“After my many years of work, if I were now to found a school for what might be called the middle section (and, indeed, the upper section also) of the middle-class, I should include all that I have mentioned, viz. English thoroughly, with Elementary Science in courses such as I have alluded to, French, Latin, bold outline drawing, careful part singing, _plain_ needlework, and thorough arithmetic, with geometry and algebra in the higher classes. I would rigidly and entirely omit all arrangements for teaching instrumental music, which I believe to be the bane of girls’ schools, in the time wasted and the expense entailed. I have omitted, I see, harmony, by which I mean the laws of musical construction, an interesting, and, in an educational point of view, a most useful subject for mental training. Instrumental music—the piano chiefly—might fairly be left to a private teacher, as might dancing also. In Germany, I think, instrumental music is never taught in the _Tochter Schule_, but is always left to private teaching. “No school ought to omit _physical training_—that is, Calisthenics, or something equivalent. This we have of late enforced among the elder girls. Our system, an American idea, called Musical Gymnastics, is excellent. Easy, graceful, and not too fatiguing, gently calling every part of the body into play by bright spirited music, which cultivates rhythm of movement, it has become popular, and has wonderfully improved the figure and carriage of the girls. Our exercises last from twenty minutes to half an hour almost daily—as much as we can manage, always four days out of five.” Footnote 9: A letter from an old Jewish pupil, in the _Jewish Chronicle_, is full of deepest regret for her loss, giving many instances of special kindnesses received by the writer. “She was so strictly just that she gave every consideration to the first Jewish pupil who wished to participate in the honours not then open to Jews, acknowledging to that same pupil in after years that she gave the consideration in justice only, for, if anything, she was slightly prejudiced against a race she had only read about and not known.” Miss Buss then goes on to explain fully her ideal of what the education of girls should be, giving her preference for “large day schools, with all the life and discipline that numbers only can give; not to speak of the greater efficiency and cheapness of the teaching.” She thinks that “our young women are narrowed sadly by want of the sympathy, large experience, and right self-estimation which only mixing with numbers gives.” She sees that the head of the school should be a woman, “left free to work the school, on certain conditions, without a committee of management.” The buildings, of course, “should be vested in a body of trustees, of which some should be women.”