Greek history was a favourite subject with Miss Procter, who neglected for it the teaching of any other. Miss Beale, fresh from her _Textbook_, at once began English and general history with her young first class. Regardless of the additional labour it brought her, she also taught the children to take notes, which she corrected for them. She gave weekly examinations on the subjects studied, thus affording opportunity for English composition. No science nor mathematics were taught in the early days. Miss Beale would have liked to introduce Euclid at once, but says, ‘Had I done so, I might have been the death of the College, so I had to wait for the tide. I began my innovations with the introduction of scientific teaching, and under the name of physical geography I was able to teach a good deal. This subject was unobjectionable, as few boys learned geography.’ In one particular Miss Beale found the authorities of her new school striving to be abreast with the times. It was a rule of the constitution that the pupils should be examined annually, and each year a graduate of Oxford or Cambridge had undertaken the task. The first examiner (in 1853) was Mr. Nicolay, then Dean of Queen’s College, Harley Street. In the succeeding years a College master or some other local scholar conducted the examination and sent in a report to the Council. The few specimens left of those early examination questions, even without the answers, mark a tide-line now interesting to trace. At first the review of all knowledge was comprehended in twelve very simple questions, the most difficult mathematical calculation set before the first class being, ‘The Price of 3 ozs. of tea at 4s. 4d. per lb.’ The paper concluded thus:— ‘11. Write out that part of your duty towards your neighbour which explains the fifth commandment, and prove each assertion from Scripture. ‘12. Write out the following sentence in large text, and small hand, as specimens of your handwriting: ‘Integrity of understanding, and nicety of discernment, were not allotted. ‘(Attach to this paper specimens of your needlework and of your drawing).’ To the true teacher the interest of her work lies, beyond and above all subjects and methods, in the child. No tale, alas! nor letter remains to show what Miss Beale thought of her children when she first came among them. In one respect there must have been disappointment. Miss Procter had opened a rival school, which had drawn off the elder pupils; consequently the first class consisted of girls of thirteen and fourteen. But fortunately there are some of those same children who can recall the first impression made upon themselves by the new Principal, as she appeared on August 19, 1858. Mrs. Mace, a daughter of the late Bishop Bromby, was among these. She writes:—