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Table of contents
PREFACE
INTRODUCTION-1.1
INTRODUCTION-1.2
INTRODUCTION-1.3
INTRODUCTION-1.4
INTRODUCTION-1.5
INTRODUCTION-1.6
INTRODUCTION-1.7
FOOTNOTES-1
FOOTNOTES-2
THE STUDY OF SEXUAL INVERSION
SEXUAL INVERSION IN MEN-1
SEXUAL INVERSION IN MEN-2
SEXUAL INVERSION IN MEN-3
HISTORY-1-2-3-4
HISTORY-5
HISTORY-6
HISTORY-7-8
HISTORY-9
HISTORY-10-11-12
HISTORY-13-14
HISTORY-15
HISTORY-16-17-18-19
HISTORY-20
HISTORY-21 (begin)
HISTORY-21 (end)
HISTORY-22-23-24
HISTORY-25
HISTORY-26
HISTORY-27
HISTORY-28-29-30-31-32
HISTORY-33
SEXUAL INVERSION IN WOMEN-1
SEXUAL INVERSION IN WOMEN-2
SEXUAL INVERSION IN WOMEN-3
SEXUAL INVERSION IN WOMEN-4
HISTORY-34-35-36-37
HISTORY-38
HISTORY-39.1
HISTORY-39.2
HISTORY-39.3
HISTORY-39.4
FOOTNOTES
THE NATURE OF SEXUAL INVERSION-1
THE NATURE OF SEXUAL INVERSION-2
THE NATURE OF SEXUAL INVERSION-3
THE NATURE OF SEXUAL INVERSION-4
FOOTNOTES
THE THEORY OF SEXUAL INVERSION-1
THE THEORY OF SEXUAL INVERSION-2
THE THEORY OF SEXUAL INVERSION-3
CONCLUSIONS-1
CONCLUSIONS-2
CONCLUSIONS-3
CONCLUSIONS-4
FOOTNOTES
APPENDIX A
APPENDIX B-1
APPENDIX B-2-3-4
INDEX OF AUTHORS

CHAPTER III. 

 

SEXUAL INVERSION IN MEN. 

 

Relatively Undifferentiated State of the Sexual Impulse in Early Life--The 

Freudian View--Homosexuality in Schools--The Question of Acquired 

Homosexuality--Latent Inversion--Retarded Inversion--Bisexuality--The 

Question of the Invert's Truthfulness--Histories. 

 

 

When the sexual instinct first appears in early youth, it is much less 

specialized than normally it becomes later. Not only is it, at the outset, 

less definitely directed to a specific sexual end, but even the sex of its 

object is sometimes uncertain.[124] This has always been so well 

recognized that those in authority over young men have sometimes forced 

women upon them to avoid the risk of possible unnatural offenses.[125] 

 

The institution which presents these phenomena to us in the most marked 

and the most important manner is, naturally, the school, in England 

especially the Public School. In France, where the same phenomena are 

noted, Tarde called attention to these relationships, "most usually 

Platonic in the primitive meaning of the word, which indicate a simple 

indecision of frontier between friendship and love, still undifferentiated 

in the dawn of the awakening heart," and he regretted that no one had 

studied them. In England we are very familiar with vague allusions to the 

vices of public schools. From time to time we read letters in the 

newspapers denouncing public schools as "hot-beds of vice" and one 

anonymous writer remarks that "some of our public schools almost provoke 

the punishment of the cities of the Plain."[126] But these allegations are 

rarely or never submitted to accurate investigation. The physicians and 

masters of public schools who are in a position to study the matter 

usually possess no psychological training, and appear to view 

homosexuality with too much disgust to care to pay any careful attention 

to it. What knowledge they possess they keep to themselves, for it is 

considered to be in the interests of public schools that these things 

should be hushed up. When anything very scandalous occurs one or two lads 

are expelled, to their own grave and, perhaps, lifelong injury, and 

without benefit to those who remain, whose awakening sexual life rarely 

receives intelligent sympathy. 

 

In several of the Histories which follow in this chapter, as well 

as in Histories contained in other volumes of these _Studies_, 

details will be found concerning homosexuality as it occurs in 

English schools, public or private. (See also the study 

"Auto-erotism" in vol. i.) The prevalence of homosexual and 

erotic phenomena in schools varies greatly at different schools 

and at different times in the same school, while in small private 

schools such phenomena may be entirely unknown. As an English 

schoolboy I never myself saw or heard anything of such practices, 

and in Germany, Professor Gurlitt (_Die Neue Generation_, 

January, 1909), among others, testifies to similar absence of 

experience during his whole school life, although there was much 

talk and joking among the boys over sexual things. I have added 

some observations by a correspondent whose experiences of English 

public school life are still recent:-- 

 

"In the years I was a member of a public school, I saw and heard 

a good deal of homosexuality, though till my last two years I did 

not understand its meaning. As a prefect, I discussed with other 

prefects the methods of checking it, and of punishing it when 

detected. My own observations, supported by those of others, led 

me to think that the fault of the usual method of dealing with 

homosexuality in schools is that it regards all school 

homosexualists as being in one class together, and has only one 

way of dealing with them--the birch for a first offense, 

expulsion for a second. Now, I think we may distinguish _three_ 

classes of school homosexualists:-- 

 

"(a) A very small number who are probably radically inverted, and 

who do not scruple to sacrifice young and innocent boys to their 

passions. These, and these only, are a real moral danger to 

others, and I believe them to be rare. 

 

"(b) Boys of various ages who, having been initiated into the 


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