no more urgent problem before us than a scientific differentiation of schools. Still, whatever course legislation may take on this and other problems, whether funds are raised by fresh rate or merely by adding together existing sources of income, no matter what are the constitution and functions of the local authority, this, at least, we may rely on—the interests of girls will not be forgotten. For that we have to thank that little band of men and women who have laboured during this last half century in the face of prejudice, opposition, and indifference to remove the neglect with which England treated one half of her children. This much, at least, is established: no future educational legislation will omit to provide for women and girls. For this we have a pledge in the appointment of women on this last Commission, in their mention in every scheme for a new educational institution that now passes through Parliament, and their recognition on every new elective body constituted. We have gained, gained immensely. Still, we cannot blind our eyes to some evils the good has brought with it. The very acknowledgment of the right of girls to as good an education as their brothers has in some cases, happily rare, led, under the pretence of equality, to a subordination of the girls’ interests. Thus, some of the recent attempts to establish joint schools for both sexes, whether on the grounds of economy or the fanciful plea of imitating the family life in a large school of over a hundred children, does indirectly involve a fresh injustice. What the reformers asked for was a share in educational funds for girls and a better education for the teachers, that they might be qualified to undertake the very highest teaching in girls’ schools. The attempts recently made in some schools aided by public money to economise by teaching boys and girls together, abolishing the head-mistress and putting a headmaster over boys and girls alike, while arranging the curriculum and time-table to meet the needs of the boys and letting the girls do the best they can with it, is only a revival, under a new guise, of the old idea, that girls are not entitled to the same consideration as boys. Our modern reformers will not find their occupation gone while they have this old prejudice to combat. It is unjust to the teachers as well as to the taught. Hitherto it has been almost universally acknowledged that teaching was an occupation for which women were by nature specially suited. Is it really proposed to oust them from all but the lowest ranks, and reserve the prizes, the chief inducement to work, for men only? This is what must happen, should there be any wide spread of the mixed schools. With the disappearance of the head-mistress we should lose much of that moral training which has hitherto been regarded in England as no less important than the intellectual and physical. We have hitherto prided ourselves on being in