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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； 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