Some notes on the Church services show traces of the pain she felt over instances of irreverence which she had seen in the school. Those who remember the almost awful silence in which Miss Beale’s Scripture lessons at Cheltenham were given, how she wished it to signify the humility and reverence of spirit necessary for those who would study God’s Word, can understand how she must have suffered when she saw flippant and careless behaviour at prayers and Bible classes. Amongst the numbers of children, many who had been comparatively untaught before they were brought into this continual round of religious exercise, it is not surprising to find that there were some who disliked the appeal made to heart and conscience, and who found this strict sense of reverence irksome. There was even one naughty girl who in these first days refused to attend Miss Beale’s classes. It is clear that Miss Beale conveyed to her classes and to her fellow-workers, that she had come to Casterton in a missionary spirit. Though there were many who could appreciate her sacrifice in doing this, it placed her at a disadvantage with others. She knew herself to be in the forefront of women’s education, she knew that this school, for all the excellent intention of the authorities, could not be abreast of the movement; but she failed to realise, until she personally experienced it, that a self-appointed guide is not always welcomed. In the summer holidays, which Miss Beale spent at home, it was noticed that she was much depressed. The second half-year’s work began in August. Doubtless she had talked over her difficulties, and her parents knew that she might soon give up her work. Soon after her return she seems to have written very strongly about things she would have liked to alter. Especially was she troubled by the low tone prevailing, the want of respect for authority, the mischief making and unhealthy friendships. She found this important school through which pious intention and effort strove to help the very poorest by protecting them from all dangerous influences, by instilling definite religious opinions of a certain type, by giving such an education as should be an effective means of livelihood, very far from being the ideal college of her dreams. She began to specify her dissatisfaction and to form ideas for radical improvement. She thought its isolation against it, and that it was a drawback to have only one class of girls; she felt there should have been more communication with home,—some of the children did not even go home for the holidays;—that the life was too monotonous and uniform. Above all she deprecated a repressive system which had punishments but no prizes; a system in which all the virtues were negative, the highest obtainable being obedience to the ever-repeated ‘Thou shalt not.’