Mrs. House was so modest in the estimate of her own work for women that she failed to appraise fully what she had done. No doubt the meagerness of results up to the time of her resignation and the smallness of the achievement in comparison with her hopes caused the whole to appear insignificant. None of her letters give expression to the feeling of accomplishment but dwell largely upon the great need and the unappropriated opportunity. However, a careful review of the development of education for women in Siam gives to Mrs. House a very high place among all the consecrated women who contributed the labours of hand and head and heart to that object. Without detracting one iota from the praise that belongs to others, but rather reflecting light upon their measure of honour, it may be said that to Mrs. House belongs the credit for certain important steps which marked the development and contributed to the permanent establishment of female education in Siam. In the early attempts at educating girls in the homes of the missionaries the aim in view was the conversion of the girls, to which the education in reading was incidental. Without minimising the value of education as an agency for religion Mrs. House viewed education as an object greatly to be desired in itself with manifold advantages issuing from it, but especially having an influence upon the whole social status of womankind. A second factor utilised by her for the development of her object was domestic and manual training as a part of the broad policy of education. Previously the few girls in the homes of the missionaries had been trained in ways of work to make them more efficient servants for the earning of their keep, but there was no attempt to give instruction of this character to others. Mrs. House included domestic training in the scope of education. Moreover, she showed herself ready to appropriate valuable ideas wherever she found them, and when she saw that Mrs. McFarland later utilised this economic factor to draw girls into her school at Petchaburi, she readily adopted the same method. But if the efforts of several missionary women to teach small groups of girls may be likened to the foundations of female education in Siam, then the boarding school which Mrs. House established must be likened to the corner-stone of the structure which has since grown into a beautiful and impressive temple of learning. Hitherto classes had been the voluntary undertaking of individuals in their eagerness to help their sisters out of darkness; but in each case the undertaking was not a permanent project but subject to termination with the removal of the particular teacher. Mrs. House’s achievement at Wang Lang was the establishment of an institution with a support and a directorate that insured permanency.