we find the emphasis placed on making education for the two
sexes just as dissimilar as possible. Fortunately for the educational
adjustments of the two sexes to each other, much of the present-day
discussion that demands extensive sex specialization of education
cannot be made practical and the training of the two sexes will
inevitably continue to be quite similar, with at most a limited amount
of time spent on application of certain knowledge to practical ends
that are chiefly of interest to one sex only. By far the greater part
of education from kindergarten through the university is in the nature
of the fundamentals of knowledge and will continue to be essentially
similar for both sexes. For illustration, the writer happens to be
connected with a college which offers a four-year course and graduate
work specially arranged with reference to household arts. Surely here
is an opportunity for education far different from that of the typical
college for men. As a matter of fact, there is great similarity. The
greater part of the four years is filled with general courses in
English, modern languages, chemistry, biology, physics, sociology,
economics, and fine arts, while a minor part of the curriculum consists
of courses in cookery, clothing, and household administration. The
general courses are in essentials not different from courses in
colleges for men. Here and there instructors select materials and in
other ways relate the general courses to household arts, but after all
a girl who completes these courses has acquired the same educational
fundamentals that her brother gets in Columbia College or in any other
standard college for men. It is only, then, in the cookery, clothing,
and administration that there is sex-differentiated education, and even
in these the practice necessary to acquire proficiency in technique is
the chief peculiarity. So far as fundamental knowledge is concerned;
cookery is chiefly an application of chemistry, physics, and physiology
that could easily be made clear to one who had completed courses in
these sciences in a college for men; dress design is an application of
fine arts and its construction is a mechanical problem. The mental
problems involved in dress design and making cannot be far different
from house design and construction which are supposed to be primarily
adapted to men.

[Sidenote: Little differentiation.]

On the whole, then, there is really little possibility of
sex-differe