Sex in Education or, A Fair Chance for Girls

Sex in Education
or, A Fair Chance for Girls

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SEX IN EDUCATION. PART I. INTRODUCTORY.

"Is there any thing better in a State than that both women and men be rendered the very best? There is not."—Plato.

It is idle to say that what is right for man is wrong for woman. Pure reason, abstract right and wrong, have nothing to do with sex: they neither recognize nor know it. They teach that what is right or wrong for man is equally right and wrong for woman. Both sexes are bound by the same code of morals; both are amenable to the same divine law. Both have a right to do the best they can; or, to speak more justly, both should feel the duty, and have the opportunity, to do their best. Each must justify its existence by becoming a complete development of manhood and womanhood; and each should refuse whatever limits or dwarfs that development.

The problem of woman's sphere, to use the modern phrase, is not to be solved by applying to it abstract principles of right and wrong. Its solution must be obtained from physiology, not from ethics or metaphysics. The question must be submitted to Agassiz and Huxley, not to Kant or Calvin, to Church or Pope. Without denying the self-evident proposition, that whatever a woman can do, she has a right to do, the question at once arises, What can she do? And this includes the further question, What can she best do? A girl can hold a plough, and ply a needle, after a fashion. If she can do both better than a man, she ought to be both farmer and seamstress; but if, on the whole, her husband can hold best the plough, and she ply best the needle, they should divide the labor. He should be master of the plough, and she mistress of the loom. The quæstio vexata of woman's sphere will be decided by her organization. This limits her power, and reveals her divinely-appointed tasks, just as man's organization limits his power, and reveals his work. In the development of the organization is to be found the way of strength and power for both sexes. Limitation or abortion of development leads both to weakness and failure.

Neither is there any such thing as inferiority or superiority in this matter. Man is not superior to woman, nor woman to man. The relation of the sexes is one of equality, not of better and worse, or of higher and lower. By this it is not intended to say that the sexes are the same. They are different, widely different from each other, and so different that each can do, in certain directions, what the other cannot; and in other directions, where both can do the same things, one sex, as a rule, can do them better than the other; and in still other matters they seem to be so nearly alike, that they can interchange labor without perceptible difference. All this is so well known, that it would be useless to refer to it, were it not that much of the discussion of the irrepressible woman-question, and many of the efforts for bettering her education and widening her sphere, seem to ignore any difference of the sexes; seem to treat her as if she were identical with man, and to be trained in precisely the same way; as if her organization, and consequently her function, were masculine, not feminine....