The laws of physics were at work before we were on earth, and continued to work on us long before we had intelligence enough to perceive, much less understand, them. Our proven knowledge of these processes constitutes "the science of physics"; but the laws were there before the science.
Physics is the science of material relation, how things and natural forces work with and on one another. Ethics is the science of social relation, how persons and social forces work with and on one another.
Ethics is to the human world what physics is to the material world; ignorance of ethics leaves us in the same helpless position in regard to one another that ignorance of physics left us in regard to earth, air, fire and water.
To be sure, people lived and died and gradually improved, while yet ignorant of the physical sciences; they developed a rough "rule of thumb" method, as animals do, and used great forces without understanding them. But their lives were safer and their improvement more rapid as they learned more, and began to make servants of the forces which had been their masters.
We have progressed, lamely enough, with terrible loss and suffering, from stark savagery to our present degree of civilization; we shall go on more safely and swiftly when we learn more of the science of ethics.
Let us note first that while the underlying laws of ethics remain steady and reliable, human notions of them have varied widely and still do so. In different races, ages, classes, sexes, different views of ethics obtain; the conduct of the people is modified by their views, and their prosperity is modified by their conduct.
Primitive man became very soon aware that conduct was of importance. As consciousness increased, with the power to modify action from within, instead of helplessly reacting to stimuli from without, there arose the crude first codes of ethics, the "Thou shalt" and "Thou shalt not" of the blundering savage. It was mostly "Thou shalt not." Inhibition, the checking of an impulse proven disadvantageous, was an earlier and easier form of action than the later human power to consciously decide on and follow a course of action with no stimulus but one's own will.
Primitive ethics consists mostly of Tabus—the things that are forbidden; and all our dim notions of ethics to this day, as well as most of our religions, deal mainly with forbidding.
This is almost the whole of our nursery government, to an extent shown by the well-worn tale of the child who said her name was "Mary." "Mary what?" they asked her. And she answered, "Mary Don't." It is also the main body of our legal systems—a complex mass of prohibitions and preventions. And even in manners and conventions, the things one should not do far outnumber the things one should. A general policy of negation colors our conceptions of ethics and religion.
When the positive side began to be developed, it was at first in purely arbitrary and artificial form. The followers of a given religion were required to go through certain motions, as prostrating themselves, kneeling, and the like; they were required to bring tribute to the gods and their priests, sacrifices, tithes, oblations; they were set little special performances to go through at given times; the range of things forbidden was broad; the range of things commanded was narrow. The Christian religion, practically interpreted, requires a fuller "change of heart" and change of life than any preceding it; which may account at once for its wide appeal to enlightened peoples, and to its scarcity of application.
Again, in surveying the field, it is seen that as our grasp of ethical values widened, as we called more and more acts and tendencies "right" and "wrong," we have shown astonishing fluctuations and vagaries in our judgment. Not only in our religions, which have necessarily upheld each its own set of prescribed actions as most "right," and its own special prohibitions as most "wrong"; but in our beliefs about ethics and our real conduct, we have varied absurdly.
Take, for instance, the ethical concept among "gentlemen" a century or so since, which put the paying of one's gambling debts as a well-nigh sacred duty, and the paying of a tradesman who had fed and clothed one as a quite negligible matter. If the process of gambling was of social service, and the furnishing of food and clothes was not, this might be good ethics; but as the contrary is true, we have to account for this peculiar view on other grounds.
Again, where in Japan a girl, to maintain her parents, is justified in leading a life of shame, we have a peculiar ethical standard difficult for Western minds to appreciate. Yet in such an instance as is described in "Auld Robin Gray," we see precisely the same code; the girl, to benefit her parents, marries a rich old man she does not love—which is to lead a life of shame. The ethical view which justifies this, puts the benefit of parents above the benefit of children, robs the daughter of happiness and motherhood, injures posterity to assist ancestors.
This is one of the products of that very early religion, ancestor worship; and here we lay a finger on a distinctly masculine influence.
We know little of ethical values during the matriarchate; whatever they were, they must have depended for sanction on a cult of promiscuous but efficient maternity. Our recorded history begins in the patriarchal period, and it is its ethics alone which we know.
The mother instinct, throughout nature, is one of unmixed devotion, of love and service, care and defence, with no self-interest. The animal father, in such cases as he is of service to the young, assists the mother in her work in similar fashion. But the human father in the family with the male head soon made that family an instrument of desire, and combat, and self-expression, following the essentially masculine impulses. The children were his, and if males, valuable to serve and glorify him. In his dominance over servile women and helpless children, free rein was given to the growth of pride and the exercise of irresponsible tyranny. To these feelings, developed without check for thousands of years, and to the mental habits resultant, it is easy to trace much of the bias of our early ethical concepts.
Perhaps it is worth while to repeat here that the effort of this book is by no means to attribute a wholly evil influence to men, and a wholly good one to women; it is not even claimed that a purely feminine culture would have advanced the world more successfully. It does claim that the influence of the two together is better than that of either one alone; and in especial to point out what special kind of injury is due to the exclusive influence of one sex heretofore.
We have to-day reached a degree of human development where both men and women are capable of seeing over and across the distinctions of sex, and mutually working for the advancement of the world. Our progress is, however, seriously impeded by what we may call the masculine tradition, the unconscious dominance of a race habit based on this long androcentric period; and it is well worth while, in the interests of both sexes, to show the mischievous effects of the predominance of one.
We have in our ethics not only a "double standard" in one special line, but in nearly all. Man, as a sex, has quite naturally deified his own qualities rather than those of his opposite. In his codes of manners, of morals, of laws, in his early concepts of God, his ancient religions, we see masculinity written large on every side. Confining women wholly to their feminine functions, he has required of them only what he called feminine virtues, and the one virtue he has demanded, to the complete overshadowing of all others, is measured by wholly masculine requirements.
In the interests of health and happiness, monogamous marriage proves its superiority in our race as it has in others. It is essential to the best growth of humanity that we practice the virtue of chastity; it is a human virtue, not a feminine one. But in masculine hands this virtue was enforced upon women under penalties of hideous cruelty, and quite ignored by men. Masculine ethics, colored by masculine instincts, always dominated by sex, has at once recognized the value of chastity in the woman, which is right; punished its absence unfairly, which is wrong; and then reversed the whole matter when applied to men, which is ridiculous.
Ethical laws are laws—not idle notions. Chastity is a virtue because it promotes human welfare—not because men happen to prize it in women and ignore it themselves. The underlying reason for the whole thing is the benefit of the child; and to that end a pure and noble fatherhood is requisite, as well as such a motherhood. Under the limitations of a too masculine ethics, we have developed on this one line social conditions which would be absurdly funny if they were not so horrible.
Religion, be it noticed, does not bear out this attitude. The immense human need of religion, the noble human character of the great religious teachers, has always set its standards, when first established, ahead of human conduct.
Some there are, men of learning and authority, who hold that the deadening immobility of our religions, their resistance to progress and relentless preservation of primitive ideals, is due to the conservatism of women. Men, they say, are progressive by nature; women are conservative. Women are more religious than men, and so preserve old religious forms unchanged after men have outgrown them.
If we saw women in absolute freedom, with a separate religion devised by women, practiced by women, and remaining unchanged through the centuries; while men, on the other hand, bounded bravely forward, making new ones as fast as they were needed, this belief might be maintained. But what do we see? All the old religions made by men, and forced on the women whether they liked it or not. Often women not even considered as part of the scheme—denied souls—given a much lower place in the system—going from the service of their father's gods to the service of their husbands—having none of their own. We see religions which make practically no place for women, as with the Moslem, as rigidly bigoted and unchanging as any other.
We see also this: that the wider and deeper the religion, the more human, the more it calls for practical applications in Christianity—the more it appeals to women. Further, in the diverging sects of the Christian religion, we find that its progressiveness is to be measured, not by the numbers of its women adherents, but by their relative freedom. The women of America, who belong to a thousand sects, who follow new ones with avidity, who even make them, and who also leave them all as men do, are women, as well as those of Spain, who remain contented Romanists, but in America the status of women is higher.
The fact is this: a servile womanhood is in a state of arrested development, and as such does form a ground for the retention of ancient ideas. But this is due to the condition of servility, not to womanhood. That women at present are the bulwark of the older forms of our religions is due to the action of two classes of men: the men of the world, who keep women in their restricted position, and the men of the church, who take every advantage of the limitations of women. When we have for the first time in history a really civilized womanhood, we can then judge better of its effect on religion.
Meanwhile, we can see quite clearly the effect of manhood. Keeping in mind those basic masculine impulses—desire and combat—we see them reflected from high heaven in their religious concepts. Reward! Something to want tremendously and struggle to achieve! This is a concept perfectly masculine and most imperfectly religious. A religion is partly explanation—a theory of life; it is partly emotion—an attitude of mind, it is partly action—a system of morals. Man's special effect on this large field of human development is clear. He pictured his early gods as like to himself, and they behaved in accordance with his ideals. In the dimmest, oldest religions, nearest the matriarchate, we find great goddesses—types of Motherhood, Mother-love, Mother-care and Service. But under masculine dominance, Isis and Ashteroth dwindle away to an alluring Aphrodite—not Womanhood for the child and the World—but the incarnation of female attractiveness for man.
As the idea of heaven developed in the man's mind it became the Happy Hunting Ground of the savage, the beery and gory Valhalla of the Norseman, the voluptuous, many-houri-ed Paradise of the Mohammedan. These are men's heavens all. Women have never been so fond of hunting, beer or blood; and their houris would be of the other kind. It may be said that the early Christian idea of heaven is by no means planned for men. That is trite, and is perhaps the reason why it has never had so compelling an attraction for them.
Very early in his vague efforts towards religious expression, man voiced his second strongest instinct—that of combat. His universe is always dual, always a scene of combat. Born with that impulse, exercising it continually, he naturally assumed it to be the major process in life. It is not. Growth is the major process. Combat is a useful subsidiary process, chiefly valuable for its initial use, to transmit the physical superiority of the victor. Psychic and social advantages are not thus secured or transmitted.
In no one particular is the androcentric character of our common thought more clearly shown than in the general deification of what are now described as "conflict stimuli." That which is true of the male creature as such is assumed to be true of life in general; quite naturally, but by no means correctly. To this universal masculine error we may trace in the field of religion and ethics the great devil theory, which has for so long obscured our minds. A God without an Adversary was inconceivable to the masculine mind. From this basic misconception we find all our ideas of ethics distorted; that which should have been treated as a group of truths to be learned and habits to be cultivated was treated in terms of combat, and moral growth made an everlasting battle. This combat theory we may follow later into our common notions of discipline, government, law and punishment; here is it enough to see its painful effects in this primary field of ethics and religion?
The third essential male trait of self-expression we may follow from its innocent natural form in strutting cock or stamping stag up to the characteristics we label vanity and pride. The degradation of women in forcing them to adopt masculine methods of personal decoration as a means of livelihood, has carried with the concomitant of personal vanity: but to this day and at their worst we do not find in women thenaiveexultant glow of pride which swells the bosom of the men who march in procession with brass bands, in full regalia of any sort, so that it be gorgeous, exhibiting their glories to all.
It is this purely masculine spirit which has given to our early concepts of Deity the unadmirable qualities of boundless pride and a thirst for constant praise and prostrate admiration, characteristics certainly unbefitting any noble idea of God. Desire, combat and self-expression all have had their unavoidable influence on masculine religions. What deified Maternity a purely feminine culture might have put forth we do not know, having had none such. Women are generally credited with as much moral sense as men, and as much religious instinct; but so far it has had small power to modify our prevailing creeds.
As a matter of fact, no special sex attributes should have any weight in our ideas of right and wrong. Ethics and religion are distinctly human concerns; they belong to us as social factors, not as physical ones. As we learn to recognize our humanness, and to leave our sex characteristics where they belong, we shall at last learn something about ethics as a simple and practical science, and see that religions grow as the mind grows to formulate them.
If anyone seeks for a clear, simple, easily grasped proof of our ethics, it is to be found in a popular proverb. Struggling upward from beast and savage into humanness, man has seen, reverenced, and striven to attain various human virtues.
He was willing to check many primitive impulses, to change many barbarous habits, to manifest newer, nobler powers. Much he would concede to Humanness, but not his sex—that was beyond the range of Ethics or Religion. By the state of what he calls "morals," and the laws he makes to regulate them, by his attitude in courtship and in marriage, and by the gross anomaly of militarism, in all its senseless waste of life and wealth and joy, we may perceive this little masculine exception:
"All's fair in love and war."
The origin of education is maternal. The mother animal is seen to teach her young what she knows of life, its gains and losses; and, whether consciously done or not, this is education. In our human life, education, even in its present state, is the most important process. Without it we could not maintain ourselves, much less dominate and improve conditions as we do; and when education is what it should be, our power will increase far beyond present hopes.
In lower animals, speaking generally, the powers of the race must be lodged in each individual. No gain of personal experience is of avail to the others. No advantages remain, save those physically transmitted. The narrow limits of personal gain and personal inheritance rigidly hem in sub-human progress. With us, what one learns may be taught to the others. Our life is social, collective. Our gain is for all, and profits us in proportion as we extend it to all. As the human soul develops in us, we become able to grasp more fully our common needs and advantages; and with this growth has come the extension of education to the people as a whole. Social functions are developed under natural laws, like physical ones, and may be studied similarly.
In the evolution of this basic social function, what has been the effect of wholly masculine influence?
The original process, instruction of individual child by individual mother, has been largely neglected in our man-made world. That was considered as a subsidiary sex-function of the woman, and as such, left to her "instinct." This is the main reason why we show such great progress in education for older children, and especially for youths, and so little comparatively in that given to little ones.
We have had on the one side the natural current of maternal education, with its first assistant, the nursemaid, and its second, the "dame-school"; and on the other the influence of the dominant class, organized in university, college, and public school, slowly filtering downward.
Educational forces are many. The child is born into certain conditions, physical and psychic, and "educated" thereby. He grows up into social, political and economic conditions, and is further modified by them. All these conditions, so far, have been of androcentric character; but what we call education as a special social process is what the child is deliberately taught and subjected to; and it is here we may see the same dominant influence so clearly.
This conscious education was, for long, given to boys alone, the girls being left to maternal influence, each to learn what her mother knew, and no more. This very clear instance of the masculine theory is glaring enough by itself to rest a case on. It shows how absolute was the assumption that the world was composed of men, and men alone were to be fitted for it. Women were no part of the world, and needed no training for its uses. As females they were born and not made; as human beings they were only servants, trained as such by their servant mothers.
This system of education we are outgrowing more swiftly with each year. The growing humanness of women, and its recognition, is forcing an equal education for boy and girl. When this demand was first made, by women of unusual calibre, and by men sufficiently human to overlook sex-prejudice, how was it met? What was the attitude of woman's "natural protector" when she began to ask some share in human life?
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.
Then to-day rises a new cry against "women in education." Here is Mr. Barrett Wendell, of Harvard, solemnly claiming that teaching women weakens the intellect of the teacher, and every now and then bursts out a frantic sputter of alarm over the "feminization" of our schools. It is true that the majority of teachers are now women. It is true that they do have an influence on growing children. It would even seem to be true that that is largely what women are for.
But the male assumes his influence to be normal, human, and the female influence as wholly a matter of sex; therefore, where women teach boys, the boys become "effeminate"—a grievous fall. When men teach girls, do the girls become ——-? Here again we lack the analogue. Never has it occurred to the androcentric mind to conceive of such a thing as being too masculine. There is no such word! It is odd to notice that which ever way the woman is placed, she is supposed to exert this degrading influence; if the teacher, she effeminizes her pupils; if the pupil, she effeminizes her teachers.
Now let us shake ourselves free, if only for a moment, from the androcentric habit of mind.
As a matter of sex, the female is the more important. Her share of the processes which sex distinction serves is by far the greater. To be feminine—if one were nothing else, is a far more extensive and dignified office than to be masculine—and nothing else.
But as a matter of humanity the male of our species is at present far ahead of the female. By this superior humanness, his knowledge, his skill, his experience, his organization and specialization, he makes and manages the world. All this is human, not male. All this is as open to the woman as the man by nature, but has been denied her during our androcentric culture.
But even if, in a purely human process, such as education, she does bring her special feminine characteristics to bear, what are they, and what are the results?
We can see the masculine influence everywhere still dominant and superior. There is the first spur, Desire, the base of the reward system, the incentive of self-interest, the attitude which says, "Why should I make an effort unless it will give me pleasure?" with its concomitant laziness, unwillingness to work without payment. There is the second spur, Combat, the competitive system, which sets one against another, and finds pleasure not in learning, not exercising the mind, but in getting ahead of one's fellows. Under these two wholly masculine influences we have made the educational process a joy to the few who successfully attain, and a weary effort, with failure and contumely attached, to all the others. This may be a good method in sex-competition, but is wholly out of place and mischievous in education. Its prevalence shows the injurious masculization of this noble social process.
What might we look for in a distinctly feminine influence? What are these much-dreaded feminine characteristics?
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.
Let us review the threefold distinction on which this whole study rests, between masculine, feminine and human. Grant that woman, being feminine, cannot emulate man in being masculine—and does not want to. Grant that the masculine qualities have their use and value, as well as feminine ones. There still remain the human qualities shared by both, owned by neither, most important of all. Education is a human process, and should develop human qualities—not sex qualities. Surely our boys are sufficiently masculine, without needing a special education to make them more so.
The error lies here. A strictly masculine world, proud of its own sex and despising the other, seeing nothing in the world but sex, either male or female, has "viewed with alarm" the steady and rapid growth of humanness. Here, for instance, is a boy visibly tending to be an artist, a musician, a scientific discoverer. Here is another boy not particularly clever in any line, nor ambitious for any special work, though he means in a general way to "succeed"; he is, however, a big, husky fellow, a good fighter, mischievous as a monkey, and strong in the virtues covered by the word "sportsmanship." This boy we call "a fine manly fellow."
We are quite right. He is. He is distinctly and excessively male, at the expense of his humanness. He may make a more prepotent sire than the other, though even that is not certain; he may, and probably will, appeal more strongly to the excessively feminine girl, who has even less humanness than he; but he is not therefore a better citizen.
The advance of civilization calls for human qualities, in both men and women. Our educational system is thwarted and hindered, not as Prof. Wendell and his life would have us believe, by "feminization," but by an overweening masculization.
Their position is a simple one. "We are men. Men are human beings. Women are only women. This is a man's world. To get on in it you must do it man-fashion—i.e., fight, and overcome the others. Being civilized, in part, we must arrange a sort of 'civilized warfare,' and learn to play the game, the old crude, fierce male game of combat, and we must educate our boys thereto." No wonder education was denied to women. No wonder their influence is dreaded by an ultra-masculine culture.
It will change the system in time. It will gradually establish an equal place in life for the feminine characteristics, so long belittled and derided, and give pre-eminent dignity to the human power.
Physical culture, for both boys and girls, will be part of such a modified system. All things that both can do together will be accepted as human; but what either boys or girls have to retire apart to practice will be frankly called masculine and feminine, and not encouraged in children.
The most important qualities are the human ones, and will be so named and honored. Courage is a human quality, not a sex-quality. What is commonly called courage in male animals is mere belligerence, the fighting instinct. To meet an adversary of his own sort is a universal masculine trait; two father cats may fight fiercely each other, but both will run from a dog as quickly as a mother cat. She has courage enough, however, in defence of her kittens.
What this world most needs to-day in both men and women, is the power to recognize our public conditions; to see the relative importance of measures; to learn the processes of constructive citizenship. We need an education which shall give its facts in the order of their importance; morals and manners based on these facts; and train our personal powers with careful selection, so that each may best serve the community.
At present, in the larger processes of extra-scholastic education, the advantage is still with the boy. From infancy we make the gross mistake of accentuating sex in our children, by dress and all its limitations, by special teaching of what is "ladylike" and "manly." The boy is allowed a freedom of experience far beyond the girl. He learns more of his town and city, more of machinery, more of life, passing on from father to son the truths as well as traditions of sex superiority.
All this is changing before our eyes, with the advancing humanness of women. Not yet, however, has their advance affected, to any large extent, the base of all education; the experience of a child's first years. Here is where the limitations of women have checked race progress most thoroughly. Here hereditary influence was constantly offset by the advance of the male. Social selection did develop higher types of men, though sex-selection reversed still insisted on primitive types of women. But the educative influence of these primitive women, acting most exclusively on the most susceptible years of life, has been a serious deterrent to race progress.
Here is the dominant male, largely humanized, yet still measuring life from male standards. He sees women only as a sex. (Note here the criticism of Europeans on American women. "Your women are so sexless!" they say, meaning merely that our women have human qualities as well as feminine.) And children he considers as part and parcel of the same domain, both inferior classes, "women and children."
I recall in Rimmer's beautiful red chalk studies, certain profiles of man, woman and child, and careful explanation that the proportion of the woman's face and head were far more akin to the child than to the man. What Mr. Rimmer should have shown, and could have, by profuse illustration, was that the faces of boy and girl differ but slightly, and the faces of old men and women differ as little, sometimes not at all; while the face of the woman approximates the human more closely than that of the man; while the child, representing race more than sex, is naturally more akin to her than to him. The male reserves more primitive qualities, the hairiness, the more pugnacious jaw; the female is nearer to the higher human types.
An ultra-male selection has chosen women for their femininity first, and next for qualities of submissiveness and patient service bred by long ages of servility.
This servile womanhood, or the idler and more excessively feminine type, has never appreciated the real power and place of the mother, and has never been able to grasp or to carry out any worthy system of education for little children. Any experienced teacher, man or woman, will own how rare it is to find a mother capable of a dispassionate appreciation of educative values. Books in infant education and child culture generally are read by teachers more than mothers, so our public libraries prove. The mother-instinct, quite suitable and sufficient in animals, is by no means equal to the requirements of civilized life. Animal motherhood furnishes a fresh wave of devotion for each new birth; primitive human motherhood extends that passionate tenderness over the growing family for a longer period; but neither can carry education beyond its rudiments.
So accustomed are we to our world-old method of entrusting the first years of the child to the action of untaught, unbridled mother-instinct, that suggestions as to a better education for babies are received with the frank derision of massed ignorance.
That powerful and brilliant writer, Mrs. Josephine Daskam Bacon, among others has lent her able pen to ridicule and obstruct the gradual awakening of human intelligence in mothers, the recognition that babies are no exception to the rest of us in being better off for competent care and service. It seems delightfully absurd to these reactionaries that ages of human progress should be of any benefit to babies, save, indeed, as their more human fathers, specialized and organized, are able to provide them with better homes and a better world to grow up in. The idea that mothers, more human, should specialize and organize as well, and extend to their babies these supreme advantages, is made a laughing stock.
It is easy and profitable to laugh with the majority; but in the judgment of history, those who do so, hold unenviable positions. The time is coming when the human mother will recognize the educative possibilities of early childhood, learn that the ability to rightly teach little children is rare and precious, and be proud and glad to avail themselves of it.
We shall then see a development of the most valuable human qualities in our children's minds such as would now seem wildly Utopian. We shall learn from wide and long experience to anticipate and provide for the steps of the unfolding mind, and train it, through carefully prearranged experiences, to a power of judgment, of self-control, of social perception, now utterly unthought of.
Such an education would begin at birth; yes, far before it, in the standards of a conscious human motherhood. It would require a quite different status of wifehood, womanhood, girlhood. It would be wholly impossible if we were never to outgrow our androcentric culture.
Among our many naive misbeliefs is the current fallacy that "society" is made by women; and that women are responsible for that peculiar social manifestation called "fashion."
Men and women alike accept this notion; the serious essayist and philosopher, as well as the novelist and paragrapher, reflect it in their pages. The force of inertia acts in the domain of psychics as well as physics; any idea pushed into the popular mind with considerable force will keep on going until some opposing force—or the slow resistance of friction—stops it at last.
"Society" consists mostly of women. Women carry on most of its processes, therefore women are its makers and masters, they are responsible for it, that is the general belief.
We might as well hold women responsible for harems—or prisoners for jails. To be helplessly confined to a given place or condition does not prove that one has chosen it; much less made it.
No; in an androcentric culture "society," like every other social relation, is dominated by the male and arranged for his convenience. There are, of course, modifications due to the presence of the other sex; where there are more women than men there are inevitable results of their influence; but the character and conditions of the whole performance are dictated by men.
Social intercourse is the prime condition of human life. To meet, to mingle, to know one another, to exchange, not only definite ideas, facts, and feelings, but to experience that vague general stimulus and enlarged power that comes of contact—all this is essential to our happiness as well as to our progress.
This grand desideratum has always been monopolized by men as far as possible. What intercourse was allowed to women has been rigidly hemmed its by man-made conventions. Women accept these conventions, repeat them, enforce them upon their daughters; but they originate with men.
The feet of the little Chinese girl are bound by her mother and her nurse—but it is not for woman's pleasure that this crippling torture was invented. The Oriental veil is worn by women, but it is not for any need of theirs that veils were decreed them.
When we look at society in its earlier form we find that the public house has always been with us. It is as old almost as the private house; the need for association is as human as the need for privacy. But the public house was—and is—for men only. The woman was kept as far as possible at home. Her female nature was supposed to delimit her life satisfactorily, and her human stature was completely ignored.
Under the pressure of that human nature she has always rebelled at the social restrictions which surrounded her; and from the women of older lands gathered at the well, or in the market place, to our own women on the church steps or in the sewing circle, they have ceaselessly struggled for the social intercourse which was as much a law of their being as of man's.
When we come to the modern special field that we call "society," we find it to consist of a carefully arranged set of processes and places wherein women may meet one another and meet men. These vary, of course, with race, country, class, and period; from the clean licence of our western customs to the strict chaperonage of older lands; but free as it is in America, even here there are bounds.
Men associate without any limit but that of inclination and financial capacity. Even class distinction only works one way—the low-class man may not mingle with high-class women; but the high-class man may—and does—mingle with low-class women. It is his society—may not a man do what he will with his own?
Caste distinctions, as have been ably shown by Prof. Lester F. Ward, are relics of race distinction; the subordinate caste was once a subordinate race; and while mating, upward, was always forbidden to the subject race; mating, downward, was always practiced by the master race.
The elaborate shading of "the color line" in slavery days, from pure black up through mulatto, quadroon, octoroon, quinteroon, griffada, mustafee, mustee, and sang d'or—to white again; was not through white mothers—but white fathers; never too exclusive in their tastes. Even in slavery, the worst horrors were strictly androcentric.
"Society" is strictly guarded—that is its women are. As always, the main tabu is on the woman. Consider carefully the relation between "society" and the growing girl. She must, of course, marry; and her education, manners, character, must of course be pleasing to the prospective wooer. That which is desirable in young girls means, naturally, that which is desirable to men. Of all cultivated accomplishments the first is "innocence." Beauty may or may not be forthcoming; but "innocence" is "the chief charm of girlhood."
Why? What good does it doher?Her whole life's success is made to depend on her marrying; her health and happiness depends on her marrying the right man. The more "innocent" she is, the less she knows, the easier it is for the wrong man to get her.
As is so feelingly described in "The Sorrows of Amelia," in "The Ladies' Literary Cabinet," a magazine taken by my grandmother; "The only foible which the delicate Amelia possessed was an unsuspecting breast to lavish esteem. Unversed in the secret villanies of a base degenerate world, she ever imagined all mankind to be as spotless as herself. Alas for Amelia! This fatal credulity was the source of all her misfortunes." It was. It is yet.
Just face the facts with new eyes—look at it as if you had never seen "society" before; and observe the position of its "Queen."
Here is Woman. Let us grant that Motherhood is her chief purpose. (As a female it is. As a human being she has others!) Marriage is our way of safeguarding motherhood; of ensuring "support" and "protection" to the wife and children.
"Society" is very largely used as a means to bring together young people, to promote marriage. If "society" is made and governed by women we should naturally look to see its restrictions and encouragements such as would put a premium on successful maternity and protect women—and their children—from the evils of ill-regulated fatherhood.
Do we find this? By no means.
"Society" allows the man all liberty—all privilege—all license. There are certain offences which would exclude him; such as not paying gambling debts, or being poor; but offences against womanhood—against motherhood—do not exclude him.
How about the reverse?
If "society" is made by women, for women, surely a misstep by a helplessly "innocent" girl, will not injure her standing!
But it does. She is no longer "innocent." She knows now. She has lost her market value and is thrown out of the shop. Why not? It is his shop—not hers. What women may and may not be, what they must and must not do, all is measured from the masculine standard.
A really feminine "society" based on the needs and pleasures of women, both as females and as human beings, would in the first place accord them freedom and knowledge; the knowledge which is power. It would not show us "the queen of the ballroom" in the position of a wall-flower unless favored by masculine invitation; unable to eat unless he brings her something; unable to cross the floor without his arm. Of all blind stultified "royal sluggards" she is the archetype. No, a feminine society would grantat leastequality to women in this, their so-called special field.
Its attitude toward men, however, would be rigidly critical.
Fancy a real Mrs. Grundy (up to date it has been a Mr., his whiskers hid in capstrings) saying, "No, no, young man. You won't do. You've been drinking. The habit's growing on you. You'll make a bad husband."
Or still more severely, "Out with you, sir! You've forfeited your right to marry! Go into retirement for seven years, and when you come back bring a doctor's certificate with you."
That sounds ridiculous, doesn't it—for "Society" to say? It is ridiculous, in a man's "society."
The required dress and decoration of "society"; the everlasting eating and drinking of "society," the preferred amusements of "society," the absolute requirements and absolute exclusions of "society," are of men, by men, for men,—to paraphrase a threadbare quotation. And then, upon all that vast edifice of masculine influence, they turn upon women as Adam did; and blamethemfor severity with their fallen sisters! "Women are so hard upon women!"
They have to be. What man would "allow" his wife, his daughters, to visit and associate with "the fallen"? His esteem would be forfeited, they would lose their "social position," the girl's chance of marrying would be gone.
Men are not so stern. They may visit the unfortunate women, to bring them help, sympathy, re-establishment—or for other reasons; and it does not forfeit their social position. Why should it? They make the regulation.
Women are to-day, far more conspicuously than men, the exponents and victims of that mysterious power we call "Fashion." As shown in mere helpless imitation of one another's idea, customs, methods, there is not much difference; in patient acquiescence with prescribed models of architecture, furniture, literature, or anything else; there is not much difference; but in personal decoration there is a most conspicuous difference. Women do to-day submit to more grotesque ugliness and absurdity than men; and there are plenty of good reasons for it. Confining our brief study of fashion to fashion in dress, let us observe why it is that women wear these fine clothes at all; and why they change them as they do.
First, and very clearly, the human female carries the weight of sex decoration, solely because of her economic dependence on the male. She alone in nature adds to the burdens of maternity, which she was meant for, this unnatural burden of ornament, which she was not meant for. Every other female in the world is sufficiently attractive to the male without trimmings. He carries the trimmings, sparing no expense of spreading antlers or trailing plumes; no monstrosity of crest and wattles, to win her favor.
She is only temporarily interested in him. The rest of the time she is getting her own living, and caring for her own young. But our women get their bread from their husbands, and every other social need. The woman depends on the man for her position in life, as well as the necessities of existence. For herself and for her children she must win and hold him who is the source of all supplies. Therefore she is forced to add to her own natural attractions this "dance of the seven veils," of the seventeen gowns, of the seventy-seven hats of gay delirium.
There are many who think in one syllable, who say, "women don't dress to please men—they dress to please themselves—and to outshine other women." To these I would suggest a visit to some summer shore resort during the week and extending over Saturday night. The women have all the week to please themselves and outshine one another; but their array on Saturday seems to indicate the approach of some new force or attraction.
If all this does not satisfy I would then call their attention to the well-known fact that the young damsel previous to marriage spends far more time and ingenuity in decoration than she does afterward. This has long been observed and deprecated by those who write Advice to Wives, on the ground that this difference is displeasing to the husband—that she loses her influence over him; which is true. But since his own "society," knowing his weakness, has tied him to her by law; why should she keep up what is after all an unnatural exertion?
That excellent magazine "Good Housekeeping" has been running for some months a rhymed and illustrated story of "Miss Melissa Clarissa McRae," an extremely dainty and well-dressed stenographer, who captured and married a fastidious young man, her employer, by the force of her artificial attractions—and then lost his love after marriage by a sudden unaccountable slovenliness—the same old story.
If this in not enough, let me instance further the attitude toward "Fashion" of that class of women who live most openly and directly upon the favor of men. These know their business. To continually attract the vagrant fancy of the male, nature's born "variant," they must not only pile on artificial charms, but change them constantly. They do. From the leaders of this profession comes a steady stream of changing fashions; the more extreme and bizarre, the more successful—and because they are successful they are imitated.
If men did not like changes in fashion be assured these professional men-pleasers would not change them, but since Nature's Variant tires of any face in favor of a new one, the lady who would hold her sway and cannot change her face (except in color) must needs change her hat and gown.
But the Arbiter, the Ruling Cause, he who not only by choice demands, but as a business manufactures and supplies this amazing stream of fashions; again like Adam blames the woman—for accepting what he both demands and supplies.
A further proof, if more were needed, is shown in this; that in exact proportion as women grow independent, educated, wise and free, do they become less submissive to men-made fashions. Was this improvement hailed with sympathy and admiration—crowned with masculine favor?
The attitude of men toward those women who have so far presumed to "unsex themselves" is known to all. They like women to be foolish, changeable, always newly attractive; and while women must "attract" for a living—why they do, that's all.
It is a pity. It is humiliating to any far-seeing woman to have to recognize this glaring proof of the dependent, degraded position of her sex; and it ought to be humiliating to men to see the results of their mastery. These crazily decorated little creatures do not represent womanhood.
When the artist uses the woman as the type of every highest ideal; as Justice, Liberty, Charity, Truth—he does not represent her trimmed. In any part of the world where women are even in part economically independent there we find less of the absurdities of fashion. Women who work cannot be utterly absurd.
But the idle woman, the Queen of Society, who must please men within their prescribed bounds; and those of the half-world, who must please them at any cost—these are the vehicles of fashion.