L.—EDUCATION. 227 
the present Board of Education has assumed, that children and 
adolescents and adults in varying categories and at different age-levels 
‘have definite limits of educability and that it is waste of time, effort and 
money to treat one category as if it were another, the doctrine of equality 
of opportunity will come to be regarded as a devastating superstition, 
and the grading of the categories on the educational ladder will be the 
beginning of an unparalleled social revolution. 
Secondly, human activities, professional or otherwise, will have to be 
regarded socially and economically in proportion to the degree of trained 
intelligence and revealed aptitude that they require for their discharge. 
It is here that social and industrial psychology will find their true field. 
The difficulty will be the correlation of the industrial or occupational 
categories with the purely professional in the social organisation, which 
means that the education, with the aid of psychology, will necessitate a 
revaluation of social values. Such a revaluation will at once raise the 
issue of the purely ethical values in the scale qualitatively considered. 
Through education, we shall decide potential function and then train, in 
Aristotelian language, potentiality into actuality. 
And that raises my second issue—the functional differentia between 
the sexes. The nineteenth century revolution in the position of women 
went through two main stages. The first was purely educational. If 
girls had brains, they justified as good training as the brains of boys— 
hence, the revolution in Secondary, which reacted on the Primary, 
education of girls, and in its turn led up to the demand for admission to the 
Universities. Simultaneously, the demand for careers for the educated 
girl was a logical consequence. The legal or social obstacles to opening 
the professions had to be removed: this, in turn, involved political 
rights: and the intellectual demand for equality in careers was merged 
_ with the demand for equality in citizenship and political rights. The 
_ movement was consummated with the grant of the vote in 1918 and with 
the grant of the degree at Oxford and the quasi-degree at Cambridge—the 
two last University strongholds of male monopoly to surrender. Women 
now have a virtual equality both in civic and educational status. Until 
_ 1921, it was inevitable that in the struggle for this dual equality, differentia- 
tion of function should be ignored or rejected. If women were to be able 
to do exactly what men did, their training must obviously be a copy of 
_ that which men had deemed necessary. But since 1921, when equality of 
opportunity for all careers had been conceded, a slow reaction began. 
Differentiation and specialisation of function, based on differential cex- 
qualities, reasserted their directive force—and will reassert it with 
increasing momentum. 
Girls no longer feel it their duty to choose a particular career in order 
to emphasise a claim to equality of rights or to extirpate traditional 
social taboos. It must be the privilege of education to stimulate this 
marked tendency, and thereby to reduce a stupid competition of the 
sexes and cut down a costly social waste. For the social revolution, 
through which we are now passing, is slowly learning from the preceding 
‘political struggle for the so-called emancipation of women, that in a well 
ordered society there are no monopolies of civic function or of intellectual 
or imaginative activity based on sex, but that there are limitations 
Q 2 
