m 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
undertaking: but that should not in itself limit her to one type of
school in these days of grant-aided institutions.[1] The new four-year
course makes it possible for her, as for independent students, to
train in the year subsequent to taking a degree--an essential reform
if the old over-strain and rush are to be avoided. It is generally
accepted, and in girls' secondary schools commonly acted upon, that
professional training for one year after graduation, is indispensable.
The teacher is born, not made, but she needs help if she is to avoid
mistakes equally disastrous to herself and her pupils: she requires
some knowledge of child-character, some acquaintance with the history
and theory of education, some leisure to formulate, some opportunity
to consider the aims as well as the methods of her teaching. We have,
perhaps, passed beyond the stage when it is necessary further to
discuss the value and effect of training. It is still desirable
to emphasise the fact that the untrained woman teacher finds it
increasingly difficult to obtain satisfactory and well-paid school
posts.[2] Girls should endeavour by every means in their power to
secure this