feelings for her imitation baby. It has not yet occurred to us that
this is monstrous.

Little children should not be expected to show, in painful precocity,
feelings which ought never to be experienced till they come at the
proper age. Our kittens play at cat-sports, little Tom and Tabby
together; but little Tabby does not play she is a mother!

Beyond the continuous dolls and their continuous dressing, we provide
for our little girls tea sets and kitchen sets, doll's houses, little
work-boxes--the imitation tools of their narrow trades. For the boy
there is a larger choice. We make for them not only the essentially
masculine toys of combat--all the enginery of mimic war; but also the
models of human things, like boats, railroads, wagons. For them, too,
are the comprehensive toys of the centuries, the kite, the top, the
ball. As the boy gets old enough to play the games that require skill,
he enters the world-lists, and the little sister, left inside, with her
everlasting dolls, learns that she is "only a girl," and "mustn't play
with boys--boys are so rough!" She has her doll and her tea set. She
"plays house." If very active she may jump rope, in solitary
enthusiasm, or in combination of from two to four. Her brother is
playing games. From this time on he plays the games of the world. The
"sporting page" should be called "the Man's Page" as that array of
recipes, fashions and cheap advice is called "the Woman's Page."

One of the immediate educational advantages of the boy's position is
that he learns "team work." This is not a masculine characteristic, it
is a human one; a social power. Women are equally capable of it by
nature; but not by education. Tending one's imitation baby is not
team-work; nor is playing house. The little girl is kept forever within