some good practical and theoretical instruction in domestic economy so much the better. But cooking and washing must not absorb as much time as boys give to chemistry and physics, else we run the risk of disgusting our girls for ever with household work. It is absurd to confound a domestic art with a theoretical and practical science, for it can only to a very limited degree replace mental training. This a girl can get from a variety of studies. The more general her curriculum, the better will she be prepared for the very miscellaneous demands of her after life. A certain number will doubtless pass through the intermediate school to the university college, but this may be done without excessive specialisation, and the number who remain long enough to make use of such opportunities is likely to be much smaller in the case of girls than boys. If a fair proportion stay for two years after the seventh standard, we should be well satisfied. If the parents have made sacrifices in order to keep them at school till fifteen, it is time for the majority at any rate to be apprenticed for their future work, or make a place for themselves in their own homes. A girl’s preparation for life is not entirely to be sought at school; matriculation is not an end in itself, and a girl who has not sufficient ability to win a scholarship to a secondary school, or a special aptitude for teaching, will do better to turn her attention to more lucrative fields of manual or commercial work. The school that, failing to recognise this, endeavours to drive all its pupils through the same examination mill is neglecting part of its duty, and taking too narrow a view of education. A two years’ course is what the majority of girls need to fill the interval between the seventh standard and the age of apprenticeship. If we could give this to all, and something more to the few, the State would not be neglecting its daughters. Since under present circumstances these schools cannot be worked without some help from South Kensington, various experiments are being tried in organisation, to enable a school to earn some grant and yet pay more regard to the needs of girls than is usually done in higher grade schools. Some adopt the plan of Science Classes instead of Science Schools, registering for examination purposes the classes in science, drawing, etc., without offering up the thirteen obligatory hours on the altar of money earning. Unfortunately this plan is less advantageous from the pecuniary standpoint, and many a schoolmistress will declare with a sigh that there is nothing for it but to resort to the Science School. It is not so good for the girls, but it pays better.