The Project Gutenberg eBook ofSex-educationThis ebook is for the use of anyone anywhere in the United States and most other parts of the world 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 atwww.gutenberg.org. If you are not located in the United States, you will have to check the laws of the country where you are located before using this eBook.Title: Sex-educationAuthor: Maurice A. BigelowRelease date: February 22, 2010 [eBook #31352]Most recently updated: January 6, 2021Language: EnglishCredits: Produced by Jeannie Howse, Bryan Ness and the OnlineDistributed Proofreading Team at https://www.pgdp.net (Thisfile was produced from images generously made availableby The Internet Archive/American Libraries.)*** START OF THE PROJECT GUTENBERG EBOOK SEX-EDUCATION ***
This ebook is for the use of anyone anywhere in the United States and most other parts of the world 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 atwww.gutenberg.org. If you are not located in the United States, you will have to check the laws of the country where you are located before using this eBook.
Title: Sex-educationAuthor: Maurice A. BigelowRelease date: February 22, 2010 [eBook #31352]Most recently updated: January 6, 2021Language: EnglishCredits: Produced by Jeannie Howse, Bryan Ness and the OnlineDistributed Proofreading Team at https://www.pgdp.net (Thisfile was produced from images generously made availableby The Internet Archive/American Libraries.)
Title: Sex-education
Author: Maurice A. Bigelow
Author: Maurice A. Bigelow
Release date: February 22, 2010 [eBook #31352]Most recently updated: January 6, 2021
Language: English
Credits: Produced by Jeannie Howse, Bryan Ness and the OnlineDistributed Proofreading Team at https://www.pgdp.net (Thisfile was produced from images generously made availableby The Internet Archive/American Libraries.)
*** START OF THE PROJECT GUTENBERG EBOOK SEX-EDUCATION ***
Transcriber's Note:Inconsistent hyphenation in the original document has been preserved.Obvious typographical errors have been corrected. For a complete list, please see theend of this document.Click on the image to see a larger version.
Transcriber's Note:
Inconsistent hyphenation in the original document has been preserved.
Obvious typographical errors have been corrected. For a complete list, please see theend of this document.
Click on the image to see a larger version.
THE MACMILLAN COMPANYNEW YORK · BOSTON · CHICAGO · DALLASATLANTA · SAN FRANCISCOMACMILLAN & CO.,LimitedLONDON · BOMBAY · CALCUTTAMELBOURNETHE MACMILLAN CO. OF CANADA,Ltd.TORONTO
Prince A. MorrowCourtesy of Dr. A.S. Morrow.PRINCE A. MORROWChief organizer of the American movement for sex-education. Physician, educator, author, social reformer. Born in Kentucky, December 19, 1864. Died in New York City, March 17, 1913.
Courtesy of Dr. A.S. Morrow.
PRINCE A. MORROW
Chief organizer of the American movement for sex-education. Physician, educator, author, social reformer. Born in Kentucky, December 19, 1864. Died in New York City, March 17, 1913.
Many of the lectures printed in this volume have formed the basis of a series given at Teachers College, Columbia University, during the summer sessions of 1914 and 1915, and during the academic year 1914-1915. Others were addressed to parents, to groups of men, to women's clubs, and to conferences on sex-education. In order to avoid extensive repetition, there has been some combination and rearrangement of lectures that originally were addressed to groups of people with widely different outlooks on the sexual problems.
Several years ago the late Dr. Prince A. Morrow announced that a volume dealing with many of the timely topics of sex-education was to be prepared by the undersigned with the advice and criticism of a committee of the American Federation for Sex-Hygiene; but even before Dr. Morrow's death it became evident that this plan was impracticable. Three members (Morrow, Balliet, Bigelow) of the original committee collaborated in a report presented at the XV International Congress on Hygiene and Demography. Since that time the writer, working independently, has found it desirable to reorganize completely the original outline announced by Dr. Morrow.
In accordance with a declaration made voluntarily in a conversation with Dr. Morrow, the author considers himself pledged to devote all royalties from this book to the movement for sex-education.
Among the many persons to whom is due acknowledgment of helpfulness in the preparation of this book, the author is especially indebted for suggestions to the late Dr. Prince A. Morrow, to Dr. William F. Snow, Secretary of the American Social Hygiene Association, and to Dr. Edward L. Keyes, Jr., President of the Society of Sanitary and Moral Prophylaxis; for constructive criticism, to his colleagues, Professor Jean Broadhurst and Miss Caroline E. Stackpole, of Teachers College, who have read carefully both the original lectures and the completed manuscript; and to Olive Crosby Whitin (Mrs. Frederick H. Whitin), executive secretary of the Society of Sanitary and Moral Prophylaxis, who has suggested and criticized helpfully both as a reader of the manuscript and as an auditor of many of the lectures delivered at Teachers College.
M.A.B.
Teachers College,Columbia University,December 28, 1915.
PAGEI.The Meaning, Need, and Scope of Sex-education1§ 1. Sex-education and its relation to sex-hygiene and social hygiene. § 2. The misunderstanding of sex. § 3. The need of sex-instruction. § 4. The scope of sex-education.II.The Problems for Sex-education28§ 5. Sex problems and the need of special knowledge. § 6. First problem: Personal sex-hygiene. § 7. Second problem: Social diseases. § 8. Third problem: Social evil. § 9. Fourth problem: Illegitimacy. § 10. Fifth problem: Sexual morality. § 11. Sixth problem: Sexual vulgarity. § 12. Seventh problem: Marriage. § 13. Eighth Problem: Eugenics. § 14. Summary.III.Organization of Educational Attack On the Sex problems90§ 15. The task of sex-education. § 16. The aims of sex-education. § 17. The aims as the basis of organized sex-instruction.IV.The Teacher of Sex-knowledge108§ 18. Who should give sex-instruction? § 19. The child's first teachers of sex-knowledge. § 20. Selecting teachersfor class instruction. § 21. Certain undesirable teachers for special hygienic and ethical instruction.V.Books as Teachers Concerning Sex and Life121§ 22. Value and danger of special sex-books for young people. § 23. General literature and sex problems. § 24. Dangers in literature on sexual abnormality.VI.Sex-instruction for Pre-adolescent Years133§ 25. Elementary instruction and influence. § 26. Hygienic and educational treatment of unhealthful habits.VII.Sex-instruction for Early Adolescent Years146§ 27. The biological foundations. § 28. Scientific facts for boys. § 29. Scientific facts for girls.VIII.Special Sex-instruction for Adolescent Boys and Young Men156§ 30. Developing attitude towards womanhood. § 31. Developing ideals of love and marriage. § 32. Reasons for pre-marital continence. § 33. Essential knowledge concerning prostitution. § 34. Need of refinement of men. § 35. Dancing as a sex problem for men. § 36. Dress of women as a sex problem for men. § 37. The problem of self-control for young men. § 38. The mental side of a young man's sexual life.IX.Special Instruction for Maturing Young Women184§ 39. The young woman's attitude towards manhood. § 40. The young woman's attitude towards love and marriage. § 41. Reasons for pre-marital continence of young women. § 42. Need of optimistic and æsthetic views of sex by women. § 43. Other problems for young women.X.Criticisms of Sex-education203§ 44. A plea for reticence—Agnes Repplier. § 45. A plea for religious approach—Cosmo Hamilton. § 46. The conflict between sex-hygiene and sex-ethics—Richard Cabot § 47. The arrogance of the advocates of sex-education—William H. Maxwell. § 48. Lubricity in education—W.H. Taft. § 49. Conclusions from the criticisms of sex-education.XI.The Past and the Future of the Sex-education Movement227§ 50. The American movement. § 51. Important steps. § 52. The future of the larger sex-education.XII.Some Books for Sex-education238Index249
§ 1.Sex-education and Its Relation to Sex-hygiene and Social Hygiene
Definition of sex-education.
Sex-education in its largest sense includes all scientific, ethical, social, and religious instruction and influence which directly and indirectly may help young people prepare to solve for themselves the problems of sex that inevitably come in some form into the life of every normal human individual. Note the carefully guarded phrase "help young people prepare to solve for themselves the problems of sex", for, like education in general, special sex-education cannot possibly do more than help the individual prepare to face the problems of life.
More than sex-hygiene.
Now, sex-education as thus defined is more extensive than sex-hygiene, which term was originally applied to instruction concerning sex. Sex-hygiene obviously refers to health as influenced by sexual processes, and as such it is a convenient subdivision of the science of health. It would be quite satisfactory as a name for popular instruction concerning sex if that were strictly, oreven primarily, hygienic; but in a later lecture it will be shown that the most desirable sex-instruction is only in a minor part a problem of hygiene. I realize that this statement may be declared heretical by many of the present-day advocates of sex-hygiene, because they have approached this latest educational movement from the standpoint of physical health, and especially because their attention has been drawn to the very common occurrence of pathological conditions. Nevertheless, the sexual problems of our times do not all affect physical health, which hygiene aims to conserve; and the sex-educational movement will be quite inadequate without great stress upon certain ethical, social, and other aspects of sex. Young people need instruction that relates not only to health but also to attitude and to morals as these three are influenced by sexual instincts and relationships. This idea will be developed later, but I anticipate here simply to suggest the point of view of the statement that "sex-hygiene" is altogether too limited as a general designation for the desirable instruction concerning sex. The continued use of the term "sex-hygiene," now that the scope of the desirable sex-instruction has been extended far beyond the accepted limits of the science of health, is tending to cause confusion. The educational problems will be more definite and the support of the intelligent public more assured if we limit the use of "sex-hygiene" to the specific problems of health as affected by sexual processes and cease trying to make it include thosephases of sex-instruction which have nothing directly to do with health.
Two general terms, "sex-instruction" and "sex-education," are available as all-inclusive designations of the desirable instruction concerning any aspects of sex. They are quite free from the above objections to "sex-hygiene," and it is highly desirable that they should be used in all educational discussions where there is no specific reference to the problems of health. Sex-hygiene will be used in these lectures only when there is some direct reference to health as influenced by the sexual functions.
Social hygiene.
Social hygiene in its complete sense means the great general movement for the improvement of the conditions of life in all lines in which there is social ill health or need of social reform; but it is often limited to the sexual aspect of the unfortunate and unfavorable conditions of life, and it has been proposed to adopt the term "social hygiene" as a substitute that avoids the word "sex" in sex-hygiene. For this reason it has been incorporated into the names of several societies that are interested in sex-hygiene (e.g., the American Social Hygiene Association). Probably the relation of sex-hygiene to the so-called "social evil" has suggested the use of social hygiene in its most limited sense. It will be unfortunate if this usage becomes so prominent that we think of the health problems of society as chiefly sexual, for the larger outlook of Ellis's "Task of Social Hygiene"is desirable. Likewise, the phrase "social evil" in the sense of sexual evil misleadingly suggests that the only evil of society is the sexual one, but this evasive designation is being supplanted by the more definite and franker word "prostitution."
It should be noted that "social hygiene" as a substitute for "sex-hygiene" is narrower in that it does not include the personal problems of health as affected by sexual processes. This is a serious omission, for certainly all sex-hygiene taught before the later adolescent years should be personal and not social.
Phases of sex-education.
The relation of sex-hygiene or social hygiene as a limited phase of sex-education is shown by the following outline:
In the broadest outlook, sex-education (or sex-instruction) includes:sex-hygiene (personal, social)for sexual healthbiology (including physiology) of reproductionfor attitude regarding sex, and for important scientific factsheredity and eugenicsfor sexual conduct leading to race improvementethics and sociology of sexfor sexual conductpsychology of sexfor sexual health and conductæsthetics of sexfor attitude
Sex and reproduction.
Since the original purpose of sex was perpetuation of plant and animal species, and since in the study of biology the idea of sex is illustrated and developed by examination of the reproductive processes in various types, it has been customary for many writers on sex-education to use the terms "sex" and "reproduction" as if they were synonymous. This is no longer so in human life; for while reproduction is a sexual process, sexual activities and influences are often quite unrelated to reproduction. In fact, most of the big problems that have made sex-education desirable, if not necessary, are problems of sex apart from reproduction. It therefore seems clear that, while studies of reproduction are prominent in sex-education, they should be regarded as introductory to the problems of sex, especially for young people.
§ 2.The Misunderstanding of Sex
Objection to word "sex."
Some educators have expressed the wish that some one might suggest a satisfactory substitute for the terms "sex-hygiene" and "sex-education," omitting the word "sex." This word and its companion "sexual" are objectionable because they are associated in the minds of most people with vulgar interpretation of the physical aspects of the beginning of individual life, and much of the opposition to the proposed sex-instruction in home and schools is evidently based on the feeling that the very word "sex" involves something inherently vulgar.
Definite words necessary.
It is probable that many decades will pass before the majority of intelligent people cease to feel that the words "sex" and "sexual" have had such vulgar associations that they should be kept out of our everyday vocabulary, but I can see no hope of developing an improved attitude towards the sexual aspect of human life if we continue to admit that we are afraid of the necessary words. It seems to me that in one decade there has been a great advance in that the scientific writers and speakers on problems of sex have been using words which definitely and directly express the desired meanings, and have avoided the suggestive circumlocutions which characterize many modern realistic novels. One who does not already appreciate the serious impressiveness of cold scientific language in discussion of sexual problems should take one of the indecently suggestive paragraphs from stories in the most notoriously vulgar of the fifteen-cent magazines, and translate the meaning of the paragraph into direct and definite words. The result will be complete loss of the stealthy suggestiveness which has made concealed sexuality so dangerously attractive to the type of mind that revels in the modern sex-problem novels. We want no such suggestive concealment in a scheme of sex-education, for it aims at a purer and higher understanding of sex in human life. We must have direct and definite and dignified scientific language, and among the necessary words none are as essential as "sex" and "sexual." We mustuse them freely if attitude towards sex is to be improved; and their dignified and scientific usage will gradually dispel the embarrassment which many unfortunate people now experience when these words remind them that the perpetuation of life in all its higher forms has been intrusted to the coöperation of two kinds, or sexes, of individuals.
Thus viewing the objections which have been raised against the use of the word "sex" in the educational movement, I have shifted my first stand with the opposition until now I favor the frank and dignified use of this and similar words on appropriate occasions. I believe that those interested in the search for solutions of the vital problems of sex should quietly but systematically work to include the words "sex" and "sexual" in the dignified and scientific vocabulary needed by all people to express the newer and nobler interpretations of the relationships between men and women.
No "sex" studies.
Of course, this does not mean that sex, either as a word or as a fact of nature, should be over-emphasized with people who are too young to appreciate the fundamental facts of life. As already suggested, it is not desirable that any parts of the curricula for schools should be known to the pupils as "sex" studies; but we need such terms as "sex-hygiene" and "sex-instruction" to indicate to teachers and parents that certain parts of the education of the children are being directed towards a healthy, natural and wholesome relation to sex.
"Sex" and "love."
It is absurd to suppose that the free, dignified, and scientific use of the word "sex" is going to make people more sensual, more uncontrolled, and more immoral. There is much more reason for fearing the free use of the word "love," which has both psychical and physical meanings so confused that often only the context of sentences enables one to determine which meaning is intended. In fact, many writers and speakers seek to avoid all possible misunderstanding by using the word "affection" for psychical love. Now, in spite of such confusion, and the fact that to many people the word "love" in connection with sex suggests only gross sensuality, we continue to use it freely and it is one of the first words taught to children. Why then do we not hear protests against using the word "love"? Simply because we have been from childhood accustomed to the word, first in its psychical sense, and it is only later that most of us have learned that it has a sensual meaning to some people. In short, familiarity with the word "love" in its psychical sense has bred in us a contempt for those who mistake the physical basis of love for love in its combined physical and psychical completeness.
Meaning of sex.
To many it is surprising to find that the word "sex" has never been used in such degraded connections as has the word "love," and that it has not been half so much misunderstood. There is no obvious vulgarity in the lexicographer's definitions of the word "sex." Itsimply means, as the science of biology points out so clearly, that the perpetuation of human life, and of most other species of life, has been intrusted to pairs of individuals which are of the two kinds commonly called the sexes, male and female. Why nature determined that each new life in the vast majority of species should develop from two other lives has long been a biological puzzle, and most satisfactory of the answers given is that bi-parental origin of new individuals allows for new combinations of heritable qualities from two lines of descent. However, such a biological explanation of the relation of the two sexes to double parentage is of relatively little practical significance in present-day human life when compared with the fact that out of the necessity for life's perpetuation by two coöperating individuals there has grown psychical or spiritual love with all its splendid possibilities that are evident in ideal family life. Moreover, the influence of sex in human life has extended far beyond the family (that is, that group of individuals who stand related to one another as husband, wife, parents, and children), for it is a careless observer indeed who does not note in our daily life many social and psychical relationships of men and women who have no mutual interests relating to the biological processes of race perpetuation. Of course, the psychologist recognizes that far back of the platonic contact of the sexes on social and intellectual lines is the suppressed and primal instinct that provides physical unions for race perpetuation. However,this is of no practical interest, for, as a matter of fact, the primal instincts are quite subconscious in the usual social relations between the sexes.
The larger view of sex.
There is grandeur in this view of sex as originally a provision for perpetuation of life by two coöperating individuals, later becoming the basis of conjugal affection of the two individuals for each other and of their parental affection for their offspring, and finally leading to social and intellectual comradeship of men and women meeting on terms which are practically free from the original and biological meaning of sex.
Instead, then, of trying to keep sex, both word and fact, in the background of the new educational movement, I believe it is best to work definitely for a better understanding of the part which sex plays in human life, as outlined in the preceding paragraph. Hence, in these lectures I shall never go aside in order to avoid either the word or the idea of sex; on the contrary, I shall attempt to direct the discussion so as to emphasize the larger and very modern view of the relationship of sex and human life.
The many-sided bearings of sex.
In this first lecture I want to make it clear that the rôle of sex in human life is vastly greater than that directly involved in sexual activity. I shall in several lectures touch the big problems from the standpoint of the sexual instincts as these play an important part in social, psychical, and æsthetic life even if they are rarely exercised, physiologically, or if, as in millions of individuals, they never cometo mean more than possibilities of sexual activity for which opportunities in marriage do not come. I am especially anxious to avoid the narrow viewpoint of numerous writers on sex-hygiene who seem to overlook the fact that sexual functioning is only a prominent incident in the cycle of sexual influences in the lives of most people. Human life, and especially marriage, should no longer be regarded from the mere biological point of view as for the sole purpose of reproductive activity. It is a far more uplifting view that the conscious or unconscious existence of the sexual instincts, with or without occasional activity, affords the fundamental physical basis for states of mind that may profoundly affect the whole course of life in every normal man and woman.
Supplementary to this section on the "Misunderstanding of Sex," I suggest the reading of Chapters I-VI of "Sex" by Geddes and Thomson, the "Problems of Sex" by the same authors, and Chapter VI in "The Wonder of Life" by Thomson.
§ 3.The Need of Sex-Instruction
The old silence and the new enlightenment.
The time-honored policy has been one of silence and mystery concerning all things sexual. Everything in that line has long been considered impure and degraded and, therefore, the less said and the less known, the better, especially for young people. Such has been the almost universal attitude of parents until within the present century, when manyhave awakened to the fact that the policy of silence has been a gigantic failure, because it has not preserved purity and innocence and because it has allowed grave evils, both hygienic and moral, to develop under the cloak of secrecy.
Children will not remain ignorant.
"I don't believe in teaching my boys and girls any facts concerning sex. I prefer to keep them innocent until they have grown up." In these decisive words a prominent woman closed a statement of her firm conviction that the world-wide movement for the sex-instruction of young people is a stupendous mistake. Poor deluded mother! How does she expect to keep her children ignorant of the world of life around them? Is she planning to transplant them to a deserted island where they may grow up innocently? Or is she going to keep the children in some cloister within whose walls there will be immunity from the contamination of the great busy world outside? Or is she going to have them guarded like crown princes, and if so, where are absolutely safe guards to be found? Such are the questions which rush into the minds of those who have studied the problem of keeping children ignorant of the most significant facts of life. It is usually an easy matter to protect children against smallpox and typhoid and some other diseases, but no parent or educator has yet found out how we may be sure to keep real live children ignorant of sex knowledge. They seem to absorb such forbidden facts as naturally and as freely as the airthey breathe. Ask any large group of representative men—ministers, or doctors, or teachers, or men of business, or the world's toilers—whether any of them knew the essential facts of sexual life before they were twelve years of age, and ninety-seven in every hundred will answer quickly in the affirmative. Ask any large group of women, excepting those whose girlhood has been guarded with exceptional care, and the overwhelming majority will acknowledge that they knew the essential facts before they were fifteen years old. Once more, ask these same men and women whether their early knowledge of sex came from pure and reliable sources or from vulgar playmates and depraved servants; and with rare exceptions it is found that vulgarity made the strongest impression in the first lessons concerning the great facts of life. Such being the truth, it is nonsense for parents to sit in complacency because they feel sure that their children are safely protected against any vulgar first lessons concerning sex; for no one can know that children are safely guarded from others who may corrupt their innocent minds. As an illustration, a few years ago the mothers of a group of little girls in one of the best-managed private schools felt that with careful supervision both in school and home there was no danger of forbidden knowledge reaching the children. But one day a new pupil innocently exhibited to her mother a miniature notebook with unprintable notes on sexual topics. The resulting investigation revealed a secret cluborganized by the pupils for the purpose of passing to each member through notebooks all newly acquired information, which had a peculiar value because it must be kept secret from teachers and parents. That club had been in existence during two school years. This is only a sample case of many which have proved that if children are allowed the freedom that developing individuality demands, their mothers must not feel too sure that their darlings are protected against knowledge of life, and perhaps of life in its most degraded aspects.
The vital question for parents.
Here, then, is the fact that every parent should ponder seriously: Normal children are almost certain to get sexual information not later than the early adolescent years, and usually from unreliable and vulgar sources. It is, therefore, not a question whether children of school ages should be taught the important facts of sex, but whether parents and trained teachers rather than playmates and other unreliable persons should be the instructors. Which will parents choose for their own children? Thousands of intelligent parents have already faced this question, and have decided that their children shall have early sex-instruction in home or school or both in order that there will be little danger of vulgar impressions taking a deep hold on child minds.
Granted, then, that children should be given some reliable instruction concerning things sexual, who should be the teacher, what should be taught, and when should the instruction be given? Theseare the fundamental questions now being considered by the parents and educators who have accepted sex-education as necessary. Upon the final answers to such questions the decision of many parents will depend. I shall attempt to answer them in later lectures.
Sex mystery has prevented progress.
The policy of maintaining mystery and secrecy concerning sex has failed with adults even more sadly than with children. Health and morals have suffered incalculable injury. The sexual evils of our time are not as bad as were those of the ancient civilizations, but we have little reason to be proud of the slight progress made. But why should we expect the human to make progress when sexual problems have been kept in darkness? The wonder is that, with the prevailing dark outlook on sexual life throughout the past nineteen centuries, the world has not developed more sexual vice. Innate animalistic appetites have tended to lead downward, and surely the policy of silence has offered no counteracting influence towards higher living. While religion and ethics, by means of certain rules of conduct, have maintained certain sexual standards, they have not kept vast numbers of humans from falling far below those standards into utter degradation. The modern teachers of religion and ethics have prevented general sexual degradation, but they have failed to give human sexuality any decided uplift. The reason for this failure is the policy of mystery and silence. The teachers of religion and ethics have preferred tolet general and more or less abstruse rules govern conduct in sexual lines. Until recent years there have been few sermons in which common sexual problems have been presented so that the preacher's meaning has been clear to all. On the contrary, there has been universal mystery and evasion concerning the greatest facts of life.
Sexual instincts offer no guidance.
Many people have justified the mystery thrown around sexual processes on the theory that the reproductive instincts of mature people are sufficient guides for conduct. This involves a misunderstanding of sexual instincts of the higher mammals which are often unscientifically cited as models for human imitation. In these animals sexual union is instinctively determined, because normally the sexual hunger or excitement of both sexes is stimulated and controlled by the physiological condition of the female at the times favorable for fertilization (i.e., at the œstrual periods). For example, a pair of dogs living in close companionship show signs of mutual sexual desires only for a few days at the semi-annual œstrual or fertile periods of the female. It occasionally happens that the males of various wild and domesticated mammals exhibit signs of automatic sexual excitement (i.e., not caused by the stimulus arising from the physiological condition of the female); but in such cases of male excitement outside of the mating or œstrual periods, the normal females invariably offer instinctive opposition to attempted union by abnormally or automaticallyexcited males. Thus, directly and indirectly, there is instinctive control and limitation of sexual union among the animals that are most closely related to the human race.
It is biologically possible that similar conditions may have existed in the earliest human life, but that is pure speculation and has no bearing on the practical problems of sex in human life to-day. The fact is that the simple physiological stimuli which produce sexual excitement in both sexes of animals have practically no influence in determining human sexual union. On the contrary, memory associations consciously connected with the opposite sex, especially those associations that are centered in affection, may at any time in the normal individual of either human sex afford the basis for a chain of mental states leading to sexual excitement and union. There is not, as in the animals, instinctive dependence on the physiological conditions that are favorable for fertilization. In fact, spontaneous physiological demands play in civilized human life a minor part in initiating sexual excitement. The reason why some humans seem to have unusual sexual intensity is not so much a matter of exceptionally strong sexuality as of susceptibility to the numerous sexual stimuli with which modern life abounds. For this reason, a man who has formed lewd memory associations is more susceptible to sexual stimulations,e.g., by obscene pictures, vulgar words, unusual dress or actions of women, close physical association asin dancing, and certain forms of music. It is not at all uncommon that individuals who are hyper-sensitive to sexually suggestive stimuli are really functionally weak.