In order to discuss the effects which this monopoly of education by women is having on the curriculum of the schools we must first agree on what constitutes the peculiarity of women's minds as compared with men's minds.[29] In our first chapter, it was asserted that women are more interested in the concrete, human, personal, conserving and emotional aspects of life; while men more easily turn to the abstract, material, impersonal, creative and rational aspects. To put it broadly, women are more interested in the humanities; men more readily pursue the sciences. Let us admit at once that there are many individual exceptions to this statement. Some women have reached great excellence in abstract studies; and some men are notoriously concrete and emotional; but nevertheless the general statement seems borne out by a wealth of common observations and detailed comparisons. [29] See _The Americans_, by HUGO MUeNSTERBERG, pp. 558-589. Boston: Houghton, Mifflin & Co., 1901. Personal observation must always be colored by prejudices and prepossessions, but my own have been so wide, and so uniformly in one direction, that it seems justifiable to report them. * * * * * For a quarter of a century I have been working in schools or with teachers, and my personal observations all agree with the above characterization. I have spent five years in Cornell University, New York; one year in Zurich University in Switzerland; two years in the State University of Indiana and seven years in Stanford University in California. These institutions are widely distributed; they were all fully co-educational; and they each had a wide range of elective studies. In all of them, class-rooms devoted to literature and modern languages had a large attendance of women, while lecture-rooms and laboratories devoted to abstract science were almost deserted by them. This could not have been due to commercial considerations, for many of these women were facing teaching; and during all this time the demand for women who could teach science has been much greater than for women who could teach literature. In my work with teachers, both in the classroom and in the field, I have carried out many inductive, quantitative studies, based on measurements or returns from large numbers of children. I have never found women teachers taking up and carrying out this kind of work with any such enthusiasm as men apply to it, though it lies at the base of their professional life.