dual 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 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.

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.

We must not forget the frequent intimate association between structure
and function. 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 adaption for the supreme functions
of the sexually mature woman, should experience obscurely a certain
impulsion toward 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 o