Under the universal assumption that men alone were humanity, that the world was masculine and for men only, the efforts of the women were met as a deliberate attempt to "unsex" themselves and become men. To be a woman was to be ignorant, uneducated; to be wise, educated, was to be a man. Women were not men, visibly; therefore they could not be educated, and ought not to want to be. Under this androcentric prejudice, the equal extension of education to women was opposed at every step, and is still opposed by many. Seeing in women only sex, and not humanness, they would confine her exclusively to feminine interests. This is the masculine view, _par excellence_. In spite of it, the human development of women, which so splendidly characterizes our age, has gone on; and now both woman's colleges and those for both sexes offer "the higher education" to our girls, as well as the lower grades in school and kindergarten. In the special professional training, the same opposition was experienced, even more rancorous and cruel. One would think that on the entrance of a few straggling and necessarily inferior feminine beginners into a trade or profession, those in possession would extend to them the 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.