to take some classes under the direction of the specialists. Graduates
in high honours will usually desire to devote themselves mainly to the
subject in which they have proved their ability, and their training
must be adapted to their end. Modern language or English specialists
will need practical training in phonetics, for example: mathematicians
require to study modern methods of teaching their subject, and so
forth. The best training colleges, of course, provide for such cases;
in this respect, University training-departments have the advantage
over others, since they can secure the services of experts for the
discussion of their own subjects.

There remains, lastly, the case of the student who, while definitely
desiring to teach, wishes at the same time to go on with her own work,
to undertake research or advanced or independent study. Such an
one will aim at a University or College appointment, in the hope
of pursuing her own work under congenial conditions. At Oxford and
Cambridge a woman is, at this stage and always, definitely at a
disadvantage by reason of her sex. For her there are scarcely any
fellowships or post-graduate scholarships, and too often the promising
scholar is caught up in the whirl of teaching for her daily bread at
the very moment when it is most necessary for her to have leisure and
ease of mind. Few things are more required in women's education at
the moment than liberal endowments for post-graduate study. The
comparatively new Federation of University Women Graduates has done
good work by making a list[3] of the opportunities available for women
graduates, either by open competition or otherwise, at the various
Universities and elsewhere: it has also founded, and twice awarded,
an annual fellowship for a woman who has already published a
distinguished contribution to learning. But much more is needed in
this direction if women are to have the same chances as men to qualify