what he needs, and to the vanquished, blame and deprivation. That would
be "unfeminine."

Motherhood does all it knows to give to each child what is most needed,
to teach all to their fullest capacity, to affectionately and
efficiently develop the whole of them.

But this is not what is meant by those who fear so much the influence of
women. Accustomed to a wholly male standard of living, to masculine
ideals, virtues, methods and conditions, they say--and say with some
justice--that feminine methods and ideals would be destructive to what
they call "manliness." For instance, education to-day is closely
interwoven with games and sports, all of an excessively masculine
nature. "The education of a boy is carried on largely on the
playground!" say the objectors to women teachers. Women cannot join
them there; therefore, they cannot educate them.

What games are these in which women cannot join? There are forms of
fighting, of course, violent and fierce, modern modifications of the
instinct of sex-combat. It is quite true that women are not adapted, or
inclined, to baseball or football or any violent game. They are
perfectly competent to take part in all normal athletic development, the
human range of agility and skill is open to them, as everyone knows who
has been to the circus; but they are not built for physical combat; nor
do they find ceaseless pleasure in throwing, hitting or kicking things.

But is it true that these strenuous games have the educational value
attributed to them? It seems like blasphemy to question it. The whole
range of male teachers, male pupils, male critics and spectators, are
loud in their admiration for the "manliness" developed by the craft,