To all interested in education the Blue Book is an extremely interesting document. The evidence and reports are based on what was seen and known, and present a terrible indictment of the then condition of girls’ schools. “Although,” says Mr. Bryce, “the world has now existed for several thousand years, the notion that women have minds as cultivable and worth cultivating as men’s minds is still regarded by the ordinary British parent as an offensive, not to say a revolutionary, paradox.” Dorothea Beale’s report, the one with which we are most concerned here, is very comprehensive, and gives not only her theories of education but also an account of the methods employed in her school. The questions asked give a good idea of the many questions that disturbed the minds of thoughtful people of that day; the anxiety lest higher education should injure the health of girls; the fear of the over-stimulating effects of examinations, of the publicity of examination results and of the possible effects on girls’ natural reserve and modesty. In her reply to the various questions asked, Dorothea Beale gave a good deal of information about her own school and the condition of education it revealed. The Entrance Examination at Cheltenham showed as a rule deplorable results. Frequently girls came from expensive schools incapable of writing, spelling, or composing in their own language, almost ignorant of French grammar and scarcely able to work correctly the simplest sums in arithmetic. “I think the remedy for bad work,” said she, “is to bring such work to the light. I think it is because it has all been carried on in darkness, because the parents are not able to distinguish between good and bad, and nobody knows that things have reached such a state.” She then went into some particulars about the work at Cheltenham Ladies’ College, hours of work, the rule by personal influence rather than by punishments, the law of silence and her approval of examinations as leading to more thorough work. She also went into the reasons why she considered that women were better educators of girls than men, and _ceteris paribus_ were quite equal to them as teachers. The education of boys at that time she considered to be rather unsatisfactory, and too limited in scope. She did not believe that boys and girls should be taught on absolutely different lines, as that would undoubtedly hinder friendship and _camaraderie_ in marriage as well as in ordinary social intercourse.