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 feminine--if one were nothing else, is a far more extensive and
dignified office than to be masculine--and 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 p