she were playing an unfair game, and declined any longer to help forward a movement of which she could not see the goal. It may be marked also that she could never feel full sympathy for _free_ education. From this time she again limited herself to training secondary teachers. Conditions which made elementary training the one serious work which Miss Beale took up only to abandon it, are indeed to be regretted. The magnificent plant, the fine opportunities for learning and practising, such as the Ladies’ College could supply, above all the large-minded teaching, the sense of real education which the Lady Principal would give, were thus lost to a cause which affects the wellbeing of the whole nation. The Secondary Training Department became a recognised division of the College in 1885. So high a value did Miss Beale put upon this that she wrote of the work of the mistress in whose charge it was, as ‘only second in importance to that of the Head.’ St. Hilda’s work, using the term which Miss Beale herself would have used, meant much more than teaching definite subjects and preparing for examinations: it meant inspiration and the leading out of minds. It demanded unlimited devotion to a cause. It is probable that Miss Beale had for long cherished, and had only gradually relinquished a hope, though she never formed any definite plan, of seeing arise out of her work for education a body of women willing to form a teaching order. Opposed to sisterhood schools as she was, chiefly because her ideal of education was so high and apart, that she could not bear to see it receive in any way a secondary place, she recognised the immense value that some kind of rule would have, if voluntarily imposed _for the sake of education_. In other words, while she did not like to see people taking up teachers’ work because they were Sisters, she would have liked to see those she inspired and trained voluntarily take upon themselves some of the restrictions of a Sister’s life because they were teachers. The thought may have come to her first when, in 1856 and 1858, Mrs. Lancaster pressed her to undertake penitentiary work under rule. It was this which led to the severity of her dress and grave demeanour at Casterton, this which was echoed in a half-expressed wish that her staff at Cheltenham should wear black. When, after long years of waiting, it became her part to train women for the work of education, the aim of inducing them to adopt a separate devoted life, with or without visible signs of it, was ever before her. Now that St. Hilda’s work may be witnessed in the three great institutions bearing this name, it is of no common interest to trace Miss Beale’s own plan for its development. The plan itself and the noble ideal behind it are not more remarkable than the ability with which she waited, resigned her individual fancy, and became an agent rather than an author. The following extract (_circa_ 1884) states her first design:—