other than teaching"; second, to
the increased recognition of those other occupations as being worthy
of "cultural" training.

This turn in education has been made on an economic pivot. The
commercial and industrial occupations of the world are coming to
demand scholastic preparation. And the women who have had scholastic
preparation, even the most complete and long-continued scholastic
preparation, are coming to demand admission into the commercial and
industrial occupations of the world. The era of the purely scholastic
occupation _and no other_ for the scholastically trained woman has
come to an end.

We have observed the contraction of the home as a field of adequate
employment for daughters. We have observed the postponement of
marriage in its effect on the occupational opportunities of those
daughters. Deprived of adequate employment at home, we have seen them
seek it elsewhere. Marriage and housekeeping and child-rearing, as an
occupation, we have seen deferred to a later and later period in life.
Let us now assume that every woman who has a husband is removed from
money-earning work. It is an assumption very contrary to fact. But let
us make it. And then let us look at this compact picture of the extent
to which being married is an occupation for American women:

In the United States, in the year 1900, among women twenty years of
age and over, the married women numbered 13,400,000. The unmarried
women and the widows together numbered 6,900,000. For every two women
married there was one woman either single or widowed.

[Illustration: THESE CHILDREN IN THE FRANCIS PARKER SCHOOL IN CHICAGO ARE
GETTING AN EARLY START IN THEIR TRAINING FOR THEIR FUTURE WORK IN THEIR
HOMES.

_Photograph by Burke & Atwell, Chicago._]

What futility, as well as indignity, there is in the idea that the
query of support for women gets its full answer in a husband!

Surely we may now say: If education does not (1) give women a
comprehension of the organization of the money-earning world, and (2)
train them to one of the techniques which lead to self-support in that
world, it is not education.

Just at this point, though, we encounter a curious conflict in women's
education. Just as we see their urgent need of a money-earning
technique, we simultaneously hear, coming from a corner of the
battlefield and swelling till it fills the air with a nation-wide
battle cry, the sentiment: "The Home is also a technique. All women
must be t