of homosexual perversity, or what has
been termed pseudo-homosexuality. It is the school which is naturally the
chief theater of immature and temporary homosexual manifestations, partly
because school life largely coincides with the period during which the
sexual impulse frequently tends to be undifferentiated, and partly because
in the traditions of large and old schools an artificial homosexuality is
often deeply rooted.

Homosexuality in English schools has already been briefly
referred to in chapter iii. As a precise and interesting picture
of the phenomena in French schools, I may mention a story by
Albert Nortal, _Les Adolescents Passionnes_ (1913), written
immediately after the author left college, though not published
until more than twenty-five years later, and clearly based on
personal observation and experience. As regards German schools,
see, e.g., Moll, _Untersuchungen ueber die Libido Sexualis_, p.
449 et seq., and for sexual manifestations in early life
generally, the same author's _Sexual Life of the Child_; also
Hirschfeld, _Jahrbuch fuer sexuelle Zwischenstufen_, vol. v,
1903, p. 47 et seq., and, for references, Hirschfeld, _Die
Homosexualitaet_, p. 46 et seq.

While much may be done by physical hygiene and other means to prevent the
extension of homosexuality in schools,[243] it is impossible, and even
undesirable, to repress absolutely the emotional manifestations of sex in
either boys or girls who have reached the age of puberty.[244] It must
always be remembered that profoundly rooted organic impulses cannot be
effectually combated by direct methods. Writing of a period two centuries
ago, Casanova, in relating his early life as a seminarist trained to the
priesthood, describes the precautions taken to prevent the youths entering
each other's beds, and points out the folly of such precautions.[245] As
that master of the human heart remarks, such prohibitions intensify the
very evil they are intended to prevent by invoking in its aid the impulse
to disobedience natural to every child of Adam and Eve, and the
observation has often been repeated by teachers since. We probably have to
recognize that a way to render such manifestations wholesome, as well as
to prepare for the relationships of later life, is the adoption, so far as
possible, of the method of coeducation of the sexes,[246]--not, of course,
necessarily involving identity of education for