There is something stimulating in teaching large classes, and those who have grown accustomed to it are seldom content afterwards to devote themselves to one or two children. Payment too is regular, and employment tolerably certain, whereas in private families either means or honesty or both may be defective, and in any case the growth of the children deprives the governess sooner or later of her employment. For these reasons therefore High Schools as a rule attract the ablest teachers, unless delicate health or personal predilection happens to weigh in the other direction. A similar state of things prevails with regard to private schools, which are obliged either to pay high salaries in order to attract good teachers, or to put up with the inefficient ones who cannot easily obtain work in a High School. [3] The early students of Girton and Newnham, however, were regarded askance. One of them, now in a position of honour, related that when her intention of going to college became known in the country district where she lived, her acquaintance “could not have spoken worse of her if she had committed a forgery.” To another who had gained a scholarship her friends remarked, “You are surely satisfied now, you cannot want to _make use of it_.” =High Schools.=--It is doubtful, however, whether High School work altogether deserves the respect with which it is regarded by aspirants to the teaching profession. A glamour was thrown around it in the beginning by the interest with which the foundation of new schools was regarded, and there is a certain sense of distinction in forming part of an institution whose working always attracts a good deal of local attention. Against these attractions, however, must be set decided disadvantages. In the first place the work is very severe, and it is made harder than it need be by the bad methods of teachers. To impart to large classes the stimulus which is the essence of good teaching is no light task, and the better it is performed the more is taken out of the teacher. But as the actual class hours are usually short (9 to 1, and 2.30 to 4 on three or four afternoons in the week according to arrangement) this alone would not be found injurious; and where the staff is as large as it ought to be, teachers should get an interval during some at least of the mornings. But the worst part of High School work is the correction of homework, which in many cases takes up most of the evenings in the week. Such an expenditure of energy is almost pure waste, and the mistress comes to school in the mornings tired and dull, incapable of exerting the magnetism which makes the lesson a living thing. It is greatly to the discredit of head mistresses that a greater number of them do not set their faces against this practice. Instead of consulting with their assistants as to how corrections can be minimised, they often insist upon a certain amount of homework