Teaching brings with it few of the rewards for which the ordinary person craves. Financially, its prizes are few: for the most part it is a badly-paid profession, especially considering the years of training it involves. It brings with it little renown. Even the greatest teachers are known in a comparatively narrow circle, at any rate during their lives. Praise and appreciation are almost unknown, whilst criticism is given, as was the medicine of last century, in large doses and at frequent intervals. If it is properly done, the work is hard. Real teaching implies ceaseless learning. It is imperative to keep a mind open to all new thought and new ideas, not only in the educational work but in the world at large. It is necessary, too, to acquire the wisdom to deal with what is new, so that to some extent the true may be separated from the false, the lofty from the base. It is a work, moreover, that is a perpetual test of character, worth, and spirit. There are no teachers worthy of the name, who do not frequently shrink from the magnitude of their task and tremble at their own lack of power. The teacher is called to incessant mental and spiritual work. Only as he or she lives an active life in mind and soul can he hope to have any success in training the young for life. But the chief question after all is that of personal fitness. There are two essentials; the first is a love of children; the second is some love of study and of teaching. There can be no good work done without love of the children we teach: a teacher who does not love children would probably be serving God better if she were breaking stones by the roadside. The love of the work itself increases as time goes on. As a rule the desire to teach indicates some aptitude for the work; though between the eager expectancy of the untried student and the quiet joy of the skilled teacher, lie many dark valleys which must perforce be passed. This, however, is not peculiar to teaching. It is common to all work of a personal nature, in fact is inherent in all high living. For those who wish to teach, the great problem arises: “What kind of teaching shall I undertake?” It is a difficult one to solve. In England the different kinds of teaching for girls are very clearly defined. Socially, educational establishments are pretty clearly differentiated. There is the elementary school for the children of those whom, for want of a better name, we call the people. Next, the high school or secondary school, largely for the children of the middle classes. Lastly, the public school for the boys and the public or private school for the girls of the wealthy and the aristocracy. These all usually have their kindergarten or preparatory departments which offer attractive work to those gifted in dealing with little children.