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, but both
will run from a dog as quickly as a mother cat. She has courage enough,
however, in defence of her kittens.

What this world most needs to-day in both men and women, is the power
to recognize our public conditions; to see the relative importance of
measures; to learn the processes of constructive citizenship. We need an
education which shall give its facts in the order of their importance;
morals and manners based on these facts; and train our personal powers
with careful selection, so that each may best serve the community.

At present, in the larger processes of extra-scholastic education, the
advantage is still with the boy. From infancy we make the gross mistake
of accentuating sex in our children, by dress and all its limitations,
by special teaching of what is "ladylike" and "manly." The boy is
allowed a freedom of experience far beyond the girl. He learns more
of his town and city, more of machinery, more of life, passing on from
father to son the truths as well as traditions of sex superiority.

All this is changing before our eyes, with the advancing humanness
of women. Not yet, however, has their advance affected, to any large
extent, the base of all education; the experience of a child's first
years. Here is where the limitations of women have checked race progress
most thoroughly. Here hereditary influence was constantly offset by the
advance of the male. Social selection did develop higher types of men,
though sex-selection reversed still insisted on primitive types of
women. But the educative influence of these primitive women, acting most
exclusively on the most susceptible years of life, has been a serious
deterrent to race progress.

Here is the dominant male, largely humanized, yet still measuring
life from male standards. He sees women only as a sex. (Note here the
criticism of Europeans on American women. "Your women are so sexless!"
they say, meaning merely that our women have human qualities as well
as feminine.) And children he considers as part and parcel of the same
domain, both inferior classes, "women and children."

I recall in Rimmer's beautiful red chalk studies, certain profiles of
man, woman and child, and careful explanation that the proportion of the
w