GENESIS A Manual for the Instruction of Children in Matters Sexual For the Use of Parents, Teachers, Physicians and Ministers BY B. S. TALMEY, M. D. Former Pathologist to the Mothers' and Babies' Hospital and Gynecologist to the Yorkville Hospital. New York With Nineteen Cuts, Forty-seven Drawings, in the Text THE PRACTITIONERS' PUBLISHING CO. NEW YORK Copyrighted, 1910 by CECILIA TALMEY New York Dedicated to my Baby Daughter IRENE V. TALMEY The Author or THE UNIVERSITY OF PREFACE A CASUAL conversation with a relative whom the author has visited in a New England town, was the incentive for the writing of "Genesis." She accidentally mentioned that her eldest daughter had just lately reached puberty. When the mother was asked whether the significance of the phenomena of puberty had properly been explained to the child, the answer was that she could not do it, and that whilst the necessity of an explanation was plain to her, she lacked the requisite knowledge to enlighten her child. Upon his return to New York the author be- gan to ransack the great libraries of the metrop- olis in search of a book of instruction in sex matters, which he could send to his friend. He found scores of such books full of high moral sentiments, and teeming with excellent sugges- tions for the instruction of the child on this sub- ject, but nothing quite adequate or satisfying. The writers all agree on the necessity of in- structing the young. There exist only some dif- ferences of opinion about the instructor. Some Vi GENESIS maintain that the parents should instruct their children while they are still at home with them. Others claim that the teacher in school and the minister in Sunday school are the proper guides in these matters. Others again think that the family physician could do the most good by a few serious talks to boys and girls before they go out into the world to enter college or a business career. But somehow r it seemed to the author that all the treatises he has had the opportunity to read were more or less polemic in character. The suggestions of these authors, excellent though they be, are somewhat general in their scope and a little too vague to be of great service. To be quite frank, the majority of parents are not far enough advanced in culture to be greatly served by a few hints. They need a detailed lesson. Even the teachers need a guide to follow. The physician knows his anatomy and physiology, but is deficient in pedagogy, while the minister may have pedagogical knowledge, but has little or no knowledge of physiology and anatomy. Thus all the four natural instructors of youth need a manual to guide them in their task. For this reason the author has set out to supply the want by writing a manual for the instruction * of children in matters of sex. In the first, the general, part the author, too, has tried to con- tribute his mite to prove the necessity of instruct- ing the young in sex matters. This section is PREFACE Vii naturally more or less a repetition of what all the other authors have said on this subject. The five lessons in the second, the special part, will be of some service to all classes of instruc- tors. The first two lessons are, in the nature of things, only for parents or guardians of in- fancy and early youth. The two following les- sons may be made use of by cultured parents, but they were written mostly as a guide for teach- ers. It is not the author's intention to give teach- ers lessons in botany and zoology. It is presup- posed that teachers possess the proper knowledge of natural history. But they do need a hint in their choice of that part of this science which will best serve the particular purpose. The fifth les- son will be of value to the physician in his talks to the growing boys and girls when going out into the world, and to the minister of the gospel while pro-paring the children for confirmation. XKW YORK, June 1910. TABLE OF CONTENTS PART I. GENERAL LESSONS PAGE Introduction 9 Chapter 1. Prevailing Silence on Sex Mat- ters 17 Chapter 2. Ignorance of Parents 20 Chapter 3. The Alleged Evil of Education. . 22 Chapter 4. Impossibility of Maintaining Ig- norance 28 Chapter 5. The Necessity of Information. . 36 Chapter 6. The Evil of Ignorance 41 Chapter 7. The Degradation of Sentiment . . 47 Chapter 8. Moral Confusion 49 Chapter 9. The Change of Policy 54 PART II. SPECIAL LESSONS Chapter 10. First Lesson, for Infancy and Early Childhood 56 X CONTENTS PAGE Chapter 11. Second Lesson, for Children from 4 to 7 Years of Age. . 65 Chapter 12. Third Lesson, for Children 7 to 10 Years of Age; the Ee- production of Plants 71 Chapter 13. Fourth Lesson, for Children 10 to 13 Years of Age; the Reproduction of Animals. . 90 Chapter 14; Fifth Lesson, for Children 13 to 16 Years of Age; Men- struation, Pollution, Mas- turbation 121 Chapter 15. Sixth Lesson, for Children 16 to 18 Years of Age; Gonor- rhoea, Syphilis, Continence.. 139 Bibliography 177 Index . .183 ARf THE UNIVERSITY INTRODUCTION "^T^O the Spirit, to Heaven, to the Sun, to the A Moon, to Earth, to Night, to the Day, and to the Father of all that is and will be, to Eros." Such an invocation was possible among the ancient civilized nations. They recognized the importance of sexuality in life. They discovered in it the focus of life. For that reason sexuality among the ancients was an object of pure reverence as the fundamental force of life. The divine adora- tion of sex was the practice of every tribe and nation of prehistoric antiquity. With the advance of Christianity, however, until recently, sexuality was not looked upon with great favor, and a sane knowledge of sex was assiduously withheld from the people. The result is that there is scarcely a subject so completely ignored as the sex function, although so much of the health and happiness of the race depends on it. Yet there is nothing in the world that causes so much suffering as a want of knowledge on this subject. Through the prevailing ignorance the loathsome venereal diseases have become so diffused that, when parents are giving their 10 GENESIS daughter in marriage, they take one chance in five, at least, of contaminating her system and that of her offspring with tainted blood. Social conditions in our great cities have indeed become so menacing that diseases of this kind threaten to bring about the extinction of entire races. For that reason public spirited men and women in most of the western countries of Europe and in America have recognized that something rad- ical has to be done to call a halt to the spread and diffusion of these diseases. They have formed societies for moral prophylaxis, and in their meet- ings the best ways and means of checking the spread of venereal diseases have been discussed. The unanimous consensus of opinion is that the prevention of these diseases can not be accom- plished by laws. We may as well legislate against the law of gravitation as against the law of sex. But all who have given thought to this question agree that reasonable instruction of honest, earn- est men and women will do more to reform social abuses than all written laws. There is no pan- acea, says the editor of New York State Journal of Medicine, for these evils but education, and an education which shall enlighten the legislator, the judge, the pedagogue and the parent. Only _ cleanliness of mind and body, attained by proper instruction, will prevent these diseases. This in-^ struction, all agree, must begin in childhood. Knowledge of personal hygiene and of sexual INTRODUCTION 11 physiology should be imparted to all children and should be begun at an early age.* Systematic in- struction, as to the best safeguards against the dangers, should be given, so far as the age of the child will permit, and the great evils caused by venereal diseases should be explained to older boys and girls. Education should not be limited to intellectual or mental training alone, but should aim at the whole manner of life, physical, psychical and so- cial. Education comprehends all that series of instruction and discipline which is intended to enlighten the understanding, correct the temper and form the manners and habits of youths and fit them for usefulness in their future stations of life. These sentiments are shared by all thinking men and women. They are all unanimous in the opin- ion that young men and women need the training in matters of sex in order to acquire true relations toward each other and toward their offspring. All serious men and women agree that the masses need leading and guiding and constant suggestion. August Conte says : Our hearts are so fickle that society has to take a hand to curb inconstancy and caprice which would cause human existence to degenerate in a series of aimless and unworthy -experiments. When the question of the necessity of instruct- ing the youth in sex matters is answered in the 12 GENESIS affirmative, there arises another question, how shall the knowledge be imparted? The scruple that enlightenment improperly imparted, could effect a premature awakening of passion must be well considered. There is always the difficulty how to avoid any damage to modesty. Most writers on this subject give excellent suggestions as to instruct young people in these matters. But suggestions are of service only to those who have some knowledge of natural sciences, for those who have not had the opportunity to acquire the same suggestions alone will not do. Here another problem arises, who shall impart this knowledge to our youth ? Parents and teach- ers who ought to be the natural instructors, are not prepared to throw light on the subject. At the thought of their duty they have a painful feeling of helplessness. For they too have been brought up in the atmosphere of traditional sex morality. Even the medical profession, which is the only class that is conversant with the sexual question, by virtue of its anatomical and physio- logical knowledge, and is well aware of its hygi- enic, sociological and ethical importance, is em- barrassed because of a lack of special pedagogic experience. Prof. Buchwald says : "We physi- cians, although we are experts in these matters, have the same difficulties in regard to our own children as every other father or mother." Frey says : "The majority of our physicians is not able INTRODUCTION 13 to furnish the enlightenment that the reform of sexual pedagogy has a right to demand, although the medical man knows the dangers arising from the early exercise of the organs of generation and the diseases which result in consequence. The cause of this incapacity in medical men is lack of' knowledge of sexual pejlagogy-" Who then shall bring enlightenment to our youth? It certainly is not to be dealt with by those whose acquaintance with the subject is chiefly derived from blue books, reports of so- cieties for the prevention of vice and sermons who regard every sexual anomaly as an acquired vice, to be treated with indignation. After looking over the entire field of natural instructors we have to return again to the parents and the school. They must not allow the chil- dren to enter life without knowledge of their own bodies and without knowing those functions, the exercise of which may bring the greatest danger not only to their own health but to their de- scendants. The office of parents and teachers re- quires imperiously not only knowledge of mat- ters sexual, but these natural teachers of our youth must learn how to instruct children in these matters. Teachers, says Stiles, can do great good when they are fully informed on this subject by a more careful watch over the children in their rooms, and by co-operating with the parents, in private instruction, in suitable cases. 14 GENESIS To facilitate the acquisition of such knowledge, the author has written this small Manual. It is not meant to be followed as a catechism,, but is intended to give parents and instructors a scheme how to speak, even with small children, about these matters. The first four lessons are for children from infancy to fifteen years of age. The lessons are distributed according to Moll's classification of the child's age. Moll divides childhood into four periods; the age from 1-4 years is the period of the first fulness; from 5-7 years the period of the first extension; from 8-10 years is the period of the second fulness; and from 11-15 years the period of the second extension. For certain years in the life of the child show more a growth in length-extension, others more a development in fulness. The fifth lesson is given for the benefit of adolescents between 15-20 years of age. In these chapters the subject is approached gradually co-ordinating, suiting the information to the intelligence of the child and the general development of his perceptive faculties. The in- struction here given is neither superficial nor hurried. The various steps are taken with due regard to the mental and physical development of the child. The instruction must necessarily be varied to suit this or that particular case. Hence, in some places, the lesson may be a little too sci- entific for some parent, who will naturally omit INTRODUCTION 15 that part of the lesson. Parents who are versed in physical science may follow even the fifth les- son which is intended for the use of physicians and ministers only. Teachers will surely be able to follow every part of the lessons with the great- est ease. In deference to prevailing prejudices on this subject a scientific discussion of the anatomy and physiology of the external sex organs of the human body and of copulation have been entirely omitted, to satisfy even the most scrupulous parents, who are in doubt whether they could prevent their children from leading an unclean and immoral life by silence or by judicious in- struction and proper knowledge. In any case, the author has tried to avoid fine phrases and to produce results, so that, after a careful perusal of these few lessons the parent, the teacher or, at some periods in the child's life, perhaps best of all the family physician and min- ister, will be able, with a little care, to give whole- some advice to the children intrusted to his care. FIRST GENERAL PART CHAPTER I. The Prevailing Silence on Sex Matters. LIFE'S paradoxes are many, but none so striking as those relating to sex. Sexual passion is the highest and most sacred one. It is the passion of creation, the most important func- tion in the universe. Sympathy, affection, fidel- ity, sacrifice, indeed, all those noble traits included under the term of altruism, spring from the re- productive instinct. From fission to parturition, reproduction is self-sacrifice, says Hutchinson. In its just appreciation the civilized world con- siders matrimony holy, the greater part of Chris- tianity has elevated the same to a sacrament. Still every mention of the sexual function has been declared taboo. We are constantly fed on stork tales. Even the professors at our medical schools dare not teach or explain the physiology of sex to their students. They speak of digestion, of motion, of growth, but they halt at the urinary secretion because of the propinquity of its organs 17 18 GENESIS to the organs of sex. Like the os innominatum, all the organs of this neighborhood have been made nameless. The traditions., sentiments and views of a time when sex life w r as considered sin- ful, low and bestial, unworthy of human beings, are still in vogue, and schools and universities are dominated by this conventional morality. The bare mention of the subject of sex is, therefore, branded as obscene. The very discussion of this question is surrounded by the gravest difficulties, hedged about by a silence that is criminal. Every- thing in relation with propagation in man and animal has become a "noli me tangere." The representation of the sex function has reached such a state of affectation that it begs its equal. Entirely harmless words, such as womb, testicle, semen, or navel cord have been declared unfit to be mentioned in society. Matters pertaining to the generative organs, functions which were for- merly discussed with perfect familiarity and di- rectness, with no thought of impropriety or im- modesty, as in the Bible and other ancient classics, are now excluded even from treatises on physiol- ogy. Thus has prudery succeeded to decree noth- ing so shameful as sex life, and the function of sex is considered something low, sensual and self- ish. Even men professing to teach sexual matters consider, as a matter of course, that the sexu*al in- stinct belongs to the lower attributes. Nature's first and sublimest laws have been PREVAILING SILENCE ON SEX MATTERS 19 ignored by uninformed teachers, timidly sup- pressed by mistaught parents and cravenly hidden by physicians. Especially for the benefit of the child everything pertaining to sex is clothed with a garment of shame. The child has been taught diligently, by parents and associates, that certain things are immodest either to mention or to no- tice, and it has been made to believe that prudery is modesty and that constant consciousness of sex is innocence. Even in the exhortations to purity, the impression is given that the question of sex is unclean, something shameful and sinful. CHAPTER II. Ignorance of Parents. THE result of the general prudery is a general prevailing ignorance of parents in sex mat- ters. Even cultured parents lack the requisite knowledge for the education of their children in matters sexual,, and shrink from the difficulty of explaining them to their offspring. After all timidity and awe have been overcome with great efforts, the parents are ignorant how to teach their children the science of sex. They are in doubt and uncertainty how to begin this task. They themselves need enlightenment. Ignorance in sex matters is handed down from mother to daughter, generation after generation, with the effect that the mother cannot speak intelligently to her child, and the parent not only dares not but knows not how to enter upon this subject of vital importance. Xow, if we agree that the sex function is to be taught at all, the first lessons must be given by parents, who, by virtue of their relationship, are most fitted for the task. If the parents are ignorant of what to say, or how to fulfill the task, then it becomes necessary that the parents themselves be taught first, before they, in turn, can teach their children. If the parents 20 IGNORANCE OF PARENTS 21 are ashamed to say anything to their children, or if, in their prudery., they are not able,, under any circumstances., to speak openly and naturally about natural things., they must ask the minister or the family physician to do so. The latter., by virtue of his profession, may tell the child what it should know,, without fearing to hurt the child's modesty. In many cases parents cannot be taught how to impart information because they are of too low an order of intelligence to give instruction, even if they appreciate its value. In such cases, where we can not rely upon home instruction, it becomes incumbent upon the school to teach the child that- the law of sex is the most important fact in life. .Many parents, moreover, are not able to instruct their children because they lack the necessary tact, and often the moral maturity. There, again, it becomes the duty of others who have the child's confidence, as the teacher or the physician, to in- form the child. Bjoernson says : "Education that would accomplish anything in this respect presup- poses, as an unavoidable necessary condition, com- plete confidence between child and parents, or at least between child and mother; or, to express my thoughts more clearly, between the child and him who has gained its greatest confidence. If neither mother nor father has done so, which may easily happen, then somebody else must be found who will be able to win the child's confidence." CHAPTER III. The Alleged Evil of Education. BOTH school and home are equally guilty of neglect in respect to sex instruction, and the home bears the greater burden of blame, and in the home the mother who has the child near her most of the time, is the chief offender. It is not always a sense of incompetence that makes parents shirk their duty. Many a parent does it from the ata- vistic impregnation of his mind with the idea that such information is not proper. Parents look upon the veil, covering all these matters, as a benevolent arrangement of nature, founded upon the conser- vation of the sense of shame for a later period of man's life. They raise the objection that early education would precipitate the evil. They are scared away from the discussion of this delicate question, because they believe that in talking open- ly to their child they are apt to put wrong ideas into his head which would, perhaps, never have had lodgment there. The little angel is considered too pure to have his mind sullied with the mention of such vicious subjects. This timidity on the part of the parents is quite natural. They attribute unconsciously their own 22 THE ALLEGED EVIL OF EDUCATION 23 adult sentiments to the child, when they emphasize the delicate nature of the explanation of sexual matters. It is only their own consciousness in re- gard to this question. They shift their own preju- dices on to the child. But the prudery is in our own mind, and not at all in that of our children. There is no element of pruriency in the mind of the child. It never thinks of blushing or laughing at natural phenom- ena. Children, says Lejeune, have the privilege to meet with vice and still not understand it, pro- vided their nature is good, and they live in an hon- est and respectable environment. A child's clear mind knows no embarrassment until the clouds in some older one throw their shadows there. The sense of shame is not innate in the child. It does not know anything of shame. Even chil- dren, whose consciousness is completely awakened, have to be properly taught in regard to the cultiva- tion of the sense of shame. When the child comes to his parents for enlightenment in matters sexual and he receives a stern rebuke because his ques- tions are improper, immodest and shameful, he does not understand it. Children do not see why they should not lift their garments and uncover their genitals ; why they should not ease nature on the streets; why they should not play with their organs, and why they should not speak of them and their functions in the presence of others. The sense of shame begins to develop in the 24 GENESIS child not earlier than the third year, and until the sixth year it is very slight. When the child begins to ask upon the arrival of a new-born baby in the family,, or in the family of a neighbor, an event of such importance in his life,, about the origin of man, the question is caused by the child's desire of knowledge about everything around him, and not from prurient curiosity. We need only to observe children to become aware that the desire to know is one of their most prominent characteristics. When the child craves knowledge it is merely yielding to the instincts of nature seeking after truth. The child's psychological sex neutrality receives no limitation by this question. We could, therefore, discuss with the child matters of sex, ;is we discuss matters of digestion, with absolute free- dom from all lascivious feelings. Instead of speak- ing with candor, when increasing power of observa- tion and judgment awakens in the child the desire to obtain information about certain things, we commit the great mistake of putting him off with false statements and nonsensical assertions. About the age of six years, doubts of the cor- rectness of the tales, hitherto believed, begin to arise in the normal child. If a sense of false mod- esty prevents the parents from giving any instruc- tion to their children upon sexual matters, secre- tiveness will only excite their curiosity and lead to fanciful thoughts. There lies for the psyche some- thing tormenting in secrecy which presses for some THE ALLEGED EVIL OF EDUCATION 25 kind of explosion. When the object of desire and feeling is covered with secretiveness by parents and teachers, then curiosity is the more excited. For- bidding to speak about sexual matters causes rather the mind to occupy itself with this subject and awakens the morbid curiosity regarding the mys- tery of sex. It may be put down as a rule that the less the child speaks of it the more he thinks of it. Natural candor will, therefore,, not direct the child's mind to sexual matters,, for the child is al- ready occupied very much with them, only in a prurient way. With our fig-leaf policy we only call the child's attention to the fact that there is something to be concealed, and this excites his fancy and interest in the other sex. But if the child becomes accustomed to consider sexual mat- ters as something quite natural, they will excite his curiosity to a much lesser degree later on, because they have lost the spice of novelty. The sex prob- lem, says Ruggles, will be robbed of that mystic secrecy, that odor of forbidden sweets, which en- genders lascivious thoughts and the delight of ob- scene stories. The mysterious charm in which sex- uality has been shrouded, the nimbus of the roman- tic and interesting with which sexual matters have been enveloped, are conducive to the premature establishment of sexual proclivities. It is a physio- logical fact that accurate knowledge on these points excites the least those pupils who were in- structed in these matters before their sex-awaken- 2G GENESIS ing. For habit always diminishes the erotic effect of certain perceptions of the senses, and inversely, eroticism or sexual desire is especially excited by unaccustomed perceptions or images relating to the other sex. Hence the mind of the child, fortified by sound instruction from his parents, is better guarded against the poison of evil. Knowledge and candor never lead to ruin, but secretiveness which causes awakening of curiosity and desire. Chastity does not thrive beneath fig-leaves, but prudery and lasciviousness do, for prudery covers, and the cover causes lasciviousness. The fig-leaf commences, says Hutchinson, when innocence ceases. Before man's fall in Eden the fig-leaf was unknown. Nudity never causes sexual excitement in the child or has any moral influence upon him. The undercurrent of erotic exaltation is entirely absent in the child ; hence the earlier nudity in art and nature is shown to him as something self- understood, the less he will think about it, and the later the sexual feelings will be awakened. If the child is accustomed, says Forel, to the sight of nudity, in adults of his own sex, he will see noth- ing peculiar in his own sexual organs and pubic hairs when they develop, while children brought up with strict prudery and in complete ignorance of sex matters often become greatly excited when their pubic hairs appear. They feel ashamed and at the same time erotic. When they are not prepared, boys become greatly excited at the first seminal THE ALLEGED EVIL OF EDUCATION 27 emission,, and girls still more at the first appear- ance of menstruation. This great shock of the growing child is caused by the parents having erected a barrier of shame around sex. Yet there is no reason why we should not have a feeling of pride instead of shame. To be proud of one's body, and to consider it sacred, would protect us far more than shame. CHAPTER IV. Impossibility of Maintaining Ignorance. THE aim of most parents is to launch their children into the world in a state of edenic innocence., and there is nothing more fatuous than their illusion that they succeed herein. If instruc- tion is not given by those authorized to give it, it will be given by those not qualified to instruct, and with pernicious results. If we do not teach our children,, they will learn much sooner than we think. Delay is fraught with much danger. We must not procrastinate in this matter. Haste is necessary, for the germs of onanistic impulses, ho- mosexual desires and sadistic, masochistic and fe- tichistic inclinations are often inocculated at a very tender age. If the parents do not teach their children, others will. The schools of instruction are numerous; they are found in the servants' quarters, the streets, obscene literature, etc. There is no question that children, even of tender age. know a great many things in this respect. They talk about them, although they are not acquainted with the technique and the minutiae. Only too frequently lads in their early teens are guilty of conversations, replete with unpublishable anoc- 28 UNIVERSITY OF IMPOSSIBLE TO MAINTAIN IGNORANCE 29 dotes. The average child in the city, between the ages of ten to fifteen, knows things that would make his parents' hair stand on end, if they sup- posed for one moment that their child is conver- sant with such matters. The parents err when they think that children between ten and twelve years of age are totally ignorant of sexual matters, even if they are watched ever so much. The in- telligent child learns of these things by observa- tion. Kemsies says : Ignorant children in these matters are the great exception. It is, therefore, not possible, even were it de- sirable, to preserve a state of infantile ignorance, which parents too often confound with innocence. Hence the question is not whether it is better for the child to know or not to know, whether the child's mind shall or shall not be kept blank with rc.uard to this side of his nature, this is something that is not possible. The question is whether it is better to know things right or to know them wrong; the question is what kind of thinking shall the; child do about it, correct or erroneous, what direcJ tion shall be given to his or her impulses. Shall the thinking be guided by parent and teacher, or shall the child wander haphazard until shaped by degenerate and shameless associates ? There is no escape from the alternative. Eousseau says: It is of great importance to leave nothing to chance, and, if we are not sure to be able to keep our child in ignorance about the difference of sex until the six- 30 GENESIS teenth year of age, then we have to see that he knows it before his tenth year. The child will naturally come to his parents for enlightenment, for the budding nature of youth stimulates an abnormal curiosity. If the desire for information is met with sympathy instead of censure, frankness instead of evasion, truth instead of falsehood, then the child will receive the knowl- edge of the structure and functions of the human body, gathered from biologic and physiologic in- vestigations. He will learn of the sexual impulse and its function as preserving the race, and he will comprehend the soul of man and its relation to the sexual sphere with its natural phenomena. But if the parents do not supply the required amount of information concerning the functions of the sex organs, and the child notices that something is concealed from him, his phantasy is put to think- ing, combining and picturing, and he will not give rest until the darkness has risen. Knowledge will then be obtained through the medium of some un- hallowed source, thereby generating a depraved and perverted taste for forbidden fruit. The choice be- tween the alternative of poisoning the child's soul, and of protecting it, through enlightenment; be- tween sound knowledge and misleading error, even if it may rob the child of some cherished illusion, should not be difficult. Even those who believe in the ideal of illusions admit that they are here im-( possible. It would be better, says Rosenthal, to IMPOSSIBLE TO MAINTAIN IGNORANCE 31 preserve our youth in purity and innocence; for "error is life and knowledge is death," but the youth cannot be kept in ignorance for any length of time, and through deep secrecy the character of obscenity is given to the sex impulse. Secrecy pro- motes lustfulness and sensuality. Knowledge, therefore, is absolutely necessary, and to the parents the children ought to look, if they are to learn matters of sex without shock to their sensi- tive and growing mind. Instead of the proper instruction our children have been left to gather their knowledge of the functions of life from those who have learned them in illicit ways. Our youth has to draw from se- cret contaminated sources when it seeks enlighten- ment. Instead of information, giving the right idea about the wonderful contrivance of nature for the propagation of the , species, knowledge is ob- tained from ignorant or vicious sources. The child learns fragments of truth mixed with error and tainted with impurity. Abundant temptations in this respect lurk in all classes of society. Nurse girls and servants bring back to the respectable home the evil associations of their own lives. When the life history of per- verse patients is studied, it is discovered that the starting point of the disease was some incident of early youth in the nursery or kitchen. Next to domestic servants the instruction of our children on the sexual question is left to depraved 32 GENESIS companions. In our public schools are often found groups of young perverts who succeed, by cunning, in seducing their friends. The free masonry ex- isting among boys, and in a greater degree among girls, is calculated to render the depraved ideas possessed by a few common property. The Ladies Home Journal says : For absolute filth of conver- sation nothing could quite equal the talk of boys and girls during recess in our schools. What is still worse is that the child is generally instructed, at the same time, in masturbation, prostitution and sometimes even sexual perversity. Every father and mother, says Judge Lindsey of the Juvenile Court of Denver, Colo., may take it as an absolute fact that nine-tenths of the boys and girls in the schools in the city and country are extremely curi- ous regarding matters of sex; and I have no hesi- tation in stating that boys discuss it in a most im- proper and a most unfortunate way. I have been amazed to find this same condition exist among girls to a much greater extent than I ever dreamed. I have learned this in the childrens' court, after repeated experiences, talking to little girls and their mothers, in the privacy of my chambers, regarding their troubles, brought to my attention by parents, officers and principals of schools. Apart from the lessons received from uncultured and often immoral companions, or grownup serv- ants, there is danger threatening the innocent child from libertines. The innocence of a child pos- IMPOSSIBLE TO MAINTAIN IGNORANCE 33 sesses a peculiar attraction for libertines of both sexes, who find a refined erotic pleasure and unique relish in the seduction of the innocent, in the role of initiator in sex matters. Fuller often encoun- tered young men of the average age of 25 nervously and mentally wrecked, whose clinical history reads, as a rule, as follows: At the early age, ranging from 11-14 years, the boy began to practice in- tercourse, a mature woman having been the offender and instigator of the practice. Indecent assaults upon children, says Morrow, occur much more frequently than is generally supposed, al- though but few of these cases are brought to pub- lic notice,, owing to the difficulty of proving the charge. In spite of this difficulty, 4,548 verdicts of guilty for the seduction of minors were found in Germany in one year 1908. A common form of indecent assault upon children is where an adult male or female permits or compels a child of either sex to perform an act of masturbation upon him or her. In some families the child picks up his sexual knowledge, more or less distorted and inaccurate, within his own home. The child hears his elders bragging of conquests and admirers. Fathers and even mothers frequently make equivocal jokes with their children, instead of seriously discussing the sex question. Parents ought to be careful not to use even veiled language in the presence of their children. Rousseau says: Children have a par- 34 GENESIS ticular sagacity to discover, under the apery of de- cency, the bad manners which it covers. The puri- fied language used in their presence, the lessons in good behavior given to them and the veil of mystery affected in their presence are so many incitements to curiosity. Another source whence venomous ideas are gath- ered are vile literature, the erotic play, obscene pic- tures, vulgar stories, pornographic books and, last but not least, the sensational newspaper which chronicles all the social intrigues. Such literature is spread broadcast and reaches our homes daily. Only serious scientific books on the sex question are ostracized, and their circulation among the gen- eral public is restrained, although no young man was ever led into licentiousness by reading a seri- ous book on the physiology of sex or on the dan- gers of sex abuse. Thus knowledge comes to our children filtered through the gossip and actions of servants, through the instruction of depraved comrades, through the veiled word and the sly nudge of elders, and through obscene literature, and the jchild finds a sort of guilty joy in his new discov- eries. For secret knowledge possesses fascination. Necessarily this knowledge is of a hideously dis- torted character, and, through its clandestine or- igin is invested with vulgarity and untruth. It breeds false modesty, the pharisaical cloak of our modern civilization, degrading to lewdness the IMPOSSIBLE TO MAINTAIN IGNORANCE 35 sacred functions of man and womanhood. It is, therefore, cruelly and culpably wrong to allow children to grope about picking up half truths and distorted facts, and gathering venomous ideas from corrupt playmates, vile literature, obscene pictures, vulgar novels and unfortunate personal experiences. In this way our youth suffers damage in soul, and body, because our educators leave the discus- , sion of sexual matters to shameless and lewd \ counselors of our children, instead of substituting, a healthy education and discussing sexual matters/ openly and candidly. The budding sexual pas- sion, kindled by imagination which ought to be made less crude, is thus left to enlightenment from turbid sources. The reason for all this is the awe of the parents to answer all questions appertain- ing to sex. Like the ostrich that hides its head in the sand and thinks because it can not see any one no one can see it, educators think that if they withhold the needed instruction and rigidly ex- clude from discussion any topic appertaining to sex, the minds of the young will remain void of all knowledge on this subject. CHAPTER V. The Necessity of Information. THE physiology of sex is the largest and most complex,, the most important and interest- ing of all human themes, says Hall. The sexual desires and instincts,, the intensity of the same, its normal as well as abnormal directions, are of im- portance for the development of man's character. Candor and truth ought, therefore, to surround sex matters. Instead of this there is the tradi- tional ignorance, false shame and prudery. \\\>. have hedged these matters around with a Chinese wall of concealment and falsehood. The result of this air of shame, thrown around the great sex mystery, is the sharpening and stimulating of the child's curiosity. Curiosity is developed because of the impression of mystery and shame that adults throw around all matters of sex, of new life and of marriage. The child wishes to know whence he came into the world, and how human beings are propagated. The child's mind is avid of enlightenment and harbors a germ of curiosity which seeks the light of knowledge. This curi- osity is not morbid; it is natural. The child's questions, therefore, ought to be answered truth- 36 THE NECESSITY OF INFORMATION 37 fully as soon as he asks them, instead of meeting them with lies and hushes. This method of secrecy has the certain effect of stimulating the imagina- tion to the highest pitch. By conjectures and surmises the child's mind is transformed into a seething swirl of morbid emotions. When the child, later on, picks up a certain amount of in- formation, which, as a rule, is entirely erroneous and provocative of much harm he keeps the same concealed from his elders. This information de- stroys the child's confidence and trust in his par- ents. Through the clouding of the pure sense for things natural the child is shocked at the thought that his parents have been parties to some wrong when it was conceived. After this expe- rience the child confides his troubles to strangers, instead of consulting his parents. Indeed, his parents do not merit his confidence. During all the early years of his life they have, out of a false sense of prudence, reared him in ignorance. This state of affairs is certainly not favorable for healthy development. It is, therefore, a car- dinal sin against youth to deny it the knowledge that would safeguard it against ignorant exposures to all the dangers of sex life. Bjornson says : If I learn in my early youth the elements my body consists of and the mechanism of the same, if I know the harm and good I could do, not only to myself, but also to those to whom I shall give life, some future day, and who will depend on me, this 38 GENESIS very knowledge is not only faithfully watching over me but, as a rule, also fortifies and strength- ens my will to follow my better judgment. Noth- ing awakens our responsibility in a higher degree than the insight into the nature of things. But this knowledge should not come too late. We must, therefore, remove the false modesty which now surrounds this subject. We must endeavor to tell the truth in a manner suitable to the child's age. We must not suddenly tell the truth with brutal candor and fanaticism, the truth as yet in- comprehensible to the child's intelligence, but we must so instruct him that in the course of a de- cade the child will learn by degrees to comprehend and understand the truth. We must follow Les- sing's teachings: The child must receive the truth, nothing but the truth, but not the entire truth, not the whole truth at one and same age of the child, when he is not yet fit to receive the whole truth, but always the truth when he be- gins to look for the truth. As soon as the child begins to ask questions, and doubt commences, it is the highest time to enlighten him about the origin of life on earth and thus awaken in him ethical conceptions. The present conditions of life demand that we should not delay this teaching and wait to see how the youth of the land undermines systematically its intellectual and moral potencies and sins against its own body. Evil influences are at work, a grad- THE NECESSITY OF INFORMATION 39 ual process of moral deterioration in the natural growth of sex corrupts the very young. This can only be prevented by instructing the children be- times in sexual questions, a duty necessary in the name of hygiene and morality. The concealment of everything in relation with the origin of man is the cause of our present social conditions. One- half of the ills of humanity is due to incomplete knowledge or ignorance. If we wish to purify sex life and prevent the growth of immorality and of a foul atmosphere of thought, our explanation must be clear and plain without any trace of re- luctance, wavering, or refined ambiguity. Early training through innocence into virtue is an ab- solute necessity. Only one thing can prevent ex- cesses, namely candor, unreserved candor, at home and in school. The first menstrual occurrences in girls and the first nocturnal pollutions in boys may give rise to ideas which, without proper explanations, may take a wrong and often even a diseased direction, while education wherever hereditary disposition presents a normal average schools can not cure a pathological sexual hereditary mneme, whether it consists in perversion, precocity or some other vice can do much to avoid pathological errors and habits by guiding the sexual appetite in a healthy direction and by avoiding excesses. But it is not cold moral preaching that will help us. Sentiments of high toned morality do not cure 40 GENESIS the social evil. No one has ever been saved from moral perdition by bathing suit prescriptions. We need warm altruistic feeling which alone can act as a moral educator of children. There is an in- creased desire for truth, founded upon progress in knowledge. Of primary importance, says Spencer, is that knowledge which ministers directly or indi- rectly to the maintenance of life, and next in im- portance that knowledge relating to self-preserva- tion or parentage, which prepares for the creation and rearing of offspring. CHAPTER VI. The Evil of Ignorance. NOWHERE are the sins of omission in edu- cation more relentlessly avenged than in sex life. What is the source of life and ought to be the source of pure joy and happiness for man and woman has become a turbid stream of pois- ened feelings, through our system of secretiveness. Our prudery and vague moral preaching are of no effect, especially when we have to contend with precocious sexual appetite. Masturbation is often started very early in life, even before the first year has passed. This early beginning, apparently spontaneous, is often im- moderately practiced on account of the limitless opportunities afforded. Onanism is usually provoked by irritation at the peripheric region. The boy who has the impulse to touch and pull everything will surely play with his little organ. Sometimes there is a phimosis or an inflammation of the prepuce; in girls there is uncleanliness in the vulva, or worms. All these anomalies cause itching, which drives the child to touching and rubbing these parts. These man- ipulations cause an agreeable tickling sensation 41 42 GENESIS and awaken a feeling of lust. This feeling op- erates in the memory and excites to a state of activity before sexual consciousness has had time to be awakened. Sometimes servants and nurse-girls, either to quiet the child or out of lust and ignorance, tickle the child's genital organs, or gently slap the gluteal region and thus awaken a lustful feeling, which later on drives the child to renew the manipula- tion without external cause. In this way mastur- bation is found in the best and purest homes, and no one should take it for granted that his child is too nice and good to be addicted to such practices. Now, masturbation leads to excesses, because it can be exercised at any time, in every place, and without any external help. If excessive masturba- tion is continued for a considerable length of time, children become pale and anaemic, have dark rings under their eyes, are easily fatigued and suffer from headaches. Their sleep is broken, they are quiet, reticent, absentminded, easily em- barrassed and not companionable to other children. In older children masturbation causes depression, vertigo, palpitation of the heart, a blinding feeling in the eyes, photophobia, light-points and func- tional sex disturbances, as day-pollutions and spermatorrhoea. Another fatal result of mastur- bation is that many a boy, enmeshed in the toils of this solitary habit, seeks escape in licentious intercourse. THE EVIL OF IGNORANCE 43 Most boys are driven to an early exercise of the sex functions through mere curiosity. The instinct of imitation also plays an important role. To appear manly also leads a young boy to masturba- tion. The fear of not doing as the others, and especially the terror of ridicule constitute a pow- erful incentive which leads to abuse and extrava- gance. Through teasing and mockery a youth is the more easily seduced the less he is put on guard by parents and friends. In the same way is ignor- ance of sexual questions frequently the cause of innocent girls being led to ruin. Scarcely any one realizes the appalling number of school girls who are ruined during their school days. Instead of explaining to her seriously and affectionately the nature of sexual connection,, its effects and dangers, the girl is exposed to the worst tempta- tions. The girl needs to know that impregnation and conception often follow the sexual act. In- stead of this necessary knowledge we find in ma- ternity hospitals many a girl who has submitted to the act without the slightest idea of the prob- able results. It is, therefore, necessary to take measures in time and not wait until our boys are seduced by evil companions or erotic women, and our girls by evil persons of either sex. Every girl ought to know the consequences of indiscretion, and every boy the dignity of virility and his duty to- ward every woman. He should be taught the 44 GENESIS health fulness of continence and the advisability of sexual control. Ignorance is not an ideal any way. Ignorance, says Mayreder, is only a cheap substitute for in- nocence and is able to feign the semblance of innocence to the superficial observer. Besides, in- nocent natures fall more often a victim to seduc- tion. The boy ought to know the dangers of an illicit sexual life. With the appearance of syphilis, at the end of the fifteenth century, every devia- tion from the monogamic relation is a danger to health. Worse than syphilis is gonorrhoea. It has the most lamentable results among the female popu- lation. Gonorrhoea, says Morrow, overshadows syphilis in importance as a social peril, because of the tendency of the gonococcus to invade the uterus and adnexal organs with results often dan- gerous to life and destructive to the reproductive capacity of the woman, and because of its con- servation of virulence after apparent cure. A man with an uncured gonorrhoea or with a secondary syphilis in full activity may marry and his wife escape contamination, but this is the ex- ception. As a rule, on the wedding night, she will receive unsuspectingly the poison of disease which may seriously affect her health, kill her children or extinguish her capacity of conception. Such a woman's life is ruined, even if she escapes serious disease to her own bodv, for the instinct THE EVIL OF IGNORANCE 45 of maternity is implanted, by nature, in every nor- mally constituted woman. Now, when we consider the fact that about twenty per cent, of all venereal infections occur before the nineteenth year, i. e., in mere children, the fatal results of ignorance are easily seen. In- deed the universality of masculine unchastity is only founded upon ignorance, and the false and erroneous ideas of the nature of these diseases and the dangers of promiscuity. It is scarcely believ- able, says Hegar, how nowadays, when the dan- gers of promiscuity is so well established, any one could expose himself to these risks. There is only one explanation that the people are ignorant on this point, and that their conceptions about the evils of promiscuity are somewhat hazy. Otherwise only culpable stupidity or stupid fri- volity could neglect these scruples. A French nobleman said to his son, who was going to leave his home for the big city: "Si vous ne craignez Dieu, craignez la verole." "If you are not afraid of God, fear at least syphilis." The irony of fate is still greater in so far as women themselves regard men's indulgences as an harmless "sowing of wild oats," provided the man is single. They forget that no one plays with impunity with fire and that these men's victims will, later on, be young and virtuous wives in wedlock. It is then too late for them to amend their mistakes except by separation. The 46 GENESIS fact that two-thirds of divorces in this country are sought by women, says Morrow, shows that the number of separations and divorces although other reasons are given on account of marital infection from venereal diseases is much larger than is commonly supposed. CHAPTER VII. The Degradation of Sentiment. FOR those young men who accidentally escape infection, yet another danger lurks, degra- dation of sentiment by the long association with prostitutes. This degradation is seldom entirely effaced and generally leaves indelible traces in the brain. In wedlock the lack of change keeps away all unsound excitations, while the man who has long been accustomed to live with prostitutes is always in eager quest of fresh stimulants. The animal nature gains ever increasing dominion of the moral life of the individual. When the limit of dissipation is reached, there comes disappoint- ment, disgust, restlessness, dreariness and bit- terness. The individual becomes selfish and cruel and becomes unfit to establish a family. To be sure the virtuous girl has a certain fascination to the most dissipated youth, but it is only for a passing moment. The intense craving awakened in the youth for something far more exciting than she can offer leads him ever farther from her side where this morbid fancy can be satisfied. For the modest grace of pure womanhood can not for a moment compare with 47 48 GENESIS the force of attraction which the excitement of debauch and sensual indulgence exert upon a reckless pleasure-seeker who is accustomed to such intoxication. In this way all young and pure women, even of the middle and upper classes of society, are brought in direct competition with vice. To this competition may directly be traced the faults now so often charged against young women, their love for dress, luxury and pleasure, their neglect of economy, dislike of steady home duties, etc. For to keep pace with the prostitute the pure woman is obliged to do as she does and be extravagant as she is. This extravagance in all classes of society, on the other hand, becomes the strongest provocative to vice, amoung young girls, and makes prostitutes out of the servant, seamstress and pretty shop girl. In this manner a vicious circle is established. All these evils are directly the result of ignor- ance, which sanctions a custom insulting the family, degrading the natural nobility of the human sex function, sneering at it, and treating the great principle of life with flippancy. Ignor- ance of sex, therefore, is a great crime against societv. CHAPTER VIII. Moral Confusion. THE unnatural education in sex matters is responsible for the fact that a complete moral confusion meets the child at the outset of life. There is no fixed standard of right or wrong, regarding sex, and no clear ideal is held before him. Eeligious teaching and practical life point to different directions. The difference be- tween the fictitious side of life and real life is enormous. Church and school promulgate the view that the sexual impulse is the emanation of our carnal nature, and, therefore, depraving, sexual indulgence being allowed only so far as it is required for the preservation of the species. The ineffaceable impression is given that the sys- tem of generation is a system of shame. This impression, deepened by what the children hear from secret sources, is apt to dominate their mental attitude through life. But though this reprehensible sex-sensitiveness may be lauded in the verbiage of purity, the in- stinct of sex exists as the indispensable condition of life, and the foundation of society. It is the strongest force in human nature and can not be 49 50 GENESIS banished by virtuous platitudes or moral snob- bery. Besides the innate instinct there is the thousandfold example of the world around us in entire contradiction with the teachings of the church and school. Between these two extremes our growing youth has to contend with. He naturally chooses the one according to his nature, especially after he has lost all confidence in his parents and teachers when he has found out their lies. When the grow- ing mind of the child seeks explanation as to the birth of babies, even in this enlightened day, he is answered with evasion and falsehood. Noth- ing is more calculated to destroy the child's con- fidence than this. Many a young girl, upon first learning from some elder companion of her own sex, or, by insinuations of some vulgar neighbor's boy, the truth of sex, has become horrified at the thought that her beloved mother has lied to her. Many a child is dismayed at the discovery that he has been deceived, and his family has received a blow that no after-years can efface. The results of the lies and the shaken confi- dence in parents and teachers are certain errone- ous ideas of the sex functions which are most pernicious in their influence upon character and conduct. The real purpose of the sex function is entirely forgotten. Chastity is declared by the modern radical to be impossible. The purpose of the sex function is proclaimed to be sensual MORAL CONFUSION 51 pleasure. This modern school preaches that one has a natural right to indulge his sensual im- pulse as he pleases. They call it in German "sich ausleben," and claim that such indulgence is a physical necessity, essential to the preservation of health. This perverse., unnatural education has, fur- thermore, caused in large circles of peoples a kind of a perverse sense of shame. The mere nude arms or legs of a small school girl, the furnish- ings of a public bath-house, the naked limbs of a Tirolian peasant, or the grandest works of art awaken in them lascivious thoughts. Especially early masturbators show a depraved sense of shame. Nothing, says Krafft-Ebing, is so prone to contaminate and, under certain cir- cumstances, even exhaust the source of all noble and ideal sentiments which arise from a normally developed sexual instinct as the practice of mas- turbation in early years. The false sense of shame causes, by the secretiveness in our education, this modern fig-leaf modesty and prudery which at- tributes a particular obscene meaning to every- thing sexual. It has created that diseased im- agination, depraved beyond all hope, which can find any prurient gratification in the cold chaste nakedness of ancient marble. Individuals with such traits are accustomed to interject their own diseased imagination, guilty conscience and ob- scene sentiments into the purest artistic creation. 52 GENESIS These diseased sentiments have created the fig leaves in art, be they sculptured, painted, written or spoken. But their aim to conceal by these coverings is always frustrated. For by drawing attention to what they conceal under- neath they awaken lewdness and excite sensuality much more than does simple nudity. Worse than Irypocrisy in art is the prudery so lamentably manifested in daily life. The girl who blushes the most readily and hangs her head in shame at the slightest indiscreet word usually offers the least resistance when one gets her be- hind the door. When she blushes at the word "leg" she generally has cause to blush for some- thing more tangible than the utterance of a word. She is the one who constantly wears the placard "I am a woman and you are a man." The truly modest girl talks to a young man as if he were another girl, or she another man. Aside from the damage to youth in its later periods of life, through this prevailing secrecy in matters sexual, children begin to suffer very early in life. The researches of Freu^d have shown that early childhood until the sixth year must be considered as an exceptional epoch in sex evolution. The impressions of this time, al- though they play a small role in our conscious thoughts later on, still decide our entire future development, especially in regard to sex. The sex impulse of most men takes its form and direc- MORAL CONFUSION 53 tion in this epoch. If the child is not properly taught, the result will be masturbating practices, a bodily deterioration and a nervous exhaustion of the whole physical force. The important relations of the sex function to mental and physical development are well known. The effects upon the mind are often more marked than upon the body. The disorders are in many cases the causes of backwardness of children. They are apt to be restless, dull or listless., with inability to concentrate their minds upon their studies. CHAPTER IX. The Change of Policy. THE preservation of the race requires, on the one hand, that the sexual impulse should have an immense force, on the other hand, it is necessary to oppose strong dams -"to its rapid streams. This necessity has become more and more recognized in certain circles in recent years. Interest in sexual pedagogy is becoming more pro- nounced, as is shown by the enormous increase of literature on this subject. In former years we acted like the ostrich, who hides his head in the sand and thinks danger has now passed. But nowadays we recognize that it is time to come out of the swamp into which our ideas of sexual life have sunk. Through the growth of large cities immorality is on the increase, and correspond- ingly the general appreciation of the importance of the theme is also on the increase. We already see a revolution at hand. The tenor of sentiment is changing, and a wave of sex education has al- ready begun to spread through the progressive countries of the world. Sexual enlightenment whizzes through the air, and expressions which in former days we dared not even whisper, only 54 THE CHANGE OF POLICY 55 holding our breath back,, are now current coin in the conversation of numerous parents, pedagogues and physicians. There is a rapidly increasing in- terest in all matters pertaining to public health and to the restriction and prevention of diseases. All men and women who have the welfare of humanity at heart agree upon the necessity of sexual enlightenment. The only point of con- tention is the knowledge in regard to copulation. Everything else, as impregnation,, conception or birth have their scruples only in relation to copu- lation. The latter is still considered, by many people, as something offensive. It can not be denied that this is a delicate mat- ter to handle. Still everything may be revealed intelligently and fearlessly to the child without offending his sense of modesty. Maybe future generations will solve the problem how to in- struct our children in the science of sexuality without concealing even the most delicate matter. The present generation was born and brought up under our present standard of modesty, and this fact must be reckoned with. Many things, there- fore, must be omitted in our instruction of the child in order to satisfy the most conservative and fastidious. SECOND, SPECIAL PART CHAPTER X. First Lesson: Infancy and Early Childhood. THE aim of sexual pedagogy is to induce a healthy natural sex life. The question is how shall we teach our children the mysteries of sex life and in this way protect them first against the dangers of the habit of self-abuse and then against the dangers of infection from the virus of gonorrhoea or syphilis without awakening eroticism. The teaching of sexuality must begin with the birth of the child, but it must differ with the different epochs of the child's life. The lessons in infancy differ from those of the other periods by being more of a negative nature. This period is the time when the child has as yet no interest where man comes from. It is the time when he has as yet no sense of shame. The sense of shame, in regard of nudity of his sexual organs, begins to develop about the fourth year of the child's life, provided he is not taught earlier. This feeling 56 FIRST LESSON FOR INFANCY 57 of shame is originally without psycho-sexual con- sciousness. It refers not to these parts of the body as the organs of sex., but rather to the entire genito-anal region as such, which, as the place of the excretions, becomes the center of a feeling which originates from the fear of provoking dis- gust. This feeling of shame, in the presence of the nude organs, begins about the fourth year of the child's age and coincides with the time when he usually puts the first question, where man comes from. The entire period previously the child is without psycho-sexual consciousness. Still the pedagogy of this early period is of the greatest importance, and the mother must be made aware of her great responsibility at this critical juncture. The undisturbed development of the sexual or- gans is of great necessity for the development of the entire body. These organs are excessively sensitive and are damaged by any irritation. Their premature activity is especially detrimental to health. At this period there can be naturally no other use than the habit of self-abuse. This habit often begins at an early age. The natural curiosity of children leads them to an examination and finally to a titillation of their private organs, often with- out the aid of any vicious instruction. When the child has thus found, by accident, that a certain mode of handling these organs is attended with 58 GENESIS pleasurable sensations, he repeats the action, and the habit is established. The habit of masturbation is sometimes con- tracted, in infancy, by the laxness of stupid serv- ants or ignorant mothers. They often ti-y to calm the infant by tickling the child's genitals. This practice causes sexual irritation and leads to masturbation. Another bad practice resorted to by nurses and mothers is to amuse the child by gently striking the buttocks of the infant, a region which is highly erogenous. Every one who has read "Les Confessions/' by Eousseau, knows how this savant, when a boy, became sexually excited when his nurse punished him by beating him upon his buttocks. Thus nurses and even mothers innocently in- duce the child to the habit of masturbation. But the greater danger comes from nurses who delib- erately handle the infants' organs out of lust. They touch and strike the external organs of boys as well as of girls for their own pleasure. There are few nurse-girls, says Parke, who do not de- light to initiate the boy, committed to their care, in sexual matters. He relates many histories of patients who were induced to abnormal practices by their nurses in early youth. Lawson-Tait says that children ought never to be allowed, under any circumstances, to sleep with servants. In every instance where he found a number of chil- FIRST LESSON FOR INFANCY 59 dren affected by masturbation the contagion has been traced to a servant. Freund found in cases of severe youthful hysteria that the starting point could frequently be traced to some sexual manipu- lations by servants, nurse girls and governesses, He also relates several such examples. Another cause for the habit of masturbation in infants is uncleanliness, which causes irritation. To relieve the same the child uses friction with his hands. This rubbing causes a pleasing sensa- tion. Having made this discovery, the child be- gins to manipulate the organs periodically. In little girls thigh-crossing is usually the mode adopted in the practice of masturbation,, by in- fants, and parents ought to know what attacks as the following mean. Townsend records a case of an infant, eight months of age, who would cross her right thigh over the left, close her eyes, clench her fists, and, after a minute or two, there would be complete relaxation with perspiration and red- ness of the face. This would occur once a week, or oftener. Jacobi relates a case of a girl of three years who, at regular intervals, had attacks of masturbation while sitting down. She began by keeping her thighs closely joined, or crossing her legs. She then began to move and rub her limbs violently. She got purple in her face, be- gan to perspire and to twitch about her eyes, which looked excited. She then used to lean back exhausted, sighing and breathing hurriedly. 60 GENESIS If such actions arc not recognized and speedily interupted and prevented,, the child is apt to gratify himself frequently in this way until the action becomes a fixed habit with results most detrimental to the -child's health. For when the sexual power is prematurely exercised permanent injury is done to the individual. A great re- sponsibility, therefore, rests upon parents, and it is deplorable that so few know how to prevent these bad habits, which accounts for the frequency of masturbation. Prof. Berger says: Masturbation is such a fre- quent manipulation that out of a hundred boys and girls ninety-nine have temporarily been ad- dicted to it, and the hundredth, the so-called pure individual, is concealing the truth. Moll quotes a physician as saying: "Whoever denies hav- ing masturbated, has often only forgotten it." He also mentions another physician as asserting: "Whoever claims of never having masturbated is still doing it." If such practices begin in infancy, the harm done is incalculable. Since no animal is so help- less during infancy, and none remains so long in a state of complete dependence on its parents as the human child, it is the parents' duty to pro- tect the child against the impairment of his health. For an unimpaired youth is necessary for his development to full power and ability. It is, therefore, the duty of parents to prevent FIRST LESSON FOR INFANCY 61 the proverbial nurse girl from handling or touch- ing the infant's sex organs and save their chil- dren from becoming early onanists. In this re- spect all nurses, good, bad and indifferent, need watching. It should be the rule of the nursery not to touch the child's organs or to handle the buttocks in any way, thus avoiding early sexual excite- ment. It is also wrong to allow children to sleep in the same room with their nurses or in the same bed with other children. The parents have further to look after the health of these organs and summon medical aid in case of any deviation from the normal. A long tight prepuce, eczema of the genitals, pin- worms of the rectum, haemorrhoids, fissures of the anus, all lead to rubbing, pressing or handling of the genitals. Medical measures, therefore, must be taken to remove these anomalies. Every time the boy is bathed the foreskin should be gently retracted and bathed like the rest of the body and replaced in its former posi- tion. If difficulty is experienced in retracting or replacing a retracted foreskin, a physician should be called in to circumcise the child. The mother should further give all the attention necessary for cleanliness in little girls. When the children begin to wash themselves, the little girl should be taught to wash her external organs with luke- warm water, just as she does her face, and L'i;tle 62 GENESIS boys should be taught to remove the smegma from the interior of the prepuce. Overfeeding, effemination, passion for dress and coquetry, all of which make apes out of our children and degrade and abase them to playthings of their vain mothers, must be avoided. We must further eliminate sweets in feeding, irritation through tight clothing, stupid theatrical per- formances, home parties, children's balls or mas- querades. We must further take care that the bed should not be too soft, the covers too heavy. The child must lie straight in bed, with the hands never under the cover. The child must be taught to rise, urinate and dress as soon as he wakes up. In short, it is the duty of the parents to know that there is no undue irritation of the private organs. When we see that the children have the inclination to stay too long in bed, after awaken- ing, or to remain too long in the toilet, or to be often alone; when we observe suspicious positions of the body, or find the children making certain motions of rubbing, we must be doubly watchful, for these are generally the symptoms of masturba- tion. As soon as children are old enough to under- stand, they should be taught never to handle the sexual organs unnecessarily. They must learn to know that every touching of the genital organs is harmful to the body, just as poking the fingers FIRST LESSON FOR INFANCY 63 into the nose, ear or eyes. Just as the eyes are sensitive and the sight easily damaged, so the or- gans of sex are sensitive and if not let alone, great harm may result. For that reason they must only be touched with a pair of tongs. But we must not give the children the impression that it is particularly vicious to touch these "shameful" parts ; for there is nothing shameful in the human body, and least of all the organs destined to create new life. We should only tell our children that the handling of these organs injures health, mind and character and sense of honor, just as touch- ing the fragile reproductive organs of the flowers will destroy their function. The child must be told that unnecessary handling of or fingering any part of the body or moving with the legs is a breach of good man- ners, and is wicked besides; for the human body is a sacred thing, intended for important and noble ends. It must not, therefore, be played or trifled with. The sex organs, in particular, are intrusted with the wonderful power of transmit- ting life. Hence this power should not be im- paired by abusing or injuring the organs in any way. But while the early watching of the cleanliness of the organs, of the details of diet, of sleeping and dressing and early warning against playing with the sexual organs, or rubbing the same, is very necessary, we must not attribute too much 62 GENESIS boys should be taught to remove the smegma from the interior of the prepuce. Overfeeding, effemination, passion for dress and coquetry, all of which make apes out of our children and degrade and abase them to playthings of their vain mothers, must be avoided. We must further eliminate sweets in feeding, irritation through tight clothing, stupid theatrical per- formances, home parties, children's balls or mas- querades. We must further take care that the bed should not be too soft, the covers too heavy. The child must lie straight in bed, with the hands never under the cover. The child must be taught to rise, urinate and dress as soon as he wakes up. In short, it is the duty of the parents to know that there is no undue irritation of the private organs. When we see that the children have the inclination to stay too long in bed, after awaken- ing, or to remain too long in the toilet, or to be often alone; when we observe suspicious positions of the body, or find the children making certain motions of rubbing, we must be doubly watchful, for these are generally the symptoms of masturba- tion. As soon as children are old enough to under- stand, they should be taught never to handle the sexual organs unnecessarily. They must learn to know that every touching of the genital organs is harmful to the body, just as poking the fingers FIRST LESSON FOR INFANCY 63 into the nose, ear or eyes. Just as the eyes are sensitive and the sight easily damaged, so the or- gans of sex are sensitive and if not let alone, great harm may result. For that reason they must only be touched with a pair of tongs. But we must not give the children the impression that it is particularly vicious to touch these "shameful" parts ; for there is nothing shameful in the human body, and least of all the organs destined to create new life. We should only tell our children that the handling of these organs injures health, mind and character and sense of honor, just as touch- ing the fragile reproductive organs of the flowers will destroy their function. The child must be told that unnecessary handling of or fingering any part of the body or moving with the legs is a breach of good man- ners, and is wicked besides; for the human body is a sacred thing, intended for important and noble ends. It must not, therefore, be played or trifled with. The sex organs, in particular, are intrusted with the wonderful power of transmit- ting life. Hence this power should not be im- paired by abusing or injuring the organs in any way. But while the early watching of the cleanliness of the organs, of the details of diet, of sleeping and dressing and early warning against playing with the sexual organs, or rubbing the same, is very necessary, we must not attribute too much 66 GENESIS Hence, when at the birth of a child in the family or the coming of a new baby in a neighbor's household the child approaches his mother with the question., "whence do babies come from?" he should not be put off with false ideas or be met with evasive answers. If the pure-minded child receives such answers he soon realizes that the re- plies do not meet his queries. After a very short time the child begins to feel that, for some reason, he can not understand, the mystery is not to be solved for him by the members of his family, and he ceases to ask any further questions. But the sense of mystery unsolved lingers with the child until some companion tells him the truth in anything but a pure way. He now regards his own birth as a direct result of a sinful act. He is given the impression that there is no purity in the propagation of human life, and he thinks he knows now the reason why his parents did not tell him the truth. His confidence in his mother who told him the lie is more or less shaken, and his respect for his parents is no more as it was before. Hence, when the child asks the very natural question as to where the new baby came from he should not be put off with the remark that the stork brought it, or the doctor did. His ques- tions must be properly and truthfully answered, and his interest in such matters should be encour- aged. His curiosity upon the subject, once satis- fied, no longer continues. CHILDREN FOUR TO SEVEN YEARS 67 It goes without saying that enlightenment in sexual matters should not be forced upon the child. We must not thrust upon him what he is not eager himself to know. Instruction should only be given to satisfy the child's curiosity. For that reason it is not necessary to say too much at this early age. There is, for instance, no need for the ex- planation of the father's part in the process. The child does not seek for details. But there is noth- ing indecent in the mother telling her child, upon the question whence he himself came from, that__ he was grown from a seed implanted in her own body. The mother, therefore, should explain to the child that, as birds come from eggs, 'and flowers from seeds, so also children come from seeds or eggs called "ova." These ova are so tiny that they can not be seen with the naked eye, and so delicate that the least touch would injure and de- stroy them. For that reason they can not be laid outside. Hence every child is implanted as a seed \ or ovum within his own mother, as the egg in the . hen or the roe in the fish. There, in a place pro- vided in the body of every woman, and safe from injury, the seed is nourished by the life blood of the mother. When she breathes, the child breathes, too; when the mother eats and drinks, the child gets a part of this food. There the child lies warm and secure, there he grows delicately and tenderly under the heart of his mother. In this way the OS GENESIS seed or ovum develops into a baby, strong enough to breathe the air. By this time the place has be- come too narrow for the child., and the mother can not carry him any longer. Her body, there- fore, opens, and he comes to light. This coming forth of the child from his mother's body into the world, which is called to be born, takes place at the cost of much suffering and pain to the mother. It costs the mother the greatest pain a person can endure in this life. Sometimes she has even to pay with her own life for that of her child. When the child asks whether he himself had also been in his mother's body, the mother should answer: certainly, my child, I carried you under my heart for nine months and nourished you with my life-blood. By the movements of your tender little body in this narrow place you were known to me before any one saw you. For these long months we lived together, you deeply hidden with- in me. Hence you are my flesh and my blood, a piece of myself, and for that reason we love each other so much. There is no question that the child's new con- ception of his relation to his mother as truly a part of her being can not fail to deepen and strengthen his natural feeling of love and affec- tion toward her who has brought him into the world. The idea of generation and birth will thus be CHILDREN FOUR TO SEVEN YEARS 69 associated with the mother's relation to him as the source of life, and the child will enjoy the naive pure joy that he was so intimately connected with his mother, and will have the greatest reverence for the wonder of generation. After the child has been told his origin he should be admonished not to talk of these intimate subjects with others. Especially should he be warned not to talk to his friends at school about these things, because they are too sacred to be the subject of ordinary gossip. Boys and girls who talk about such things are low and vulgar and not fit to associate with. Besides it is a sign of sordid sentiments to have secret conversations with his comrades. If a boy or a girl should ever ask him whether he knows where babies come from, the answer should b<> that he knows, but does not want to talk about it. From that moment, the child must be told, he must avoid such a boy's or girl's company. The child must be warned, again and again, not to ask any questions, especially about such things, from others. If he wants to know anything he should come to the parents. AV!IO will always' be ready and willing to answer every question he wishes to know. To these warnings against secret conversations with comrades should bo added the admonition never to allow anybody, little friends or adults, to touch or play with any part of the child's body. If any attempt is made by anyone, no matter who it 70 GENESIS is, a friend, brother, sister or teacher, to do so, the child must be taught to report the fact imme- diately to his parents. In this way seduction to masturbation, from this source, could be pre- vented. CHAPTER XII. Lessons for Children Seven to Ten Years of Age. THE most suitable period for the beginning of the real sex enlightenment is at the age of seven to ten years,, according to the mental ca- pacity of the child. At this time parents, who have the necessary culture, or, in most cases, teach- ers the child at this period, as a rule, attends school should give the first lesson in the repro- duction of plants. They should first, in a general way, show the ; child how the earth keeps the seed warm and moist until the small leaves are strong enough to push: themselves toward the light and air, where they breathe, grow, and bloom, and bring forth new seeds. The child should then be told that the basis of all life, vegetable as well as animal, is the cell. The cell is a minute sac or bubble filled with a certain substance, called protoplasma. The proto- type cell consists of a membrane and two constant parts, the cell-body or "cytoplasm," and the kernel or "nucleus." We will now explain to the child that the cell is the constituent element of all plants and an- 71 72 GENESIS imals. Brain and kidney, liver and muscle, po- tato and apple, corn and grape, they all consist CUT I. Schema of a cell: a, C'ell membrane; b, cell-body or cytoplasm; c, nucleus. of cells. As the brick building is composed of single bricks, so is every organism composed of single cells. In the course of evolution the ele- mental cells have been greatly modified and have acquired entirely different characteristics, so that the tissues scarcely resemble each other. Still, all the different tissues are composed of cells. A word is then to be said regarding the general elements of reproduction in living beings. The fact should be brought out that every living being \must originate from a pre-existent living being. (which is its parent, as the seed in plants and the egg in animals (omne vivum e vivo). We will explain to our children the wonder of nature as revealed in propagation. The existence jof the entire organic world rests upon the propa- gation of plant and animal. Without propagation there is no life, but eternal torpidity and the ster- ilitv of the rock. The latter remains for cen- CHILDREN SEVEN TO TEN TEAKS 73 turies and millennia unmoved and unchanged, in the same place, and never produces its kind. It is different in the organic world. Here we find a perpetual circle of life. Scarcely is one being- born, when it brings forth, out of itself, new life, germs of new beings, which, in their turn, follow the footsteps of their ancestors. Here is the place to tell our children of the CUT IT. Kissiparous reproduction of tin? unutba. The single- celled animal "a" is divided after different steps into two animals "f" and "g." 74 GENESIS different modes of reproduction. The first mode, the "fissiparous," consists in the division of the en- tire single-celled animal. (Cut 2.) As soon as the [plant, which in this class consists of a single cell, J reaches a certain size, it divides itself into two cells or plants, which live a separate life. Fissiparous reproduction is found in Rhizopoda, Infusoria, Anthozoa,, Aster idae, Ophiuridae, and sometimes in Medusae. In some of these single-celled be- ings a certain hermaphrodism was found by Hert- wig in one and the same cell. A certain chemical contrast between male and female plasma may be found within the single cell. The second mode of reproduction is the so-called /"gemmiparous," which consists in a multiplica- tion by means of buds. The new cell or bud seldom leaves the mother cell. Hence from the first cell, after the first division, we have two cells, then, by further division, 4, 8, 16, 32, etc. In this way an intricate system of canals is pro- duced, as in sponges and corals. (Cut 3.) Propa- gation by gemmiparous reproduction is found in the Hydra, Armpolypus and in a great many fungi. In these multiple-celled animals different male and female cells are often found, as in the common polypus in sweet water. The third mode of reproduction is the sexual generation, i. e., a reproduction by means of the conjugation of two cellular elements, one repre- senting the male, the other the female principle. CHILDREN SEVEN TO TEN YEARS 75 Gemmiparous reproduction, as in sponges. Schema. The reproduction, by means of the conjuga- tion of two cellular elements, is already found in certain single-celled beings, as in "infusoria." But the union of the two cells is, as a rule, only temporary, for the purpose of an exchange of ; 76 GENESIS matter. The united parent cells separate after a mixture or "conjugation" of the mutual proto- plasma, and certain changes of the germ-plasma have taken place. Only after going through this process J,s_the germ ripe for division, as in the fissiparous reproduction. This modification of the sex-reproduction is exceptional, and is only found in the lowest forms of organic life. In all the other forms the two parent cells, after their union, form a single cell. In this way the enormous ex- penditure of force required in unicellular repro- duction is lessened. By two cells doing the work of one, the amount of nutritive force required from each is smaller. The propagation, by conjugation., is the first beginning of sexual reproduction, because, as Haeckel says, it is affected by attraction through the affinity of the different contents of the cells. Such sexual affinity is found already in Imv pi anls. as protophytes and algae. The attraction the different cells have for one another presupposes the presence of a certain sen- sation in the cells. The sensation which drives the cells to unite is, according to Haeckel. of a chemical nature, like the sense of taste and smell. Pfeifer showed that the flagelliform cells of the ferns are attracted by the evaporation of malic acid, and those of mosses by that of cane-sugar, just as they are attracted by the exhalations of the ova. The reproduction through the conjugation CHILDREN SEVEN TO TEN YEARS 77 of one cell with another is thus affected by the quasi satisfaction of cell-hunger. All these explanations may be omitted or given according to the mental maturity of the child. / But when it is given, it must be done without \ timidity, and the children will get accustomed to hear the organs of sex spoken of without taking offense. \Ve will then begin the study of the fertiliza- tion of phanerogamous plants (a>cpo? = apparent and ya/xo? marriage). We will tell the child that the phanerogamous plants arc those whose or- gans of reproduction arc apparent or open to the eye ; that the flower represents the ensemble of all the organs that serve the reproduction of phanerogamous plants. The child himself may anaylze the flower when we take him for a walk in the woods or the fields. \Ve will pick up one and the other flower and hand it over to our child for examination. 'He will find that showy fiWers usually consist of four circles or sets of organs, the sepals, the petals, the stamens and the pistils. The sepals, taken to- gether, constitute the calyx; the petals, taken to- gether, constitute the corolla. The members of one of the circles of organs of which the flower is composed may join each other and become adnate. The calyx tube, for instance, may be adnate to the ovary, etc. In this way the great variety of flowers is created. 78 GENESIS CUT IV. St A complete flower: st, stamen; pi, pistil; pe, petal; s, sepal; ca, calyx; c, corolla. After Bergen. The essential organs of the flower are the stamens and pistils, while the calyx and corolla form the floral envelopes, or the so-called perianth. Flowers which contain the four sets of organs are said to be complete, those which have the essential organs only are called perfect flowers. The stamen represents the male organ, and the pistil the female organ of the flower. CHILDREN SEVEN TO TEN YEARS 79 Complete and perfect flowers are hermaphro- ditic, for the male organ or androcele and the female organ or gynocele are situated in the one and the same flower. The unisexual flowers are those where the stamens and the pistils are pro- duced on separate flowers, as in the willow. CUT V. Water lily. Petals and stamens adnate to the ovary. After Bergen. Stamen and pistil may not only be produced on separate flowers, but the staminate and pistillate i flowers themselves may be borne on different* plants, as in hickory, hazel or Indian corn. Such plants are called dioecious or of-two-households. When both kind of flowers appear on the same 80 GENESIS individual, the plant is called monoecious or of- one-household. f early meadow rue Dioecious plants are J willow I poplar birch, hazel. Monoecious plants are. hickory, alder, beech walnut, oak, chestnut The stamen, or the male organ of the flower, consists of a hollow portion called the anther, which is borne on a stalk called the filament. In- CUT VI. Stamen, a, anther; f, filament. After Bergen. side of the anther is found a powdery or pasty sub- stance called the pollen. The shape of the anther and the way in which it CHILDREN SEVEN TO TEN YEARS 81 opens depend largely upon the way in which the pollen is to be discharged and how it is carried from flower to flower. As a rule, the anther opens by the cells being split length-wise, or by little holes at the top. CUT VII. Pollen grains. s, spots where the inner coat bursts. After Bergen. The pollen in many plants is a fine dry powder, in others it is somewhat sticky or pasty. The forms of the pollen-grains are various. Each pollen-grain consists of a single cell and is cov- ered by a thick outer and a thin inner wall or coat. At the outer coat there are spots at which the 82 GENESIS inner coat of the grain is finally to burst through the outer one, pushing its way out in the form of a slender thin-walled tube. The contents of the pollen is a thickish protoplasma, full of little opake particles, and usually containing grains of starch and little drops of oil. The pistil, or the female organ of the flower, usually consists of a small hollow chamber called the ovary, which contains the ovules, and of a slender portion or stalk, called the style. At the CUT VIII. .sti sty ov Pistil, sti, stigma; sty, style; ov, ovule. After Bergen. CHILDREN SEVEN TO TEN YEARS 83 top of the latter is found a ridge, knob, or point, which is called the stigma. The stigma consists of cells loosely arranged over the surface. These cells secrete a moist liquid, to which the pollen grains adhere when they come in contact with the stigma. Beneath these superficial cells, running down through the style, there are found long cells, with intermediate spaces, through which the pollen tubes reach the ovary. (Cut 9.) The ovules are not borne indiscriminately by any part of the lining of the ovary. They grow in a line running along one side of the ovary, as in the pea pod. This ovule-bearing line is called the placenta. The ovule usually exists as a roundish or egg- shaped mass, with a small opening leading into the apex. This opening leads to a sac inside the ovule, which is filled with a soft protoplasmatic material and cells, and is known as the embryo sac. Minute cells are found at the apex of the ovule from the development of which the embryo is produced. The microscopical part of the anatomy of the flower is a little too intricate to be grasped by the average child at the early age of seven to ten years. But it suffices that the majority of children will be able, by these lessons, to get a general idea of the structure of the flower. After the child has become acquainted with the 84 GENESIS anatomy of the flower, with the female principle, tln pistil, stigma, style, ovary, ovule and placenta. CUT IX. Stigma of thorn-apple with pollen, p, pollen forming into a pollen-tube; i, intermediate space. After Bergen. and the male principle, the stamen, anther and pollen, we may begin to explain to him the fer- tilization of the plant. By the fertilization of a plant is understood the union of the pollen with the ovule, or, to lie more explicit, the union of the nucleus of a pollen- CHILDREN SEVEN TO TEN YEARS 85 cell with the nucleus of a cell, at the apex of the embryo sac of the ovule. In this way a cell is produced containing material derived from the pollen and from the ovule cell. The necessary feature of the process of fertilization is thus the union of the essential elements of two cells to form a new one from which the future plant is to spring. As soon as the pollen-grain lodges on the stigma it begins to form into a pollen-tube. (Cut 10.) In more or less time it makes its way through the style into the ovary. It then penetrates the open- ing at the apex of the ovule, reaches one of the cells and transfers its nucleus into an egg-cell. The latter begins a I once to form cell-walls and in- creases by continued subdivision to the plant- cm bryo. Only one pollen-tube is necessary to fertilize each ovule. The reason why plants produce more pollen than ovules the ratio is from 1 :8 to 1 :1000 is because so many pollen are lost on their way to the ovules. The mechanism of the forwarding of the pollen to the ovule varies in different plants. In those plants in which the ovule may be impregnated by the pollen of the same plant, or even of the same llowcr. fertilization is comparatively simple. But in a great many plants the pollen, in order to ac- complish the most successful fertilization, must come from another plant of the same kind and 86 GENESIS CUT X. Pt Fertilization of the ovule, st, stigma; p, pollen; pt, pollen-tube; o, ovary; e, embryo-sac. After Bergen. CHILDREN SEVEN TO TEN YEARS 87 not from the individual which bears the ovules to be fertilized. Here nature has devised different ways to carry the pollen from one plant to an- other. In the first place, there is the wind which ac- complishes this task. The wind-fertilized flowers have dry and powdery pollen, and the pistils are feathery, adapted to catch flying pollen-grains. The flowers are characterized by their inconspicu- ousness. They are usually greenish, without any odor or nectar. Another means to forward the pollen, from one plant to another, is by way of insects. Most of the showy, sweet-scented or otherwise conspicuous kinds of flowers are entirely dependent for fertili- zation on the transference of pollen from one plant to another by insects. The showy colors and odors serve to attract insects to visit them for their nectar. Insects and flowers are interde- pendent upon one another. For many insects depend mainly upon the nectar and the pollen of flowers for their food. These insects usually visit only one kind of flower during the day and thus carry only one kind of pollen. They go straight from one flower to another and carry a good deal of pollen, entangled in the scales or hairs of their bodies, as the butterflies, moths and most of the bees. Nearly all attractive flowers, even if they can produce some seeds when self-fertilized, do far 88 GENESIS better when fertilized by the pollen from the flower of another plant. Fertilization of corn, common ragweed and pines, for instance, is best accomplished by pollen which are carried from the stamens (tassel) of one plant to the pistils (silk) of another plant. The means to attract insects are threefold: 'nectar, odor and color. The nectar is a sweet liquid which the flower secretes by means of nectar-glands. The latter are usually situated near the base of the flower. Many plants attract insect visitors by giving up a sweet scent. These are especially the small flowers, like the mignonette or evening primrose. The color is another means by which the flower attracts insects or birds. The principal color of the flower is most frequently due to showy ju-tals. Some flowers show on the petals stripes or rows of spots of a color different from the other parts of the petal. These stripes lead toward the nec- taries and point out to the insects the way to the nectar. On its way the insect leaves pollen on the stigma and becomes dusted with new pollen to be carried to other flowers. Different kinds of insects are especially at- tracted by different colors. Some flowers with very long tubulated corollas depend entirely upon birds to carry their pollen for them. In complete and perfect flowers, where stamen and pistil are present in the same flower, self- CHILDREN SEVEN TO TEN YEARS 89 fertilization would be the rule if there were not certain means for its prevention. In the first place, the pollen of another plant frequently prevails over that which the flower may shed over its own pistil. When both kinds are placed over the stigma, at the same time, it is the foreign pollen which causes fertilization. Another means to prevent self-fertilization con- sists in the stamens and pistils maturing at differ- ent times. The insect visitor, on its way to the nectary, brushes against the ripe stamens of a certain flower in its earlier stage. It can not de- posit the acquired pollen upon the stigma of the same flower and thus cause fertilization, because the pistil is not yet ripe. But, on flying to a flower in the later stage, when the stigma has ripened and the stamens have shed all their pollen, the insect will lodge the pollen first acquired on the ripe stigma, and in this way produce the de- sired cross-fertilization. When the ovule has been fertilized, the ovary begins to grow and enlarge until it is matured. It then forms with any intimately connected parts, the fruit. The calyx becomes also enlarged and pulpy, often constituting the main bulk of the mature fruit, as in apples, pears and many ber- ries. In some flowers, as the daisy, the fruit consists of the ovary and the adherent calyx- tube. The one-celled pistils of many flowers, as the strawberry, ripen into a little fruit called akene. CHAPTER XIII. Lessons for Children Ten to Thirteen Years of Age. WHEN the child has become conversant with the propagation of plants and terms like male, female, germ cells, ovum and ovary have been repeatedly pronounced, in his presence, with- out fear or hesitation, he may, without danger to his modesty, begin his lessons of the sex pheno- mena in the animal kingdom. In these lessons we will follow the pedigree of the living beings where the vegetable and animal organisms are not yet clearly distinguishable from one another, as is the case with the great multitude of bacteria. This class of animals is unicellular, i. e.. each animal consists of a single cell and may as well be counted to the vegetable as to the animal king- dom. The identity between the vegetable and an- imal cells is almost perfect; they are in all essen- tials composed of the same kind of substance. The simplest organisms are independently liv- ing, single protoplasmic cells. There are thou- sands of kinds of these single-celled organisms, and according to their habit of general nutrition they are arbitrarily divided into single-celled an- 90 CHILDREN TEN TO THIRTEEN YEARS 91 imals, "Protozoa," and single-celled plants, "Pro- tophyta." These unicellular organisms show that the cell forms a living unit and that it is of vast impor- tance in the economy of life. It, therefore, de- serves a closer study than we have hitherto given it. The cell is a tiny mass of protoplasma with various substances secreted by or held in it. The protoplasm is differentiated into two parts, at least, an inner, denser smaller part, called the nucleus, and an outer surrounding, usually larger portion, called the cytoplasm. In close proximity of the nucleus are often found minute granules, situated either singly or in pairs. These granules are called "centrosomes." (Cut 11 A.) The nucleus or kernel shows in its interior a linin net and deeply staining granules, which, because of this quality are called chromatin. One of the foremost qualities of the living cell is its ability to multiply, either by direct division or by the more complicated indirect division called "Mitosis" or "Karyokynesis." In the indirect divi- sion the nucleus is divided by a complicated process. Simultaneously the cytoplasm and the entire cell is also divided. In the typical cell multiplication two parallel series of changes occur nearly simultaneously, one affecting the nucleus, the other the cytoplasm. The chromatin, which is usually, as in Fig. A, in form of scattered granules, arranged along the linin 92 GENESIS CUT XT. B Mitosis or indirect division of a cell. cy. cytoplasm; n, nucleus; c, centrosome; nu, nucleolus; 1, 'linin; sk, skein; a, aster; cs, central spindle; ch, chromosome; u, U- shaped loops; mf, mantle fibers; cf, connecting fibrils. CHILDREN TEN TO THIRTEEN YEARS 93 network, becomes aggregated together in certain definite areas, as in Fig. B, forming usually a convoluted thread or skein,, which is in form of a long filament or divided up into a series of seg- ments called "chromosomes," as in Fig. C. The number of chromosomes is constant for each spe- cies of plant or animal. Thus, in the common mouse these chromosomes are in the number of twenty-four,, in the onion, sixteen., in the sea- urchin, eighteen, etc. The number is always an even one. By this time the nuclear membrane has disappeared and the chromosomes appear usually as a collection of bands lying free in the cytoplasm, as in Fig. D. We now return to the cell-body, where, at the same time, another series of changes has been gone through the centrosome and the cytoplasm. The centrosome assumes an ellipsoid form, con- stricts transversely into a dumbbell-shaped figure, as in Fig. B, and divides into tw r o daughter cen- trosomes. Around each of them is gradually de- veloped a stellate figure composed of countless number of delicate fibrils, radiating out in all di- rections from tbe centrosome as a centre. This entire constellation is called "aster." The two asters grow in size progressively as the two centro- somes move apart toward the poles of the cell, as in Fig. C. Between the two asters a spindle- shaped system of delicate fibrils is stretching from one aster to the other which is called 94 GENESIS "central-spindle" as in Fig. D. The two asters together, with the central spindle, are called "amphiaster." CHILDREN TEN TO THIRTEEN YEARS 05 At this point the centrosomes or the asters and the chromosomes begin to work together. A sys- tem of fibrils grows out from each aster which at- tach themselves to the individual chromosomes. 96 GENESIS The latter, now bent into U-shaped loops, arrange themselves in a circle around the centre of the spindle and from the "equatorial plate/' as in Fig. E. The chromosomes are now longitudinally split (Fig. E) and the halves move toward the poles as if drawn by the mantle fibers, Fig. F. The loops are still connected with each other by the connecting fibers as in Figs. G and H. The new U-shaped loops form now new skeins at each pole as in Fig. I. The chromatin gran- ules now separate along the thread of the linin network, and the new nuclear membranes are formed as in Fig. K. Simultaneously with the forming of the two daughter nuclei, or even before they were formed, the cytoplasm constricts across the middle of the somewhat elongated cell. The constriction in- creases until a complete division in the equatorial plane of the spindle has taken place. The result is the formation of two separate daughter cells as in Fig. L. These complicated phases of the indirect cell- division will be grasped by very few children. Still, the description of the mitosis of the cell will be of some value to the child by impressing upon him the great importance which the creative power of the universe attributes to the correct halving of the nuclear substance of the cell. After we have learned to know the mode of cell CHILDREN TEN TO THIRTEEN YEARS 97 division we will pass to the study of the reproduc- tion of the lower classes in the animal kingdom. In the reproduction of unicellular organisms the animal simply diAddes into two, the division of the nucleus preceding that of the cytoplasm by a more or less karyokynetic method. The ordinary protozoon does not form a com- posite structure. It divides and multiplies, but the products of the division go asunder and lead a separate existence; hence there is no real death in these animals. In the metazoa, or many-celled animals, only a few reproductive cells escape, be- fore death, to continue to live in the offspring. But the entire body, or the rest of the cells, dies after a longer or shorter period. The unicellular animals do not possess any other cells. Hence we may rightly speak of the "immortality" of the protozoa. The method of simple binary fission or split- ting, by which the body of the parent becomes divided into two equal parts into halves, is the simplest method of multiplication. This method is made use of in the amoebae (see Cut 2). In this kind of reproduction there is no parent nor child, the children, the new amoebae, are simply the parent cut into two. The next simple generation is by budding, which is the breaking off of a part smaller than a half from a certain individual. The budded off part has the capacity of growing into a new in- 98 GENESIS dividual like the parent. This mode of repro- duction is found in the hydra. Another simple mode of generation is that of sporulation. Here the interior of the body of the individual subdivides into more than two parts. Sometimes the parts number many hundreds and are called spores. CUT XII. Infusorium reproducing by sporulation. These three methods are the simplest modes of generation and are exclusively found in unicel- lular organisms. Another mode of reproduction obtains occasionally even among the simplest of organisms, which demands for its carrying out the mutual action of two distinct individuals by the exchange of nuclear material from one of these individuals to the other. This mode represents the first step in the scale of conjugation. In the CHILDREN TEN TO THIRTEEN YEARS 99 lowest forms of unicellular life, as the schizo- mycetes (yeast) or bacteria, the necessity for con- jugation does not appear to exist. But when we go a step farther, in the class of unicellular pro- tozoa, the simple mode of multiplication con- tinues, in most forms, only for a certain number of generations. Then the necessity for conjuga- tion, i. e., for a temporary or permanent fusion with another individual sets in. If this conjuga- tion be prevented, the animal soon degenerates and dies. Maupas, for instance, has shown that, without conjugation, the members of an isolated family of infusoria eventually cease to feed and divide and pass through the stages of degenera- tion and senility to extinction. The simplest terms of conjugation are found in Chilodon, a minute fresh-water infusorium, which multiplies for a considerable period of time by transverse division. After a time, however, the physiological necessity for conjugation ensues. The different animals having placed themselves side by side, in pairs, and partly fused together, the nucleus of each individual divides into two portions, one of which passes from each infu- sorium into the other to unite with the half of the nucleus remaining stationary. The two an- imals then separate, each having received a half of the nucleus of the other. Thereupon a period of renewed activity for each sets in, manifested by rapid growth and multiplication by division 100 GENESIS until weakening vital activities indicate the periodically recurring necessity for conjugation. The next step in conjugation is where after their fusion the two unicellular animls do not sep- arate any more. Dallinger and Dysdale describe how fission of the monads is preceded by the ab- sorption of one form by another. One monad is fixed on the sarcode of another, and the substance of the lesser or the lower one passes into the upper one. In about two hours the merest trace of the lower one was left, and in four hours fission and multiplication of the larger one has taken place. From these two modes of generation it is easily seen that the impelling force leading to conjugation is, as Rolph puts it, simply cell hunger. After having studied the lower classes of the unicellular protozoa and their mode of generation we may go over to the study of the loose colonies formed by some protozoa, which bridge the gulf between them and the metazoa. The colonies arise when the individual animals do not leave each other, after their division, to live a separate life but remain together. After the second division there are four animals or members: after the third division eight, then six- teen, thirty-two, etc., until an entire colony ha? risen. (See Cut 3.) Tn the simpler colonial protozoa the cells are CHILDREN TEN TO THIRTEEN YEARS 101 not differentiated, they are all alike, and all the cells or members of the colony take part in re- production. In the next higher class of colonial protozoa the first differentiation of the cells or members of the colony takes place. One part of the cells is set apart to continue the task of re- production, while the main body of the colony does not participate any longer in the function of generation. Among the reproductive cells we find two kinds. These two kinds of cells conju- gate with each other. The conjugation takes place either between different members of a single colony or between members of different colonies of the same species. These conjugating individuals are similar in the simpler kinds of colonies. In the higher kinds the conjugating cells are readily seen to be very different from each other. One kind of cells is large, spherical and inactive and is for that rea- son called egg-cells, while the other kind is small with ovoid head and tapering tail and free swim- ming, and is hence called the sperm cell. (See Cut 16.) In all higher classes of animals the differentia- tion between the reproductive cells, which per- form the function of generation, and the cells o the rest of the body is very pronounced. When the differentiation between the reproduc- tive cells into two kinds, large, inactive, spherical egg-cells and small, active, elongated or tailed 102 GENESIS sperm-cells has taken place they are called sex cells. I The sex cells are usually situated in groups, /and the groups are called sexual glands. The groups of sperm cells are called testicles, and those of the egg cells are called ovaries. In the, lower classes in the animal kingdom the male and female glands are situated at different parts of the same animal, or near each other. Sometimes the same gland is producing both kinds of cells, male and female. In the herma- phroditic species of round worms, for instance, it is found that, when the reproductive organ is fully formed, it functions first as a testicle. The germ-cells at the anterior end of the ovary begin to divide rapidly and become small spermatozoa which are stored up in a receptacle of the uterus. Later on other cells, also situated at the anterior end of the ovary, begin to grow larger, store up yolk and become large egg-cells. They then enter the uterus and become fertilized by their own spermatozoa. This mode of fertilization is the so-called self-fertilization. It is found in the slightly complex animals, as the tape-worm or the leech, where one and the same individual pro- duces both egg-cells and sperm-cells. In colonial jelly-fishes certain members of the colony produce only sperm-cells, and certain other members pro- duce only egg-cells. In these hermaphroditic animals the sperm- CHILDREN TEN TO THIRTEEN YEARS 103 cells of the same individual may fertilize its own egg-cells or ova, as in the feat-worm (self-fertili- zation), while in the earth-worm, although it is also hermaphroditic, cross-fertilization takes place. Two earth-worms mutually fertilize each other, the sperm-cells of one fertilize the ova of the other, and the sperm-cells of the latter fertilize the ova of the former. When we rise higher in the scale of animal life we find that the egg-cells and the sperm- cells are almost always produced by different individuals. Those which produce egg-cells or ova are called female, and those which produce sperm-cells or spermatozoa are called male ani- mals. As in plants, so also among almost all the com- plex animals, the formation of a new being re- | suits from the conjugation of two cellular ele- ments. It is necessary that there be conjugation of male and female reproductive cells, in order to produce a new individual. In this way the or- igin of the organism, or the first single cell from which the new individual develops is composed of parts of two different individuals, and a difference between the offspring and the parents is insured. The intermixing of body-substance from two dis- tinct individuals and the development therefrom of the new individual produce variation. Sexual individuals, therefore, i. e., those forms that re- produce themselves by eggs and sperm-cells, in 104 GENESIS contrast to reproduction by division, budding or spores, produce variation. All animals, which propagate by a fusion of cellular elements of two different individuals, are sex animals. The Chilodons, mentioned above, are, therefore, also sexual individuals, since two individuals unite to exchange parts of their nu- clear elements and only after this union are able to continue fission and reproduction. In all higher animals a single cell is formed by the fusion of two germ cells. The new cell is called a fertilized egg or ovum. Every multi- cellular organism arises by a process of division from a. single fertilized ovum. The descendants of the ovum are divided into two unequal parts. The smaller portion is set aside to serve the prop- agation of the kind, and the cells are called re- productive cells. The greater part of the descend- ;mts are differentiated into various tissues and or- gans of the body and are called somatic cells. Weismann believes that in each individual, pro- duced by sexual generation, a portion of germ- plasm, derived from both parents, is not employed in the construction of the nuclei of the cells and tissues of the soma, or personal structure of the individual, but is set aside, without change, for the formation of the germ-cell of the succeeding generation. The development of a single cell into a new animal requires a certain amount of food. For CHILDREN TEN TO THIRTEEN YEARS 10.") that reason there is found, in the fertilized ovum of most animals,, a greater or lesser amount of food matter, food yolk, gathered about the germ cell as seen in the hen's egg. While the egg-cell, the ovum, in the many- celled animals is laden with a large amount of food yolk and is made up of nucleus and cyto- plasm, without any centrosomes, the germ-cell, the spermatozoid, is a minute cell, consisting of nucleus and centrosome with a small amount of cytoplasm, which is modified into an organ of locomotion, the tail. (See Cut 16.) According to Boveri, the ovum, or the female reproductive cell, has all the organs and qualities necessary for the development of the foetus, except that its centrosome. which starts segmentation, is in a state of inactivity, while the spermatozoon, or the male reproductive cell, possesses the active centrosome, but lacks the protoplasma or the ma- terial by means of which this organ could begin its activity. Before the conjugation of the ovum with the spermatozoon takes place, most ova extrude two polar bodies in the following way. Twice a divi- sion of the ovum takes place, each time into two quite unequal parts, the smaller, called polar bodies, remain near the periphery of the egg cell and are extruded la tor on. This parthogenetic -<>.> mentation must be considered as a preparation I'm- fertilization because the two polar bodies are 106 GENESIS thrown off before the egg begins its develop- ment. CUT XIII. Diagram illustrating the fertilization of the egg after Boveri. A, egg surrounded by spermatazoa, one pene- trating the membranes, the cytoplasm sending at "p" a hill-like processus to meet the spermatazoon ; B, the tail of the spermatozoon is vanished, the sperm nucleus preceded by its centrosome is moving towards the egg nucleus which shows a chromatin reticulum; C, egg nucleus and sperm nucleus are near each other, between them the aster fibrils; D, the centrosome has divided, the chromatin has taken the form of chromosomes; K, first cleavage of the chromosomes, the splitted chromo- CHILDREN TEN TO THIRTEEN YEARS 107 somes are lying on the equatorial line; F, the cleavage is complete, the two-celled stage; s, spermatazoa; on, nucleus of the ovum; p, hill-like processus; sn, spermata- zoon-nucleus ; sc, spermatozoon centrosome; en, chro- matin-net; af, aster filbrils; cho, chromosome of the ovum; chs, chromosome of the spermatozoon; dc, divided centrosome; spc, splitted chromosomes, the lighter that of the spermatozoon and the darker those of the ovum; nn, new nuclei, each containing four chromosomes, two from the ovum and two from the spermatozoon. 108 GENESIS The process of fertilization is about the same in most many-celled animals. As soon as the head of a single spermatozoon enters the egg- cytoplasm, a new membrane is formed around the egg which effectually prevents the entrance of any other spermatozoa. The head and the middle piece penetrate now into the egg, the tail usually remaining imbedded in the membrane whore it soon degenerates. A few moments after the spermatozoon has en- tered the egg. a system of radiation appears around the middle piece which develops into an aster, surrounding the centrosoim' of the sperm. (See B.) The sperm nucleus now increases in si/e and its ehromatin changes into a reticulate form. Sperm aster and sperm nucleus, the aster preceding, now move toward the esrg nucleus. As the nuclei ap- proach each other the sperm nucleus increases still more in size, until it becomes indistinguishable from the egg-nucleus, both being almost of the same size now. (See C.) The ehromatin network of each nucleus now breaks up into a number of chromosomes and the nuclei come into contact and fuse together. The centrosome, together with its aster, now divide into two parts, and the two daughter centrosomes move apart to the opposite poles of the egg, and the typical amphiaster of cell division, as above described, is formed. (See D.) CHILDREN TEN TO THIRTEEN YEARS 109 The nuclear membranes now disappear and the chromosomes are drawn together into the equa- torial plate where each splits longitudinally. The halves are drawn by the mantle-fibrils toward the opposite poles where they are transformed into two daughter nuclei. (See E.) In the meantime the cystoplasm has also di- vided. The result are two new cells. This process of division is repeated continuously in each of the resulting generations of cells. From the mass of cells tli us formed develops the new organism. The subsequent development after fertilization is divided into three primitive stages. The first stage or phenomenon of development is the simple fission of the egg-cell into halves, first cleavage. (See Cut 3, b.) The two daughter- cells divide so that there are four cells, second cleavage. (See Cut 3, c.) Each of these divides into 8, 16, 32, 64, etc., until by continuous cell- segmentation a mass of cells is created which is called the "Morula" or mulberry. (See Cut 14, b.) In the second stage the cells arrange themselves so as to form a hollow sphere or ball like a hollow rubber ball called blastoderm or "Blastula." In the third stage the blastoderm cell layer be- gins to bend inward, either producing a small de- pression or a grove. By gradually bending all together half a sphere of two layers, like a col- lapsed rubber ball, ensues. The sunken-in inner 110 GENESIS portion is called "endoblast" or "entoderm," and the outer unmodified portion is called "ectoderm" or "ectoblast." This stage is called the "Gas- trula" stage (See Cut 14, d.) CUT XIV. a, cell; b, morula; c, blastula; d, gastrula ; ec, ectoblast; en, endoblast. Some many-celled animals issue from the egg while in this stage. In the higher animals de- velopment goes on within the egg, or within the body of the mother, until the embryo becomes a complex body, composed of many various tissues and organs. The part of the development, passed within the egg or within the mother's body, is called embryonic life. The embryonic development is, from the be- ginning up to a certain point, practically alike in all the many-celled animals. The star-fish, the beetle, the dove, the horse and man are all alike in their beginnings, the body of each is composed of a single cell, and very much alike through sev- eral stages. When the new developed animal issues from an CHILDREN TEN TO THIRTEEN YEARS 111 egg which has been deposited outside the body of the mother it is said to hatch. Some animals do not deposit the fertilized egg-cell outside of the. body, but allow the development of the new in- 1 dividual to go on inside the body of the mother for a longer or shorter period. When such an animal issues from the body of the mother it is said to be born. In some species the animal hatched out from the egg is quite different from the mother, and only after a certain metamorphosis reaches the shape and mode of life of its species. The meta- morphosis of insects is familiar to all. From the egg hatches a crawling, worm-like larva, wingless, with strong jaws and other mouth-parts, fitting for biting. After the intervention of the quiescent stage, the pupal or the chrysalid stage, it changes into a winged butterfly, with different eyes, differ- ent antennae and different mouth parts. The same metamorphosis is found among some families of the backboned animals, the verte- brates, as in the toad. The eggs are arranged in long strings or ribbons, wound around the stems of submerged plants near the shores of ponds. From each egg hatches a tiny, wriggling tadpole, swimming easily about, by means of its long tail, and breathing by means of gills. Later on lungs are developed inside the body, the tail is growing shorter, fore and hind legs bud out and the tadpole is changed into a toad. 112 GENESIS In some animals fertilization takes place out- side the body of the mother. The best examples 1 of outside fertilization are the fishes. The female fish contains the roe, which is a mass of small eggs. At the proper time the female lets the roe fall on the ground of rivers or the dark bottom of lakes, etc., at a favorable place called spawning bed, secure against enemies. The male fishes swim over the spawn and pour their semen or milt over it. The tw r o kind of cells attract each other, like iron and magnet, possibly by a kind of erotic chemotropismus. When the milt has reached the spawn, the eggs are fertilized and develop into new fishes. In the next higher class, in birds, fertilization is internal, but the development is external. There is an ovary, containing a large number of ova or eggs, within the female animal. The male animal possesses an organ that serves for the in- troduction of the semen into the body of the fe- male. The fertilized egg is laid and develops outside, either by the sunheat or hatched by the mother's warmth. The last step in generation is reached in tho mammals. Here not only fertilization is accom-\ plished, within the body of the female, but alsof the entire development of the fertilized ovum is carried out in an organ called uterus or womb, situated inside the female body. In this way mammals give birth to living mature young. CHILDREN TEN TO THIRTEEN YEARS 113 For this purpose several organs are found within the female mammal. There are the ova- ries, which produce the egg-cells or ova, then the Fallopian tubes, adapted as a pathway for the ovum from the ovary to the uterus. The latter is an organ where the development of the fertilized ovum takes place. The fourth organ is the vagina Female genital apparatus, schema, a, Fallopian tube: !, ovary; c. cervix or neck of the \vomb; <1, round ligament; e. vagina; f, uterus. or sheath, which serves as a receptacle for the semen and as a path for the young animal when it leaves the mother's body. At this place, before we begin to study ovula- tion in the female animal, we could explain in a few words -the physiology of the spermatozoon of the male animal. The spermatozoon is divided into three parts, 114 GENESIS the head which is the modified nucleus of the male reproductive cell, the intermediate segment, which is the cytoplasm of the cell, and the tail, CUT XVI. Spermatozoon, a, head; b, intermediate segment; c, tail. which is a veritable vibrating cilium, as found in all ciliated epithelial cells. This tail is able to advance by its active movements about two to three millimeters in a minute. CHILDREN TEN TO THIRTEEN YEARS 115 The spermatozoa are secreted by the testicles. From these glands they travel through the Male genital apparatus, front view Schema, a, afferent canal; h. 1r>lirl>: c. lVorent canal; d, seminal vesicles: <, prostatic 2, 56. 64 Odor of flowers 88 Ostrich, like the 35 Outside fertilization 112 Ovaries 102 Ovary of plant 83 Overvaluation of sex 160 Ovule of plant 83 Ovum, ripening of 118 Parents, child's confidence in 37, 50 Parents, ignorance of 20 Parents, timidity of 20 Parthogenetic segmentation 105 Pedagogy, aim of sexual 56 Perfect flower 78 Perianth 78 Period, danger at the time of 128 Period, symptoms of catamenial 128 Petals 77 Phanerogamic plants 77 Physician as teacher 21 Pistil 77. 82 Plant, ovule of 83 INDEX 191 PAGE Plants, dioecious 79 Plants, fertilization of 84 Plants, monoecious 79 Plants, ovaries of 83 Plants, reproduction of 72 Plasm-germ 104 Plate, equatorial 96 Pleasure, love of and impurity 160 Polar bodies 105, 119 Policy, change of in sex education 54 Pollen 82 Pollen, insects and 87 Pollen, mechanism of forwarding 85 Pollen, wind and 87 Pollution 129 Prevalence of syphilis 148 Prevention of early masturbation 61 Process of fertilization 108 Proclivities, sexual 25 Profligates, marriage with 154 Propagation of amoeba 73 Propagation of plant and animal 72 Prophylaxis of impurity 159 Prostitutes 153 Prostitutes, average length of life of 158 Prostitution, causes of 158 Protophyta .T -. . . . 91 Protozoa 91 Protozoa, immortality of 97 Prudery 26 192 GENESIS PAGE Prudery of daily life 52 Pruriency and child 23 Public school '32 Reason, ethical for continence 172 Relations, monogamic 44 Relations of sex to development 53 Removal of causes of masturbation 133 Reproduction, fissiparous 74 Reproduction, gemmiparous 74 Reproduction of plants 72 Reproductive cells 103 Results of masturbation in children 42, .">;> Ripening of the ovum 118 Ruin of innocent girls 43 Sacrament of matrimony 17 Schizomycetes 99 School, modern of literature and chastity. . 51 School, public 32 Segmentation, parthogenetic 105 Self-control . . . 161 Seminal, first emission 27 Seminal vesicles 116 Sensuality and modern literature 160 Sentiment, degradation of 47 Sentiment and morality 39 Sepals 77 Sequelae of masturbation * 135 Servants and masturbation 31, 42, 58 Sex, adoration of 9 Sex and Christianity 9 INDEX 193 PAGE Sex, instinct of 49, 127 Sex, overvaluation of 160 Sexual, aim of pedagogy 56 Sexual exploitation 156 Sexual generation 74 Sexual glands 102 Sexual proclivities 25 Sexuality, ancients and 9 Sexuality, charm of 25 Shame, perverse sense of 51 Shame, sense of 23 Silence, prevailing in sex matters 17 Skeins 93 Social diseases 139 Society for moral prophylaxis 10 Somatic cells 104 Species, hermaphroditic 102 Spermatozoon 113 Sphincter, urethral 117 Sphincter, vesical . . 117 Sterility caused by gonorrhoea 146 Stamen 80 Stigma 82 Style 82 Symptoms of catamenial period 128 Symptoms of masturbation 134 Syphilis, prevalence of 148 Syphilis, sequelae of 149 Tadpole Ill Talmud and continence. . 170 194 GENESIS PAGE Temptation 31 Testicles 102 Teutons, ancient and continence 169 Thigh-crossing 59 Timidity of parents 20 Trait, noble of altruism 17 Tubes, Fallopian 113 Unchastity, masculine 45 Uncleanliness and 'masturbation 41, 59 Unicellular animals 90 Unisexual flowers 79 Urethral sphincter 117 Vagina 116 Vanity and impurity 159 Variation 103 Vegetable and animal cells, identity of 90 Vesical sphincter 117 Vesicles, seminal 116 Vice, competition with 48 Vile literature 34 Virility, dignity of 173 Warnings to be given to child 69 Will-power, exercise of 164 Wind and pollen 87 Woman, man's duty toward 173 Yolk . . 105 THIS BOOK IS DUE ON THE LAST DATE STAMPED BELOW AN INITIAL PINE OP 25 CENTS WILL BE ASSESSED FOR FAILURE TO RETURN THIS BOOK ON THE DATE DUE. THE PENALTY WILL INCREASE TO 5O CENTS ON THE FOURTH DAY AND TO $1.OO ON THE SEVENTH DAY OVERDUE. DEC 30 1937 4Mar54PB ppl MAR 14 ^0- 2 2 '64 8 PM TCG 29 1944 o" 4 1945 V7J CD FEB 6 1947 ' ,. , SEP 3 2QQ4 U. C. NOV151353L YB 06990 UNIVERSITY OF CALIFORNIA LIBRARY