claims of sex, and to do so
journeys into the realm where life and death struggle for victory,
cannot thereby be unfitted for the profession for which she has
qualified. Enlargement of mind and new experience will help her too,
in the daily routine. It is for her alone to decide whether new claims
and old can be reconciled. If in practice in an individual case they
cannot, then and only then has the University or College a right to
interfere, and on no other ground than that the work suffers. Since
women workers are as a rule only too conscientious, this contingency
is unlikely often to arise.

[Footnote 1: Her local authority may, however, have claims upon her,
if she has promised to teach in an elementary school.]

[Footnote 2: Trained teachers only, men and women, will be admitted to
the new Register.]

[Footnote 3: See tables at the end of this section, pp. 82 to 136.]

[Footnote 4: On the Continent even in Germany, and in the U.S.A.
several women have been elected to University chairs.]

[Footnote 5: Dr Benson, Staff Lecturer at Royal Holloway College, was
raised to the status of University Professor of Botany in 1912 without
open competition; Dr Spurgeon was appointed to the new University
Chair of English Literature, tenable at Bedford College as from 1st
September 1913, after open competition. These professorships are
the only two held by women at the University of London but there are
several women Readers.]

III

SECONDARY SCHOOL TEACHING

The girls' secondary day schools of this country, largely built up in
the first place by the individual pioneer work of broad-minded women
during the last thirty years of the nineteenth century, are now in
most cases coming, if not under State control, at least into the
sphere of State influence. These women educationists in some cases
worked on old foundations, in others obtained from guilds or governors
a share for girls' education of funds previously allocated to various
benefactions or to the education of boys only. Private enterprise,
individual or, as in the case of the Girls' Public Day School Company,
collective, added schools in most important towns.

Thus by the beginning of the twentieth century there was provision for
a large number of girls of the middle class up to eighteen years of
age, in schools which as High Schools were analogous to the Grammar
Schools for boys dating to a corresponding burst of educational
activity rather more than