On 23 June 1762, Priestley married Mary Wilkinson of Wrexham. Of his marriage, Priestley wrote: This proved a very suitable and happy connexion, my wife being a woman of an excellent understanding, much improved by reading, of great fortitude and strength of mind, and of a temper in the highest degree affectionate and generous; feeling strongly for others, and little for herself. Also, greatly excelling in every thing relating to household affairs, she entirely relieved me of all concern of that kind, which allowed me to give all my time to the prosecution of my studies, and the other duties of my station. On 17 April 1763, they had a daughter, whom they named Sarah after Priestley's aunt. Educator and historian All of the books Priestley published while at Warrington emphasised the study of history; Priestley considered it essential for worldly success as well as religious growth. He wrote histories of science and Christianity in an effort to reveal the progress of humanity and, paradoxically, the loss of a pure, "primitive Christianity". In his Essay on a Course of Liberal Education for Civil and Active Life (1765), Lectures on History and General Policy (1788), and other works, Priestley argued that the education of the young should anticipate their future practical needs. This principle of utility guided his unconventional curricular choices for Warrington's aspiring middle-class students. He recommended modern languages instead of classical languages and modern rather than ancient history. Priestley's lectures on history were particularly revolutionary; he narrated a providentialist and naturalist account of history, arguing that the study of history furthered the comprehension of God's natural laws. Furthermore, his millennial perspective was closely tied to his optimism regarding scientific progress and the improvement of humanity. He believed that each age would improve upon the previous and that the study of history allowed people to perceive and to advance this progress. Since the study of history was a moral imperative for Priestley, he also promoted the education of middle-class women, which was unusual at the time. Some scholars of education have described Priestley as the most important English writer on education between the 17th-century John Locke and the 19th-century Herbert Spencer. Lectures on History was well received and was employed by many educational institutions, such as New College at Hackney, Brown, Princeton, Yale, and Cambridge. Priestley designed two Charts to serve as visual study aids for his Lectures. These charts