The maternal ones, of course. The sex instincts of the male are of a preliminary nature, leading merely to the union preceding parenthood. The sex instincts of the female cover a far larger field, spending themselves most fully in the lasting love, the ceaseless service, the ingenuity and courage of efficient motherhood. To feminize education would be to make it more motherly. The mother does not rear her children by a system of prizes to be longed for and pursued; nor does she set them to compete with one another, giving to the conquering child 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, 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.