(1) The first step was the establishment of larger and better schools, and provision for more advanced teaching. Queen's College, Harley Street, first presided over by F. D. Maurice, was founded in 1848 and is still at work; Bedford College (now a College of London University) was founded in 1849; the North London Collegiate School and Cheltenham College (which both maintain their position as schools of first-rate standing) in 1850 and 1858. There were started, besides, some colleges expressly for women intending to become teachers (the Maria Grey, Home and Colonial, etc.). At present the need of some serious training in the art of teaching is widely recognised. In the early days of the Women's Education Movement, a young woman had often practically to choose between gaining more knowledge, and learning to make the most of the little which she had. This difficulty is now much diminished, if not entirely removed. (2) But almost more important than the new foundations, started generally by private effort, was the successful attempt to secure some kind of government inspection of girls' schools and the synchronizing responsibility undertaken by the Universities of Oxford and Cambridge in admitting girls to the Local Examinations. In 1864, the Schools Inquiry Commission were requested to include in their task the inspection of Girls' Schools. The result was a revelation of superficiality, narrowness, and general inefficiency which awoke a portion at least of the educated public to the need of reform. The result of the new experiment (1865) of admitting girls to the Cambridge Senior and Junior examinations showed similar defects. Many generations of Newnham students have been amused to hear among the recollections revived at the annual Commemoration, how it was once seriously proposed to lower the standard of arithmetic to suit the capacity of the girls. Happily the suggestion was not followed. The notion that women cannot do hard sums was one of the "hasty generalizations" as to the constitution of the female mind, "with the wrecks of which," it was afterwards said, "the whole shore has been strewn." The deficiencies of the schools were largely due to the fact that no opportunities of education were available for intending teachers. The more enlightened schoolmistresses had to struggle against masses of prejudice, indifference and materialism in the minds of parents and of the public, and many of them were eager for improvement. In 1866, the Society of London Schoolmistresses was formed for mutual help and encouragement, and similar societies were established in various localities, which lent support to the efforts of well-wishers in the Universities and elsewhere.