le stipends were offered to new-comers. The
National University of Ireland has, however, appointed several women
professors at its various constituent Colleges.

Salaries probably range from L300 to L700, the better paid posts as
yet very seldom falling to women.

(3) Lectureships, assistant lectureships, and demonstratorships. These
are usually open to women in practice as well as in theory, though
much depends on the personal idiosyncrasy of the head of the
department, and on the importance of the post and the salary offered.
But since it is, unhappily, often easy to secure an able woman for the
same stipend as that which must be offered to an inexperienced man,
fresh from college, difficulties are not, as a rule, placed in the
way of such appointments. The salary begins at about L150 (sometimes
less), and rises normally to about L200 or L250. A few senior and
independent lectureships are better remunerated.

(4) Closely allied with University work is the work of training
teachers. In Training-Colleges, and in University training-departments
there is a constant demand for lecturers and mistresses of method.
These posts, which are remunerated on about the same scale as other
University lectureships, are well suited to those whose interest lies
mainly in purely educational matters. Girls who have obtained
good degrees, but who do not wish to devote themselves entirely to
scholarship, will find here an attractive and ever-extending sphere of
influence. Lecturers in Training-Colleges must, of course, themselves
hold a University teaching-diploma: they should have school experience
of various kinds, and they must be enthusiastic in the cause of
training and of teaching. For competent and broad-minded women there
are many openings in this branch of the profession, and there is
much scope for independent and original work in many directions. The
training of teachers, as well as actual teaching, is of the nature
of scientific, experimental, and observational work. Lecturers in
Training-Colleges most of all, but to a large extent teachers of every
degree, must be students of psychology and of human nature. Mistresses
of Method are well aware that the ideal type of training has not yet
been evolved: they are seeking new ways of carrying on their work and
experimenting with new methods at the same time as they are guiding
others along paths already familiar to themselves. This absence of
finality, characteristic of the teachi