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,[34] 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.[35] 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.[36] 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.[37] 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.[38]
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.[39] 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.
[18]
These manifestations have been dealt with in the study of Autoerotism in vol. i of the present Studies. It may be added that the sexual life of the child has been exhaustively investigated by Moll, Das Sexualleben des Kindes, 1909.
[19]This genital efflorescence in the sexual glands and breasts at birth or in early infancy has been discussed in a Paris thesis, by Camille Renouf (La Crise Génital et les Manifestations Connexes chez le Fœtus et le Nouveau-né, 1905); he is unable to offer a satisfactory explanation of these phenomena.
[20]Amélineau, La Morale des Egyptiens, p. 64.
[21]"The Social Evil in Philadelphia," Arena, March, 1896.
[22]Moll, Konträre Sexualempfindung, third edition, p. 592.
[23]This powerlessness of the law and the police is well recognized by lawyers familiar with the matter. Thus F. Werthauer (Sittlichkeitsdelikte der Grosstadt, 1907) insists throughout on the importance of parents and teachers imparting to children from their early years a progressively increasing knowledge of sexual matters.
[24]"Parents must be taught how to impart information," remarks E. L. Keyes ("Education upon Sexual Matters," New York Medical Journal, Feb. 10, 1906), "and this teaching of the parent should begin when he is himself a child."
[25]Moll (op. cit., p. 224) argues well how impossible it is to preserve children from sights and influence connected with the sexual life.
[26]Girls are not even prepared, in many cases, for the appearance of the pubic hair. This unexpected growth of hair frequently causes young girls much secret worry, and often they carefully cut it off.
[27]G. S. Hall, Adolescence, vol. i, p. 511. Many years ago, in 1875, the late Dr. Clarke, in his Sex in Education, advised menstrual rest for girls, and thereby aroused a violent opposition which would certainly not be found nowadays, when the special risks of womanhood are becoming more clearly understood.
[28]For a summary of the physical and mental phenomena of the menstrual period, see Havelock Ellis: Man and Woman, Ch. XI. The primitive conception of menstruation is briefly discussed in Appendix A to the first volume of these Studies, and more elaborately by J. G. Frazer in The Golden Bough. A large collection of facts with regard to the menstrual seclusion of women throughout the world will be found in Ploss and Bartels, Das Weib. The pubertal seclusion of girls at Torres Straits has been especially studied by Seligmann, Reports Anthropological Expedition to Torres Straits, vol. v, Ch. VI.
[29]Thus Miss Lura Sanborn, Director of Physical Training at the Chicago Normal School, found that a bath once a fortnight was not unusual. At the menstrual period especially there is still a superstitious dread of water. Girls should always be taught that at this period, above all, cleanliness is imperatively necessary. There should be a tepid hip bath night and morning, and a vaginal douche (which should never be cold) is always advantageous, both for comfort as well as cleanliness. There is not the slightest reason to dread water during menstruation. This point was discussed a few years ago in the British Medical Journal with complete unanimity of opinion. A distinguished American obstetrician, also, Dr. J. Clifton Edgar, after a careful study of opinion and practice in this matter ("Bathing During the Menstrual Period," American Journal Obstetrics, Sept., 1900), concludes that it is possible and beneficial to take cold baths (though not sea-baths) during the period, provided due precautions are observed, and that there are no sudden changes of habits. Such a course should not be indiscriminately adopted, but there can be no doubt that in sturdy peasant women who are inured to it early in life even prolonged immersion in the sea in fishing has no evil results, and is even beneficial. Houzel (Annales de Gynécologie, Dec., 1894) has published statistics of the menstrual life of 123 fisherwomen on the French coast. They were accustomed to shrimp for hours at a time in the sea, often to above the waist, and then walk about in their wet clothes selling the shrimps. They all insisted that their menstruation was easier when they were actively at work. Their periods are notably regular, and their fertility is high.
[30]J. H. McBride, "The Life and Health of Our Girls in Relation to Their Future," Alienist and Neurologist, Feb., 1904.
[31]W. G. Chambers, "The Evolution of Ideals," Pedagogical Seminary, March, 1903; Catherine Dodd, "School Children's Ideals," National Review, Feb. and Dec., 1900, and June, 1901. No German girls acknowledged a wish to be men; they said it would be wicked. Among Flemish girls, however, Varendonck found at Ghent (Archives de Psychologie, July, 1908) that 26 per cent. had men as their ideals.
[32]A. Reibmayr, Die Entwicklungsgeschichte des Talentes und Genies, 1908, Bd. i, p. 70.
[33]R. Hellmann, Ueber Geschlechtsfreiheit, p. 14.
[34]This belief seems frequent among young girls in Continental Europe. It forms the subject of one of Marcel Prevost's Lettres de Femmes. In Austria, according to Freud, it is not uncommon, exclusively among girls.
[35]Yet, according to English law, rape is a crime which it is impossible for a husband to commit on his wife (see, e.g., Nevill Geary, The Law of Marriage, Ch. XV, Sect. V). The performance of the marriage ceremony, however, even if it necessarily involved a clear explanation of marital privileges, cannot be regarded as adequate justification for an act of sexual intercourse performed with violence or without the wife's consent.
[36]Hirschfeld, Jahrbuch für Sexuelle Zwischenstufen, 1903, p. 88. It may be added that a horror of coitus is not necessarily due to bad education, and may also occur in hereditarily degenerate women, whose ancestors have shown similar or allied mental peculiarities. A case of such "functional impotence" has been reported in a young Italian wife of twenty-one, who was otherwise healthy, and strongly attached to her husband. The marriage was annulled on the ground that "rudimentary sexual or emotional paranoia, which renders a wife invincibly refractory to sexual union, notwithstanding the integrity of the sexual organs, constitutes psychic functional impotence" (Archivio di Psichiatria, 1906, fasc. vi, p. 806).
[37]The reasonableness of this step is so obvious that it should scarcely need insistence. "The instruction of school-boys and school-girls is most adequately effected by an elderly doctor," Näcke remarks, "sometimes perhaps the school-doctor." "I strongly advocate," says Clouston (The Hygiene of Mind, p. 249), "that the family doctor, guided by the parent and the teacher, is by far the best instructor and monitor." Moll is of the same opinion.
[38]I have further developed this argument in "Religion and the Child," Nineteenth Century and After, 1907.
[39]The intimate relation of art and poetry to the sexual impulse has been realized in a fragmentary way by many who have not attained to any wide vision of auto-erotic activity in life. "Poetry is necessarily related to the sexual function," says Metchnikoff (Essais Optimistes, p. 352), who also quotes with approval the statement of Möbius (previously made by Ferrero and many others) that "artistic aptitudes must probably be considered as secondary sexual characters."