Under present conditions the principle of general equality of income, not yet being considered as a serious proposition, it is surely economically right for the teaching profession to claim remuneration sufficient to give it a status corresponding to the worth and dignity of its work. Above all, women not entirely dependent on their earnings, and therefore in a position to resist under-payment, should not act as blacklegs and keep down the rate for others dependent for a livelihood on their occupation. Under-payment for teachers means a narrower, more anxious life than should be theirs who are to live in the strongly electric atmosphere of a body of girls and young women and yet keep a calm serenity of spirit--a life less full than is essential for those who have to give at all times freely of their best. Similarly, in order that the fullest possible life may be open to the woman teacher, it seems desirable that continuance in the profession after marriage should be more usual than it is. Again, from the point of view of the pupils this is desirable. Mrs Humphrey Ward is not the only opponent of women's suffrage to state that the atmosphere of girls' schools suffers from the preponderating spinster element. Suffragists may for once join hands with her and urge that the married woman is in some ways better suited for young people than her unmarried colleague.[8] Often the most valuable years of a woman's life are lost to the school by her enforced retirement at marriage. She gives to it her younger, less experienced years, when she knows less of the world, less of the problems of the household, less of the outlook of the parents. It must be remembered that the parents' point of view is important if there is to be right co-operation between home and school. To the teacher-mother there will come an altogether new power of understanding, which should ultimately compensate the school for broken time during the earlier years of the life of her children. Provision for absence in these cases might well render more possible provision for a "rest-term" or a _Wanderjahr_, such as should be possible to all mistresses at intervals in their teaching career. Mistresses are not as a rule aware that under most existing agreements they may claim to continue their work after marriage. They would in a large number of cases be rendering a service to girls' education by doing so. Many secondary teachers will welcome the idea that they need not abandon either the career they have chosen or the prospect of their fullest development as women. The teaching profession would thus retain many valuable members now lost to it on marriage, and the ranks of married women be recruited by many well suited to be the mothers of citizens.