will run from a dog as quickly as a mother cat. She has courage enough,
however, in defence of her kittens.

What this world most needs to-day in both men and women, is the power to
recognize our public conditions; to see the relative importance of
measures; to learn the processes of constructive citizenship. We need
an education which shall give its facts in the order of their
importance; morals and manners based on these facts; and train our
personal powers with careful selection, so that each may best serve the
community.

At present, in the larger processes of extra-scholastic education, the
advantage is still with the boy. From infancy we make the gross mistake
of accentuating sex in our children, by dress and all its limitations,
by special teaching of what is "ladylike" and "manly." The boy is
allowed a freedom of experience far beyond the girl. He learns more of
his town and city, more of machinery, more of life, passing on from
father to son the truths as well as traditions of sex superiority.

All this is changing before our eyes, with the advancing humanness of
women. Not yet, however, has their advance affected, to any large
extent, the base of all education; the experience of a child's first
years. Here is where the limitations of women have checked race
progress most thoroughly. Here hereditary influence was constantly
offset by the advance of the male. Social selection did develop higher
types of men, though sex-selection reversed still insisted on primitive
types of women. But the educative influence of these primitive women,
acting most exclusively on the most susceptible years of life, has been
a serious deterrent to race progress.