226 INTERNATIONAL CON GRESS OF EDUCATION. 
schools, with boarding-houses in connection with them, when necessary for 
pupils from a distance.” And again, in Clause 3 : “To raise the social 
status of female teachers by encouraging women to make teaching a 
profession, and to qualify themselves for it by a sound and liberal educa- 
tion, and by thorough training in the art of teaching ; also to secure a 
est of the efficiency of teachers by examinations of recognized authority, 
and subsequent registration.” 
We propose in this paper to show how far these objects have been 
attained ; how far England has succeeded in raising the education of 
‘ts girls. 
The idea of such day-schools as those mentioned in Clause 2 did not 
originate with the National Union. The large proprietary school called 
Cheltenham College, also <“ Queen’s College,” London, already existed ; 
also the well-known North London Collegiate School, established in 
(850, as a private enterprise, by Miss Frances M. Buss, and afterward 
turned by her into a public endowed school under trustees. This last 
was a model ready to hand ; an example which showed that it was not 
only possible and even profitable to maintain such schools at fees which 
were then considered absurdly low, but to obtain educational results 
which proved the excellence of the system of teaching. 
The central committee of the National Union extended this system by 
the foundation, in 1871, of the Girls’ Public Day School Company. The 
management was vested in a council consisting of men and women inter- 
sted in education. The necessary capital was subscribed in shares of a 
imited liability company, and the first of the comvany’s schools was 
opened in Chelsea, in 1880. 
At the present time the company has thirty-five schools, containing 
altogether seven thousand one hundred and forty-three pupils ; twelve 
schools are in the London district, and the remainder are distributed over 
England. It employs (besides its thirty-five head mistresses) five hundred 
and fifty-eight staff mistresses, and one hundred and fifty-one teachers of 
3xtra subjects. 
In 1892 it spent £72,431 in teachers’ salaries, and £1,325 in scholar- 
ships and prizes. 
It has also started a Provident Fund for the mistresses in its employ, 
which was said at a conference of the Teachers’ Guild to approach as 
¢ nearly as possible to what might be called an ideal scheme.” Into this 
she company paid £535 in 1892, in augmentation of subscriptions. And 
as a practical instance in the same year of the usefulness of this fund, 
two teachers, who ceased to teach for domestic reasons, were able to draw 
out together £825, saved in less than eleven years. 
The success of the first schools of the company showed that they 
supplied a want in the country. Local enterprise in various parts of 
England began to start similar schools. or existing establishments were 
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