Sex pedagogy, which has lately come to be one of the burning questions in education, already received full attention from Rousseau. “A total ignorance of certain things,” he thinks, “were perhaps the most to be wished; but children should learn betimes what it is impossible always to conceal from them.” Avoid any words or conduct before them, which might become the cause of their curiosity. When their curiosity about the matter is premature or not genuine, you may impose silence upon them with safety. It is much better than telling a falsehood. “Your conduct with regard to your pupil greatly depends on his particular situation; the people by whom he is surrounded, and many other circumstances. It is of importance to leave nothing to chance; and if you are not positively certain that you can keep him ignorant of the difference of sex till the age of sixteen, be careful to let him know it before the age of ten” (17: ii, p. 11). But when he reaches the age of sixteen or so, “make no scruple to instruct him in those dangerous mysteries, which you so long and so carefully concealed from his sight” (17: ii, p. 204). Your instruction must “be concise, serious, and determined, without seeming to hesitate” (17: ii, p. 11). Of course, strict truth must be told and at the same time the matter impressed upon him as the most sacred thing. As for the measures to retard the progress of Nature in him, books, solitude, idleness, a sedentary and effeminate life, the company of young people is to be avoided. The city is not a proper abode for many plain reasons, so the boy should be taken out into the country. “He must have some new exercise, which shall engage him by its novelty, keep him fully employed, and administer to his pleasure and diversion” (17: ii, p. 207). However, as age advances there will come a time when these negative means no longer work. Then must positive measures be taken in order to lead the youth to the proper road of sex relation. “The passions can never be mastered but by themselves: by their empire you must combat their tyranny.” So Rousseau would flatter now, instead of suppress, this noble passion in his pupil, and endeavor to make its fire burn pure. “By rendering him sensible of the charms which a union of hearts adds to the allurement of sense, I shall give him a disrelish to debauchery, and render him wise, by inspiring him with love” (17: ii, p. 221). Then, after preparing him by the formation, in his mind, of the picture of an ideal girlhood or womanhood, we lead him to the society of the other sex, to the life of courtship, which is a great education in itself. The interest in the world is now keen; the judgment and discretion are fairly matured. The youth can go into it with much benefit and little danger, if his previous training has been successful. The study of history and biography will now give him also a knowledge of human nature.