Happily this plan has given way to more intelligent inductive methods, though even now there is a tendency in some schools to rely too much on written notes and too little on training the attention and memory. High School girls still need to learn how to use a book intelligently, and to appreciate knowledge that comes to them in an unaccustomed fashion. They have learnt the use of writing, to make ‘an exact man,’ but reading as a means of producing the ‘full’ woman has hardly as yet touched the High School system. This defect is now being realised and efforts will doubtless be made to remove it. Already the improvement in the teachers has produced a beneficent revolution in girls’ schools. To their inadequate education the Royal Commissioners largely attributed the unsatisfactory state of things they found. Side by side with the growth of the high schools went the movement for admitting women to the universities, both acting and re-acting on each other, since the high schools sent up their best pupils to college and the college sent them back to teach and train future students. A great proportion of the mistresses are now university women, while a smaller number have been trained at the Cambridge Teachers’ College or the Maria Grey or other Training Colleges—Kindergarten Colleges provide teachers for the little ones. While the High School puts intellectual subjects first, it does not disregard accomplishments, though it seldom uses that word. Music is taught to all in the form of class-singing; piano and violin and solo singing are ‘extras,’ and do not belong to the general school work. Drawing has really won a more important place than before, because it is used as an educational factor, and not merely for purposes of show. The scheme of the Royal Drawing Society, organised by Mr. Ablett, is in use at nearly all the high schools. It is essentially a class system, and aims at training the eye, hand, and memory, rather than producing mere technical skill. The little ones in the first form are taught to present graphically objects interesting to themselves, by means of simple ruling, memory, and brush-work exercises. Special features are judgment at sight, memory and dictated work, the early introduction of drawing from objects and simple geometrical design. The schools are examined once a year. The examination takes place in the school itself under the superintendence of the head-mistress and drawing teacher, the work is sent up to London, and promotion to the next division depends upon the pass. Pupils who pass all the six divisions with honours are entitled to a full Drawing Certificate which has a commercial value for teaching purposes. Drawing, a little modelling, and needlework in the lower forms, represent at present the manual side of High School teaching. Cookery, dressmaking, etc. though popular in a different class of school, have hardly as yet been able to effect an entrance, nor does it seem altogether desirable that they should.