Long before she is Headmistress she will have made her mark in her
school--for not only the numerous activities mentioned but also
the organisation of ordinary school work require initiative and
self-reliance. The head of a large school is only too glad to hand
over to a competent assistant the organisation of her own department
and its co-ordination with other school activities.

Just because there are now openings in other branches of work for
women of the highest power, those of this type should give teaching
some consideration. Since it has ceased to be the only avenue for
trained and educated women, it is no longer so crowded with them, and
as in other callings, there is plenty of room at the top.

In addition to a degree, the qualification of training is a strong
recommendation.[4] It involves, as a rule, a year after graduation, in
special colleges such as exist in Oxford, Cambridge, or London, or
in the Secondary Training Department of one or other of the local
Universities. The expense varies, usually meaning a fee of about £10
to £30 in addition to cost of living; so that a fairly expensive
year intervenes between graduation and the commencement of a salary.
Alternatives to a training-college course have been recently suggested
by the Board of Education, and may shortly be available. During the
training period the intending teacher must, if this is not already
determined, decide on the special branch for which she wishes to
prepare, according to her qualifications and the needs of schools.
If actual teaching experience can first be obtained for two or three
years, it enables earning to begin at once and greatly increases the
value of the training taken subsequently.

The secondary teacher thus spends from three to five years in academic