aid of every normal man. The difference is
that, according to tradition, marriage is woman's career, while man may
choose a life work according to his aptitudes. Because of prejudice,
however, it is rarely that the happily married woman makes a business or
professional career. Husbands, except those who do so through necessity or
those who are unafraid of convention, do not permit their wives to work
outside of the home. Because of false pride, many men say: "I am the
bread-winner. If I cannot support my wife as she should be supported, then
I do not wish to marry." And so thousands of women sigh away their lives
at work they hate while a hungry, sad world suffers for what they would
love to do.

The waste of these misfits is threefold: First, the women lose the
opportunity for service, profit, and enjoyment which should be theirs.
Second, the world loses the excellent services which they might render.
Third, oftentimes these women are very poor housekeepers. They simply have
not the aptitudes. Their husbands and their families suffer.

WOMEN WITHOUT HOMES

Another very large class of misfits, and, perhaps, even more to be pitied
than any other, is composed of the women who are compelled to earn a
living in the business world, in the professional world, or elsewhere,
whose true place is in the home. Many of these are unmarried, either
because the right man has not presented himself, or because there are not
enough really desirable men in the community to go around. Others are
widows. Still others are women who have been deserted by their mates. Some
of them are compelled to support their parents, brothers, and sisters, or
even their husbands.

If traditional methods and courses of education miss the needs of many of
our young men, what shall we say of conventional education for girls?
Well, to tell the truth, we do not know what to say. Educational experts,
reformers, philosophers, investigators, and editors have spoken and
written volumes on the subject. Women upon whom the different kinds of
educational formulae have been tried have also written about it. Some of
them have told tragic stories. There has been, and is, much controversy.
Some say one thing--some another--but what shall common sense say? After
all, education is rather a simple problem--in its essentials. It means
development--development of inborn talents. And education ought especially
to develop the natural aptitude of most of our girls for efficienc