When women pursue their college work with a definite practical purpose in view, they too will desert those lines of work, largely, if not wholly, valued for their culture side alone. In the schools directly controlled by the people we find a greater appreciation of democracy than in the colleges. The public has great reverence for custom and tradition so long as these conservative forces do not interfere too much with practical utility. This sense of practical utility is closely allied to the commercial principle of getting the best to be had for money laid out. This principle appeals to all save when it is a violent contradiction to the accepted moral code. The policy conferring the greatest benefit to the greatest number at the least cost is adopted if it does not conflict with more powerful interests. As a result of this policy women are admitted into professional work, especially school teaching, because they will not only work for less wages than will the men, but will do a better grade of work for less money. Superintendents and principals are agreed that for the same salary a higher grade teacher can be procured among women than among men, and hence, despite their conservatism and prejudice, they feel obliged to follow the policy that best utilizes the means at hand. As a result women have crowded men out of the common schools and have become so well established in this field of work as to have gathered sufficient strength to demand the same remuneration as men for the same kind of work.[66] Married women are still excluded from many of the common schools in deference to the old idea that married women should remain in the home and follow no remunerative occupation. Even if there existed no good reason for debarring married women from the work of school teaching, the conservatism of the community would deter those in authority from overruling conventional ideas. Not until there is a dearth of teachers, brought about by the extension of the fields of activity open to educated women, will married women receive general recognition in the profession on the same footing with the unmarried. Although in academic work the instructor is supposed to maintain as high a plane of living as a full professor--especially in the smaller colleges where the faculty is able to maintain its class exclusiveness--the poorly paid minister is not so conscious of the discrepancy between his standard of living and his income. He has, indeed, the same financial problem to face as the college instructor, for he, too, is guided largely by the leisure class standards of the past, but it is smaller and hence less tragic. He is not expected to keep up the same plane of expenditure as the better paid ministers. He tends to imitate the well-to-do among his parishioners, or the intellectual _elite_ of the community rather than his professional brethren.