The school resembles St. Leonard’s in its organisation, with some slight differences. There are no day pupils and, as the Abbey is itself capable of accommodating a hundred girls, it is divided for school purposes into four divisions, technically known as ‘houses.’ Each house is in the special charge of its tutor, and has its own sitting-room and dormitories, and its table in the dining-room. The house-colour is carried out in the cubicles; cretonnes, bed-spreads, tiles, etc. being red, blue, green, or yellow, according to the special house in which the dormitory is situated. All this prettiness serves as an attractive background for hard work and healthy play. It is pleasant to find the modern school catering for all the sides of a girl’s nature.
It very soon became necessary to build, and with the help of the new houses two hundred can now be accommodated. Beyond this it is not proposed to go; but should the system prove as popular in England as in Scotland, it is probable that the Education Company might open more schools. The conditions of admission, entrance examination, etc. are the same as at St. Andrews. Physical exercise plays an important part, and about two hours every day are given up to games or country walks, which groups of girls are allowed to take together. Each term has its own special game; lacrosse is the favourite in the autumn, hockey in winter, and cricket in summer. The heavy work of the day is thus broken up into two parts, and Wycombe, unlike the majority of girls’ schools, does not rigidly divide these into morning classes, afternoon preparation. Lessons and study hours alternate during the day. This is an attempt to relieve the strain of the long morning, against which many voices are again being raised. Physical and manual training come in for a share of attention, two hours a day in the upper, and three in the lower school. Under these headings come drawing and painting, part-singing, practising, dancing, gymnastics, carpentry, gardening, and needlework. All these are taught by expert teachers, and are treated as an integral part of the general education. In the upper forms six hours a day are given to actual study, in the lower only five. As this includes preparation, and the day is so fully occupied that there is not much chance of stealing odd half hours for work, it will be interesting to see whether this short allowance, with the help of careful arrangement and healthful surroundings, will prove sufficient to prepare girls adequately for college. It is too soon to ask for results, but if this plan succeeds, a problem which engages much attention at present will have been greatly helped towards solution.