The desirable qualities did not seem to develop as had been hoped, the temper of mind fostered was not entirely what had been desired.

The conscientious accuracy that was to come of measuring a millimetre and weighing a milligramme was disappointing, and also the fluent readiness to give an account of observations made, the desired accuracy of expression, the caution in drawing inferences.

The links between this teaching and after life did not seem to be satisfactorily established.
The Board of Education showed the first signs of a change of outlook by the readjustment in the curriculum giving an alternative syllabus for girls, and the latitude in this direction is widening by degrees.

It begins to be whispered that even in some boys' schools the laboratory is only used under compulsion or by exceptional students, and the wave seems likely to go down as rapidly as it rose.
Probably for girls the strongest argument against experimental science taught in laboratories is that it has so little connexion with after life.

As a discipline the remedy did not go deeply enough into the realities of life to reach the mental defects of girls; it was artificial, and they laid it aside as a part of school life when they went home.