muscular development for girls, only physical training, but have perhaps said too much for it and praised it too unguardedly.  In schools and colleges, so far, however, it is insufficient rather than too much; only the wealthy have too much golf and athletic sports.  I am collecting new material, but from what I already have seen I am impressed with the truth of what you say.  I am studying the point, and shall elaborate the explanation.”  Any publication on this subject was, however, prevented by Engelmann’s death a few years later.

A proper recognition of the special nature of woman, of her peculiar needs and her dignity, has a significance beyond its importance in education and hygiene.  The traditions and training to which she is subjected in this matter have a subtle and far-reaching significance, according as they are good or evil.  If she is taught, implicitly or explicitly, contempt for the characteristics of her own sex, she naturally develops masculine ideals which may permanently discolor her vision of life and distort her practical activities; it has been found that as many as fifty per cent. of American school girls have masculine ideals, while fifteen per cent.  American and no fewer than thirty-four per cent.  English school girls wished to be men, though scarcely any boys wished to be women.[31] With the same tendency may be connected that neglect to cultivate the emotions, which, by a mischievously extravagant but inevitable reaction from the opposite extreme, has sometimes marked the modern training of women.  In the finely developed woman, intelligence is interpenetrated with emotion.  If there is an exaggerated and isolated culture of intelligence a tendency shows itself to disharmony which breaks up the character or impairs its completeness.  In this connection Reibmayr has remarked that the American woman may serve as a warning.[32] Within the emotional sphere itself, it may be added, there is a tendency to disharmony in women owing to the contradictory nature of the feelings which are traditionally impressed upon her, a contradiction which dates back indeed to the identification of sacredness and impurity at the dawn of civilization.  “Every girl and woman,” wrote Hellmann, in a pioneering book which pushed a sound principle to eccentric extremes, “is taught to regard her sexual parts as a precious and sacred spot, only to be approached by a husband or in special circumstances a doctor.  She is, at the same time, taught to regard this spot as a kind of water-closet which she ought to be extremely ashamed to possess, and the mere mention of which should cause a painful blush."[33] The average unthinking woman accepts the incongruity of this opposition without question, and grows accustomed to adapt herself to each of the incompatibles according to circumstances.  The more thoughtful woman works out a private theory of her own.  But in very many cases this mischievous opposition exerts a subtly perverting influence on the whole outlook towards Nature and life.  In a few cases, also, in women of sensitive temperament, it even undermines and ruins the psychic personality.