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Remember that the essential masculine attitude is one of opposition； of
combat； his desire is obtained by first overcoming a competitor； and
then see how this dominant masculinity stands out where it has no
possible use or benefitin the field of education。 All along the line；
man； long master of a subject sex； fought every step of woman toward
mental equality。 Nevertheless； since modern man has become human enough
to be just； he has at last let her have a share in the advantages of
education； and she has proven her full power to appreciate and use these
advantages。
Then to…day rises a new cry against 〃women in education。〃 Here is Mr。
Barrett Wendell； of Harvard； solemnly claiming that teaching women
weakens the intellect of the teacher； and every now and then bursts out
a frantic sputter of alarm over the 〃feminization〃 of our schools。 It
is true that the majority of teachers are now women。 It is true that
they do have an influence on growing children。 It would even seem to be
true that that is largely what women are for。
But the male assumes his influence to be normal； human； and the female
influence as wholly a matter of sex； therefore； where women teach boys；
the boys become 〃effeminate〃a grievous fall。 When men teach girls； do
the girls become …？ Here again we lack the analogue。 Never has it
occurred to the androcentric mind to conceive of such a thing as being
too masculine。 There is no such word！ It is odd to notice that which
ever way the woman is placed； she is supposed to exert this degrading
influence； if the teacher； she effeminizes her pupils； if the pupil； she
effeminizes her teachers。
Now let us shake ourselves free； if only for a moment； from the
androcentric habit of mind。
As a matter of sex； the female is the more important。 Her share of the
processes which sex distinction serves is by far the greater。 To be
feminineif one were nothing else； is a far more extensive and
dignified office than to be masculineand nothing else。
But as a matter of humanity the male of our species is at present far
ahead of the female。 By this superior humanness； his knowledge； his
skill； his experience； his organization and specialization； he makes and
manages the world。 All this is human； not male。 All this is as open to
the woman as the man by nature； but has been denied her during our
androcentric culture。
But even if； in a purely human process； such as education； she does
bring her special feminine characteristics to bear； what are they； and
what are the results？
We can see the masculine influence everywhere still dominant and
superior。 There is the first spur； Desire； the base of the reward
system； the incentive of self…interest； the attitude which says； 〃Why
should I make an effort unless it will give me pleasure？〃 with its
concomitant laziness； unwillingness to work without payment。 There is
the second spur； Combat； the competitive system； which sets one against
another； and finds pleasure not in learning； not exercising the mind；
but in getting ahead of one's fellows。 Under these two wholly masculine
influences we have made the educational process a joy to the few who
successfully attain； and a weary effort； with failure and contumely
attached； to all the others。 This may be a good method in
sex…competition； but is wholly out of place and mischievous in
education。 Its prevalence shows the injurious masculization of this
noble social process。
What might we look for in a distinctly feminine influence？ What are
these much…dreaded feminine characteristics？
The maternal ones； of course。 The sex instincts of the male are of a
preliminary nature； leading merely to the union preceding parenthood。
The sex instincts of the female cover a far larger field； spending
themselves most fully in the lasting love； the ceaseless service； the
ingenuity and courage of efficient motherhood。 To feminize education
would be to make it more motherly。 The mother does not rear her
children by a system of prizes 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 sayand say with some
justicethat 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 masculineand 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 human qualitiesnot sex qualities。 Surely our boys
are sufficiently masculine； without needing a special education to make
them more so。
The error lies here。 A strictly masculine world； proud of its own sex
and despising the other； seeing nothing in the world but sex； either
male or female； has 〃viewed with alarm〃 the steady and rapid growth of
humanness。 Here； for instance； is a boy visibly tending to be an
artist； a musician； a scientific discoverer。 Here is another boy not
particularly clever in any line； nor ambitious for any special work；
though he means in a general way to 〃succeed〃； he is； however； a big；
husky fellow； a good fighter； mischievous as a monkey； and strong in the
virtues covered by the word 〃sportsmanship。〃 This boy we call 〃a fine
manly fellow。〃
We are quite right。 He is。 He is distinctly and excessively male； at
the expense of his humanness。 He may make a more prepotent sire than
the other； though even that is not certain； he may； and probably will；
appeal more strongly to the excessively feminine girl； who has even less
humanness than he； but he is not therefore a better citizen。
The advance of civilization calls for human qualities； in both men and
women。 Our educational system is thwarted and hindered； not as Prof。
Wendell and his life would have us believe； by 〃feminization；〃 but by an
overweening masculization。
Their position is a simple one。 〃We are men。 Men are human beings。
Women are only women。 This is a man's world。 To get on in it you must
do it man…fashioni。e。； fight； and overcome the others。 Being
civilized； in part； we must arrange a sort of 〃civilized warfare；〃 and
learn to play the game； the old crude； fierce male game of combat； and
we must educate our boys thereto。〃 No wonder education was denied to
women。 No wonder their influence is dreaded by an ultra…masculine
culture。
It will change the system in time。 It will gradually establish an equal
place in life for the feminine characteristics； so long belittled and
derided； and give pre…eminent dignity to the human power。
Physical culture； for both boys and girls； will be part of such a
modified system。 All things that both can do together will be accepted
as human； but what either boys or girls have to retire apart to practice
will be frankly called masculine and feminine； and not encouraged in
children。
The most important qualities are the human ones； and will be so named
and honored。 Courage is a human quality； not a sex…quality。 What is
commonly called courage in male animals is mere belligerence； the
fighting instinct。 To meet an adversary of his own sort is a universal
masculine trait； two father cats may fight fiercely each other；