This year was a fruitful one to Miss Beale for yet another reason. It was the year of the completion of her _Chart_. Always interested in history, ideally and practically, she had as early as the Queen’s College days adopted a French scheme by which the learning of dates was to be simple and easy, and the connections of history, the bearing of facts and events upon each other, were to be seen at a glance. She now perfected and brought it into use. The plan was based on the assumption that a fact is more readily grasped through the eye, than by the ear. By means of large squares, which were to represent centuries, enclosing smaller ones, which should denote years, the whole coloured in different shades according to the different ruling dominions and dynasties, a complete outline of the history of a country was to appear on one page. The reckoning was made by which ninety-nine was counted as the last year of a century, with the result that in the year 1900 the chart found itself somewhat discredited. But this method of counting, of course, in no way interfered with the system. In learning dates at the College, great stress was laid upon having a chart open before the student, so that she might grow familiar with its look, and become able to call up the knowledge of any special event by remembering the position of a dot in a certain square. There were those to say with Canon Francis Holland, founder of the Church of England High Schools in London, ‘Why was I born before such aids were given to the understanding?’ Whether this system was indeed the royal road Miss Beale had planned for her pupils may well be questioned; but the _Chart_ had at any rate the value of a simple _vade mecum_ of chronology, introducing every girl at College to the minimum of facts she should know in the history of the world. The _Chart_ drew for its author a last kind word of recognition from an old friend, when Mr. Mackenzie wrote:— ‘WESTBOURNE COLLEGE, 1863. ‘ ... I am proud to think that I had any part, however humble, in directing your mind to the Tabular style of teaching; and I am gratified to find that one of whom I had so early formed a favourable opinion, has proved to be so able a worker in the great cause of Education. ‘I hope that you and your sisters, as well as my Godson, quite understand that I entertain for you all the feelings of an old friend, who values you on your own account as well as for the sake of both your Parents.—Believe me to be always your sincere Friend, C. MACKENZIE.’