"At this point I was strongly advised that I was too young socially to go to college so I took a second senior year at Andover, another boarding school"

The quote by William Standish Knowles offers an interesting glimpse into his early life decisions and the social understandings surrounding education and maturity during his time. Knowles discusses being advised versus going to college immediately after his preliminary senior year since he was deemed "too young socially". This decision shows a broader understanding or potentially a norm of that period that maturity plays a vital function in an individual's preparedness for higher education, beyond just scholastic abilities.

The notion of being "too young socially" recommends that the consultants believed Knowles required more time to establish his social abilities, maturity, or psychological preparedness before transitioning to the collegiate environment. This implies that the college experience was seen not just as an academic pursuit but as a social and developmental one, where young adults would gain from being rather experienced in the complexities of social interaction and personal obligation.

By taking a second senior year at Andover, another distinguished boarding school, Knowles had an opportunity to grow and develop in an environment that cultivated both intellectual and personal development. This decision highlights the worth placed on emotional and social maturity; it recommends that scholastic ability alone wasn't considered enough for college success. The option of Andover, known for its rigorous academic requirements and supporting social environment, suggests that such institutions were viewed as preparatory premises not just for intellectual challenges but for social acclimatization also.

In a wider context, this shows social worths during Knowles' youth, suggesting a cautious method to instructional progression. It highlights a time when the shift from adolescence to the adult years was carefully managed, specifically relating to college. This approach contrasted with more contemporary views where accelerated academic progression is often urged. Knowles' experience functions as a suggestion of the complex nature of education, incorporating more than pure academics and incorporating the holistic advancement of the individual.