teachers, and over 4,000,000 girls between the ages of five years and twenty; and yet already this little handful of graduates is told that it is in excess of the demand and that it must take lower salaries in consequence. In our public high schools not one in four teachers is a graduate; in private schools the proportion is much smaller. I do not propose to discuss this question, and will only make two remarks on it. The first, that after an expensive college course, which is only less expensive than that of a man because a woman is less extravagant in her personal expenditure, a Girton or Newnham student who has taken a good degree may hope for an initial salary of £105 to £120 non-resident, rising by very slow degrees to about £140 to £150 a year. Secondly, that every graduate should remember that when she accepts a lower rate still, she is making it easier to lower the salaries of the great majority below her. If all women graduates, and they are not many, agreed to a minimum, less than which they would not accept, the mass of teachers, already underpaid, could not be told as they are at present, that graduates could easily be obtained for the sum they ask. The teacher with a higher local certificate could hold out for her £90 a year, little enough in all conscience, because she would know that no graduate would take less than £100. But the head mistress engages so few graduates, not merely because of the higher salary demanded, but because she is quite content, or rather because the British parent is quite content, that his daughter should be taught by less competent persons. If we look for the cause of this indifference, we shall find that he does not attach the slightest value to the education which she is receiving. For some unknown reason girls seem to think it absolutely necessary to learn Latin; he does not wish his daughter to be at any disadvantage with other girls; therefore he lets her learn Latin. If other girls are taught well, his daughter must be taught well; but if other girls are taught badly, he is quite content that his daughter should be so also. He perhaps learned Latin himself for some similar reason at school, and so far as he knows he derived no benefit from it, and he is quite certain he derived no enjoyment from it. The mass of parents do not wish their daughters to be teachers; and they pertinently ask, what good are classics and the higher mathematics and advanced natural science to girls unless they intend to teach? A few can answer honestly, “We enjoy the study. It is delight to us. Plato, Sophocles, Æschylus speak to us with a more living voice than any of our modern thinkers. Mathematics is not merely a discipline to us but an absorbing occupation, taking us completely out of ourselves for the time being. A natural science is to us not a mere mass of ascertained facts unrelated to each other, but a system of interdependent laws giving a new meaning to life; its very