science, quicker-tempered, less sullen, a little duller
intellectually and less efficient in penmanship. Heymans and Wiersma,
following the same general method as Pearson, state as their general
conclusions that the female is more active, more emotional, and more
unselfish than the male. 'They consider women to be more impulsive,
less efficient intellectually, and more fickle than men as a result
of the first two differences mentioned above; to be gifted in music,
acting, conversation and the invention of stories, as a result in
part of the second difference; and to think well of people and to be
easily reconciled to them as a result of the third.' Thorndike finds
the chief differences to be that the female varies less from the
average standard, is more observant of small visual details, less
often color-blind, less interested in things and their mechanisms,
more interested in people and their feelings, less given to pursuing,
capturing and maltreating living things, and more given to nursing,
comforting and relieving them than is the male. H. Ellis considers
the chief differences to be the less tendency to variability, the
greater affectability, and the greater primitiveness of the female
mind, and the less ability shown by women in dealing with the more
remote and abstract interests in life. All the authors emphasize the
smallness of the differences; and after all the striking thing is not
the differences between the sexes, but the great difference within
the same sex in respect to every mental trait tested. The difference
of man from man, and woman from woman, in any trait is almost as
great as the differences between the sexes in that trait. Sex can be
the cause, then, of only a fraction of the difference between the
original nature of individuals."

It is reasonably certain, then, that a teacher may safely appeal to both
boys and girls on the ground of the fundamental instincts, feeling
confident that common stimuli will produce largely the same results.

Important as it is that we know what our pupils are from their
parentage, it is even more important in the matter of religious
instruction that we shall appreciate the force of the varieties of
environment that have been operative. Though boys and girls may be
essentially alike at the outset of their lives they may be thrown into
such associations as to make their ideals and conduct enti