to that effect. Before everything it is important that your child should have a good working name for these parts of his body, and for their functions, and that he should be taught to use and to hear the names, and that as naturally and openly as though he or you were speaking of his head or his foot. Convention has, for various reasons, made it impossible to speak in this way in public. But you can, at any rate, break through this in the nursery. There this rule of convention has no advantage, and many a serious disadvantage. It is easy to say to a child, the first time he makes an 'awkward' remark in public: 'Look here, laddie, you may say what you like to me or to daddy, but, for some reason or other, one does not talk about these' (only say what things) 'in public.' Only let your child make the remark in public before you speak (never mind the shock to your caller's feelings), don't warn him against doing so" (Ennis Richmond, Boyhood, p. 60). Sex must always be a mystery, but, as Mrs. Richmond rightly says, "the real and true mysteries of generation and birth are very different from the vulgar secretiveness with which custom surrounds them." The question as to the precise names to be given to the more private bodily parts and functions is sometimes a little difficult to solve. Every mother will naturally follow her own instincts, and probably her own traditions, in this matter. I have elsewhere pointed out (in the study of "The Evolution of Modesty") how widespread and instinctive is the tendency to adopt constantly new euphemisms in this field. The ancient and simple words, which in England a great poet like Chaucer could still use rightly and naturally, are so often dropped in the mud by the vulgar that there is an instinctive hesitation nowadays in applying them to beautiful uses. They are, however, unquestionably the best, and, in their origin, the most dignified and expressive words. Many persons are of opinion that on this account they should be rescued from the mud, and their sacredness taught to children. A medical friend writes that he always taught his son that the vulgar sex names are really beautiful words of ancient origin, and that when we understand them aright we cannot possibly see in them any motive for low jesting. They are simple, serious and solemn words, connoting the most central facts of life, and only to ignorant and plebeian vulgarity can they cause obscene mirth. An American man of science, who has privately and anonymously printed some pamphlets on sex questions, also takes this view, and consistently and methodically uses the ancient and simple words. I am of opinion that this is the ideal to be sought, but that there are obvious difficulties at present in the way of attaining it. In any case, however, the mother should be in possession of a very precise vocabulary for all the bodily parts and acts which it concerns her children to know. It is sometimes said that at this early age children should not be told, even in a simple and elementary form, the real facts of their origin but should, instead, hear a fairy-tale having in it perhaps some kind of symbolic truth. This contention may be absolutely rejected, without thereby, in any degree, denying the important place which fairy-tales hold in the imagination of young children. Fairy-tales have a real value to the child; they are a mental food he needs, if he is not to be spiritually starved; to deprive him of fairy-tales at this age is to do him a wrong which can never be made up at any subsequent age. But not only are sex matters too vital even in childhood to be safely made matter for a fairy-tale, but the real facts are themselves as wonderful as any fairy-tale, and appeal to the child's imagination with as much force as a fairy-tale. Even, however, if there were no other reasons against telling children fairy-tales of sex instead of the real facts, there is one reason which ought to be decisive with every mother who values her influence over her child. He will very quickly discover, either by information from others or by his own natural intelligence, that the fairy-tale, that was told him in reply to a question about a simple matter of fact, was a lie. With that discovery his mother's influence over him in all such matters vanishes for ever, for not only has a child a horror of being duped, but he is extremely sensitive about any rebuff of this kind, and never repeats what he has been made to feel was a mistake to be ashamed of. He will not trouble his mother with any more questions on this matter; he will not confide in her; he will himself learn the art of telling "fairy-tales" about sex matters. He had turned to his mother in trust; she had not responded with equal trust, and she must suffer the punishment, as Henriette Fürth puts it, of seeing "the love and trust of her son stolen from her by the first boy he makes friends with in the street." When, as sometimes happens (Moll mentions a case), a mother goes on repeating these silly stories to a girl or boy of seven who is secretly well-informed, she only degrades herself in her child's eyes. It is this fatal mistake, so often made by mothers, which at first leads them to imagine that their children are so innocent, and in later years causes them many hours of bitterness because they realize they do not possess their children's trust. In the matter of trust it is for the mother to take the first step; the children who do not trust their mothers are, for the most part, merely remembering the lesson they learned at their mother's knee. The number of little books and pamphlets dealing with the question of the sexual enlightenment of the young—whether intended to be read by the young or offering guidance to mothers and teachers in the task of imparting knowledge—has become very large indeed during recent years in America, England, and especially Germany, where there has been of late an enormous production of such literature. The late Ben Elmy, writing under the pseudonym of "Ellis Ethelmer," published two booklets, Baby Buds, and The Human Flower (issued by Mrs. Wolstenholme Elmy, Buxton House, Congleton), which state the facts in a simple and delicate manner, though the author was not a notably reliable guide on the scientific aspects of these questions. A charming conversation between a mother and child, from a French source, is reprinted by Edward Carpenter at the end of his Love's Coming of Age. How We Are Born, by Mrs. N. J. (apparently a Russian lady writing in English), prefaced by J. H. Badley, is satisfactory. Mention may also be made of The Wonder of Life, by Mary Tudor Pole. Margaret Morley's Song of Life, an American book, which I have not seen, has been highly praised. Most of these books are intended for quite young children, and while they explain more or less clearly the origin of babies, nearly always starting with the facts of plant life, they touch very slightly, if at all, on the relations of the sexes. Mrs. Ennis Richmond's books, largely addressed to mothers, deal with these questions in a very sane, direct, and admirable manner, and Canon Lyttelton's books, discussing such questions generally, are also excellent. Most of the books now to be mentioned are intended to be read by boys and girls who have reached the age of puberty. They refer more or less precisely to sexual relationships, and they usually touch on masturbation. The Story of Life, written by a very accomplished woman, the late Ellice Hopkins, is somewhat vague, and introduces too many exalted religious ideas. Arthur Trewby's Healthy Boyhood is a little book of wholesome tendency; it deals specially with masturbation. A Talk with Boys About Themselves and A Talk with Girls About Themselves, both by Edward Bruce Kirk (the latter book written in conjunction with a lady) deal with general as well as sexual hygiene. There could be no better book to put into the hands of a boy or girl at puberty than M. A. Warren's Almost Fourteen, written by an American school teacher in 1892. It was a most charming and delicately written book, which could not have offended the innocence of the most sensitive maiden. Nothing, however, is sacred to prurience, and it was easy for the prurient to capture the law and obtain (in 1897) legal condemnation of this book as "obscene." Anything which sexually excites a prurient mind is, it is true, "obscene" for that mind, for, as Mr. Theodore Schroeder remarks, obscenity is "the contribution of the reading mind," but we need such books as this in order to diminish the number of prurient minds, and the condemnation of so entirely admirable a book makes, not for morality, but for immorality. I am told that the book was subsequently issued anew with most of its best portions omitted, and it is stated by Schroeder (Liberty of Speech and Press Essential to Purity Propaganda, p. 34) that the author was compelled to resign his position as a public school principal. Maria Lischnewska's Geschlechtliche Belehrung der Kinder (reprinted from Mutterschutz, 1905, Heft 4 and 5) is a most admirable and thorough discussion of the whole question of sexual education, though the writer is more interested in the teacher's share in this question than in the mother's. Suggestions to mothers are contained in Hugo Salus, Wo kommen die Kinder her?, E. Stiehl, Eine Mutterpflicht, and many other books. Dr. Alfred Kind strongly recommends Ludwig Gurlitt's Der Verkehr mit meinem Kindern, more especially in its combination of sexual education with artistic education. Many similar books are referred to by Bloch, in his Sexual Life of Our Time, Ch. xxvi. I have enumerated the names of these little books because they are frequently issued in a semi-private manner, and are seldom easy to procure or to hear of. The propagation of such books seems to be felt to be almost a disgraceful action, only to be performed by stealth. And such a feeling seems not unnatural when we see, as in the case of the author of Almost Fourteen, that a nominally civilized country, instead of loading with honors a man who has worked for its moral and physical welfare, seeks so far as it can to ruin him. I may add that while it would usually be very helpful to a mother to be acquainted with a few of the booklets I have named, she would do well, in actually talking to her children, to rely mainly on her own knowledge and inspiration. The sexual education which it is the mother's duty and privilege to initiate during her child's early years cannot and ought not to be technical. It is not of the nature of formal instruction but is a private and intimate initiation. No doubt the mother must herself be taught. But the education she needs is mainly an education in love and insight. The actual facts which she requires to use at this early stage are very simple. Her main task is to make clear the child's own intimate relations to herself and to show that all young things have a similar intimate relation to their mothers; in generalizing on this point the egg is the simplest and most fundamental type to explain the origin of the individual life, for the idea of the egg—in its widest sense as the seed—not only has its truth for the human creature but may be applied throughout the animal and vegetable world. In this explanation the child's physical relationship to his father is not necessarily at first involved; it may be left to a further stage or until the child's questions lead up to it. Apart from his interest in his origin, the child is also interested in his sexual, or as they seem to him exclusively, his excretory organs, and in those of other people, his sisters and parents. On these points, at this age, his mother may simply and naturally satisfy his simple and natural curiosity, calling things by precise names, whether the names used are common or uncommon being a matter in regard to which she may exercise her judgment and taste. In this manner the mother will, indirectly, be able to safeguard her child at the outset against the prudish and prurient notions alike which he will encounter later. She will also without unnatural stress be able to lead the child into a reverential attitude towards his own organs and so exert an influence against any undesirable tampering with them. In talking with him about the origin of life and about his own body and functions, in however elementary a fashion, she will have initiated him both in sexual knowledge and in sexual hygiene. The mother who establishes a relationship of confidence with her child during these first years will probably, if she possesses any measure of wisdom and tact, be able to preserve it even after the epoch of puberty into the difficult years of adolescence. But as an educator in the narrower sense her functions will, in most cases, end at or before puberty. A somewhat more technical and completely impersonal acquaintance with the essential facts of sex then becomes desirable, and this would usually be supplied by the school. The great though capricious educator, Basedow, to some extent a pupil of Rousseau, was an early pioneer in both the theory and the practice of giving school children instruction in the facts of the sexual life, from the age of ten onwards. He insists much on this subject in his great treatise, the Elementarwerk (1770-1774). The questions of children are to be answered truthfully, he states, and they must be taught never to jest at anything so sacred and serious as the sexual relations. They are to be shown pictures of childbirth, and the dangers of sexual irregularities are to be clearly expounded to them at the outset. Boys are to be taken to hospitals to see the results of venereal disease. Basedow is aware that many parents and teachers will be shocked at his insistence on these things in his books and in his practical pedagogic work, but such people, he declares, ought to be shocked at the Bible (see, e.g., Pinloche, La Rèforme de l'Education en Allemagne au dixhuitième siècle: Basedow et le Philanthropinisme, pp. 125, 256, 260, 272). Basedow was too far ahead of his own time, and even of ours, to exert much influence in this matter, and he had few immediate imitators. Somewhat later than Basedow, a distinguished English physician, Thomas Beddoes, worked on somewhat the same lines, seeking to promote sexual knowledge by lectures and demonstrations. In his remarkable book, Hygeia, published in 1802 (vol. i, Essay IV) he sets forth the absurdity of the conventional requirement that "discretion and ignorance should lodge in the same bosom," and deals at length with the question of masturbation and the need of sexual education. He insists on the great importance of lectures on natural history which, he had found, could be given with perfect propriety to a mixed audience. His experiences had shown that botany, the amphibia, the hen and her eggs, human anatomy, even disease and sometimes the sight of it, are salutary from this point of view. He thinks it is a happy thing for a child to gain his first knowledge of sexual difference from anatomical subjects, the dignity of death being a noble prelude to the knowledge of sex and depriving it forever of morbid prurience. It is scarcely necessary to remark that this method of teaching children the elements of sexual anatomy in the post-mortem room has not found many advocates or followers; it is undesirable, for it fails to take into account the sensitiveness of children to such impressions, and it is unnecessary, for it is just as easy to teach the dignity of life as the dignity of death. The duty of the school to impart education in matters of sex to children has in recent years been vigorously and ably advocated by Maria Lischnewska (op. cit.), who speaks with thirty years' experience as a teacher and an intimate acquaintance with children and their home life. She argues that among the mass of the population to-day, while in the home-life there is every opportunity for coarse familiarity with sexual matters, there is no opportunity for a pure and enlightened introduction to them, parents being for the most part both morally and intellectually incapable of aiding their children here. That the school should assume the leading part in this task is, she believes, in accordance with the whole tendency of modern civilized life. She would have the instruction graduated in such a manner that during the fifth or sixth year of school life the pupil would receive instruction, with the aid of diagrams, concerning the sexual organs and functions of the higher mammals, the bull and cow being selected by preference. The facts of gestation would of course be included. When this stage was reached it would be easy to pass on to the human species with the statement: "Just in the same way as the calf develops in the cow so the child develops in the mother's body." It is difficult not to recognize the force of Maria Lischnewska's argument, and it seems highly probable that, as she asserts, the instruction proposed lies in the course of our present path of progress. Such instruction would be formal, unemotional, and impersonal; it would be given not as specific instruction in matters of sex, but simply as a part of natural history. It would supplement, so far as mere knowledge is concerned, the information the child had already received from its mother. But it would by no means supplant or replace the personal and intimate relationship of confidence between mother and child. That is always to be aimed at, and though it may not be possible among the ill-educated masses of to-day, nothing else will adequately take its place. There can be no doubt, however, that while in the future the school will most probably be regarded as the proper place in which to teach the elements of physiology—and not as at present a merely emasculated and effeminated physiology—the introduction of such reformed teaching is as yet impracticable in many communities. A coarse and ill-bred community moves in a vicious circle. Its members are brought up to believe that sex matters are filthy, and when they become adults they protest violently against their children being taught this filthy knowledge. The teacher's task is thus rendered at the best difficult, and under democratic conditions impossible. We cannot, therefore, hope for any immediate introduction of sexual physiology into schools, even in the unobtrusive form in which alone it could properly be introduced, that is to say as a natural and inevitable part of general physiology. This objection to animal physiology by no means applies, however, to botany. There can be little doubt that botany is of all the natural sciences that which best admits of this incidental instruction in the fundamental facts of sex, when we are concerned with children below the age of puberty. There are at least two reasons why this should be so. In the first place botany really presents the beginnings of sex, in their most naked and essential forms; it makes clear the nature, origin, and significance of sex. In the second place, in dealing with plants the facts of sex can be stated to children of either sex or any age quite plainly and nakedly without any reserve, for no one nowadays regards the botanical facts of sex as in any way offensive. The expounder of sex in plants also has on his side the advantage of being able to assert, without question, the entire beauty of the sexual process. He is not confronted by the ignorance, bad education, and false associations which have made it so difficult either to see or to show the beauty of sex in animals. From the sex-life of plants to the sex-life of the lower animals there is, however, but a step which the teacher, according to his discretion, may take. An early educational authority, Salzmann, in 1785 advocated the sexual enlightenment of children by first teaching them botany, to be followed by zoölogy. In modern times the method of imparting sex knowledge to children by means, in the first place, of botany, has been generally advocated, and from the most various quarters. Thus Marro (La Pubertà, p. 300) recommends this plan. J. Hudrey-Menos ("La Question du Sexe dans l'Education," Revue Socialiste, June, 1895), gives the same advice. Rudolf Sommer, in a paper entitled "Mädchenerziehung oder Menschenbildung?" (Geschlecht und Gesellschaft, Jahrgang I, Heft 3) recommends that the first introduction of sex knowledge to children should be made by talking to them on simple natural history subjects; "there are endless opportunities," he remarks, "over a fairy-tale, or a walk, or a fruit, or an egg, the sowing of seed or the nest-building of birds." Canon Lyttelton (Training of the Young in Laws of Sex, pp. 74 et seq.) advises a somewhat similar method, though laying chief stress on personal confidence between the child and his mother; "reference is made to the animal world just so far as the child's knowledge extends, so as to prevent the new facts from being viewed in isolation, but the main emphasis is laid on his feeling for his mother and the instinct which exists in nearly all children of reverence due to the maternal relation;" he adds that, however difficult the subject may seem, the essential facts of paternity must also be explained to boys and girls alike. Keyes, again (New York Medical Journal, Feb. 10, 1906), advocates teaching children from an early age the sexual facts of plant life and also concerning insects and other lower animals, and so gradually leading up to human beings, the matter being thus robbed of its unwholesome mystery. Mrs. Ennis Richmond (Boyhood, p. 62) recommends that children should be sent to spend some of their time upon a farm, so that they may not only become acquainted with the general facts of the natural world, but also with the sexual lives of animals, learning things which it is difficult to teach verbally. Karina Karin ("Wie erzieht man ein Kind zür wissenden Keuschheit?" Geschlecht und Gesellschaft, Jahrgang I, Heft 4), reproducing some of her talks with her nine-year old son, from the time that he first asked her where children came from, shows how she began with telling him about flowers, to pass on to fish and birds, and finally to the facts of human pregnancy, showing him pictures from an obstetrical manual of the child in its mother's body. It may be added that the advisability of beginning the sex teaching of children with the facts of botany was repeatedly emphasized by various speakers at the special meeting of the German Congress for Combating Venereal Disease devoted to the subject of sexual instruction (Sexualpädagogik, especially pp. 36, 47, 76). The transition from botany to the elementary zoölogy of the lower animals, to human anatomy and physiology, and to the science of anthropology based on these, is simple and natural. It is not likely to be taken in detail until the age of puberty. Sex enters into all these subjects and should not be artificially excluded from them in the education of either boys or girls. The text-books from which the sexual system is entirely omitted ought no longer to be tolerated. The nature and secretion of the testicles, the meaning of the ovaries and of menstruation, as well as the significance of metabolism and the urinary excretion, should be clear in their main lines to all boys and girls who have reached the age of puberty. At puberty there arises a new and powerful reason why boys and girls should receive definite instruction in matters of sex. Before that age it is possible for the foolish parent to imagine that a child may be preserved in ignorant innocence. At puberty that belief is obviously no longer possible. The efflorescence of puberty with the development of the sexual organs, the appearance of hair in unfamiliar places, the general related organic changes, the spontaneous and perhaps alarming occurrence in boys of seminal emissions, and in girls of menstruation, the unaccustomed and sometimes acute recognition of sexual desire accompanied by new sensations in the sexual organs and leading perhaps to masturbation; all these arouse, as we cannot fail to realize, a new anxiety in the boy's or girl's mind, and a new curiosity, all the more acute in many cases because it is carefully concealed as too private, and even too shameful, to speak of to anyone. In boys, especially if of sensitive temperament, the suffering thus caused may be keen and prolonged. A doctor of philosophy, prominent in his profession, wrote to Stanley Hall (Adolescence, vol. i, p. 452): "My entire youth, from six to eighteen, was made miserable from lack of knowledge that any one who knew anything of the nature of puberty might have given; this long sense of defect, dread of operation, shame and worry, has left an indelible mark." There are certainly many men who could say the same. Lancaster ("Psychology and Pedagogy of Adolescence," Pedagogical Seminary, July, 1897, pp. 123-5) speaks strongly regarding the evils of ignorance of sexual hygiene, and the terrible fact that millions of youths are always in the hands of quacks who dupe them into the belief that they are on the road to an awful destiny merely because they have occasional emissions during sleep. "This is not a light matter," Lancaster declares. "It strikes at the very foundation of our inmost life. It deals with the reproductory part of our natures, and must have a deep hereditary influence. It is a natural result of the foolish false modesty shown regarding all sex instruction. Every boy should be taught the simple physiological facts before his life is forever blighted by this cause." Lancaster has had in his hands one thousand letters, mostly written by young people, who were usually normal, and addressed to quacks who were duping them. From time to time the suicides of youths from this cause are reported, and in many mysterious suicides this has undoubtedly been the real cause. "Week after week," writes the British Medical Journal in an editorial ("Dangerous Quack Literature: The Moral of a Recent Suicide," Oct. 1, 1892), "we receive despairing letters from those victims of foul birds of prey who have obtained their first hold on those they rob, torture and often ruin, by advertisements inserted by newspapers of a respectable, nay, even of a valuable and respected, character." It is added that the wealthy proprietors of such newspapers, often enjoying a reputation for benevolence, even when the matter is brought before them, refuse to interfere as they would thereby lose a source of income, and a censorship of advertisements is proposed. This, however, is difficult, and would be quite unnecessary if youths received proper enlightenment from their natural guardians. Masturbation, and the fear that by an occasional and perhaps outgrown practice of masturbation they have sometimes done themselves irreparable injury, is a common source of anxiety to boys. It has long been a question whether a boy should be warned against masturbation. At a meeting of the Section of Psychology of the British Medical Association some years ago, four speakers, including the President (Dr. Blandford), were decidedly in favor of parents warning their children against masturbation, while three speakers were decidedly against that course, mainly on the ground that it was possible to pass through even a public school life without hearing of masturbation, and also that the warning against masturbation might encourage the practice. It is, however, becoming more and more clearly realized that ignorance, even if it can be maintained, is a perilous possession, while the teaching that consists, as it should, in a loving mother's counsel to the child from his earliest years to treat his sexual parts with care and respect, can only lead to masturbation in the child who is already irresistibly impelled to it. Most of the sex manuals for boys touch on masturbation, sometimes exaggerating its dangers; such exaggeration should be avoided, for it leads to far worse evils than those it attempts to prevent. It seems undesirable that any warnings about masturbation should form part of school instruction, unless under very special circumstances. The sexual instruction imparted in the school on sexual as on other subjects should be absolutely impersonal and objective. At this point we approach one of the difficulties in the way of sexual enlightenment: the ignorance or unwisdom of the would-be teachers. This difficulty at present exists both in the home and the school, while it destroys the value of many manuals written for the sexual instruction of the young. The mother, who ought to be the child's confidant and guide in matters of sexual education, and could naturally be so if left to her own healthy instincts, has usually been brought up in false traditions which it requires a high degree of intelligence and character to escape from; the school-teacher, even if only called upon to give instruction in natural history, is oppressed by the same traditions, and by false shame concerning the whole subject of sex; the writer of manuals on sex has often only freed himself from these bonds in order to advocate dogmatic, unscientific, and sometimes mischievous opinions which have been evolved in entire ignorance of the real facts. As Moll says (Das Sexualleben des Kindes, p. 276), necessary as sexual enlightenment is, we cannot help feeling a little skeptical as to its results so long as those who ought to enlighten are themselves often in need of enlightenment. He refers also to the fact that even among competent authorities there is difference of opinion concerning important matters, as, for instance, whether masturbation is physiological at the first development of the sexual impulse and how far sexual abstinence is beneficial. But it is evident that the difficulties due to false tradition and ignorance will diminish as sound traditions and better knowledge become more widely diffused. The girl at puberty is usually less keenly and definitely conscious of her sexual nature than the boy. But the risks she runs from sexual ignorance, though for the most part different, are more subtle and less easy to repair. She is often extremely inquisitive concerning these matters; the thoughts of adolescent girls, and often their conversation among themselves, revolve much around sexual and allied mysteries. Even in the matter of conscious sexual impulse the girl is often not so widely different from her brother, nor so much less likely to escape the contamination of evil communications, so that the scruples of foolish and ignorant persons who dread to "sully her purity" by proper instruction are exceedingly misplaced. Conversations dealing with the important mysteries of human nature, Obici and Marchesini were told by ladies who had formerly been pupils in Italian Normal Schools, are the order of the day in schools and colleges, and specially circle around procreation, the most difficult mystery of all. In England, even in the best and most modern colleges, in which games and physical exercise are much cultivated, I am told that "the majority of the girls are entirely ignorant of all sexual matters, and understand nothing whatever about them. But they do wonder about them, and talk about them constantly" (see Appendix D, "The School Friendships of Girls," in the second volume of these Studies). "The restricted life and fettered mind of girls," wrote a well-known physician some years ago (J. Milner Fothergill, Adolescence, 1880, pp. 20, 22) "leave them with less to actively occupy their thoughts than is the case with boys. They are studiously taught concealment, and a girl may be a perfect model of outward decorum and yet have a very filthy mind. The prudishness with which she is brought up leaves her no alternative but to view her passions from the nasty side of human nature. All healthy thought on the subject is vigorously repressed. Everything is done to darken her mind and foul her imagination by throwing her back on her own thoughts and a literature with which she is ashamed to own acquaintance. It is opposed to a girl's best interests to prevent her from having fair and just conceptions about herself and her nature. Many a fair young girl is irredeemably ruined on the very threshold of life, herself and her family disgraced, from ignorance as much as from vice. When the moment of temptation comes she falls without any palpable resistance; she has no trained educated power of resistance within herself; her whole future hangs, not upon herself, but upon the perfection of the social safeguards by which she is hedged and surrounded." Under the free social order of America to-day much the same results are found. In an instructive article ("Why Girls Go Wrong," Ladies' Home Journal, Jan., 1907) B. B. Lindsey, who, as Judge of the Juvenile Court of Denver, is able to speak with authority, brings forward ample evidence on this head. Both girls and boys, he has found, sometimes possess manuscript books in which they had written down the crudest sexual things. These children were often sweet-faced, pleasant, refined and intelligent, and they had respectable parents; but no one had ever spoken to them of sex matters, except the worst of their school-fellows or some coarse-minded and reckless adult. By careful inquiry Lindsey found that only in one in twenty cases had the parents ever spoken to the children of sexual subjects. In nearly every case the children acknowledged that it was not from their parents, but in the street or from older companions, that they learnt the facts of sex. The parents usually imagined that their children were absolutely ignorant of these matters, and were astonished to realize their mistake; "parents do not know their children, nor have they the least idea of what their children know, or what their children talk about and do when away from them." The parents guilty of this neglect to instruct their children, are, Lindsey declares, traitors to their children. From his own experience he judges that nine-tenths of the girls who "go wrong," whether or not they sink in the world, do so owing to the inattention of their parents, and that in the case of most prostitutes the mischief is really done before the age of twelve; "every wayward girl I have talked to has assured me of this truth." He considers that nine-tenths of school-boys and school-girls, in town or country, are very inquisitive regarding matters of sex, and, to his own amazement, he has found that in the girls this is as marked as in the boys. It is the business of the girl's mother, at least as much as of the boy's, to watch over her child from the earliest years and to win her confidence in all the intimate and personal matters of sex. With these aspects the school cannot properly meddle. But in matters of physical sexual hygiene, notably menstruation, in regard to which all girls stand on the same level, it is certainly the duty of the teacher to take an actively watchful part, and, moreover, to direct the general work of education accordingly, and to ensure that the pupil shall rest whenever that may seem to be desirable. This is part of the very elements of the education of girls. To disregard it should disqualify a teacher from taking further share in educational work. Yet it is constantly and persistently neglected. A large number of girls have not even been prepared by their mothers or teachers for the first onset of the menstrual flow, sometimes with disastrous results both to their bodily and mental health. "I know of no large girl's school," wrote a distinguished gynæcologist, Sir W. S. Playfair ("Education and Training of Girls at Puberty," British Medical Journal, Dec. 7, 1895), "in which the absolute distinction which exists between boys and girls as regards the dominant menstrual function is systematically cared for and attended to. Indeed, the feeling of all schoolmistresses is distinctly antagonistic to such an admission. The contention is that there is no real difference between an adolescent male and female, that what is good for one is good for the other, and that such as there is is due to the evil customs of the past which have denied to women the ambitions and advantages open to men, and that this will disappear when a happier era is inaugurated. If this be so, how comes it that while every practical physician of experience has seen many cases of anæmia and chlorosis in girls, accompanied by amenorrhæa or menorrhagia, headaches, palpitations, emaciation, and all the familiar accompaniments of breakdown, an analogous condition in a school-boy is so rare that it may well be doubted if it is ever seen at all?" It is, however, only the excuses for this almost criminal negligence, as it ought to be considered, which are new; the negligence itself is ancient. Half a century earlier, before the new era of feminine education, another distinguished gynæcologist, Tilt (Elements of Health and Principles of Female Hygiene, 1852, p. 18) stated that from a statistical inquiry regarding the onset of menstruation in nearly one thousand women he found that "25 per cent. were totally unprepared for its appearance; that thirteen out of the twenty-five were much frightened, screamed, or went into hysterical fits; and that six out of the thirteen thought themselves wounded and washed with cold water. Of those frightened ... the general health was seriously impaired." Engelmann, after stating that his experience in America was similar to Tilt's in England, continues ("The Health of the American Girl," Transactions of the Southern Surgical and Gynæcological Society, 1890): "To innumerable women has fright, nervous and emotional excitement, exposure to cold, brought injury at puberty. What more natural than that the anxious girl, surprised by the sudden and unexpected loss of the precious life-fluid, should seek to check the bleeding wound—as she supposes? For this purpose the use of cold washes and applications is common, some even seek to stop the flow by a cold bath, as was done by a now careful mother, who long lay at the point of death from the result of such indiscretion, and but slowly, by years of care, regained her health. The terrible warning has not been lost, and mindful of her own experience she has taught her children a lesson which but few are fortunate enough to learn—the individual care during periods of functional activity which is needful for the preservation of woman's health." In a study of one hundred and twenty-five American high school girls Dr. Helen Kennedy refers to the "modesty" which makes it impossible even for mothers and daughters to speak to each other concerning the menstrual functions. "Thirty-six girls in this high school passed into womanhood with no knowledge whatever, from a proper source, of all that makes them women. Thirty-nine were probably not much wiser, for they stated that they had received some instruction, but had not talked freely on the matter. From the fact that the curious girl did not talk freely on what naturally interested her, it is possible she was put off with a few words as to personal care, and a reprimand for her curiosity. Less than half of the girls felt free to talk with their mothers of this most important matter!" (Helen Kennedy, "Effects of High School Work upon Girls During Adolescence," Pedagogical Seminary, June, 1896.) The same state of things probably also prevails in other countries. Thus, as regards France, Edmond de Goncourt in Chérie (pp. 137-139) described the terror of his young heroine at the appearance of the first menstrual period for which she had never been prepared. He adds: "It is very seldom, indeed, that women speak of this eventuality. Mothers fear to warn their daughters, elder sisters dislike confidences with their younger sisters, governesses are generally mute with girls who have no mothers or sisters." Sometimes this leads to suicide or to attempts at suicide. Thus a few years ago the case was reported in the French newspapers of a young girl of fifteen, who threw herself into the Seine at Saint-Ouen. She was rescued, and on being brought before the police commissioner said that she had been attacked by an "unknown disease" which had driven her to despair. Discreet inquiry revealed that the mysterious malady was one common to all women, and the girl was restored to her insufficiently punished parents. Half a century ago the sexual life of girls was ignored by their parents and teachers from reasons of prudishness; at the present time, when quite different ideas prevail regarding feminine education, it is ignored on the ground that girls should be as independent of their physiological sexual life as boys are. The fact that this mischievous neglect has prevailed equally under such different conditions indicates clearly that the varying reasons assigned for it are merely the cloaks of ignorance. With the growth of knowledge we may reasonably hope that one of the chief evils which at present undermine in early life not only healthy motherhood but healthy womanhood generally, may be gradually eliminated. The data now being accumulated show not only the extreme prevalence of painful, disordered, and absent menstruation in adolescent girls and young women, but also the great and sometimes permanent evils inflicted upon even healthy girls when at the beginning of sexual life they are subjected to severe strain of any kind. Medical authorities, whichever sex they belong to, may now be said to be almost or quite unanimous on this point. Some years ago, indeed, Dr. Mary Putnam Jacobi, in a very able book, The Question of Rest for Women, concluded that "ordinarily healthy" women may disregard the menstrual period, but she admitted that forty-six per cent, of women are not "ordinarily healthy," and a minority which comes so near to being a majority can by no means be dismissed as a negligible quantity. Girls themselves, indeed, carried away by the ardor of their pursuit of work or amusement, are usually recklessly and ignorantly indifferent to the serious risks they run. But the opinions of teachers are now tending to agree with medical opinion in recognizing the importance of care and rest during the years of adolescence, and teachers are even prepared to admit that a year's rest from hard work during the period that a girl's sexual life is becoming established, while it may ensure her health and vigor, is not even a disadvantage from the educational point of view. With the growth of knowledge and the decay of ancient prejudices, we may reasonably hope that women will be emancipated from the traditions of a false civilization, which have forced her to regard her glory as her shame,—though it has never been so among robust primitive peoples,—and it is encouraging to find that so distinguished an educator as Principal Stanley Hall looks forward with confidence to such a time. In his exhaustive work on Adolescence he writes: "Instead of shame of this function girls should be taught the greatest reverence for it, and should help it to normality by regularly stepping aside at stated times for a few years till it is well established and normal. To higher beings that looked down upon human life as we do upon flowers, these would be the most interesting and beautiful hours of blossoming. With more self-knowledge women will have more self-respect at this time. Savagery reveres this state and it gives to women a mystic awe. The time may come when we must even change the divisions of the year for women, leaving to man his week and giving to her the same number of Sabbaths per year, but in groups of four successive days per month. When woman asserts her true physiological rights she will begin here, and will glory in what, in an age of ignorance, man made her think to be her shame. The pathos about the leaders of woman's so-called emancipation, is that they, even more than those they would persuade, accept man's estimate of this state." These wise words cannot be too deeply pondered. The pathos of the situation has indeed been—at all events in the past for to-day a more enlightened generation is growing up—that the very leaders of the woman's movement have often betrayed the cause of women. They have adopted the ideals of men, they have urged women to become second-rate men, they have declared that the healthy natural woman disregards the presence of her menstrual functions. This is the very reverse of the truth. "They claim," remarks Engelmann, "that woman in her natural state is the physical equal of man, and constantly point to the primitive woman, the female of savage peoples, as an example of this supposed axiom. Do they know how well this same savage is aware of the weakness of woman and her susceptibility at certain periods of her life? And with what care he protects her from harm at these periods? I believe not. The importance of surrounding women with certain precautions during the height of these great functional waves of her existence was appreciated by all peoples living in an approximately natural state, by all races at all times; and among their comparatively few religious customs this one, affording rest to women, was most persistently adhered to." It is among the white races alone that the sexual invalidism of women prevails, and it is the white races alone, which, outgrowing the religious ideas with which the menstrual seclusion of women was associated, have flung away that beneficent seclusion itself, throwing away the baby with the bath in an almost literal sense. In Germany Tobler has investigated the menstrual histories of over one thousand women (Monatsschrift für Geburtshülfe und Gynäkologie, July, 1905). He finds that in the great majority of women at the present day menstruation is associated with distinct deterioration of the general health, and diminution of functional energy. In 26 per cent. local pain, general malaise, and mental and nervous anomalies coexisted; in larger proportion come the cases in which local pain, general weak health or psychic abnormality was experienced alone at this period. In 16 per cent. only none of these symptoms were experienced. In a very small separate group the physical and mental functions were stronger during this period, but in half of these cases there was distinct disturbance during the intermenstrual period. Tobler concludes that, while menstruation itself is physiological, all these disturbances are pathological. As far as England is concerned, at a discussion of normal and painful menstruation at a meeting of the British Association of Registered Medical Women on the 7th of July, 1908, it was stated by Miss Bentham that 50 per cent. of girls in good position suffered from painful menstruation. Mrs. Dunnett said it usually occurred between the ages of twenty-four and thirty, being frequently due to neglect to rest during menstruation in the earlier years, and Mrs. Grainger Evans had found that this condition was very common among elementary school teachers who had worked hard for examinations during early girlhood. In America various investigations have been carried out, showing the prevalence of disturbance in the sexual health of school girls and young women. Thus Dr. Helen P. Kennedy obtained elaborate data concerning the menstrual life of one hundred and twenty-five high school girls of the average age of eighteen ("Effect of High School Work upon Girls During Adolescence," Pedagogical Seminary, June, 1896). Only twenty-eight felt no pain during the period; half the total number experienced disagreeable symptoms before the period (such as headache, malaise, irritability of temper), while forty-four complained of other symptoms besides pain during the period (especially headache and great weakness). Jane Kelley Sabine (quoted in Boston Medical and Surgical Journal, Sept. 15, 1904) found in New England schools among two thousand girls that 75 per cent. had menstrual troubles, 90 per cent. had leucorrhœa and ovarian neuralgia, and 60 per cent. had to give up work for two days during each month. These results seem more than usually unfavorable, but are significant, as they cover a large number of cases. The conditions in the Pacific States are not much better. Dr. Mary Ritter (in a paper read before the California State Medical Society in 1903) stated that of 660 Freshmen girls at the University of California, 67 per cent. were subject to menstrual disorders, 27 per cent. to headaches, 30 per cent. to backaches, 29 per cent. were habitually constipated, 16 per cent. had abnormal heart sounds; only 23 per cent. were free from functional disturbances. Dr. Helen MacMurchey, in an interesting paper on "Physiological Phenomena Preceding or Accompanying Menstruation" (Lancet, Oct. 5, 1901), by inquiries among one hundred medical women, nurses, and women teachers in Toronto concerning the presence or absence of twenty-one different abnormal menstrual phenomena, found that between 50 and 60 per cent. admitted that they were liable at this time to disturbed sleep, to headache, to mental depression, to digestive disturbance, or to disturbance of the special senses, while about 25 to 50 per cent. were liable to neuralgia, to vertigo, to excessive nervous energy, to defective nervous and muscular power, to cutaneous hyperæsthesia, to vasomotor disturbances, to constipation, to diarrhœa, to increased urination, to cutaneous eruption, to increased liability to take cold, or to irritating watery discharges before or after the menstrual discharge. This inquiry is of much interest, because it clearly brings out the marked prevalence at menstruation of conditions which, though not necessarily of any gravity, yet definitely indicate decreased power of resistance to morbid influences and diminished efficiency for work. How serious an impediment menstrual troubles are to a woman is indicated by the fact that the women who achieve success and fame seem seldom to be greatly affected by them. To that we may, in part, attribute the frequency with which leaders of the women's movement have treated menstruation as a thing of no importance in a woman's life. Adele Gerhard, and Helene Simon, also, in their valuable and impartial work, Mutterschaft und Geistige Arbeit (p. 312), failed to find, in their inquiries among women of distinguished ability, that menstruation was regarded as seriously disturbing to work. Of late the suggestion that adolescent girls shall not only rest from work during two days of the menstrual period, but have an entire holiday from school during the first year of sexual life, has frequently been put forward, both from the medical and the educational side. At the meeting of the Association of Registered Medical Women, already referred to, Miss Sturge spoke of the good results obtained in a school where, during the first two years after puberty, the girls were kept in bed for the first two days of each menstrual period. Some years ago Dr. G. W. Cook ("Some Disorders of Menstruation," American Journal of Obstetrics, April, 1896), after giving cases in point, wrote: "It is my deliberate conviction that no girl should be confined at study during the year of her puberty, but she should live an outdoor life." In an article on "Alumna's Children," by "An Alumna" (Popular Science Monthly, May, 1904), dealing with the sexual invalidism of American women and the severe strain of motherhood upon them, the author, though she is by no means hostile to education, which is not, she declares, at fault, pleads for rest for the pubertal girl. "If the brain claims her whole vitality, how can there be any proper development? Just as very young children should give all their strength for some years solely to physical growth before the brain is allowed to make any considerable demands, so at this critical period in the life of the woman nothing should obstruct the right of way of this important system. A year at the least should be made especially easy for her, with neither mental nor nervous strain; and throughout the rest of her school days she should have her periodical day of rest, free from any study or overexertion." In another article on the same subject in the same journal ("The Health of American Girls," Sept., 1907), Nellie Comins Whitaker advocates a similar course. "I am coming to be convinced, somewhat against my wish, that there are many cases when the girl ought to be taken out of school entirely for some months or for a year at the period of puberty." She adds that the chief obstacle in the way is the girl's own likes and dislikes, and the ignorance of her mother who has been accustomed to think that pain is a woman's natural lot. Such a period of rest from mental strain, while it would fortify the organism in its resistance to any reasonable strain later, need by no means be lost for education in the wider sense of the word, for the education required in classrooms is but a small part of the education required for life. Nor should it by any means be reserved merely for the sickly and delicate girl. The tragic part of the present neglect to give girls a really sound and fitting education is that the best and finest girls are thereby so often ruined. Even the English policeman, who admittedly belongs in physical vigor and nervous balance to the flower of the population, is unable to bear the strain of his life, and is said to be worn out in twenty-five years. It is equally foolish to submit the finest flowers of girlhood to a strain which is admittedly too severe. It seems to be clear that the main factor in the common sexual and general invalidism of girls and young women is bad hygiene, in the first place consisting in neglect of the menstrual functions and in the second place in faulty habits generally. In all the more essential matters that concern the hygiene of the body the traditions of girls—and this seems to be more especially the case in the Anglo-Saxon countries—are inferior to those of youths. Women are much more inclined than men to subordinate these things to what seems to them some more urgent interest or fancy of the moment; they are trained to wear awkward and constricting garments, they are indifferent to regular and substantial meals, preferring innutritious and indigestible foods and drinks; they are apt to disregard the demands of the bowels and the bladder out of laziness or modesty; they are even indifferent to physical cleanliness. In a great number of minor ways, which separately may seem to be of little importance, they play into the hands of an environment which, not always having been adequately adjusted to their special needs, would exert a considerable stress and strain even if they carefully sought to guard themselves against it. It has been found in an American Women's College in which about half the scholars wore corsets and half not, that nearly all the honors and prizes went to the non-corset-wearers. McBride, in bringing forward this fact, pertinently remarks, "If the wearing of a single style of dress will make this difference in the lives of young women, and that, too, in their most vigorous and resistive period, how much difference will a score of unhealthy habits make, if persisted in for a life-time?" "It seems evident," A. E. Giles concludes ("Some Points of Preventive Treatment in the Diseases of Women," The Hospital, April 10, 1897) "that dysmenorrhœa might be to a large extent prevented by attention to general health and education. Short hours of work, especially of standing; plenty of outdoor exercise—tennis, boating, cycling, gymnastics, and walking for those who cannot afford these; regularity of meals and food of the proper quality—not the incessant tea and bread and butter with variation of pastry; the avoidance of overexertion and prolonged fatigue; these are some of the principal things which require attention. Let girls pursue their study, but more leisurely; they will arrive at the same goal, but a little later." The benefit of allowing free movement and exercise to the whole body is undoubtedly very great, both as regards the sexual and general physical health and the mental balance; in order to insure this it is necessary to avoid heavy and constricting garments, more especially around the chest, for it is in respiratory power and chest expansion more than in any other respect that girls fall behind boys (see, e.g., Havelock Ellis, Man and Woman, Ch. IX). In old days the great obstacle to the free exercise of girls lay in an ideal of feminine behavior which involved a prim restraint on every natural movement of the body. At the present day that ideal is not so fervently preached as of old, but its traditional influence still to some extent persists, while there is the further difficulty that adequate time and opportunity and encouragement are by no means generally afforded to girls for the cultivation and training of the romping instincts which are really a serious part of education, for it is by such free exercise of the whole body that the neuro-muscular system, the basis of all vital activity, is built up. The neglect of such education is to-day clearly visible in the structure of our women. Dr. F. May Dickinson Berry, Medical Examiner to the Technical Education Board of the London County Council, found (British Medical Journal, May 28, 1904) among over 1,500 girls, who represent the flower of the schools, since they had obtained scholarships enabling them to proceed to higher grade schools, that 22 per cent, presented some degree, not always pronounced, of lateral curvature of the spine, though such cases were very rare among the boys. In the same way among a very similar class of select girls at the Chicago Normal School, Miss Lura Sanborn (Doctors' Magazine, Dec., 1900) found 17 per cent, with spinal curvature, in some cases of a very pronounced degree. There is no reason why a girl should not have as straight a back as a boy, and the cause can only lie in the defective muscular development which was found in most of the cases, sometimes accompanied by anæmia. Here and there nowadays, among the better social classes, there is ample provision for the development of muscular power in girls, but in any generalized way there is no adequate opportunity for such exercise, and among the working class, above all, in the section of it which touches the lower middle class, although their lives are destined to be filled with a constant strain on the neuro-muscular system from work at home or in shops, etc., there is usually a minimum of healthy exercise and physical development. Dr. W. A. B. Sellman, of Baltimore ("Causes of Painful Menstruation in Unmarried Women," American Journal Obstetrics, Nov., 1907), emphasizes the admirable results obtained by moderate physical exercise for young women, and in training them to care for their bodies and to rest their nervous systems, while Dr. Charlotte Brown, of San Francisco, rightly insists on the establishment in all towns and villages alike of outdoor gymnastic fields for women and girls, and of a building, in connection with every large school, for training in physical, manual, and domestic science. The provision of special playgrounds is necessary where the exercising of girls is so unfamiliar as to cause an embarrassing amount of attention from the opposite sex, though when it is an immemorial custom it can be carried out on the village green without attracting the slightest attention, as I have seen in Spain, where one cannot fail to connect it with the physical vigor of the women. In boys' schools games are not only encouraged, but made compulsory; but this is by no means a universal rule in girls' schools. It is not necessary, and is indeed highly undesirable, that the games adopted should be those of boys. In England especially, where the movements of women are so often marked by awkwardness, angularity and lack of grace, it is essential that nothing should be done to emphasize these characteristics, for where vigor involves violence we are in the presence of a lack of due neuro-muscular coördination. Swimming, when possible, and especially some forms of dancing, are admirably adapted to develop the bodily movements of women both vigorously and harmoniously (see, e.g., Havelock Ellis, Man and Woman, Ch. VII). At the International Congress of School Hygiene in 1907 (see, e.g., British Medical Journal, Aug. 24, 1907) Dr. L. H. Gulick, formerly Director of Physical Training in the Public Schools of New York City, stated that after many experiments it had been found in the New York elementary and high schools that folk-dancing constituted the very best exercise for girls. "The dances selected involved many contractions of the large muscular masses of the body and had therefore a great effect on respiration, circulation and nutrition. Such movements, moreover, when done as dances, could be carried on three or four times as long without producing fatigue as formal gymnastics. Many folk-dances were imitative, sowing and reaping dance, dances expressing trade movements (the shoemaker's dance), others illustrating attack and defense, or the pursuit of game. Such neuro-muscular movements were racially old and fitted in with man's expressive life, and if it were accepted that the folk-dances really expressed an epitome of man's neuro-muscular history, as distinguished from mere permutation of movements, the folk-dance combinations should be preferred on these biological grounds to the unselected, or even the physiologically selected. From the æsthetic point of view the sense of beauty as shown in dancing was far commoner than the power to sing, paint or model." It must always be remembered that in realizing the especial demands of woman's nature, we do not commit ourselves to the belief that higher education is unfitted for a woman. That question may now be regarded as settled. There is therefore no longer any need for the feverish anxiety of the early leaders of feminine education to prove that girls can be educated exactly as if they were boys, and yield at least as good educational results. At the present time, indeed, that anxiety is not only unnecessary but mischievous. It is now more necessary to show that women have special needs just as men have special needs, and that it is as bad for women, and therefore, for the world, to force them to accept the special laws and limitations of men as it would be bad for men, and therefore, for the world, to force men to accept the special laws and limitations of women. Each sex must seek to reach the goal by following the laws of its own nature, even although it remains desirable that, both in the school and in the world, they should work so far as possible side by side. The great fact to be remembered always is that, not only are women, in physical size and physical texture, slighter and finer than men, but that to an extent altogether unknown among men, their centre of gravity is apt to be deflected by the series of rhythmic sexual curves on which they are always living. They are thus more delicately poised and any kind of stress or strain—cerebral, nervous, or muscular—is more likely to produce serious disturbance and requires an accurate adjustment to their special needs. The fact that it is stress and strain in general, and not necessarily educational studies, that are injurious to adolescent women, is sufficiently proved, if proof is necessary, by the fact that sexual arrest, and physical or nervous breakdown, occur with extreme frequency in girls who work in shops or mills, even in girls who have never been to school at all. Even excesses in athletics—which now not infrequently occur as a reaction against woman's indifference to physical exercise—are bad. Cycling is beneficial for women who can ride without pain or discomfort, and, according to Watkins, it is even beneficial in many diseased and disordered pelvic conditions, but excessive cycling is evil in its results on women, more especially by inducing rigidity of the perineum to an extent which may even prevent childbirth and necessitate operation. I may add that the same objection applies to much horse-riding. In the same way everything which causes shocks to the body is apt to be dangerous to women, since in the womb they possess a delicately poised organ which varies in weight at different times, and it would, for instance, be impossible to commend football as a game for girls. "I do not believe," wrote Miss H. Ballantine, Director of Vassar College Gymnasium, to Prof. W. Thomas (Sex and Society, p. 22) "women can ever, no matter what the training, approach men in their physical achievements; and," she wisely adds, "I see no reason why they should." There seem, indeed, as has already been indicated, to be reasons why they should not, especially if they look forward to becoming mothers. I have noticed that women who have lived a very robust and athletic outdoor life, so far from always having the easy confinements which we might anticipate, sometimes have very seriously difficult times, imperilling the life of the child. On making this observation to a distinguished obstetrician, the late Dr. Engelmann, who was an ardent advocate of physical exercise for women (in e.g. his presidential address, "The Health of the American Girl," Transactions Southern Surgical and Gynæcological Association, 1890), he replied that he had himself made the same observation, and that instructors in physical training, both in America and England, had also told him of such cases among their pupils. "I hold," he wrote, "precisely the opinion you express [as to the unfavorable influence of muscular development in women]. Athletics, i.e., overdone physical training, causes the girl's system to approximate to the masculine; this is so whether due to sport or necessity. The woman who indulges in it approximates to the male in her attributes; this is marked in diminished sexual intensity, and in increased difficulty of childbirth, with, in time, lessened fecundity. Healthy habits improve, but masculine muscular development diminishes, womanly qualities, although it is true that the peasant and the laboring woman have easy labor. I have never advocated muscular development for girls, only physical training, but have perhaps said too much for it and praised it too unguardedly. In schools and colleges, so far, however, it is insufficient rather than too much; only the wealthy have too much golf and athletic sports. I am collecting new material, but from what I already have seen I am impressed with the truth of what you say. I am studying the point, and shall elaborate the explanation." Any publication on this subject was, however, prevented by Engelmann's death a few years later. A proper recognition of the special nature of woman, of her peculiar needs and her dignity, has a significance beyond its importance in education and hygiene. The traditions and training to which she is subjected in this matter have a subtle and far-reaching significance, according as they are good or evil. If she is taught, implicitly or explicitly, contempt for the characteristics of her own sex, she naturally develops masculine ideals which may permanently discolor her vision of life and distort her practical activities; it has been found that as many as fifty per cent. of American school girls have masculine ideals, while fifteen per cent. American and no fewer than thirty-four per cent. English school girls wished to be men, though scarcely any boys wished to be women. With the same tendency may be connected that neglect to cultivate the emotions, which, by a mischievously extravagant but inevitable reaction from the opposite extreme, has sometimes marked the modern training of women. In the finely developed woman, intelligence is interpenetrated with emotion. If there is an exaggerated and isolated culture of intelligence a tendency shows itself to disharmony which breaks up the character or impairs its completeness. In this connection Reibmayr has remarked that the American woman may serve as a warning. Within the emotional sphere itself, it may be added, there is a tendency to disharmony in women owing to the contradictory nature of the feelings which are traditionally impressed upon her, a contradiction which dates back indeed to the identification of sacredness and impurity at the dawn of civilization. "Every girl and woman," wrote Hellmann, in a pioneering book which pushed a sound principle to eccentric extremes, "is taught to regard her sexual parts as a precious and sacred spot, only to be approached by a husband or in special circumstances a doctor. She is, at the same time, taught to regard this spot as a kind of water-closet which she ought to be extremely ashamed to possess, and the mere mention of which should cause a painful blush." The average unthinking woman accepts the incongruity of this opposition without question, and grows accustomed to adapt herself to each of the incompatibles according to circumstances. The more thoughtful woman works out a private theory of her own. But in very many cases this mischievous opposition exerts a subtly perverting influence on the whole outlook towards Nature and life. In a few cases, also, in women of sensitive temperament, it even undermines and ruins the psychic personality. [32] Thus Boris Sidis has recorded a case illustrating the disastrous results of inculcating on a morbidly sensitive girl the doctrine of the impurity of women. She was educated in a convent. "While there she was impressed with the belief that woman is a vessel of vice and impurity. This seemed to have been imbued in her by one of the nuns who was very holy and practiced self-mortification. With the onset of her periods, and with the observation of the same in the other girls, this doctrine of female impurity was all the stronger impressed on her sensitive mind." It lapsed, however, from conscious memory and only came to the foreground in subsequent years with the exhaustion and fatigue of prolonged office work. Then she married. Now "she has an extreme abhorrence of women. Woman, to the patient, is impurity, filth, the very incarnation of degradation and vice. The house wash must not be given to a laundry where women work. Nothing must be picked up in the street, not even the most valuable object, perchance it might have been dropped by a woman" (Boris Sidis, "Studies in Psychopathology," Boston Medical and Surgical Journal, April 4, 1907). That is the logical outcome of much of the traditional teaching which is given to girls. Fortunately, the healthy mind offers a natural resistance to its complete acceptation, yet it usually, in some degree, persists and exerts a mischievous influence. It is, however, not only in her relations to herself and to her sex that a girl's thoughts and feelings tend to be distorted by the ignorance or the false traditions by which she is so often carefully surrounded. Her happiness in marriage, her whole future career, is put in peril. The innocent young woman must always risk much in entering the door of indissoluble marriage; she knows nothing truly of her husband, she knows nothing of the great laws of love, she knows nothing of her own possibilities, and, worse still, she is even ignorant of her ignorance. She runs the risk of losing the game while she is still only beginning to learn it. To some extent that is quite inevitable if we are to insist that a woman should bind herself to marry a man before she has experienced the nature of the forces that marriage may unloose in her. A young girl believes she possesses a certain character; she arranges her future in accordance with that character; she marries. Then, in a considerable proportion of cases (five out of six, according to the novelist Bourget), within a year or even a week, she finds she was completely mistaken in herself and in the man she has married; she discovers within her another self, and that self detests the man to whom she is bound. That is a possible fate against which only the woman who has already been aroused to love is entitled to regard herself as fairly protected. There is, however, a certain kind of protection which it is possible to afford the bride, even without departing from our most conventional conceptions of marriage. We can at least insist that she shall be accurately informed as to the exact nature of her physical relations to her future husband and be safeguarded from the shocks or the disillusions which marriage might otherwise bring. Notwithstanding the decay of prejudices, it is probable that even to-day the majority of women of the so-called educated class marry with only the vaguest and most inaccurate notions, picked up more or less clandestinely, concerning the nature of the sexual relationships. So highly intelligent a woman as Madame Adam has stated that she believed herself bound to marry a man who had kissed her on the mouth, imagining that to be the supreme act of sexual union, and it has frequently happened that women have married sexually inverted persons of their own sex, not always knowingly, but believing them to be men, and never discovering their mistake; it is not long indeed since in America three women were thus successively married to the same woman, none of them apparently ever finding out the real sex of the "husband." "The civilized girl," as Edward Carpenter remarks, "is led to the 'altar' often in uttermost ignorance and misunderstanding of the sacrificial rites about to be consummated." Certainly more rapes have been effected in marriage than outside it. The girl is full of vague and romantic faith in the promises of love, often heightened by the ecstasies depicted in sentimental novels from which every touch of wholesome reality has been carefully omitted. "All the candor of faith is there," as Sénancour puts it in his book De l'Amour, "the desires of inexperience, the needs of a new life, the hopes of an upright heart. She has all the faculties of love, she must love; she has all the means of pleasure, she must be loved. Everything expresses love and demands love: this hand formed for sweet caresses, an eye whose resources are unknown if it must not say that it consents to be loved, a bosom which is motionless and useless without love, and will fade without having been worshipped; these feelings that are so vast, so tender, so voluptuous, the ambition of the heart, the heroism of passion! She needs must follow the delicious rule which the law of the world has dictated. That intoxicating part, which she knows so well, which everything recalls, which the day inspires and the night commands, what young, sensitive, loving woman can imagine that she shall not play it?" But when the actual drama of love begins to unroll before her, and she realizes the true nature of the "intoxicating part" she has to play, then, it has often happened, the case is altered; she finds herself altogether unprepared, and is overcome with terror and alarm. All the felicity of her married life may then hang on a few chances, her husband's skill and consideration, her own presence of mind. Hirschfeld records the case of an innocent young girl of seventeen—in this case, it eventually proved, an invert—who was persuaded to marry but on discovering what marriage meant energetically resisted her husband's sexual approaches. He appealed to her mother to explain to her daughter the nature of "wifely duties." But the young wife replied to her mother's expostulations, "If that is my wifely duty then it was your parental duty to have told me beforehand, for, if I had known, I should never have married." The husband in this case, much in love with his wife, sought for eight years to over-persuade her, but in vain, and a separation finally took place. That, no doubt, is an extreme case, but how many innocent young inverted girls never realize their true nature until after marriage, and how many perfectly normal girls are so shocked by the too sudden initiation of marriage that their beautiful early dreams of love never develop slowly and wholesomely into the acceptance of its still more beautiful realities? Before the age of puberty it would seem that the sexual initiation of the child—apart from such scientific information as would form part of school courses in botany and zoölogy—should be the exclusive privilege of the mother, or whomever it may be to whom the mother's duties are delegated. At puberty more authoritative and precise advice is desirable than the mother may be able or willing to give. It is at this age that she should put into her son's or daughter's hands some one or other of the very numerous manuals to which reference has already been made (page 53), expounding the physical and moral aspects of the sexual life and the principles of sexual hygiene. The boy or girl is already, we may take it, acquainted with the facts of motherhood, and the origin of babies, as well as, more or less precisely, with the father's part in their procreation. Whatever manual is now placed in his or her hands should at least deal summarily, but definitely, with the sexual relationship, and should also comment, warningly but in no alarmist spirit, with the chief auto-erotic phenomena, and by no means exclusively with masturbation. Nothing but good can come of the use of such a manual, if it has been wisely selected; it will supplant what the mother has already done, what the teacher may still be doing, and what later may be done by private interview with a doctor. It has indeed been argued that the boy or girl to whom such literature is presented will merely make it an opportunity for morbid revelry and sensual enjoyment. It can well be believed that this may sometimes happen with boys or girls from whom all sexual facts have always been mysteriously veiled, and that when at last they find the opportunity of gratifying their long-repressed and perfectly natural curiosity they are overcome by the excitement of the event. It could not happen to children who have been naturally and wholesomely brought up. At a later age, during adolescence, there is doubtless great advantage in the plan, now frequently adopted, especially in Germany, of giving lectures, addresses, or quiet talks to young people of each sex separately. The speaker is usually a specially selected teacher, a doctor or other qualified person who may be brought in for this special purpose. Stanley Hall, after remarking that sexual education should be chiefly from fathers to sons and from mothers to daughters, adds: "It may be that in the future this kind of initiation will again become an art, and experts will tell us with more confidence how to do our duty to the manifold exigencies, types and stages of youth, and instead of feeling baffled and defeated, we shall see that this age and theme is the supreme opening for the highest pedagogy to do its best and most transforming work, as well as being the greatest of all opportunities for the teacher of religion" (Stanley Hall, Adolescence, vol. i, p. 469). "At Williams College, Harvard, Johns Hopkins and Clark," the same distinguished teacher observes (ib., p. 465), "I have made it a duty in my departmental teaching to speak very briefly, but plainly to young men under my instruction, personally if I deemed it wise, and often, though here only in general terms, before student bodies, and I believe I have nowhere done more good, but it is a painful duty. It requires tact and some degree of hard and strenuous common sense rather than technical knowledge." It is scarcely necessary to say that the ordinary teacher of either sex is quite incompetent to speak of sexual hygiene. It is a task to which all, or some, teachers must be trained. A beginning in this direction has been made in Germany by the delivery to teachers of courses of lectures on sexual hygiene in education. In Prussia the first attempt was made in Breslau when the central school authorities requested Dr. Martin Chotzen to deliver such a course to one hundred and fifty teachers who took the greatest interest in the lectures, which covered the anatomy of the sexual organs, the development of the sexual instinct, its chief perversions, venereal diseases, and the importance of the cultivation of self-control. In Geschlecht und Gesellschaft (Bd. i, Heft 7) Dr. Fritz Reuther gives the substance of lectures which he has delivered to a class of young teachers; they cover much the same ground as Chotzen's. There is no evidence that in England the Minister of Education has yet taken any steps to insure the delivery of lectures on sexual hygiene to the pupils who are about to leave school. In Prussia, however, the Ministry of Education has taken an active interest in this matter, and such lectures are beginning to be commonly delivered, though attendance at them is not usually obligatory. Some years ago (in 1900), when it was proposed to deliver a series of lectures on sexual hygiene to the advanced pupils in Berlin schools, under the auspices of a society for the improvement of morals, the municipal authorities withdrew their permission to use the classrooms, on the ground that "such lectures would be extremely dangerous to the moral sense of an audience of the young." The same objection has been made by municipal officials in France. In Germany, at all events, however, opinion is rapidly growing more enlightened. In England little or no progress has yet been made, but in America steps are being taken in this direction, as by the Chicago Society for Social Hygiene. It must, indeed, be said that those who oppose the sexual enlightenment of youth in large cities are directly allying themselves, whether or not they know it, with the influences that make for vice and immorality. Such lectures are also given to girls on leaving school, not only girls of the well-to-do, but also those of the poor class, who need them fully as much, and in some respects more. Thus Dr. A. Heidenhain has published a lecture (Sexuelle Belehrung der aus den Volksschule entlassenen Mädchen, 1907), accompanied by anatomical tables, which he has delivered to girls about to leave school, and which is intended to be put into their hands at this time. Salvat, in a Lyons thesis (La Dépopulation de la France, 1903), insists that the hygiene of pregnancy and the care of infants should form part of the subject of such lectures. These subjects might well be left, however, to a somewhat later period. Something is clearly needed beyond lectures on these matters. It should be the business of the parents or other guardians of every adolescent youth and girl to arrange that, once at least at this period of life, there should be a private, personal interview with a medical man to afford an opportunity for a friendly and confidential talk concerning the main points of sexual hygiene. The family doctor would be the best for this duty because he would be familiar with the personal temperament of the youth and the family tendencies. In the case of girls a woman doctor would often be preferred. Sex is properly a mystery; and to the unspoilt youth, it is instinctively so; except in an abstract and technical form it cannot properly form the subject of lectures. In a private and individualized conversation between the novice in life and the expert, it is possible to say many necessary things that could not be said in public, and it is possible, moreover, for the youth to ask questions which shyness and reserve make it impossible to put to parents, while the convenient opportunity of putting them naturally to the expert otherwise seldom or never occurs. Most youths have their own special ignorances, their own special difficulties, difficulties and ignorances that could sometimes be resolved by a word. Yet it by no means infrequently happens that they carry them far on into adult life because they have lacked the opportunity, or the skill and assurance to create the opportunity, of obtaining enlightenment. It must be clearly understood that these talks are of medical, hygienic, and physiological character; they are not to be used for retailing moral platitudes. To make them that would be a fatal mistake. The young are often very hostile to merely conventional moral maxims, and suspect their hollowness, not always without reason. The end to be aimed at here is enlightenment. Certainly knowledge can never be immoral, but nothing is gained by jumbling up knowledge and morality together. In emphasizing the nature of the physician's task in this matter as purely and simply that of wise practical enlightenment, nothing is implied against the advantages, and indeed the immense value in sexual hygiene, of the moral, religious, ideal elements of life. It is not the primary business of the physician to inspire these, but they have a very intimate relation with the sexual life, and every boy and girl at puberty, and never before puberty, should be granted the privilege—and not the duty or the task—of initiation into those elements of the world's life which are, at the same time, natural functions of the adolescent soul. Here, however, is the sphere of the religious or ethical teacher. At puberty he has his great opportunity, the greatest he can ever obtain. The flower of sex that blossoms in the body at puberty has its spiritual counterpart which at the same moment blossoms in the soul. The churches from of old have recognized the religious significance of this moment, for it is this period of life that they have appointed as the time of confirmation and similar rites. With the progress of the ages, it is true, such rites become merely formal and apparently meaningless fossils. But they have a meaning nevertheless, and are capable of being again vitalized. Nor in their spirit and essence should they be confined to those who accept supernaturally revealed religion. They concern all ethical teachers, who must realize that it is at puberty that they are called upon to inspire or to fortify the great ideal aspirations which at this period tend spontaneously to arise in the youth's or maiden's soul. The age of puberty, I have said, marks the period at which this new kind of sexual initiation is called for. Before puberty, although the psychic emotion of love frequently develops, as well as sometimes physical sexual emotions that are mostly vague and diffused, definite and localized sexual sensations are rare. For the normal boy or girl love is usually an unspecialized emotion; it is in Guyau's words "a state in which the body has but the smallest place." At the first rising of the sun of sex the boy or girl sees, as Blake said he saw at sunrise, not a round yellow body emerging above the horizon, or any other physical manifestation, but a great company of singing angels. With the definite eruption of physical sexual manifestation and desire, whether at puberty or later in adolescence, a new turbulent disturbing influence appears. Against the force of this influence, mere intellectual enlightenment, or even loving maternal counsel—the agencies we have so far been concerned with—may be powerless. In gaining control of it we must find our auxiliary in the fact that puberty is the efflorescence not only of a new physical but a new psychic force. The ideal world naturally unfolds itself to the boy or girl at puberty. The magic of beauty, the instinct of modesty, the naturalness of self-restraint, the idea of unselfish love, the meaning of duty, the feeling for art and poetry, the craving for religious conceptions and emotions—all these things awake spontaneously in the unspoiled boy or girl at puberty. I say "unspoiled," for if these things have been thrust on the child before puberty when they have yet no meaning for him—as is unfortunately far too often done, more especially as regards religious notions—then it is but too likely that he will fail to react properly at that moment of his development when he would otherwise naturally respond to them. Under natural conditions this is the period for spiritual initiation. Now, and not before, is the time for the religious or ethical teacher as the case may be—for all religions and ethical systems may equally adapt themselves to this task—to take the boy or girl in hand, not with any special and obtrusive reference to the sexual impulses but for the purpose of assisting the development and manifestation of this psychic puberty, of indirectly aiding the young soul to escape from sexual dangers by harnessing his chariot to a star that may help to save it from sticking fast in any miry ruts of the flesh. Such an initiation, it is important to remark, is more than an introduction to the sphere of religious sentiment. It is an initiation into manhood, it must involve a recognition of the masculine even more than of the feminine virtues. This has been well understood by the finest primitive races. They constantly give their boys and girls an initiation at puberty; it is an initiation that involves not merely education in the ordinary sense, but a stern discipline of the character, feats of endurance, the trial of character, the testing of the muscles of the soul as much as of the body. Ceremonies of initiation into manhood at puberty—involving physical and mental discipline, as well as instruction, lasting for weeks or months, and never identical for both sexes—are common among savages in all parts of the world. They nearly always involve the endurance of a certain amount of pain and hardship, a wise measure of training which the softness of civilization has too foolishly allowed to drop, for the ability to endure hardness is an essential condition of all real manhood. It is as a corrective to this tendency to flabbiness in modern education that the teaching of Nietzsche is so invaluable. The initiation of boys among the natives of Torres Straits has been elaborately described by A. C. Haddon (Reports Anthropological Expedition to Torres Straits, vol. v, Chs. VII and XII). It lasts a month, involves much severe training and power of endurance, and includes admirable moral instruction. Haddon remarks that it formed "a very good discipline," and adds, "it is not easy to conceive of a more effectual means for a rapid training." Among the aborigines of Victoria, Australia, the initiatory ceremonies, as described by R. H. Mathews ("Some Initiation Ceremonies," Zeitschrift für Ethnologie, 1905, Heft 6), last for seven months, and constitute an admirable discipline. The boys are taken away by the elders of the tribe, subjected to many trials of patience and endurance of pain and discomfort, sometimes involving even the swallowing of urine and excrement, brought into contact with strange tribes, taught the laws and folk-lore, and at the end meetings are held at which betrothals are arranged. Among the northern tribes of Central Australia the initiation ceremonies involve circumcision and urethral subincision, as well as hard manual labor and hardships. The initiation of girls into womanhood is accompanied by cutting open of the vagina. These ceremonies have been described by Spencer and Gillen (Northern Tribes of Central Australia, Ch. XI). Among various peoples in British East Africa (including the Masai) pubertal initiation is a great ceremonial event extending over a period of many months, and it includes circumcision in boys, and in girls clitoridectomy, as well as, among some tribes, removal of the nymphæ. A girl who winces or cries out during the operation is disgraced among the women and expelled from the settlement. When the ceremony has been satisfactorily completed the boy or girl is marriageable (C. Marsh Beadnell, "Circumcision and Clitoridectomy as Practiced by the Natives of British East Africa," British Medical Journal, April 29, 1905). Initiation among the African Bawenda, as described by a missionary, is in three stages: (1) A stage of instruction and discipline during which the traditions and sacred things of the tribe are revealed, the art of warfare taught, self-restraint and endurance borne; then the youths are counted as full-grown. (2) In the next stage the art of dancing is practiced, by each sex separately, during the day. (3) In the final stage, which is that of complete sexual initiation, the two sexes dance together by night; the scene, in the opinion of the good missionary, "does not bear description;" the initiated are now complete adults, with all the privileges and responsibilities of adults (Rev. E. Gottschling, "The Bawenda," Journal Anthropological Institution, July to Dec., 1905, p. 372. Cf., an interesting account of the Bawenda Tondo schools by another missionary, Wessmann, The Bawenda, pp. 60 et seq.). The initiation of girls in Azimba Land, Central Africa, has been fully and interestingly described by H. Crawford Angus ("The Chensamwali' or Initiation Ceremony of Girls," Zeitschrift für Ethnologie, 1898, Heft 6). At the first sign of menstruation the girl is taken by her mother out of the village to a grass hut prepared for her where only the women are allowed to visit her. At the end of menstruation she is taken to a secluded spot and the women dance round her, no men being present. It was only with much difficulty that Angus was enabled to witness the ceremony. The girl is then informed in regard to the hygiene of menstruation. "Many songs about the relations between men and women are sung, and the girl is instructed as to all her duties when she becomes a wife.... The girl is taught to be faithful to her husband, and to try and bear children. The whole matter is looked upon as a matter of course, and not as a thing to be ashamed of or to hide, and being thus openly treated of and no secrecy made about it, you find in this tribe that the women are very virtuous, because the subject of married life has no glamour for them. When a woman is pregnant she is again danced; this time all the dancers are naked, and she is taught how to behave and what to do when the time of her delivery arrives." Among the Yuman Indians of California, as described by Horatio Rust ("A Puberty Ceremony of the Mission Indians," American Anthropologist, Jan. to March, 1906, p. 28) the girls are at puberty prepared for marriage by a ceremony. They are wrapped in blankets and placed in a warm pit, where they lie looking very happy as they peer out through their covers. For four days and nights they lie here (occasionally going away for food), while the old women of the tribe dance and sing round the pit constantly. At times the old women throw silver coins among the crowd to teach the girls to be generous. They also give away cloth and wheat, to teach them to be kind to the old and needy; and they sow wild seeds broadcast over the girls to cause them to be prolific. Finally, all strangers are ordered away, garlands are placed on the girls' heads, and they are led to a hillside and shown the large and sacred stone, symbolical of the female organs of generation and resembling them, which is said to protect women. Then grain is thrown over all present, and the ceremony is over. The Thlinkeet Eskimo women were long noted for their fine qualities. At puberty they were secluded, sometimes for a whole year, being kept in darkness, suffering, and filth. Yet defective and unsatisfactory as this initiation was, "Langsdorf suggests," says Bancroft (Native Races of Pacific, vol. i, p. 110), referring to the virtues of the Thlinkeet woman, "that it may be during this period of confinement that the foundation of her influence is laid; that in modest reserve and meditation her character is strengthened, and she comes forth cleansed in mind as well as body." We have lost these ancient and invaluable rites of initiation into manhood and womanhood, with their inestimable moral benefits; at the most we have merely preserved the shells of initiation in which the core has decayed. In time, we cannot doubt, they will be revived in modern forms. At present the spiritual initiation of youths and maidens is left to the chances of some happy accident, and usually it is of a purely cerebral character which cannot be perfectly wholesome, and is at the best absurdly incomplete. This cerebral initiation commonly occurs to the youth through the medium of literature. The influence of literature in sexual education thus extends, in an incalculable degree, beyond the narrow sphere of manuals on sexual hygiene, however admirable and desirable these may be. The greater part of literature is more or less distinctly penetrated by erotic and auto-erotic conceptions and impulses; nearly all imaginative literature proceeds from the root of sex to flower in visions of beauty and ecstasy. The Divine Comedy of Dante is herein the immortal type of the poet's evolution. The youth becomes acquainted with the imaginative representations of love before he becomes acquainted with the reality of love, so that, as Leo Berg puts it, "the way to love among civilized peoples passes through imagination." All literature is thus, to the adolescent soul, a part of sexual education. It depends, to some extent, though fortunately not entirely, on the judgment of those in authority over the young soul whether the literature to which the youth or girl is admitted is or is not of the large and humanizing order. All great literature touches nakedly and sanely on the central facts of sex. It is always consoling to remember this in an age of petty pruderies. And it is a satisfaction to know that it would not be possible to emasculate the literature of the great ages, however desirable it might seem to the men of more degenerate ages, or to close the avenues to that literature against the young. All our religious and literary traditions serve to fortify the position of the Bible and of Shakespeare. "So many men and women," writes a correspondent, a literary man, "gain sexual ideas in childhood from reading the Old Testament, that the Bible may be called an erotic text-book. Most persons of either sex with whom I have conversed on the subject, say that the Books of Moses, and the stories of Amnon and Tamar, Lot and his daughters, Potiphar's wife and Joseph, etc., caused speculation and curiosity, and gave them information of the sexual relationship. A boy and girl of fifteen, both friends of the writer, and now over thirty years of age, used to find out erotic passages in the Bible on Sunday mornings, while in a Dissenting chapel, and pass their Bibles to one another, with their fingers on the portions that interested them." In the same way many a young woman has borrowed Shakespeare in order to read the glowing erotic poetry of Venus and Adonis, which her friends have told her about. The Bible, it may be remarked, is not in every respect, a model introduction for the young mind to the questions of sex. But even its frank acceptance, as of divine origin, of sexual rules so unlike those that are nominally our own, such as polygamy and concubinage, helps to enlarge the vision of the youthful mind by showing that the rules surrounding the child are not those everywhere and always valid, while the nakedness and realism of the Bible cannot but be a wholesome and tonic corrective to conventional pruderies. We must, indeed, always protest against the absurd confusion whereby nakedness of speech is regarded as equivalent to immorality, and not the less because it is often adopted even in what are regarded as intellectual quarters. When in the House of Lords, in the last century, the question of the exclusion of Byron's statue from Westminster Abbey was under discussion, Lord Brougham "denied that Shakespeare was more moral than Byron. He could, on the contrary, point out in a single page of Shakespeare more grossness than was to be found in all Lord Byron's works." The conclusion Brougham thus reached, that Byron is an incomparably more moral writer than Shakespeare, ought to have been a sufficient reductio ad absurdum of his argument, but it does not appear that anyone pointed out the vulgar confusion into which he had fallen. It may be said that the special attractiveness which the nakedness of great literature sometimes possesses for young minds is unwholesome. But it must be remembered that the peculiar interest of this element is merely due to the fact that elsewhere there is an inveterate and abnormal concealment. It must also be said that the statements of the great writers about natural things are never degrading, nor even erotically exciting to the young, and what Emilia Pardo Bazan tells of herself and her delight when a child in the historical books of the Old Testament, that the crude passages in them failed to send the faintest cloud of trouble across her young imagination, is equally true of most children. It is necessary, indeed, that these naked and serious things should be left standing, even if only to counterbalance the lewdly comic efforts to besmirch love and sex, which are visible to all in every low-class bookseller's shop window. This point of view was vigorously championed by the speakers on sexual education at the Third Congress of the German Gesellschaft zur Bekämpfung der Geschlechtskrankheiten in 1907. Thus Enderlin, speaking as a headmaster, protested against the custom of bowdlerizing poems and folk-songs for the use of children, and thus robbing them of the finest introduction to purified sexual impulses and the highest sphere of emotion, while at the same time they are recklessly exposed to the "psychic infection" of the vulgar comic papers everywhere exposed for sale. "So long as children are too young to respond to erotic poetry it cannot hurt them; when they are old enough to respond it can only benefit them by opening to them the highest and purest channels of human emotion" (Sexualpädagogik, p. 60). Professor Schäfenacker (id., p. 98) expresses himself in the same sense, and remarks that "the method of removing from school-books all those passages which, in the opinion of short-sighted and narrow-hearted schoolmasters, are unsuited for youth, must be decisively condemned." Every healthy boy and girl who has reached the age of puberty may be safely allowed to ramble in any good library, however varied its contents. So far from needing guidance they will usually show a much more refined taste than their elders. At this age, when the emotions are still virginal and sensitive, the things that are realistic, ugly, or morbid, jar on the young spirit and are cast aside, though in adult life, with the coarsening of mental texture which comes of years and experience, this repugnance, doubtless by an equally sound and natural instinct, may become much less acute. Ellen Key in Ch. VI of her Century of the Child well summarizes the reasons against the practice of selecting for children books that are "suitable" for them, a practice which she considers one of the follies of modern education. The child should be free to read all great literature, and will himself instinctively put aside the things he is not yet ripe for. His cooler senses are undisturbed by scenes that his elders find too exciting, while even at a later stage it is not the nakedness of great literature, but much more the method of the modern novel, which is likely to stain the imagination, falsify reality and injure taste. It is concealment which misleads and coarsens, producing a state of mind in which even the Bible becomes a stimulus to the senses. The writings of the great masters yield the imaginative food which the child craves, and the erotic moment in them is too brief to be overheating. It is the more necessary, Ellen Key remarks, for children to be introduced to great literature, since they often have little opportunity to occupy themselves with it in later life. Many years earlier Ruskin, in Sesame and Lilies, had eloquently urged that even young girls should be allowed to range freely in libraries. What has been said about literature applies equally to art. Art, as well as literature, and in the same indirect way, can be made a valuable aid in the task of sexual enlightenment and sexual hygiene. Modern art may, indeed, for the most part, be ignored from this point of view, but children cannot be too early familiarized with the representations of the nude in ancient sculpture and in the paintings of the old masters of the Italian school. In this way they may be immunized, as Enderlin expresses it, against those representations of the nude which make an appeal to the baser instincts. Early familiarity with nudity in art is at the same time an aid to the attainment of a proper attitude towards purity in nature. "He who has once learnt," as Höller remarks, "to enjoy peacefully nakedness in art, will be able to look on nakedness in nature as on a work of art." Casts of classic nude statues and reproductions of the pictures of the old Venetian and other Italian masters may fittingly be used to adorn schoolrooms, not so much as objects of instruction as things of beauty with which the child cannot too early become familiarized. In Italy it is said to be usual for school classes to be taken by their teachers to the art museums with good results; such visits form part of the official scheme of education. There can be no doubt that such early familiarity with the beauty of nudity in classic art is widely needed among all social classes and in many countries. It is to this defect of our education that we must attribute the occasional, and indeed in America and England frequent, occurrence of such incidents as petitions and protests against the exhibition of nude statuary in art museums, the display of pictures so inoffensive as Leighton's "Bath of Psyche" in shop windows, and the demand for the draping of the naked personifications of abstract virtues in architectural street decoration. So imperfect is still the education of the multitude that in these matters the ill-bred fanatic of pruriency usually gains his will. Such a state of things cannot but have an unwholesome reaction on the moral atmosphere of the community in which it is possible. Even from the religious point of view, prurient prudery is not justifiable. Northcote has very temperately and sensibly discussed the question of the nude in art from the standpoint of Christian morality. He points out that not only is the nude in art not to be condemned without qualification, and that the nude is by no means necessarily the erotic, but he also adds that even erotic art, in its best and purest manifestations, only arouses emotions that are the legitimate object of man's aspirations. It would be impossible even to represent Biblical stories adequately on canvas or in marble if erotic art were to be tabooed (Rev. H. Northcote, Christianity and Sex Problems, Ch. XIV). Early familiarity with the nude in classic and early Italian art should be combined at puberty with an equal familiarity with photographs of beautiful and naturally developed nude models. In former years books containing such pictures in a suitable and attractive manner to place before the young were difficult to procure. Now this difficulty no longer exists. Dr. C. H. Stratz, of The Hague, has been the pioneer in this matter, and in a series of beautiful books (notably in Der Körper des Kindes, Die Schönheit des Weiblichen Körpers and Die Rassenschönheit des Weibes, all published by Enke in Stuttgart), he has brought together a large number of admirably selected photographs of nude but entirely chaste figures. More recently Dr. Shufeldt, of Washington (who dedicates his work to Stratz), has published his Studies of the Human Form in which, in the same spirit, he has brought together the results of his own studies of the naked human form during many years. It is necessary to correct the impressions received from classic sources by good photographic illustrations on account of the false conventions prevailing in classic works, though those conventions were not necessarily false for the artists who originated them. The omission of the pudendal hair, in representations of the nude was, for instance, quite natural for the people of countries still under Oriental influence are accustomed to remove the hair from the body. If, however, under quite different conditions, we perpetuate that artistic convention to-day, we put ourselves into a perverse relation to nature. There is ample evidence of this. "There is one convention so ancient, so necessary, so universal," writes Mr. Frederic Harrison (Nineteenth Century and After, Aug., 1907), "that its deliberate defiance to-day may arouse the bile of the least squeamish of men and should make women withdraw at once." If boys and girls were brought up at their mother's knees in familiarity with pictures of beautiful and natural nakedness, it would be impossible for anyone to write such silly and shameful words as these. There can be no doubt that among ourselves the simple and direct attitude of the child towards nakedness is so early crushed out of him that intelligent education is necessary in order that he may be enabled to discern what is and what is not obscene. To the plough-boy and the country servant-girl all nakedness, including that of Greek statuary, is alike shameful or lustful. "I have a picture of women like that," said a countryman with a grin, as he pointed to a photograph of one of Tintoret's most beautiful groups, "smoking cigarettes." And the mass of people in most northern countries have still passed little beyond this stage of discernment; in ability to distinguish between the beautiful and the obscene they are still on the level of the plough-boy and the servant-girl. About HackerNoon Book Series: We bring you the most important technical, scientific, and insightful public domain books. This book is part of the public domain. Havelock Ellis (2004). Studies in the Psychology of Sex, Volume 6. Urbana, Illinois: Project Gutenberg. Retrieved October 2022 https://www.gutenberg.org/cache/epub/13615/pg13615-images.html This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org , located at https://www.gutenberg.org/policy/license.html .