hygienic results it is far more difficult to judge. Whether girls between fourteen and sixteen would not be better under the care of a woman, whether they do not miss some of that moral influence which can only be exercised by a form-mistress who also takes part in the teaching, are questions that must come up in the near future, should there be any disposition towards co-education in this country. As yet it has generally been adopted rather from motives of economy than on grounds of principle. Institutions like those at Battersea, Chelsea, and Wandsworth are boys’ schools to which girls are admitted; although, as a matter of fact, at Chelsea the girls outnumber the boys. The amount of time given to science would never have been allotted had the real needs of girls been considered. It is an interesting experiment, but it will not do much towards solving the problem of Modern Schools for girls. Even more one-sided in its aims is the type of school which the Surrey County Council is starting. This county is specially deficient in girls’ schools of a middle grade, though it contains several good proprietary high schools, and the technical committee is therefore applying some of its funds to the supply of this want. The Wimbledon school is the first attempt of the kind, and must be regarded as still in an experimental stage. Girls who enter are supposed to have attained to the requirements of the Sixth Standard, but in a district where there are no Board schools even this is not always attainable. Hence there are many gaps to fill up, before a proper foundation is laid for the new studies. It is supposed that girls will stay for four years, and should they do so, a most valuable experiment might be made in devising a ‘modern’ curriculum, essentially adapted for girls. Hitherto in this first year’s work the course of study is exceedingly meagre; neither science nor literature is taught; there is a little English history and geography, but the bulk of the time goes to shorthand, book-keeping, commercial arithmetic, cooking, laundry and dressmaking. All excellent things, but surely this is not sufficient intellectual fare for these twelve-year-old children. Another two years at general subjects would help to lay a really good foundation on which the special work could be built up; and it is probable that the shorthand and double entry, and even the puddings and clear-starching, will not suffer in the end for this little delay at the beginning. This kind of work is none the better for being spread out over so many years. It cannot, like the more intellectual subjects, be perpetually presenting fresh developments, which give it the charm of novelty. There seems some danger lest, in trying to elevate the status of the domestic and commercial arts, we should forget that they cannot satisfy all sides of our nature. Girls want something different from the science school, but it must not be a purely utilitarian training.