Some test for distinguishing good schools from bad ones seemed desirable in the best interests of teachers and pupils. In 1857 and 1858 Oxford and Cambridge had instituted local examinations for young persons not members of the Universities. These had proved useful in raising the standard of middle-class education, giving an aim and a stimulus to small schools. Why not do the same for girls? It was decided to make the attempt. In October 1862 a small committee was formed in London, with Miss Emily Davies as secretary. Permission was asked and given to conduct an informal examination for girls with the same papers as were set to the boys. The examiners looked over the answers and reported on them. The results were somewhat startling. Out of forty senior candidates thirty-four failed in preliminary arithmetic. The juniors did a little better. The average work in English was pronounced fair, and in grammar very good. French did not compare unfavourably with the boys. In German only twelve candidates presented themselves; all passed—three with distinction. Not such a bad record after all, but of course it was only the progressive schools that were represented. These learned that they must look to their arithmetic, and they did so with excellent results. Both the successes and the failures showed the value of the experiment, and it was resolved to repeat it. A memorial was sent to the Vice-Chancellor of Cambridge, signed by more than a thousand persons engaged in teaching or interested in education. The result was the formal admission of girls to these examinations. In 1865 they were held at six places: Brighton, Bristol, Cambridge, Manchester, London, and Sheffield. A hundred and twenty-six candidates entered; ninety passed. A great advance had been made in two years. Arithmetic was no longer a stumbling-block. Out of the whole number of candidates only three failed in it. English history came in for a share of praise. ‘The examiners thought the style of the girls’ replies better than that of the boys.’ ‘The answers of the senior and junior girls were orderly and methodical, and the writing and expression good. The papers of many gave proof of care and ability on the part of both teacher and scholar,’ and more to the same effect. In 1866 there were two hundred and two girls at ten centres. This time the report was even more satisfactory.