ed character of certain
tendencies; for instance, the movements of male animals often differ
from those of the females of the same species.

We must not forget the frequent intimate association between structure
and function. This well-proved connexion would lead us _a priori_, from
the more powerful muscular development of boys, to infer the different
inclinations of the two sexes. Rough outdoor games and wrestling thus
correspond to the physical constitution of the boy. So, also, it is by
no means improbable that the little girl, whose pelvis and hips have
already begun to indicate by their development their adaptation for the
supreme functions of the sexually mature woman, should experience
obscurely a certain impulsion towards her predestined maternal
occupation, and that her inclinations and amusements should in this way
be determined. Many, indeed, and above all the extreme advocates of
women's rights, prefer to maintain that such sexually differentiated
inclinations result solely from differences in individual education: if
the boy has no enduring taste for dolls and cooking, this is because his
mother and others have told him, perhaps with mockery, that such
amusements are unsuited to a boy; whilst in a similar way the girl is
dissuaded from the rough sports of boyhood. Such an assumption is the
expression of that general psychological and educational tendency, which
ascribes to the activity of the will an overwhelmingly powerful
influence upon the development of the organs subserving the intellect,
and secondarily also upon that of the other organs of the body. By the
influence of the will, it is supposed by this school, certain
association-tracts in the brain are developed; or at least certain
tracts hitherto functionally inactive are rendered functionally active.
We cannot dispute the fact that in such a way the activity of the will
may, within certain limits, be effective, especially in cases in which
the inherited tendency thus counteracted is comparatively weak; but only
within certain limits. Thus we can understand how it is that in some
cases, by means of education, a child is impressed with characteristics
normally foreign to its sex; qualities and tendencies are thus developed
which ordinarily appear only in a child of the opposite sex. But even
though we must admit that the activity of the individual may operate in
this way, none the less are we compelled to assume that certain
tendencies are inborn.