instance, in the street--we shall understand how the educator's powers are limited by the milieu in which he has to work. _We have, therefore, to recognise clearly from the first, that in the education of the child the complete exclusion of sexual stimuli is impossible._ Obviously, when the external noxious influences exceed a certain measure, we may endeavour to effect an improvement by measures of general hygiene, through the activities of the central government, the municipality, or the community at large. In this connexion, we think of better housing conditions, of the separation of children from night-lodgers, and the like measures. But, even here, we must guard against making Utopian demands, after the manner of many fanatics on the subject of social hygiene, whose proposals are often quite incompatible with the maintenance of human intercourse. Independently of such impracticable demands for future reforms, the educationalist of to-day seeks to protect the child from unduly frequent sexual excitement. But sometimes the result is other than he expects. Sport is recommended to divert the mind from sexual ideas, and yet I have known cases in which marked sexual excitement has been induced in this way. I am not now referring to mechanical stimulation through bicycling or horseback-riding, of which I shall speak later; but many a child has been sexually excited through playing tennis with a girl-companion, and many a boy has been sexually excited through rowing with another. Still, the fact that here and there a child may have been sexually excited in such a way, is no reason for condemning what is invaluable to the enormous majority of children.