Some, however, are quite incapable of understanding those outside their own social class: and such would be foolish to attempt work in the elementary schools. They would do better in high, secondary, or boarding schools. The last are not popular amongst present day girl teachers, largely because of the restrictions. Yet in a boarding school a true teacher has opportunities which never come into a day-school teacher’s life. In many ways it is a much more satisfactory sphere, provided the Head realises that no teacher can do good work without ample leisure and opportunity for a life of her own apart from the school. More and more are our generation realising that outside interests are absolutely essential for a teacher if he or she is going to be a person of real power and influence. Apart from the knowledge of one’s own subject there is nothing so necessary in a teacher as a knowledge of life; not simply the life of the schoolroom, but of life in its many branches. It is often said that unmarried women teachers never grow up. They pass from school to college, and from college back to school, and never quite lose the schoolgirl point of view. It is often the greatest boon to a teacher to be obliged to give up her own work for a year or two at some period of her life and to live in a world where people do not measure time by terms or mark out the day by bells. But in any case a teacher can always have some interest that has nothing to do with teaching and has no direct bearing on her work. Such interests do much to prevent overstrain. The training for teaching is very thorough and long. That for secondary or high school work is usually expensive; but the cost of training for elementary school teaching is much less, as the Government have their own training colleges. After January, 1921, all teachers registered by the Government will have to be trained not only educationally but in the art of teaching. Degrees, now, are almost a _sine quâ non_, or are at any rate very desirable. All universities admit women to their degree examinations, though Oxford and Cambridge do not yet grant degrees. It is a profession where a good standard of health is desirable, though people of a sensitive, nervous temperament are often the best teachers. A tired teacher is, _ipso facto_, a failure: it is, therefore, work in which the preservation of freshness of mind and body becomes a special duty. In the best schools the hours of teaching are short, and long holidays, wisely spent, ought to keep the health vigorous. The right use of holidays is frequently overlooked, especially by young teachers, who often spend them in the fulfilment of claims as strenuous as their work, and return to school used-up and unfit for their duties--a form of dishonesty not always recognised as such.