right hand of fellowship, as comrades, extra assistance as beginners,
and special courtesy as women.

The contrary occurred. Women were barred out, discriminated against,
taken advantage of, as competitors; and as women they have had to meet
special danger and offence instead of special courtesy. An
unforgettable instance of this lies in the attitude of the medical
colleges toward women students. The men, strong enough, one would
think, in numbers, in knowledge, in established precedent, to be
generous, opposed the newcomers first with absolute refusal; then, when
the patient, persistent applicants did get inside, both students and
teachers met them not only with unkindness and unfairness, but with a
weapon ingeniously well chosen, and most discreditable--namely,
obscenity. Grave professors, in lecture and clinic, as well as grinning
students, used offensive language, and played offensive tricks, to drive
the women out--a most androcentric performance.

Remember that the essential masculine attitude is one of opposition, of
combat; his desire is obtained by first overcoming a competitor; and
then see how this dominant masculinity stands out where it has no
possible use or benefit--in the field of education. All along the line,
man, long master of a subject sex, fought every step of woman toward
mental equality. Nevertheless, since modern man has become human enough
to be just, he has at last let her have a share in the advantages of
education; and she has proven her full power to appreciate and use these
advantages.

Then to-day rises a new cry against "women in education." Here is Mr.
Barrett Wendell, of Harvard, solemnly claiming that teaching women
weakens the intellect of the teacher, and every now and then bursts out