From the examples just given, we see clearly the way in which the objects and situations with which are associated manifestations of shame and disgust, depend upon habituation and general custom. But just because this is so, both these sentiments are in the highest degree adapted to furnish protection against actions which are opposed to dominant custom, or are condemned by the prevailing moral code. By the sense of shame, the young girl is prevented from surrendering her person to any man who desires her. Shame interferes with the very preparations for the sexual act; for example, with the act of undressing in the presence of a man. The sentiment of disgust may also exert a protective influence, for disgust is aroused in women by the semen and its ejaculation, and by many other things connected with the sexual act. All these considerations combine to show how important it is that proper care should be taken to promote in the child the proper development of the sentiments of shame and disgust, and also of the moral ideas. It need hardly be said, that the sentiments of shame and disgust are not the only psychical aids in the sexual education of children. There are others, such as the fear of disagreeable consequences, which deters human beings from many immoral actions, and often enough at the outset greatly furthers the development of moral ideas; also there is direct instruction, the influence of which will be considered later. But in the moral education of children, and also in the disquisitions of adults upon morality, mistakes are made. In particular, no distinction is made whether anything is to be regarded as immoral _per se_, or whether it is only considered immoral in certain circumstances. This is shown very clearly in the formation of opinions, from the standpoint of sexual morality, regarding nakedness and the sexual life. Because, in particular situations, nakedness is immoral, the child is often taught to regard nakedness as being _per se_ disgraceful. Similarly with the sexual life. Instead of aiming at its proper control, the idea instilled is that the mere mention of sexuality, and even its very existence, are things gravely immoral. The very same persons who teach the child to repeat the commandment, Honour thy father and thy mother, educate it also in such a way that it is forced to regard the act to which it owes its own existence as something which must have rendered its parents unclean. It has to be admitted that at times it is by no means easy, in these matters, to find the right way; its discovery demands, not interest merely, but also intelligence; it is, perhaps, an art. But often the right course is not so very difficult to find; and if we only exercise reasonable care in the repression of hypocrisy and of perverse moral ideas, we shall be able to educate the child in such a way that he will come to understand that exposure of his person is not a matter of