In the high schools and seminaries, we have fairly complete returns showing the number of students enrolled in certain subjects since 1890. The pupils taking Latin have increased 15%; French, 4%; German, 13%; English literature has increased in ten years 7% (there is no record for this subject before 1898); and European history, 27%. There has also been an increase of 11% in algebra and 10% in geometry, probably partly due to vocational need and to the emphasis laid on these subjects for admission to college. But physics, in the twenty years under consideration, has fallen off 7%; chemistry, 3%; physical geography, 5%; physiology, 15%; and civics, 7%.[30] A careful study of these figures must convince any fair-minded person that our school curriculum, even in the secondary field, where women's control is least complete, is moving rapidly in the direction of what we have called feminization. [30] _Report of the United States Commissioner of Education_, 1910, Vol. II, p. 1139. The schools, too, must increasingly do something more than train the intellect; and in all physical activity involuntary suggestion is very powerful. Playgrounds are laboratories of conduct, and they should not only give physical exercise, but should also furnish standards and ideals. There can be no doubt that women are physically more restrained, retiring, non-contesting, and graceful than men; but can dancing, marching, and gymnastics take the place of more aggressive, direct and violent contests in the training of boys? So in industries, women are more given to conserving, arranging and beautifying, more given to clerking and recording, while men are more creative, disbursing, more given to mining, agriculture and commerce. Even granting equal understanding and experience, the tradition of the race must count for much; and it would seem that at every stage of growth, boys and girls alike should feel the impulse to imitate men who have an instinct to make and unmake, to trade and carry. It is no justification of existing conditions to say that the men now in the teaching profession lack these qualities; if they do, let us get rid of them and have real men. And for purposes of political life, does it not seem strange to bring up a generation of boys and girls who are to be the future citizens of a democracy under the exclusive leadership of people who have never been encouraged to think about political life nor allowed to participate in it? Let us by all means enfranchise women; but even then they cannot hope to quickly catch up with those who have some thousands of years the start, even after allowing for the fact that girls inherit from both father and mother.