The Man-Made World; Or, Our Androcentric Culture

by Charlotte Perkins Gilman

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.