with a more independent and larger life, is the "testing-place for
young souls": students should enter its portals as free women, the
world all before them where to choose. In many cases not until the
first degree is taken, has the proper time come to determine finally
the profession which is to be adopted. This is the ideal--for most
people admittedly a far away one at present. But even now, the
would-be teacher should not be asked to decide earlier than this on
the particular branch of the profession which she is to enter. The
average pass graduate will do best to fit herself as an all-round
form mistress: there should be no reason to determine in what type of
school, elementary or secondary. The training required should be the
same if the classes were, as they ought to be, of manageable size, and
the equipment in both types of institution equally good. Teachers
in both kinds of school would benefit if the present absurd division
between them ceased to exist. Children under fourteen require similar
discipline whatever their social status: even if the subjects taught
are to differ somewhat--a matter which is controversial and need not
be discussed here--the teachers need similar training and the same
kind and amount of academic education. Until these are secured, there
can be no real equality of opportunity for the elementary school
child: only the very best intellects in the class of 60 can hope to
compete with the average individually educated child in the form of
20 or 30--and this is true whatever the merits and enthusiasm of the
teacher.

Some girls will welcome the larger opportunities for social service
which are open to the elementary school-teacher: others will prefer
and be better suited to the conditions of the secondary school.
Clearly, the student, whose expenses have been defrayed by the
Government on condition that she enters its service, must fulfil her