rizes to be longed for and pursued; nor does she set
them to compete with one another, giving to the conquering child what
he needs, and to the vanquished, blame and deprivation. That would be
"unfeminine."

Motherhood does all it knows to give to each child what is most
needed, to teach all to their fullest capacity, to affectionately and
efficiently develop the whole of them.

But this is not what is meant by those who fear so much the influence
of women. Accustomed to a wholly male standard of living, to masculine
ideals, virtues, methods and conditions, they say--and say with some
justice--that feminine methods and ideals would be destructive to
what they call "manliness." For instance, education to-day is closely
interwoven with games and sports, all of an excessively masculine
nature. "The education of a boy is carried on largely on the
playground!" say the objectors to women teachers. Women cannot join them
there; therefore, they cannot educate them.

What games are these in which women cannot join? There are forms of
fighting, of course, violent and fierce, modern modifications of the
instinct of sex-combat. It is quite true that women are not adapted,
or inclined, to baseball or football or any violent game. They are
perfectly competent to take part in all normal athletic development, the
human range of agility and skill is open to them, as everyone knows who
has been to the circus; but they are not built for physical combat; nor
do they find ceaseless pleasure in throwing, hitting or kicking things.

But is it true that these strenuous games have the educational value
attributed to them? It seems like blasphemy to question it. The whole
range of male teachers, male pupils, male critics and spectators, are
loud in their admiration for the "manliness" developed by the craft,
courage, co-ordinative power and general "sportsmanship" developed by
the game of football, for instance; that a few young men are killed and
many maimed, is nothing in comparison to these advantages.

Let us review the threefold distinction on which this whole study rests,
between masculine, feminine and human. Grant that woman, being feminine,
cannot emulate man in being masculine--and does not want to. Grant that
the masculine qualities have their use and value, as well as feminine
ones. There still remain the human qualities shared by both, owned by
neither, most important of all. Education is a human process, and
should develop hum