After extended investigation Mr. Frederick H. Paine says: The board of education appointed during the period September 1909 to February 1910, 100 men, of whom 22 refused appointment, leaving a total of 78 places filled, while 116 vacancies still exist. The eligible list now contains 61 names, of all classes, who will accept appointment, but, as experience shows, a large proportion will not be available by the time appointment here is offered them. Examinations for license have been held frequently. The last examination, held in November, 1909, added but sixty-four men to the lists, a totally insufficient supply. Substitutes, an inexperienced teaching force, must be used in boys’ schools, and only women can be appointed to mixed high schools. An inquiry of the deans of various New England and New York colleges shows that the number of graduates of those institutions who enter the teaching profession has greatly diminished within ten years. At Yale University the decrease is from 12 per cent to less than 2 per cent. On the average, private schools pay higher salaries to men than the public high schools, although paying lower salaries than do the public high schools to women, and, accordingly, women are more attracted to the public high schools. It is plain, therefore, that more is involved in the request of the Interborough Association than the removal of artificial, irritating distinctions. The recognition of the element of supply and demand involves the recognition of sex among teachers. Before examining the effects, economic and pedagogic, which would follow upon the adoption of the suggestions of the organized women teachers it must be reiterated that salary schedules, in point of fact, are not and cannot be constructed in conformity to any abstract principle. They are necessarily a resultant of many forces, the best solution of a vexing problem by the authorities, after due consideration of all the factors. Salaries are settled by the pragmatic method. Whatever schedules work out best in practice, not so much for the teachers as for the children, those schedules are most “just,” most “moral,” most in harmony with the will of the universe.