How far these schools have travelled from their original intentions becomes evident if we refer back to a controversy on school hours that took place in 1880 in consequence of some strictures passed by Mrs. Garrett Anderson on the arrangements in the High Schools. She considered the strain of the four hours’ morning excessive, and proposed reducing it, introducing afternoon school and a considerable interval for outdoor games between the two. This was met with general opposition by headmistresses. Day-schools, it was said, could not be expected to provide dinner, it was most undesirable for girls to return from school as late as four or five on cold winter afternoons, teachers could not be expected to undertake so much afternoon work, while the strongest opposition of all was made to the games. Miss Buss pointed out that the mixture of classes which was unobjectionable as long as girls only met at lessons where talking was forbidden, or in the short intervals which were largely devoted to lunch and drill, might cause serious difficulties if the whole day were spent in school. She also thought the games would be a difficulty; only rough girls would take part in them, and the rest simply lounge about. How wrong these predictions have proved we all know. Girls’ athletics have made startling progress during the last ten years; cricket and hockey, seemingly rough games, have found favour with the most feminine of girls; the school dinner is a regular institution, and is accompanied by pleasant chat about practices, matches, election of club officers, etc. A new feature, never contemplated by the promoters, has entered these day-schools; and, oddly enough, is doing more than anything else to bring back to favour the once despised boarding-school. Those that now originated were of a new kind, at least for girls; schools where the boarding-houses form part of the regular organisation, and the whole life and development of the girls is under the charge of the mistresses. Something of the sort had already been done at Cheltenham, and doubtless the College owed much of its success to its boarding-house system. Although a general English education, which is wanted by all alike, can be supplied in any town capable of supporting a large day-school, the very special teaching wanted by a few girls working for scholarships or specially advanced examinations causes a severe strain on the resources of a moderate-sized school, is impossible for financial reasons in a small one, and quite inaccessible to those girls with country homes from whom a considerable proportion of college students is drawn. Hence there arose a new type of school.