courage, co-ordinative power and general "sportsmanship" developed by
the game of football, for instance; that a few young men are killed and
many maimed, is nothing in comparison to these advantages.

Let us review the threefold distinction on which this whole study rests,
between masculine, feminine and human. Grant that woman, being
feminine, cannot emulate man in being masculine--and does not want to.
Grant that the masculine qualities have their use and value, as well as
feminine ones. There still remain the human qualities shared by both,
owned by neither, most important of all. Education is a human process,
and should develop human qualities--not sex qualities. Surely our boys
are sufficiently masculine, without needing a special education to make
them more so.

The error lies here. A strictly masculine world, proud of its own sex
and despising the other, seeing nothing in the world but sex, either
male or female, has "viewed with alarm" the steady and rapid growth of
humanness. Here, for instance, is a boy visibly tending to be an
artist, a musician, a scientific discoverer. Here is another boy not
particularly clever in any line, nor ambitious for any special work,
though he means in a general way to "succeed"; he is, however, a big,
husky fellow, a good fighter, mischievous as a monkey, and strong in the
virtues covered by the word "sportsmanship." This boy we call "a fine
manly fellow."

We are quite right. He is. He is distinctly and excessively male, at
the expense of his humanness. He may make a more prepotent sire than
the other, though even that is not certain; he may, and probably will,
appeal more strongly to the excessively feminine girl, who has even less
humanness than he; but he is not therefore a better citizen.