ured
it, they not unnaturally wanted the kind of education men were
receiving,--partly in order to demonstrate that they were not
intellectually inferior to men. Since this demonstration is now
complete, the continuation of duplicate curricula is uncalled for. The
coeducational colleges of the west are already turning away from the old
single curriculum and are providing for the election of more
differentiated courses for women. The separate women's colleges of the
east will doubtless do so eventually, since their own graduates and
students are increasingly discontented with the present narrow and
obsolete ideals. If the higher education of women, and much of the
elementary education, is directed toward differentiating them from men
and giving them distinct occupations (including primarily marriage and
motherhood) instead of training them so the only thing they are capable
of doing is to compete with men for men's jobs, the demand of "equal pay
for equal work" will be less difficult to reconcile with the interests
of the race. In this direction the feminists might find a large and
profitable field for the employment of their energies.

There is good ground for the feminist contention that women should be
liberally educated, that they should not be regarded by men as inferior
creatures, that they should have the opportunity of self-expression in a
richer, freer life than they have had in the past. All these gains can
be made without sacrificing any racial interests; and they must be so
made. The unrest of intelligent women is not to be lessened or removed
by educating them in the belief that they are not different from men and
setting them to work as men in the work of the world. Except where the
work is peculiarly adapted to women or there is a special individual
aptitude, such work will, for the reasons we have set forth, operate
dysgenically and therefore bring about the decadence of the race which
practices it.

The true solution is rather to be sought in recognizing the natural
differentiation of the two sexes and in emphasizing this differentiation
by education. Boys will be taught the nobility of being productive and
of establishing families; girls will have similar ideals held up to them
but will be taught to reach them in a different way, through cultivation
of the intellectual and emotional characters most useful to that
division of labor for which they are supremely adapted, as well as those
that are common