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more clearly shown than in the general deification of what are now
described as 〃conflict stimuli。〃 That which is true of the male
creature as such is assumed to be true of life in general； quite
naturally； but by no means correctly。 To this universal masculine error
we may trace in the field of religion and ethics the great devil theory；
which has for so long obscured our minds。 A God without an Adversary
was inconceivable to the masculine mind。 From this basic misconception
we find all our ideas of ethics distorted； that which should have been
treated as a group of truths to be learned and habits to be cultivated
was treated in terms of combat； and moral growth made an everlasting
battle。 This combat theory we may follow later into our common notions
of discipline； government； law and punishment； here is it enough to see
its painful effects in this primary field of ethics and religion？
The third essential male trait of self…expression we may follow from its
innocent natural form in strutting cock or stamping stag up to the
characteristics we label vanity and pride。 The degradation of women in
forcing them to adopt masculine methods of personal decoration as a
means of livelihood； has carried with the concomitant of personal
vanity： but to this day and at their worst we do not find in women the
_naive_ exultant glow of pride which swells the bosom of the men who
march in procession with brass bands； in full regalia of any sort； so
that it be gorgeous； exhibiting their glories to all。
It is this purely masculine spirit which has given to our early concepts
of Deity the unadmirable qualities of boundless pride and a thirst for
constant praise and prostrate admiration； characteristics certainly
unbefitting any noble idea of God。 Desire； combat and self…expression
all have had their unavoidable influence on masculine religions。 What
deified Maternity a purely feminine culture might have put forth we do
not know； having had none such。 Women are generally credited with as
much moral sense as men； and as much religious instinct； but so far it
has had small power to modify our prevailing creeds。
As a matter of fact； no special sex attributes should have any weight in
our ideas of right and wrong。 Ethics and religion are distinctly human
concerns； they belong to us as social factors； not as physical ones。 As
we learn to recognize our humanness； and to leave our sex
characteristics where they belong； we shall at last learn something
about ethics as a simple and practical science； and see that religions
grow as the mind grows to formulate them。
If anyone seeks for a clear； simple； easily grasped proof of our ethics；
it is to be found in a popular proverb。 Struggling upward from beast
and savage into humanness； man has seen； reverenced； and striven to
attain various human virtues。
He was willing to check many primitive impulses； to change many
barbarous habits； to manifest newer； nobler powers。 Much he would
concede to Humanness； but not his sexthat was beyond the range of
Ethics or Religion。 By the state of what he calls 〃morals；〃 and the
laws he makes to regulate them； by his attitude in courtship and in
marriage； and by the gross anomaly of militarism； in all its senseless
waste of life and wealth and joy； we may perceive this little masculine
exception：
〃All's fair in love and war。〃
OUR ANDROCENTRIC CULTURE； or； THE MAN…MADE WORLD
VIII。
EDUCATION。
The origin of education is maternal。 The mother animal is seen to teach
her young what she knows of life； its gains and losses； and； whether
consciously done or not； this is education。 In our human life；
education； even in its present state； is the most important process。
Without it we could not maintain ourselves； much less dominate and
improve conditions as we do； and when education is what it should be；
our power will increase far beyond present hopes。
In lower animals； speaking generally； the powers of the race must be
lodged in each individual。 No gain of personal experience is of avail
to the others。 No advantages remain； save those physically transmitted。
The narrow limits of personal gain and personal inheritance rigidly hem
in sub…human progress。 With us； what one learns may be taught to the
others。 Our life is social； collective。 Our gain is for all； and
profits us in proportion as we extend it to all。 As the human soul
develops in us； we become able to grasp more fully our common needs and
advantages； and with this growth has come the extension of education to
the people as a whole。 Social functions are developed under natural
laws； like physical ones； and may be studied similarly。
In the evolution of this basic social function； what has been the effect
of wholly masculine influence？
The original process； instruction of individual child by individual
mother； has been largely neglected in our man…made world。 That was
considered as a subsidiary sex…function of the woman； and as such； left
to her 〃instinct。〃 This is the main reason why we show such great
progress in education for older children； and especially for youths； and
so little comparatively in that given to little ones。
We have had on the one side the natural current of maternal education；
with its first assistant； the nursemaid； and its second； the
〃dame…school〃； and on the other the influence of the dominant class；
organized in university； college； and public school； slowly filtering
downward。
Educational forces are many。 The child is born into certain conditions；
physical and psychic； and 〃educated〃 thereby。 He grows up into social；
political and economic conditions； and is further modified by them。 All
these conditions； so far； have been of androcentric character； but what
we call education as a special social process is what the child is
deliberately taught and subjected to； and it is here we may see the same
dominant influence so clearly。
This conscious education was； for long； given to boys alone； the girls
being left to maternal influence； each to learn what her mother knew；
and no more。 This very clear instance of the masculine theory is
glaring enough by itself to rest a case on。 It shows how absolute was
the assumption that the world was composed of men； and men alone were to
be fitted for it。 Women were no part of the world； and needed no
training for its uses。 As females they were born and not made； as human
beings they were only servants； trained as such by their servant
mothers。
This system of education we are outgrowing more swiftly with each year。
The growing humanness of women； and its recognition； is forcing an equal
education for boy and girl。 When this demand was first made； by women
of unusual calibre； and by men sufficiently human to overlook
sex…prejudice； how was it met？ What was the attitude of woman's
〃natural protector〃 when she began to ask some share in human life？
Under the universal assumption that men alone were humanity； that the
world was masculine and for men only； the efforts of the women were met
as a deliberate attempt to 〃unsex〃 themselves and become men。 To be a
woman was to be ignorant； uneducated； to be wise； educated； was to be a
man。 Women were not men； visibly； therefore they could not be educated；
and ought not to want to be。
Under this androcentric prejudice； the equal extension of education to
women was opposed at every step； and is still opposed by many。 Seeing
in women only sex； and not humanness； they would confine her exclusively
to feminine interests。 This is the masculine view； _par excellence_。
In spite of it； the human development of women； which so splendidly
characterizes our age； has gone on； and now both woman's colleges and
those for both sexes offer 〃the higher education〃 to our girls； as well
as the lower grades in school and kindergarten。
In the special professional training； the same opposition was
experienced； even more rancorous and cruel。 One would think that on the
entrance of a few straggling and necessarily inferior feminine beginners
into a trade or profession； those in possession would extend to them the
right hand of fellowship； as comrades； extra assistance as beginners；
and special courtesy as women。
The contrary occurred。 Women were barred out； discriminated against；
taken advantage of； as competitors； and as women they have had to meet
special danger and offence instead of special courtesy。 An
unforgettable instance of this lies in the attitude of the medical
colleges toward women students。 The men； strong enough； one would
think； in numbers； in knowledge； in established precedent； to be
generous； opposed the newcomers first with absolute refusal； then； when
the patient； persistent applicants did get inside； both students and
teachers met them not only with unkindness and unfairness； but with a
weapon ingeniously well chosen； and most discreditablenamely；
obscenity。 Grave professors； in lecture and clinic； as well as grinning
students； used offensive language； and played offensive tricks； to drive
the women outa most androcentric performance。
Remember that the essential masculine attitude is one of opposition； of
combat； h