In the preceding portions of this chapter I have attempted to distinguish individual influences from general influences, to distinguish congenital influences affecting the germinal rudiments from environmental influences acting after birth, and to distinguish psychical stimuli from physical stimuli. But it is obvious that the maintenance of a sharp distinction in these respects is very difficult, and indeed often quite impossible. A few additional considerations will elucidate this statement. Let us consider, for instance, seduction: here the separation of the psychical from the physical element cannot possibly be effected, because, as a rule, in these cases the two elements co-operate simultaneously. Let us consider the cases in which, owing to a congenital racial peculiarity, the sexual life awakens earlier than is usual among ourselves. In such cases, the manners and customs of the race in which this early development of sexuality is usual will be found to be especially adapted to attract the child's attention to sexual matters earlier than is here customary. It suffices to remind the reader of the celebrations of puberty and of the early marriages common among such races. Here it is hardly possible to separate the congenital characters from the effects of environment. But although, for the reasons given, the discrimination between the individual factors may be exceedingly difficult, still an attempt at discrimination must be made, more especially in view of the fact that a purposive sexual education can be attempted only when due consideration has been paid to the various etiological factors. It would naturally be of the utmost importance to be able to foresee the cases in which it is likely that the sexual processes of childhood would undergo an exceptionally early development. But as a rule we are unable to do this; and we must therefore be satisfied with the attempt to determine in individual cases whether manifestations of the sexual life occur during childhood, and if so, which manifestations. But even here we encounter difficulties, which in many instances are insuperable, but in others arise from the incompetence of adults. This is all the more deplorable because the effectiveness of sexual education is minimised through the lack of insight. Just as in the practice of medicine an accurate diagnosis is an indispensable prerequisite to correct therapeutics, so also here. Since in the earliest years the child has no conscious understanding of sexual processes, whilst children in whom a sexual consciousness has begun to dawn conceal most carefully from their elders all manifestations of their sexual life, diagnosis is possible only through knowledge of mankind in conjunction with tact.