bridge 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
custom. In cities like Philadelphia and Brooklyn there are some separate
schools; but in 1910, only 4 per cent. of all the elementary children
and only 5 per cent. of the children in public high schools were in
separate classes. In private schools, which care for less than 10 per
cent. of the children of the country, the percentage of children in
separate schools is greater.

Practically all American children are now in co-educational
institutions. Had the boys been in schools by themselves it would have
been more difficult to place women teachers over them, but in mixed
schools the question does not arise. Even where the boys and girls were
separated, however, that fact did not prevent the employment of women
teachers, though it may have retarded it. Thus in Philadelphia, in 1911,
there were 125 boys' classes, 174 girls' classes, and 894 mixed classes
in the grammar grades; still there were but 175 men teachers employed
and, of course, the girls' classes were all taught by women.

While administrative positions are less monopo