I take in a separate paragraph some questions regarding work and its returns, but it seems necessary first to show the advance of education during the period. I have always felt that our sex owes much to our Queen simply for _being_ what she is. At the time of the Reform Bill of 1832, she was being trained wisely for her future duties. The intellectual powers of a girl, when educated under favourable conditions, were brilliantly illustrated in her. The young Queen succeeded in 1837, and from the commencement of her reign there has been a constantly expanding view of the educatability even of ordinary girls. The want of good secondary schools was at first severely felt; but women began to patch up their education by private study or at public Lectures. The Philosophical Institution of Edinburgh, providing Lectures, Library, and Reading-Room, founded in 1846, was open from the first to women, as well as to men, and in many a large town were similar opportunities. Mr. Thomas Oliphant of that city, in the same year, started a large School in Charlotte Square, to which he added two “Advanced Classes” for the elder girls. There were taught Literature and Science in new and suggestive methods, that many women, still living, have rejoiced in. The Normal Schools for training Teachers had always been open to women; but these “Advanced Classes” were intended for women of leisure, those who had been accustomed to leave a Ladies’ Finishing School, to become the Butterflies of Ball-Rooms, or better-class domestic drudges. A host of imitators showed the demand for schools of Mr. Oliphant’s style. In London, the Public Day School Company, since 1871, has done splendid work, and trained thousands of girls; and higher schools and colleges all over the country, have given solid education to a class of young women, to whom, formerly, the most superficial smattering was considered sufficient. Meanwhile, the Secondary Education of women having succeeded, the higher education was attempted. When the University Local Examinations were commenced, they were opened to girls as well as to boys, to women as well as to men. They soon proved that they were able to take advantage of their opportunities. Strong efforts were made in many quarters to have them admitted to the Universities on equal terms with men. Failing this, there were strenuous attempts made to secure, at least, the education, if not the other privileges of a University career.