this equality of achievement comes from an equality of natural
gifts, not from an overstraining of the lesser talents of women.[1]

[Footnote 1: Thorndike: _Educational Psychology_, briefer course, pp. 345-46.]

That is, so far as experiments upon objectively measurable
traits have been conducted, the specific differences that
individuals display have comparatively nothing to do with the
fact that an individual happens to be a man or a woman.
These experiments have been conducted with boys and girls
as young as seven, and with men and women ranging up to the
age of twenty-five.[2]

[Footnote 2: There seems, as might be expected to be, a slightly
higher differentiation between the two sexes after adolescence
than before.]

These experiments have been conducted to test sensory
discrimination, precision of motor response and some of the
simpler types of judgment, such as those involved in the solution
of simple puzzles with blocks, matches, etc. The fact
of the negligibility of sex difference with regard to certain
minor measurable traits has been adequately demonstrated
by a wide variety of experiments. The fact of sex equality or
mental capacity has been less accurately but fairly universally
noted by popular consensus of observation and opinion of the
work of women in the various trades and professions. There
are differences between men and women in physical strength
and in consequent susceptibility to fatigue. These are
important considerations in qualifying the amount of work a
woman can do as compared with that of a man, and have
justly resulted in the regulation of hours for women, as a
special class. But there do not seem to be, on the average,
significant original differences in mental capacity.[3]

[Footnote 3: On this subject there has been collected a large
amount of accurate experimental data. See Goldmark: _Fatigue
and Efficiency_, part II, pp. 1-22. These refer to
physiological differences.]

There do exist, as a matter of practical fact, some of the
special attributes commonly ascribed to the masculine and
feminine mental life, but it is generally agreed by investigators
that these are to be accounted for by the different environment
and standards socially established for men and for
women. There are radical and subtle differences in training
to which boys and girls are subjected from early childhood.
There are deeply fixed traditions as to the standards of action,
feeling, and demeanor to which