just as it is
with the mental. The rich boy may be supported into marriage by his
family. The son of the laborer soon reaches the wage-earning level of
his environment. But the son of the average man of moderate means,
after his years of scholastic preparation, must spend yet other years
in a slow climb out of the ranks into a position of commercial or
professional promise of "success" before he acquires what is regarded
in _his_ environment as a marrying income.

They say that college girls marry late. It's true enough. But it's not
well put.

The girls in the social group from which most college girls are drawn
marry late.

Late marriage was not started by college. It would be safer to say
that college was started by late marriage.

Out of the prolongation of infancy, out of the postponement of
marriage, came the conquest by women of the intellectual freedom of
the world.

We can learn something about the nature of education by following the
history of that conquest.

When the old New England homestead furnished adequate employment to
all its daughters, and when those daughters passed directly from
girlhood to wifehood and were still most adequately employed, there
was really little reason why they should attend the schools in which
their brothers were being taught the knowledges of the outside world.
The girls did not belong to the outside world. Nor did the outside
world have anything to teach them about their work in the household.

In such circumstances it is hardly surprising that in 1684 the New
Haven Grammar School should have ordered that "all girls be excluded
as improper and inconsistent with such a grammar school as the law
enjoins."

In proportion, however, as the work of the household was shifted out
into the outside world, and in proportion as women began to follow
that work out into the outside world, the knowledges of the outside
world became appropriate and necessary for them. Hence, a hundred
years later, in 1790, it was as much a changing industrial condition
as a changing psychological one which caused the school authorities of
Gloucester, Mass., to resolve that "two hours (in each school-day) be
devoted to the instruction of females, as they are a tender and
interesting branch of the community."

But grammar-school education, even high-school education, was not long
enough for the women in the families in which the prolongation of
infancy, and the consequent postponement of marriage,