On the whole, it may be regarded as definitely established that the child may well receive information about the objective processes at a very early age, and this long before the time commonly regarded as marking the commencement of puberty. But as regards the subjective processes, it is better that there should be some delay. It may, indeed, be asked whether it would not be preferable that in the case also of the subjective processes, the child should be instructed before they actually make their appearance in the child's own consciousness, to render possible the adoption on the child's part of a more objective attitude towards these phenomena. But in reality such a course offers no advantages. The child is quite unable to understand the dangers of the sexual life, as long as it has no actual experience of sexual feelings. For this reason, it is better to accept the view of those who contend that, as far as the subjective processes of the sexual life are concerned, we should wait till near the end of the second period of childhood before beginning the enlightenment. But we must not forget what has previously been pointed out, that the puberal development may begin at a time when nothing of the sort is apparent to the eye of the observer; and we must also bear in mind that the first seminal emission and the first menstruation are by no means so important, as marks of the puberal development, as is commonly believed. For the fulfilment of the aims of the sexual enlightenment, however, it does not so much matter when the first physical manifestations of the puberal development make their appearance, but when the first sexual feelings and sentiments, which must be distinguished from the unconscious and purely physical symptoms, are experienced. The important matter is, not whether follicles have already matured in the ovary, but what influence such a process has exercised upon the mental life of the child. For this reason, in our study of the individual case, we must have some knowledge of the psyche of the child with which we are concerned. A matter also within the scope of our subject is the question by whom the sexual enlightenment may best be effected. This question is connected with the questions for what reason and at what age enlightenment should take place. As regards these points, it lies between the school and the home. Some writers contend that so far as possible every thing, others, that, at any rate, a great deal, should be imparted at school. The latter view is also my own.