To those who are familiar with life at the North London Collegiate Schools, knowing the relations already indicated between the head-mistress and her staff, there is something of the same entertainment in one of the press notices relating to Miss Buss and her work—almost the only notice not wholly sympathetic. It did, indeed, do full justice to her exceptional qualities, but it concludes with a remark worthy of preservation as a valuable fossil for future explorers into the early history of the new education. The reviewer feels that he “cannot let the vague sentiment occasioned by her death pass without an honest criticism of her work,” thus concluding this criticism— “It is perfectly true that ‘the influence of her work stretched beyond her own two schools,’ as the _Times_ says; but perhaps there has been as much loss as gain in this. The movement for founding ‘High Schools for Girls’ spread, and Miss Buss’ establishments were the models; the consequence is that a High School education only fits a girl to be a High School teacher—and she could scarcely choose a worse calling.” It must be inconsistent with the dignity of a “Saturday Reviewer” to explain himself, since this writer remorselessly leaves the whole class of High School teachers—including, of course, those of the “model establishments”—under the ban of this hopeless condemnation. It could be wished that this critic might have gone over at least two of the schools thus judged, and have been present at some of the varied “functions,” when the head-mistress was found in the midst of her “children.” The teachers holding their classes might possibly have failed to please him, since he still holds the belief in “sex in education”; but the girlish laughter of the gymnasium, where it was difficult to distinguish teacher from pupil, would have rung in his ears with a pleasant chime; or that same gymnasium on “Founder’s Day,” with its show of useful garments for the poor, and of ingeniously constructed toys for the children of the hospitals, would have been a sight to the credit alike of teachers and taught; or, again, if lucky enough to witness a performance of the Amateur Dramatic Club—an association among the teachers—he might have gone away comforted by the knowledge that girlish grace and brightness, as well as womanly thought and goodness, are not the exclusive prerogative of women _outside_ the new public schools for girls. One of the members of the Amateur Dramatic Club writes—