seventies and eighties, the fear of being thought peculiar still kept
many ordinary women away from colleges. Now it has become fashionable,
and a woman who has been to college stands better in a community than
one who has not. Add to this the freedom and romance of "going to
college" and it follows that many young women, with increasing economic
freedom, are tempted to go up to the universities just as well-placed
young Englishmen go to Cambridge or Oxford as passmen. They have no
special interest in scholarship; but they like the life. This large body
of young women, and of men under similar conditions, will doubtless
lower the scholarship of modern college and university life as a whole.
But possibly the need of the world for all-around men and women is even
greater than its need for scholars; and in that case we may find
justification for both passmen and passwomen.

With the opening of knowledge to women it became possible for them to
instruct children in matters intellectual; and since our school learning
was almost entirely a matter of information and mental training, they
early became an important part of the teaching profession in America.

Once started, all our conditions favored the rapid increase of women
teachers. There were industrial openings for men on every side; and with
our rapid increase in population, an army of teachers was required.
Since the calling had in the past been filled by inferior members of the
clergy, broken-down soldiers, or old women, there was a tradition of
constant change, and young men on their way to permanent professions
were steadily supplanted by young women on their way to the altar.

Co-education very materially assisted this substitution. Social,
religious and economic reasons early combined to establish co-education
in elementary schools in America, and now it has become a national