Unquestionably the real problem before our girls’ schools is to plan a curriculum which, while keeping in view the harmonious development of mind and body, and the preparation for a girl’s future life, shall yet give the necessary preparation for these final examinations. The reformers see hope in a more careful grouping of studies which shall break down the barriers between them, so that the subjects learnt at the same time should be allies rather than rivals. If fewer were taken up simultaneously, more time and interest might be given to each new requirement when it first appears on the scenes. After a couple of years, when considerable advance had been made, it might be relegated to a less important place and a fresh central study chosen. In the higher forms the threads would be once more drawn together, for then a pupil must be prepared to marshal all her forces for one great occasion. Experiments of this kind have been tried with much success in America, and there is a scheme for doing something of the kind in England. There is a plentiful field for experiments, and no doubt the curriculum question will be discussed at many a teachers’ meeting before the problem is solved. The High Schools will contribute their share to the work if they are to remain in the van as they have hitherto done. Since the very establishment of the High Schools was a protest against the superficiality and showiness condemned by the Royal Commission, their main endeavour was to avoid the mistakes of their predecessors. Accomplishments were relegated to the background. Arithmetic and mathematics were taught for their mental training and the development of accuracy. ‘The noxious brood of catechisms’ was abandoned in favour of a system of oral teaching: object lessons were introduced into the lower forms to induce observation, and in the science lessons facts were taught first-hand and not through the medium of books. The slipshod French chatter of the boarding-schools gave way to stricter grammatical training; parsing and analysis took the place of rote repetition of the parts of speech. Accuracy and thoroughness were the aim everywhere. At first the instruction was attended with many difficulties. There were few well-educated and no trained teachers, and very little agreement as to the really best methods. Hence it was natural that the revolt against the abuses of the past should produce some fresh faults. The reaction against the old text-books caused the introduction of a lecture-system; an excessive amount of note-taking, writing out, and correction by the teacher seemed to afford both parties the maximum of effort with the minimum of result: books were shunned as though the printed word were in itself hurtful, and much matter was laboriously dictated that might have been taken from any intelligent hand-book. The girls spoiled their handwriting, instead of straining their memories; that was the chief difference.