of wholly masculine influence?

The original process, instruction of individual child by individual
mother, has been largely neglected in our man-made world. That was
considered as a subsidiary sex-function of the woman, and as such, left
to her "instinct." This is the main reason why we show such great
progress in education for older children, and especially for youths, and
so little comparatively in that given to little ones.

We have had on the one side the natural current of maternal education,
with its first assistant, the nursemaid, and its second, the
"dame-school"; and on the other the influence of the dominant class,
organized in university, college, and public school, slowly filtering
downward.

Educational forces are many. The child is born into certain conditions,
physical and psychic, and "educated" thereby. He grows up into social,
political and economic conditions, and is further modified by them. All
these conditions, so far, have been of androcentric character; but what
we call education as a special social process is what the child is
deliberately taught and subjected to; and it is here we may see the same
dominant influence so clearly.

This conscious education was, for long, given to boys alone, the girls
being left to maternal influence, each to learn what her mother knew,
and no more. This very clear instance of the masculine theory is
glaring enough by itself to rest a case on. It shows how absolute was
the assumption that the world was composed of men, and men alone were to
be fitted for it. Women were no part of the world, and needed no
training for its uses. As females they were born and not made; as human