Second only to Religious Education, the subjects on which most stress is laid on the time-table are English and Mathematics, the former of which gets, weekly, from six hours in the first form to 3 hours and 20 minutes in the sixth; while to the latter are assigned four hours in most forms, and from five to six hours and forty minutes in the others. French gets two hours and forty minutes throughout the school, and History and Geography, one hour and twenty minutes. No Latin is attempted, nor any natural science, except a little Botany and Physiography (a very generalised introduction to the study of the natural world enlightening the girls on such subjects as the nature of snow or the characteristics of a valley).
A part-time Music teacher visited the school to teach class singing using John Curwen's Tonic Sol-fa system (doh, ray me etc). Another part timer visited to teach Drill but Gymnastics was not taught. The teaching of Needlework was, like that of Music and Drill, described as "Very well done" and this was considered to be a most important skill for the girls to acquire as many went on to become dressmakers or milliners.
The classroom of 1904 was a very different place to the classroom of today. The girls spent much of their time being taught by rote and learning by heart. They frequently stood beside their desks to recite poems and to read aloud in chorus and Dr Sadler's opinion was that "this positively weakened the power of utterance". The Mathematics taught in the school was little more than the study of basic arithmetic with great emphasis on learning tables (taught by rote and rhythmically chanted while standing) and considerable practice of fairly low-level mental arithmetic. This was not a subject which was well-taught but that reflected more on the staff than on the pupils.
And that brings us to another very real problem with the school at the time it was visited by Dr Sadler - a lack of external financial support which led to a distinct lack of educationally competent staff.