Some schools have a kindergarten department attached, where little boys are taught along with the girls, and a transition class where the children learn to read before passing into the school proper. The division is into forms, I. being the lowest, and VI. the highest. Large schools divide the forms into Upper and Lower. Where a school is fully organised, it is usual for a whole class to move up together. Backward girls may remain in the form another year. Unfortunately many high schools are too small to be fully organised, and in these the gaps between the classes are too large, and general promotion impossible. Clever girls spend one year in a class, slower ones two, and the disadvantage for the latter is very serious, since there is a weariness about going over the same ground twice, which is the reverse of stimulating. Large classes can progress as quickly as smaller ones when they are very carefully grouped. Where the pupils are at different stages there is much waste of time, and either the weak go to the wall, or the strong get less than their due. It is, therefore, the first essential of a high school that the numbers should be large, not much under two hundred. Even when the school is large and the classes work smoothly together, the girls do not all work evenly in every subject. To prevent waste, it is usual to let certain subjects, perhaps Arithmetic and English, determine promotion, and to teach the others in divisions. Two or three forms may take French at the same time, and be rearranged for that lesson, returning to their own rooms when it is over. This moving about affords a pleasant change, and is quite easy when the building is a convenient one. Indeed, suitable premises are almost as important for the harmonious working of a school as large numbers and careful classification. Long narrow corridors and awkward staircases are fatal to order. Ordinary dwelling-rooms adapted for school purposes can seldom be properly ventilated, and according to their position in the room, the pupils suffer from draught or heat, the light falls the wrong way upon their work, the classes have to be graded to suit the size of the rooms rather than the abilities of the pupils. In fact nothing can be more unsatisfactory than the adaptation as a school of an ordinary dwelling-house.