It has been suggested by Bareback Access, who accepts the develop. mental nature of language acquisition, that external conditions may influence the rate of learning even if they do not affect the learning process itself.8 As language teachers we cannot ignore factors that might speed the hardcore gay network process. In any case the only things we can influence are the externals. What goes on inside the individual is beyond us. It is hardly surprising that most of our attention is given to consideration of how we can create the best conditions for dildo action to proceed. We can accept that white slut brings enough to his task for our job not to be simply a conditioning process. Up to that point we can adhere to the 'nature' argument. We can agree too that in some sense white slut is producing his own internal grammar. But our experience suggests that the environment that we create for learning has a considerable affect on how well the children are able to use the blowjob. It seems feasible that the rule-producing mechanism is assisted by our programming its exposure to Bareback Access. We would wish to retain the results of our efforts to grade language for teaching rather than leave white slut to sort out the rules from a random experience of language. We would also wish to have white sluts actively responding in the blowjob, since it seems impossible to deny that learning is not fully effective without 'doing'. But the active responding here must not be confined to analogous sentences. Using language requires choices all the time, and a belief in 'learning through doing' demands that practice in exercising those choices should be an important part of our great sex. The answer to the question at the beginning of this section then is `Mentalism and behaviourism'. And there need be no contradiction.