A school of this size can, of course, be broken up into a number of separate departments, since these numbers would, in any case, necessitate parallel classes, and the work of the upper school is greatly facilitated by carrying down such subjects as Latin, French, and Elementary Science as low as the fifth standard. This school takes pupils from the second standard. The fee throughout is 9d. a week. It contains a very important Organised Science department, but this only represents part of the work of the school. The curriculum of the girls differs but slightly from that of the boys. They take cookery and similar subjects instead of manual instruction, and calisthenics instead of gymnastics. At one time they were allowed to substitute botany for some of the mathematics, apparently with excellent results. Similar schools, though not quite so large, are in existence at Manchester, Cardiff, Gateshead, etc.—in fact, almost every large town in England now has, at least, one school of this kind. At Leeds boys and girls are separated in the standards, but work together in the upper school, where the proportion of girls is very small. At Cardiff the two schools are distinct and under different heads, but the highest (matriculation) class is mixed. The plan of putting boys and girls together under the headmaster in the upper school appears to be gaining ground. This seems a mistake, since in schools of this kind the needs of boys and girls are of necessity very different. As far as boys are concerned, the continuation school of the working classes is bound, in fulfilment of its twofold function, ‘to carry on education beyond the elementary stage without breach of continuity, and to fit children for their future occupation’; to lay the chief stress on science, mechanical drawing, and similar subjects, which may help the future artisan to take a higher place in his trade. For girls the position is different. In fact, science schools were never meant for them, but they gradually gained admittance for want of a corresponding school of their own. Some persons think it a good course for intending teachers; for the general run of girls it cannot be considered suitable. The most crying need for them just now seems complete separation from the boys’ department, and some other scheme than that of science examinations for purposes of financing. A girls’ continuation school can hardly be a place for specialising. With due allowance for all possible outlets for feminine energy, it still remains a fact that the great mass of women are likely to lead a more or less domestic life, and the special training for what has been called the trade of ‘home-making’ does not necessitate a four years’ course of arduous study. A girl’s future, too, is harder to anticipate. She may marry and keep house, or she may work for her living, or she may do both, either successively or simultaneously. What she needs is good all-round training; if along with this she can get