mothers and women-teachers
that such union can be effected. The reasons for this are too obvious
to require explanation.

There are those who believe that there is no question of
sex-differences in education, that all that is needed is to open all
educational opportunities to boys and girls alike and give both
precisely the same instruction. There are also those who still believe
that some varying elements of child-training and the instruction of
youth should be retained and further developed in the case of boys
and girls. Some basic facts must be in mind when we attempt to answer
the question, Shall we try for somewhat divergent schooling for the
two sexes?

First of all, we must remember that we have inherited the fruits of a
long race-experience in which men and women were for the most part so
separated from, each other in functioning that the education of boys
and girls was made wholly unlike after sex-differentiation began, and
sometimes, as in Sparta, before that period. The difference in ideal
and in method of training was not, as some have said, that "boys were
trained for human and socialized work" and "girls were fitted for
personal and generally menial service alone." Both were trained for
personal character and for social ends. The men were tied to the land,
and the political order, and the family responsibility for parenthood,
and some distinct personal service in behalf of the group life, as
were the women. The difference, the tremendous difference, was this:
that the service demanded of men, whatever their part or lot might be,
was early seen to require a definite schooling for some particular
vocation, demanding some measure of intellectual concentration and
technical skill; while the service demanded of women was supposed to
be of a nature requiring only general apprenticeship within the family
life. The specialization of labor, as is often shown, took from that
family apprenticeship of women, one by one, its vocational elements of
manual work until the housemother seemed to need only that general
ability which can quickly and wisely use the fruits of others' expert
knowledge and technical training. It as surely added for men, in every
division of vocational alignment, an increasing differentiation of
training and of labor. The reaction upon the educative process of this
specialization and organization of industrial and institutional life
has been distinct and far-reaching. The girls were left to the