training, whether in the old or the new universities, as also the whole subject of the higher education of women, and its proper relationship to traditional systems of instruction and study, framed and intended for men. And my last word is a word of practical inquiry. How is this section to be made of most value as an instrument of educational progress? I leave the answer to this question to those more competent to give it, merely putting on record my own feeling that it may do a valuable service and supply one of our special educational needs, if the working committee of the section, enlarged by the addition of various representative persons, makes it a duty to collect and publish year by year in succession a series of papers, the best that can be written by recognized authorities, on the chief branches of our English education, dwelling on its immediate and pressing needs, and how best to supply them. To do this the committee should set to work systematically, commencing in October with monthly meetings, and formulating, without delay, the scheme or series of papers to be prepared and presented to the next meeting of the association.
