Frances Mary Buss, who began her teaching career at fourteen, was only twenty-three when she founded the North London Collegiate School, the forerunner and model of Girls High Schools throughout the country. Her friend Dorothea Beale was for nearly fifty years Principal of Cheltenham Ladies College, which she changed from an insignificant local school into a school and college with a comprehensive teacher training department and with upwards of a thousand pupils. She was also the founder of St.Hilda 's College, Oxford. Imbued with strong religious principles and endowed with immense energy and industry, the two women exercised a powerful influence on the development of women 's education in Britain. Yet both had to contend with bitter opposition and disillusionment. This is the first joint biography of Miss Buss and Miss Beale and it gives a fascinating comparison of their methods and widely differing characters. The author had access to hitherto unpublished material, and gathered information from pupils of both schools and from others who knew the two headmistresses, ensuring that the book, whilst full of anecdotes, is also authoritative.

Originally published in 1971,this volume is much more than a history of the Girls' Public Day School Trust; it examines the growth of educational opportunities for girls and is set against a background of changing social attitudes and ideas. The book is mainly concerned with a small group of schools which pioneered girls' education in the nineteenth century; schools which to this day, whether maintained, direct grant or independent are all concerned to provide the best possible educational opportunities for development and fulfilment to their pupils.

Originally published in 1971, this volume is much more than a history of the Girls Public Day School Trust; it examines the growth of educational opportunities for girls and is set against a background of changing social attitudes and ideas. The book is mainly concerned with a small group of schools which pioneered girls education in the nineteenth century; schools which to this day, whether maintained, direct grant or independent are all concerned to provide the best possible educational opportunities for development and fulfilment to their pupils. "

Frances Mary Buss, who began her teaching career at fourteen, was only twenty-three when she founded the North London Collegiate School, the forerunner and model of Girls High Schools throughout the country. Her friend Dorothea Beale was for nearly fifty years Principal of Cheltenham Ladies College, which she changed from an insignificant local school into a school and college with a comprehensive teacher training department and with upwards of a thousand pupils. She was also the founder of St.Hilda s College, Oxford. Imbued with strong religious principles and endowed with immense energy and industry, the two women exercised a powerful influence on the development of women s education in Britain. Yet both had to contend with bitter opposition and disillusionment. This is the first joint biography of Miss Buss and Miss Beale and it gives a fascinating comparison of their methods and widely differing characters. The author had access to hitherto unpublished material, and gathered information from pupils of both schools and from others who knew the two headmistresses, ensuring that the book, whilst full of anecdotes, is also authoritative.

Hope Deferred, initially published in 1965 traces the history of girls' education from Anglo-Saxon England to modern times, telling the story largely through the leading personalities whose opinions and prejudices shaped this history. It outlines the progress of popular education and the work of the pioneers who fought to bring girls' education at every level into line with boys'; and it carries the story into the second half of the twentieth-century to discuss the problem of whether girls are really receiving the right kind of education.

Hope Deferred, initially published in 1965 traces the history of girlsa (TM) education from Anglo-Saxon England to modern times, telling the story largely through the leading personalities whose opinions and prejudices shaped this history. It outlines the progress of popular education and the work of the pioneers who fought to bring girlsa (TM) education at every level into line with boysa (TM); and it carries the story into the second half of the twentieth-century to discuss the problem of whether girls are really receiving the right kind of education.