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 than words, and while they refrain from giving encouragement, their apparent indifference damps and chills. The matter is in their hands, whether they choose it or not. So long as they thrust it aside, it will not come before the mind of the nation as worthy of serious thought. The Scriptural maxim, "That the soul be without knowledge is not good" will still be interpreted as applying to the souls of men only. We want to have the question settled. If the proposition, often enough vaguely affirmed, that the true greatness of a nation depends as much on its women as on its men, be anything more than a rhetorical flourish, let it be acted upon. Let it be accepted as a fact, if it be a fact, and if not, let it be contradicted and disproved, that in so far as education is worth anything at all, it is just as desirable for girls as it is for boys. We have little fear but that when once the question gets its fair share of consideration, something, and probably the right thing, will be done. Some efforts have indeed already been made, and so far as they have gone the results have been encouraging. In London, the ladies' colleges, in which men of the highest ability take part, have done much, not only within their own walls but by their influence over other teachers, to raise the standard and improve the tone of education generally. In the country, we have the school at Chantry, near Frome, founded in 1857 by Mr. Allen and Mr. Fussell—the training-school for governesses at Bolham, in Devonshire, where "teaching to teach" is made a prominent study—Miss Clough's school at Ambleside—and others of greater or less importance, all steps in the right direction. But these isolated attempts require to be followed up. The provision of secondary instruction for girls is impeded by the usual hindrance, the want of funds. It is found very difficult to supply really good teaching on such terms as middle-class parents are able and willing to pay, and there is scarcely any assistance forthcoming in the shape of old endowments. The 547 ancient grammar schools scattered throughout England are, as is well known, almost entirely filled by boys. The other endowed schools, of which there are about 2,000, take in a much larger proportion of girls, but they are of the poorer class. The endowed schools which are attended by pupils of the upper and middle classes do not include girls. It may be a question for consideration whether some of these endowments might not, without much divergence from the intentions of the original donors, be used for the foundation of a few first-rate girls' schools, or in some other way be made available for the advancement of female education. At any rate, wherever a new institution, such for instance as the Albert Memorial School, in Suffolk, is being founded, it would seem reasonable to make a fair division of the funds, of course taking into consideration any special local circumstances. Again, where we have a St Nicolas' College, or a first-rate proprietary school, for boys, let there be some corresponding foundation for girls. Let schemes of examination and inspection designed to raise the character of boys' schools be extended to girls also. In a word, let female education be