shall see to what a considerable
degree this phenomenon manifests itself even in childhood.

It has been widely assumed that these psychical differences between the
sexes result from education, and are not inborn. To avoid
misunderstanding, we must, in our consideration of this question of
education, distinguish between two distinct classes of phenomena, those
which are individual and those which have existed for a number of
generations. The sexually differentiated qualities in any individual may
be regarded as inborn, and yet we may admit that the differentiation was
originally the result of education, if we suppose that in earlier
generations in either sex certain qualities were developed, and that
gradually, by monosexual inheritance, the differences became confirmed,
until finally they became inborn. Others, however, assume that the
psychical characteristics by which the sexes are differentiated result
solely from individual differences in education. Stern believes that in
the case of one differential character, at least, he can prove that for
many centuries there has been no difference between the sexes in the
matter of education; this character is the capacity for drawing.
Kerschensteiner has studied the development of this gift, and considers
that his results have established beyond dispute that girls are greatly
inferior in this respect to boys of like age. Stern[17] points out that
there can be no question here of cultivation leading to a sexual
differentiation of faculty, since there is no attempt at a general and
systematic teaching of draughtsmanship to the members of one sex to the
exclusion of members of the other.

Without further discussing the question, to what extent in earlier
generations there has been any cultivation of psychical differences, I
believe that we are justified in asserting that at the present time the
sexual differentiation manifested in respect of quite a number of
psychical qualities is the result of direct inheritance. It would be
quite wrong to assume that all these differences arise in each
individual in consequence of education. It does, indeed, appear to me to
be true that inherited tendencies may be increased or diminished by
individual education; and further, that when the inherited tendency is
not a very powerful one, it may in this way even be suppressed.
Observations on animals which exhibit sexual differentiation very early
in life, also support the notion of the inherit