“To understand, therefore, the ideal of education under which so much good work has been done, we need to understand, not a theory true once for all, but the type of mind that is creative of right ideas as occasion requires. Nor is a subtle delineation of character needed here. The leading features are well marked, and a brief sketch may give the clearest conception. “Breadth and elasticity of imagination, indomitable energy of will, boundless faith, unwearied sympathy—these are the great facts of character which lie behind her work and mark its ideals. They are all very obvious facts, but the first named, in the nature of the case, though the rarest and most remarkable, is the easiest to miss in its full significance. One clear mark of it is the memory she has left with each of her friends, of being interested specially in that phase of thought and work which she shared with them. The effect of it on her educational work was that extraordinary catholicity of view which distinguished her, and through her has influenced in many ways the theory of the girls’ school, and the tone of the educational question in the days which follow her. “One phase of this catholic way of looking at things was her insistence, always very emphatic, on the idea that school and the teacher have to do in some way or other with the whole of life. She would not allow it to be supposed that any condition of the well-being and good growth of her pupils was no concern of hers. I do not mean that she at all denied the function of the home in education. On the contrary, she attached the greatest weight to it, but she held that whether the home did its duty or not it was the business of the school to aim at supplying conditions essential for the development of the pupil on all sides—to hold itself responsible for failure even when fathers and mothers had neglected their part. When parents were wrong-headed, or negligent, or mistaken, then it seemed natural to her to set about educating them. Many mothers learned priceless lessons of wisdom from her in the pleasant audiences of her “Blue room” at school; and few, I think, were ungrateful for them. She was full of ready resource in cases of difficulty, and she ever held that the moral was much more essentially her business than the intellectual salvation. When there was trouble with a girl, she gave herself to its cure with the most absolute self-devotion, and one great remedy was to send for the mother, to take counsel with her, and to give her counsel. In all matters of behaviour, such as foolish talk and unladylike—or shall I not rather say unwomanly—conduct she was strict and vigilant. Such things never escaped her, and her manner of dealing with them individually has made an epoch in the life of many a girl, the transition from an irreverent to a reverent state of feeling for social relationships.