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diff --git a/.gitattributes b/.gitattributes new file mode 100644 index 0000000..d7b82bc --- /dev/null +++ b/.gitattributes @@ -0,0 +1,4 @@ +*.txt text eol=lf +*.htm text eol=lf +*.html text eol=lf +*.md text eol=lf diff --git a/LICENSE.txt b/LICENSE.txt new file mode 100644 index 0000000..6312041 --- /dev/null +++ b/LICENSE.txt @@ -0,0 +1,11 @@ +This eBook, including all associated images, markup, improvements, +metadata, and any other content or labor, has been confirmed to be +in the PUBLIC DOMAIN IN THE UNITED STATES. + +Procedures for determining public domain status are described in +the "Copyright How-To" at https://www.gutenberg.org. + +No investigation has been made concerning possible copyrights in +jurisdictions other than the United States. Anyone seeking to utilize +this eBook outside of the United States should confirm copyright +status under the laws that apply to them. diff --git a/README.md b/README.md new file mode 100644 index 0000000..6dbe71b --- /dev/null +++ b/README.md @@ -0,0 +1,2 @@ +Project Gutenberg (https://www.gutenberg.org) public repository for +eBook #53909 (https://www.gutenberg.org/ebooks/53909) diff --git a/old/53909-8.txt b/old/53909-8.txt deleted file mode 100644 index 063cfe5..0000000 --- a/old/53909-8.txt +++ /dev/null @@ -1,4045 +0,0 @@ -The Project Gutenberg EBook of A Short History of Newnham College Cambridge, by -Alice Gardner - -This eBook is for the use of anyone anywhere in the United States and most -other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms of -the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you'll have -to check the laws of the country where you are located before using this ebook. - -Title: A Short History of Newnham College Cambridge - -Author: Alice Gardner - -Release Date: January 6, 2017 [EBook #53909] - -Language: English - -Character set encoding: ISO-8859-1 - -*** START OF THIS PROJECT GUTENBERG EBOOK SHORT HISTORY--NEWNHAM COLLEGE *** - - - - -Produced by Ralph and the Online Distributed Proofreading -Team at http://www.pgdp.net (This file was produced from -images generously made available by The Internet Archive) - - - - - -Transcriber's Note: - -Punctuation and possible typographical errors have been changed. -Archaic, variable and inconsistent spelling and hyphenation have been - preserved. -Italic text is denoted by _underscores_. - - - - -A SHORT HISTORY OF NEWNHAM COLLEGE, CAMBRIDGE - - - - - PUBLISHERS. - - [Illustration: colophon] - - CAMBRIDGE. - - LONDON: MACMILLAN & CO., LIMITED - GLASGOW: MACLEHOSE, JACKSON & CO. - - - - - [Illustration: - By Mrs. F. W. H. Myers. - Henry Sidgwick - ] - - - - - A SHORT HISTORY - - OF - - NEWNHAM COLLEGE - CAMBRIDGE - - - BY - - ALICE GARDNER, M.A. (BRISTOL) - - FORMERLY LECTURER AND FELLOW OF NEWNHAM COLLEGE, CAMBRIDGE - AUTHOR OF "THE LASCARIDS OF NICÆA," "THEODORE OF STUDIUM," ETC. - - _WITH TEN ILLUSTRATIONS_ - - CAMBRIDGE - BOWES & BOWES - 1921 - - - - - TO THE HONOURED MEMORY - OF A. J. C. AND H. S. - - - COPYRIGHT - - - - -PREFACE - - -This little book is primarily intended for present and past students -of Newnham College and for the numerous friends who have been helpers -or sympathetic spectators of its early progress. At the same time I -venture to hope that it may prove interesting and suggestive to a wider -circle of persons practically or theoretically concerned in movements -for the higher education of women. - -Of the deficiencies of this short history, no one could be more fully -aware than the writer herself. But for the expressed wish of the -Council of Newnham College, it would never have been attempted, nor -could it have been written at all without the kind co-operation of -friends, who, like myself, had known the College from the inside. I -would especially thank the present Principal, Miss B. A. Clough, and -the Registrar, Miss E. M. Sharpley, for supplying me with information -and with kindly criticisms throughout my task. It has been gratifying -to realize that the Publisher is son of an early friend of the College. - -One of the chief difficulties in writing the history of a comparatively -young institution, and one raised by the labours, forethought, and -sacrifices of many "pious founders and benefactors" is that the range -of view possible to any former student and teacher must necessarily -be limited. I have felt deep regret in realizing how many honoured -helpers have--for lack of space--not even been mentioned. Similarly, -among the former students whose labours, scientific, literary, and -practical, have brought credit to the College, I have necessarily shown -most appreciation of those with whose work and influence I have been -personally best acquainted. Every past student will have to supplement -the story with recollections from her own experience. - -I trust that, at least, I shall have brought home to many the -conviction that Newnham College is unique, in the character and -motives of its first founders, in the steady devotion to its best -interests of successive governors, teachers and students, as also in -its relations--complicated, but near, we may hope, to a solution--with -the University under the protecting shadow of which it has grown to -prosperity. My hope for this little work is that, besides helping to -justify the existence of the College in the eyes of the world, it may -in some measure preserve in its members the knowledge of our best -traditions in the past and inspire a confident hope for the future. - - - ALICE GARDNER. - - BRISTOL, _April, 1921_. - - - - - CONTENTS - - - CHAPTER PAGE - - I. INTRODUCTORY. NEWNHAM COLLEGE IN IDEA. 1871-1880 1 - - II. NEWNHAM COLLEGE IN ADOLESCENCE. 1880-1881 33 - - III. NEWNHAM COLLEGE IN PROGRESS. 1881-1892 57 - - IV. NEWNHAM COLLEGE IN PROGRESS. 1892-1900. - PRINCIPALSHIP OF MRS. SIDGWICK 84 - - V. NEWNHAM COLLEGE IN PROGRESS. 1900-1914 109 - - EPILOGUE. 1914 AND AFTER 135 - - - - - LIST OF ILLUSTRATIONS - - - PROFESSOR HENRY SIDGWICK. (Photogravure Plate.) _Frontispiece_ - From a photograph by Mrs. F. W. H. Myers. - - FACING PAGE - - MISS ANNE J. CLOUGH AND THE FIRST FIVE STUDENTS 2 - - MISS MARION KENNEDY 16 - - MERTON HALL, 1872-1874 26 - - MISS ANNE J. CLOUGH. (Photogravure Plate.) 54 - From a photograph by Mrs. F. W. H. Myers. - - MRS. HENRY SIDGWICK 72 - From the portrait by J. J. Shannon, R.A. - - NEWNHAM COLLEGE 86 - The Entrance Gates. - - NEWNHAM COLLEGE, 1920 100 - General View of the Building and Grounds. - - MISS KATHARINE STEPHEN 112 - - MISS B. A. CLOUGH 138 - - -For permission to reproduce the two illustrations of Professor Henry -Sidgwick and Miss A. J. Clough thanks are due to Mrs. F. W. H. Myers; -also to Messrs. Bassano for the use of their photographs of Miss B. A. -Clough, Miss Katharine Stephen and the general view of the College. - - - - - A SHORT HISTORY OF NEWNHAM COLLEGE - - - - - CHAPTER I - - INTRODUCTORY. NEWNHAM COLLEGE IN IDEA - - -In tracing the history of educational institutions and of other -foundations existing for the public good, we find it necessary to -distinguish those that had and those that had not a definite beginning. -Some of our colleges and great schools have--so to speak--sprung, -adult and armed, from the brain of their founder--or possibly from -the conjoint thoughts and efforts of a few generous and like-minded -patrons. Their birthdays are easily determined. Their continuity can -be traced both in material persistence and progress and in moral -and intellectual development and adaptation to changing conditions. -Others--and prominent among them the subject of this sketch--came -into being so gradually that their length of days may be variously -calculated. To the past students of Newnham College, the beginning -seems to be most naturally and fittingly associated with the day when -a comparatively small dwelling house was first opened, in Cambridge, by -Professor Sidgwick and a small group of friends, and placed under the -wise and devoted care of Miss Clough, for the accommodation of a few -young women who wished to give their time to serious study under the -tuition of such University professors, lecturers, and private teachers -as might be willing to further their desire for higher education. -Incorporation as a College was not to come for nine years, nor any -measure of distinct recognition by the University for ten years. But -no Newnham woman would reckon our beginnings from 1880 or 1881. An -antiquarian spirit might fancy that the germs were in the room in Mr. -Clay's garden, where lectures were first delivered to women students -and others. But student life and university instruction had for us its -first embodiment in the little community of five, and their teachers -and helpers, whose relations with Cambridge began in 1871. - -This settlement of Miss Clough and the five students was the small -beginning out of which grew an institution which many hundreds of women -now regard with passionate loyalty, and which no opponents or doubters -can venture to despise. To understand its origin we need to go back a -little and consider how and why the movement towards higher education -for women was then beginning to take form, and why it came to be -specially associated with Cambridge. - -[Illustration: MISS ANNE J. CLOUGH AND THE FIRST FIVE STUDENTS.] - -It would be partly true and partly false to regard the objects of -those who practically founded Newnham College as identical with those -of the leading champions of the political and legal rights of women. -Of course, as might naturally be expected, many of those who, through -breadth of sympathy and hatred of injustice, gave the greater part -of their lives and energies to the removal of female disabilities, -public and private, were very ready to respond to the demand for higher -education for girls and women. One need only think (looking at the -leaders of thought in the middle of last century) of John Stuart Mill -(a benefactor to the Cambridge Lectures Association and to similar -enterprises) with the philosophic school which he represented and led. -The advocates of political liberty and those of higher education for -women used to a large extent the same arguments, and the securing of -one end favoured the prospects of the other. Those who held that women -were on the eve of obtaining greater rights and responsibilities were -bound to show sympathy with the cause of education; they could quote -the words of Samson Agonistes: "What were strength without a double -share of wisdom? Vast, unwieldy, burdensome." And on the other hand -every movement made in the direction of sound education for women told -in favour of opening spheres of usefulness and conceding rights as to -property and personal liberty which uneducated women might possibly -have abused. Among the earlier friends of Newnham, probably by far -the larger number were warmly attached to the franchise movement, -especially when it came within the range of practical politics. At -the same time, advocates of higher education were unlikely to be -possessed--as were a few excellent and high-minded women--by the idea -of the suffrage as a panacea for all women's grievances or a necessary -condition of any step towards social betterment. Necessity and common -sense prescribed caution to the pioneers who were directing their -efforts to obtain some measure of university education for women able -to profit thereby. - -And indeed there was nothing revolutionary in the movement towards -higher education for women. True, the education of girls and women -had not till then been considered an object to be sought on a large -scale. But there had been educated and even learned women in England, -in the days of the Renaissance and Reformation, though there can be -little doubt that--in the higher circles, at least--a check came with -the frivolities of the later Stuart court. But without going into -uncertain historical details, it is noticeable that in the early part -of the nineteenth century, such different persons as Sydney Smith and -Mrs. Hannah More became eloquent advocates of more serious education -for girls than they commonly received. The arguments of these and -like-minded reformers were not thrown away. It is beyond question that -in many parts of England, in early and middle Victorian days, there -were high-minded, intellectual, and accomplished women conducting -girls' schools on reasonable principles and with good mental and moral -results; and a good deal of the highest education in girls' schools -was given by men--sometimes of considerable standing and ability. -The position of a private governess was not remarkably dignified or -lucrative (_vide_ the experiences of the Brontes); but there were some -such private teachers who did excellent and much appreciated work. - -Still the course of a girl who had inward longings for intellectual -culture was often hard; and harder still was that of young women who -had a liking for literature and art, combined with a distaste for -unvaried domestic interests or social routine. The happiest were those -who had sympathetic elder brothers at College, who could talk over -their difficulties with them and recommend books. Such was eminently -the position of Miss Clough herself. Her education--discursive and not -without lacunae--had been a home education, her chief mentor an Oxford -brother, whose mind and tone of character it is superfluous here to -describe. It was in great part to help those who, like herself, had -had aspirations after knowledge and culture, and who, unlike herself, -had not always had sympathetic homes, that she and other pioneers in -Cambridge desired to secure facilities of continuous study under the -direction of capable and inspiring teachers. - -It may be advisable to indicate briefly the different ways in which -efforts were made to meet the existing wants, some of which led up to -the goal of university education for women.[1] - -[Footnote 1: In this part of the subject, and indeed throughout my -task, I am constantly indebted to the _Memoir of Anne J. Clough by her -Niece, B. A. Clough_. This book ought to be familiar to all interested -in educational movements, since Miss Clough, while most closely -associated with the University side of the movement, was throughout her -life collaborating with great sympathy and insight with those at work -in other departments.] - -(1) The first step was the establishment of larger and better schools, -and provision for more advanced teaching. Queen's College, Harley -Street, first presided over by F. D. Maurice, was founded in 1848 and -is still at work; Bedford College (now a College of London University) -was founded in 1849; the North London Collegiate School and Cheltenham -College (which both maintain their position as schools of first-rate -standing) in 1850 and 1858. There were started, besides, some colleges -expressly for women intending to become teachers (the Maria Grey, Home -and Colonial, etc.). At present the need of some serious training in -the art of teaching is widely recognised. In the early days of the -Women's Education Movement, a young woman had often practically to -choose between gaining more knowledge, and learning to make the most of -the little which she had. This difficulty is now much diminished, if -not entirely removed. - -(2) But almost more important than the new foundations, started -generally by private effort, was the successful attempt to secure -some kind of government inspection of girls' schools and the -synchronizing responsibility undertaken by the Universities of Oxford -and Cambridge in admitting girls to the Local Examinations. In 1864, -the Schools Inquiry Commission were requested to include in their -task the inspection of Girls' Schools. The result was a revelation -of superficiality, narrowness, and general inefficiency which awoke -a portion at least of the educated public to the need of reform. The -result of the new experiment (1865) of admitting girls to the Cambridge -Senior and Junior examinations showed similar defects. Many generations -of Newnham students have been amused to hear among the recollections -revived at the annual Commemoration, how it was once seriously proposed -to lower the standard of arithmetic to suit the capacity of the -girls. Happily the suggestion was not followed. The notion that women -cannot do hard sums was one of the "hasty generalizations" as to the -constitution of the female mind, "with the wrecks of which," it was -afterwards said, "the whole shore has been strewn." - -The deficiencies of the schools were largely due to the fact that no -opportunities of education were available for intending teachers. The -more enlightened schoolmistresses had to struggle against masses of -prejudice, indifference and materialism in the minds of parents and -of the public, and many of them were eager for improvement. In 1866, -the Society of London Schoolmistresses was formed for mutual help -and encouragement, and similar societies were established in various -localities, which lent support to the efforts of well-wishers in the -Universities and elsewhere. - -(3) Then again there were early schemes for lectures to women in -different parts of the country, and these have branched out and become -more effectual than any measure for educational improvement among -persons for whom residence at a university was impossible. Here, as -in many regions, Miss Clough was a pioneer, and this branch of work -brought about the connection of Cambridge with one side of the movement -and led directly to the starting of what grew into Newnham College. - -The body which accomplished the chief initial work in the matter -of local lectures for women was "The North of England Council for -improving the Education of Women." To the organization of this -society, Miss Clough gave much thought and attention, especially in -1867 and the following years. It was formed from an amalgamation of -societies having the same object, in Liverpool, Manchester, Sheffield, -Leeds and Newcastle. Among Miss Clough's colleagues on this Council -were Mr. (afterwards Canon) and Mrs. Butler, Mr. (now Lord) Bryce, -Mr. F. W. H. Myers, and Mr. (afterwards Professor) James Stuart. It -was Mr. Stuart who, after his experience in the North of England, -proposed and brought about in 1873 the organization of local lectures -by the Universities. It is needless to go into the history of the -subsequent development of University Extension. Begun primarily in the -interests of women, it was extended to meet the needs of busy men with -free evenings, working people, and all who wished in their leisure to -prolong their education and gain culture. - -(4) The work of the North of England Council led to a further step -in the early development of what I have called "Newnham College in -Idea," viz. the founding of the Cambridge Higher Local Examination. -The request for an examination for women over eighteen came from the -Council and was supported on the ground that it was desirable to have a -definite and intelligible test for teachers, with some means of giving -system to the lecture movement as far as it affected women, and of -directing the reading of girls who had left school. It had originally -features which became modified with changing principles of education. -There was at first a group of subjects considered essential as the -foundation of liberal education and optional groups, some of which -candidates had to take in order to secure a certificate. In course of -time the groups were increased in number and larger choice allowed -while the necessary preliminaries were diminished. - -The examination was first held in 1869, when thirty-six candidates -were examined in two centres.[2] As this examination was from the -first supposed to be one the reading for which would prove interesting -and profitable to adult women, it is not surprising that it should -have been eagerly used by the advocates of university education for -intending teachers as a test of fitness for real university study. -Later it became one of the school examinations taken by girls in the -upper forms, and when the Tripos examinations were opened to women -certain portions were accepted in lieu of the Previous Examination. -The connection between Newnham and the Higher Local Examination was -maintained for many years, certain scholarships being always awarded -on its results, though the multiplication of other facilities for -university qualification has now loosened the tie. In the early days -Newnham College owed much to the Syndicate for Local Lectures and -Examinations, and to the courtesy and devotion of the successive -Secretaries (Rev. G. F. (Bishop) Browne and Dr. Keynes) and to the -fostering care which they bestowed on the young movement. - -[Footnote 2: _Memoir of A. J. Clough_, p. 130.] - -Here an auxiliary agency may be mentioned which was of real service to -young women desirous either of passing the new examination or simply -of understanding how and what to read for their own benefit: the -scheme of instruction by correspondence, started and kept vigorous for -many years by the late Mrs. Peile, wife of the highly respected tutor -and afterwards Master of Christ's College. Among the instructors by -correspondence were many distinguished members of the University. The -curricula were designed with a view to the requirements of the Higher -Local Examination, but subjects were handled freely and suitable books -were recommended. This last necessity was partly met by a loan library -for women. - -These steps were gradually leading up to a possible university -education for women. At first sight, our beginnings may seem to have -a non-academic and amateurish air. And part of what was accomplished -in these early days would meet with scant approval from modern -advocates of equal chances for women with men in learning and the -learned professions. Inspection of schools by government is now by -many regarded as a necessary evil. Popular courses of lectures without -regular sequence or adaptation to the previous attainments of those -who attend them suggest superficiality and lack of scientific method. -Instruction by correspondence is by many associated with cram of the -lowest sort. But to those who read the correspondence of the founders -of these institutions, or whose memory carries them back to the -days when they were not only novel but a very godsend to labourers -at self-education, the whole movement wears a different aspect. All -methods of imparting knowledge are apt to degenerate into tricks for -hiding ignorance; even respect for universities and learned men may -become mere toadyism. But the early forms, though now a little outworn, -did indicate and partly supply a genuine need, and led on to even -better things--especially to academic training and advanced study for -women. - -(5) The general movement towards university education, on the other -hand, begins with the inauguration of a series of lectures in Cambridge -itself, somewhat like that already started in the north, but wider in -scope and capable of being continued for the instruction of women far -beyond the educational standard prescribed by the Local Examinations. -This had its beginning in a drawing-room meeting held in Prof. and Mrs. -Fawcett's house, late in 1869. - -If these beginnings seem less dignified than those of Colleges erected -for students and organized from the first on University lines, it -may be remarked that, after all, the beginnings of Newnham bear some -analogy to those of the early European universities, including the -English. Perhaps in all the greatest centres of learning there has -been first the great teacher--then the scholars who flock to sit at -his feet. Colleges and social student life and hostels and regulated -grades of teachers and taught are an aftergrowth. So, we may say, the -first Newnham students came to Cambridge because great teachers were -there; it was not that suitable teachers came because the students had -shown a demand for them or for collegiate houses and collegiate life. -The university extension lecturers might be useful and stimulating -missionaries of culture, but their greatest service was to kindle a -desire to go and drink at the fountain-heads. The mountain could not -come to Mahomet, but many touched by prophetic zeal might make all -efforts to come to the mountain. - -The first step taken as a result of the historic meeting referred to in -Prof. and Mrs. Fawcett's house, was the formation of a society to be -called _the Association for promoting the Higher Education of Women in -Cambridge_. - -The first executive consisted of Mr. (afterwards Dr.) Bonney, Mr. (Dr.) -Peile, Prof. F. D. Maurice, Mrs. Adams, Mrs. Bateson, Mrs. Fawcett, -Mrs. Venn; the Secretaries were Mr. Markby and Mr. (afterwards -Professor) Henry Sidgwick; the Treasurer Mrs. Bateson. Early in 1870, a -list of lectures was brought out. Although these lectures were supposed -to be for women reading for the Higher (then called the Women's) -examination, they were given by men generally of the highest standing -in the University, such as the university members of the Executive just -mentioned, besides Professor Skeat, Prof. J. E. B. Mayor, Dr. Peile, -Prof. Cayley, Dr. Venn, Mr. Marshall and other eminent persons. It may -be that some of these lecturers were decidedly "over the heads" of such -of the students as had had an indifferent schooling and were only just -commencing adult study. But the fault--if such we should call it--was a -good one. As a rule, the partly self-taught are more ready to grapple -with difficulties than such as have hitherto had the paths of progress -made gradual and easy; and the very fact of being more or less in -contact with a master mind was rather stimulating than depressing. - -These lectures were originally given in a building kindly lent by Mr. -Clay, standing in the garden of his house a little off Trumpington -Street. - -Besides the lectures specially arranged in connection with the -new scheme, a large number of lectures given by Professors of the -University were, by their special permission, opened to women. In -those days the professorial lectures formed, generally speaking, a -less important part in the teaching of the University than they do -at present. This was not, of course, due to any inferiority in such -lectures, but to the want of correlation in the instruction provided -by the several colleges and by the University. As this correlation -became more effectual, the privilege given to women students of -attending professorial lectures became more and more advantageous -to them. Twenty-eight professors acceded to the request of the -Association, as well as two lecturers who delivered their lectures -in University buildings. University Professors and Lecturers were, -generally speaking, bound to admit all members of the University -to their lectures without fee, but were allowed to charge fees to -non-members. Women students came, of course, under the second head, but -as a rule the Professors admitted them without fee, as if they were of -undergraduate status. The gradual opening up of lectures given on the -Intercollegiate system in the halls or lecture-rooms of the various -colleges began, as will be seen, a little later. - -But besides the special lectures to women and the professorial -lectures provided for members of the University, a very necessary -element in Cambridge teaching consists in private tuition--of students -taken individually or in small groups. In Classics and Mathematics, -especially, such "coaching" is necessary both for backward and for -advanced students. Among the earlier supporters of the Women's -Education movement were a good many brilliant teachers who, in their -generous belief in the cause, were ready to give instruction to women -students often in a far more elementary stage than the men they -ordinarily taught. Fees were naturally paid to the private teachers, -but in many cases, while the cause was yet poor and struggling, these -fees were returned to the Treasurer. - -The students who required the more advanced lectures and tuition were -generally those who, having passed the Women's Examination, aimed at -a real University course. Tripos students were among the very first -generation of Cambridge women--though those who read with a view to -triposes could never feel quite sure, till near the end of their three -years, whether the examiners would think it consistent with their -functions to admit women and declare what class they attained. - -This great object had already been approached on independent lines by -the founders of Girton College. Miss Davies had conceived hopes of -founding an actual college in which the Cambridge degree examinations, -pass and honour, might be taken by women, and in 1869 such a college -was started at Hitchin. The intellectual ideals and standards of the -two wings--so to speak--of the movement were not identical. Time -and with it changes in the demands of the degree examinations at -Cambridge--indeed at both Universities--have brought them pretty -close together. The very good reasons at the bottom of both programmes -are easy to recognise. Miss Davies considered that any requirements -made from women different from those demanded from men would certainly -be lower. If women avoided Greek and the other subjects of which boys -were supposed to learn something at school, an impression would be -created that women were allowed graduate or quasi-graduate status on -easier terms than those imposed on men. On the other side there was, in -the minds of Sidgwick and others who became the founders of Newnham, a -great contempt of the "Poll" as well as of the "Little-go" as marking -a very low standard of intellectual achievement. At the same time, a -more concrete mind like Miss Clough's deplored the inconvenience and -waste of time which might keep an adult woman who had not learned -classics or much mathematics at school, studying the beginnings of -these subjects in school-boy fashion when her mind was more adapted -to other studies. Again there was the fear--groundless enough as -experience has proved--lest the girls' schools should be "classicized" -and modern studies in them discouraged. In point of fact, Cambridge -University now demands of candidates for the Previous Examinations -only the very minimum of ancient languages, and the boys' schools have -been de-classicized to a further extent than might have then seemed -possible. In the long run, the different schemes proved to be very -similar in results. The Little-go Greek did no harm to those who took -it. Honestly taught (as, unfortunately, is not always the case with -a compulsory subject), it has often given to the learner sufficient -knowledge to be of real service in later studies. A small amount of -rivalry at the outset has not hindered the progress of the two Colleges -side by side in co-operation and mutual goodwill. - -[Illustration: MISS MARION KENNEDY.] - -But before the first tripos student had definitely entered on her -career, another great step had been taken: the opening of a house -for the residence of women who had been attracted by the educational -facilities of Cambridge and desired to devote themselves there to some -course of serious study. The securing of a house for students had -become necessary in the eyes of Mr. Henry Sidgwick, and foremost among -the many and great services which he rendered to the College (then -hardly existing even in idea) was that he persuaded Miss Clough to come -and take charge of the resident students. A house was found in Regent -Street, and in the autumn of 1871 Miss Clough and five students began -their common life there, and initiated a new stage in the movement. - -Long years afterwards, when Newnham was large and flourishing, with -four Halls of residence, a large party up for Commemoration met to -explore the cradle of this College, which was the more easily done -as the house had become a hotel (The Bird Bolt Temperance Hotel). Two -of the original five (Mrs. Marshall and Miss Larner) pointed out to -the students of that day the one room which served as dining-room and -as common study for these pioneer students; the other sitting-room -used in the afternoon for lectures, overlooking Parker's Piece, where -they, without a scrap of garden, could envy the boys playing on the -Piece; the small rooms which were their bedrooms. The first generation -had little elbow-room, no games, a scanty library, a non-luxurious -_ménage_, and very little of what is now considered necessary freedom -in work and play. Yet they seem to have been exceedingly happy. They -felt, and the feeling remained for at least a dozen years, that they -were pioneers. The lectures given by greater men than any they had ever -seen before; the pleasures of intercourse, especially for those who -had found little intellectual sympathy at home; the long walks over -the Gogs or along the Cam, more enjoyed in pre-hockey, pre-bicycling, -even pre-tennis days than now; the associations of an ancient and -beautiful town; the sympathy shown by the generous men and women who -had adopted their cause: all these things must far have outweighed -the passing inconvenience of straitened accommodation and even the -painful consciousness that the eye of the world and yet more of his -wife was upon them, for better and for worse. But perhaps above all, in -later days, these pioneer students felt most thankful to think that in -that house they had enjoyed the constant presence of Miss Clough and -frequent intercourse with the leaders of the movement, particularly of -Mr. Henry Sidgwick. - -It may seem superfluous as well as presumptuous for the present writer -to dwell on the characteristics of the two leading persons in the early -days of the College (or the college-embryo) seeing that their lives -and characters have, as already said, been portrayed in biographies -which are never likely to be surpassed. Perhaps, however, a little -space may be given to those peculiarities which, in both characters, -left a permanent impression on the College as a whole, especially -since they exhibit traits of an almost opposite description, yet -united to produce a great result. In one respect they were alike: in -what may be called fundamental sincerity and whole-heartedness, along -with wide ranges of interest. Readers of Sidgwick's life and writings -cannot but be impressed with his absolute fidelity to any course which -had shown itself worthy of approval, his careful attention to every -opinion and principle which had any reasonable justification, his -loyalty to personal convictions in avoiding any possible compromise -with mental tergiversation. He had lately given up his fellowship from -conscientious motives. He abstained from identifying himself with -any form of institutional Christianity, while fully acknowledging how -such Christianity had worked for good, and tolerating the attitude of -those who were able for the sake of true religion to accept religious -formulae with reservations of their own. In politics, he generally -went with the more progressive Liberals, though fully able and always -ready to grasp the situation of those who took different standpoints. -The efforts and the personal sacrifices which he made in the cause -of women's education were not inspired by any one-sided attachment -to the cause either on a personal or on a theoretical side. He held -no fixed theory as to the equality and similarity of the sexes in -mental powers, but was in favour of assisting legitimate efforts, -removing unreasonable limitations, and postponing the decision as to -whether women _can_ do this or that by giving them the opportunity and -awaiting the result. When the result proved favourable to his reasoned -expectations, he was naturally pleased, but on all subjects he ever -kept an open mind. For persons handicapped in the race of life, by -sex, nationality, or poverty, he was always ready to discover new -prospects of successful effort. His family life had made him acquainted -with women of exceptional gifts even before his marriage with Miss -Eleanor Mildred Balfour in 1876, a happy event for Newnham as well -as for himself. The frequent presence of a man of his calibre in the -incipient college was of inestimable benefit to the early students. -He was to them a champion of their cause and a model of sincerity and -reasonableness, and to many a very helpful teacher. A larger proportion -of students in the early days than later took up some branch of Moral -Science--in which he directed their work. And to others he was helpful -on the educational side by his encouragement of good literature--which -may at times have tended to retreat into the background in favour of -severely scientific study. Beyond all this there were traditions among -the early students of his extraordinary power in bringing home to them -the necessity of maintaining a high standard of order, patience and -power of suspending judgment. - -It has been said that in some respects Miss Clough presented a marked -contrast to Dr. Sidgwick. This contrast may be partly described by -saying that he saw things more in the abstract, she in the concrete. -Not that he looked only at general principles and she at isolated -instances (for both took large views without neglecting the single -examples), but still the distinction was evident. Both had risen by a -painful process of mental and moral self-culture above conventional -views as to the world and man's place in it, but in Sidgwick the -search was chiefly inspired by a passion for truth, in Miss Clough -by a desire to promote individual happiness. She naturally referred -questions to present cases. Thus--if certain subjects were said to be -necessary as preliminaries to a University course, she would at once -think whether _A._ or _B._ would be the better for having studied Latin -or Mathematics. She allowed for diversity of all kinds among students -and other persons with whom she had to do. A rule was important to her -as touching actual cases, not the cases as exemplifying the rule. She -was strong physically and indifferent to discomfort and hardship in all -that she undertook. Yet she had no belief in asceticism, and exhorted -her students to "take the little pleasures of life." It was her own -idea to begin hockey at Newnham, then a most novel suggestion, which -brought at first some ridicule and even disapprobation from select -circles. She naturally understood and liked some of her students better -than others--but even those who had less than others of her special -intimacy were at times pleased and stimulated by finding how much of -her goodwill they possessed and how she had plans for their future. If -her character broadened and mellowed with years, it was not that she -was ever intolerant or unsympathetic, but that she responded to the -affection and respect of those who knew and appreciated her. She, too, -had a sense of humour which enlivened the community from the beginning, -and the respect with which both her name and her character were held -in the highest University circles more than counteracted an occasional -innocent unconventionality in her social intercourse. - -It may seem almost invidious to choose some and omit others among -the earliest friends of Newnham, in awarding due meed of praise and -gratitude, but certainly the two who have been lightly sketched here -were undoubtedly the foremost of Newnham's benefactors. Early students -will remember others who have passed away: the Miss Kennedys, with -their kind and gracious hospitality, and care for the rather homeless -persons who ranked among "out-students"; Mr. Coutts Trotter, who was -Chairman of the Council, and left his library to the College; Mr. W. -H. H. Hudson, who was financial adviser and auditor for 33 years; Mr. -Archer-Hind, who placed his refined scholarship at the disposal of -mere beginners in Greek, was always willing to make one lesson swell -out into two--and took no fees; Mr. Main, the standby of the earliest -students of Natural Science; Mr. Marshall, who created and directed -an enthusiastic devotion to the study of Economics; Mrs. Bateson, -who originally dispensed the lecture tickets to students entering -their course, and whose parties at St. John's Lodge were highly -appreciated;--and many more. - -The students who were first attracted to the opportunities for women -in Cambridge were, as a rule, somewhat more mature, though less well -instructed, than those of later times. There were exceptions in this -latter respect, as in the case of the late Miss Edith Creak, well known -in the educational world, who was the daughter of a schoolmaster, -and who passed successfully both the mathematical and the classical -triposes at the age of nineteen. Another of the original five was -Mrs. Armitage (_née_ Bulley), who has written much on early English -antiquities and is an authority on Barrows. Among the first to take -Triposes were Miss Paley (now Mrs. A. Marshall) and Miss Amy Bulley, -who were successful in the Moral Sciences Tripos in 1874, Miss Mary -Kennedy, afterwards Mrs. R. T. Wright, in the same Tripos in 1875, -and Miss Felicia Larner who took the Historical Tripos in 1875. These -ladies were all examined by private favour of the examiners, the -greatest care being taken that all formalities should be duly observed. -Only, they were admitted after passing certain Groups of the Women's -Examinations instead of the Previous Examination, and, in one or two -cases, were allowed a longer time of preparation than the University -regulations prescribed. - -The exaggerated dread of triposes and admiration for those who -achieved them makes an amusing feature in early Newnham days. It would -now seem absurd for a college to exult over second class honours. -But every successful student helped to destroy some of the "hasty -generalizations" repeated outside as to women in triposes, the first -being that they would fail or else break down in health. When they -succeeded and remained vigorous, it was said that they might get -through but would not get first classes. When they obtained first -classes in the newer triposes, it was declared that they would never -get a first class in classics or mathematics. The death-blow to all -these hypotheses came in 1890, when Miss Philippa Fawcett's name was -read in the Senate House as "above the Senior Wrangler." There was -a kind of poetic justice in this event, as Miss Fawcett's parents -had been earnest and effectual helpers of the movement from the very -beginning. - -[Illustration: MERTON HALL, 1872-1874.] - -This, however, is to anticipate events. During the early days in Regent -Street, good work was being done, and the students had a happy life, -but they were cooped in a small space, and the friends of the movement -had to seek both a larger home and more funds to sustain it. From -1872-1874, Miss Clough and the students found a congenial house of -residence behind St. John's College. This was Merton Hall, an old manor -house with a very pleasant garden and other attractions. Here something -like collegiate life was first begun--with a debating society, games -(with limitations) and various collective interests. Another house -in Trumpington Street was hired to accommodate the overflow of -students. A few who had been attracted by the lectures, but for some -reason were unable or unwilling to enter a hall of residence, formed -a kind of outer circle. These "out-students" were made to feel less -of outsiders by the kind and hospitable attention bestowed on them by -Miss Marion Kennedy. Their number tended to diminish, as membership -of a college or hall came to be desirable on social and disciplinary -grounds. When the College was more definitely constituted, all who -wished to become regular students were obliged to reside either in a -Hall of Newnham or with parents and guardians, exceptions only being -allowed in the case of women above the undergraduate age.[3] - -[Footnote 3: Here it may be noted that a different arrangement obtains -at Oxford, where there is a Society of Home Students who are not -attached to any College or Hall.] - -Meantime arrangements were being made to secure a more permanent place -of residence. To meet what had become a necessity, it was proposed to -form a Company, which, after the choice of a site near the village of -Newnham, was called the Newnham Hall Company. There was, however, a -singular absence of commercial acquisitiveness or speculation in the -Society which bore this financial designation. A good deal of the money -subscribed came from benefactors who so far from seeking profit from -their investments continued their gifts for many years. Mention may -be made of Miss Ewart, Mr. and Mrs. Stephen Winkworth, Miss Bonham -Carter among other munificent benefactors.[4] A good many well-wishers -who could not give princely contributions were ready to make the -venture of faith and to subscribe for shares. The result was that -in 1875 Newnham Hall was opened and Miss Clough with the students -entered into residence. They had during 1874-75 occupied a dwelling in -Bateman Street where Miss Clough had ingeniously secured the use of -a house-and-a-half which she made into one. Newnham Hall was a Queen -Anne building, of red brick, which has mellowed after its forty years. -The architect, Mr. Basil Champneys, took a strong personal interest in -its original plan and subsequent extension. Those who knew it when it -was simply Newnham Hall (later called the _South_, now the _Old Hall_) -must feel a little regret that its imposing south front--intended to -be the actual front--is only seen by a minority of casual visitors. In -fact, no one knew in '75 in what direction, if in any, it might have to -expand, and there is a story current that in the plans, the possibility -was considered of transforming it--if a hall for women students proved -a failure--into two ordinary dwelling-houses. - -[Footnote 4: A list of Benefactors is in preparation.] - -The College, formally so-called, came into existence by the -amalgamation of the two societies, "The Association for the promotion -of the Higher Education of Women in Cambridge" (more briefly called -the "Lectures Association") and the "Newnham Hall Company, Limited," -in 1880. The new title adopted was "The Newnham College Association -for advancing Education and Learning among Women in Cambridge." Before -this time, the "College" only existed in idea, but that existence, as -we have seen, was a very real one. Even when it attained its first -permanent habitation, it was--for a college--small, as in 1876 there -were only about thirty students besides the out-students. But it had a -respectable, academic-looking exterior, and life within was vigorous. -Among the residents was Miss Paley, now Mrs. Marshall, whom the -students with pride regarded as their earliest don, one of the first -five, and one of the earliest to take a tripos. She proved a very -successful teacher of Political Economy, a popular subject among the -early students, many of whom were ambitious of some career of social -activity. Classical students were few, but very eager. Miss J. E. -Harrison and Miss K. Corfe took their tripos in 1879. Natural Sciences -were pursued with ardour and success, partly through the liberality of -St. John's College in admitting Newnham students to their laboratory -before the Newnham laboratory was built. The first student to obtain -a first class was Miss Ogle, afterwards Mrs. Koppel, in 1876. It is -gratifying that her daughter afterwards became a Newnham student, and -has made herself educationally useful in South Africa. Mathematics held -its own. The Historical Tripos, when separated from the Law, attracted -several students. Those who took Moral Sciences, as already said, -enjoyed the special attention of Mr. Sidgwick. - -These candidates were all, of course, examined informally, _i.e._ by -special favour of individual examiners. It was from the first desired -by Mr. Sidgwick that any student who showed, by marked success in the -Women's Examination or in any other way, that she had real aptitude -for intellectual culture, should be encouraged to proceed to a Tripos. -But in the early days the Tripos students were not the only ones -who were capable of good intellectual work. Some, as has been said, -for one reason or another, did not follow the lines then laid down -for Triposes, and the variety was--socially and intellectually--an -excellent thing for the students. Specialization in study is often -bound to have a narrowing effect. But by student friendships, young -people learn to care for things in heaven and earth that will never lie -within their special province. It is a good thing for Cambridge, and -consequently for Newnham, that there is no such iron bar fixed there -between Sciences and Arts, as often, in other educational institutions, -tends to prejudice and narrowness. There may be, before definite lines -are fixed, tendencies to too much diffusion; this, however, was -prevented by the general system of tuition. - -As yet, in 1879, there were not many resident tutors to settle the work -of students in their several departments. But competent University men -were always ready to put their knowledge and experience at the service -of a student choosing her University course. Indeed the helpfulness -of men on whom the students had no claim, is one of the brightest -features, even of the bright days of Newnham's beginnings. - -Newnham Hall had from the first a fairly large garden, not very -minutely laid out,[5] but large enough for tennis, for which game -an ash court was made. A gymnasium, in the pre-games period, seemed -a necessity, and was erected and opened in 1877. Before that time, -students had been allowed to go at stated times to the gymnasium in the -town, and strange now to relate, some did so with great enthusiasm. But -the interest in indoor gymnastics declined with the greater facility -for out-door sport, of which more later on. - -[Footnote 5: The present writer enjoyed one evening the privilege of -being deputed, with some other students, by Miss Clough, to drive out -some cows who had strayed into the garden.] - -Newnham Hall was more in the country then than the College is at -present. It must be remembered that married dons with their families -were a comparatively new institution, the residential quarter to -the west did not exist at this time in Cambridge, and certainly -Newnham was in the pleasantest part of Cambridge for country walks. -"Constitutionals" are now out of favour, but the early students enjoyed -the "Grantchester Grind,"--especially when the marsh-marigolds were -out, and the Madingley Woods with their blue-bells, and the Roman -Road in blue flax season; and the Backs were very near; there were -nightingales too whose nocturnal songs were by some found almost too -penetrating. There was an atmosphere, in town and country, favourable -to cheerfulness, to the formation of friendships, to the development of -intellectual and social activity, to the enlargement of opportunities -for women in forwarding the betterment of the world. It was a time of -hope for youth, seen not only in the pioneer students, but in those -champions of their cause, some themselves young, some older, whose -efforts for the next generation were ever strenuous and cheerful, none -the less so for the experience of resistance from old-world inertia and -the dead weight of prejudice which only patience and wisdom could ever -prevail to lift. - - - - - CHAPTER II - - NEWNHAM COLLEGE IN ADOLESCENCE - - -The early part of the eighties was full of events for the women -students of Newnham and their supporters. In these years they obtained -(1) a fixed legal constitution; (2) a second hall of residence, and -other much needed buildings; (3) gradual increase of facilities -for study, especially in the opening of Cambridge College lectures -to women; (4) more important still, a large measure of University -recognition, and (5) greater opportunities of educational and social -work for past students. These several lines of progress may here be -taken in order, except the fifth, which I reserve for the next chapter. - -(1) It has been mentioned that when the necessity arose of increasing -accommodation for women students, an amalgamation was in 1879 discussed -of the _Association for the Higher Education of Women in Cambridge_ -with the _Newnham Hall Company_. The Memorandum and Articles of -Association were drawn up before long, and Newnham College came into -existence and was registered in the spring of 1880. The constitution -was not entirely according to the character of an Academic institution, -being under the financial control of the Board of Trade. There was -a provision that no profits should accrue to members of the College -in the legal sense of the word _members_, though members might -receive remuneration for work done for the College. The Ordinary -Members consisted of the first promoters of the College, with large -subscribers to its funds afterwards; Associate Members (helpers and -benefactors, not to be confounded with the present Associates); and -Honorary Members, mostly teachers and helpers of the students. The -government rested with a Council, to be elected at a general meeting -of Members of the College, four going out annually in rotation, -but re-eligible. The executive officers were to be a President, -Vice-President, and Secretary. The President and the Principal were to -be _ex officio_ members. There was as yet no systematic representation -of quasi-graduate students, but the resident lecturers were as a rule -entitled to vote as ordinary or as honorary members. - -We shall see later on in what respects this Memorandum of Association -came to be regarded as inadequate. In point of fact, it marked progress -in stability, and worked very well for many years. The Council -generally consisted of persons enthusiastically devoted to the -interests of the College, and many of them able, by their experience -on educational bodies or by their social influence, to assist in its -development along the best lines. - -(2) Materially, the great event of 1880-81 was the completion and -opening of the second Hall of Residence, the North Hall, as it was -called, the name South Hall being given to the earlier Newnham Hall. -The ground on which it was built was on the other side of a narrow -road. In the daytime, when gates could be kept open, passage from one -Hall to the other was easy, but at night, for privacy's sake, it was -necessary that they should be closed. This, of course, was a check to -late evening parties for cocoa, chat, or dancing, among the students -belonging to separate Halls, and the concession of one open evening -a week hardly met the difficulty. There seemed to be a danger lest -_Hall_ feeling might endanger devotion to the College as a whole, and -one might expect that the fact of the Principal residing in the older -building and only a Vice-Principal in the newer might seem to imply -some kind of inferiority. Any danger of the kind was avoided by an act -of generous devotion on the part of two promoters of the College which -could hardly have been foretold. - -The great services of Dr. Sidgwick to the incipient College have been -alluded to, though they are far too wide and various to be severally -recorded.[6] His wife, formerly Miss Eleanor Balfour, had for some -years been a very able treasurer and member of council. She had given a -scholarship to Newnham in Mathematics, her own chief subject of study -at that time. They lived a quiet, scholarly, but sociable life in their -house at Hillside, at the beginning of the Chesterton Road. At this -moment, when anyone of less standing in the University and the world -generally could hardly have met the emergency, Mrs. Sidgwick agreed to -come and preside in the new Hall, with the title of Vice-Principal, -and Mr. Sidgwick came to live there also, thus giving up his privacy -and the company of most of his books. The arrangement was the more -successful in that Miss Gladstone also took up residence in the North -Hall as her secretary. The name of Gladstone brought distinction with -it. Miss Helen Gladstone had resided as a student of English and -Political Economy for one year with the Sidgwicks and for two years in -Newnham Hall, and was deservedly popular both with the students and -in the University world outside. Students who entered the College, -and were taken into the new Hall, cherished ever after the memory of -these two years as a halcyon time--in which they enjoyed listening -to good talk and associating with interesting persons more than -during any other period of their lives. At the end of two years, Miss -Gladstone became Vice-Principal, resident in the North Hall, a post -which she held for many years, and in which her well-known geniality, -cheerfulness, and whole-hearted devotion to her task and to the -students under her care found abundant scope and recognition. - -[Footnote 6: Including financial help. Miss B. A. Clough (in the life -of A. J. C.) mentions how when treasurer, Mr. Sidgwick used to fail -to present the coal and gas bills. There was a legend in Newnham Hall -that once when Miss Clough wanted a new frying-pan, she had to apply to -Mr. Sidgwick for the money. On one occasion when furnishing the house -in Regent Street, he gave up a continental holiday for the sake of the -cause.] - -It was under the same roof as the North Hall that the much needed -lecture rooms were raised. There were at first three. Later when a -large number of small rooms for private teaching were made in the -Pfeiffer Building, two of the lecture rooms proper were knocked into -one, thereby giving the College one room large enough to accommodate -(if desks were removed) about a hundred people. It was chiefly by -pressure from Miss Gladstone that an infirmary or hospital was built, -adjoining the North Hall, but with its separate entrance. This has -often proved useful in checking the spread of infectious ailments among -the students or the servants. A chemical laboratory had already been -erected in the garden at a respectful distance from the original Hall. -Its equipment was mainly the task of Miss Penelope Lawrence, afterwards -headmistress of Roedean School, Brighton. A laboratory for the study -of Biological subjects was provided in the town in 1884, a disused -Congregational chapel being adapted to the purpose. Mrs. Sidgwick -and her sister, Miss Alice Balfour, were the principal donors, and -the laboratory was appropriately named after their brother, Francis -Maitland Balfour, whose promising and already distinguished career had -been cut short by an accident in the Alps. For many years, these two -laboratories formed the training ground of a large number of students, -who did much to supply the demand for improved science teaching in -schools and colleges for girls. In the Chemical Laboratory Miss Freund -and in the Balfour Laboratory Miss Greenwood (now Mrs. Bidder) and -Miss Saunders presided for many years, carrying on both teaching and -research. (Both Miss Freund and Mrs. Bidder were former students of -Girton.) In course of time, the opening of the University laboratories -to women students rendered these buildings less necessary, and they are -at present let for University purposes. - -With the increase in the number of students, further buildings became -necessary. The South Hall (formerly Newnham Hall) had been designed -with a view to possible extension, and in 1882, a west wing was built, -containing rooms for about twelve more students. The ground floor of -this building was devoted to a well-planned Library, at that time -a great desideratum. The equipment of the College as to books had -originally been scanty. Perhaps the need of books was, for a time, -not altogether to be deplored, as the early generation of students -realized the necessity of procuring their own books or of inducing -generous friends to assist them in that direction; and many gave books -as a parting present to the College. A moderate-sized common-room in -the Old Hall (since divided into two rooms for students) was the first -library, but was soon outgrown. But when something larger was required, -the new Library (now the Reading Room of the Old Hall) both served its -purpose till the books again outran the accommodation, and afforded -a delightful morning room for study, as well as space for occasional -social parties. - -(3) During the late 'seventies and the early 'eighties, women students -were informally admitted to privileges which greatly facilitated their -work, and in particular many College lectures were opened to them. -Their own lectures--before the building of Sidgwick Hall--were given -in the rooms belonging to the Young Men's Christian Association, near -the old Post Office, a central but somewhat noisy situation. The larger -rooms in this building were of good size and convenient, but the -class-rooms were less so, and to many students their first introduction -to Greek Tragedy or to English Law will always be associated with the -striking of a hammer on the blacksmith's anvil. The new lecture rooms -at Newnham had not this drawback. The professorial lectures were -generally given in rooms now absorbed in the University Library. In -some, women were allowed to come into the gallery, where their presence -was not easily discerned. But meantime, as already mentioned, some of -the Colleges were ready to accept suggestions as to admitting women -to the Inter-collegiate Lectures. The first of the Colleges to admit -women to lectures in its own hall was Christ's. In the summer term of -1876, eight students of Newnham College (some working at classics, -others at history) were admitted to a course of lectures on the -Punic Wars given by Mr. (now Professor) J. S. Reid in the temporary -dining-hall of Christ's. Great efforts were made to meet the somewhat -exacting demands--in those days--of social propriety. Thus these -students were obliged always to be chaperoned by a responsible lady, -and as Miss Clough had in the early days few colleagues to lighten her -responsibilities, the task usually fell on her. Needless to say, she -never represented this as a grievance, though the lectures were three -times a week, the hour inconvenient, and the weather generally wet. She -was only too glad to help in a new departure, and, as she said (with -reminiscences of her brother and Dr. Arnold), she always found Roman -History interesting. - -King's was the next College to admit women. Trinity not till a little -later. It may be noticed, without any disparagement of the lecturers -who obtained these concessions, that in the case of those already -lecturing to women according to the previous arrangements, it was more -convenient to have seats assigned to the women in the College lecture -rooms or halls than to give the same lecture to their men pupils in -College in the morning and to the women in a room belonging to the -Young Men's Christian Association, or even in Newnham College, in the -afternoon. Nevertheless Newnham owes gratitude to the Lecturers and -to the Fellows of Colleges who showed, in many cases, both zeal and -courtesy in meeting the women students' needs. With regard to the -undergraduates, it may be remarked that though at first some showed a -curious amazement mixed with bashfulness at their strange visitors, -they soon accustomed themselves to the change, and showed almost always -a spirit of courtesy and good sense. As more accommodation came to be -provided by the University--irrespective of College distinctions--in -the New Divinity Schools and the New Lecture Rooms, access to lectures -became easier for women, as for other non-members of the University. - -Another great advantage which the students obtained in these years -was permission to read in the University Library. They could not be -admitted without referees, such as were demanded from non-university -persons, but the Principal was always accepted as one referee, so that -the student candidate had to find one only. Fees--very moderate--were -paid by the College when a student had been specially advised to read -in the Library. Formal admission was granted for the morning only, but -a student who for any special reason wished to read in the afternoon as -well could easily obtain permission. - -Another privilege gradually obtained without any special effort was -that of being examined in the Inter-collegiate Examinations popularly -called _Mays_. As all Cambridge men and women know, examinations of -students in their first and second years are held in most subjects -at the end of the summer term, to test their knowledge and power of -expressing it. These are not directly under any University board, but -are given by the lecturers on the subjects they have been teaching, -in various Colleges, during the past year. The "Mays," in spite of -drawbacks, have often been of great value, in giving confidence to -industrious but despondent students, and in warning those whose -progress was unsatisfactory. The fact of having been through a certain -course, examined on the subject, and marked with the undergraduates, -emphasised the fact to the women students, the undergraduates, and the -world at large, that the work done at Newnham and Girton was really of -University standing. - -(4) All these steps led towards what was necessary in order that the -work of the College should be solid and permanent--the recognition -by the University of the existence of women students and women of -what I have called quasi-graduate status. It may be said--it was -said, and still is said when further demands are made--that women had -the real thing, why trouble about the artificial trappings? Women -could become well-educated, even learned; those who had studied at -Cambridge were the better esteemed in educational circles, and they -were free from many tiresome responsibilities that weigh on full -members of the University. But to this was answered: that the path -to good education and sound learning is still more thorny than it -need be; that the world, which often has to distribute educational -posts and distinctions, does not care for education without a -degree; that the position of the women, held only by courtesy, was -insecure. A scrupulous examiner might at any time decline to examine a -tripos-candidate whom he was not bound to examine, and any University -lecturer might refuse to allow women at his lectures. At the same time, -women who "brushed the flounce of all the sciences," and flitted about -like bees for intellectual honey, might easily pose as University women -and bring real students into disrepute. Finally: if there _were_ duties -as well as privileges exacted from the children of Alma Mater, women -would hardly be found unwilling to accept them. - -Matters came to a crisis at the end of the year 1880. In the winter -1879-1880 (the triposes came, then, at various periods of the year), -Newnham and Girton obtained first classes in three triposes, the most -conspicuous case being that of Miss C. A. Scott of Girton, who in the -Mathematical Tripos had obtained (by the usual informal examination) -a place equal to that of the eighth wrangler. These successes seemed -to give a _reductio ad absurdum_ to the common arguments about the -inferiority of the "female mind," to set the mark of success on the -methods followed at both Colleges, and to suggest the inexpediency--if -not injustice--of withholding from women the title which should give -them status and improve their prospects in the academic world. It -may be mentioned that, in 1878, London University had obtained a -supplement to its Charter empowering it to admit women to its degrees, -a step which marked both a recognition of the claims of educated -women and an abandonment of London's first tentative measures in -providing examinations for women. It had for some time admitted women -to a "General Examination," closely resembling the Matriculation, -but allowing more option as to subjects. This might be followed by -examinations for certificates of Higher Proficiency, which could be -taken, without further fee, with the General, or in any subsequent -year. It was a very useful examination for girls who had left school -and in continuing their studies at home wished to take up one subject -or another, together or at intervals, according to convenience. The -weak points were that the syllabus did not sufficiently correspond -to the men's to give any guarantee as to standard demanded and -attained--and far worse: that there was nothing progressive about the -"Special" examinations, there being only one examination held in each -subject. When the degree examinations were thrown open, a good many -Cambridge women took the London B.A. or M.A. _after_ their triposes -in order to have some title to present to the academic world. But--as -London degrees examinations were then arranged--such work generally -involved the consumption of much time on other than specially chosen -lines on the part of any Cambridge Tripos student. The fact that it -was desired and achieved gave proof--if fresh proof were needed--of -the actual market value to educated women of the letters denoting a -certain standard of mental equipment. London University was then, it -may be added, a University only in name. The teaching tested in its -examinations had been obtained by solitary students reading privately, -by residents in various provincial Colleges, and by members of those -Colleges in London--University, King's, Bedford, and Westfield, which -were ready to take their place as Colleges of an actual teaching as -well as degree-granting University--as London became in 1900. The -provincial Universities (Manchester, Birmingham, Bristol, etc.) all -admitted women to their degrees early, if not at their first opening. - -But to return to Cambridge. The movement of 1880 was taken up in -various quarters, notably in the North of England. Petitions were drawn -up and sent to the Senate of the University praying for degrees for -women. That originated by Mr. and Mrs. Aldis of Newcastle declared: -"That the present plan of informal examination is unsatisfactory, and -that consequently the undersigned persons interested in the Higher -Education of Women pray the Senate of the University to give women the -right of admission to the degree examination and to degrees." Three -other memorials were presented. The Executive Committee of Girton -College, after pointing to the satisfactory results of several years' -experience, desired the University to "take their case (that of the -Students) into serious consideration, with a view to their formal -admission to the B.A. degree." This was, of course, different from -the Newcastle petition in being of the nature of a compromise, since -it did not ask for the M.A. which would have involved a share in the -government of the University. A similar half-way measure had previously -been adopted with regard to Nonconformists, to whom the B.A. had been -allowed some time before they were admitted to the M.A. - -The third petition is that which specially interests us in the history -of Newnham College, as it was that of the Lectures Committee, out of -which--as already related--Newnham College took its beginning. This -document, like that of Girton, appeals to the result of experience, -though not to experience of exactly the same kind. It expresses a -desire that a stable form may be given to the plan of instruction -and examination already being carried on, and also a preference that -some option should be allowed as to the Previous Examination; and -unwillingness (not refusal) to prepare women for the Ordinary Degree. - -A fourth memorial, much to the same general purpose as the last, was -signed by a hundred and twenty-three members of the University. - -The result of the Memorials was that a Syndicate was appointed, a -memorable discussion on its proposals held in the Art Schools, and -the "Graces" drawn up to be submitted to the whole Senate. Among -the staunchest supporters of the proposals were the venerable, -whole-hearted helper of the cause, Prof. Benjamin Hall Kennedy, Dr. -(later Bishop) Browne, Prof. Cayley, Dr. (now Prof.) H. Jackson, -Prof. J. E. B. Mayor, Dr. Peile, and Mr. Coutts Trotter. These -names sufficiently refute any accusation of youthful flightiness or -overstrained liberalism in the character of the movement. - -As the _Graces_ have formed from that time the basis of Newnham College -as an institution sanctioned by the University, and as their purport is -not always clearly apprehended, it may be as well to transcribe them -in full, excepting only such as relate to financial and subordinate -regulations: - -1. Female students who have fulfilled the conditions respecting length -of residence and standing which Members of the University are required -to fulfil may be admitted to the Previous Examination, and the Tripos -Examinations. - -2. Such residence shall be kept (_a_) at Girton College or (_b_) at -Newnham College, or (_c_) within the precincts of the University under -the regulations of one or other of these Colleges, or (_d_) in any -similar Institution within the precincts of the University, which may -be recognised hereafter by the University by Grace of the Senate. - -3. Certificates of residence shall be given by the authorities of -Girton College or Newnham College or other similar institution -hereafter recognised by the University in the same form as that which -is customary in the case of Members of the University. - -4. Except as provided in Regulation 5, female students shall before -admission to a Tripos Examination have passed the Previous Examination -(including the Additional Subjects) or one of the examinations which -excuse Members of the University from the Previous Examination. - -5. Female students who have obtained an Honour Certificate in the -Higher Local Examination may be admitted to a Tripos Examination, -though such certificate does not cover the special portions of the -Higher Local Examinations which are accepted by the University in lieu -of parts or the whole of the Previous Examination; provided that such -students have passed in Group B (Languages) and Group C (Mathematics). - -6. No female student shall be admitted to any part of any of the -Examinations of the University who is not recommended for admission by -the authorities of the College or other institution to which she has -been admitted. - -7. After each examination, a Class List of the female students who have -satisfied the Examiners shall be published by the Examiners at the same -time with the Class List of Members of the University, the standard for -each Class and the method of arrangement in each Class being the same -in the two Class Lists. - -8. In each class of female students in which the names are arranged -in order of merit, the place which each of such students would have -occupied in the corresponding Class of Members of the University shall -be indicated. - -9. The Examiners for a Tripos shall be at liberty to state, if the case -be so, that a female candidate shall have failed to satisfy them or has -in their opinion reached a standard equivalent to that required from -Members of the University for the Ordinary B.A. degree. - -10. To each female student who has satisfied the Examiners in a Tripos -Examination, a Certificate shall be given by the University stating -the conditions under which she was admitted to the examinations of the -University, the Examinations in which she has satisfied the Examiner, -and the Class and place in the Class, if indicated, to which she has -attained, in each of such examinations. - -It was further provided that these arrangements should hold, in -the first instance, for five years. Rules were laid down as to the -conditions under which any future Hall of residence might be recognised -by the admission of its students to Triposes. - -The result of the voting on the Graces was looked forward to by both -sides with hope and fear. The result was a triumphant majority for the -women's cause, 331 to 32. The small number who actually voted against -the Graces does not, of course, imply that the number of objectors -was insignificant, for, in fact, a good many opponents withdrew early -as from a lost cause. From that time, Feb. 24th, 1881, counted as the -great day of the College to be remembered by all succeeding generations -of students, who have been annually reminded at Commemoration how well -their friends had fought for them, how a special train had been run -from London to accommodate favourable members of Parliament, and with -what joy and thankfulness the news had been received in the College and -telegraphed to friends at a distance. - -The cause for congratulation was very real. If things had gone -otherwise, it is difficult to see what the future of women's education -in England would have been. Oxford was temporarily behind Cambridge in -the movement, and a set-back at Cambridge would certainly have damaged -prospects in the sister University, and, in fact, throughout England. -Women would have been debarred from sharing in the best that University -education in England can give, and would have been cut off from the -historic sources of sound learning and of moral and intellectual -inspiration. - -A perusal of the Graces will show that though they gave all that was -immediately needed, they did not satisfy all the actual or possible -desires of the promoters of women's colleges. Outsiders, as before -mentioned, already wished for full membership to be granted. To many -this seemed a premature project. Yet those were right who foresaw that -a desire for more complete membership was certain to come by and by. In -1881 there were few, if any, of the women quasi-graduates able to take -an active part in University work. Some apprenticeship, under the wing -of Alma Mater, might seem at least desirable. Again, the views held -by Girton, that conditions of examinations such as those relating to -preliminary qualifications and the Pass degree, ought from the first to -have been the same for women as for members of the University, might be -urged with some force. As already shown, the objection to compulsory -Classics and Mathematics, even up to the standard of the Previous -Examination, on the part of some of the founders and supporters of -Newnham College was due, not to a preference for easier conditions, but -from a fear of a detrimental effect on schools. In point of fact, so -many other alternatives than those of the Previous Examination and the -Higher Local are now offered that neither of these examinations is much -favoured in the best schools that send girls up to the Universities. -As to the Pass Degree: the suspicion with which it was regarded by the -Newnham pioneers has already been noticed. The objection to it is not -that it is bad in itself: many attempts have been made to render a pass -course interesting and profitable to men who have not physical strength -or intellectual persistency to embark on an honours curriculum, or who -wish to reduce their academic duties in order to follow some social or -intellectual hobbies. But there has always been the danger of demanding -a very small amount of intellectual work and tolerating men who have -no leaning towards academic pursuits, and to whom the University is -chiefly attractive by reason of its scope for athletics and for genial -life in comradeship. There was as yet, and it is to be hoped there -will be permanently, no place in the women's colleges for the society -woman without intellectual aspirations. Such an element would have been -difficult to deal with, and would not have been successful from any -point of view. True, Newnham never wished to discourage either students -of discursive mind and original ideas and plans, or those who--through -defective early education or delicate health--shrunk from a tripos -course. In fact, some students whose presence and work in the College -have proved eminently beneficial to themselves and to Newnham, have -preferred to take a mixed course of study. For the rank and file, it -is now supposed that the numerous triposes afford sufficient choice. -If, at the end of her second year, a student is judged to be unable to -proceed further on tripos lines, she is expected to go down, unless her -studies are judged to be sufficiently serious and profitable for giving -special leave to continue them. The equivalent of a pass degree is, as -already stated, and as set forth in No. 9 of the Graces, only awarded -to a student who has narrowly escaped failure. It may also be noticed -that a failure, for a woman, leaves no chance of a second trial. - -The Graces gave a real and substantial benefit to women students -and--indirectly--to those who had been, informally, through a tripos -course at Newnham. These latter did not obtain University recognition -of any sort, but their names and tripos places were recorded in the -Girton and Newnham Calendars, and this served as evidence of their -standing to the educational world. When Trinity College, Dublin, for a -few years (as will be hereafter related) granted an _ad eundem_ B.A. -or M.A. to Oxford and Cambridge women who had taken final honours -examinations, those who had done so previous to the Graces (as will be -hereafter noticed)[7] were admitted with the others. For some reason, -those who many years later drew up the Representation of the People Act -of 1918 felt obliged to draw the line more strictly and to limit the -vote to those women who had obtained the equivalent of a degree since -1881. - -[Footnote 7: See page 110 seq.] - -There were no heart-burnings caused by the comparatively narrow -range of the privileges given by the Graces, partly because it was -always felt that more would come quietly as time and occasion should -dictate. The resident staff, as such, obtained no recognition. No -woman could sit on a board of studies, nor lecture formally in an -academic building. Privately, the opinion of Newnham lecturers was -sometimes asked on a question as to curricula, and women of distinction -occasionally lectured and sometimes drew large audiences, while--in -course of time--some undergraduates were advised by their tutors to seek -admission to the lectures of a Newnham specialist. For some years there -was no ground for formal extensions of privilege. And it was believed, -and was to be proved again afterwards, that in the situation in which -Newnham found itself, it was unwise to demand privileges that were not -almost certain to be granted. - -[Illustration: MISS ANNE J. CLOUGH.] - -In fact, the crowning triumph of the Graces marks the success of the -policy of Miss Clough, Dr. and Mrs. Sidgwick, Miss Kennedy, and the -other founders of the College: a policy of winning great things by not -standing out for lesser ones, of pertinacity in following a large if at -first vague programme, and of conciliation and "sweet reasonableness" -towards those who looked askance on the whole movement. It must be -observed that all the Founders were deeply imbued with love and -reverence for the University, and that the students were brought up to -regard it as almost an Alma Mater--at any rate, as a noble and worthy -corporation, to which they owed a deep debt for its past doings, and -for what it had always stood for in the nation and in the world, a -debt increased by the privilege granted to them of living within its -precincts and learning wisdom from its most distinguished sons. There -was no "battering at the gates." The pioneers of the Women's Colleges, -so far from tolerating any notion that the University would suffer -from granting their requests, would have felt it a thing worth much -labour and many struggles if they could in any way add to the great -repute and dignity which Cambridge had, among Universities, enjoyed -from far-back times. - - - - - CHAPTER III - - NEWNHAM COLLEGE IN PROGRESS - - -The time between the recognition of Newnham College by the University -of Cambridge, in 1881, and the deeply mourned death of its chief -founder and first Principal, in February 1892, is one of expansion and -progress, both as regards the actual College buildings and the various -activities of past and present students, especially in educational and -social work. - -The building of the North Hall has been mentioned, and also the -increase in size of the South Hall, with the building of a library, not -adequate to the subsequent needs of the College, but sufficient for the -number of students then in residence, and afterwards very useful as a -reading room and a supplementary library for duplicate books. In 1885 -a fives court was erected on the north side of the College buildings. -Meantime, a third Hall was projected, and, owing to the munificence of -various benefactors, constructed on a liberal scale, and was ready for -opening in 1888. It may be mentioned that one benefactor, Mr. Stephen -Winkworth, earned the gratitude of subsequent students by granting a -special sum to provide for the building of students' rooms of somewhat -larger dimensions than the smaller ones in the other two Halls. Mr. -and Mrs. Winkworth, old friends of Miss Clough, had taken interest in -Newnham from the beginning, and their only daughter had been a student -there. - -As we are thus brought to the consideration of students' rooms, I might -mention a line of progress initiated by the students themselves, and -afterwards followed up by the authorities. In early days a separate -study for each student had not been contemplated. This is another -difference between Newnham and Girton, since, in the latter College, -the collegiate idea had been more prominent from the first, and each -Girton student had her bedroom and sitting-room, however small. In the -first abode of Miss Clough and her five students all slept in _bona -fide_ bedrooms and worked sitting round a common table. In the early -Newnham Hall more arrangement was made for privacy in study. Each -student had her little writing table and sufficient book-shelves in -her room. But the common sitting-rooms were used for most of the day, -and not many rooms occupied by individual students were suitable for -receiving company. Even little tea-parties among the students were of a -very picnicky character. But when the ambition of the students was set -on making a study-bedroom into a study first and a bedroom in a very -secondary place, ingenuity provided facilities. Although the matter may -seem _infiniment petit_, I consider that among Newnham pioneers the two -students who accomplished this revolution should hold a place. One of -them bought a large piece of chintz, and undisturbed by the jests of -some of her comrades and the amused criticism of Miss Clough, devised -a covering for bedstead, chest of drawers and other pieces of bedroom -furniture. The other, of more definitely artistic taste (it was in -the days of "Patience" and of the so-called _aesthetic_ movement for -soft colours and flowing lines) procured a piece of sage-green cloth -or cretonne, and effected a similar revolution. Already in the large -corner rooms something like a cubicle arrangement had been devised. -The evident preference of the students for harmoniously, if simply, -furnished rooms and for the preponderance of the idea of study over -that of mere rest was followed out in furnishing new rooms as they were -required. Old oak hutches, bureaux, the drawers of which might hold -clothes, bed-coverings of a character suitable to that of the room, -also pretty wall-papers of the kind Morris had lately invented, were -procured for the students generally. Thus students came to take more -pleasure in their rooms, into which they could invite one another, and -sometimes friends from outside, though the common sitting-rooms were -still the usual place for receiving guests. I think I am not wrong -in saying that Newnham here started a practice subsequently followed -in almost all houses of residence for women students. Certainly the -first head of Somerville, when visiting Miss Clough, showed interest -in the study-bedroom system. The desire to make the one room assert -its diurnal rather than its nocturnal character was not new. Dickens -had already ridiculed it in describing the "rooms" of Dick Swiveller. -But the solution of the problem on principles of both convenience and -beauty was, perhaps, first found in Newnham Hall during the early days. - -I would pass to another--far more important--subject touching the -relation of the students to the building in which they resided: it -has puzzled some people how it has come about that with all the -building, a chapel has never formed part of Newnham College. The -subject is a delicate one, and I only take it up here because of the -very erroneous and sometimes damaging explanations that have been -assigned for the omission. Worst of all to those familiar with the -leaders of the movement is the supposition that to them religion was -a matter of indifference. For those who really knew Miss Clough, and -others whom, while they still live, it seems indecent to mention--any -such accusation is not only false but absurd. Miss Clough's religion -was one that illuminated all her work and gave her strength and -patience to carry it on. She was, besides, sincerely attached to the -Church of England. At the same time, having lived in America, and -mixed with persons of very varied religious opinions, she had early -become very widely tolerant of the manifold ways in which a religious -spirit manifests itself in different circles and different types of -character. She had also seen the bad results of any attempt to force -young people into religious observances which had become for them -unmeaning or distasteful. Again: she had known vicariously, if not -personally, the ferment of the Tractarian movement at Oxford, and the -wave of scepticism that seemed to follow or even to accompany it. Also -any disposition in her to avoid whatever might suggest the taking up -of a distinctly denominational or even interdenominational attitude -in the government of the College was strengthened by the distinctly -anti-sectarian principles of vigorous and powerful supporters. Possibly -at that time, more than at the present, any definite recognition of -religion or provision of religious services seemed impossible apart -from some denominational bias. The well-meant attempt of one founder of -another women's college to provide chapel services on undenominational -lines had foundered on the quicksands of theological controversy, and -well-nigh wrecked the College--till it was saved by the singular tact -and sympathetic insight of its new Principal. When Miss Clough first -came to Cambridge, she began, as we have seen, not with a College, but -with a moderate-sized household, and her arrangements were those of an -ordinary Christian house, including family prayers. There was no need -in Cambridge, as in a country district, to provide Sunday services. A -rule was laid down, at first, that students were expected to inform -the Principal of the place of worship they chose to attend, but this -proviso was intended rather to give the Principal the right to make -such inquiry than to impose any restrictions on the students. Miss -Clough always regarded religious teaching and observance as belonging -to the family rather than to any educational establishment, and she -thought it essential to allow students to keep up their ties with any -church to which they or their parents might belong. - -In some ways the absence of a religious centre to the College may have -been a disadvantage, but if so, the fault was rather in the times than -in any persons. In point of fact, there has never been wanting a strong -religious element in Newnham life. At the same time the atmosphere has -been favourable to interchange of religious ideas among persons of -various types and experiences. No student was made unpopular by her -religious views unless she asserted them in an aggressive way. Most -religious movements in Cambridge (and there have been many) since the -beginnings of the College have made their influence felt within its -precincts, and a large number of past students have devoted their lives -to distinctly religious work, especially in distant lands, and such -always look to the staff and students of their College for sympathy and -encouragement. - -This digression seemed necessary to correct prevalent misconceptions. -To return to the general growth of the College in the eighties: -attached to the new Hall of residence as its dining-hall was a -beautiful College Hall, much larger than either of the other -dining-rooms, and suggestions were made that the Staff with the -students in all three Halls should dine together. This arrangement was, -however, not easily compatible with the plan of division for tutorial -purposes into three Halls. One desirable addition was a well-equipped -kitchen. For a time the two Halls on the north side were supplied from -the new kitchen; but much later, when the new Hall to the west, Peile -Hall, was built, a large central kitchen was constructed, and all four -Halls were provided from it, the food being wheeled to each in covered -trolleys and received on hot tables in the several Halls. - -The opening of Clough Hall, as the new and largest Hall was named, was -a great occasion for Newnham. It was a pleasant summer day (June 9th, -1888), and many friends came from a distance. On the same day a degree -was to be granted to the son of the Prince of Wales (Prince Albert -Victor), and the Prince of Wales (Edward VII.) with the Princess and -the three young Princesses paid a visit to the College. The students -welcomed them with song in the new dining-hall, a ballot having first -been taken among them as to who were the best representative students -to present bouquets. This is probably the first and last occasion on -which, in Newnham, a critical decision had to be made as to beauty, -physical vigour and becoming dress. The royal party walked across the -garden from the new Hall to the Principal's own rooms. Next followed -a delightful ceremony which betokened both the respect and affection -felt for one of the most assiduous helpers of the College and the -beginnings of a new vista for Newnham in the endowment of Research--the -presentation to Miss Marion Kennedy of a sum, which her friends had -raised, to found a Studentship bearing her name, as an endowment for -post-graduate work. There had been since 1882, by the generosity of -the Hon. Selina Bathurst, a fund for encouraging advanced work in -Natural Science, and it seemed eminently fitting that the possibility -of promoting learning of any kind should be associated with the revered -name of Kennedy. But perhaps the most moving event of that day was -almost unpremeditated. The old students who had come from a distance, -with those in residence, had a social supper in the large new Hall, -after which Miss Clough, overcoming the reticence with which she -habitually covered her deepest feelings, allowed all present to see -more of her ideals and hopes, with her trust in their realization, than -some of them had as yet known to be part of her character. - -The new buildings necessitated a new nomenclature. The points of the -compass were rejected in favour of the names of the founders. North -Hall, which had been inaugurated by Mrs. Sidgwick's Vice-Principalship, -became Sidgwick Hall, the new Hall was named Clough Hall, the South -Hall--not being connected with any founder so intimately as with Miss -Clough herself--retained a portion of its prestige in the title of -the Old Hall. Other names of founders and benefactors were reserved -for later additions to the College. Miss Clough herself took up -residence in the Hall which bore her name. Miss Gladstone was still -Vice-Principal in Sidgwick Hall; Miss Jane Lee, a very earnest scholar -of Italian literature, entirely devoted to the best interests of -the College, became head of the Old Hall, also with the title of -Vice-Principal. This title for the person presiding over one particular -Hall, and giving special attention to the needs of the students in that -Hall, became somewhat misleading, and has since been replaced by that -of Tutor, to which (in the Cambridge Colleges) it roughly corresponds. -The Vice-Principal in each Hall had much more to do with house-keeping -arrangements than later on, when more unity in this respect had been -achieved and a regular Steward appointed. The Vice-Principals presided -at table in their several Halls, corresponded with the parents of -students, arranged, within the limits of a few simple laws, rules -for the discipline of the students, read prayers in the morning; in -fact, were generally responsible for the social, physical and moral -requirements of the students. As, when there were only two Halls, -Miss Gladstone held the office in Sidgwick Hall for many years, she -imparted to it a certain character, and for a long time _the_ V.-P. -was a title regarded as almost individual to her. The separation into -Halls, inevitable for a time, had, in Miss Clough's estimation and -perhaps in reality, a very decided advantage. Students in one Hall -naturally saw more of one another than of those in other Halls; Old -Hall especially was somewhat cut off from the two others, so long as -the public road ran between. And for games, clubs, and other social -purposes, it was often a help to have a natural division into the three -Halls. The larger societies--such as the Debating Society, the Musical -Society, and some others, as well as the more regular of the Games -Clubs--belonged to the College as a whole. The teaching arrangements -were, of course, always made for the whole College and not separately -for each Hall. - -From about this time the social activities of the students, both those -resident in College and those who had gone back to their own homes -or taken up definite work, showed themselves in many ways. In 1880 -an effort was made to keep up in those who had gone down the College -spirit and College interests. The result was a society called the -Newnham College Club, rather an unfortunate name, since it was not -a club properly so-called, having no local habitation; it sometimes -became confounded with the Ladies' University Club, and students were -debarred from entering by the fear of expense. The "Club" prepared -students' minds for the official College Roll which superseded it -in 1919. The founders and officers of the Club (among whom those -especially active in its initiation and development were Miss Julia -Sharpe, Miss Olive Macmillan (Mrs. MacLehose), Mrs. Corrie Grant (_née_ -Adams)), deserve the gratitude of the College for having, by means of an -annual _Newnham Letter_, with information as to College developments, -births, marriages, deaths among old students, fresh appointments, -etc., and by regular meetings in London, kept alive in a large and -growing number of former students the memory of their Alma Mater and -her interest in the doings of her children. In after times it was -interesting to see how, when a member of the Club who had gone to live -in Central Africa or New Zealand visited her old haunts, she was found -to be far better informed as to the lines of recent progress than some -who had never left England. - -In another direction Newnham took the lead, this time on the direct -initiation of Miss Clough, in the formation of a teachers' agency -for qualified women who had taken a College course. The governesses' -agencies of those days opened their doors to stronger and to feebler -applicants. Heads of schools and families desiring well-educated -teachers were constantly writing to Miss Clough, and it seemed time to -start a registry on collegiate lines. She communicated the project to -a few former students engaged or interested in education, and they at -once formed a committee, invited the co-operation of Girton, the Oxford -Colleges, and the graduated women of London University, and started -what became the Association of University Women Teachers. From ten or a -dozen members it has increased to over 2800. The idea of this Society, -as compared with the ordinary registry, was that the Secretary, a -University woman and in close touch with Universities, should keep -herself personally informed as to the credentials and careers of -applicants; that she should make sure of the eligibility of the posts -offered; and that she should be able to offer advice to young teachers -as to applying for posts and making changes when, but not before, it -seemed expedient; and that the expenses should, as far as possible, be -defrayed from the ordinary subscriptions of members. Further, and this -was a point of much importance, it was intended that the Association -should watch over the interests of women teachers, and should interest -itself in educational questions generally. The secretaryship has been -held by various University women--for many years by Miss Alice Gruner, -whose experience and untiring devotion to the work made her a most -valuable adviser both to those who offered and those who were seeking -educational posts. It is now filled by Mrs. Brough (_née_ Lloyd), and -has offices at 108 Victoria Street, Westminster. - -Miss Clough never lost her interest in school teaching and teachers, -of any and all types. At one time she arranged for parties of Newnham -students to visit some of the elementary schools in Cambridge and -give amateur lessons--chiefly that they might know what the inside of -an elementary schoolroom was like--partly because, as she entirely -believed, education and mutual acquaintance are the great factors for -breaking down class distinctions. Meantime, a body of energetic Newnham -students (led by Miss E. P. Hughes, Miss A. M. Adams and others) were -eager to help in the education of working men. For many years a school -was kept up in St. Matthew's Schoolroom, Barnwell, for men who were -known not to go to church on Sunday mornings, but who wished, during -those hours, to learn some of the elements which--in those days--many -adults had never acquired. Miss Clough was much interested in the -scheme, and once or twice came down to speak to the men, though she -was anxious that no student should, in taking part in the work, give -up time that she required for Sunday rest. The school was for some -years vigorously carried on by the late Principal, Miss Stephen. While -it lasted, it certainly did good work on both sides. The classes were -conversational, and many students learned at least something of working -men's life and ambitions. It died down partly owing to the irregularity -necessitated by the alternation of terms and vacations, partly to the -activities of a new clergyman, who was not without hope of inducing men -to go to church on Sunday mornings. - -The interest which Miss Clough always felt, and which she imparted to -a good many students, in elementary teachers and their work was shown -in certain experiments, novel as they seemed then, though precursive -of greater things. She was anxious that those teachers who had a hard -and often a dull life, and whom she knew to be often most conscientious -and zealous in their profession, should see something of a different -life, and especially of University life, and in particular that they -should enjoy some rambles among the old Colleges of Cambridge, and -hear lectures from Cambridge teachers. The Summer Meeting of the -Extension Scheme was not as yet, unless one counts it as beginning in -these Newnham gatherings. Certainly it originated in the circle of -educational pioneers to which Miss Clough belonged, and some of the -earliest "Extension Students" were successors to those who had come up -under the early scheme. In the summer of 1885 two men and two women -from the northern counties (the women being both elementary teachers) -received bursaries from the Lectures Association in the north that -they might come for three or four weeks' study in Cambridge. The -women were accommodated in Newnham, and though their teaching had -been otherwise provided for, Miss Clough commended them to the care -of some of the younger lecturers, who did the chaperoning required in -those more exacting days, and gave what social and friendly help was -required. In 1887 Miss Clough undertook a similar experiment on her own -account. A party of about fourteen women teachers in elementary schools -were accommodated for three weeks in the Red Houses which formed the -interim abode of students while Clough Hall was in process of building -and were not required during the Long Vacation. In 1889 and 1891 the -experiment was repeated, the teachers being received into the Old -Hall. Certain of the younger lecturers gave them lectures in History -and Literature, and in some of the subjects (Latin, Logic, etc.) with -which they were struggling for their examinations, while the Natural -Science lecturers took several of them into the laboratories and for -botanical excursions. The lecturers and students of Newnham acted up to -the College reputation for hospitality, and Miss Clough herself visited -them and invited them to see her in her private room. The grievances of -teaching in the days of half-time pupils and dearth of money and books -for teachers were poured into sympathetic ears. After the Annual Summer -Meeting of University Extension Students had been fairly set on foot -these sectional meetings became merged in the general one, and there -was no need for such special gatherings at Newnham, but the College, -when the Meeting was in Cambridge, has always received a number of -Extension Students as paying guests, and lecturers and other Newnham -officials have taken pains to make the visit profitable, so that many -came year after year and always cherished an affection for Newnham -above and beyond that which they felt for Cambridge. - -[Illustration: MRS. HENRY SIDGWICK.] - -This movement was one from above--originated by the Principal and -worked mainly by the Staff. But the one which brought Newnham generally -most closely into contact with what one may call socio-educational -work was the Women's University Settlement in Southwark. The idea -of "settlements" is familiar nowadays, and the original character -and object of such institutions has much changed and developed -since the first experiment was begun by the inspiration and intense -activity of Arnold Toynbee. The primary notion of a _settlement_ was -of an abode in the poorer districts of a town where men of culture, -engaged in various occupations, might make their home, devoting their -leisure to the society and to the amusement or assistance of poorer -neighbours. While this ideal is more or less preserved in the numerous -settlements--some connected with particular churches or colleges, -others quite independent--to be found in London and in others of our -big towns, perhaps the possibility of uniting outside professional -duties in the daytime with attention to social evils and their remedies -in the evenings has not been permanently realized in any. Certainly in -Settlements of women, the self-regarding part of the work has become -chiefly educational: the training of the worker by instruction in the -principles of economics and the history of social legislation. The -Settlement in Southwark was throughout of this description. Though -it has been carried on by women from other Universities as well as -Cambridge women, the first thought of such an enterprise arose in -Cambridge after an interesting meeting of the Society for Discussing -Social Questions. This society of Cambridge ladies, including -Girton and Newnham students (founded chiefly by the efforts of Mrs. -Marshall), held, Feb. 4th, 1887, an interesting meeting at which Mrs. -Samuel Barnett, wife of the Warden of Toynbee Hall, and Miss Alice -Gruner--lately a historical student of Newnham College--read -interesting papers on _Settlements_. Miss Gruner had already begun -work of the kind in London and was anxious to find helpers. Several -students were inspired to initiate a Settlement; Miss Gruner consented -to allow her undertaking to be taken over as the nucleus and became the -first Warden. Girton was appealed to and also the Oxford Halls. The -result was the formation of a Committee and the acquiring of a house -in Nelson Square, London, S.E., Miss Gruner having laid her finger on -the very spot afterwards marked most darkly in Sir C. Booth's _Life and -Labour of the People_. The history of the Settlement, the development -of its various activities, the links which it formed with other -agencies, religious and secular, in combining for the betterment of -conditions among the London poor, the schemes adopted by its residents -and afterwards taken up by public authorities, do not belong, except -indirectly, to the history of Newnham College, yet the Settlement has -certainly been a factor in the life of many students, and it is not too -much to say that what was first discussed within the walls of Newnham -has been successfully worked out in many parts of England and, indeed, -in some distant lands. Many University women besides Newnham students -have worked there, and one may suppose that in a sense the movement was -"in the air" and would in any case have come into active existence. -Yet Newnham may enjoy some of the credit of the work done in Southwark -and of the excellent Wardens provided in the persons of Miss Gruner, -Miss Sewell, Miss Gladstone, and the present head, Miss M. M. Sharpley. -Workers and officers of much devotion and ability have been supplied by -Oxford and the London University, and Settlements of a somewhat similar -kind form adjuncts to other Universities, such as Bristol, Leeds and -Birmingham. - -If Newnham was making its way, as learner, as teacher, and as worker, -in the field of social enterprise, the same is even more true in that -of education. A large proportion of the students during the time now -under consideration adopted the teaching profession. Technical training -was not insisted on by head mistresses, nor by the Government, and most -young women plunged into educational life to sink or swim--some of -those who might have sunk emerging after a term or two to take a course -of training. The head for many years of the Maria Grey Training College -was a University woman (Miss Alice Woods of Girton) and the first head -of the Cambridge Training College was from Newnham--Miss E. P. Hughes. -Meantime, the standard of attainment in girls' schools was rapidly -rising, as women who had received a University education took up posts -in them and imbued their pupils with a desire to come up some day to -Cambridge. At first, former students had often to work as assistants -under Heads of a different and older type, but this was not always a -disadvantage, as the older, partly self-taught, mistresses, both of -public and private schools, sometimes showed an admirable power of -blending the new life which young University teachers brought into the -schools with the good traditions of the last generation. In course of -time head mistresses were generally appointed from assistants who had a -good "degree or its equivalent," and the bonds between schools and the -University thus became stronger. - -In 1890 the College had again a festive occasion--on the attainment by -Miss Philippa Fawcett of a place in the Mathematical Tripos above the -Senior Wrangler. The scene in the Senate-house is one that will live -in the memory of all who were present. It is pleasant to be able to -say that no discordant note was struck. As Miss Fawcett passed out, -with Miss Clough leaning on her arm, the undergraduates formed a line -on either side and gave a hearty cheer. The event was celebrated at -Newnham by a dinner in Hall, at which Mrs. Fawcett was present, and -also Dr. Hobson, Miss Fawcett's tutor in mathematics. In the evening -her student friends decorated the doorway with lamps, and as there -was just then a piece of waste ground at the west-end of the College -grounds, it was possible to make a bonfire, and to carry the Senior -Wrangler round it, and in the light of the fire to call on Dr. Hobson -for a speech. Miss Clough was quietly happy, and all present felt that -there was something of poetical justice in the occurrence. Professor -and Mrs. Fawcett had been, as we have seen, pioneers in the movement -for women's education; they had also been warmly attached to Miss -Clough, as, in a more filial way, their daughter had been for many -years. Miss Fawcett herself, besides being one to whose brilliant -mathematical powers the highest academic honours were due, was a -singularly suitable person for this high distinction, in that she -exemplified so many of the qualities popularly supposed to be absent -from the character of a University woman. She was modest and retiring, -almost to a fault--trying though not always successfully, to counteract -the impression made by her personality, so as to appear like a very -ordinary person--not known to many, but loved as well as admired by her -intimate friends. As the subsequent career of Miss Fawcett is not well -known, it may be stated here that after the second and more advanced -part of the Mathematical Tripos (in which she obtained the highest -honours) she held for a year the Marion Kennedy Studentship already -referred to, and wrote on a problem involving advanced mathematical -research. She subsequently acted as Mathematical Lecturer at Newnham, -but feeling, as her father had felt before her, the call of national -service above all inducement to academic pursuits, she accepted a -Government appointment and went out to help organize education in -the Transvaal. After a period of assiduous work in Johannesburg, she -returned to England and was appointed a Principal Assistant in the -Education Department of the London County Council, a post of much -importance and responsibility. Miss Fawcett served for some years on -the Council of Newnham College, and has maintained a constant interest -in its welfare. - -To return to the history of the College: in February 1892 it had to -sustain a loss which was hardly less a blow from having come in the -ordinary course of nature. Miss Clough was 72 years old in the January -of that year. She had to most people looked about the same age for -many years, as her hair had whitened early, and the vivid look in her -eyes never suggested old age. The portrait of her by Shannon, painted -in 1890, gives a better impression of her than Richmond's portrait of -1882.[8] The latter shows, perhaps, more strength, the former more -sweetness. But neither can possibly give an adequate interpretation -to a face so speaking and changeful. Shannon's is a sympathetic study -of calm, benevolent, but alert old age, suggestive of ripe experience -and of a patient outlook on life. It hangs in the College Hall with -the portraits of Prof. and Mrs. Sidgwick and Miss Kennedy, all of them -pleasing and profitable reminders to the students, at their meals, -debates, and dancing, of the character as well as the appearance of -those to whom they owe their present happy opportunities. - -[Footnote 8: Now hanging in the Old Hall Library. The expression is -stern, and it was caricatured in _Punch_ as "The very ready -letter-writer; won't I give it him?" She remarked to a former student -that she wished she could have had some young friends to talk to whilst -it was being painted. "But didn't the artist talk to you, Miss Clough?" -"Yes, on subjects as to which we did not agree."] - -During the later part of her life Miss Clough had been obliged to let -some of her work be lightened, and to give the management of Clough -Hall to Miss Katharine Stephen, who had formerly been Miss Gladstone's -secretary; but she still kept an eye on everything that happened in -the College, and many things far beyond. Miss Clough had always felt -a deep interest in the colonies, and she kept up a correspondence -with past students who had made educational ventures in many distant -parts. As one of them said, "her interest in us seemed to vary directly -as the squares of the distances," though certainly those nearer to -Cambridge would not have accepted such a formula. Such schemes as the -mixed education for blacks and whites in Jamaica, the starting of a -loan library in tropical Australia, the opening of a boarding-school -for aristocratic girls in Siam, aroused her warm interest and often -called forth wholesome advice as well as sympathy. She was always able -to enjoy a quiet country holiday in vacation time. The pleasures of -friendship brought her comfort and enjoyment all her life, during the -latter part of which she had the companionship of her niece--daughter -of the brother to whom she had owed so much in her early intellectual -development--and much care and solicitude from some of the lecturers -and of the elder students. She may be said to have died in harness. The -last time that she appeared at a meeting for students was to interest -them in Mr. Morant's educational efforts in Siam. One of the last -visitors from abroad whom she received, lying on a sitting-room couch, -was a lady from Australia who could bring tidings of a University -hostel managed by a former student. Miss Clough was not sure that this -student was working on the best lines, and was anxious to hear about -her and to send her a message of kindly warning. - -The end came quietly on February 27th, 1892. To very many it seemed -as if the world could never be quite the same without her. Certainly -the College, however wisely and generously conducted, was bound to -follow new courses. Yet in a sense Miss Clough was _felix opportunitate -mortis_. She had lived to see her work set on a stable footing; she -might safely leave it in the hands of those like-minded with herself; -and she was spared the pain of friction and later of bitter opposition -which the College and its promoters had to suffer in seeking a -permanent place within University borders. - -Miss Clough's kinsfolk showed great breadth of mind, generosity, and -appreciation of her own desires and feelings, in arranging that the -funeral should be rather of a collegiate than of a family character. -She had expressed a wish that her remains should rest in a churchyard -rather than a cemetery, and as she possessed a little property in the -parish of Grantchester, the burial was in the pleasant ground attached -to the church there. A simple slab was afterwards erected with name, -date, and the words: "After she had served her generation by the will -of God, she fell on sleep." The first part of the service was, by the -kind offer of the Provost and Fellows of King's College, read in the -beautiful chapel of that College, the services of which had been to -her, for many years, a perpetual solace and aid. The Staff of Newnham -walked behind the coffin. The Chapel was crowded with members of the -University and a great number of former students from all parts of -England. The following Sunday (the First in Lent) it fell to Dr. Ryle -(now Dean of Westminster) to preach a sermon, and the subject suited -to the season and also to Miss Clough's character and work suggested -his text: "Endure hardness, as a good soldier of Jesus Christ." His -reference was very appreciative and delicate. Perhaps it might have -struck some hearers that though Miss Clough would have thoroughly -appreciated the idea of service in the Christian army, she might not -have considered that she had "endured hardness" as much as many others. -Her strenuous efforts and personal restrictions were so entirely -dictated by the needs of her cause and of the individuals in her -charge, that there was no place for asceticism in her life, though much -for plain living and high thinking. - -The figure of Miss Clough must necessarily look large in the history -of Newnham College, since she was both its principal founder and its -first head. But it would be useless labour to compare her with other -founders and heads. Her objects and her way of obtaining them were -peculiar to herself in her particular _milieu_. When she was removed, -others who had supported her were ready to follow up her work, perhaps -on more consistently stated principles, with somewhat more of theory in -the background. But there were some ideas at the basis of the College -recognised only by those who had caught her spirit, either by working -under her in life or by imbibing the moral and intellectual atmosphere -which for a long time has kept the College sound and wholesome. The -mental and moral debt of the present College to her, and to those one -may call her disciples, has been more or less manifest already, and -will appear more evident in the sequel. - - - - - CHAPTER IV - -NEWNHAM COLLEGE IN PROGRESS, 1892-1911--PRINCIPALSHIP OF MRS. SIDGWICK. - - -The loss of Miss Clough seemed to remove the College from its -early--one might say heroic--period to the regions of ordinary history. -Yet there was something uncommon in the circumstances under which her -successor was appointed. At the Council Meeting after Miss Clough's -death, a strong wish was expressed that Mrs. Sidgwick, who had already -once given up, with her husband, the privacy of home life, might be -induced to become the second Principal. Newnham wanted them, and they -came; making, as one would expect, the very least of any personal -inconvenience involved in once more giving up their house. As Sidgwick -said to a friend,[9] "What we feel most strongly is that after Miss -Clough's death it is the duty of all who have given their minds to -Newnham to 'close ranks,' and take the place that others assign to one. -We hope it will be for the good of the College." - -[Footnote 9: _Life_, p. 515.] - -For a short time Mrs. Sidgwick was obliged to live a divided life, part -at Hillside, part at Newnham. But in December 1893 the Principal's new -quarters were ready, and she and her husband moved into them. - -These new quarters had been partly provided by a very timely bequest. A -short time before, Mrs. Emily Pfeiffer, the poetess, and her husband, -visited Cambridge, and were much pleased with what they saw of Newnham -and with the hospitality of Miss Clough. Mrs. Pfeiffer died soon after, -and her husband did not long survive her. Their money was left in -great part to societies and buildings for the benefit of women, and of -this the sum of £5000 was adjudged to Newnham College. There were some -legal difficulties, soon overcome, but a hindrance remained in the fact -already mentioned, that a public pathway divided Sidgwick Hall with -Clough Hall from the Old Hall. - -What was desired was to connect the two parts of the College by a block -of buildings containing students' rooms, and, as finally arranged, a -suite of rooms for the Principal, a set of small lecture or "coaching" -rooms, a large room for the Staff, to serve as a kind of Combination -Room, and a Porter's Lodge. This could not be done without closing -the public foot-path. Fortunately, a new carriage road parallel to -the former foot-path was greatly needed for communication between the -town and the country beyond the College. Such a road, if made, would -compensate the public for the loss of the foot-path. Newnham College -was naturally willing enough to give up a strip along the north side of -its grounds as a contribution to the road. But others were less willing -to give up portions of their ground, without which the scheme could not -have been carried through. After much discussion, a very satisfactory -solution was reached. A broad road, now called _Sidgwick Avenue_, was -made, largely at the expense of Professor and Mrs. Sidgwick, with -some help from other friends, and the path was closed. There was a -curious interregnum, after the dividing fences of the Hall gardens -had been removed and before the path had become private, during which -tradesmen's boys used to loiter, basket on head, as they passed through -to the Grange Road, and watch the students' games at hockey or tennis. -When Sidgwick Avenue was complete and the path closed, this anomaly -naturally ceased. - -In the archway under Pfeiffer Building, forming the main entrance to -the College, were placed a pair of beautiful bronze gates. These were -presented by past and present students, in memory of Miss Clough. They -bear the Clough Arms, and the decoration is a combination of floral and -foliate. The designer was the architect of all the College buildings, -Mr. Basil Champneys. It was said at the preliminary meeting that in -future every student would have Miss Clough brought to her mind on her -first entry into the College and her departure from it. Unfortunately -this cannot be carried out in practice, for though the Gates are the -only means of ingress or egress after dark and form the principal -entrance to the College as a whole, there are other entrances to three -of the Halls which are used by day. - -[Illustration: NEWNHAM COLLEGE--THE ENTRANCE GATES.] - -Thus the suite of rooms above the Memorial Gates formed the -dwelling-house of Professor and Mrs. Sidgwick, a somewhat inadequate -"Master's Lodge" for a large and rising College, but pleasant in -outlook and sufficient in size for all immediate requirements. Needless -to say, the hospitable traditions of Hillside were maintained at -Newnham, and members of the Staff had opportunities of occasionally -meeting very interesting guests who came from far and near. - -The Principal's life was a full one. Besides being Principal of the -College she was its Bursar--an office which she only resigned at -the end of 1919, to the regret of those who realized how much the -financial success of the College has owed to her care and thought. -Careful and even abstemious in all personal expenditure, she was always -ready to entertain suggestions of new ventures. But besides this, she -kept an eye on everything that happened in the College. She took all -opportunities of coming to know the students personally, by frequently -dining in hall, inviting students to her drawing-room and to breakfast, -attending debates and little entertainments, and by making the College, -both during her husband's lifetime and afterwards, an evidently large -factor in her life. His presence, while he lived in the background, was -always a help and a stimulus. If he made sacrifices in giving up his -private house, he made many more in the time he devoted to the College -at large and to students in particular. But with him and his wife, as -with the first Principal, such sacrifices were so much the order of the -day as hardly to be recognized as such, and were only fully appreciated -in later years. - -One sacrifice made by Mrs. Sidgwick for the good of the College was -the restriction of the time she could now give to the work of the -Society for Psychical Research. She maintained the interest she and her -husband had long felt in the Society, and took part in its meetings -and various proceedings. But she never encouraged such interest among -the students, since she knew how many unsteady heads have been turned -by a superstitious dabbling in the occult. It would be difficult to -over-estimate the advantage to the Society of having persons of such -complete sanity and scrupulous balance of mind as the Sidgwicks among -the investigators. - -We have noticed as one of the additions to the College in connection -with the Pfeiffer Building a Combination Room for the Staff, including -all women Lecturers and resident Fellows. Later on its functions were -transferred to its present quarters, the room next the College Dining -Hall--a pleasant room with two fireplaces and a door opening on the -garden--the original Combination Room being made use of partly as a -committee room, partly as a reading and coaching room for students. - -Work among both students and past students had meantime been -facilitated by the gift in 1898 of a well-designed library building, -for which the College has to thank the liberality of Mr. and Mrs. -Yates Thompson. The Library is admirably adapted to its purpose, with -section recesses divided off by bookcases and conveniently arranged -tables, while beauty of proportion, the excellence of the woodwork, -and the elaborate mouldings on the ceiling (of the principal Printers' -Arms of the sixteenth century) give it an artistic as well as academic -character. When (1907) nearly ten years after its opening, its space -proved insufficient for the books belonging to the College, the same -benefactors most generously doubled it in size, providing staircases -and a fine east window. - -The supply of library books grew and prospered at least in proportion -to the general progress of the College. Many of the original promoters -were literary men and book-lovers, and their gifts and bequests, -besides the money annually spent out of the College income, made the -necessary extension just noticed necessary, and tended to make the -College a more desirable place for old students--especially such as -were engaged in educational or literary work--in which to spend part -of the summer vacation. Some friends were anxious that the Library -should have interesting books of a non-special character. Mrs. Stephen -Winkworth, already mentioned, whenever she had enjoyed some new work -of biography or general literature, used to send a copy of it for the -Newnham Library. Mr. Coutts Trotter, Miss Clough's kind adviser in -the early days, bequeathed the bulk of his books to Newnham College. -The same was done by Mary Bateson, of whom we shall have more to say -presently. There never was a time when there was not an influx of -books of various kinds. Provision was made for a steady supply by the -assignment to the Library Committee every year of a sum proportional -to the number of students. Most books, on conditions, might be taken -out for parts of the vacations. The Library Committee consists of -representatives on the Staff of all the principal subjects studied and -other lecturers, whose duty it is to submit the names of books required -by the students whom they direct. The Library has thus been kept up to -date, and has also continually been enriched by special gifts. Thus a -Dante Library was formed in memory of Miss Jane Lee, already mentioned; -a clock was given by a generation of students going down, the case -being designed by one of them; guests gave books on their departure. -The catalogues were carefully kept, and if any slackness in returning -books was observed, great vigilance was used to recall them. The care -of the Library was for many years in the hands of Miss Katharine -Stephen. - -It had been the wish of early friends--especially of Miss Kennedy--to -attach permanently to the College as many as possible of the past -students. This had been done to a certain extent, as already shown, -by the Newnham College Club. Another plan, still adhered to, is to -invite all students who belonged to specified periods, to come up -to Commemoration Dinner on or about February 24th--a practice more -or less observed in the Colleges of the University. But in addition -it was the aim of the founders to bring the old students into the -Constitution, so that the responsibility for the College should -eventually be to a greater extent in their hands. With this object in -view, the Constitution was revised, and in 1893 a new body of members -was created chosen from the old students and called Associates (not -Associate Members, who were a separate class of members qualified by -subscriptions). In this year all past students were requested to -send in the names of those twenty among their College contemporaries -or friends whom they considered most fitted to aid the causes of -"Education, learning, and research." To the first twenty who obtained -the greatest number of votes the Council added ten, and the number was -increased by annual election of three till it reached 48, after which -time three were to resign every year and three others to be chosen by -co-optation. The Associates were full members of the College, and as -such took part in the election of the Council, and still, under the -later Constitution, elect members of the Governing Body. They meet -in Cambridge every year, and coming as they do from various centres, -contribute new ideas and points of view. At first, as might naturally -be expected, most of the resident Staff were placed on the list. It -includes many women who have reached some degree of eminence in their -several lines of activity and also usually some research fellows. - -There was in these years a growing desire to provide opportunities -for what may be called post-graduate work, though the term is not -strictly applicable. There had been, as we have seen, students doing -advanced work before the foundation of any research fellowships. The -studentship connected with the name of Miss Marion Kennedy had given -opportunity for a successful Tripos student to look about her, try some -manageable piece of work, and either find some fresh line to follow -up in the field of science or letters, or else enter the teaching -profession with a wider view of her functions than could generally -be found in one who had never advanced in her studies beyond the -undergraduate stage. Studentships in the Natural Sciences were, from -1881, awarded from time to time to students of post-graduate status -from the Bathurst Fund already mentioned. But something involving a -longer period of independent study was clearly desirable. Critics of -the women's education movement were wont to assert that women might -do fairly well in Triposes and in educational work afterwards, but -that they contributed nothing of any significance to the advancement -of knowledge. This "hasty generalization" needed removing. It was, -however, no mere spirit of feminine rivalry, but a generous impetus to -labour in intellectual fields, to satisfy one's own thirst for truth, -and to help in the building up of the sciences--whether natural or -human--that inspired the promoters and labourers in this new field -of College activity. The most eager and influential in this movement -was a member of the College eminently marked by a keen delight in -research for its own sake, and by a desire that Newnham should be able -to hold its own in the highest kind of University work among all the -Colleges of the world--Mary Bateson. Under her influence the first -research fellowship was given by Mrs. Herringham, and was thrown -open to public application in 1900. Friends of the College and the -students themselves were stirred up to raise funds for more research -fellowships. The number is now four, and they are awarded by a special -committee and tenable for three years. The stipend was originally -sufficient to pay the expenses of a woman resident in the College, -though a small amount of lecturing or tuition was held to be compatible -with the duties of the fellow.[10] The first Newnham students to hold -a research fellowship were Miss J. E. Harrison and Miss G. L. Elles -(1900). The former had already acquired celebrity by her archaeological -works--especially her _Myths and Monuments of Ancient Athens_--and had -been invited to occupy rooms in Newnham, where she speedily created a -keen interest among students and many of the Staff, first in classical -archaeology and later in anthropology. Miss Elles is well known as a -geologist, and had already been teaching at the Sedgwick Museum under -Professor Hughes. - -[Footnote 10: But owing to the depreciation of money these stipends -have become inadequate, and unless the endowment can be increased the -number of research fellows will have to be diminished.] - -With the research fellowships it has been possible to retain at Newnham -advanced students whose researches have made a solid contribution to -knowledge. Though it may seem invidious to make a selection, mention -may be made of the researches of Miss E. R. Saunders (partly in -co-operation with Mr. Bateson) into the laws of Variation; the study -of floral pigments by Miss Wheldale (Mrs. Onslow); that of animal -psychology by Miss E. M. Smith (Mrs. Bartlett); and in widely different -fields, Miss Maud Sellers' valuable work in rescuing and making public -the records of the Merchant Adventurers of York; that of Miss Paues, in -unearthing a Middle-English Bible; Mrs. Temperley's (_née_ Bradford) -studies in Tudor Proclamations and other legal antiquities; and, not -least, the wide range of Miss Mary Bateson's work in Mediaeval History, -chiefly monastic and municipal. - -Mary Bateson was so much the prime mover in the development of Newnham -work for the advancement of learning, and some of the teachers who -stimulated and directed her efforts were so evidently epoch-making in -the lives of Newnham students; also her tragically sudden death in -1906 cut short such a remarkably promising career and evoked so much -sympathy with Newnham throughout the University, that a few more words -may be devoted to keeping her memory fresh. Her father (Master of St. -John's College) and her mother--much distinguished in her zealous -efforts for the betterment of women--were old friends of Miss Clough -and the College; her elder brother, Mr. William Bateson, is well known -for his remarkable work on heredity. Mary Bateson began independent -research in the Monastic Civilisation of the Fens, even before she took -the Historical tripos, in which she naturally obtained a good first -class. Her literary activity in the production of articles for learned -periodicals, and later very substantial books, was immense. At the -same time, her zeal in the cause of her own College never faltered. -For many years she was ready to do what teaching was offered to her -on her own lines, and she did it exceedingly well. But her great -task in the College was to produce a noble discontent. She cared far -less that the students should take good places in their examinations -than that they should come to understand what sound learning really -means, and should share her own delight in the search for undiscovered -truth. Broad in her sympathies with all honest workers, genial in her -manners, remarkably constant and helpful in her friendships, and withal -scholarly to the backbone in her tastes and ambitions, she stands out -as one of the leading figures of our College. Two main influences -determined her course: first, that of Professor Creighton, afterwards -Bishop of Peterborough and subsequently Bishop of London, who came to -Cambridge in 1885, and began a new departure in History of the kind -that appealed to Mary Bateson's mind and character. She became attached -to his family, and he inspired her with the ambition which he felt -for himself when he prescribed for his epitaph the words, "He tried to -write true history." After Dr. Creighton's departure from Cambridge, -the teacher from whom she derived most inspiration and with whom she -sometimes collaborated was the distinguished writer, Professor F. -W. Maitland--also a most effective teacher and helper of historical -students at Newnham and in the University generally. Miss Bateson's -researches into _Borough Customs_, as well as her previous volumes on -the _Records of the History of Leicester_, earned her an honourable -place among standard historians of mediaeval institutions, while her -small book on _Mediaeval England_, and her admirable account of the -"Colonization of Canada" in the seventh volume of the _Cambridge Modern -History_, may always be recommended confidently to the general reader. -Mary Bateson was deeply interested in politics and a strong advocate -for women's suffrage, on behalf of which, in a deputation to the then -Prime Minister (Sir H. Campbell-Bannerman), she made an exceedingly -able and trenchant speech. But she cared far more that women should -progress in knowledge and capacity than in political power. The great -esteem in which she had been held was shown in the large attendance of -University men and former students at the funeral service in St, John's -Chapel, and in the readiness with which the proposal was received, at -a meeting in St. John's in the following May, of a memorial to her in -Cambridge, which took the appropriate form of an additional Research -Fellowship. This fellowship bears her name, and is generally--_ceteris -paribus_--given to a former student engaged in some branch of -historical research. - -An earlier loss--happily not so permanent--was sustained in 1896 when -Miss Gladstone, owing to the rapidly declining health of her father, -felt bound to resign her College post for family duties. Miss Gladstone -had not only, as already shown, become a most valuable element in the -life of the College by her geniality and devotion to the duties she had -undertaken. She also, in the eyes of the world, raised the reputation -of the College, since an institution must be of _some_ significance -if the daughter of one of the most eminent men in the country, having -access to the most brilliant and interesting society, thought it -worth while to give up--for most of the year--the delights of such -an attractive home for the service of a College for women.[11] Miss -Gladstone had of late been not only Vice-Principal (Tutor) in Sidgwick -Hall, but Secretary to the Education Committee, a position which -brought her into constant communication with most of the resident -lecturers. In a sense, the loss could not be entirely repaired, though -Miss Stephen succeeded her as head of Sidgwick Hall. Miss Stephen had -originally come to Newnham as Secretary to Miss Gladstone, and had -become very popular with the students, especially in helping in their -political debates. She had also, as we have already said, the charge -of the Library, in which she seemed to know the exact place of every -important book. As she was a daughter of Sir James Fitzjames Stephen, -the distinguished judge, and a niece of Leslie Stephen (who was induced -more than once to come and give a delightful lecture to the students), -she helped to continue the traditions of public and intellectual -eminence which the students have always found in the records of their -benefactors. In memory of Miss Gladstone's vice-principalship, the -students raised money to build an annexe to the dining hall of Sidgwick -Hall which, since the opening of a new wing in 1884, had proved -insufficient for peace and comfort. Another and important addition to -the College was the block named after others of the founders, Kennedy -Buildings. Now that there were resident fellows and several research -students, it was desirable that in some part of the College buildings -there should be suites of two rooms, allowing more accommodation for -books and more opportunities for entertaining than could be easily had -in any of the three Halls. In 1899, through the remarkable generosity -of several friends, the freehold of the land on which the College -stands was bought. - -[Footnote 11: Mr. Gladstone twice visited his daughter in Newnham -College: once while he was out of office but intensely popular--on -which occasion he was entertained at a genuine students' tea-party; the -second time when she was Vice-Principal in Sidgwick Hall.] - -But meantime, during a period of prosperity, Newnham had to experience -its first serious set-back, a set-back only paralleled in the week -during which these lines are being written: the Senate of the -University of Cambridge refused a petition to grant to Girton and -Newnham students who had been successful in the triposes the title of -degrees. - -The movement had mainly arisen in 1897 to meet a difficulty springing -from the inability of the world to understand that a certificate -stating that a woman had attained the standard required for a degree -in honours is really as good a guarantee of attainments as the letters -B.A. to which every poll man is entitled. The handicapping was -serious. At the same time, more definite status was earnestly desired. -The first suggestion of a granting of degrees was at once dropped. -Various compromises were made by friends and opponents: in those of -the former there was the suggestion of a titular B.A. and a real M.A. -for women--too moderate and well reasoned to find many supporters. -Another--widely taken up, but naturally unacceptable to all who were -intimately and sympathetically concerned with higher education for -women--was of a degree-granting University for women only, called in -advance "The Queen's University," and styled by Professor Maitland -in a brilliant speech on the other side as "Bletchley Junction -Academy." This would have been even less of a real University than -the original non-teaching University of London, since that at least -had programmes of study and fixed standards, whereas the new one was -to accept the standards of existing Universities. It is not certain, -however, whether this impracticable scheme ever came into anything like -definite form. - -[Illustration: NEWNHAM COLLEGE, 1920--GENERAL VIEW.] - -The Grace finally proposed by the second Syndicate appointed for the -purpose was as follows: - -"The University shall have power to grant by Diploma, Titles of -Degrees in Arts, Law, Science, Letters, and Music to women who, either -before or after the confirmation of this Statute, have fulfilled the -conditions which shall be required of them for this purpose by the -Ordinances of the University, and also shall have power to grant by -diploma the same titles _honoris causa_ to women who have not fulfilled -the ordinary conditions, but have been recommended for such Titles by -the Council of the Senate: provided always that a title granted under -this section shall not involve membership of the University." - -It was seen by many opponents and by some supporters that this Grace, -if passed, would not have been a final settlement. But it would have -removed an undoubted grievance. And in course of time, when the world -had become accustomed to women vigorously and successfully engaged -in the administration of colonial and provincial universities, full -membership might have come in later without much controversy. The -most striking speeches on the women's side were made by the late -master of Trinity (Dr. Butler), Professor Maitland, Mr. (afterwards -Professor) Bateson, and Professor Sidgwick. The speeches on the other -side generally insisted, without much relevance, on the limitations of -the female mind and the female physique, the impossibility of women's -desire for University life and learning existing apart from a wish -to copy and rival the other sex, and the like.[12] What the mind of -Newnham, at its best, thought on the matter is ably expressed in a -flysheet written by our Secretary, Miss Marion Kennedy, on the eve -of the voting. I quote the later portion: "One appeal I should like -to make to those whom we still regard as our friends, though for the -moment they are opposed to us. It is that they may not be led to think -that a separate University for women can be the true solution of the -difficulty. - -[Footnote 12: For the recommendations of the Syndicate and the chief -speeches see _Cambridge University Reporter_ for March 1st, 1897, and -for March 26th, 1897.] - -"Can we imagine what the position of such an institution would really -be? If it were merely a body for conferring degrees without holding -examinations, its degrees must be given alike on the examinations -of Cambridge, Oxford, and Durham; all the other Universities having -opened their degrees. For the two latter I cannot judge, but I venture -to ask any Cambridge man if he would care to bear a title which was -given indiscriminately on the examination of his own University and on -those of Oxford and Durham.[13]... If, on the other hand, a Women's -University held its own examinations, its standard could not possibly -command the same respect as those of the older universities, nor could -it give the inspiration which comes only of ancient tradition. As the -Master of Trinity so well put it in his speech in the Senate House, -generation after generation must be trained before any such comparison -could be possible, and I fear the time must be measured not only by -generations but by centuries. I think there is no doubt that if an -attempt was made to found a Women's University, disappointment would -be in store for any who would expect it to lay down a separate course -or courses of study adapted to the supposed requirements of women. -It would on the contrary be driven to follow the lines of the old -University course even more closely than women are now required to do, -as the only chance of giving its degrees any practical value. This -leads to another point on which I think that a few of our opponents -have not treated us quite fairly. It has been said that women wish to -take the Cambridge course merely because they aim at imitating men. -Surely this assumption is hardly justified by the facts. May it not be -believed that women honestly seek to share what long experience has -decided to be the best training for the mind? - -[Footnote 13: Of course now that Oxford and Durham admit women to -degrees this argument cannot be transferred to the present crisis. -(Dec. 1920.)] - -"It seems to me we are far more likely to allow fair play to whatever -mental differences exist between men and women by giving them -impartially the best training and affording them every opportunity to -develop their separate powers afterwards, than if we falsify the result -through a diversity of training which must tend to obscure natural -differences by overlaying them with artificial ones. I am well aware, -however, that when all is said, differences of opinion will remain, and -I only wish to express, once more, a hope that difference of opinion -need not become intolerance; that however this question is settled, -we shall all be true to the noble and hitherto unbroken traditions of -Cambridge that by-gones are by-gones, and that the morrow of a conflict -here always finds victors and vanquished ready to join hands without -any lessening of mutual regard and respect. Nothing would grieve me -more than to have had any share in so carrying on the discussion as to -render this more difficult. MARION GRACE KENNEDY." - -But for the time the voice of "sweet reasonableness" was drowned in -angry clamour. Some opponents of the College used their influence with -the undergraduates, and especially the athletic element. Ridiculous -stories were set about that the women intended to press on to admission -into the Colleges. Aged and often very worthy men who had long been -out of touch with the University but retained the right to vote in -its proceedings flocked up to "save the University" from the dreaded -feminine invasion. Friends of Newnham and Girton mustered likewise, but -the result was obvious from the beginning. The motion was defeated by -1713 to 662. - -The set-back was felt severely, not so much by reason of the -weight of the adverse vote, as because of the hostility that had -unexpectedly come to the surface, and the unmannerly way in which, -led by undergraduates' love of a "rag," it was manifested. Happily, -the feelings described by Miss Kennedy were still characteristic of -Cambridge, except in its worse moments. Next term, when the Newnham -authorities came to discuss the wisdom of asking lecturers who had -taken the opposite part to continue their permission to women pupils, -it was found that some at least would have been indignant if not asked -to do so. - -One good result of the unfortunate conflict was that it brought the -two women's Colleges, Newnham and Girton, nearer together. There -was generosity in the yielding by Miss Davies, Dr. Cunningham, and -other notable supporters of Girton, of points which their Colleges -had generally held with some tenacity. Newnham and Girton worked -hand-in-hand during the conflict and in the steps by which the mischief -done was gradually repaired. - -Happily, since the generations of undergraduates and women students are -short-lived, the episode became to many as if it had never been. This, -however, was impossible in the case of the members of the resident -staffs. It made, or should have made, each of them "a sadder and a -wiser man" in future dealings with the University. - -Before long Newnham had to suffer a greater loss, by the death of -its protagonist in this and many other conflicts, as well as its -ever-generous benefactor and friend: Professor Henry Sidgwick. -Something has already been said both as to what he did and what he -resigned for the good of the College, and yet more might be dwelt -on as to the importance to students and staff of having him amongst -them. Even those who were unable to appreciate the character of his -mind, felt that he possessed a distinction they had known, if at all, -in very few others. To those who attended his lectures, read his -books, or listened to his talk, he was felt to excel all others in -absolute devotion to truth and duty, in breadth of view, in moral and -intellectual patience and forbearance, while this lofty character was -always consistent with a keen sense of humour, and a human interest in -all his surroundings. He had led an active life, though always liable -to be troubled with insomnia. In May 1900, his doctor discovered an -internal complaint which required an early operation. The operation -was supposed to be successful, and after a short time he was able to -go for drives and to enjoy the society of friends. But he was never -deceived as to the nearness of the end, which came when he was staying -with his brother-in-law, Lord Rayleigh, on August 28th, 1900. As it -was mid vacation there was no funeral service in Trinity or elsewhere -in Cambridge, but one attended by the family and a few friends in the -church at Terling, in which churchyard he was buried. - -It is, as already said, possible for all students to realize at once -the benefits which the College owes to Sidgwick, and the greatness of -his mind and character, by reading the life written by his wife and -his brother Arthur. Very soon after the funeral Mrs. Sidgwick returned -to Newnham, and the members of the Staff still in residence realized -that this terrible loss to her did not involve the loss of her to the -College, but that she would be to it at least all that she had been -before. - -A meeting was held soon after to decide how Professor Sidgwick should -be commemorated in Cambridge. A University lectureship was founded -with the proceeds of a general appeal, and a contribution to this was -made from a special fund contributed by former students of Newnham; -this fund also provided for an annual Sidgwick Memorial Lecture at the -College. The lecturer has in each case been appointed by Mrs. Sidgwick, -and has generally so far been some man personally known to Dr. Sidgwick -or interested in some of his own lines of thought. The first lecture -was given by Professor (now Lord) Bryce in November 1902. His subject -was "Philosophic Life among the Ancients," and many hearers felt--as -did the lecturer himself--that the kind of life he was portraying -had in no person been better exemplified than in Sidgwick himself. A -visitor to Newnham afterwards, standing in the middle of the garden, -quoted as appropriate to him the epitaph of Wren in St Paul's: _Si -monumentum requiris, circumspice_. But even that monument would be -insufficient for those who had known something of his mind and profited -by his labours. - - - - - CHAPTER V - - PROGRESS, 1900-1914 - - -The years which elapsed between the death of Professor Sidgwick and -the retirement of Mrs. Sidgwick from the principalship at the end -of 1910 were marked by progress on various lines. The increase of -demand for accommodation led to the building of a new Hall, with -connecting passages, at right angles to Clough Hall and Kennedy -Buildings, and facing the Grange Road. This is on much the same -plan as the other Halls, with some very pleasant common rooms, and -accommodation for another Vice-Principal (Tutor) and two lecturers, -besides about fifty-six students. The central kitchen, which--as -already stated--helped greatly to simplify and otherwise improve the -domestic arrangements, dates from the same time. Peile Hall was named -after Dr. and Mrs. Peile, whose portraits hang in the dining-hall. -Dr. Peile died on the very day on which the Hall was opened. It would -be difficult to exaggerate the value of the service rendered to the -College by Dr. Peile from its first beginnings till the day of his -death. He was constant in attending the Council, and was President for -many years. His wisdom in giving advice in difficulties was equalled by -his courage in defending the College in aspersions and attacks. He had -been an intimate friend of Professor Sidgwick and an eager promoter of -University reform. Mrs. Peile was intensely interested in everything -connected with the College till the loss of her eyesight and her -enfeebled health withdrew her from her former activities. - -Another external addition to the College is the sunk garden, with -fountain, in the lawn immediately opposite the Memorial Gates. It was -paid for as part of the memorial above mentioned by subscriptions of -students past and present, and the stone margin has for legend: "The -daughters of this house to those that shall come after commend the -filial remembrance of Henry Sidgwick." - -No further steps towards a request for degrees was made for many years -after the rebuff in 1897, but in the spring of 1904 a recognition of -the status of Tripos students came from an unexpected quarter--the -University of Dublin. There had been a party favourable to women -graduates in Dublin, and the Royal University of Ireland already -granted degrees to those women who had passed its examinations, among -whom were the students of Alexandra College, the head of which had -herself been a Newnham student. After the death of a very highly -respected but also very conservative Provost the authorities of -Trinity College admitted women to their degrees, and at the same time -offered an _ad eundem_ degree to all women who had passed examinations -qualifying for a degree at Oxford or Cambridge. Trinity College already -granted the _ad eundem_ degree to graduates of Oxford and Cambridge, -and this new step amounted to the recognition of the Tripos certificate -granted to women at Cambridge as the equivalent of a degree. The -result was perhaps surprising to its originators, but not to those -who really understood one of the reasons why women students at Oxford -and Cambridge had asked for degrees. Numbers of young women trooped -over as soon as possible after the results of their tripos were known, -to take the B.A. degree. Many others who if degrees at Cambridge had -been open to them would have been of M.A. standing took B.A. and -M.A. both at Dublin. A few, whose literary or scientific work had -made them worthy of a doctorate, were admitted to the higher degree. -The Dublin officials were apparently somewhat surprised and puzzled. -They generously applied most of the money raised by fees to the -establishment of a Hall of residence for women students in Dublin. - -This privilege was open to Oxford and Cambridge women for a few years -only, since the object which the authorities of Trinity College, -Dublin, had in view was to provide for those women who had begun or -completed their courses elsewhere and could therefore not make use of -the opportunities which the College now offered to women. One great -advantage, however, had been derived by the general cause from the -temporary grant of Dublin: it had been made clear that the degree of a -respected University was, for women, really worth having. Busy women of -moderate means do not take long journeys and pay considerable fees (£10 -for the B.A. and £20 for the M.A.) for a merely fanciful advantage. -Nor would the City Companies, which had granted certain scholarships -to Newnham students, have been willing to pay, as they did, the fees -for their scholars' Dublin degrees unless they felt sure that these -would be to such scholars' advantage. A good many head mistresses felt -it an advantage to be able to wear gown and hood, especially when some -of their assistants could already wear the academic dress of London or -of a Scotch or Welsh University. London did not grant its degrees to -Cambridge women without some further test, though it admitted those -who had taken Triposes to send in theses for a research M.A. degree -without the actual B.A. degree required in men students. The only women -who might have taken the Dublin degree, and had not much reason or -inclination to do so, were members of the Newnham Staff, whose -position was well understood by those around them. If, however, they -migrated during the time that the Dublin _ad eundem_ was open to them, -they sometimes found it desirable to take it. - -[Illustration: MISS KATHARINE STEPHEN.] - -Mrs. Sidgwick's principalship came to an end in December 1910. Though -Staff and students very deeply deplored her withdrawal, it was felt -that she was more than entitled to more leisure for scientific -pursuits, family enjoyments, and greater liberty generally. She was not -lost altogether to Newnham, since she retained for several years the -post of Treasurer (afterwards called _Bursar_), and after Dr. Peile's -death she consented to become President of the Newnham College Council. -The principalship was offered to Miss Katharine Stephen, who accepted -it and held it for nearly ten years. Mrs. Sidgwick moved into a house -separated from Peile Hall by the Grange Road only, and thus was easily -in touch with College affairs. - -One more improvement--and a very important one--was made before Mrs. -Sidgwick's retirement: the determination of a fixed age for retirement -for the Staff and of a pension to follow. The salaries of all the -lecturers were raised and standardized. In the early days the pay had -been low, even according to the standard of that time, simply because -Newnham had not the funds at its disposal that better endowed Colleges -possessed. Still, as we have seen, a great deal had been done for -the promotion of learning and research, and some of the lecturers had -from time to time benefited by the endowments for this purpose. But by -the arrangements which came into force in 1910 the whole status and -earnings of the Staff were revised, and a contributory pension scheme -initiated, with a liberal provision for making the advantages of the -scheme retrospective in the case of lecturers of some years' standing. - -Shortly after these reforms, others on a larger scale were projected, -and in a few years successfully accomplished. It was considered by -some past students that the Constitution of the College, though it had -worked well, was more fitted for the infancy of such an institution -than for its adult life. The subject was naturally one taken up and -discussed by the Associates at their annual meeting. Some Associates -who were connected with one or other of the provincial Universities -were anxious to introduce changes which would more or less assimilate -Newnham to such Universities. Others held that whatever changes were -made ought to be rather on a College than a University plan, and that -the wisest course would be to make Newnham, in general government -and arrangements, sufficiently like the Cambridge Colleges for it -to be able, if ever the happy day arose of its full recognition by -the University, to fall into line and take its place with the other -Colleges. The Associates chose a committee from among themselves -to draft a scheme, and to them were joined representatives of the -Council, including experienced members of the University, who gave -invaluable help, and the results they came to were successful in -meeting with a unanimous acceptance. The models chosen were chiefly -the smaller Colleges, but none were followed slavishly, and the scheme -when it emerged was found acceptable to the whole body of Associates. -The Council on this, as on similar occasions, was not above taking -suggestions from the past students and working on the lines thrown out. -The result was a petition for a Charter which, with the Statutes of the -College, became operative in the year 1917. - -The main object of the Charter was to constitute "one body politic -and corporate by the name and style of 'the Principal and Fellows of -Newnham College'" with perpetual succession, a common seal, power to -sue and be sued in court, to hold and dispose of property and the like. -Its chief objects were defined as: "(_b_) to establish and maintain -at or near Cambridge a house or residence or houses or residences in -which female students may reside and study; (_c_) to provide a liberal -education for women by carrying on the work of the old Association with -such modifications as may from time to time appear desirable either in -its present situation or elsewhere in the town of Cambridge or County -of Cambridge; (_f_) to do all such other things as are incidental or -conducive to advancing education and learning among women in Cambridge -and elsewhere." - -One point with regard to the new Charter and Statutes requires notice, -viz. the use of the name Fellow as applied to a member of "the one body -politic and corporate." Hitherto the title of Fellow had been attached -to the endowment for research for which funds had been collected as -already mentioned. The word Fellow in the Cambridge Colleges had always -connoted membership of a corporate body, but as Fellows of Colleges -were in general chosen for academic eminence or promise the name was -associated with the expectation of services in the advancement of -learning and research. This association with the title had influenced -the first champions of research for women, and in addition they desired -that these endowments should be used by women of high standing and -proved capacity in the sphere of learning to whom the status of Fellow -rather than that of Research Student was due. - -But when under the new Charter the constitution of Newnham was to some -extent assimilated to those of the older Colleges, it seemed desirable -that members of the new Governing Body should have the name which in -Cambridge is associated with these functions. Therefore the name -Fellow was given to members of the Governing Body, and that of Research -Fellow to those who hold one of the special endowments for research. By -the provisions of the Charter some of the Research Fellows must always -be members of the Governing Body and therefore also Fellows. - -To return to the government of the College as revised and established -by the Charter: - -The ultimate authority in the affairs of the College is the Governing -Body. This comprises all full members of the Staff, a fixed number -of Research Fellows chosen by the Governing Body; representatives of -the Associates,[14] and certain "Founders and Benefactors" living at -the date of the Charter. The Council is a smaller body, and comprises -besides the Principal, the Vice-Principal, the Bursar, and one of the -Tutors, three members of the Senate of the University, elected by the -Governing Body, seven additional members of the Governing Body, and -three Founders and Benefactors alive in 1917. - -[Footnote 14: See p. 91.] - -Several points in the Charter will attract the attention of any -student of former times who may be reading this history. The changes -in nomenclature are, at first sight, puzzling. The use of the term -_Fellow_ has, as the most important, already been dwelt upon: that of -_Tutor_ as supplanting _Vice-Principal_ has also been noticed. There -is now but _one_ Vice-Principal, the numerous and important duties -associated with the former vice-principalship being discharged by the -Tutors superintending each Hall respectively. The Vice-Principal has -now the functions properly assigned to the title, since she is bound to -take the place of the Principal on necessary occasions, and especially -to be in residence in the College when the Principal is absent (except -in vacations). The term _Bursar_ replaces that of _Treasurer_. - -There is something of the nature of representative government in the -election of Associate members on the Governing Body. The general -body of past students has recognition in that the Statutes provide -for the maintenance of a Newnham College Roll. The compiling and -keeping up of this Roll has involved considerable labour on the part -of the first registrar chosen to that office, Miss Edith Sharpley. It -has, as already said, succeeded to the "Newnham College Club," but -has recognised status. It now numbers a large proportion of former -students, and the College may confidently look to them to further its -interests and usefulness in all parts of the world. - -Like the other Colleges, Newnham now has a Visitor, and the first -Visitors have been two successive Chancellors of the University of -Cambridge, Lord Rayleigh and the Rt. Hon. A. J. Balfour, respectively -brother-in-law and brother of Mrs. Sidgwick. - -Another feature in the new Constitution that will strike past students -is the smaller proportion than formerly of members of the University -compared to the Newnham College officials. It must not, however, be -for a moment supposed that the College is not and will not continue to -be in many ways dependent on the changes and general progress of the -University. It will still be practically unable to take any important -steps without the advice of some members of the University who are -friendly to the College and its Staff. There will always be members of -the Senate on the Council of Newnham College, and for some years, it -is hoped, on the Governing Body. But beyond actual membership in any -body concerned in the government of the College, Newnham must always -hope to retain and even to increase the number of Cambridge dons and -teachers interested both in its students, who may be their pupils, and -in its lecturers, whom they regard as colleagues. In considerations of -this kind, law can only create and maintain possible relations. The -actual relations will, we trust, become modified as time goes on, and -this, even in spite of temporary drawbacks, in the direction of closer -co-operation and mutual respect between the men's and the women's -Colleges in work and in other helpful intercourse. - -From some provisions in the Charter, and from the general progress -which has been traced, it must appear that the body of residents of -graduate standing in Newnham, including administrative officials, -lecturers, and Research Students and Fellows, had for years been -growing in importance and developing a corporate life. Junior to -the Staff and Research Fellows, but of post-graduate standing, are -those who hold the two or three research studentships which have been -mentioned, and of late years others who have completed the degree -courses have been enabled to stay on in Cambridge and carry on work in -the laboratories by grants from the Medical Research Council and the -Industrial Research Board. Of late, too, students with degrees from -overseas and from other British Universities have come to Cambridge -in increasing numbers to work for the recently established Research -Certificates of the University. These students, with their wider -interests and experience doing specialized advanced work in various -subjects literary and scientific, some of them resident in the College, -others living outside but connected with it, add a valuable element and -form a link between the generations. - -Old students are encouraged to come up to read in the Long Vacation, -and thus keep up their old friendships and renew their old interests. -Sometimes, it is true, Newnham is almost too full, with visitors from -outside, to afford the peaceful time for uninterrupted and independent -work characteristic of the "Longs" of former days. Yet the visits of -distant friends is often stimulating as well as pleasant. Almost every -other year, since the University Extension Summer Meetings began--we -may almost say at Newnham's initiative[15]--some of the students have -been accommodated in Newnham. This is true, too, of the Vacation Terms -for Biblical Study; since those were inaugurated by Mrs. Sidgwick's -niece, Miss Margaret Benson, and intended chiefly as a help to school -teachers, the promoters naturally looked to Newnham for hospitality, -and many old students attend the courses. Learned societies of -mathematicians, historians and others have often come to England -from all over the world, and Newnham has been glad to entertain both -learned ladies and the wives of learned men staying in the Colleges. -Another kind of gathering may be mentioned, as somewhat original in -idea and very useful in practice. Several of the students of Natural -Science who, after taking their Tripos, had gone to teach in schools, -complained of the scarcity and inferiority of the apparatus at their -disposal. The lecturer in Chemical Science, Miss Ida Freund, arranged -that a company of them should come to Cambridge for a part of the Long -Vacation to learn how to construct the simpler kind of instruments for -themselves. The result was very satisfactory, and the teachers learned -not only how to make the best of the conditions under which they might -have to teach, but also how to keep abreast of the progress of the -Natural Sciences and of the methods of teaching them. It seemed natural -that on Miss Freund's lamented death in 1914 the Memorial to her -should take the form of a brief course of lectures by an experienced -teacher on the teaching of Physics. The summer meetings, at which these -lectures were delivered, helped to keep teachers from falling behind -in the general progress of knowledge and also to guide them in the -practical work of education. - -[Footnote 15: See p. 71.] - -One very large part of the story of Newnham has been as yet little -or incidentally treated in this history; the development of student -life and interests. At the beginning that was practically the whole -life of the community: there were no dons, and the Principal (without -losing separate and family interests) merged her life in that of the -young people who were under her care. Things were bound to develop in -both expected and unexpected ways. As more and more students came to -College, variety increased, and at the same time College was likely -to become more like a continuation of school. It would perhaps be -impossible to trace quite accurately any particular tone or character -or even standard of ability rising and falling in the annals of the -Newnham students. At first, as already suggested, there was sure to -be something of originality and enterprise. Girls were never sent to -College as a matter of course, and in many cases they had had hard work -in persuading their parents to let them come even for a slight taste -of College life. Certainly some came for a short spell and remained -for many years, though the fact of coming up without any definite -intentions often worked havoc with chances of academic success. There -were generally cultivated adult women grappling with subjects which -they ought to have mastered in childhood; and also very young students -striving after knowledge of a kind beyond their present reach. Possibly -these aberrations made student life more interesting. But they could -not fail to be diminished--though not even now eliminated--with the -growth of a more uniform standard in the curriculum of girls' schools. - -The oldest student society was the Debating Society. It is said to have -had its first meetings under the medlar tree in Merton Hall garden. Its -rules were reduced to writing in the late seventies, though subjected -later to much revision. Its history--like all histories--would, if -written, show great fluctuations in energy, popularity, and capacity. -In the early days there was quite enough earnestness and desire to -convince the world--the Newnham world that is--of the truth or falsity -of certain propositions, political, moral or social. I believe that the -good rule against reading speeches was generally adhered to, but it -was sometimes avoided by the speech having been learned by heart, and -having thereby lost spontaneity without acquiring the possible merits -of a careful essay. The early generations of students were very kind -and tolerant to wearisome speakers, though the time rule was strictly -adhered to. The fatal fault of most debating societies--the desire to -be humorous rather than convincing--threatened at times to destroy -both qualities. But from time to time, capable speakers who really had -something to say arose to retrieve the character of the Society. In -1884 it suffered somewhat by the creation of another society, which -became almost co-extensive with the College, for discussing political -questions. The original Debating Society did not preclude itself from -politics, but it naturally left them to the other society, and was -apt to descend to what was somewhat trivial or else took refuge in -the paradoxical. Its temporary declines, however, were, as just said, -generally followed by reinvigoration. Meantime the Political Debating -Society, which met weekly (for the space of one hour only), kept up a -very lively interest in public affairs, and also gave more practice -in ready impromptu speaking than was possible in the general College -debates. It adopted all the forms of an imitation House of Commons, -with Speaker, Government, Opposition, and the like. Some older critics -were only in part sympathetic, considering that the association of -public interests with party disputes was detrimental to the formation -of unprejudiced opinions. On the whole, however, the great advantage -was secured of keeping a large number of students _au fait_ with the -chief political questions of the day. Additional instructiveness and -liveliness were imparted by the fact that students whose fathers or -friends were in Parliament occasionally "coached them up" in arguments -and prognostications. The society became slack after many years, owing, -I think, to the excessive burden thrown on a few students who were -responsible for preparing the weekly business, and was reorganized with -the forms of an ordinary debating society. It was suspended during the -War, but revived--as society, not as amateur parliament--after the -Armistice. It has since resumed the parliamentary form. - -Besides the debating societies, each subject or group of subjects has -for many years had its meetings for reading and discussing papers -on Classical, Scientific, Historical, and many other subjects. Not -infrequently some distinguished man or woman from outside has been -invited to deliver a lecture. - -The Choral Society began in the earlier days of Newnham, and long -enjoyed the devoted and very able direction of Dr. Mann, Organist of -King's College, and gave very successful concerts. The display of -musical talent in the College is anything but uniform. One year we had -a good orchestra of stringed instruments, and the same may occur again -from time to time. Meanwhile, a musical society, started in a much -humbler way by an industrious student who was desirous of "keeping up -her practice" and inducing fellow students to do the same and be ready -to play some piece to one another on Saturdays, has developed into -a considerable College club called after its foundress, The Raleigh -Musical Society. A good many students, too, have been members of the -Cambridge University Musical Society. - -Astronomical interests have been cultivated in non-mathematical -students since the valuable gift of a telescope and small observatory -by Mrs. Boreham (daughter-in-law of the astronomer) in 1891. It was at -first placed on a mound to the south of Clough Hall, but when the view -from it was obstructed by the building of Peile Hall it was removed -to an open space at the far end of the College grounds. It was placed -under the curatorship of a mathematical scholar who had not only been -a high wrangler, but had had the advantage of having been brought up -in an astronomical atmosphere, Miss E. A. Stoney. Students with no -knowledge of astronomy were invited on certain evenings to see Saturn's -rings and Jupiter's moons. Their interest was attracted even to things -of the heavens which are visible to the naked eye. There was an -enthusiasm for "learning the constellations," instruction being given -by the expert to the ignorant. One night, when one of the mathematical -lecturers informed the students that the phenomenon was about to take -place described as "the Moon swallowing Jupiter," a large number of -students assembled on the lawn to watch the event. Happily it occurred -about 9 p.m. on a clear night. The act of swallowing was greeted by a -cheer--though whether the object cheered was Jupiter, the Moon, or the -lecturer who had given warning was not very clear. This little event is -mentioned as one of the many cases in which the common life of students -engaged in heterogeneous subjects has advantages of an educational as -well as of a social kind. - -We have already mentioned the lectures on Literature which were at one -time given by first-rate men of letters to students of all faculties -four or five times a year. Attendance at them was never compulsory, but -the interest of the subject and distinction of the lecturer attracted -many, and this continued to be the case with the Sidgwick Memorial -Lecture. A student of natural science has expressed her deep debt to -the attraction to good literature which these lectures afforded. -Latterly the lectures given by holders of the new professorship of -English (Dr. Verrall and Sir A. Quiller Couch), which are open to other -than special students of the subject, amply provided for the objects -aimed at in the earlier Newnham lectures. - -Naturally the societies or clubs that loom largest in the life of -present and the memories of past students are those connected with -games. Hockey, as already said, was started by the first Principal -herself, and it has remained for a long time one of the most prominent -of the games societies. The several Halls have their teams, and play -against one another; the College team plays against Girton and more -distant colleges and schools as well as other clubs; also matches are -played between past and present students. Fives is provided for by good -courts. Cricket is played in the summer term. Tennis had been with us -from the beginning of Lawn Tennis itself, and ash courts made the game -possible all the year round. Lacrosse was introduced a good deal later. -The introduction of bicycling during the middle nineties furnished a -new mode of exercise and stimulated exploration of the country. - -There have been, of course, many smaller societies: Sharp Practice, to -make students ready in debate; boating, which has recently arrived at -having an eight of its own; others of names incomprehensible to any but -the initiated. In connection with the Women's Settlement in Southwark, -there has from its beginning been a society following its progress and -contributing to its funds. The visits of Residents in the Settlement -to explain to the students their work or some branch of it have been -very interesting occasions--especially in the days when Miss Gladstone -was Warden, and came to give a humorous account of her experiences, -professedly to the first-year students, practically to as many of the -students and staff as could crowd into the room. - -Although there has not been till lately a formal dramatic society, any -dramatic talent among the students has generally revealed itself fairly -soon. The excuse of some worthy object to be served by threepenny -tickets has been made the occasion of extremely lively impromptu -performances. Especially the gift for melodrama has been displayed with -success and has often caused intense amusement. More serious plays, or -scenes from plays, have been exhibited from time to time, but those -have been most successful which had the least elaborate preparation. -It may be mentioned that Newnham students have taken part in serious -dramatic performances organized by members of the University; as in the -_Comus_, acted on the occasion of the Miltonic Tercentenary. - -In other fields there has been collective activity among Newnham -students. There have been various religious societies, in most of which -Newnham students are combined with those of Girton and other Colleges. -In Newnham itself there have been societies for reading and discussing -religious and moral questions on Sunday evenings, the subjects being -sometimes theoretical, sometimes practical. There has been a branch -of a Church Society called "The Society of the Annunciation," which -had corporate Communion with Girton and some religious addresses -in a Cambridge church. But far the largest and most influential -is the _Student Christian Movement_, which has arisen from small -beginnings and now has vigorous branches all over the world. Connected -with this there has always been a collective and particular effort -towards missionary work. A good many Newnham students became Student -Volunteers, and some are doing excellent work abroad, especially in -schools and Colleges of a new type, requiring higher education, and -in medical practice. But the operation of the whole movement is too -well known to need description here. It has branched out into new -departments, and has changed both its qualifications for membership and -its relations to religious bodies at home and abroad, so as to become a -far more potent agency than formerly in all Colleges and among varied -types of student. Some of its leaders are frequently in Cambridge, and -are cordially received at Newnham as well as in the Cambridge Colleges -generally. - -With regard to students and the political world. There had been a -Suffrage Society in the College from comparatively early times. It -has already been noticed how there had been among the early promoters -of higher education for women a good many who set great hopes on the -improvement of the position of women as citizens, and especially on -their acquisition of the parliamentary vote. There were, however, among -Staff and students of Newnham, several who felt much disgusted with -the lawlessness and general want of reason and sobriety with which, in -some quarters, the political cause of women was associated. A few, on -the other hand, though not among those in authority, were inclined to -go great lengths against the injustice and levity with which the whole -question was treated by Parliament and by the Government. Those who -desired and believed in the suffrage, but strongly disapproved of the -violent and illegal actions of the extreme wing, took an active part in -the orderly demonstrations organised by the law-abiding section of the -movement. Thus members of the Staff and of the student body walked in -the London processions and took part in the "Pilgrimage" of June 1912. -A very small number of former students carried their principles to the -extreme and suffered in consequence. But the attitude in general of -Newnham in the whole matter was one of decided conviction, combined -with patience and moderation. - -Perhaps a few words should be said here as to the changes which were -made, or gradually came about, in the necessary rules for student life -and behaviour. It must always be remembered that fifty years ago, both -unreasoned etiquette and the opinions of reasonable men and women -recognised much severer rules for the general conduct of young women -than are in force to-day; also that in Cambridge, so much a city of -men, the standard of conventional propriety for women was stricter -than in most other places. Miss Clough and her fellow workers in the -early times were sometimes obliged, for the sake of security against -prejudice and gossip, to walk very warily, always, however, avoiding -the imposition of such restraints as would have impeded either good -work or the enjoyment of good health. It has been seen how Miss Clough -herself undertook the sometimes weary duty of chaperoning and minimized -its inconvenience, and in little restrictions of a social kind she -tried to impress on the early students that they were guests of the -University and also pioneers who might by their own behaviour improve -or spoil the chances of more liberty for those who should come after. -As time went on, many rules were relaxed, and those that now have to -be observed are laid down with the utmost care by the authorities, -special regard being paid to the opinions and counsel of those who have -to maintain order and discipline in the University and the Colleges. - -The students themselves have never been discouraged from presenting to -the heads of their separate Halls or to the Principal any suggestions -as to possible modifications in domestic arrangement or in general -regulations. Machinery for this purpose has been devised and modified -from time to time. The students in residence choose (since 1911) a -Senior Student, and it is one of her duties to communicate their views -to the authorities. A joint committee of staff and students deliberates -upon proposed alterations. There is also a Hall senior student elected -by each Hall separately. It is generally recognised that great care is -still required in forbidding or sanctioning matters which to a newcomer -seem much more simple than they really are. The past prosperity of the -College has been in very great part due to a good understanding between -governors and governed, and this is still, in a sense, to be regarded -as the sheet anchor of the College in Cambridge. It seems to be -recognised in the Colleges of the University that the only way to avoid -excessive ebullitions of youthful spirit is to enlist on the side of -law and order some popular and leading spirits among the undergraduates -themselves. The same principle applies in women's Colleges, where -the students, as a rule (like public schoolboys), have learned, in -pre-college days, the necessity of rules and regularity. If Newnham -ever becomes a College of the University, the students will, of course, -be subjected to proctorial discipline, but the process would probably -be found not to involve any conspicuous changes in College life. - - - - - EPILOGUE - - 1914 AND AFTER - - -The outbreak of the Great War marks an epoch in the history of Newnham -as of other institutions at home and abroad. Its experience confirms -also the commonly repeated statement that in many things the results of -the war have proved very different from those anticipated either in the -event of success or of failure. One consequence confidently anticipated -was at least temporary decline. We were bound to suffer restrictions -and something of poverty, for the first item in which the so-called -practical man and woman economize is education. Yet we all see at this -moment that in spite of fiscal difficulties in public and losses in -private affairs, all our schools and colleges are full to overflowing. -Newnham participates in this experience, and is compelled to refuse -promise of admission to many qualified and promising students. The -reasons for this surprising fact are to be found partly in government -policy, partly in economic causes still awaiting elucidation; possibly -also in a genuine belief in education as a good thing for women as for -men. - -One danger is to be apprehended: the lack of really well-prepared -students, owing to the comparative scarcity of able University women -who enter the teaching profession. Yet while these words are being -written, the course of events may take an opposite trend. The salaries -of mistresses in schools are raised to an unprecedented height, if -perhaps hardly more than is required to cover increased cost of -living. And the young women who have been serving the country in -administrative work or directing their energies to the land or to -domestic productiveness may, in course of time, find their way back -to the task of teaching, which, after all, has inspired a genuine -enthusiasm in many of our leaders. Early in the War, when some students -were feeling doubts whether patriotic duty might not bid them give up -their academic course for labour of a directly useful kind, the Right -Hon. H. A. L. Fisher gave in Cambridge a convincing address as to the -necessity of keeping up educational and academic work with a view to -the requirements of the future. - -Any even slight account of what Newnham students of past days did -during the War would seem to be out of place here in that they did -it as individuals, not as a College.[16] Collectively, however, they -furnished, along with Girton, a hospital unit which did excellent work -in Belgium, France and Serbia, and later in Salonika. This unit was -organized under Scottish management by the Union of Suffrage Societies, -but there was, of course, no political aim in its operations. - -[Footnote 16: A list of the various war work of Newnham students in -1914-19 is in process of preparation.] - -Past students of Newnham were engaged in War Hospitals in many places. -At the same time some of the most competent Newnham mathematicians -were employed in making calculations to assist in the construction of -aeroplanes. A multitude undertook work in helping soldiers' families, -providing necessaries for hospitals, and housing refugees; while others -went in companies to gather in fruit and do other work on the land. In -London so many were engaged in government offices that a past student -in London in the summer of 1917, meeting College friends at every -turn, would salute each fresh face with: "What department are you in?" -Many took temporary posts in Universities and boys' schools. Those who -remained in Cambridge had much to do in teaching English to Belgians, -Serbians and other refugees, and in visiting wounded soldiers in the -First Eastern and other Hospitals. - -The result of all this activity along unexpectedly opened lines cannot -yet be estimated. Certainly proof was given of the efficiency of -educated women in carrying on work that had never been open to them -before. In some regions (_e.g._ that of police work) it has been -agreed upon that even in normal times it is highly desirable that some -women should be employed. The issue must be awaited in patience. - -It would, of course, be unworthy of the College to suppose that in -their activities these women were moved by a wish to better their -position and that of their College. Common humanity and genuine -patriotism were at the bottom of their efforts. But doubtless the -capacity and energy which they displayed helped indirectly towards -the grant of the Suffrage. It is a very notable thing that when the -Suffrage came, past students of Newnham and Girton of the qualified -age, who had the "equivalent of a degree," were adjudged capable -of using the parliamentary vote for the University of Cambridge. -Parliament was, however, not so liberal as Dublin had been, as it did -not recognise as "equivalent" the Tripos Certificates given before the -Graces of 1881. - -One more change awaited the College at the end of the last academic -year, in the retirement of the Principal, Miss Katharine Stephen, -a loss much deplored, though Miss Stephen retains her seat on the -Council. Her devotion to the work she had undertaken, and the ability -with which she discharged it need no eulogies here. Happily, her place -has been filled by the niece and biographer of the First Principal. -Miss B. A. Clough has not only spent many years within the College -precincts and watched its continuous progress, with occasional -drawbacks, from comparatively early days; she has also been intimately -associated with its pioneers and has acquired an unrivalled knowledge -of the aspirations and the needs of student life. As, in old times, the -rule of a Foundress Abbess seemed sometimes to be best carried on by a -niece who had lived much in her environment, so we may hope good things -in future from the fact that our Principal is in more than name the -honoured successor of Anne Jemima Clough. - -[Illustration: MISS B. A. CLOUGH.] - -As these chapters were being written, the struggle was again begun -for membership in the University of Cambridge, and--as we know only -too well--the result was a failure, though not so crushing a failure -as the attempt in 1897 when the demands were far more modest. It is -not desirable to dwell on this event, but we hope we may accept the -assurance of many friends that it cannot be long before we obtain what -we are asking. Meanwhile we may console ourselves by thinking that -the Women's Colleges have earned the respect even of opponents, and -that there is no probability of their being deprived of the privileges -which they still enjoy. It would be unwise to pretend indifference to -our defeat. Yet we have full reason to celebrate our Jubilee in joy -and hope. For, after all, the treasure to seek which our pioneers -came to Cambridge fifty years ago, is in our possession and likely to -remain with us permanently. That treasure is Education: the opportunity -of learning from the best teachers; of co-operation with like-minded -learners; the opening up of opportunities of learning more of nature -and of man; fitness for doing whatever tasks the future may offer -to those who seek, like our first benefactors, a life of active and -intelligent service. That was their ideal and it may well continue to -be ours. - - - - - INDEX - - - Adams, Mrs., 13. - - Adams, Miss A. M. (Mrs. Corrie Grant), 67, 69. - - Albert Victor, Prince, Duke of Clarence, 64. - - Aldis, Mrs., of Newcastle, 46. - - Alexandra, Princess of Wales (Queen Alexandra), 64. - - Archer-Hind, Mr. R. D., 24. - - Armitage, Mrs. E. (_née_ Bulley), 25. - - Associates of Newnham College, 91. - - Association for Promoting the Higher Education of Women in Cambridge, - founded, 13; amalgamated with Newnham Hall Company, 33. - - - Balfour, Miss Alice, 38. - - Balfour, Rt. Hon. A. J., 118. - - Balfour, Prof. Francis Maitland (_see_ Laboratories: biological), 38. - - Bateson, Mrs. Anna, 13, 14, 24. - - Bateson, Miss Mary, 93 _seq._ - - Bateson, Dr. William, 95, 102. - - Bathurst, Hon. Selina, 64, 93. - - Bedford College, London, 6. - - Birmingham University, 46. - - Bonney, Rev. Dr. T. G., 13. - - Boreham, Mrs., gives telescope to Newnham, 126. - - Bristol University, 46. - - Brough, Mrs. (_née_ Lloyd), 69. - - Browne, Bishop G. F., Sec. to Syndicate for local lectures, etc., 11, - 47. - - Bryce, Lord, on North of England Council, 9; first Sidgwick Memorial - Lecture, 108. - - Bulley, Miss Amy (Mrs. Brooke), 25. - - Bursar, title of, 118. - - Butler, Canon Geo., 9. - - Butler, Mrs. Josephine, 9. - - Butler, Rev. Dr. H. M., Master of Trinity, 102, 103. - - - Campbell-Bannerman, Sir Henry, 97. - - Cayley, Professor A., 14, 47. - - Champneys, Mr. Basil, 28, 87. - - Chapel, why none in Newnham College, 60 _seq._ - - Charter of 1917, 115 _seq._ - - Clay, Mr. C. J., lends room for first lectures to women in Cambridge, - 14. - - Clough, Miss Anne Jemima, starts Newnham, 2; early education and - experience, 5; helps in work of Northern Council, 13; comes to - Cambridge, 18; her character and ideas, 22 _seq._; removes into - Merton Hall, 26; into Bateman Street, 28; into Newnham Hall, 28; - chaperones to lectures, 40; life in Newnham, 58, 59, 60, 64, 68 - _seq._; success of her policy, 55, 76; last illness and death, 81; - funeral service in King's College Chapel, 81; Dr. Ryle's sermon, 82; - portraits, 78; debt of Newnham to her, 83. - - Clough, Miss B. A., Fourth Principal of the College, 80, 138. - - Clough Hall, Newnham College, 57, 64. - - Club, the Newnham College, 67, 118. - - College Hall (dining-hall), 63. - - Combination Room, 85, 89. - - Constitution of the College revised, 114. - - Corfe, Miss K., 29. - - Creak, Miss Edith, 25. - - Creighton, Prof. M. (afterwards Bishop of Peterboro' and later of - London), 96. - - - Davies, Miss Emily, her aims, 15 _seq._; Head of College at Hitchin - and Girton, 16; working with Newnham for titles of degrees, 106. - - Debating Society, 123 _seq._ - - Debating Society, Political, 124 _seq._ - - Degrees, titles of, movement for, 100; - defeated, 105. - - Discipline, 132. - - Dublin University (_see_ Trinity College). - - - Edward, Prince of Wales (King Edward VII.), 64. - - Elementary Education, Newnham's interest in, 69 _seq._ - - Elles, Miss G. L., 94. - - Ewart, Miss M. A., 28. - - Extension Students, beginnings in Newnham, 71 _seq._ - - - Fawcett, Prof. Henry, 12, 13. - - Fawcett, Mrs. Millicent Garrett, 12, 13, 76. - - Fawcett, Miss Philippa, 26, 76 _seq._ - - Fellow, changes in meaning of term, 116 _seq._ - - Fisher, Rt. Hon. H. A. L., 136. - - Fountain in memory of Henry Sidgwick, 110. - - Freund, Miss Ida, 38, 121 _seq._ - - - Games and recreation, 128 _seq._ - - Gates, Memorial, 86, 87. - - Girton College, 16, 46, 48, 51. - - Gladstone, Miss Helen, 36 _seq._, 65, 66; retirement, 98. - - Governing body, 92, 117. - - Graces admitting women to Tripos examinations, 48 _seq._ - - Greenwood, Miss Marion (Mrs. Bidder), 38. - - Gruner, Miss Alice, 74 _seq._ - - - Harrison, Miss J. E., 29, 94. - - Hitchin, College at, 16. - - Hobson, Dr. E. W., 77. - - Hudson, Prof. W. H. H., 24. - - Hughes, Miss E. P., 69, 76. - - - Inter-collegiate lectures opened to women, 15, 40 _seq._ - - - Jackson, Prof. H., 47. - - - Kennedy, Rev. Prof. B. H., 47. - - Kennedy, Miss Marion G., 24, 27; Studentship in memory of, 64, 92; - appeal to the University, 103 _seq._; portrait, 79. - - Kennedy Buildings, 99. - - Keynes, Dr. J. N., Sec. to Cambridge Local Examinations syndicate, 11. - - Kitchen, 63. - - - Laboratories: biological, 38; chemical, 37. - - Larner, Miss F., 25. - - Lee, Miss Jane, 65. - - Library in the Old Hall, 38 _seq._; in New Hall, 89 _seq._ - - Little Go--_see_ Previous Examinations. - - Local Examinations, 7, 9 _seq._, 11. - - Local Lectures in Cambridge, 12. - - London University admits women to degrees, 44 _seq._ - - - Macmillan, Miss O. (Mrs. MacLehose), 67. - - Maitland, Prof. F. W., 97. - - Manchester University, 46. - - Markby, Mr., 13. - - Marshall, Prof. A., 14, 24. - - Marshall, Mrs. A. (_née_ Paley), 19, 29, 74. - - Maurice, Rev. Prof. F. D., 6. - - Mayor, Rev. Prof. J. E. B., 14, 47. - - Mays (Inter-collegiate Examinations), 42. - - Merton Hall, 26. - - Mill, John Stuart, a benefactor to women's education, 3. - - Morant, Sir R. L., Educational Minister in Siam, 80. - - More, Mrs. Hannah, advocates educational reform, 5. - - Maria Grey Training College, 75. - - Myers, F. W. H., on Northern Council, 9. - - - Newnham College, its beginnings, 1 _seq._; built, 28; Miss Clough - and students move into it, situation, early life, 31 _seq._; - Articles of Association, 33; Growth of buildings, 35 _seq._ - - Newnham Hall Company formed, 27; Amalgamation of Company with - Association, 33. - - Newnham Letter, 67. - - North Hall, 35, 37; _see also_ Sidgwick Hall. - - North of England Council for Improving the Education of Women, 8. - - - Ogle, Miss Amy (Mrs. Koppel), 29. - - Old Hall, 39, 65; _see also_ South Hall. - - - Paues, Miss Anna, 95. - - Peile, Mrs. Annette, starts correspondence scheme, portrait in Peile - Hall, 11, 109. - - Peile, Dr. John, Master of Christ's College, 13, 14, 47, 109. - - Peile Hall, 63, 108 _seq._ - - Pensions to superannuated members of Staff, 118. - - Pfeiffer, Mr. and Mrs., 85. - - Pfeiffer Building, 37, 85. - - Previous Examination (Little Go), 10, 17, 25, 47 _seq._ - - - Queen's College, Harley Street, 6. - - - Rayleigh, Lord, 118. - - Red House, the, 71. - - Reid, Prof. J. S., 40. - - Roll of the College, 118. - - Ryle, Bishop H. E., 82. - - - Saunders, Miss E. R., 38, 95. - - Schools, for girls formed, 6 _seq._ - - Schools Inquiry Commission, 7. - - Scott, Miss C. A., of Girton, 44. - - Sellers, Miss Maud, 95. - - Senior Student, 133. - - Settlement, University, in Southwark, 73 _seq._ - - Sewell, Miss M. A., 75. - - Sharpe, Miss Julia, 67. - - Sharpley, Miss E. M., Registrar, 118. - - Sharpley, Miss M. M., 78. - - Sidgwick, Arthur, collaborates in Life of Henry Sidgwick, 106. - - Sidgwick, Prof. Henry, connection with Newnham, 2; on Association, 14; - finds a house for Students, 18; his character and influence, 20 - _seq._, 30, 35, 55; in Principal's rooms in Newnham, 84; illness - and death, 106-7; Lectureship founded in his memory, 108, 127. - - Sidgwick, Mrs. Henry (_née_ E. M. Balfour), 21; becomes - Vice-Principal, 36, 55; Principal, 84; life in Newnham, 87 _seq._; - portrait, 79; writes life of Prof. Sidgwick, 109; retires from - Principalship, 113; President of Council, 113. - - Sidgwick Avenue, 86. - - Sidgwick Hall, 39, 65, 99; - _see also_ Old Hall. - - Skeat, Rev. Prof. W. W., 14. - - Smith, Miss E. M. (Mrs. Bartlett), 95. - - Smith, Sydney, a friend to women's education, 4. - - Society of London Schoolmistresses, 8. - - Societies of students, 66, 123 _seq._ - - South Hall, 35, 38, 57; - _see also_ Old Hall. - - Stephen, Miss Katharine, 70, 79; Vice-Principal, 99; Principal, 113; - retirement, 138. - - Stephen, Sir Leslie, lectures on literature, 99. - - Stoney, Miss E. A., 127. - - Students' rooms, changes in, 58 _seq._ - - Suffrage, Women's, 3 _seq._, 131 _seq._, 138. - - Syndicate (Cambridge) for Local Lectures and Examinations, 11. - - - Temperley, Mrs. (_née_ Bradford), 95. - - Thompson, Mr. and Mrs. Yates, 89. - - Training College (Cambridge), 76. - - Trinity College, Dublin, grants degrees to qualified Cambridge women - for a few years, 54, 111, 112. - - Tripos Examinations--_see_ Graces. - - Trotter, Rev. Coutts, 24, 47, 90. - - Tutor, change of term, 118. - - - University Association of Women Teachers started by Miss A. J. Clough, - 68. - - University Library, women students admitted into, 41. - - - Venn, Dr. J., 14. - - Visitor of the College, 118. - - - War work done by Newnham students, 137. - - Winkworth, Mr. Stephen, 28, 58. - - Winkworth, Mrs. Stephen, 28, 90. - - Working men, school for, 69. - - - Young Men's Christian Association, lecture rooms in, 39. - - - - -GLASGOW: PRINTED AT THE UNIVERSITY PRESS BY ROBERT MACLEHOSE AND CO. 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You may copy it, give it away or re-use it under the terms of -the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you'll have -to check the laws of the country where you are located before using this ebook. - -Title: A Short History of Newnham College Cambridge - -Author: Alice Gardner - -Release Date: January 6, 2017 [EBook #53909] - -Language: English - -Character set encoding: ISO-8859-1 - -*** START OF THIS PROJECT GUTENBERG EBOOK SHORT HISTORY--NEWNHAM COLLEGE *** - - - - -Produced by Ralph and the Online Distributed Proofreading -Team at http://www.pgdp.net (This file was produced from -images generously made available by The Internet Archive) - - - - - - -</pre> - -<div class="tnote"> -<p class="tntitle">Transcriber's Note:</p> - -<p>Punctuation and possible typographical errors have been changed.</p> - -<p>Archaic, variable and inconsistent spelling, including hyphenation, have been preserved.</p> - -<p>Footnotes appear at the end of the text, after the Index.</p> - -<p>The cover image was created by the transcriber and placed in the public domain.</p> - -</div> - -<hr class="chap" /> - - - -<p class="large center pt10">A SHORT HISTORY OF</p> -<p class="large center pb10">NEWNHAM COLLEGE, CAMBRIDGE</p> - -<hr class="chap" /> - - - - -<div class="figcenter"> - <img src="images/colophon.png" width="156" height="200" alt="colophon" /> -</div> - - -<p class="medium center noindent"> -LONDON: MACMILLAN & CO., LIMITED<br /> -GLASGOW: MACLEHOSE, JACKSON & CO.<br /> -</p> - -<hr class="chap" /> - -<div class="figcenter"> - <img src="images/i_004.jpg" width="321" height="500" alt="" /> -<p class="caption">Henry Sidgwick</p> -</div> - -<hr class="chap" /> - - - - - -<h1> -<span class="medium">A SHORT HISTORY</span><br /> - -<span class="small">OF</span><br /> - -NEWNHAM COLLEGE<br /> -CAMBRIDGE</h1> - -<p class="medium center pt10" >BY</p> - -<p class="large center">ALICE GARDNER, M.A. (<span class="smcap">Bristol</span>)</p> - -<p class="small center">FORMERLY LECTURER AND FELLOW OF NEWNHAM COLLEGE, CAMBRIDGE<br /> -AUTHOR OF "THE LASCARIDS OF NICÆA," "THEODORE OF STUDIUM," ETC.<br /></p> - -<p class="small center pt10"><i>WITH TEN ILLUSTRATIONS</i><br /></p> - - - - -<p class="large center" style="padding-top: 15%;">CAMBRIDGE<br /> -BOWES & BOWES<br /></p> -<p class=" center">1921 -</p> - - -<hr class="chap" /> - - -<p class="medium center pt10">TO THE HONOURED MEMORY<br /> -OF A. J. C. AND H. S.<br /></p> - -<p class="small center pt10">COPYRIGHT<br /> -</p> - - - -<hr class="chap" /> - -<p><span class="pagenum"><a name="Page_v" id="Page_v">[v]</a></span></p> - - - - -<h2>PREFACE</h2> - - -<p>This little book is primarily intended for present -and past students of Newnham College and for the -numerous friends who have been helpers or sympathetic -spectators of its early progress. At the same -time I venture to hope that it may prove interesting -and suggestive to a wider circle of persons practically -or theoretically concerned in movements for the -higher education of women.</p> - -<p>Of the deficiencies of this short history, no one -could be more fully aware than the writer herself. -But for the expressed wish of the Council of Newnham -College, it would never have been attempted, nor -could it have been written at all without the kind -co-operation of friends, who, like myself, had known -the College from the inside. I would especially -thank the present Principal, Miss B. A. Clough, and -the Registrar, Miss E. M. Sharpley, for supplying me -with information and with kindly criticisms throughout -my task. It has been gratifying to realize that -the Publisher is son of an early friend of the College.</p> - -<p>One of the chief difficulties in writing the history -of a comparatively young institution, and one raised<span class="pagenum"><a name="Page_vi" id="Page_vi">[vi]</a></span> -by the labours, forethought, and sacrifices of many -"pious founders and benefactors" is that the range -of view possible to any former student and teacher -must necessarily be limited. I have felt deep regret -in realizing how many honoured helpers have—for -lack of space—not even been mentioned. Similarly, -among the former students whose labours, scientific, -literary, and practical, have brought credit to the -College, I have necessarily shown most appreciation -of those with whose work and influence I have been -personally best acquainted. Every past student will -have to supplement the story with recollections from -her own experience.</p> - -<p>I trust that, at least, I shall have brought home -to many the conviction that Newnham College is -unique, in the character and motives of its first -founders, in the steady devotion to its best interests -of successive governors, teachers and students, as -also in its relations—complicated, but near, we may -hope, to a solution—with the University under the -protecting shadow of which it has grown to prosperity. -My hope for this little work is that, besides -helping to justify the existence of the College in the -eyes of the world, it may in some measure preserve -in its members the knowledge of our best traditions -in the past and inspire a confident hope for the future.</p> - -<p class="right" style="padding-right: 5%;">ALICE GARDNER.</p> - -<p class="smcap">Bristol, <i>April, 1921</i>.<br /> -</p> - - -<hr class="chap" /> - -<h2>CONTENTS</h2> - -<div class="center"> - <table width="90%" summary="Table of Contents"> - <tr> - <td class="toc1">CHAPTER</td> - <td> </td> - <td class="toc1a">PAGE</td> - </tr> - - <tr> - <td class="tdr pr15" style="width:5%;">I.</td> - <td class="toc2">Introductory. Newnham College in - Idea. 1871-1880</td> - <td class="tdr"><a href="#Page_1">1</a></td> - </tr> - - <tr> - <td class="tdr pr15">II.</td> - <td class="toc2">Newnham College in Adolescence. 1880-1881</td> - - <td class="tdr"><a href="#Page_33">33</a></td> - </tr> - - <tr> - <td class="tdr pr15">III.</td> - <td class="toc2">Newnham College in Progress. 1881-1892</td> - - <td class="tdr"><a href="#Page_57">57</a></td> - </tr> - - <tr> - <td class="tdr pr15">IV.</td> - <td class="toc2">Newnham College in Progress. 1892-1900.</td> - </tr> - - <tr> -<td></td> - <td class="toc2" style="padding-left: 5%;">Principalship of Mrs. Sidgwick</td> - - <td class="tdr"><a href="#Page_84">84</a></td> - </tr> - - <tr> - <td class="tdr pr15">V.</td> - <td class="toc2">Newnham College in Progress. 1900-1914</td> - - <td class="tdr"><a href="#Page_109">109</a></td> - </tr> - - <tr> - <td align="left"></td> -<td class="toc2">Epilogue. 1914 and After</td> - - <td class="tdr"><a href="#Page_135">135</a></td> - </tr> - </table> - </div> - - -<hr class="chap" /> - - -<h2>LIST OF ILLUSTRATIONS</h2> - - - -<div class="center"> - <table width="90%" border="0" summary="List of Illustrations"> - <tr> - <td class="tdl"><span class="smcap">Professor Henry Sidgwick.</span> - (Photogravure Plate.)</td> - - <td class="tdr"><i>Frontispiece</i></td> - </tr> - - <tr> - <td class="tdl pl7">From a photograph by Mrs. F. W. H. Myers.</td> - </tr> - - <tr> - <td></td> - <td class="tdr small">FACING PAGE</td> - </tr> - - <tr> - <td class="tdl smcap">Miss Anne J. Clough and the First Five Students</td> - <td class="tdr"><a href="#Fig_1">2</a></td> - </tr> - - <tr> - <td class="tdl smcap">Miss Marion Kennedy</td> - - <td class="tdr"><a href="#Fig_2">18</a></td> - </tr> - - <tr> - <td class="tdl smcap">Merton Hall, 1872-1874</td> - - <td class="tdr"><a href="#Fig_3">26</a></td> - </tr> - - <tr> - <td class="tdl"><span style="font-variant:small-caps">Miss Anne J. Clough</span>. (Photogravure - Plate.)</td> - - <td class="tdr"><a href="#Fig_4">54</a></td> - </tr> - - <tr> - <td class="tdl pl7">From a photograph by Mrs. F. W. H. Myers.</td> - </tr> - - <tr> - <td class="tdl smcap">Mrs. Henry Sidgwick</td> - - <td class="tdr"><a href="#Fig_5">72</a></td> - </tr> - - <tr> - <td class="tdl pl7">From the portrait by J. J. Shannon, R.A.</td> - </tr> - - <tr> - <td class="tdl smcap">Newnham College</td> - - <td class="tdr"><a href="#Fig_6">86</a></td> - </tr> - - <tr> - <td class="tdl pl7">The Entrance Gates.</td> - </tr> - - <tr> - <td class="tdl smcap">Newnham College, 1920</td> - - <td class="tdr"><a href="#Fig_7">100</a></td> - </tr> - - <tr> - <td class="tdl pl7">General View of the Building and Grounds.</td> - </tr> - - <tr> - <td class="tdl smcap">Miss Katharine Stephen</td> - - <td class="tdr"><a href="#Fig_8">112</a></td> - </tr> - - <tr> - <td class="tdl smcap">Miss B. A. Clough</td> - - <td class="tdr"><a href="#Fig_9">138</a></td> - </tr> - </table> - </div> - -<p>For permission to reproduce the two illustrations of -Professor Henry Sidgwick and Miss A. J. Clough thanks -are due to Mrs. F. W. H. Myers; also to Messrs. Bassano -for the use of their photographs of Miss B. A. Clough, Miss -Katharine Stephen and the general view of the College.</p> - -<hr class="chap" /> - -<p><span class="pagenum"><a name="Page_1" id="Page_1">[1]</a></span></p> - - - - -<p class="center large" style="padding: 7% 0%;">A SHORT HISTORY OF NEWNHAM COLLEGE</p> - - - -<h2>CHAPTER I<br /> - -<span class="st">INTRODUCTORY. NEWNHAM COLLEGE IN IDEA</span></h2> - - -<p>In tracing the history of educational institutions -and of other foundations existing for the public -good, we find it necessary to distinguish those that -had and those that had not a definite beginning. -Some of our colleges and great schools have—so to -speak—sprung, adult and armed, from the brain -of their founder—or possibly from the conjoint -thoughts and efforts of a few generous and like-minded -patrons. Their birthdays are easily determined. -Their continuity can be traced both in -material persistence and progress and in moral -and intellectual development and adaptation to -changing conditions. Others—and prominent -among them the subject of this sketch—came into -being so gradually that their length of days may be -variously calculated. To the past students of -Newnham College, the beginning seems to be most<span class="pagenum"><a name="Page_2" id="Page_2">[2]</a></span> -naturally and fittingly associated with the day when -a comparatively small dwelling house was first -opened, in Cambridge, by Professor Sidgwick and a -small group of friends, and placed under the wise -and devoted care of Miss Clough, for the accommodation -of a few young women who wished to give their -time to serious study under the tuition of such -University professors, lecturers, and private teachers -as might be willing to further their desire for higher -education. Incorporation as a College was not to -come for nine years, nor any measure of distinct -recognition by the University for ten years. But no -Newnham woman would reckon our beginnings from -1880 or 1881. An antiquarian spirit might fancy -that the germs were in the room in Mr. Clay's -garden, where lectures were first delivered to women -students and others. But student life and university -instruction had for us its first embodiment in -the little community of five, and their teachers and -helpers, whose relations with Cambridge began -in 1871.</p> - -<p>This settlement of Miss Clough and the five -students was the small beginning out of which grew -an institution which many hundreds of women now -regard with passionate loyalty, and which no -opponents or doubters can venture to despise. To -understand its origin we need to go back a little and -consider how and why the movement towards higher -education for women was then beginning to take -form, and why it came to be specially associated -with Cambridge.</p> - -<div class="figcenter"><a id="Fig_1"></a> - <img src="images/i_013.jpg" alt="" /> -<p class="medium center">MISS ANNE J. CLOUGH AND THE FIRST FIVE STUDENTS.</p> -</div> - -<p><span class="pagenum"><a name="Page_3" id="Page_3">[3]</a></span></p> - - -<p>It would be partly true and partly false to regard -the objects of those who practically founded Newnham -College as identical with those of the leading -champions of the political and legal rights of women. -Of course, as might naturally be expected, many of -those who, through breadth of sympathy and hatred -of injustice, gave the greater part of their lives -and energies to the removal of female disabilities, -public and private, were very ready to respond to -the demand for higher education for girls and -women. One need only think (looking at the leaders -of thought in the middle of last century) of John -Stuart Mill (a benefactor to the Cambridge Lectures -Association and to similar enterprises) with the -philosophic school which he represented and led. -The advocates of political liberty and those of higher -education for women used to a large extent the same -arguments, and the securing of one end favoured -the prospects of the other. Those who held that -women were on the eve of obtaining greater rights -and responsibilities were bound to show sympathy -with the cause of education; they could quote the -words of Samson Agonistes: "What were strength -without a double share of wisdom? Vast, unwieldy, -burdensome." And on the other hand -every movement made in the direction of sound -education for women told in favour of opening<span class="pagenum"><a name="Page_4" id="Page_4">[4]</a></span> -spheres of usefulness and conceding rights as to -property and personal liberty which uneducated -women might possibly have abused. Among the -earlier friends of Newnham, probably by far the -larger number were warmly attached to the franchise -movement, especially when it came within the range -of practical politics. At the same time, advocates -of higher education were unlikely to be possessed—as -were a few excellent and high-minded women—by -the idea of the suffrage as a panacea for all women's -grievances or a necessary condition of any step -towards social betterment. Necessity and common -sense prescribed caution to the pioneers who were -directing their efforts to obtain some measure of -university education for women able to profit -thereby.</p> - -<p>And indeed there was nothing revolutionary in -the movement towards higher education for women. -True, the education of girls and women had not till -then been considered an object to be sought on a -large scale. But there had been educated and even -learned women in England, in the days of the -Renaissance and Reformation, though there can be -little doubt that—in the higher circles, at least—a -check came with the frivolities of the later Stuart -court. But without going into uncertain historical -details, it is noticeable that in the early part of the -nineteenth century, such different persons as Sydney -Smith and Mrs. Hannah More became eloquent<span class="pagenum"><a name="Page_5" id="Page_5">[5]</a></span> -advocates of more serious education for girls than -they commonly received. The arguments of these -and like-minded reformers were not thrown away. -It is beyond question that in many parts of England, -in early and middle Victorian days, there were high-minded, -intellectual, and accomplished women conducting -girls' schools on reasonable principles and -with good mental and moral results; and a good -deal of the highest education in girls' schools was -given by men—sometimes of considerable standing -and ability. The position of a private governess -was not remarkably dignified or lucrative (<i>vide</i> the -experiences of the Brontes); but there were some -such private teachers who did excellent and much -appreciated work.</p> - -<p>Still the course of a girl who had inward longings -for intellectual culture was often hard; and harder -still was that of young women who had a liking -for literature and art, combined with a distaste for -unvaried domestic interests or social routine. The -happiest were those who had sympathetic elder -brothers at College, who could talk over their -difficulties with them and recommend books. Such -was eminently the position of Miss Clough herself. -Her education—discursive and not without -lacunae—had been a home education, her chief -mentor an Oxford brother, whose mind and tone -of character it is superfluous here to describe. It -was in great part to help those who, like herself,<span class="pagenum"><a name="Page_6" id="Page_6">[6]</a></span> -had had aspirations after knowledge and culture, -and who, unlike herself, had not always had sympathetic -homes, that she and other pioneers in -Cambridge desired to secure facilities of continuous -study under the direction of capable and inspiring -teachers.</p> - -<p>It may be advisable to indicate briefly the different -ways in which efforts were made to meet the existing -wants, some of which led up to the goal of university -education for women.<a name="FNanchor_1_1" id="FNanchor_1_1"></a><a href="#Footnote_1_1" class="fnanchor">[1]</a></p> - -<p>(1) The first step was the establishment of larger -and better schools, and provision for more advanced -teaching. Queen's College, Harley Street, first presided -over by F. D. Maurice, was founded in 1848 -and is still at work; Bedford College (now a College -of London University) was founded in 1849; the -North London Collegiate School and Cheltenham -College (which both maintain their position as -schools of first-rate standing) in 1850 and 1858. -There were started, besides, some colleges expressly -for women intending to become teachers -(the Maria Grey, Home and Colonial, etc.). At -present the need of some serious training in the art -<span class="pagenum"><a name="Page_7" id="Page_7">[7]</a></span> -of teaching is widely recognised. In the early -days of the Women's Education Movement, a -young woman had often practically to choose -between gaining more knowledge, and learning to -make the most of the little which she had. This -difficulty is now much diminished, if not entirely -removed.</p> - -<p>(2) But almost more important than the new -foundations, started generally by private effort, was -the successful attempt to secure some kind of -government inspection of girls' schools and the -synchronizing responsibility undertaken by the -Universities of Oxford and Cambridge in admitting -girls to the Local Examinations. In 1864, the -Schools Inquiry Commission were requested to -include in their task the inspection of Girls' Schools. -The result was a revelation of superficiality, narrowness, -and general inefficiency which awoke a portion -at least of the educated public to the need of reform. -The result of the new experiment (1865) of admitting -girls to the Cambridge Senior and Junior examinations -showed similar defects. Many generations of -Newnham students have been amused to hear -among the recollections revived at the annual -Commemoration, how it was once seriously proposed -to lower the standard of arithmetic to suit the -capacity of the girls. Happily the suggestion was -not followed. The notion that women cannot do -hard sums was one of the "hasty generalizations"<span class="pagenum"><a name="Page_8" id="Page_8">[8]</a></span> -as to the constitution of the female mind, "with -the wrecks of which," it was afterwards said, "the -whole shore has been strewn."</p> - -<p>The deficiencies of the schools were largely due to -the fact that no opportunities of education were -available for intending teachers. The more enlightened -schoolmistresses had to struggle against -masses of prejudice, indifference and materialism -in the minds of parents and of the public, and many -of them were eager for improvement. In 1866, the -Society of London Schoolmistresses was formed -for mutual help and encouragement, and similar -societies were established in various localities, which -lent support to the efforts of well-wishers in the -Universities and elsewhere.</p> - -<p>(3) Then again there were early schemes for lectures -to women in different parts of the country, and -these have branched out and become more effectual -than any measure for educational improvement -among persons for whom residence at a university -was impossible. Here, as in many regions, Miss -Clough was a pioneer, and this branch of work -brought about the connection of Cambridge with -one side of the movement and led directly to the -starting of what grew into Newnham College.</p> - -<p>The body which accomplished the chief initial -work in the matter of local lectures for women was -"The North of England Council for improving the -Education of Women." To the organization of this<span class="pagenum"><a name="Page_9" id="Page_9">[9]</a></span> -society, Miss Clough gave much thought and attention, -especially in 1867 and the following years. -It was formed from an amalgamation of societies -having the same object, in Liverpool, Manchester, -Sheffield, Leeds and Newcastle. Among Miss -Clough's colleagues on this Council were Mr. (afterwards -Canon) and Mrs. Butler, Mr. (now Lord) -Bryce, Mr. F. W. H. Myers, and Mr. (afterwards -Professor) James Stuart. It was Mr. Stuart who, -after his experience in the North of England, proposed -and brought about in 1873 the organization of local -lectures by the Universities. It is needless to go -into the history of the subsequent development of -University Extension. Begun primarily in the -interests of women, it was extended to meet the -needs of busy men with free evenings, working -people, and all who wished in their leisure to prolong -their education and gain culture.</p> - -<p>(4) The work of the North of England Council led -to a further step in the early development of what -I have called "Newnham College in Idea," viz. -the founding of the Cambridge Higher Local Examination. -The request for an examination for -women over eighteen came from the Council -and was supported on the ground that it was -desirable to have a definite and intelligible test -for teachers, with some means of giving system -to the lecture movement as far as it affected women, -and of directing the reading of girls who had left<span class="pagenum"><a name="Page_10" id="Page_10">[10]</a></span> -school. It had originally features which became -modified with changing principles of education. -There was at first a group of subjects considered -essential as the foundation of liberal education and -optional groups, some of which candidates had to -take in order to secure a certificate. In course of -time the groups were increased in number and -larger choice allowed while the necessary preliminaries -were diminished.</p> - -<p>The examination was first held in 1869, when -thirty-six candidates were examined in two centres.<a name="FNanchor_2_2" id="FNanchor_2_2"></a><a href="#Footnote_2_2" class="fnanchor">[2]</a> -As this examination was from the first supposed to -be one the reading for which would prove interesting -and profitable to adult women, it is not surprising -that it should have been eagerly used by the advocates -of university education for intending teachers -as a test of fitness for real university study. Later it -became one of the school examinations taken by -girls in the upper forms, and when the Tripos -examinations were opened to women certain portions -were accepted in lieu of the Previous Examination. -The connection between Newnham and the Higher -Local Examination was maintained for many years, -certain scholarships being always awarded on its -results, though the multiplication of other facilities -for university qualification has now loosened the -tie. In the early days Newnham College owed -much to the Syndicate for Local Lectures and -<span class="pagenum"><a name="Page_11" id="Page_11">[11]</a></span> -Examinations, and to the courtesy and devotion of -the successive Secretaries (Rev. G. F. (Bishop) -Browne and Dr. Keynes) and to the fostering care -which they bestowed on the young movement.</p> - -<p>Here an auxiliary agency may be mentioned -which was of real service to young women desirous -either of passing the new examination or simply -of understanding how and what to read for their -own benefit: the scheme of instruction by correspondence, -started and kept vigorous for many years -by the late Mrs. Peile, wife of the highly respected -tutor and afterwards Master of Christ's College. -Among the instructors by correspondence were many -distinguished members of the University. The curricula -were designed with a view to the requirements -of the Higher Local Examination, but subjects were -handled freely and suitable books were recommended. -This last necessity was partly met by a -loan library for women.</p> - -<p>These steps were gradually leading up to a -possible university education for women. At first -sight, our beginnings may seem to have a non-academic -and amateurish air. And part of what -was accomplished in these early days would meet -with scant approval from modern advocates of equal -chances for women with men in learning and the -learned professions. Inspection of schools by -government is now by many regarded as a necessary -evil. Popular courses of lectures without regular<span class="pagenum"><a name="Page_12" id="Page_12">[12]</a></span> -sequence or adaptation to the previous attainments -of those who attend them suggest superficiality and -lack of scientific method. Instruction by correspondence -is by many associated with cram of the -lowest sort. But to those who read the correspondence -of the founders of these institutions, or whose -memory carries them back to the days when they -were not only novel but a very godsend to labourers -at self-education, the whole movement wears a -different aspect. All methods of imparting knowledge -are apt to degenerate into tricks for hiding -ignorance; even respect for universities and learned -men may become mere toadyism. But the early -forms, though now a little outworn, did indicate and -partly supply a genuine need, and led on to even -better things—especially to academic training and -advanced study for women.</p> - -<p>(5) The general movement towards university -education, on the other hand, begins with the -inauguration of a series of lectures in Cambridge -itself, somewhat like that already started in the -north, but wider in scope and capable of being -continued for the instruction of women far beyond -the educational standard prescribed by the Local -Examinations. This had its beginning in a drawing-room -meeting held in Prof. and Mrs. Fawcett's -house, late in 1869.</p> - -<p>If these beginnings seem less dignified than those -of Colleges erected for students and organized from<span class="pagenum"><a name="Page_13" id="Page_13">[13]</a></span> -the first on University lines, it may be remarked that, -after all, the beginnings of Newnham bear some -analogy to those of the early European universities, -including the English. Perhaps in all the greatest -centres of learning there has been first the great -teacher—then the scholars who flock to sit at his -feet. Colleges and social student life and hostels -and regulated grades of teachers and taught are an -aftergrowth. So, we may say, the first Newnham -students came to Cambridge because great teachers -were there; it was not that suitable teachers -came because the students had shown a demand for -them or for collegiate houses and collegiate life. -The university extension lecturers might be useful -and stimulating missionaries of culture, but their -greatest service was to kindle a desire to go and -drink at the fountain-heads. The mountain could -not come to Mahomet, but many touched by prophetic -zeal might make all efforts to come to the -mountain.</p> - -<p>The first step taken as a result of the historic -meeting referred to in Prof. and Mrs. Fawcett's -house, was the formation of a society to be called -<i>the Association for promoting the Higher Education -of Women in Cambridge</i>.</p> - -<p>The first executive consisted of Mr. (afterwards -Dr.) Bonney, Mr. (Dr.) Peile, Prof. F. D. Maurice, -Mrs. Adams, Mrs. Bateson, Mrs. Fawcett, Mrs. Venn; -the Secretaries were Mr. Markby and Mr. (afterwards<span class="pagenum"><a name="Page_14" id="Page_14">[14]</a></span> -Professor) Henry Sidgwick; the Treasurer Mrs. -Bateson. Early in 1870, a list of lectures was -brought out. Although these lectures were supposed -to be for women reading for the Higher (then called -the Women's) examination, they were given by men -generally of the highest standing in the University, -such as the university members of the Executive -just mentioned, besides Professor Skeat, Prof. J. E. B. -Mayor, Dr. Peile, Prof. Cayley, Dr. Venn, Mr. -Marshall and other eminent persons. It may be -that some of these lecturers were decidedly "over -the heads" of such of the students as had had an -indifferent schooling and were only just commencing -adult study. But the fault—if such we should call -it—was a good one. As a rule, the partly self-taught -are more ready to grapple with difficulties than such -as have hitherto had the paths of progress made -gradual and easy; and the very fact of being more -or less in contact with a master mind was rather -stimulating than depressing.</p> - -<p>These lectures were originally given in a building -kindly lent by Mr. Clay, standing in the garden of -his house a little off Trumpington Street.</p> - -<p>Besides the lectures specially arranged in connection -with the new scheme, a large number of -lectures given by Professors of the University were, -by their special permission, opened to women. In -those days the professorial lectures formed, generally -speaking, a less important part in the teaching of<span class="pagenum"><a name="Page_15" id="Page_15">[15]</a></span> -the University than they do at present. This was -not, of course, due to any inferiority in such lectures, -but to the want of correlation in the instruction -provided by the several colleges and by the University. -As this correlation became more effectual, -the privilege given to women students of attending -professorial lectures became more and more advantageous -to them. Twenty-eight professors acceded -to the request of the Association, as well as two -lecturers who delivered their lectures in University -buildings. University Professors and Lecturers were, -generally speaking, bound to admit all members -of the University to their lectures without fee, but -were allowed to charge fees to non-members. -Women students came, of course, under the second -head, but as a rule the Professors admitted them -without fee, as if they were of undergraduate status. -The gradual opening up of lectures given on the -Intercollegiate system in the halls or lecture-rooms -of the various colleges began, as will be seen, a -little later.</p> - -<p>But besides the special lectures to women and the -professorial lectures provided for members of the -University, a very necessary element in Cambridge -teaching consists in private tuition—of students -taken individually or in small groups. In Classics -and Mathematics, especially, such "coaching" is -necessary both for backward and for advanced -students. Among the earlier supporters of the<span class="pagenum"><a name="Page_16" id="Page_16">[16]</a></span> -Women's Education movement were a good many -brilliant teachers who, in their generous belief in -the cause, were ready to give instruction to women -students often in a far more elementary stage than -the men they ordinarily taught. Fees were naturally -paid to the private teachers, but in many cases, -while the cause was yet poor and struggling, these -fees were returned to the Treasurer.</p> - -<p>The students who required the more advanced -lectures and tuition were generally those who, having -passed the Women's Examination, aimed at a real -University course. Tripos students were among -the very first generation of Cambridge women—though -those who read with a view to triposes -could never feel quite sure, till near the end of -their three years, whether the examiners would think -it consistent with their functions to admit women -and declare what class they attained.</p> - -<p>This great object had already been approached -on independent lines by the founders of Girton -College. Miss Davies had conceived hopes of founding -an actual college in which the Cambridge degree -examinations, pass and honour, might be taken by -women, and in 1869 such a college was started -at Hitchin. The intellectual ideals and standards -of the two wings—so to speak—of the movement -were not identical. Time and with it changes in -the demands of the degree examinations at Cambridge—indeed -at both Universities—have brought -<span class="pagenum"><a name="Page_17" id="Page_17">[17]</a></span> -them pretty close together. The very good reasons -at the bottom of both programmes are easy to -recognise. Miss Davies considered that any requirements -made from women different from those -demanded from men would certainly be lower. If -women avoided Greek and the other subjects of -which boys were supposed to learn something at -school, an impression would be created that women -were allowed graduate or quasi-graduate status -on easier terms than those imposed on men. On -the other side there was, in the minds of Sidgwick -and others who became the founders of Newnham, -a great contempt of the "Poll" as well as of the -"Little-go" as marking a very low standard of -intellectual achievement. At the same time, a -more concrete mind like Miss Clough's deplored the -inconvenience and waste of time which might keep -an adult woman who had not learned classics or -much mathematics at school, studying the beginnings -of these subjects in school-boy fashion when -her mind was more adapted to other studies. Again -there was the fear—groundless enough as experience -has proved—lest the girls' schools should be -"classicized" and modern studies in them discouraged. -In point of fact, Cambridge University -now demands of candidates for the Previous Examinations -only the very minimum of ancient -languages, and the boys' schools have been de-classicized -to a further extent than might have then<span class="pagenum"><a name="Page_18" id="Page_18">[18]</a></span> -seemed possible. In the long run, the different -schemes proved to be very similar in results. The -Little-go Greek did no harm to those who took -it. Honestly taught (as, unfortunately, is not -always the case with a compulsory subject), it has -often given to the learner sufficient knowledge to -be of real service in later studies. A small amount -of rivalry at the outset has not hindered the progress -of the two Colleges side by side in co-operation and -mutual goodwill.</p> - -<div class="figcenter"><a id="Fig_2"></a> - <img src="images/i_029.jpg" alt="" /> -<p class="medium center"> MISS MARION KENNEDY.</p> -</div> - -<p>But before the first tripos student had definitely -entered on her career, another great step had been -taken: the opening of a house for the residence -of women who had been attracted by the educational -facilities of Cambridge and desired to devote -themselves there to some course of serious study. -The securing of a house for students had become -necessary in the eyes of Mr. Henry Sidgwick, and -foremost among the many and great services which -he rendered to the College (then hardly existing -even in idea) was that he persuaded Miss Clough to -come and take charge of the resident students. -A house was found in Regent Street, and in the -autumn of 1871 Miss Clough and five students -began their common life there, and initiated a new -stage in the movement.</p> - -<p>Long years afterwards, when Newnham was large -and flourishing, with four Halls of residence, a large -party up for Commemoration met to explore the<span class="pagenum"><a name="Page_19" id="Page_19">[19]</a></span> -cradle of this College, which was the more easily -done as the house had become a hotel (The Bird -Bolt Temperance Hotel). Two of the original five -(Mrs. Marshall and Miss Larner) pointed out to -the students of that day the one room which -served as dining-room and as common study for -these pioneer students; the other sitting-room -used in the afternoon for lectures, overlooking -Parker's Piece, where they, without a scrap of -garden, could envy the boys playing on the Piece; -the small rooms which were their bedrooms. The -first generation had little elbow-room, no games, a -scanty library, a non-luxurious <i>ménage</i>, and very little -of what is now considered necessary freedom in work -and play. Yet they seem to have been exceedingly -happy. They felt, and the feeling remained for at -least a dozen years, that they were pioneers. The -lectures given by greater men than any they had -ever seen before; the pleasures of intercourse, -especially for those who had found little intellectual -sympathy at home; the long walks over -the Gogs or along the Cam, more enjoyed in -pre-hockey, pre-bicycling, even pre-tennis days than -now; the associations of an ancient and beautiful -town; the sympathy shown by the generous men -and women who had adopted their cause: all these -things must far have outweighed the passing -inconvenience of straitened accommodation and -even the painful consciousness that the eye of the<span class="pagenum"><a name="Page_20" id="Page_20">[20]</a></span> -world and yet more of his wife was upon them, for -better and for worse. But perhaps above all, in -later days, these pioneer students felt most thankful -to think that in that house they had enjoyed the -constant presence of Miss Clough and frequent -intercourse with the leaders of the movement, -particularly of Mr. Henry Sidgwick.</p> - -<p>It may seem superfluous as well as presumptuous -for the present writer to dwell on the characteristics -of the two leading persons in the early days of the -College (or the college-embryo) seeing that their -lives and characters have, as already said, been -portrayed in biographies which are never likely to -be surpassed. Perhaps, however, a little space -may be given to those peculiarities which, in both -characters, left a permanent impression on the -College as a whole, especially since they exhibit -traits of an almost opposite description, yet united -to produce a great result. In one respect they were -alike: in what may be called fundamental sincerity -and whole-heartedness, along with wide ranges of -interest. Readers of Sidgwick's life and writings -cannot but be impressed with his absolute fidelity -to any course which had shown itself worthy of -approval, his careful attention to every opinion -and principle which had any reasonable justification, -his loyalty to personal convictions in avoiding any -possible compromise with mental tergiversation. -He had lately given up his fellowship from conscientious<span class="pagenum"><a name="Page_21" id="Page_21">[21]</a></span> -motives. He abstained from identifying -himself with any form of institutional Christianity, -while fully acknowledging how such Christianity had -worked for good, and tolerating the attitude of -those who were able for the sake of true religion to -accept religious formulae with reservations of their -own. In politics, he generally went with the -more progressive Liberals, though fully able and -always ready to grasp the situation of those who -took different standpoints. The efforts and the -personal sacrifices which he made in the cause of -women's education were not inspired by any one-sided -attachment to the cause either on a personal -or on a theoretical side. He held no fixed theory -as to the equality and similarity of the sexes in -mental powers, but was in favour of assisting -legitimate efforts, removing unreasonable limitations, -and postponing the decision as to whether -women <i>can</i> do this or that by giving them the -opportunity and awaiting the result. When the -result proved favourable to his reasoned expectations, -he was naturally pleased, but on all subjects -he ever kept an open mind. For persons handicapped -in the race of life, by sex, nationality, or -poverty, he was always ready to discover new -prospects of successful effort. His family life had -made him acquainted with women of exceptional -gifts even before his marriage with Miss Eleanor -Mildred Balfour in 1876, a happy event for Newnham<span class="pagenum"><a name="Page_22" id="Page_22">[22]</a></span> -as well as for himself. The frequent presence of a -man of his calibre in the incipient college was of -inestimable benefit to the early students. He was -to them a champion of their cause and a model of -sincerity and reasonableness, and to many a very -helpful teacher. A larger proportion of students -in the early days than later took up some branch -of Moral Science—in which he directed their work. -And to others he was helpful on the educational -side by his encouragement of good literature—which -may at times have tended to retreat into the -background in favour of severely scientific study. -Beyond all this there were traditions among the -early students of his extraordinary power in bringing -home to them the necessity of maintaining a high -standard of order, patience and power of suspending -judgment.</p> - -<p>It has been said that in some respects Miss Clough -presented a marked contrast to Dr. Sidgwick. -This contrast may be partly described by saying -that he saw things more in the abstract, she in the -concrete. Not that he looked only at general -principles and she at isolated instances (for both -took large views without neglecting the single -examples), but still the distinction was evident. -Both had risen by a painful process of mental and -moral self-culture above conventional views as to -the world and man's place in it, but in Sidgwick -the search was chiefly inspired by a passion for<span class="pagenum"><a name="Page_23" id="Page_23">[23]</a></span> -truth, in Miss Clough by a desire to promote individual -happiness. She naturally referred questions -to present cases. Thus—if certain subjects were -said to be necessary as preliminaries to a University -course, she would at once think whether <i>A.</i> or <i>B.</i> -would be the better for having studied Latin or Mathematics. -She allowed for diversity of all kinds among -students and other persons with whom she had to -do. A rule was important to her as touching actual -cases, not the cases as exemplifying the rule. She -was strong physically and indifferent to discomfort -and hardship in all that she undertook. Yet she -had no belief in asceticism, and exhorted her students -to "take the little pleasures of life." It was her -own idea to begin hockey at Newnham, then a most -novel suggestion, which brought at first some -ridicule and even disapprobation from select circles. -She naturally understood and liked some of her -students better than others—but even those who -had less than others of her special intimacy were at -times pleased and stimulated by finding how much -of her goodwill they possessed and how she had -plans for their future. If her character broadened -and mellowed with years, it was not that she was -ever intolerant or unsympathetic, but that she -responded to the affection and respect of those -who knew and appreciated her. She, too, had a -sense of humour which enlivened the community -from the beginning, and the respect with which both<span class="pagenum"><a name="Page_24" id="Page_24">[24]</a></span> -her name and her character were held in the highest -University circles more than counteracted an -occasional innocent unconventionality in her social -intercourse.</p> - -<p>It may seem almost invidious to choose some and -omit others among the earliest friends of Newnham, -in awarding due meed of praise and gratitude, but -certainly the two who have been lightly sketched -here were undoubtedly the foremost of Newnham's -benefactors. Early students will remember others -who have passed away: the Miss Kennedys, with -their kind and gracious hospitality, and care for -the rather homeless persons who ranked among -"out-students"; Mr. Coutts Trotter, who was -Chairman of the Council, and left his library to the -College; Mr. W. H. H. Hudson, who was financial -adviser and auditor for 33 years; Mr. Archer-Hind, -who placed his refined scholarship at the disposal -of mere beginners in Greek, was always willing -to make one lesson swell out into two—and took -no fees; Mr. Main, the standby of the earliest -students of Natural Science; Mr. Marshall, who -created and directed an enthusiastic devotion to -the study of Economics; Mrs. Bateson, who originally -dispensed the lecture tickets to students entering -their course, and whose parties at St. John's Lodge -were highly appreciated;—and many more.</p> - -<p>The students who were first attracted to the -opportunities for women in Cambridge were, as a<span class="pagenum"><a name="Page_25" id="Page_25">[25]</a></span> -rule, somewhat more mature, though less well -instructed, than those of later times. There were -exceptions in this latter respect, as in the case of -the late Miss Edith Creak, well known in the educational -world, who was the daughter of a schoolmaster, -and who passed successfully both the -mathematical and the classical triposes at the age -of nineteen. Another of the original five was Mrs. -Armitage (<i>née</i> Bulley), who has written much on -early English antiquities and is an authority on -Barrows. Among the first to take Triposes were -Miss Paley (now Mrs. A. Marshall) and Miss Amy -Bulley, who were successful in the Moral Sciences -Tripos in 1874, Miss Mary Kennedy, afterwards -Mrs. R. T. Wright, in the same Tripos in 1875, -and Miss Felicia Larner who took the Historical -Tripos in 1875. These ladies were all examined -by private favour of the examiners, the greatest -care being taken that all formalities should be duly -observed. Only, they were admitted after passing -certain Groups of the Women's Examinations -instead of the Previous Examination, and, in one -or two cases, were allowed a longer time of preparation -than the University regulations prescribed.</p> - -<p>The exaggerated dread of triposes and admiration -for those who achieved them makes an amusing -feature in early Newnham days. It would now -seem absurd for a college to exult over second class -honours. But every successful student helped to<span class="pagenum"><a name="Page_26" id="Page_26">[26]</a></span> -destroy some of the "hasty generalizations" -repeated outside as to women in triposes, the first -being that they would fail or else break down in -health. When they succeeded and remained -vigorous, it was said that they might get through -but would not get first classes. When they obtained -first classes in the newer triposes, it was declared -that they would never get a first class in -classics or mathematics. The death-blow to all -these hypotheses came in 1890, when Miss Philippa -Fawcett's name was read in the Senate House as -"above the Senior Wrangler." There was a kind -of poetic justice in this event, as Miss Fawcett's -parents had been earnest and effectual helpers of -the movement from the very beginning.</p> - -<p>This, however, is to anticipate events. During -the early days in Regent Street, good work was -being done, and the students had a happy life, but -they were cooped in a small space, and the friends of -the movement had to seek both a larger home and -more funds to sustain it. From 1872-1874, Miss -Clough and the students found a congenial house -of residence behind St. John's College. This was -Merton Hall, an old manor house with a very -pleasant garden and other attractions. Here something -like collegiate life was first begun—with a -debating society, games (with limitations) and -various collective interests. Another house in -Trumpington Street was hired to accommodate the -<span class="pagenum"><a name="Page_27" id="Page_27">[27]</a></span> -overflow of students. A few who had been attracted -by the lectures, but for some reason were unable -or unwilling to enter a hall of residence, formed a -kind of outer circle. These "out-students" were -made to feel less of outsiders by the kind and -hospitable attention bestowed on them by Miss -Marion Kennedy. Their number tended to diminish, -as membership of a college or hall came to be -desirable on social and disciplinary grounds. When -the College was more definitely constituted, all who -wished to become regular students were obliged -to reside either in a Hall of Newnham or with -parents and guardians, exceptions only being -allowed in the case of women above the undergraduate -age.<a name="FNanchor_3_3" id="FNanchor_3_3"></a><a href="#Footnote_3_3" class="fnanchor">[3]</a></p> - -<div class="figcenter"><a id="Fig_3"></a> - <img src="images/i_041.jpg" alt="" /> -<p class="medium center"> MERTON HALL, 1872-1874.</p> -</div> - -<p>Meantime arrangements were being made to -secure a more permanent place of residence. To -meet what had become a necessity, it was proposed -to form a Company, which, after the choice of a -site near the village of Newnham, was called the -Newnham Hall Company. There was, however, a -singular absence of commercial acquisitiveness or -speculation in the Society which bore this financial -designation. A good deal of the money subscribed -came from benefactors who so far from seeking -profit from their investments continued their gifts -<span class="pagenum"><a name="Page_28" id="Page_28">[28]</a></span> -for many years. Mention may be made of Miss -Ewart, Mr. and Mrs. Stephen Winkworth, Miss -Bonham Carter among other munificent benefactors.<a name="FNanchor_4_4" id="FNanchor_4_4"></a><a href="#Footnote_4_4" class="fnanchor">[4]</a> -A good many well-wishers who could not give -princely contributions were ready to make the -venture of faith and to subscribe for shares. The -result was that in 1875 Newnham Hall was opened -and Miss Clough with the students entered into -residence. They had during 1874-75 occupied a -dwelling in Bateman Street where Miss Clough had -ingeniously secured the use of a house-and-a-half -which she made into one. Newnham Hall was a -Queen Anne building, of red brick, which has -mellowed after its forty years. The architect, Mr. -Basil Champneys, took a strong personal interest -in its original plan and subsequent extension. -Those who knew it when it was simply Newnham -Hall (later called the <i>South</i>, now the <i>Old Hall</i>) must -feel a little regret that its imposing south front—intended -to be the actual front—is only seen by a -minority of casual visitors. In fact, no one knew -in '75 in what direction, if in any, it might have to -expand, and there is a story current that in the -plans, the possibility was considered of transforming -it—if a hall for women students proved a failure—into -two ordinary dwelling-houses.</p> - -<p>The College, formally so-called, came into existence -by the amalgamation of the two societies, "The -<span class="pagenum"><a name="Page_29" id="Page_29">[29]</a></span> -Association for the promotion of the Higher Education -of Women in Cambridge" (more briefly called the -"Lectures Association") and the "Newnham Hall -Company, Limited," in 1880. The new title adopted -was "The Newnham College Association for advancing -Education and Learning among Women in -Cambridge." Before this time, the "College" -only existed in idea, but that existence, as we have -seen, was a very real one. Even when it attained -its first permanent habitation, it was—for a college—small, -as in 1876 there were only about thirty -students besides the out-students. But it had a -respectable, academic-looking exterior, and life within -was vigorous. Among the residents was Miss Paley, -now Mrs. Marshall, whom the students with pride -regarded as their earliest don, one of the first five, -and one of the earliest to take a tripos. She proved -a very successful teacher of Political Economy, a -popular subject among the early students, many of -whom were ambitious of some career of social -activity. Classical students were few, but very -eager. Miss J. E. Harrison and Miss K. Corfe took -their tripos in 1879. Natural Sciences were pursued -with ardour and success, partly through the liberality -of St. John's College in admitting Newnham students -to their laboratory before the Newnham laboratory -was built. The first student to obtain a first class -was Miss Ogle, afterwards Mrs. Koppel, in 1876. -It is gratifying that her daughter afterwards became<span class="pagenum"><a name="Page_30" id="Page_30">[30]</a></span> -a Newnham student, and has made herself educationally -useful in South Africa. Mathematics held -its own. The Historical Tripos, when separated -from the Law, attracted several students. Those -who took Moral Sciences, as already said, enjoyed -the special attention of Mr. Sidgwick.</p> - -<p>These candidates were all, of course, examined -informally, <i>i.e.</i> by special favour of individual -examiners. It was from the first desired by Mr. -Sidgwick that any student who showed, by marked -success in the Women's Examination or in any -other way, that she had real aptitude for intellectual -culture, should be encouraged to proceed to a -Tripos. But in the early days the Tripos students -were not the only ones who were capable of good -intellectual work. Some, as has been said, for -one reason or another, did not follow the lines -then laid down for Triposes, and the variety was—socially -and intellectually—an excellent thing for -the students. Specialization in study is often -bound to have a narrowing effect. But by student -friendships, young people learn to care for things -in heaven and earth that will never lie within their -special province. It is a good thing for Cambridge, -and consequently for Newnham, that there is no such -iron bar fixed there between Sciences and Arts, -as often, in other educational institutions, tends -to prejudice and narrowness. There may be, before -definite lines are fixed, tendencies to too much<span class="pagenum"><a name="Page_31" id="Page_31">[31]</a></span> -diffusion; this, however, was prevented by the -general system of tuition.</p> - -<p>As yet, in 1879, there were not many resident -tutors to settle the work of students in their several -departments. But competent University men were -always ready to put their knowledge and experience -at the service of a student choosing her University -course. Indeed the helpfulness of men on whom -the students had no claim, is one of the brightest -features, even of the bright days of Newnham's -beginnings.</p> - -<p>Newnham Hall had from the first a fairly large -garden, not very minutely laid out,<a name="FNanchor_5_5" id="FNanchor_5_5"></a><a href="#Footnote_5_5" class="fnanchor">[5]</a> but large enough -for tennis, for which game an ash court was -made. A gymnasium, in the pre-games period, -seemed a necessity, and was erected and opened in -1877. Before that time, students had been allowed -to go at stated times to the gymnasium in the town, -and strange now to relate, some did so with great -enthusiasm. But the interest in indoor gymnastics -declined with the greater facility for out-door sport, -of which more later on.</p> - -<p>Newnham Hall was more in the country then than -the College is at present. It must be remembered -that married dons with their families were a -comparatively new institution, the residential -<span class="pagenum"><a name="Page_32" id="Page_32">[32]</a></span> -quarter to the west did not exist at this time in -Cambridge, and certainly Newnham was in the -pleasantest part of Cambridge for country walks. -"Constitutionals" are now out of favour, but the -early students enjoyed the "Grantchester Grind,"—especially -when the marsh-marigolds were out, -and the Madingley Woods with their blue-bells, and -the Roman Road in blue flax season; and the Backs -were very near; there were nightingales too whose -nocturnal songs were by some found almost too -penetrating. There was an atmosphere, in town and -country, favourable to cheerfulness, to the formation -of friendships, to the development of intellectual and -social activity, to the enlargement of opportunities -for women in forwarding the betterment of the -world. It was a time of hope for youth, seen not -only in the pioneer students, but in those champions -of their cause, some themselves young, some older, -whose efforts for the next generation were ever -strenuous and cheerful, none the less so for the -experience of resistance from old-world inertia and -the dead weight of prejudice which only patience -and wisdom could ever prevail to lift.</p> - -<hr class="chap" /> - -<p><span class="pagenum"><a name="Page_33" id="Page_33">[33]</a></span></p> - - - -<h2>CHAPTER II<br /> - -<span class="st">NEWNHAM COLLEGE IN ADOLESCENCE</span></h2> - - -<p>The early part of the eighties was full of events for the -women students of Newnham and their supporters. -In these years they obtained (1) a fixed legal constitution; -(2) a second hall of residence, and other -much needed buildings; (3) gradual increase of -facilities for study, especially in the opening of -Cambridge College lectures to women; (4) more -important still, a large measure of University -recognition, and (5) greater opportunities of educational -and social work for past students. These -several lines of progress may here be taken in -order, except the fifth, which I reserve for the next -chapter.</p> - -<p>(1) It has been mentioned that when the necessity -arose of increasing accommodation for women -students, an amalgamation was in 1879 discussed -of the <i>Association for the Higher Education of Women -in Cambridge</i> with the <i>Newnham Hall Company</i>. -The Memorandum and Articles of Association were -drawn up before long, and Newnham College came<span class="pagenum"><a name="Page_34" id="Page_34">[34]</a></span> -into existence and was registered in the spring of -1880. The constitution was not entirely according -to the character of an Academic institution, being -under the financial control of the Board of Trade. -There was a provision that no profits should -accrue to members of the College in the legal -sense of the word <i>members</i>, though members -might receive remuneration for work done for -the College. The Ordinary Members consisted of -the first promoters of the College, with large subscribers -to its funds afterwards; Associate Members -(helpers and benefactors, not to be confounded with -the present Associates); and Honorary Members, -mostly teachers and helpers of the students. The -government rested with a Council, to be elected at -a general meeting of Members of the College, four -going out annually in rotation, but re-eligible. The -executive officers were to be a President, Vice-President, -and Secretary. The President and the -Principal were to be <i>ex officio</i> members. There -was as yet no systematic representation of quasi-graduate -students, but the resident lecturers were -as a rule entitled to vote as ordinary or as honorary -members.</p> - -<p>We shall see later on in what respects this Memorandum -of Association came to be regarded as -inadequate. In point of fact, it marked progress -in stability, and worked very well for many -years. The Council generally consisted of persons<span class="pagenum"><a name="Page_35" id="Page_35">[35]</a></span> -enthusiastically devoted to the interests of the -College, and many of them able, by their experience -on educational bodies or by their social -influence, to assist in its development along the -best lines.</p> - -<p>(2) Materially, the great event of 1880-81 was -the completion and opening of the second Hall of -Residence, the North Hall, as it was called, the -name South Hall being given to the earlier -Newnham Hall. The ground on which it was -built was on the other side of a narrow road. In the -daytime, when gates could be kept open, passage -from one Hall to the other was easy, but at night, -for privacy's sake, it was necessary that they should -be closed. This, of course, was a check to late -evening parties for cocoa, chat, or dancing, among -the students belonging to separate Halls, and the -concession of one open evening a week hardly met -the difficulty. There seemed to be a danger lest -<i>Hall</i> feeling might endanger devotion to the College -as a whole, and one might expect that the fact of -the Principal residing in the older building and -only a Vice-Principal in the newer might seem to -imply some kind of inferiority. Any danger of the -kind was avoided by an act of generous devotion -on the part of two promoters of the College which -could hardly have been foretold.</p> - -<p>The great services of Dr. Sidgwick to the incipient -College have been alluded to, though they are far<span class="pagenum"><a name="Page_36" id="Page_36">[36]</a></span> -too wide and various to be severally recorded.<a name="FNanchor_6_6" id="FNanchor_6_6"></a><a href="#Footnote_6_6" class="fnanchor">[6]</a> -His wife, formerly Miss Eleanor Balfour, had for -some years been a very able treasurer and member of -council. She had given a scholarship to Newnham -in Mathematics, her own chief subject of study at -that time. They lived a quiet, scholarly, but -sociable life in their house at Hillside, at the beginning -of the Chesterton Road. At this moment, when -anyone of less standing in the University and the -world generally could hardly have met the emergency, -Mrs. Sidgwick agreed to come and preside -in the new Hall, with the title of Vice-Principal, -and Mr. Sidgwick came to live there also, thus -giving up his privacy and the company of most of -his books. The arrangement was the more successful -in that Miss Gladstone also took up residence in the -North Hall as her secretary. The name of Gladstone -brought distinction with it. Miss Helen Gladstone -had resided as a student of English and Political -Economy for one year with the Sidgwicks and for -two years in Newnham Hall, and was deservedly -popular both with the students and in the University -world outside. Students who entered the College, -<span class="pagenum"><a name="Page_37" id="Page_37">[37]</a></span> -and were taken into the new Hall, cherished ever -after the memory of these two years as a halcyon -time—in which they enjoyed listening to good talk -and associating with interesting persons more than -during any other period of their lives. At the end -of two years, Miss Gladstone became Vice-Principal, -resident in the North Hall, a post which she held -for many years, and in which her well-known -geniality, cheerfulness, and whole-hearted devotion -to her task and to the students under her care -found abundant scope and recognition.</p> - -<p>It was under the same roof as the North Hall that -the much needed lecture rooms were raised. There -were at first three. Later when a large number of -small rooms for private teaching were made in the -Pfeiffer Building, two of the lecture rooms proper -were knocked into one, thereby giving the College -one room large enough to accommodate (if desks -were removed) about a hundred people. It was -chiefly by pressure from Miss Gladstone that an -infirmary or hospital was built, adjoining the North -Hall, but with its separate entrance. This has -often proved useful in checking the spread of -infectious ailments among the students or the -servants. A chemical laboratory had already been -erected in the garden at a respectful distance from -the original Hall. Its equipment was mainly the -task of Miss Penelope Lawrence, afterwards headmistress -of Roedean School, Brighton. A laboratory<span class="pagenum"><a name="Page_38" id="Page_38">[38]</a></span> -for the study of Biological subjects was provided -in the town in 1884, a disused Congregational -chapel being adapted to the purpose. Mrs. Sidgwick -and her sister, Miss Alice Balfour, were the principal -donors, and the laboratory was appropriately named -after their brother, Francis Maitland Balfour, whose -promising and already distinguished career had been -cut short by an accident in the Alps. For many -years, these two laboratories formed the training -ground of a large number of students, who did much -to supply the demand for improved science teaching -in schools and colleges for girls. In the Chemical -Laboratory Miss Freund and in the Balfour Laboratory -Miss Greenwood (now Mrs. Bidder) and Miss -Saunders presided for many years, carrying on both -teaching and research. (Both Miss Freund and Mrs. -Bidder were former students of Girton.) In course -of time, the opening of the University laboratories -to women students rendered these buildings less -necessary, and they are at present let for University -purposes.</p> - -<p>With the increase in the number of students, -further buildings became necessary. The South Hall -(formerly Newnham Hall) had been designed with -a view to possible extension, and in 1882, a west -wing was built, containing rooms for about twelve -more students. The ground floor of this building -was devoted to a well-planned Library, at that -time a great desideratum. The equipment of the<span class="pagenum"><a name="Page_39" id="Page_39">[39]</a></span> -College as to books had originally been scanty. -Perhaps the need of books was, for a time, not -altogether to be deplored, as the early generation -of students realized the necessity of procuring their -own books or of inducing generous friends to assist -them in that direction; and many gave books as -a parting present to the College. A moderate-sized -common-room in the Old Hall (since divided into -two rooms for students) was the first library, but -was soon outgrown. But when something larger -was required, the new Library (now the Reading -Room of the Old Hall) both served its purpose till -the books again outran the accommodation, and -afforded a delightful morning room for study, as -well as space for occasional social parties.</p> - -<p>(3) During the late 'seventies and the early -'eighties, women students were informally admitted -to privileges which greatly facilitated their work, -and in particular many College lectures were opened -to them. Their own lectures—before the building -of Sidgwick Hall—were given in the rooms belonging -to the Young Men's Christian Association, near the -old Post Office, a central but somewhat noisy situation. -The larger rooms in this building were of -good size and convenient, but the class-rooms were -less so, and to many students their first introduction -to Greek Tragedy or to English Law will always be -associated with the striking of a hammer on the -blacksmith's anvil. The new lecture rooms at<span class="pagenum"><a name="Page_40" id="Page_40">[40]</a></span> -Newnham had not this drawback. The professorial -lectures were generally given in rooms now absorbed -in the University Library. In some, women were -allowed to come into the gallery, where their presence -was not easily discerned. But meantime, as -already mentioned, some of the Colleges were ready -to accept suggestions as to admitting women to the -Inter-collegiate Lectures. The first of the Colleges -to admit women to lectures in its own hall was -Christ's. In the summer term of 1876, eight -students of Newnham College (some working at -classics, others at history) were admitted to a -course of lectures on the Punic Wars given by -Mr. (now Professor) J. S. Reid in the temporary -dining-hall of Christ's. Great efforts were made to -meet the somewhat exacting demands—in those -days—of social propriety. Thus these students -were obliged always to be chaperoned by a responsible -lady, and as Miss Clough had in the early days -few colleagues to lighten her responsibilities, the -task usually fell on her. Needless to say, she never -represented this as a grievance, though the lectures -were three times a week, the hour inconvenient, and -the weather generally wet. She was only too glad -to help in a new departure, and, as she said (with -reminiscences of her brother and Dr. Arnold), she -always found Roman History interesting.</p> - -<p>King's was the next College to admit women. -Trinity not till a little later. It may be noticed,<span class="pagenum"><a name="Page_41" id="Page_41">[41]</a></span> -without any disparagement of the lecturers who -obtained these concessions, that in the case of -those already lecturing to women according to the -previous arrangements, it was more convenient to -have seats assigned to the women in the College -lecture rooms or halls than to give the same lecture -to their men pupils in College in the morning and -to the women in a room belonging to the Young -Men's Christian Association, or even in Newnham -College, in the afternoon. Nevertheless Newnham -owes gratitude to the Lecturers and to the Fellows -of Colleges who showed, in many cases, both zeal -and courtesy in meeting the women students' needs. -With regard to the undergraduates, it may be -remarked that though at first some showed a curious -amazement mixed with bashfulness at their strange -visitors, they soon accustomed themselves to the -change, and showed almost always a spirit of -courtesy and good sense. As more accommodation -came to be provided by the University—irrespective -of College distinctions—in the New Divinity Schools -and the New Lecture Rooms, access to lectures -became easier for women, as for other non-members -of the University.</p> - -<p>Another great advantage which the students -obtained in these years was permission to read in -the University Library. They could not be admitted -without referees, such as were demanded -from non-university persons, but the Principal was<span class="pagenum"><a name="Page_42" id="Page_42">[42]</a></span> -always accepted as one referee, so that the student -candidate had to find one only. Fees—very -moderate—were paid by the College when a student -had been specially advised to read in the Library. -Formal admission was granted for the morning -only, but a student who for any special reason -wished to read in the afternoon as well could easily -obtain permission.</p> - -<p>Another privilege gradually obtained without any -special effort was that of being examined in the -Inter-collegiate Examinations popularly called <i>Mays</i>. -As all Cambridge men and women know, examinations -of students in their first and second years are -held in most subjects at the end of the summer -term, to test their knowledge and power of expressing -it. These are not directly under any University -board, but are given by the lecturers on the subjects -they have been teaching, in various Colleges, during -the past year. The "Mays," in spite of drawbacks, -have often been of great value, in giving confidence -to industrious but despondent students, and in -warning those whose progress was unsatisfactory. -The fact of having been through a certain course, -examined on the subject, and marked with the -undergraduates, emphasised the fact to the women -students, the undergraduates, and the world at -large, that the work done at Newnham and Girton -was really of University standing.</p> - -<p>(4) All these steps led towards what was necessary<span class="pagenum"><a name="Page_43" id="Page_43">[43]</a></span> -in order that the work of the College should be -solid and permanent—the recognition by the University -of the existence of women students and -women of what I have called quasi-graduate status. -It may be said—it was said, and still is said when -further demands are made—that women had the -real thing, why trouble about the artificial trappings? -Women could become well-educated, even -learned; those who had studied at Cambridge were -the better esteemed in educational circles, and they -were free from many tiresome responsibilities that -weigh on full members of the University. But to -this was answered: that the path to good education -and sound learning is still more thorny than it -need be; that the world, which often has to distribute -educational posts and distinctions, does not -care for education without a degree; that the -position of the women, held only by courtesy, was -insecure. A scrupulous examiner might at any -time decline to examine a tripos-candidate whom -he was not bound to examine, and any University -lecturer might refuse to allow women at his lectures. -At the same time, women who "brushed the flounce -of all the sciences," and flitted about like bees for -intellectual honey, might easily pose as University -women and bring real students into disrepute. -Finally: if there <i>were</i> duties as well as privileges -exacted from the children of Alma Mater, women -would hardly be found unwilling to accept them.</p> - -<p><span class="pagenum"><a name="Page_44" id="Page_44">[44]</a></span></p> - -<p>Matters came to a crisis at the end of the year -1880. In the winter 1879-1880 (the triposes came, -then, at various periods of the year), Newnham and -Girton obtained first classes in three triposes, the most -conspicuous case being that of Miss C. A. Scott of -Girton, who in the Mathematical Tripos had obtained -(by the usual informal examination) a place equal -to that of the eighth wrangler. These successes -seemed to give a <i>reductio ad absurdum</i> to the common -arguments about the inferiority of the "female -mind," to set the mark of success on the methods -followed at both Colleges, and to suggest the inexpediency—if -not injustice—of withholding from -women the title which should give them status and -improve their prospects in the academic world. It -may be mentioned that, in 1878, London University -had obtained a supplement to its Charter empowering -it to admit women to its degrees, a step which -marked both a recognition of the claims of educated -women and an abandonment of London's first -tentative measures in providing examinations for -women. It had for some time admitted women to -a "General Examination," closely resembling the -Matriculation, but allowing more option as to -subjects. This might be followed by examinations -for certificates of Higher Proficiency, which could -be taken, without further fee, with the General, or -in any subsequent year. It was a very useful -examination for girls who had left school and in<span class="pagenum"><a name="Page_45" id="Page_45">[45]</a></span> -continuing their studies at home wished to take up -one subject or another, together or at intervals, -according to convenience. The weak points were -that the syllabus did not sufficiently correspond to -the men's to give any guarantee as to standard -demanded and attained—and far worse: that there -was nothing progressive about the "Special" -examinations, there being only one examination -held in each subject. When the degree examinations -were thrown open, a good many Cambridge -women took the London B.A. or M.A. <i>after</i> their -triposes in order to have some title to present to -the academic world. But—as London degrees examinations -were then arranged—such work generally -involved the consumption of much time on -other than specially chosen lines on the part of any -Cambridge Tripos student. The fact that it was -desired and achieved gave proof—if fresh proof -were needed—of the actual market value to educated -women of the letters denoting a certain standard of -mental equipment. London University was then, -it may be added, a University only in name. The -teaching tested in its examinations had been obtained -by solitary students reading privately, by residents -in various provincial Colleges, and by members of -those Colleges in London—University, King's, Bedford, -and Westfield, which were ready to take their -place as Colleges of an actual teaching as well as -degree-granting University—as London became in<span class="pagenum"><a name="Page_46" id="Page_46">[46]</a></span> -1900. The provincial Universities (Manchester, -Birmingham, Bristol, etc.) all admitted women to -their degrees early, if not at their first opening.</p> - -<p>But to return to Cambridge. The movement of -1880 was taken up in various quarters, notably in -the North of England. Petitions were drawn up -and sent to the Senate of the University praying -for degrees for women. That originated by Mr. -and Mrs. Aldis of Newcastle declared: "That the -present plan of informal examination is unsatisfactory, -and that consequently the undersigned -persons interested in the Higher Education of -Women pray the Senate of the University to give -women the right of admission to the degree examination -and to degrees." Three other memorials -were presented. The Executive Committee of -Girton College, after pointing to the satisfactory -results of several years' experience, desired the -University to "take their case (that of the Students) -into serious consideration, with a view to their -formal admission to the B.A. degree." This was, -of course, different from the Newcastle petition in -being of the nature of a compromise, since it did -not ask for the M.A. which would have involved a -share in the government of the University. A -similar half-way measure had previously been -adopted with regard to Nonconformists, to whom -the B.A. had been allowed some time before they -were admitted to the M.A.</p> - -<p><span class="pagenum"><a name="Page_47" id="Page_47">[47]</a></span></p> - -<p>The third petition is that which specially interests -us in the history of Newnham College, as it was -that of the Lectures Committee, out of which—as -already related—Newnham College took its beginning. -This document, like that of Girton, appeals -to the result of experience, though not to experience -of exactly the same kind. It expresses a desire -that a stable form may be given to the plan of -instruction and examination already being carried -on, and also a preference that some option should -be allowed as to the Previous Examination; and -unwillingness (not refusal) to prepare women for -the Ordinary Degree.</p> - -<p>A fourth memorial, much to the same general -purpose as the last, was signed by a hundred and -twenty-three members of the University.</p> - -<p>The result of the Memorials was that a Syndicate -was appointed, a memorable discussion on its proposals -held in the Art Schools, and the "Graces" -drawn up to be submitted to the whole Senate. -Among the staunchest supporters of the proposals -were the venerable, whole-hearted helper of the -cause, Prof. Benjamin Hall Kennedy, Dr. (later -Bishop) Browne, Prof. Cayley, Dr. (now Prof.) -H. Jackson, Prof. J. E. B. Mayor, Dr. Peile, and -Mr. Coutts Trotter. These names sufficiently refute -any accusation of youthful flightiness or overstrained -liberalism in the character of the movement.</p> - -<p><span class="pagenum"><a name="Page_48" id="Page_48">[48]</a></span></p> - -<p>As the <i>Graces</i> have formed from that time the -basis of Newnham College as an institution sanctioned -by the University, and as their purport is -not always clearly apprehended, it may be as well -to transcribe them in full, excepting only such as -relate to financial and subordinate regulations:</p> - -<p>1. Female students who have fulfilled the conditions -respecting length of residence and standing -which Members of the University are required to -fulfil may be admitted to the Previous Examination, -and the Tripos Examinations.</p> - -<p>2. Such residence shall be kept (<i>a</i>) at Girton -College or (<i>b</i>) at Newnham College, or (<i>c</i>) within -the precincts of the University under the regulations -of one or other of these Colleges, or (<i>d</i>) in any similar -Institution within the precincts of the University, -which may be recognised hereafter by the University -by Grace of the Senate.</p> - -<p>3. Certificates of residence shall be given by the -authorities of Girton College or Newnham College -or other similar institution hereafter recognised by -the University in the same form as that which is -customary in the case of Members of the University.</p> - -<p>4. Except as provided in Regulation 5, female -students shall before admission to a Tripos Examination -have passed the Previous Examination (including -the Additional Subjects) or one of the -examinations which excuse Members of the University -from the Previous Examination.</p> - -<p><span class="pagenum"><a name="Page_49" id="Page_49">[49]</a></span></p> - -<p>5. Female students who have obtained an Honour -Certificate in the Higher Local Examination may -be admitted to a Tripos Examination, though such -certificate does not cover the special portions of -the Higher Local Examinations which are accepted -by the University in lieu of parts or the whole of -the Previous Examination; provided that such -students have passed in Group B (Languages) and -Group C (Mathematics).</p> - -<p>6. No female student shall be admitted to any -part of any of the Examinations of the University -who is not recommended for admission by the -authorities of the College or other institution to -which she has been admitted.</p> - -<p>7. After each examination, a Class List of the -female students who have satisfied the Examiners -shall be published by the Examiners at the same -time with the Class List of Members of the University, -the standard for each Class and the method -of arrangement in each Class being the same in the -two Class Lists.</p> - -<p>8. In each class of female students in which the -names are arranged in order of merit, the place -which each of such students would have occupied -in the corresponding Class of Members of the University -shall be indicated.</p> - -<p>9. The Examiners for a Tripos shall be at liberty -to state, if the case be so, that a female candidate -shall have failed to satisfy them or has in their<span class="pagenum"><a name="Page_50" id="Page_50">[50]</a></span> -opinion reached a standard equivalent to that -required from Members of the University for the -Ordinary B.A. degree.</p> - -<p>10. To each female student who has satisfied the -Examiners in a Tripos Examination, a Certificate -shall be given by the University stating the conditions -under which she was admitted to the examinations -of the University, the Examinations in -which she has satisfied the Examiner, and the Class -and place in the Class, if indicated, to which she -has attained, in each of such examinations.</p> - -<p>It was further provided that these arrangements -should hold, in the first instance, for five years. -Rules were laid down as to the conditions under -which any future Hall of residence might be recognised -by the admission of its students to Triposes.</p> - -<p>The result of the voting on the Graces was looked -forward to by both sides with hope and fear. The -result was a triumphant majority for the women's -cause, 331 to 32. The small number who actually -voted against the Graces does not, of course, imply -that the number of objectors was insignificant, for, -in fact, a good many opponents withdrew early as -from a lost cause. From that time, Feb. 24th, -1881, counted as the great day of the College to be -remembered by all succeeding generations of -students, who have been annually reminded at -Commemoration how well their friends had fought -for them, how a special train had been run from<span class="pagenum"><a name="Page_51" id="Page_51">[51]</a></span> -London to accommodate favourable members of -Parliament, and with what joy and thankfulness -the news had been received in the College and -telegraphed to friends at a distance.</p> - -<p>The cause for congratulation was very real. If -things had gone otherwise, it is difficult to see what -the future of women's education in England would -have been. Oxford was temporarily behind Cambridge -in the movement, and a set-back at Cambridge -would certainly have damaged prospects in -the sister University, and, in fact, throughout -England. Women would have been debarred from -sharing in the best that University education in -England can give, and would have been cut off -from the historic sources of sound learning and of -moral and intellectual inspiration.</p> - -<p>A perusal of the Graces will show that though -they gave all that was immediately needed, they -did not satisfy all the actual or possible desires of -the promoters of women's colleges. Outsiders, as -before mentioned, already wished for full membership -to be granted. To many this seemed a premature -project. Yet those were right who foresaw that a -desire for more complete membership was certain -to come by and by. In 1881 there were few, if -any, of the women quasi-graduates able to take an -active part in University work. Some apprenticeship, -under the wing of Alma Mater, might seem -at least desirable. Again, the views held by Girton,<span class="pagenum"><a name="Page_52" id="Page_52">[52]</a></span> -that conditions of examinations such as those -relating to preliminary qualifications and the Pass -degree, ought from the first to have been the same -for women as for members of the University, might -be urged with some force. As already shown, the -objection to compulsory Classics and Mathematics, -even up to the standard of the Previous Examination, -on the part of some of the founders and supporters -of Newnham College was due, not to a -preference for easier conditions, but from a fear of -a detrimental effect on schools. In point of fact, -so many other alternatives than those of the Previous -Examination and the Higher Local are now -offered that neither of these examinations is much -favoured in the best schools that send girls up to -the Universities. As to the Pass Degree: the -suspicion with which it was regarded by the Newnham -pioneers has already been noticed. The -objection to it is not that it is bad in itself: many -attempts have been made to render a pass course -interesting and profitable to men who have not -physical strength or intellectual persistency to -embark on an honours curriculum, or who wish to -reduce their academic duties in order to follow -some social or intellectual hobbies. But there has -always been the danger of demanding a very small -amount of intellectual work and tolerating men -who have no leaning towards academic pursuits, -and to whom the University is chiefly attractive<span class="pagenum"><a name="Page_53" id="Page_53">[53]</a></span> -by reason of its scope for athletics and for genial -life in comradeship. There was as yet, and it is -to be hoped there will be permanently, no place in -the women's colleges for the society woman without -intellectual aspirations. Such an element would -have been difficult to deal with, and would not -have been successful from any point of view. True, -Newnham never wished to discourage either students -of discursive mind and original ideas and plans, or -those who—through defective early education or -delicate health—shrunk from a tripos course. In -fact, some students whose presence and work in -the College have proved eminently beneficial to -themselves and to Newnham, have preferred to -take a mixed course of study. For the rank and -file, it is now supposed that the numerous triposes -afford sufficient choice. If, at the end of her -second year, a student is judged to be unable to -proceed further on tripos lines, she is expected to -go down, unless her studies are judged to be sufficiently -serious and profitable for giving special -leave to continue them. The equivalent of a pass -degree is, as already stated, and as set forth in -No. 9 of the Graces, only awarded to a student who -has narrowly escaped failure. It may also be noticed -that a failure, for a woman, leaves no chance of a -second trial.</p> - -<p>The Graces gave a real and substantial benefit to -women students and—indirectly—to those who had<span class="pagenum"><a name="Page_54" id="Page_54">[54]</a></span> -been, informally, through a tripos course at Newnham. -These latter did not obtain University -recognition of any sort, but their names and tripos -places were recorded in the Girton and Newnham -Calendars, and this served as evidence of their -standing to the educational world. When Trinity -College, Dublin, for a few years (as will be hereafter -related) granted an <i>ad eundem</i> B.A. or M.A. -to Oxford and Cambridge women who had taken -final honours examinations, those who had done so -previous to the Graces (as will be hereafter noticed)<a name="FNanchor_7_7" id="FNanchor_7_7"></a><a href="#Footnote_7_7" class="fnanchor">[7]</a> -were admitted with the others. For some reason, -those who many years later drew up the Representation -of the People Act of 1918 felt obliged -to draw the line more strictly and to limit the vote -to those women who had obtained the equivalent -of a degree since 1881.</p> - -<p>There were no heart-burnings caused by the comparatively -narrow range of the privileges given by -the Graces, partly because it was always felt that -more would come quietly as time and occasion should -dictate. The resident staff, as such, obtained no -recognition. No woman could sit on a board of -studies, nor lecture formally in an academic building. -Privately, the opinion of Newnham lecturers -was sometimes asked on a question as to curricula, -and women of distinction occasionally lectured and -sometimes drew large audiences, while—in course -<span class="pagenum"><a name="Page_55" id="Page_55">[55]</a></span> -of time—some undergraduates were advised by -their tutors to seek admission to the lectures of a -Newnham specialist. For some years there was no -ground for formal extensions of privilege. And it -was believed, and was to be proved again afterwards, -that in the situation in which Newnham -found itself, it was unwise to demand privileges -that were not almost certain to be granted.</p> - -<div class="figcenter"><a id="Fig_4"></a> - <img src="images/i_071.jpg" alt="" /> -<p class="medium center">Anne J. Clough</p> -</div> - -<p>In fact, the crowning triumph of the Graces marks -the success of the policy of Miss Clough, Dr. and -Mrs. Sidgwick, Miss Kennedy, and the other -founders of the College: a policy of winning great -things by not standing out for lesser ones, of pertinacity -in following a large if at first vague programme, -and of conciliation and "sweet reasonableness" -towards those who looked askance on -the whole movement. It must be observed that all -the Founders were deeply imbued with love and -reverence for the University, and that the students -were brought up to regard it as almost an Alma -Mater—at any rate, as a noble and worthy corporation, -to which they owed a deep debt for its -past doings, and for what it had always stood for -in the nation and in the world, a debt increased by -the privilege granted to them of living within its -precincts and learning wisdom from its most distinguished -sons. There was no "battering at the -gates." The pioneers of the Women's Colleges, so -far from tolerating any notion that the University<span class="pagenum"><a name="Page_56" id="Page_56">[56]</a></span> -would suffer from granting their requests, would -have felt it a thing worth much labour and many -struggles if they could in any way add to the great -repute and dignity which Cambridge had, among -Universities, enjoyed from far-back times.</p> - -<hr class="chap" /> - -<p><span class="pagenum"><a name="Page_57" id="Page_57">[57]</a></span></p> - - -<h2>CHAPTER III<br /> - -<span class="st">NEWNHAM COLLEGE IN PROGRESS</span></h2> - - -<p>The time between the recognition of Newnham -College by the University of Cambridge, in 1881, -and the deeply mourned death of its chief founder -and first Principal, in February 1892, is one of -expansion and progress, both as regards the actual -College buildings and the various activities of past -and present students, especially in educational and -social work.</p> - -<p>The building of the North Hall has been mentioned, -and also the increase in size of the South -Hall, with the building of a library, not adequate -to the subsequent needs of the College, but sufficient -for the number of students then in residence, -and afterwards very useful as a reading room and -a supplementary library for duplicate books. In -1885 a fives court was erected on the north side of -the College buildings. Meantime, a third Hall was -projected, and, owing to the munificence of various -benefactors, constructed on a liberal scale, and was -ready for opening in 1888. It may be mentioned<span class="pagenum"><a name="Page_58" id="Page_58">[58]</a></span> -that one benefactor, Mr. Stephen Winkworth, earned -the gratitude of subsequent students by granting a -special sum to provide for the building of students' -rooms of somewhat larger dimensions than the -smaller ones in the other two Halls. Mr. and Mrs. -Winkworth, old friends of Miss Clough, had taken -interest in Newnham from the beginning, and their -only daughter had been a student there.</p> - -<p>As we are thus brought to the consideration of -students' rooms, I might mention a line of progress -initiated by the students themselves, and afterwards -followed up by the authorities. In early -days a separate study for each student had not -been contemplated. This is another difference -between Newnham and Girton, since, in the latter -College, the collegiate idea had been more prominent -from the first, and each Girton student had her -bedroom and sitting-room, however small. In the -first abode of Miss Clough and her five students -all slept in <i>bona fide</i> bedrooms and worked sitting -round a common table. In the early Newnham -Hall more arrangement was made for privacy in -study. Each student had her little writing table -and sufficient book-shelves in her room. But the -common sitting-rooms were used for most of the -day, and not many rooms occupied by individual -students were suitable for receiving company. -Even little tea-parties among the students were of -a very picnicky character. But when the ambition<span class="pagenum"><a name="Page_59" id="Page_59">[59]</a></span> -of the students was set on making a study-bedroom -into a study first and a bedroom in a very secondary -place, ingenuity provided facilities. Although the -matter may seem <i>infiniment petit</i>, I consider that -among Newnham pioneers the two students who -accomplished this revolution should hold a place. -One of them bought a large piece of chintz, and -undisturbed by the jests of some of her comrades -and the amused criticism of Miss Clough, devised a -covering for bedstead, chest of drawers and other -pieces of bedroom furniture. The other, of more -definitely artistic taste (it was in the days of -"Patience" and of the so-called <i>aesthetic</i> movement -for soft colours and flowing lines) procured a -piece of sage-green cloth or cretonne, and effected -a similar revolution. Already in the large corner -rooms something like a cubicle arrangement had -been devised. The evident preference of the -students for harmoniously, if simply, furnished -rooms and for the preponderance of the idea of -study over that of mere rest was followed out in -furnishing new rooms as they were required. Old -oak hutches, bureaux, the drawers of which might -hold clothes, bed-coverings of a character suitable -to that of the room, also pretty wall-papers of the -kind Morris had lately invented, were procured for -the students generally. Thus students came to take -more pleasure in their rooms, into which they could -invite one another, and sometimes friends from<span class="pagenum"><a name="Page_60" id="Page_60">[60]</a></span> -outside, though the common sitting-rooms were still -the usual place for receiving guests. I think I am -not wrong in saying that Newnham here started a -practice subsequently followed in almost all houses -of residence for women students. Certainly the -first head of Somerville, when visiting Miss Clough, -showed interest in the study-bedroom system. The -desire to make the one room assert its diurnal -rather than its nocturnal character was not new. -Dickens had already ridiculed it in describing the -"rooms" of Dick Swiveller. But the solution of -the problem on principles of both convenience and -beauty was, perhaps, first found in Newnham Hall -during the early days.</p> - -<p>I would pass to another—far more important—subject -touching the relation of the students to the -building in which they resided: it has puzzled -some people how it has come about that with all -the building, a chapel has never formed part of -Newnham College. The subject is a delicate one, -and I only take it up here because of the very -erroneous and sometimes damaging explanations -that have been assigned for the omission. Worst -of all to those familiar with the leaders of the movement -is the supposition that to them religion was -a matter of indifference. For those who really -knew Miss Clough, and others whom, while they -still live, it seems indecent to mention—any such -accusation is not only false but absurd. Miss<span class="pagenum"><a name="Page_61" id="Page_61">[61]</a></span> -Clough's religion was one that illuminated all her -work and gave her strength and patience to carry -it on. She was, besides, sincerely attached to the -Church of England. At the same time, having -lived in America, and mixed with persons of very -varied religious opinions, she had early become -very widely tolerant of the manifold ways in which -a religious spirit manifests itself in different circles -and different types of character. She had also -seen the bad results of any attempt to force young -people into religious observances which had become -for them unmeaning or distasteful. Again: she -had known vicariously, if not personally, the ferment -of the Tractarian movement at Oxford, and -the wave of scepticism that seemed to follow or -even to accompany it. Also any disposition in her -to avoid whatever might suggest the taking -up of a distinctly denominational or even interdenominational -attitude in the government of the -College was strengthened by the distinctly anti-sectarian -principles of vigorous and powerful supporters. -Possibly at that time, more than at the present, -any definite recognition of religion or provision of -religious services seemed impossible apart from -some denominational bias. The well-meant attempt -of one founder of another women's college to provide -chapel services on undenominational lines had -foundered on the quicksands of theological controversy, -and well-nigh wrecked the College—till it<span class="pagenum"><a name="Page_62" id="Page_62">[62]</a></span> -was saved by the singular tact and sympathetic -insight of its new Principal. When Miss Clough -first came to Cambridge, she began, as we have -seen, not with a College, but with a moderate-sized -household, and her arrangements were those of an -ordinary Christian house, including family prayers. -There was no need in Cambridge, as in a country -district, to provide Sunday services. A rule was -laid down, at first, that students were expected to -inform the Principal of the place of worship they -chose to attend, but this proviso was intended -rather to give the Principal the right to make such -inquiry than to impose any restrictions on the -students. Miss Clough always regarded religious -teaching and observance as belonging to the family -rather than to any educational establishment, and -she thought it essential to allow students to keep -up their ties with any church to which they or -their parents might belong.</p> - -<p>In some ways the absence of a religious centre to -the College may have been a disadvantage, but if -so, the fault was rather in the times than in any -persons. In point of fact, there has never been -wanting a strong religious element in Newnham -life. At the same time the atmosphere has been -favourable to interchange of religious ideas among -persons of various types and experiences. No -student was made unpopular by her religious views -unless she asserted them in an aggressive way.<span class="pagenum"><a name="Page_63" id="Page_63">[63]</a></span> -Most religious movements in Cambridge (and there -have been many) since the beginnings of the College -have made their influence felt within its precincts, -and a large number of past students have devoted -their lives to distinctly religious work, especially in -distant lands, and such always look to the staff -and students of their College for sympathy and -encouragement.</p> - -<p>This digression seemed necessary to correct prevalent -misconceptions. To return to the general -growth of the College in the eighties: attached to -the new Hall of residence as its dining-hall was a -beautiful College Hall, much larger than either of -the other dining-rooms, and suggestions were made -that the Staff with the students in all three Halls -should dine together. This arrangement was, however, -not easily compatible with the plan of division -for tutorial purposes into three Halls. One desirable -addition was a well-equipped kitchen. For a -time the two Halls on the north side were supplied -from the new kitchen; but much later, when the -new Hall to the west, Peile Hall, was built, a large -central kitchen was constructed, and all four Halls -were provided from it, the food being wheeled to -each in covered trolleys and received on hot tables -in the several Halls.</p> - -<p>The opening of Clough Hall, as the new and -largest Hall was named, was a great occasion for -Newnham. It was a pleasant summer day (June<span class="pagenum"><a name="Page_64" id="Page_64">[64]</a></span> -9th, 1888), and many friends came from a distance. -On the same day a degree was to be granted to -the son of the Prince of Wales (Prince Albert Victor), -and the Prince of Wales (Edward VII.) with the -Princess and the three young Princesses paid a -visit to the College. The students welcomed them -with song in the new dining-hall, a ballot having -first been taken among them as to who were the -best representative students to present bouquets. -This is probably the first and last occasion on -which, in Newnham, a critical decision had to be -made as to beauty, physical vigour and becoming -dress. The royal party walked across the garden -from the new Hall to the Principal's own rooms. -Next followed a delightful ceremony which betokened -both the respect and affection felt for one -of the most assiduous helpers of the College and -the beginnings of a new vista for Newnham in the -endowment of Research—the presentation to Miss -Marion Kennedy of a sum, which her friends had -raised, to found a Studentship bearing her name, -as an endowment for post-graduate work. There -had been since 1882, by the generosity of the Hon. -Selina Bathurst, a fund for encouraging advanced -work in Natural Science, and it seemed eminently -fitting that the possibility of promoting learning of -any kind should be associated with the revered -name of Kennedy. But perhaps the most moving -event of that day was almost unpremeditated.<span class="pagenum"><a name="Page_65" id="Page_65">[65]</a></span> -The old students who had come from a distance, -with those in residence, had a social supper in the -large new Hall, after which Miss Clough, overcoming -the reticence with which she habitually -covered her deepest feelings, allowed all present to -see more of her ideals and hopes, with her trust in -their realization, than some of them had as yet -known to be part of her character.</p> - -<p>The new buildings necessitated a new nomenclature. -The points of the compass were rejected -in favour of the names of the founders. North -Hall, which had been inaugurated by Mrs. Sidgwick's -Vice-Principalship, became Sidgwick Hall, -the new Hall was named Clough Hall, the South -Hall—not being connected with any founder so -intimately as with Miss Clough herself—retained a -portion of its prestige in the title of the Old Hall. -Other names of founders and benefactors were -reserved for later additions to the College. Miss -Clough herself took up residence in the Hall which -bore her name. Miss Gladstone was still Vice-Principal -in Sidgwick Hall; Miss Jane Lee, a very -earnest scholar of Italian literature, entirely devoted -to the best interests of the College, became head of -the Old Hall, also with the title of Vice-Principal. -This title for the person presiding over one particular -Hall, and giving special attention to the -needs of the students in that Hall, became somewhat -misleading, and has since been replaced by<span class="pagenum"><a name="Page_66" id="Page_66">[66]</a></span> -that of Tutor, to which (in the Cambridge Colleges) -it roughly corresponds. The Vice-Principal in each -Hall had much more to do with house-keeping -arrangements than later on, when more unity in -this respect had been achieved and a regular Steward -appointed. The Vice-Principals presided at table -in their several Halls, corresponded with the parents -of students, arranged, within the limits of a few -simple laws, rules for the discipline of the students, -read prayers in the morning; in fact, were generally -responsible for the social, physical and moral -requirements of the students. As, when there were -only two Halls, Miss Gladstone held the office in -Sidgwick Hall for many years, she imparted to it -a certain character, and for a long time <i>the</i> V.-P. -was a title regarded as almost individual to her. -The separation into Halls, inevitable for a time, -had, in Miss Clough's estimation and perhaps in -reality, a very decided advantage. Students in one -Hall naturally saw more of one another than of -those in other Halls; Old Hall especially was somewhat -cut off from the two others, so long as the -public road ran between. And for games, clubs, and -other social purposes, it was often a help to have -a natural division into the three Halls. The larger -societies—such as the Debating Society, the Musical -Society, and some others, as well as the more regular -of the Games Clubs—belonged to the College as a -whole. The teaching arrangements were, of course,<span class="pagenum"><a name="Page_67" id="Page_67">[67]</a></span> -always made for the whole College and not separately -for each Hall.</p> - -<p>From about this time the social activities of the -students, both those resident in College and those -who had gone back to their own homes or taken up -definite work, showed themselves in many ways. -In 1880 an effort was made to keep up in those who -had gone down the College spirit and College interests. -The result was a society called the Newnham College -Club, rather an unfortunate name, since it was not -a club properly so-called, having no local habitation; -it sometimes became confounded with the -Ladies' University Club, and students were debarred -from entering by the fear of expense. The "Club" -prepared students' minds for the official College -Roll which superseded it in 1919. The founders -and officers of the Club (among whom those especially -active in its initiation and development were -Miss Julia Sharpe, Miss Olive Macmillan (Mrs. -MacLehose), Mrs. Corrie Grant (<i>née</i> Adams), deserve -the gratitude of the College for having, by means -of an annual <i>Newnham Letter</i>, with information as -to College developments, births, marriages, deaths -among old students, fresh appointments, etc., and -by regular meetings in London, kept alive in a -large and growing number of former students the -memory of their Alma Mater and her interest in -the doings of her children. In after times it -was interesting to see how, when a member of<span class="pagenum"><a name="Page_68" id="Page_68">[68]</a></span> -the Club who had gone to live in Central Africa or -New Zealand visited her old haunts, she was found -to be far better informed as to the lines of recent -progress than some who had never left England.</p> - -<p>In another direction Newnham took the lead, -this time on the direct initiation of Miss Clough, in -the formation of a teachers' agency for qualified -women who had taken a College course. The -governesses' agencies of those days opened their -doors to stronger and to feebler applicants. Heads -of schools and families desiring well-educated -teachers were constantly writing to Miss Clough, -and it seemed time to start a registry on collegiate -lines. She communicated the project to a few -former students engaged or interested in education, -and they at once formed a committee, invited the -co-operation of Girton, the Oxford Colleges, and -the graduated women of London University, and -started what became the Association of University -Women Teachers. From ten or a dozen members -it has increased to over 2800. The idea of this -Society, as compared with the ordinary registry, -was that the Secretary, a University woman and -in close touch with Universities, should keep herself -personally informed as to the credentials and -careers of applicants; that she should make sure -of the eligibility of the posts offered; and that she -should be able to offer advice to young teachers as -to applying for posts and making changes when,<span class="pagenum"><a name="Page_69" id="Page_69">[69]</a></span> -but not before, it seemed expedient; and that the -expenses should, as far as possible, be defrayed -from the ordinary subscriptions of members. -Further, and this was a point of much importance, -it was intended that the Association should watch -over the interests of women teachers, and should -interest itself in educational questions generally. -The secretaryship has been held by various University -women—for many years by Miss Alice Gruner, -whose experience and untiring devotion to the -work made her a most valuable adviser both to -those who offered and those who were seeking -educational posts. It is now filled by Mrs. Brough -(<i>née</i> Lloyd), and has offices at 108 Victoria Street, -Westminster.</p> - -<p>Miss Clough never lost her interest in school -teaching and teachers, of any and all types. At -one time she arranged for parties of Newnham -students to visit some of the elementary schools in -Cambridge and give amateur lessons—chiefly that -they might know what the inside of an elementary -schoolroom was like—partly because, as she entirely -believed, education and mutual acquaintance are -the great factors for breaking down class distinctions. -Meantime, a body of energetic Newnham -students (led by Miss E. P. Hughes, Miss A. M. -Adams and others) were eager to help in the education -of working men. For many years a school was -kept up in St. Matthew's Schoolroom, Barnwell,<span class="pagenum"><a name="Page_70" id="Page_70">[70]</a></span> -for men who were known not to go to church on -Sunday mornings, but who wished, during those -hours, to learn some of the elements which—in -those days—many adults had never acquired. -Miss Clough was much interested in the scheme, -and once or twice came down to speak to the men, -though she was anxious that no student should, in -taking part in the work, give up time that she -required for Sunday rest. The school was for -some years vigorously carried on by the late Principal, -Miss Stephen. While it lasted, it certainly -did good work on both sides. The classes were -conversational, and many students learned at least -something of working men's life and ambitions. -It died down partly owing to the irregularity necessitated -by the alternation of terms and vacations, -partly to the activities of a new clergyman, who -was not without hope of inducing men to go to -church on Sunday mornings.</p> - -<p>The interest which Miss Clough always felt, and -which she imparted to a good many students, in -elementary teachers and their work was shown in -certain experiments, novel as they seemed then, -though precursive of greater things. She was -anxious that those teachers who had a hard and -often a dull life, and whom she knew to be often -most conscientious and zealous in their profession, -should see something of a different life, and especially -of University life, and in particular that they<span class="pagenum"><a name="Page_71" id="Page_71">[71]</a></span> -should enjoy some rambles among the old Colleges -of Cambridge, and hear lectures from Cambridge -teachers. The Summer Meeting of the Extension -Scheme was not as yet, unless one counts it as -beginning in these Newnham gatherings. Certainly -it originated in the circle of educational pioneers to -which Miss Clough belonged, and some of the earliest -"Extension Students" were successors to those who -had come up under the early scheme. In the -summer of 1885 two men and two women from the -northern counties (the women being both elementary -teachers) received bursaries from the Lectures -Association in the north that they might come for -three or four weeks' study in Cambridge. The -women were accommodated in Newnham, and -though their teaching had been otherwise provided -for, Miss Clough commended them to the care of -some of the younger lecturers, who did the chaperoning -required in those more exacting days, and gave -what social and friendly help was required. In -1887 Miss Clough undertook a similar experiment -on her own account. A party of about fourteen -women teachers in elementary schools were accommodated -for three weeks in the Red Houses which -formed the interim abode of students while Clough -Hall was in process of building and were not required -during the Long Vacation. In 1889 and 1891 the -experiment was repeated, the teachers being received -into the Old Hall. Certain of the younger<span class="pagenum"><a name="Page_72" id="Page_72">[72]</a></span> -lecturers gave them lectures in History and Literature, -and in some of the subjects (Latin, Logic, -etc.) with which they were struggling for their -examinations, while the Natural Science lecturers -took several of them into the laboratories and for -botanical excursions. The lecturers and students -of Newnham acted up to the College reputation for -hospitality, and Miss Clough herself visited them -and invited them to see her in her private room. -The grievances of teaching in the days of half-time -pupils and dearth of money and books for teachers -were poured into sympathetic ears. After the -Annual Summer Meeting of University Extension -Students had been fairly set on foot these sectional -meetings became merged in the general one, and -there was no need for such special gatherings at -Newnham, but the College, when the Meeting was -in Cambridge, has always received a number of -Extension Students as paying guests, and lecturers -and other Newnham officials have taken pains to -make the visit profitable, so that many came year -after year and always cherished an affection for -Newnham above and beyond that which they felt -for Cambridge.</p> - -<div class="figcenter"><a id="Fig_5"></a> - <img src="images/i_091.jpg" alt="" /> -<p class="medium center"> MRS. HENRY SIDGWICK. <i>From the portrait by J. J. Shannon, R.A.</i></p> -</div> - -<p>This movement was one from above—originated -by the Principal and worked mainly by the Staff. -But the one which brought Newnham generally most -closely into contact with what one may call socio-educational -work was the Women's University<span class="pagenum"><a name="Page_73" id="Page_73">[73]</a></span> -Settlement in Southwark. The idea of "settlements" -is familiar nowadays, and the original character and -object of such institutions has much changed and -developed since the first experiment was begun by -the inspiration and intense activity of Arnold -Toynbee. The primary notion of a <i>settlement</i> was -of an abode in the poorer districts of a town where -men of culture, engaged in various occupations, -might make their home, devoting their leisure to -the society and to the amusement or assistance of -poorer neighbours. While this ideal is more or less -preserved in the numerous settlements—some connected -with particular churches or colleges, others -quite independent—to be found in London and in -others of our big towns, perhaps the possibility of -uniting outside professional duties in the daytime -with attention to social evils and their remedies in -the evenings has not been permanently realized in -any. Certainly in Settlements of women, the self-regarding -part of the work has become chiefly -educational: the training of the worker by instruction -in the principles of economics and the -history of social legislation. The Settlement in -Southwark was throughout of this description. -Though it has been carried on by women from other -Universities as well as Cambridge women, the first -thought of such an enterprise arose in Cambridge -after an interesting meeting of the Society for -Discussing Social Questions. This society of<span class="pagenum"><a name="Page_74" id="Page_74">[74]</a></span> -Cambridge ladies, including Girton and Newnham -students (founded chiefly by the efforts of Mrs. -Marshall), held, Feb. 4th, 1887, an interesting -meeting at which Mrs. Samuel Barnett, wife of the -Warden of Toynbee Hall, and Miss Alice Gruner—lately -a historical student of Newnham College—read -interesting papers on <i>Settlements</i>. Miss Gruner -had already begun work of the kind in London and -was anxious to find helpers. Several students were -inspired to initiate a Settlement; Miss Gruner -consented to allow her undertaking to be taken -over as the nucleus and became the first Warden. -Girton was appealed to and also the Oxford Halls. -The result was the formation of a Committee and -the acquiring of a house in Nelson Square, London, -S.E., Miss Gruner having laid her finger on the -very spot afterwards marked most darkly in Sir -C. Booth's <i>Life and Labour of the People</i>. The -history of the Settlement, the development of its -various activities, the links which it formed with -other agencies, religious and secular, in combining -for the betterment of conditions among the London -poor, the schemes adopted by its residents and -afterwards taken up by public authorities, do not -belong, except indirectly, to the history of Newnham -College, yet the Settlement has certainly been -a factor in the life of many students, and it is not -too much to say that what was first discussed -within the walls of Newnham has been successfully<span class="pagenum"><a name="Page_75" id="Page_75">[75]</a></span> -worked out in many parts of England and, indeed, -in some distant lands. Many University women -besides Newnham students have worked there, and -one may suppose that in a sense the movement -was "in the air" and would in any case have come -into active existence. Yet Newnham may enjoy -some of the credit of the work done in Southwark -and of the excellent Wardens provided in the -persons of Miss Gruner, Miss Sewell, Miss Gladstone, -and the present head, Miss M. M. Sharpley. -Workers and officers of much devotion and ability -have been supplied by Oxford and the London -University, and Settlements of a somewhat similar -kind form adjuncts to other Universities, such as -Bristol, Leeds and Birmingham.</p> - -<p>If Newnham was making its way, as learner, as -teacher, and as worker, in the field of social -enterprise, the same is even more true in -that of education. A large proportion of the -students during the time now under consideration -adopted the teaching profession. Technical -training was not insisted on by head mistresses, -nor by the Government, and most young -women plunged into educational life to sink -or swim—some of those who might have sunk -emerging after a term or two to take a course of -training. The head for many years of the Maria -Grey Training College was a University woman -(Miss Alice Woods of Girton) and the first head of<span class="pagenum"><a name="Page_76" id="Page_76">[76]</a></span> -the Cambridge Training College was from Newnham—Miss -E. P. Hughes. Meantime, the standard -of attainment in girls' schools was rapidly rising, -as women who had received a University education -took up posts in them and imbued their pupils with -a desire to come up some day to Cambridge. At -first, former students had often to work as assistants -under Heads of a different and older type, but this -was not always a disadvantage, as the older, partly -self-taught, mistresses, both of public and private -schools, sometimes showed an admirable power -of blending the new life which young University -teachers brought into the schools with -the good traditions of the last generation. In -course of time head mistresses were generally -appointed from assistants who had a good "degree -or its equivalent," and the bonds between schools -and the University thus became stronger.</p> - -<p>In 1890 the College had again a festive occasion—on -the attainment by Miss Philippa Fawcett of a -place in the Mathematical Tripos above the Senior -Wrangler. The scene in the Senate-house is one -that will live in the memory of all who were present. -It is pleasant to be able to say that no discordant -note was struck. As Miss Fawcett passed out, -with Miss Clough leaning on her arm, the undergraduates -formed a line on either side and gave a -hearty cheer. The event was celebrated at Newnham -by a dinner in Hall, at which Mrs. Fawcett was<span class="pagenum"><a name="Page_77" id="Page_77">[77]</a></span> -present, and also Dr. Hobson, Miss Fawcett's tutor in -mathematics. In the evening her student friends -decorated the doorway with lamps, and as there was -just then a piece of waste ground at the west-end of -the College grounds, it was possible to make a bonfire, -and to carry the Senior Wrangler round it, and -in the light of the fire to call on Dr. Hobson for a -speech. Miss Clough was quietly happy, and all -present felt that there was something of poetical -justice in the occurrence. Professor and Mrs. -Fawcett had been, as we have seen, pioneers in the -movement for women's education; they had also -been warmly attached to Miss Clough, as, in a more -filial way, their daughter had been for many years. -Miss Fawcett herself, besides being one to whose -brilliant mathematical powers the highest academic -honours were due, was a singularly suitable person -for this high distinction, in that she exemplified so -many of the qualities popularly supposed to be -absent from the character of a University woman. -She was modest and retiring, almost to a fault—trying -though not always successfully, to counteract -the impression made by her personality, so as to -appear like a very ordinary person—not known to -many, but loved as well as admired by her intimate -friends. As the subsequent career of Miss Fawcett -is not well known, it may be stated here that after -the second and more advanced part of the Mathematical -Tripos (in which she obtained the highest<span class="pagenum"><a name="Page_78" id="Page_78">[78]</a></span> -honours) she held for a year the Marion Kennedy -Studentship already referred to, and wrote on a -problem involving advanced mathematical research. -She subsequently acted as Mathematical Lecturer -at Newnham, but feeling, as her father had felt -before her, the call of national service above all -inducement to academic pursuits, she accepted a -Government appointment and went out to help -organize education in the Transvaal. After a period -of assiduous work in Johannesburg, she returned to -England and was appointed a Principal Assistant -in the Education Department of the London County -Council, a post of much importance and responsibility. -Miss Fawcett served for some years on the -Council of Newnham College, and has maintained a -constant interest in its welfare.</p> - -<p>To return to the history of the College: in -February 1892 it had to sustain a loss which was -hardly less a blow from having come in the ordinary -course of nature. Miss Clough was 72 years old in -the January of that year. She had to most people -looked about the same age for many years, as her -hair had whitened early, and the vivid look in her -eyes never suggested old age. The portrait of her -by Shannon, painted in 1890, gives a better impression -of her than Richmond's portrait of 1882.<a name="FNanchor_8_8" id="FNanchor_8_8"></a><a href="#Footnote_8_8" class="fnanchor">[8]</a> -<span class="pagenum"><a name="Page_79" id="Page_79">[79]</a></span> -The latter shows, perhaps, more strength, the -former more sweetness. But neither can possibly -give an adequate interpretation to a face so speaking -and changeful. Shannon's is a sympathetic -study of calm, benevolent, but alert old age, suggestive -of ripe experience and of a patient outlook -on life. It hangs in the College Hall with the -portraits of Prof. and Mrs. Sidgwick and Miss -Kennedy, all of them pleasing and profitable reminders -to the students, at their meals, debates, -and dancing, of the character as well as the appearance -of those to whom they owe their present happy -opportunities.</p> - -<p>During the later part of her life Miss Clough had -been obliged to let some of her work be lightened, -and to give the management of Clough Hall to -Miss Katharine Stephen, who had formerly been -Miss Gladstone's secretary; but she still kept an -eye on everything that happened in the College, -and many things far beyond. Miss Clough had -always felt a deep interest in the colonies, and she -kept up a correspondence with past students who -had made educational ventures in many distant -parts. As one of them said, "her interest in us -seemed to vary directly as the squares of the<span class="pagenum"><a name="Page_80" id="Page_80">[80]</a></span> -distances," though certainly those nearer to Cambridge -would not have accepted such a formula. -Such schemes as the mixed education for blacks -and whites in Jamaica, the starting of a loan library -in tropical Australia, the opening of a boarding-school -for aristocratic girls in Siam, aroused her -warm interest and often called forth wholesome -advice as well as sympathy. She was always able -to enjoy a quiet country holiday in vacation time. -The pleasures of friendship brought her comfort and -enjoyment all her life, during the latter part of -which she had the companionship of her niece—daughter -of the brother to whom she had owed so -much in her early intellectual development—and -much care and solicitude from some of the lecturers -and of the elder students. She may be said -to have died in harness. The last time that she -appeared at a meeting for students was to interest -them in Mr. Morant's educational efforts in Siam. -One of the last visitors from abroad whom she -received, lying on a sitting-room couch, was a lady -from Australia who could bring tidings of a University -hostel managed by a former student. Miss -Clough was not sure that this student was working -on the best lines, and was anxious to hear about -her and to send her a message of kindly warning.</p> - -<p>The end came quietly on February 27th, 1892. -To very many it seemed as if the world could never -be quite the same without her. Certainly the<span class="pagenum"><a name="Page_81" id="Page_81">[81]</a></span> -College, however wisely and generously conducted, -was bound to follow new courses. Yet in a sense -Miss Clough was <i>felix opportunitate mortis</i>. She -had lived to see her work set on a stable footing; -she might safely leave it in the hands of those -like-minded with herself; and she was spared the -pain of friction and later of bitter opposition which -the College and its promoters had to suffer in seeking -a permanent place within University borders.</p> - -<p>Miss Clough's kinsfolk showed great breadth of -mind, generosity, and appreciation of her own -desires and feelings, in arranging that the funeral -should be rather of a collegiate than of a family -character. She had expressed a wish that her -remains should rest in a churchyard rather than a -cemetery, and as she possessed a little property in -the parish of Grantchester, the burial was in the -pleasant ground attached to the church there. A -simple slab was afterwards erected with name, -date, and the words: "After she had served her -generation by the will of God, she fell on sleep." -The first part of the service was, by the kind offer -of the Provost and Fellows of King's College, read -in the beautiful chapel of that College, the services -of which had been to her, for many years, a perpetual -solace and aid. The Staff of Newnham -walked behind the coffin. The Chapel was crowded -with members of the University and a great number -of former students from all parts of England. The<span class="pagenum"><a name="Page_82" id="Page_82">[82]</a></span> -following Sunday (the First in Lent) it fell to Dr. -Ryle (now Dean of Westminster) to preach a sermon, -and the subject suited to the season and also to -Miss Clough's character and work suggested his -text: "Endure hardness, as a good soldier of -Jesus Christ." His reference was very appreciative -and delicate. Perhaps it might have struck some -hearers that though Miss Clough would have -thoroughly appreciated the idea of service in the -Christian army, she might not have considered that -she had "endured hardness" as much as many -others. Her strenuous efforts and personal restrictions -were so entirely dictated by the needs of -her cause and of the individuals in her charge, that -there was no place for asceticism in her life, -though much for plain living and high thinking.</p> - -<p>The figure of Miss Clough must necessarily look -large in the history of Newnham College, since she -was both its principal founder and its first head. -But it would be useless labour to compare her with -other founders and heads. Her objects and her -way of obtaining them were peculiar to herself in -her particular <i>milieu</i>. When she was removed, -others who had supported her were ready to follow -up her work, perhaps on more consistently stated -principles, with somewhat more of theory in the -background. But there were some ideas at the basis -of the College recognised only by those who had -caught her spirit, either by working under her in<span class="pagenum"><a name="Page_83" id="Page_83">[83]</a></span> -life or by imbibing the moral and intellectual -atmosphere which for a long time has kept the -College sound and wholesome. The mental and -moral debt of the present College to her, and to -those one may call her disciples, has been more or -less manifest already, and will appear more evident -in the sequel.</p> - -<hr class="chap" /> -<p><span class="pagenum"><a name="Page_84" id="Page_84">[84]</a></span></p> - -<h2>CHAPTER IV<br /> - -<span class="st">NEWNHAM COLLEGE IN PROGRESS, 1892-1911—PRINCIPALSHIP -OF MRS. SIDGWICK.</span></h2> - - -<p>The loss of Miss Clough seemed to remove the -College from its early—one might say heroic—period -to the regions of ordinary history. Yet -there was something uncommon in the circumstances -under which her successor was appointed. -At the Council Meeting after Miss Clough's death, -a strong wish was expressed that Mrs. Sidgwick, -who had already once given up, with her husband, -the privacy of home life, might be induced to become -the second Principal. Newnham wanted them, -and they came; making, as one would expect, the -very least of any personal inconvenience involved -in once more giving up their house. As Sidgwick -said to a friend,<a name="FNanchor_9_9" id="FNanchor_9_9"></a><a href="#Footnote_9_9" class="fnanchor">[9]</a> "What we feel most strongly is -that after Miss Clough's death it is the duty of all -who have given their minds to Newnham to 'close -ranks,' and take the place that others assign to -one. We hope it will be for the good of the College."</p> -<p><span class="pagenum"><a name="Page_85" id="Page_85">[85]</a></span></p> -<p>For a short time Mrs. Sidgwick was obliged -to live a divided life, part at Hillside, part at -Newnham. But in December 1893 the Principal's -new quarters were ready, and she and her husband -moved into them.</p> - -<p>These new quarters had been partly provided by -a very timely bequest. A short time before, Mrs. -Emily Pfeiffer, the poetess, and her husband, -visited Cambridge, and were much pleased with -what they saw of Newnham and with the hospitality -of Miss Clough. Mrs. Pfeiffer died soon after, -and her husband did not long survive her. Their -money was left in great part to societies and buildings -for the benefit of women, and of this the sum -of £5000 was adjudged to Newnham College. There -were some legal difficulties, soon overcome, but a -hindrance remained in the fact already mentioned, -that a public pathway divided Sidgwick Hall with -Clough Hall from the Old Hall.</p> - -<p>What was desired was to connect the two parts -of the College by a block of buildings containing -students' rooms, and, as finally arranged, a suite -of rooms for the Principal, a set of small lecture or -"coaching" rooms, a large room for the Staff, to -serve as a kind of Combination Room, and a Porter's -Lodge. This could not be done without closing the -public foot-path. Fortunately, a new carriage road -parallel to the former foot-path was greatly needed -for communication between the town and the<span class="pagenum"><a name="Page_86" id="Page_86">[86]</a></span> -country beyond the College. Such a road, if made, -would compensate the public for the loss of the -foot-path. Newnham College was naturally willing -enough to give up a strip along the north side of -its grounds as a contribution to the road. But -others were less willing to give up portions of their -ground, without which the scheme could not have -been carried through. After much discussion, a -very satisfactory solution was reached. A broad -road, now called <i>Sidgwick Avenue</i>, was made, largely -at the expense of Professor and Mrs. Sidgwick, -with some help from other friends, and the path -was closed. There was a curious interregnum, -after the dividing fences of the Hall gardens had -been removed and before the path had become -private, during which tradesmen's boys used to -loiter, basket on head, as they passed through to -the Grange Road, and watch the students' games -at hockey or tennis. When Sidgwick Avenue was -complete and the path closed, this anomaly naturally -ceased.</p> - -<p>In the archway under Pfeiffer Building, forming -the main entrance to the College, were placed a pair -of beautiful bronze gates. These were presented -by past and present students, in memory of Miss -Clough. They bear the Clough Arms, and the -decoration is a combination of floral and foliate. -The designer was the architect of all the College -buildings, Mr. Basil Champneys. It was said at -<span class="pagenum"><a name="Page_87" id="Page_87">[87]</a></span> -the preliminary meeting that in future every student -would have Miss Clough brought to her mind on -her first entry into the College and her departure -from it. Unfortunately this cannot be carried out in -practice, for though the Gates are the only means of -ingress or egress after dark and form the principal -entrance to the College as a whole, there are other -entrances to three of the Halls which are used by -day.</p> - -<div class="figcenter"><a id="Fig_6"></a> - <img src="images/i_107.jpg" alt="" /> -<p class="medium center">NEWNHAM COLLEGE—THE ENTRANCE GATES.</p> -</div> - -<p>Thus the suite of rooms above the Memorial -Gates formed the dwelling-house of Professor and -Mrs. Sidgwick, a somewhat inadequate "Master's -Lodge" for a large and rising College, but pleasant -in outlook and sufficient in size for all immediate -requirements. Needless to say, the hospitable -traditions of Hillside were maintained at Newnham, -and members of the Staff had opportunities of -occasionally meeting very interesting guests who -came from far and near.</p> - -<p>The Principal's life was a full one. Besides being -Principal of the College she was its Bursar—an -office which she only resigned at the end of 1919, -to the regret of those who realized how much the -financial success of the College has owed to her -care and thought. Careful and even abstemious in -all personal expenditure, she was always ready to -entertain suggestions of new ventures. But besides -this, she kept an eye on everything that happened -in the College. She took all opportunities of coming<span class="pagenum"><a name="Page_88" id="Page_88">[88]</a></span> -to know the students personally, by frequently -dining in hall, inviting students to her drawing-room -and to breakfast, attending debates and little -entertainments, and by making the College, both -during her husband's lifetime and afterwards, an -evidently large factor in her life. His presence, -while he lived in the background, was always a help -and a stimulus. If he made sacrifices in giving up -his private house, he made many more in the time -he devoted to the College at large and to students -in particular. But with him and his wife, as with -the first Principal, such sacrifices were so much -the order of the day as hardly to be recognized -as such, and were only fully appreciated in later -years.</p> - -<p>One sacrifice made by Mrs. Sidgwick for the good -of the College was the restriction of the time she -could now give to the work of the Society for -Psychical Research. She maintained the interest -she and her husband had long felt in the Society, -and took part in its meetings and various proceedings. -But she never encouraged such interest -among the students, since she knew how many -unsteady heads have been turned by a superstitious -dabbling in the occult. It would be difficult to -over-estimate the advantage to the Society of -having persons of such complete sanity and scrupulous -balance of mind as the Sidgwicks among the -investigators.</p> - -<p><span class="pagenum"><a name="Page_89" id="Page_89">[89]</a></span></p> - -<p>We have noticed as one of the additions to the -College in connection with the Pfeiffer Building a -Combination Room for the Staff, including all -women Lecturers and resident Fellows. Later on -its functions were transferred to its present quarters, -the room next the College Dining Hall—a pleasant -room with two fireplaces and a door opening on the -garden—the original Combination Room being made -use of partly as a committee room, partly as a -reading and coaching room for students.</p> - -<p>Work among both students and past students -had meantime been facilitated by the gift in 1898 -of a well-designed library building, for which the -College has to thank the liberality of Mr. and -Mrs. Yates Thompson. The Library is admirably -adapted to its purpose, with section recesses divided -off by bookcases and conveniently arranged tables, -while beauty of proportion, the excellence of the -woodwork, and the elaborate mouldings on the -ceiling (of the principal Printers' Arms of the sixteenth -century) give it an artistic as well as academic -character. When (1907) nearly ten years after its -opening, its space proved insufficient for the books -belonging to the College, the same benefactors most -generously doubled it in size, providing staircases -and a fine east window.</p> - -<p>The supply of library books grew and prospered -at least in proportion to the general progress of the -College. Many of the original promoters were<span class="pagenum"><a name="Page_90" id="Page_90">[90]</a></span> -literary men and book-lovers, and their gifts and -bequests, besides the money annually spent out of -the College income, made the necessary extension -just noticed necessary, and tended to make the -College a more desirable place for old students—especially -such as were engaged in educational or -literary work—in which to spend part of the summer -vacation. Some friends were anxious that the -Library should have interesting books of a non-special -character. Mrs. Stephen Winkworth, -already mentioned, whenever she had enjoyed -some new work of biography or general literature, -used to send a copy of it for the Newnham Library. -Mr. Coutts Trotter, Miss Clough's kind adviser in -the early days, bequeathed the bulk of his books -to Newnham College. The same was done by -Mary Bateson, of whom we shall have more to say -presently. There never was a time when there -was not an influx of books of various kinds. Provision -was made for a steady supply by the -assignment to the Library Committee every year of -a sum proportional to the number of students. Most -books, on conditions, might be taken out for parts -of the vacations. The Library Committee consists -of representatives on the Staff of all the principal -subjects studied and other lecturers, whose duty it -is to submit the names of books required by the -students whom they direct. The Library has thus -been kept up to date, and has also continually been<span class="pagenum"><a name="Page_91" id="Page_91">[91]</a></span> -enriched by special gifts. Thus a Dante Library -was formed in memory of Miss Jane Lee, already -mentioned; a clock was given by a generation of -students going down, the case being designed by -one of them; guests gave books on their departure. -The catalogues were carefully kept, and if any slackness -in returning books was observed, great vigilance -was used to recall them. The care of the Library -was for many years in the hands of Miss Katharine -Stephen.</p> - -<p>It had been the wish of early friends—especially -of Miss Kennedy—to attach permanently to the -College as many as possible of the past students. -This had been done to a certain extent, as already -shown, by the Newnham College Club. Another -plan, still adhered to, is to invite all students who -belonged to specified periods, to come up to Commemoration -Dinner on or about February 24th—a -practice more or less observed in the Colleges of -the University. But in addition it was the aim of -the founders to bring the old students into the -Constitution, so that the responsibility for the -College should eventually be to a greater extent in -their hands. With this object in view, the Constitution -was revised, and in 1893 a new body of -members was created chosen from the old students -and called Associates (not Associate Members, who -were a separate class of members qualified by subscriptions). -In this year all past students were<span class="pagenum"><a name="Page_92" id="Page_92">[92]</a></span> -requested to send in the names of those twenty -among their College contemporaries or friends -whom they considered most fitted to aid the causes -of "Education, learning, and research." To the -first twenty who obtained the greatest number of -votes the Council added ten, and the number was -increased by annual election of three till it reached -48, after which time three were to resign every year -and three others to be chosen by co-optation. The -Associates were full members of the College, and -as such took part in the election of the Council, -and still, under the later Constitution, elect members -of the Governing Body. They meet in Cambridge -every year, and coming as they do from various -centres, contribute new ideas and points of view. -At first, as might naturally be expected, most of -the resident Staff were placed on the list. It -includes many women who have reached some degree -of eminence in their several lines of activity and -also usually some research fellows.</p> - -<p>There was in these years a growing desire to -provide opportunities for what may be called post-graduate -work, though the term is not strictly -applicable. There had been, as we have seen, -students doing advanced work before the foundation -of any research fellowships. The studentship -connected with the name of Miss Marion Kennedy -had given opportunity for a successful Tripos -student to look about her, try some manageable<span class="pagenum"><a name="Page_93" id="Page_93">[93]</a></span> -piece of work, and either find some fresh line to -follow up in the field of science or letters, or else -enter the teaching profession with a wider view of -her functions than could generally be found in one -who had never advanced in her studies beyond the -undergraduate stage. Studentships in the Natural -Sciences were, from 1881, awarded from time to -time to students of post-graduate status from the -Bathurst Fund already mentioned. But something -involving a longer period of independent -study was clearly desirable. Critics of the women's -education movement were wont to assert that -women might do fairly well in Triposes and in -educational work afterwards, but that they contributed -nothing of any significance to the advancement -of knowledge. This "hasty generalization" -needed removing. It was, however, no mere spirit -of feminine rivalry, but a generous impetus to -labour in intellectual fields, to satisfy one's own -thirst for truth, and to help in the building up of -the sciences—whether natural or human—that inspired -the promoters and labourers in this new field -of College activity. The most eager and influential -in this movement was a member of the College -eminently marked by a keen delight in research -for its own sake, and by a desire that Newnham -should be able to hold its own in the highest kind -of University work among all the Colleges of the -world—Mary Bateson. Under her influence the<span class="pagenum"><a name="Page_94" id="Page_94">[94]</a></span> -first research fellowship was given by Mrs. Herringham, -and was thrown open to public application in -1900. Friends of the College and the students -themselves were stirred up to raise funds for more -research fellowships. The number is now four, and -they are awarded by a special committee and tenable -for three years. The stipend was originally sufficient -to pay the expenses of a woman resident in -the College, though a small amount of lecturing or -tuition was held to be compatible with the duties -of the fellow.<a name="FNanchor_10_10" id="FNanchor_10_10"></a><a href="#Footnote_10_10" class="fnanchor">[10]</a> The first Newnham students to hold -a research fellowship were Miss J. E. Harrison and -Miss G. L. Elles (1900). The former had already -acquired celebrity by her archaeological works—especially -her <i>Myths and Monuments of Ancient -Athens</i>—and had been invited to occupy rooms in -Newnham, where she speedily created a keen -interest among students and many of the Staff, -first in classical archaeology and later in anthropology. -Miss Elles is well known as a geologist, -and had already been teaching at the Sedgwick -Museum under Professor Hughes.</p> - -<p>With the research fellowships it has been possible -to retain at Newnham advanced students -whose researches have made a solid contribution to -knowledge. Though it may seem invidious to -<span class="pagenum"><a name="Page_95" id="Page_95">[95]</a></span> -make a selection, mention may be made of the -researches of Miss E. R. Saunders (partly in co-operation -with Mr. Bateson) into the laws of Variation; -the study of floral pigments by Miss Wheldale -(Mrs. Onslow); that of animal psychology by Miss -E. M. Smith (Mrs. Bartlett); and in widely different -fields, Miss Maud Sellers' valuable work in rescuing -and making public the records of the Merchant -Adventurers of York; that of Miss Paues, in -unearthing a Middle-English Bible; Mrs. Temperley's -(<i>née</i> Bradford) studies in Tudor Proclamations -and other legal antiquities; and, not least, -the wide range of Miss Mary Bateson's work -in Mediaeval History, chiefly monastic and municipal.</p> - -<p>Mary Bateson was so much the prime mover in -the development of Newnham work for the advancement -of learning, and some of the teachers who -stimulated and directed her efforts were so evidently -epoch-making in the lives of Newnham students; -also her tragically sudden death in 1906 cut short -such a remarkably promising career and evoked so -much sympathy with Newnham throughout the -University, that a few more words may be devoted -to keeping her memory fresh. Her father (Master -of St. John's College) and her mother—much distinguished -in her zealous efforts for the betterment -of women—were old friends of Miss Clough and the -College; her elder brother, Mr. William Bateson, is<span class="pagenum"><a name="Page_96" id="Page_96">[96]</a></span> -well known for his remarkable work on heredity. -Mary Bateson began independent research in the -Monastic Civilisation of the Fens, even before she -took the Historical tripos, in which she naturally -obtained a good first class. Her literary activity -in the production of articles for learned periodicals, -and later very substantial books, was immense. At -the same time, her zeal in the cause of her own -College never faltered. For many years she was -ready to do what teaching was offered to her on -her own lines, and she did it exceedingly well. But -her great task in the College was to produce a noble -discontent. She cared far less that the students -should take good places in their examinations than -that they should come to understand what sound -learning really means, and should share her own -delight in the search for undiscovered truth. Broad -in her sympathies with all honest workers, genial -in her manners, remarkably constant and helpful -in her friendships, and withal scholarly to the -backbone in her tastes and ambitions, she stands -out as one of the leading figures of our College. -Two main influences determined her course: first, -that of Professor Creighton, afterwards Bishop of -Peterborough and subsequently Bishop of London, -who came to Cambridge in 1885, and began a new -departure in History of the kind that appealed to -Mary Bateson's mind and character. She became -attached to his family, and he inspired her with<span class="pagenum"><a name="Page_97" id="Page_97">[97]</a></span> -the ambition which he felt for himself when he -prescribed for his epitaph the words, "He tried to -write true history." After Dr. Creighton's departure -from Cambridge, the teacher from whom she -derived most inspiration and with whom she sometimes -collaborated was the distinguished writer, -Professor F. W. Maitland—also a most effective -teacher and helper of historical students at Newnham -and in the University generally. Miss Bateson's -researches into <i>Borough Customs</i>, as well as -her previous volumes on the <i>Records of the History -of Leicester</i>, earned her an honourable place among -standard historians of mediaeval institutions, while -her small book on <i>Mediaeval England</i>, and her -admirable account of the "Colonization of Canada" -in the seventh volume of the <i>Cambridge Modern -History</i>, may always be recommended confidently -to the general reader. Mary Bateson was deeply -interested in politics and a strong advocate for -women's suffrage, on behalf of which, in a deputation -to the then Prime Minister (Sir H. Campbell-Bannerman), -she made an exceedingly able and -trenchant speech. But she cared far more that -women should progress in knowledge and capacity -than in political power. The great esteem in which -she had been held was shown in the large attendance -of University men and former students at the -funeral service in St, John's Chapel, and in the -readiness with which the proposal was received, at<span class="pagenum"><a name="Page_98" id="Page_98">[98]</a></span> -a meeting in St. John's in the following May, of a -memorial to her in Cambridge, which took the -appropriate form of an additional Research Fellowship. -This fellowship bears her name, and is -generally—<i>ceteris paribus</i>—given to a former student -engaged in some branch of historical research.</p> - -<p>An earlier loss—happily not so permanent—was -sustained in 1896 when Miss Gladstone, owing -to the rapidly declining health of her father, -felt bound to resign her College post for family -duties. Miss Gladstone had not only, as already -shown, become a most valuable element in the life -of the College by her geniality and devotion to the -duties she had undertaken. She also, in the eyes -of the world, raised the reputation of the College, -since an institution must be of <i>some</i> significance if -the daughter of one of the most eminent men in -the country, having access to the most brilliant -and interesting society, thought it worth while to -give up—for most of the year—the delights of such -an attractive home for the service of a College for -women.<a name="FNanchor_11_11" id="FNanchor_11_11"></a><a href="#Footnote_11_11" class="fnanchor">[11]</a> Miss Gladstone had of late been not only -Vice-Principal (Tutor) in Sidgwick Hall, but -Secretary to the Education Committee, a position -which brought her into constant communication -<span class="pagenum"><a name="Page_99" id="Page_99">[99]</a></span> -with most of the resident lecturers. In a sense, -the loss could not be entirely repaired, though Miss -Stephen succeeded her as head of Sidgwick Hall. -Miss Stephen had originally come to Newnham as -Secretary to Miss Gladstone, and had become very -popular with the students, especially in helping in -their political debates. She had also, as we have -already said, the charge of the Library, in which -she seemed to know the exact place of every important -book. As she was a daughter of Sir James -Fitzjames Stephen, the distinguished judge, and a -niece of Leslie Stephen (who was induced more than -once to come and give a delightful lecture to the -students), she helped to continue the traditions of -public and intellectual eminence which the students -have always found in the records of their benefactors. -In memory of Miss Gladstone's vice-principalship, -the students raised money to build -an annexe to the dining hall of Sidgwick Hall which, -since the opening of a new wing in 1884, had proved -insufficient for peace and comfort. Another and -important addition to the College was the block -named after others of the founders, Kennedy -Buildings. Now that there were resident fellows -and several research students, it was desirable that -in some part of the College buildings there should -be suites of two rooms, allowing more accommodation -for books and more opportunities for entertaining -than could be easily had in any of the three<span class="pagenum"><a name="Page_100" id="Page_100">[100]</a></span> -Halls. In 1899, through the remarkable generosity -of several friends, the freehold of the land on which -the College stands was bought.</p> - -<p>But meantime, during a period of prosperity, -Newnham had to experience its first serious set-back, -a set-back only paralleled in the week during -which these lines are being written: the Senate -of the University of Cambridge refused a petition -to grant to Girton and Newnham students who had -been successful in the triposes the title of degrees.</p> - -<p>The movement had mainly arisen in 1897 to meet -a difficulty springing from the inability of the world -to understand that a certificate stating that a -woman had attained the standard required for a -degree in honours is really as good a guarantee of -attainments as the letters B.A. to which every poll -man is entitled. The handicapping was serious. -At the same time, more definite status was earnestly -desired. The first suggestion of a granting of -degrees was at once dropped. Various compromises -were made by friends and opponents: in -those of the former there was the suggestion of a -titular B.A. and a real M.A. for women—too -moderate and well reasoned to find many supporters. -Another—widely taken up, but naturally -unacceptable to all who were intimately and sympathetically -concerned with higher education for -women—was of a degree-granting University for -women only, called in advance "The Queen's -<span class="pagenum"><a name="Page_101" id="Page_101">[101]</a></span> -University," and styled by Professor Maitland in a -brilliant speech on the other side as "Bletchley -Junction Academy." This would have been even -less of a real University than the original non-teaching -University of London, since that at least -had programmes of study and fixed standards, -whereas the new one was to accept the standards -of existing Universities. It is not certain, however, -whether this impracticable scheme ever came into -anything like definite form.</p> - -<div class="figcenter"><a id="Fig_7"></a> - <img src="images/i_123.jpg" alt="" /> -<p class="medium center">NEWNHAM COLLEGE, 1920—GENERAL VIEW.</p> -</div> - -<p>The Grace finally proposed by the second Syndicate -appointed for the purpose was as follows:</p> - -<p>"The University shall have power to grant by -Diploma, Titles of Degrees in Arts, Law, Science, -Letters, and Music to women who, either before or -after the confirmation of this Statute, have fulfilled -the conditions which shall be required of them for -this purpose by the Ordinances of the University, and -also shall have power to grant by diploma the same -titles <i>honoris causa</i> to women who have not fulfilled -the ordinary conditions, but have been recommended -for such Titles by the Council of the Senate: provided -always that a title granted under this section -shall not involve membership of the University."</p> - -<p>It was seen by many opponents and by some -supporters that this Grace, if passed, would not -have been a final settlement. But it would have -removed an undoubted grievance. And in course -of time, when the world had become accustomed<span class="pagenum"><a name="Page_102" id="Page_102">[102]</a></span> -to women vigorously and successfully engaged in -the administration of colonial and provincial universities, -full membership might have come in later -without much controversy. The most striking -speeches on the women's side were made by the -late master of Trinity (Dr. Butler), Professor Maitland, -Mr. (afterwards Professor) Bateson, and Professor -Sidgwick. The speeches on the other side -generally insisted, without much relevance, on the -limitations of the female mind and the female -physique, the impossibility of women's desire for -University life and learning existing apart from a -wish to copy and rival the other sex, and the like.<a name="FNanchor_12_12" id="FNanchor_12_12"></a><a href="#Footnote_12_12" class="fnanchor">[12]</a> -What the mind of Newnham, at its best, thought -on the matter is ably expressed in a flysheet written -by our Secretary, Miss Marion Kennedy, on the eve -of the voting. I quote the later portion: "One -appeal I should like to make to those whom we -still regard as our friends, though for the moment -they are opposed to us. It is that they may not -be led to think that a separate University for -women can be the true solution of the difficulty.</p> - -<p>"Can we imagine what the position of such an -institution would really be? If it were merely a -body for conferring degrees without holding examinations, -its degrees must be given alike on the -<span class="pagenum"><a name="Page_103" id="Page_103">[103]</a></span> -examinations of Cambridge, Oxford, and Durham; -all the other Universities having opened their -degrees. For the two latter I cannot judge, but -I venture to ask any Cambridge man if he would -care to bear a title which was given indiscriminately -on the examination of his own University and on -those of Oxford and Durham.<a name="FNanchor_13_13" id="FNanchor_13_13"></a><a href="#Footnote_13_13" class="fnanchor">[13]</a>... If, on the -other hand, a Women's University held its own -examinations, its standard could not possibly -command the same respect as those of the older -universities, nor could it give the inspiration which -comes only of ancient tradition. As the Master of -Trinity so well put it in his speech in the Senate -House, generation after generation must be trained -before any such comparison could be possible, and -I fear the time must be measured not only by -generations but by centuries. I think there is no -doubt that if an attempt was made to found a -Women's University, disappointment would be in -store for any who would expect it to lay down a -separate course or courses of study adapted to the -supposed requirements of women. It would on -the contrary be driven to follow the lines of the old -University course even more closely than women -are now required to do, as the only chance of giving -its degrees any practical value. This leads to -<span class="pagenum"><a name="Page_104" id="Page_104">[104]</a></span> -another point on which I think that a few of our -opponents have not treated us quite fairly. It has -been said that women wish to take the Cambridge -course merely because they aim at imitating men. -Surely this assumption is hardly justified by the -facts. May it not be believed that women honestly -seek to share what long experience has decided to -be the best training for the mind?</p> - -<p>"It seems to me we are far more likely to allow -fair play to whatever mental differences exist -between men and women by giving them impartially -the best training and affording them every -opportunity to develop their separate powers afterwards, -than if we falsify the result through a diversity -of training which must tend to obscure natural -differences by overlaying them with artificial ones. -I am well aware, however, that when all is said, -differences of opinion will remain, and I only wish -to express, once more, a hope that difference of -opinion need not become intolerance; that however -this question is settled, we shall all be true to -the noble and hitherto unbroken traditions of -Cambridge that by-gones are by-gones, and that -the morrow of a conflict here always finds victors -and vanquished ready to join hands without any -lessening of mutual regard and respect. Nothing -would grieve me more than to have had any share -in so carrying on the discussion as to render this -more difficult.</p> - -<p class="smcap right" style="padding-right:2em;">Marion Grace Kennedy."<br /><br /></p> - -<p><span class="pagenum"><a name="Page_105" id="Page_105">[105]</a></span></p> - -<p>But for the time the voice of "sweet reasonableness" -was drowned in angry clamour. Some -opponents of the College used their influence with -the undergraduates, and especially the athletic -element. Ridiculous stories were set about that -the women intended to press on to admission into -the Colleges. Aged and often very worthy men -who had long been out of touch with the University -but retained the right to vote in its proceedings -flocked up to "save the University" from the -dreaded feminine invasion. Friends of Newnham -and Girton mustered likewise, but the result was -obvious from the beginning. The motion was -defeated by 1713 to 662.</p> - -<p>The set-back was felt severely, not so much by -reason of the weight of the adverse vote, as because -of the hostility that had unexpectedly come to the -surface, and the unmannerly way in which, led by -undergraduates' love of a "rag," it was manifested. -Happily, the feelings described by Miss Kennedy -were still characteristic of Cambridge, except in its -worse moments. Next term, when the Newnham -authorities came to discuss the wisdom of asking -lecturers who had taken the opposite part to continue -their permission to women pupils, it was -found that some at least would have been indignant -if not asked to do so.</p> - -<p>One good result of the unfortunate conflict -was that it brought the two women's Colleges,<span class="pagenum"><a name="Page_106" id="Page_106">[106]</a></span> -Newnham and Girton, nearer together. There was -generosity in the yielding by Miss Davies, Dr. -Cunningham, and other notable supporters of -Girton, of points which their Colleges had generally -held with some tenacity. Newnham and Girton -worked hand-in-hand during the conflict and in the -steps by which the mischief done was gradually -repaired.</p> - -<p>Happily, since the generations of undergraduates -and women students are short-lived, the episode -became to many as if it had never been. This, -however, was impossible in the case of the members -of the resident staffs. It made, or should -have made, each of them "a sadder and a wiser -man" in future dealings with the University.</p> - -<p>Before long Newnham had to suffer a greater -loss, by the death of its protagonist in this and -many other conflicts, as well as its ever-generous -benefactor and friend: Professor Henry Sidgwick. -Something has already been said both as to what -he did and what he resigned for the good of the -College, and yet more might be dwelt on as to the -importance to students and staff of having him -amongst them. Even those who were unable to -appreciate the character of his mind, felt that he -possessed a distinction they had known, if at all, -in very few others. To those who attended his -lectures, read his books, or listened to his talk, he -was felt to excel all others in absolute devotion to<span class="pagenum"><a name="Page_107" id="Page_107">[107]</a></span> -truth and duty, in breadth of view, in moral and -intellectual patience and forbearance, while this -lofty character was always consistent with a keen -sense of humour, and a human interest in all his -surroundings. He had led an active life, though -always liable to be troubled with insomnia. In -May 1900, his doctor discovered an internal complaint -which required an early operation. The -operation was supposed to be successful, and after -a short time he was able to go for drives and to -enjoy the society of friends. But he was never -deceived as to the nearness of the end, which came -when he was staying with his brother-in-law, Lord -Rayleigh, on August 28th, 1900. As it was mid -vacation there was no funeral service in Trinity or -elsewhere in Cambridge, but one attended by the -family and a few friends in the church at Terling, -in which churchyard he was buried.</p> - -<p>It is, as already said, possible for all students to -realize at once the benefits which the College owes -to Sidgwick, and the greatness of his mind and -character, by reading the life written by his wife -and his brother Arthur. Very soon after the -funeral Mrs. Sidgwick returned to Newnham, -and the members of the Staff still in residence -realized that this terrible loss to her did not -involve the loss of her to the College, but that -she would be to it at least all that she had -been before.</p> - -<p><span class="pagenum"><a name="Page_108" id="Page_108">[108]</a></span></p> - -<p>A meeting was held soon after to decide how -Professor Sidgwick should be commemorated in -Cambridge. A University lectureship was founded -with the proceeds of a general appeal, and a contribution -to this was made from a special fund -contributed by former students of Newnham; this -fund also provided for an annual Sidgwick Memorial -Lecture at the College. The lecturer has in each case -been appointed by Mrs. Sidgwick, and has generally -so far been some man personally known to Dr. Sidgwick -or interested in some of his own lines of thought. -The first lecture was given by Professor (now -Lord) Bryce in November 1902. His subject was -"Philosophic Life among the Ancients," and many -hearers felt—as did the lecturer himself—that the -kind of life he was portraying had in no person -been better exemplified than in Sidgwick himself. -A visitor to Newnham afterwards, standing in the -middle of the garden, quoted as appropriate to -him the epitaph of Wren in St Paul's: <i>Si monumentum -requiris, circumspice</i>. But even that monument -would be insufficient for those who had known -something of his mind and profited by his labours.</p> - -<hr class="chap" /> - -<p><span class="pagenum"><a name="Page_109" id="Page_109">[109]</a></span></p> - -<h2>CHAPTER V<br /> - -<span class="st">PROGRESS, 1900-1914</span></h2> - - -<p>The years which elapsed between the death of -Professor Sidgwick and the retirement of Mrs. -Sidgwick from the principalship at the end of 1910 -were marked by progress on various lines. The -increase of demand for accommodation led to the -building of a new Hall, with connecting passages, -at right angles to Clough Hall and Kennedy Buildings, -and facing the Grange Road. This is on -much the same plan as the other Halls, with some -very pleasant common rooms, and accommodation -for another Vice-Principal (Tutor) and two lecturers, -besides about fifty-six students. The central -kitchen, which—as already stated—helped greatly -to simplify and otherwise improve the domestic -arrangements, dates from the same time. Peile -Hall was named after Dr. and Mrs. Peile, whose -portraits hang in the dining-hall. Dr. Peile -died on the very day on which the Hall was -opened. It would be difficult to exaggerate -the value of the service rendered to the College<span class="pagenum"><a name="Page_110" id="Page_110">[110]</a></span> -by Dr. Peile from its first beginnings till the day -of his death. He was constant in attending -the Council, and was President for many years. -His wisdom in giving advice in difficulties was -equalled by his courage in defending the College in -aspersions and attacks. He had been an intimate -friend of Professor Sidgwick and an eager promoter -of University reform. Mrs. Peile was intensely -interested in everything connected with the College -till the loss of her eyesight and her enfeebled health -withdrew her from her former activities.</p> - -<p>Another external addition to the College is the -sunk garden, with fountain, in the lawn immediately -opposite the Memorial Gates. It was paid for as -part of the memorial above mentioned by subscriptions -of students past and present, and the -stone margin has for legend: "The daughters of -this house to those that shall come after commend -the filial remembrance of Henry Sidgwick."</p> - -<p>No further steps towards a request for degrees -was made for many years after the rebuff in 1897, -but in the spring of 1904 a recognition of the status -of Tripos students came from an unexpected quarter—the -University of Dublin. There had been a -party favourable to women graduates in Dublin, -and the Royal University of Ireland already granted -degrees to those women who had passed its -examinations, among whom were the students of -Alexandra College, the head of which had herself<span class="pagenum"><a name="Page_111" id="Page_111">[111]</a></span> -been a Newnham student. After the death of a -very highly respected but also very conservative -Provost the authorities of Trinity College admitted -women to their degrees, and at the same time -offered an <i>ad eundem</i> degree to all women who had -passed examinations qualifying for a degree at -Oxford or Cambridge. Trinity College already -granted the <i>ad eundem</i> degree to graduates of -Oxford and Cambridge, and this new step amounted -to the recognition of the Tripos certificate granted -to women at Cambridge as the equivalent of a -degree. The result was perhaps surprising to its -originators, but not to those who really understood -one of the reasons why women students at Oxford -and Cambridge had asked for degrees. Numbers of -young women trooped over as soon as possible after -the results of their tripos were known, to take -the B.A. degree. Many others who if degrees -at Cambridge had been open to them would -have been of M.A. standing took B.A. and M.A. -both at Dublin. A few, whose literary or scientific -work had made them worthy of a doctorate, were -admitted to the higher degree. The Dublin officials -were apparently somewhat surprised and puzzled. -They generously applied most of the money raised -by fees to the establishment of a Hall of residence -for women students in Dublin.</p> - -<p>This privilege was open to Oxford and Cambridge -women for a few years only, since the object which<span class="pagenum"><a name="Page_112" id="Page_112">[112]</a></span> -the authorities of Trinity College, Dublin, had in -view was to provide for those women who had -begun or completed their courses elsewhere and -could therefore not make use of the opportunities -which the College now offered to women. One -great advantage, however, had been derived by the -general cause from the temporary grant of Dublin: -it had been made clear that the degree of a respected -University was, for women, really worth -having. Busy women of moderate means do not -take long journeys and pay considerable fees (£10 -for the B.A. and £20 for the M.A.) for a merely -fanciful advantage. Nor would the City Companies, -which had granted certain scholarships to -Newnham students, have been willing to pay, as they -did, the fees for their scholars' Dublin degrees unless -they felt sure that these would be to such scholars' -advantage. A good many head mistresses felt it -an advantage to be able to wear gown and hood, -especially when some of their assistants could -already wear the academic dress of London or of -a Scotch or Welsh University. London did not -grant its degrees to Cambridge women without -some further test, though it admitted those who -had taken Triposes to send in theses for a research -M.A. degree without the actual B.A. degree required -in men students. The only women who -might have taken the Dublin degree, and had not -much reason or inclination to do so, were members -<span class="pagenum"><a name="Page_113" id="Page_113">[113]</a></span> -of the Newnham Staff, whose position was well -understood by those around them. If, however, -they migrated during the time that the Dublin <i>ad -eundem</i> was open to them, they sometimes found it -desirable to take it.</p> - -<div class="figcenter"><a id="Fig_8"></a> - <img src="images/i_137.jpg" alt="" /> -<p class="medium center">MISS KATHARINE STEPHEN.</p> -</div> - -<p>Mrs. Sidgwick's principalship came to an end in -December 1910. Though Staff and students very -deeply deplored her withdrawal, it was felt that -she was more than entitled to more leisure for -scientific pursuits, family enjoyments, and greater -liberty generally. She was not lost altogether to -Newnham, since she retained for several years the -post of Treasurer (afterwards called <i>Bursar</i>), and -after Dr. Peile's death she consented to become -President of the Newnham College Council. The -principalship was offered to Miss Katharine Stephen, -who accepted it and held it for nearly ten years. -Mrs. Sidgwick moved into a house separated from -Peile Hall by the Grange Road only, and thus was -easily in touch with College affairs.</p> - -<p>One more improvement—and a very important -one—was made before Mrs. Sidgwick's retirement: -the determination of a fixed age for retirement -for the Staff and of a pension to follow. The -salaries of all the lecturers were raised and standardized. -In the early days the pay had been -low, even according to the standard of that time, -simply because Newnham had not the funds at its -disposal that better endowed Colleges possessed.<span class="pagenum"><a name="Page_114" id="Page_114">[114]</a></span> -Still, as we have seen, a great deal had been done -for the promotion of learning and research, and -some of the lecturers had from time to time benefited -by the endowments for this purpose. But by the -arrangements which came into force in 1910 the -whole status and earnings of the Staff were revised, -and a contributory pension scheme initiated, with -a liberal provision for making the advantages of -the scheme retrospective in the case of lecturers of -some years' standing.</p> - -<p>Shortly after these reforms, others on a larger -scale were projected, and in a few years successfully -accomplished. It was considered by some past -students that the Constitution of the College, -though it had worked well, was more fitted for the -infancy of such an institution than for its adult -life. The subject was naturally one taken up and -discussed by the Associates at their annual meeting. -Some Associates who were connected with one or -other of the provincial Universities were anxious to -introduce changes which would more or less assimilate -Newnham to such Universities. Others held -that whatever changes were made ought to be -rather on a College than a University plan, and -that the wisest course would be to make Newnham, -in general government and arrangements, sufficiently -like the Cambridge Colleges for it to be -able, if ever the happy day arose of its full recognition -by the University, to fall into line and take<span class="pagenum"><a name="Page_115" id="Page_115">[115]</a></span> -its place with the other Colleges. The Associates -chose a committee from among themselves to draft -a scheme, and to them were joined representatives -of the Council, including experienced members -of the University, who gave invaluable help, and -the results they came to were successful in meeting -with a unanimous acceptance. The models -chosen were chiefly the smaller Colleges, but none -were followed slavishly, and the scheme when it -emerged was found acceptable to the whole body -of Associates. The Council on this, as on similar -occasions, was not above taking suggestions from -the past students and working on the lines thrown -out. The result was a petition for a Charter which, -with the Statutes of the College, became operative -in the year 1917.</p> - -<p>The main object of the Charter was to constitute -"one body politic and corporate by the name and -style of 'the Principal and Fellows of Newnham -College'" with perpetual succession, a common -seal, power to sue and be sued in court, to hold -and dispose of property and the like. Its chief -objects were defined as: "(<i>b</i>) to establish and -maintain at or near Cambridge a house or residence -or houses or residences in which female students -may reside and study; (<i>c</i>) to provide a liberal -education for women by carrying on the work of -the old Association with such modifications as may -from time to time appear desirable either in its<span class="pagenum"><a name="Page_116" id="Page_116">[116]</a></span> -present situation or elsewhere in the town of Cambridge -or County of Cambridge; (<i>f</i>) to do all such -other things as are incidental or conducive to -advancing education and learning among women -in Cambridge and elsewhere."</p> - -<p>One point with regard to the new Charter and -Statutes requires notice, viz. the use of the name -Fellow as applied to a member of "the one body -politic and corporate." Hitherto the title of Fellow -had been attached to the endowment for research -for which funds had been collected as already -mentioned. The word Fellow in the Cambridge -Colleges had always connoted membership of a -corporate body, but as Fellows of Colleges were in -general chosen for academic eminence or promise -the name was associated with the expectation of -services in the advancement of learning and research. -This association with the title had influenced -the first champions of research for women, -and in addition they desired that these endowments -should be used by women of high standing and -proved capacity in the sphere of learning to whom -the status of Fellow rather than that of Research -Student was due.</p> - -<p>But when under the new Charter the constitution -of Newnham was to some extent assimilated to -those of the older Colleges, it seemed desirable that -members of the new Governing Body should have -the name which in Cambridge is associated with<span class="pagenum"><a name="Page_117" id="Page_117">[117]</a></span> -these functions. Therefore the name Fellow was -given to members of the Governing Body, and that -of Research Fellow to those who hold one of the -special endowments for research. By the provisions -of the Charter some of the Research Fellows -must always be members of the Governing Body -and therefore also Fellows.</p> - -<p>To return to the government of the College as -revised and established by the Charter:</p> - -<p>The ultimate authority in the affairs of the -College is the Governing Body. This comprises all -full members of the Staff, a fixed number of Research -Fellows chosen by the Governing Body; -representatives of the Associates,<a name="FNanchor_14_14" id="FNanchor_14_14"></a><a href="#Footnote_14_14" class="fnanchor">[14]</a> and certain -"Founders and Benefactors" living at the date of -the Charter. The Council is a smaller body, and -comprises besides the Principal, the Vice-Principal, -the Bursar, and one of the Tutors, three members -of the Senate of the University, elected by the -Governing Body, seven additional members of the -Governing Body, and three Founders and Benefactors -alive in 1917.</p> - -<p>Several points in the Charter will attract the -attention of any student of former times who may -be reading this history. The changes in nomenclature -are, at first sight, puzzling. The use of the -term <i>Fellow</i> has, as the most important, already -been dwelt upon: that of <i>Tutor</i> as supplanting -<span class="pagenum"><a name="Page_118" id="Page_118">[118]</a></span> -<i>Vice-Principal</i> has also been noticed. There is now -but <i>one</i> Vice-Principal, the numerous and important -duties associated with the former vice-principalship -being discharged by the Tutors superintending each -Hall respectively. The Vice-Principal has now the -functions properly assigned to the title, since she -is bound to take the place of the Principal on necessary -occasions, and especially to be in residence in -the College when the Principal is absent (except in -vacations). The term <i>Bursar</i> replaces that of -<i>Treasurer</i>.</p> - -<p>There is something of the nature of representative -government in the election of Associate -members on the Governing Body. The general -body of past students has recognition in that the -Statutes provide for the maintenance of a Newnham -College Roll. The compiling and keeping up of -this Roll has involved considerable labour on the -part of the first registrar chosen to that office, Miss -Edith Sharpley. It has, as already said, succeeded -to the "Newnham College Club," but -has recognised status. It now numbers a large -proportion of former students, and the College may -confidently look to them to further its interests and -usefulness in all parts of the world.</p> - -<p>Like the other Colleges, Newnham now has a -Visitor, and the first Visitors have been two successive -Chancellors of the University of Cambridge, -Lord Rayleigh and the Rt. Hon. A. J. Balfour,<span class="pagenum"><a name="Page_119" id="Page_119">[119]</a></span> -respectively brother-in-law and brother of Mrs. -Sidgwick.</p> - -<p>Another feature in the new Constitution that will -strike past students is the smaller proportion -than formerly of members of the University compared -to the Newnham College officials. It must -not, however, be for a moment supposed that the -College is not and will not continue to be in many -ways dependent on the changes and general progress -of the University. It will still be practically -unable to take any important steps without the -advice of some members of the University who are -friendly to the College and its Staff. There will -always be members of the Senate on the Council of -Newnham College, and for some years, it is hoped, -on the Governing Body. But beyond actual membership -in any body concerned in the government -of the College, Newnham must always hope to -retain and even to increase the number of Cambridge -dons and teachers interested both in its -students, who may be their pupils, and in its lecturers, -whom they regard as colleagues. In considerations -of this kind, law can only create and -maintain possible relations. The actual relations -will, we trust, become modified as time goes on, -and this, even in spite of temporary drawbacks, in -the direction of closer co-operation and mutual -respect between the men's and the women's Colleges -in work and in other helpful intercourse.</p> - -<p><span class="pagenum"><a name="Page_120" id="Page_120">[120]</a></span></p> - -<p>From some provisions in the Charter, and from -the general progress which has been traced, it must -appear that the body of residents of graduate -standing in Newnham, including administrative -officials, lecturers, and Research Students and -Fellows, had for years been growing in importance -and developing a corporate life. Junior to the -Staff and Research Fellows, but of post-graduate -standing, are those who hold the two or three -research studentships which have been mentioned, -and of late years others who have completed the -degree courses have been enabled to stay on in -Cambridge and carry on work in the laboratories -by grants from the Medical Research Council and -the Industrial Research Board. Of late, too, -students with degrees from overseas and from -other British Universities have come to Cambridge -in increasing numbers to work for the recently -established Research Certificates of the University. -These students, with their wider interests and -experience doing specialized advanced work in -various subjects literary and scientific, some of -them resident in the College, others living outside -but connected with it, add a valuable element and -form a link between the generations.</p> - -<p>Old students are encouraged to come up to read -in the Long Vacation, and thus keep up their old -friendships and renew their old interests. Sometimes, -it is true, Newnham is almost too full, with<span class="pagenum"><a name="Page_121" id="Page_121">[121]</a></span> -visitors from outside, to afford the peaceful time -for uninterrupted and independent work characteristic -of the "Longs" of former days. Yet the -visits of distant friends is often stimulating as well -as pleasant. Almost every other year, since the -University Extension Summer Meetings began—we -may almost say at Newnham's initiative<a name="FNanchor_15_15" id="FNanchor_15_15"></a><a href="#Footnote_15_15" class="fnanchor">[15]</a>—some -of the students have been accommodated in Newnham. -This is true, too, of the Vacation Terms for -Biblical Study; since those were inaugurated by -Mrs. Sidgwick's niece, Miss Margaret Benson, and -intended chiefly as a help to school teachers, the -promoters naturally looked to Newnham for hospitality, -and many old students attend the courses. -Learned societies of mathematicians, historians -and others have often come to England from -all over the world, and Newnham has been glad -to entertain both learned ladies and the wives -of learned men staying in the Colleges. Another -kind of gathering may be mentioned, as -somewhat original in idea and very useful in practice. -Several of the students of Natural Science -who, after taking their Tripos, had gone to teach -in schools, complained of the scarcity and inferiority -of the apparatus at their disposal. The lecturer in -Chemical Science, Miss Ida Freund, arranged that -a company of them should come to Cambridge for -a part of the Long Vacation to learn how to -<span class="pagenum"><a name="Page_122" id="Page_122">[122]</a></span> -construct the simpler kind of instruments for themselves. -The result was very satisfactory, and the -teachers learned not only how to make the best of -the conditions under which they might have to -teach, but also how to keep abreast of the progress -of the Natural Sciences and of the methods of -teaching them. It seemed natural that on Miss -Freund's lamented death in 1914 the Memorial -to her should take the form of a brief course -of lectures by an experienced teacher on the -teaching of Physics. The summer meetings, at -which these lectures were delivered, helped to keep -teachers from falling behind in the general progress -of knowledge and also to guide them in the practical -work of education.</p> - -<p>One very large part of the story of Newnham has -been as yet little or incidentally treated in this -history; the development of student life and -interests. At the beginning that was practically -the whole life of the community: there were no -dons, and the Principal (without losing separate -and family interests) merged her life in that of the -young people who were under her care. Things -were bound to develop in both expected and unexpected -ways. As more and more students came -to College, variety increased, and at the same time -College was likely to become more like a continuation -of school. It would perhaps be impossible to -trace quite accurately any particular tone or character<span class="pagenum"><a name="Page_123" id="Page_123">[123]</a></span> -or even standard of ability rising and falling -in the annals of the Newnham students. At first, -as already suggested, there was sure to be something -of originality and enterprise. Girls were -never sent to College as a matter of course, -and in many cases they had had hard work in -persuading their parents to let them come even -for a slight taste of College life. Certainly some -came for a short spell and remained for many years, -though the fact of coming up without any definite -intentions often worked havoc with chances of -academic success. There were generally cultivated -adult women grappling with subjects which they -ought to have mastered in childhood; and also -very young students striving after knowledge of a -kind beyond their present reach. Possibly these -aberrations made student life more interesting. -But they could not fail to be diminished—though -not even now eliminated—with the growth of a -more uniform standard in the curriculum of girls' -schools.</p> - -<p>The oldest student society was the Debating -Society. It is said to have had its first meetings -under the medlar tree in Merton Hall garden. Its -rules were reduced to writing in the late seventies, -though subjected later to much revision. Its -history—like all histories—would, if written, show -great fluctuations in energy, popularity, and -capacity. In the early days there was quite enough<span class="pagenum"><a name="Page_124" id="Page_124">[124]</a></span> -earnestness and desire to convince the world—the -Newnham world that is—of the truth or falsity of -certain propositions, political, moral or social. -I believe that the good rule against reading -speeches was generally adhered to, but it was -sometimes avoided by the speech having been -learned by heart, and having thereby lost spontaneity -without acquiring the possible merits of a -careful essay. The early generations of students -were very kind and tolerant to wearisome speakers, -though the time rule was strictly adhered to. The -fatal fault of most debating societies—the desire to -be humorous rather than convincing—threatened at -times to destroy both qualities. But from time to -time, capable speakers who really had something -to say arose to retrieve the character of the Society. -In 1884 it suffered somewhat by the creation of -another society, which became almost co-extensive -with the College, for discussing political questions. -The original Debating Society did not preclude -itself from politics, but it naturally left them to -the other society, and was apt to descend to what was -somewhat trivial or else took refuge in the paradoxical. -Its temporary declines, however, were, as -just said, generally followed by reinvigoration. -Meantime the Political Debating Society, which -met weekly (for the space of one hour only), kept -up a very lively interest in public affairs, and also -gave more practice in ready impromptu speaking<span class="pagenum"><a name="Page_125" id="Page_125">[125]</a></span> -than was possible in the general College debates. -It adopted all the forms of an imitation House of -Commons, with Speaker, Government, Opposition, -and the like. Some older critics were only in part -sympathetic, considering that the association of -public interests with party disputes was detrimental -to the formation of unprejudiced opinions. On the -whole, however, the great advantage was secured -of keeping a large number of students <i>au fait</i> with -the chief political questions of the day. Additional -instructiveness and liveliness were imparted by the -fact that students whose fathers or friends were in -Parliament occasionally "coached them up" in -arguments and prognostications. The society became -slack after many years, owing, I think, to the -excessive burden thrown on a few students who -were responsible for preparing the weekly business, -and was reorganized with the forms of an ordinary -debating society. It was suspended during the -War, but revived—as society, not as amateur -parliament—after the Armistice. It has since resumed -the parliamentary form.</p> - -<p>Besides the debating societies, each subject or -group of subjects has for many years had its -meetings for reading and discussing papers on -Classical, Scientific, Historical, and many other -subjects. Not infrequently some distinguished -man or woman from outside has been invited to -deliver a lecture.</p> - -<p><span class="pagenum"><a name="Page_126" id="Page_126">[126]</a></span></p> - -<p>The Choral Society began in the earlier days of -Newnham, and long enjoyed the devoted and very -able direction of Dr. Mann, Organist of King's -College, and gave very successful concerts. The -display of musical talent in the College is anything -but uniform. One year we had a good orchestra -of stringed instruments, and the same may occur -again from time to time. Meanwhile, a musical -society, started in a much humbler way by an -industrious student who was desirous of "keeping -up her practice" and inducing fellow students to -do the same and be ready to play some piece to one -another on Saturdays, has developed into a considerable -College club called after its foundress, -The Raleigh Musical Society. A good many -students, too, have been members of the Cambridge -University Musical Society.</p> - -<p>Astronomical interests have been cultivated in -non-mathematical students since the valuable gift -of a telescope and small observatory by Mrs. Boreham -(daughter-in-law of the astronomer) in 1891. -It was at first placed on a mound to the south of -Clough Hall, but when the view from it was -obstructed by the building of Peile Hall it was -removed to an open space at the far end of the -College grounds. It was placed under the curatorship -of a mathematical scholar who had not only -been a high wrangler, but had had the advantage -of having been brought up in an astronomical<span class="pagenum"><a name="Page_127" id="Page_127">[127]</a></span> -atmosphere, Miss E. A. Stoney. Students with no -knowledge of astronomy were invited on certain -evenings to see Saturn's rings and Jupiter's moons. -Their interest was attracted even to things of the -heavens which are visible to the naked eye. There -was an enthusiasm for "learning the constellations," -instruction being given by the expert to the ignorant. -One night, when one of the mathematical lecturers -informed the students that the phenomenon was -about to take place described as "the Moon swallowing -Jupiter," a large number of students assembled -on the lawn to watch the event. Happily it occurred -about 9 p.m. on a clear night. The act of swallowing -was greeted by a cheer—though whether the -object cheered was Jupiter, the Moon, or the lecturer -who had given warning was not very clear. -This little event is mentioned as one of the many -cases in which the common life of students engaged -in heterogeneous subjects has advantages of an -educational as well as of a social kind.</p> - -<p>We have already mentioned the lectures on -Literature which were at one time given by first-rate -men of letters to students of all faculties four -or five times a year. Attendance at them was -never compulsory, but the interest of the subject -and distinction of the lecturer attracted many, -and this continued to be the case with the -Sidgwick Memorial Lecture. A student of natural -science has expressed her deep debt to the<span class="pagenum"><a name="Page_128" id="Page_128">[128]</a></span> -attraction to good literature which these lectures -afforded. Latterly the lectures given by holders of -the new professorship of English (Dr. Verrall and -Sir A. Quiller Couch), which are open to other than -special students of the subject, amply provided for -the objects aimed at in the earlier Newnham -lectures.</p> - -<p>Naturally the societies or clubs that loom largest -in the life of present and the memories of past -students are those connected with games. Hockey, -as already said, was started by the first Principal -herself, and it has remained for a long time one of -the most prominent of the games societies. The -several Halls have their teams, and play against -one another; the College team plays against Girton -and more distant colleges and schools as well as -other clubs; also matches are played between past -and present students. Fives is provided for by -good courts. Cricket is played in the summer -term. Tennis had been with us from the beginning -of Lawn Tennis itself, and ash courts made -the game possible all the year round. Lacrosse -was introduced a good deal later. The introduction -of bicycling during the middle nineties furnished -a new mode of exercise and stimulated exploration -of the country.</p> - -<p>There have been, of course, many smaller -societies: Sharp Practice, to make students ready -in debate; boating, which has recently arrived at<span class="pagenum"><a name="Page_129" id="Page_129">[129]</a></span> -having an eight of its own; others of names incomprehensible -to any but the initiated. In connection -with the Women's Settlement in Southwark, there -has from its beginning been a society following its -progress and contributing to its funds. The visits -of Residents in the Settlement to explain to the -students their work or some branch of it have been -very interesting occasions—especially in the days -when Miss Gladstone was Warden, and came to -give a humorous account of her experiences, professedly -to the first-year students, practically to as -many of the students and staff as could crowd into -the room.</p> - -<p>Although there has not been till lately a formal -dramatic society, any dramatic talent among the -students has generally revealed itself fairly soon. -The excuse of some worthy object to be served by -threepenny tickets has been made the occasion of -extremely lively impromptu performances. Especially -the gift for melodrama has been displayed with -success and has often caused intense amusement. -More serious plays, or scenes from plays, have been -exhibited from time to time, but those have been -most successful which had the least elaborate preparation. -It may be mentioned that Newnham -students have taken part in serious dramatic performances -organized by members of the University; -as in the <i>Comus</i>, acted on the occasion of the Miltonic -Tercentenary.</p> - -<p><span class="pagenum"><a name="Page_130" id="Page_130">[130]</a></span></p> - -<p>In other fields there has been collective activity -among Newnham students. There have been -various religious societies, in most of which Newnham -students are combined with those of Girton -and other Colleges. In Newnham itself there have -been societies for reading and discussing religious -and moral questions on Sunday evenings, the -subjects being sometimes theoretical, sometimes -practical. There has been a branch of a Church -Society called "The Society of the Annunciation," -which had corporate Communion with Girton and -some religious addresses in a Cambridge church. -But far the largest and most influential is the -<i>Student Christian Movement</i>, which has arisen from -small beginnings and now has vigorous branches all -over the world. Connected with this there has -always been a collective and particular effort -towards missionary work. A good many Newnham -students became Student Volunteers, and some are -doing excellent work abroad, especially in schools -and Colleges of a new type, requiring higher education, -and in medical practice. But the operation of -the whole movement is too well known to need -description here. It has branched out into new -departments, and has changed both its qualifications -for membership and its relations to religious -bodies at home and abroad, so as to become a far -more potent agency than formerly in all Colleges -and among varied types of student. Some of its<span class="pagenum"><a name="Page_131" id="Page_131">[131]</a></span> -leaders are frequently in Cambridge, and are cordially -received at Newnham as well as in the Cambridge -Colleges generally.</p> - -<p>With regard to students and the political world. -There had been a Suffrage Society in the College -from comparatively early times. It has already -been noticed how there had been among the early -promoters of higher education for women a good -many who set great hopes on the improvement of -the position of women as citizens, and especially on -their acquisition of the parliamentary vote. There -were, however, among Staff and students of Newnham, -several who felt much disgusted with the -lawlessness and general want of reason and sobriety -with which, in some quarters, the political cause of -women was associated. A few, on the other -hand, though not among those in authority, were -inclined to go great lengths against the injustice -and levity with which the whole question was -treated by Parliament and by the Government. -Those who desired and believed in the suffrage, but -strongly disapproved of the violent and illegal actions -of the extreme wing, took an active part in the -orderly demonstrations organised by the law-abiding -section of the movement. Thus members of the -Staff and of the student body walked in the London -processions and took part in the "Pilgrimage" of -June 1912. A very small number of former students -carried their principles to the extreme and suffered<span class="pagenum"><a name="Page_132" id="Page_132">[132]</a></span> -in consequence. But the attitude in general of -Newnham in the whole matter was one of decided -conviction, combined with patience and moderation.</p> - -<p>Perhaps a few words should be said here as to the -changes which were made, or gradually came about, -in the necessary rules for student life and behaviour. -It must always be remembered that fifty years ago, -both unreasoned etiquette and the opinions of -reasonable men and women recognised much severer -rules for the general conduct of young women than -are in force to-day; also that in Cambridge, so -much a city of men, the standard of conventional -propriety for women was stricter than in most other -places. Miss Clough and her fellow workers in the -early times were sometimes obliged, for the sake of -security against prejudice and gossip, to walk very -warily, always, however, avoiding the imposition of -such restraints as would have impeded either good -work or the enjoyment of good health. It has been -seen how Miss Clough herself undertook the sometimes -weary duty of chaperoning and minimized its -inconvenience, and in little restrictions of a social -kind she tried to impress on the early students -that they were guests of the University and also -pioneers who might by their own behaviour improve -or spoil the chances of more liberty for those who -should come after. As time went on, many rules -were relaxed, and those that now have to be -observed are laid down with the utmost care by<span class="pagenum"><a name="Page_133" id="Page_133">[133]</a></span> -the authorities, special regard being paid to the -opinions and counsel of those who have to maintain -order and discipline in the University and the -Colleges.</p> - -<p>The students themselves have never been discouraged -from presenting to the heads of their -separate Halls or to the Principal any suggestions -as to possible modifications in domestic arrangement -or in general regulations. Machinery for this -purpose has been devised and modified from time -to time. The students in residence choose (since -1911) a Senior Student, and it is one of her -duties to communicate their views to the authorities. -A joint committee of staff and students -deliberates upon proposed alterations. There is -also a Hall senior student elected by each Hall -separately. It is generally recognised that great -care is still required in forbidding or sanctioning -matters which to a newcomer seem much more -simple than they really are. The past prosperity -of the College has been in very great part due to a -good understanding between governors and governed, -and this is still, in a sense, to be regarded as the -sheet anchor of the College in Cambridge. It -seems to be recognised in the Colleges of the University -that the only way to avoid excessive ebullitions -of youthful spirit is to enlist on the side of law and -order some popular and leading spirits among the -undergraduates themselves. The same principle<span class="pagenum"><a name="Page_134" id="Page_134">[134]</a></span> -applies in women's Colleges, where the students, as -a rule (like public schoolboys), have learned, in -pre-college days, the necessity of rules and regularity. -If Newnham ever becomes a College of the -University, the students will, of course, be subjected -to proctorial discipline, but the process would -probably be found not to involve any conspicuous -changes in College life.</p> - -<hr class="chap" /> - -<p><span class="pagenum"><a name="Page_135" id="Page_135">[135]</a></span></p> - -<h2>EPILOGUE<br /> - -<span class="st">1914 AND AFTER</span></h2> - - -<p>The outbreak of the Great War marks an epoch in -the history of Newnham as of other institutions at -home and abroad. Its experience confirms also the -commonly repeated statement that in many things -the results of the war have proved very different from -those anticipated either in the event of success or -of failure. One consequence confidently anticipated -was at least temporary decline. We were bound to -suffer restrictions and something of poverty, for the -first item in which the so-called practical man and -woman economize is education. Yet we all see at -this moment that in spite of fiscal difficulties in -public and losses in private affairs, all our schools -and colleges are full to overflowing. Newnham -participates in this experience, and is compelled to -refuse promise of admission to many qualified and -promising students. The reasons for this surprising -fact are to be found partly in government policy, -partly in economic causes still awaiting elucidation; -possibly also in a genuine belief in education as a -good thing for women as for men.</p> - -<p><span class="pagenum"><a name="Page_136" id="Page_136">[136]</a></span></p> - -<p>One danger is to be apprehended: the lack of -really well-prepared students, owing to the comparative -scarcity of able University women who -enter the teaching profession. Yet while these -words are being written, the course of events may -take an opposite trend. The salaries of mistresses -in schools are raised to an unprecedented height, -if perhaps hardly more than is required to cover -increased cost of living. And the young women -who have been serving the country in administrative -work or directing their energies to the land or to -domestic productiveness may, in course of time, -find their way back to the task of teaching, which, -after all, has inspired a genuine enthusiasm in many -of our leaders. Early in the War, when some -students were feeling doubts whether patriotic duty -might not bid them give up their academic course -for labour of a directly useful kind, the Right Hon. -H. A. L. Fisher gave in Cambridge a convincing -address as to the necessity of keeping up educational -and academic work with a view to the requirements -of the future.</p> - -<p>Any even slight account of what Newnham -students of past days did during the War would -seem to be out of place here in that they did it as -individuals, not as a College.<a name="FNanchor_16_16" id="FNanchor_16_16"></a><a href="#Footnote_16_16" class="fnanchor">[16]</a> Collectively, however, -they furnished, along with Girton, a hospital -<span class="pagenum"><a name="Page_137" id="Page_137">[137]</a></span> -unit which did excellent work in Belgium, France -and Serbia, and later in Salonika. This unit was -organized under Scottish management by the Union -of Suffrage Societies, but there was, of course, no -political aim in its operations.</p> - -<p>Past students of Newnham were engaged in War -Hospitals in many places. At the same time some -of the most competent Newnham mathematicians -were employed in making calculations to assist in -the construction of aeroplanes. A multitude undertook -work in helping soldiers' families, providing -necessaries for hospitals, and housing refugees; -while others went in companies to gather in fruit -and do other work on the land. In London so -many were engaged in government offices that a -past student in London in the summer of 1917, -meeting College friends at every turn, would salute -each fresh face with: "What department are you -in?" Many took temporary posts in Universities -and boys' schools. Those who remained in Cambridge -had much to do in teaching English to -Belgians, Serbians and other refugees, and in -visiting wounded soldiers in the First Eastern and -other Hospitals.</p> - -<p>The result of all this activity along unexpectedly -opened lines cannot yet be estimated. Certainly -proof was given of the efficiency of educated women -in carrying on work that had never been open to -them before. In some regions (<i>e.g.</i> that of police<span class="pagenum"><a name="Page_138" id="Page_138">[138]</a></span> -work) it has been agreed upon that even in normal -times it is highly desirable that some women should -be employed. The issue must be awaited in -patience.</p> - -<p>It would, of course, be unworthy of the College -to suppose that in their activities these women -were moved by a wish to better their position and -that of their College. Common humanity and -genuine patriotism were at the bottom of their -efforts. But doubtless the capacity and energy -which they displayed helped indirectly towards the -grant of the Suffrage. It is a very notable thing -that when the Suffrage came, past students of -Newnham and Girton of the qualified age, who -had the "equivalent of a degree," were adjudged -capable of using the parliamentary vote for the -University of Cambridge. Parliament was, however, -not so liberal as Dublin had been, as it did not -recognise as "equivalent" the Tripos Certificates -given before the Graces of 1881.</p> - -<p>One more change awaited the College at the end -of the last academic year, in the retirement of the -Principal, Miss Katharine Stephen, a loss much -deplored, though Miss Stephen retains her seat on -the Council. Her devotion to the work she had -undertaken, and the ability with which she discharged -it need no eulogies here. Happily, her -place has been filled by the niece and biographer of -the First Principal. Miss B. A. Clough has not only -<span class="pagenum"><a name="Page_139" id="Page_139">[139]</a></span> -spent many years within the College precincts and -watched its continuous progress, with occasional -drawbacks, from comparatively early days; she -has also been intimately associated with its pioneers -and has acquired an unrivalled knowledge of the -aspirations and the needs of student life. As, in -old times, the rule of a Foundress Abbess seemed -sometimes to be best carried on by a niece who had -lived much in her environment, so we may hope -good things in future from the fact that our Principal -is in more than name the honoured successor of -Anne Jemima Clough.</p> - -<div class="figcenter"><a id="Fig_9"></a> - <img src="images/i_165.jpg" alt="" /> -<p class="medium center">MISS B. A. CLOUGH.</p> -</div> - -<p>As these chapters were being written, the struggle -was again begun for membership in the University -of Cambridge, and—as we know only too well—the -result was a failure, though not so crushing a failure -as the attempt in 1897 when the demands were far -more modest. It is not desirable to dwell on this -event, but we hope we may accept the assurance of -many friends that it cannot be long before we -obtain what we are asking. Meanwhile we may -console ourselves by thinking that the Women's -Colleges have earned the respect even of opponents, -and that there is no probability of their -being deprived of the privileges which they still -enjoy. It would be unwise to pretend indifference -to our defeat. Yet we have full reason -to celebrate our Jubilee in joy and hope. For, -after all, the treasure to seek which our pioneers<span class="pagenum"><a name="Page_140" id="Page_140">[140]</a></span> -came to Cambridge fifty years ago, is in our possession -and likely to remain with us permanently. -That treasure is Education: the opportunity of -learning from the best teachers; of co-operation -with like-minded learners; the opening up of -opportunities of learning more of nature and of -man; fitness for doing whatever tasks the future -may offer to those who seek, like our first benefactors, -a life of active and intelligent service. -That was their ideal and it may well continue -to be ours.</p> - -<hr class="chap" /> - -<p><span class="pagenum"><a name="Page_141" id="Page_141">[141]</a></span></p> - - - - -<h2>INDEX</h2> - - -<ul class="IX"> - <li>Adams, Mrs., <a href="#Page_13">13</a>.</li> - <li>Adams, Miss A. M. (Mrs. Corrie Grant), <a href="#Page_67">67</a>, <a href="#Page_69">69</a>.</li> - <li>Albert Victor, Prince, Duke of Clarence, <a href="#Page_64">64</a>.</li> - <li>Aldis, Mrs., of Newcastle, <a href="#Page_46">46</a>.</li> - <li>Alexandra, Princess of Wales (Queen Alexandra), <a href="#Page_64">64</a>.</li> - <li>Archer-Hind, Mr. R. D., <a href="#Page_24">24</a>.</li> - <li>Armitage, Mrs. E. (_née_ Bulley), <a href="#Page_25">25</a>.</li> - <li>Associates of Newnham College, <a href="#Page_91">91</a>.</li> - <li class="isub1">Association for Promoting the Higher Education of Women in Cambridge, founded, <a href="#Page_13">13</a>; amalgamated with Newnham Hall Company, <a href="#Page_33">33</a>.</li> -</ul> -<ul class="IX"> - <li>Balfour, Miss Alice, <a href="#Page_38">38</a>.</li> - <li>Balfour, Rt. Hon. A. J., <a href="#Page_118">118</a>.</li> - <li>Balfour, Prof. Francis Maitland (_see_ Laboratories: biological), <a href="#Page_38">38</a>.</li> - <li>Bateson, Mrs. Anna, <a href="#Page_13">13</a>, <a href="#Page_14">14</a>, <a href="#Page_24">24</a>.</li> - <li>Bateson, Miss Mary, <a href="#Page_93">93</a> _seq._</li> - <li>Bateson, Dr. William, <a href="#Page_95">95</a>, <a href="#Page_102">102</a>.</li> - <li>Bathurst, Hon. Selina, <a href="#Page_64">64</a>, <a href="#Page_93">93</a>.</li> - <li>Bedford College, London, <a href="#Page_6">6</a>.</li> - <li>Birmingham University, <a href="#Page_46">46</a>.</li> - <li>Bonney, Rev. Dr. T. G., <a href="#Page_13">13</a>.</li> - <li>Boreham, Mrs., gives telescope to Newnham, <a href="#Page_126">126</a>.</li> - <li>Bristol University, <a href="#Page_46">46</a>.</li> - <li>Brough, Mrs. (_née_ Lloyd), <a href="#Page_69">69</a>.</li> - <li>Browne, Bishop G. F., Sec. to Syndicate for local lectures, etc., <a href="#Page_11">11</a>, <a href="#Page_47">47</a>.</li> - <li>Bryce, Lord, on North of England Council, <a href="#Page_9">9</a>; first Sidgwick Memorial Lecture, <a href="#Page_108">108</a>.</li> - <li>Bulley, Miss Amy (Mrs. Brooke), <a href="#Page_25">25</a>.</li> - <li>Bursar, title of, <a href="#Page_118">118</a>.</li> - <li>Butler, Canon Geo., <a href="#Page_9">9</a>.</li> - <li>Butler, Mrs. Josephine, <a href="#Page_9">9</a>.</li> - <li>Butler, Rev. Dr. H. M., Master of Trinity, <a href="#Page_102">102</a>, <a href="#Page_103">103</a>.</li> -</ul> -<ul class="IX"> - <li>Campbell-Bannerman, Sir Henry, <a href="#Page_97">97</a>.</li> - <li>Cayley, Professor A., <a href="#Page_14">14</a>, <a href="#Page_47">47</a>.</li> - <li>Champneys, Mr. Basil, <a href="#Page_28">28</a>, <a href="#Page_87">87</a>.</li> - <li>Chapel, why none in Newnham College, <a href="#Page_60">60</a> _seq._</li> - <li>Charter of 1917, <a href="#Page_115">115</a> _seq._</li> - <li>Clay, Mr. C. J., lends room for first lectures to women in Cambridge, <a href="#Page_14">14</a>.</li> - <li class="isub1">Clough, Miss Anne Jemima, starts Newnham, <a href="#Page_2">2</a>; early education and experience, <a href="#Page_5">5</a>; helps in work of Northern Council, <a href="#Page_13">13</a>; comes to Cambridge, <a href="#Page_18">18</a>; her character and ideas, <a href="#Page_22">22</a> _seq._; removes into Merton Hall, <a href="#Page_26">26</a>; into Bateman Street, <a href="#Page_28">28</a>; into Newnham Hall, <a href="#Page_28">28</a>; chaperones to lectures, <a href="#Page_40">40</a>; life in Newnham, <a href="#Page_58">58</a>, <a href="#Page_59">59</a>, <a href="#Page_60">60</a>, <a href="#Page_64">64</a>, <a href="#Page_68">68</a> _seq._; success of her policy, <a href="#Page_55">55</a>, <a href="#Page_76">76</a>; last illness and death, <a href="#Page_81">81</a>; funeral service in King's College Chapel, <a href="#Page_81">81</a>; Dr. Ryle's sermon, <a href="#Page_82">82</a>; portraits, <a href="#Page_78">78</a>; debt of Newnham to her, <a href="#Page_83">83</a>.</li> - <li>Clough, Miss B. A., Fourth Principal of the College, <a href="#Page_80">80</a>, <a href="#Page_138">138</a>.</li> - <li>Clough Hall, Newnham College, <a href="#Page_57">57</a>, <a href="#Page_64">64</a>.</li> - <li>Club, the Newnham College, <a href="#Page_67">67</a>, <a href="#Page_118">118</a>.</li> - <li>College Hall (dining-hall), <a href="#Page_63">63</a>.</li> - <li>Combination Room, <a href="#Page_85">85</a>, <a href="#Page_89">89</a>.</li> - <li>Constitution of the College revised, <a href="#Page_114">114</a>.</li> - <li>Corfe, Miss K., <a href="#Page_29">29</a>.</li> - <li>Creak, Miss Edith, <a href="#Page_25">25</a>.</li> - <li>Creighton, Prof. M. (afterwards Bishop of Peterboro' and later of London), <a href="#Page_96">96</a>.</li> -</ul> -<ul class="IX"> - <li class="isub1">Davies, Miss Emily, her aims, <a href="#Page_15">15</a> _seq._; Head of College at Hitchin and Girton, <a href="#Page_16">16</a>; working with Newnham for titles of degrees, <a href="#Page_106">106</a>.</li> - <li>Debating Society, <a href="#Page_123">123</a> _seq._</li> - <li>Debating Society, Political, <a href="#Page_124">124</a> _seq._</li> - <li>Degrees, titles of, movement for, <a href="#Page_100">100</a>; defeated, <a href="#Page_105">105</a>.</li> - <li>Discipline, <a href="#Page_132">132</a>.</li> - <li>Dublin University (_see_ Trinity College).</li> -</ul> -<ul class="IX"> - <li>Edward, Prince of Wales (King Edward VII.), <a href="#Page_64">64</a>.</li> - <li>Elementary Education, Newnham's interest in, <a href="#Page_69">69</a> _seq._</li> - <li>Elles, Miss G. L., <a href="#Page_94">94</a>.</li> - <li>Ewart, Miss M. A., <a href="#Page_28">28</a>.</li> - <li>Extension Students, beginnings in Newnham, <a href="#Page_71">71</a> _seq._</li> -</ul> -<ul class="IX"> - <li>Fawcett, Prof. Henry, <a href="#Page_12">12</a>, <a href="#Page_13">13</a>.</li> - <li>Fawcett, Mrs. Millicent Garrett, <a href="#Page_12">12</a>, <a href="#Page_13">13</a>, <a href="#Page_76">76</a>.</li> - <li>Fawcett, Miss Philippa, <a href="#Page_26">26</a>, <a href="#Page_76">76</a> _seq._</li> - <li>Fellow, changes in meaning of term, <a href="#Page_116">116</a> _seq._</li> - <li>Fisher, Rt. Hon. H. A. L., <a href="#Page_136">136</a>.</li> - <li>Fountain in memory of Henry Sidgwick, <a href="#Page_110">110</a>.</li> - <li>Freund, Miss Ida, <a href="#Page_38">38</a>, <a href="#Page_121">121</a> _seq._</li> -</ul> -<ul class="IX"> - <li>Games and recreation, <a href="#Page_128">128</a> _seq._</li> - <li>Gates, Memorial, <a href="#Page_86">86</a>, <a href="#Page_87">87</a>.</li> - <li>Girton College, <a href="#Page_16">16</a>, <a href="#Page_46">46</a>, <a href="#Page_48">48</a>, <a href="#Page_51">51</a>.</li> - <li>Gladstone, Miss Helen, <a href="#Page_36">36</a> _seq._, <a href="#Page_65">65</a>, <a href="#Page_66">66</a>; retirement, <a href="#Page_98">98</a>.</li> - <li>Governing body, <a href="#Page_92">92</a>, <a href="#Page_117">117</a>.</li> - <li>Graces admitting women to Tripos examinations, <a href="#Page_48">48</a> _seq._</li> - <li>Greenwood, Miss Marion (Mrs. Bidder), <a href="#Page_38">38</a>.</li> - <li>Gruner, Miss Alice, <a href="#Page_74">74</a> _seq._</li> -</ul> -<ul class="IX"> - <li>Harrison, Miss J. E., <a href="#Page_29">29</a>, <a href="#Page_94">94</a>.</li> - <li>Hitchin, College at, <a href="#Page_16">16</a>.</li> - <li>Hobson, Dr. E. W., <a href="#Page_77">77</a>.</li> - <li>Hudson, Prof. W. H. H., <a href="#Page_24">24</a>.</li> - <li>Hughes, Miss E. P., <a href="#Page_69">69</a>, <a href="#Page_76">76</a>.</li> -</ul> -<ul class="IX"> - <li>Inter-collegiate lectures opened to women, <a href="#Page_15">15</a>, <a href="#Page_40">40</a> _seq._</li> -</ul> -<ul class="IX"> - <li>Jackson, Prof. H., <a href="#Page_47">47</a>.</li> -</ul> -<ul class="IX"> - <li>Kennedy, Rev. Prof. B. H., <a href="#Page_47">47</a>.</li> - <li class="isub1">Kennedy, Miss Marion G., <a href="#Page_24">24</a>, <a href="#Page_27">27</a>; Studentship in memory of, <a href="#Page_64">64</a>, <a href="#Page_92">92</a>; appeal to the University, <a href="#Page_103">103</a> _seq._; portrait, <a href="#Page_79">79</a>.</li> - <li>Kennedy Buildings, <a href="#Page_99">99</a>.</li> - <li>Keynes, Dr. J. N., Sec. to Cambridge Local Examinations syndicate, <a href="#Page_11">11</a>.</li> - <li>Kitchen, <a href="#Page_63">63</a>.</li> -</ul> -<ul class="IX"> - <li>Laboratories: biological, <a href="#Page_38">38</a>; chemical, <a href="#Page_37">37</a>.</li> - <li>Larner, Miss F., <a href="#Page_25">25</a>.</li> - <li>Lee, Miss Jane, <a href="#Page_65">65</a>.</li> - <li>Library in the Old Hall, <a href="#Page_38">38</a> _seq._; in New Hall, <a href="#Page_89">89</a> _seq._</li> - <li>Little Go--_see_ Previous Examinations.</li> - <li>Local Examinations, <a href="#Page_7">7</a>, <a href="#Page_9">9</a> _seq._, <a href="#Page_11">11</a>.</li> - <li>Local Lectures in Cambridge, <a href="#Page_12">12</a>.</li> - <li>London University admits women to degrees, <a href="#Page_44">44</a> _seq._</li> -</ul> -<ul class="IX"> - <li>Macmillan, Miss O. (Mrs. MacLehose), <a href="#Page_67">67</a>.</li> - <li>Maitland, Prof. F. W., <a href="#Page_97">97</a>.</li> - <li>Manchester University, <a href="#Page_46">46</a>.</li> - <li>Markby, Mr., <a href="#Page_13">13</a>.</li> - <li>Marshall, Prof. A., <a href="#Page_14">14</a>, <a href="#Page_24">24</a>.</li> - <li>Marshall, Mrs. A. (_née_ Paley), <a href="#Page_19">19</a>, <a href="#Page_29">29</a>, <a href="#Page_74">74</a>.</li> - <li>Maurice, Rev. Prof. F. D., <a href="#Page_6">6</a>.</li> - <li>Mayor, Rev. Prof. J. E. B., <a href="#Page_14">14</a>, <a href="#Page_47">47</a>.</li> - <li>Mays (Inter-collegiate Examinations), <a href="#Page_42">42</a>.</li> - <li>Merton Hall, <a href="#Page_26">26</a>.</li> - <li>Mill, John Stuart, a benefactor to women's education, <a href="#Page_3">3</a>.</li> - <li>Morant, Sir R. L., Educational Minister in Siam, <a href="#Page_80">80</a>.</li> - <li>More, Mrs. Hannah, advocates educational reform, <a href="#Page_5">5</a>.</li> - <li>Maria Grey Training College, <a href="#Page_75">75</a>.</li> - <li>Myers, F. W. H., on Northern Council, <a href="#Page_9">9</a>.</li> -</ul> -<ul class="IX"> - <li class="isub1">Newnham College, its beginnings, <a href="#Page_1">1</a> _seq._; built, <a href="#Page_28">28</a>; Miss Clough and students move into it, situation, early life, <a href="#Page_31">31</a> _seq._; Articles of Association, <a href="#Page_33">33</a>; Growth of buildings, <a href="#Page_35">35</a> _seq._</li> - <li class="isub1">Newnham Hall Company formed, <a href="#Page_27">27</a>; Amalgamation of Company with Association, <a href="#Page_33">33</a>.</li> - <li>Newnham Letter, <a href="#Page_67">67</a>.</li> - <li>North Hall, <a href="#Page_35">35</a>, <a href="#Page_37">37</a>; _see also_ Sidgwick Hall.</li> - <li>North of England Council for Improving the Education of Women, <a href="#Page_8">8</a>.</li> -</ul> -<ul class="IX"> - <li>Ogle, Miss Amy (Mrs. Koppel), <a href="#Page_29">29</a>.</li> - <li>Old Hall, <a href="#Page_39">39</a>, <a href="#Page_65">65</a>; _see also_ South Hall.</li> -</ul> -<ul class="IX"> - <li>Paues, Miss Anna, <a href="#Page_95">95</a>.</li> - <li>Peile, Mrs. Annette, starts correspondence scheme, portrait in Peile Hall, <a href="#Page_11">11</a>, <a href="#Page_109">109</a>.</li> - <li>Peile, Dr. John, Master of Christ's College, <a href="#Page_13">13</a>, <a href="#Page_14">14</a>, <a href="#Page_47">47</a>, <a href="#Page_109">109</a>.</li> - <li>Peile Hall, <a href="#Page_63">63</a>, <a href="#Page_108">108</a> _seq._</li> - <li>Pensions to superannuated members of Staff, <a href="#Page_118">118</a>.</li> - <li>Pfeiffer, Mr. and Mrs., <a href="#Page_85">85</a>.</li> - <li>Pfeiffer Building, <a href="#Page_37">37</a>, <a href="#Page_85">85</a>.</li> - <li>Previous Examination (Little Go), <a href="#Page_10">10</a>, <a href="#Page_17">17</a>, <a href="#Page_25">25</a>, <a href="#Page_47">47</a> _seq._</li> -</ul> -<ul class="IX"> - <li>Queen's College, Harley Street, <a href="#Page_6">6</a>.</li> -</ul> -<ul class="IX"> - <li>Rayleigh, Lord, <a href="#Page_118">118</a>.</li> - <li>Red House, the, <a href="#Page_71">71</a>.</li> - <li>Reid, Prof. J. S., <a href="#Page_40">40</a>.</li> - <li>Roll of the College, <a href="#Page_118">118</a>.</li> - <li>Ryle, Bishop H. E., <a href="#Page_82">82</a>.</li> -</ul> -<ul class="IX"> - <li>Saunders, Miss E. R., <a href="#Page_38">38</a>, <a href="#Page_95">95</a>.</li> - <li>Schools, for girls formed, <a href="#Page_6">6</a> _seq._</li> - <li>Schools Inquiry Commission, <a href="#Page_7">7</a>.</li> - <li>Scott, Miss C. A., of Girton, <a href="#Page_44">44</a>.</li> - <li>Sellers, Miss Maud, <a href="#Page_95">95</a>.</li> - <li>Senior Student, <a href="#Page_133">133</a>.</li> - <li>Settlement, University, in Southwark, <a href="#Page_73">73</a> _seq._</li> - <li>Sewell, Miss M. A., <a href="#Page_75">75</a>.</li> - <li>Sharpe, Miss Julia, <a href="#Page_67">67</a>.</li> - <li>Sharpley, Miss E. M., Registrar, <a href="#Page_118">118</a>.</li> - <li>Sharpley, Miss M. M., <a href="#Page_78">78</a>.</li> - <li>Sidgwick, Arthur, collaborates in Life of Henry Sidgwick, <a href="#Page_106">106</a>.</li> - <li class="isub1">Sidgwick, Prof. Henry, connection with Newnham, <a href="#Page_2">2</a>; on Association, <a href="#Page_14">14</a>; finds a house for Students, <a href="#Page_18">18</a>; his character and influence, <a href="#Page_20">20</a> _seq._, <a href="#Page_30">30</a>, <a href="#Page_35">35</a>, <a href="#Page_55">55</a>; in Principal's rooms in Newnham, <a href="#Page_84">84</a>; illness and death, <a href="#Page_106">106</a>-<a href="#Page_7">7</a>; Lectureship founded in his memory, <a href="#Page_108">108</a>, <a href="#Page_127">127</a>.</li> - <li class="isub1">Sidgwick, Mrs. Henry (_née_ E. M. Balfour), <a href="#Page_21">21</a>; becomes Vice-Principal, <a href="#Page_36">36</a>, <a href="#Page_55">55</a>; Principal, <a href="#Page_84">84</a>; life in Newnham, <a href="#Page_87">87</a> _seq._; portrait, <a href="#Page_79">79</a>; writes life of Prof. Sidgwick, <a href="#Page_109">109</a>; retires from Principalship, <a href="#Page_113">113</a>; President of Council, <a href="#Page_113">113</a>.</li> - <li>Sidgwick Avenue, <a href="#Page_86">86</a>.</li> - <li>Sidgwick Hall, <a href="#Page_39">39</a>, <a href="#Page_65">65</a>, <a href="#Page_99">99</a>; _see also_ Old Hall.</li> - <li>Skeat, Rev. Prof. W. W., <a href="#Page_14">14</a>.</li> - <li>Smith, Miss E. M. (Mrs. Bartlett), <a href="#Page_95">95</a>.</li> - <li>Smith, Sydney, a friend to women's education, <a href="#Page_4">4</a>.</li> - <li>Society of London Schoolmistresses, <a href="#Page_8">8</a>.</li> - <li>Societies of students, <a href="#Page_66">66</a>, <a href="#Page_123">123</a> _seq._</li> - <li>South Hall, <a href="#Page_35">35</a>, <a href="#Page_38">38</a>, <a href="#Page_57">57</a>; _see also_ Old Hall.</li> - <li>Stephen, Miss Katharine, <a href="#Page_70">70</a>, <a href="#Page_79">79</a>; Vice-Principal, <a href="#Page_99">99</a>; Principal, <a href="#Page_113">113</a>; retirement, <a href="#Page_138">138</a>.</li> - <li>Stephen, Sir Leslie, lectures on literature, <a href="#Page_99">99</a>.</li> - <li>Stoney, Miss E. A., <a href="#Page_127">127</a>.</li> - <li>Students' rooms, changes in, <a href="#Page_58">58</a> _seq._</li> - <li>Suffrage, Women's, <a href="#Page_3">3</a> _seq._, <a href="#Page_131">131</a> _seq._, <a href="#Page_138">138</a>.</li> - <li>Syndicate (Cambridge) for Local Lectures and Examinations, <a href="#Page_11">11</a>.</li> -</ul> -<ul class="IX"> - <li>Temperley, Mrs. (_née_ Bradford), <a href="#Page_95">95</a>.</li> - <li>Thompson, Mr. and Mrs. Yates, <a href="#Page_89">89</a>.</li> - <li>Training College (Cambridge), <a href="#Page_76">76</a>.</li> - <li class="isub1">Trinity College, Dublin, grants degrees to qualified Cambridge women for a few years, <a href="#Page_54">54</a>, <a href="#Page_111">111</a>, <a href="#Page_112">112</a>.</li> - <li>Tripos Examinations--_see_ Graces.</li> - <li>Trotter, Rev. Coutts, <a href="#Page_24">24</a>, <a href="#Page_47">47</a>, <a href="#Page_90">90</a>.</li> - <li>Tutor, change of term, <a href="#Page_118">118</a>.</li> -</ul> -<ul class="IX"> - <li>University Association of Women Teachers started by Miss A. J. Clough, <a href="#Page_68">68</a>.</li> - <li>University Library, women students admitted into, <a href="#Page_41">41</a>.</li> -</ul> -<ul class="IX"> - <li>Venn, Dr. J., <a href="#Page_14">14</a>.</li> - <li>Visitor of the College, <a href="#Page_118">118</a>.</li> -</ul> -<ul class="IX"> - <li>War work done by Newnham students, <a href="#Page_137">137</a>.</li> - <li>Winkworth, Mr. Stephen, <a href="#Page_28">28</a>, <a href="#Page_58">58</a>.</li> - <li>Winkworth, Mrs. Stephen, <a href="#Page_28">28</a>, <a href="#Page_90">90</a>.</li> - <li>Working men, school for, <a href="#Page_69">69</a>.</li> -</ul> -<ul class="IX"> - <li>Young Men's Christian Association, lecture rooms in, <a href="#Page_39">39</a>.</li> -</ul> - - - -<p>GLASGOW: PRINTED AT THE UNIVERSITY PRESS BY ROBERT MACLEHOSE AND CO. LTD.</p> - - -<div class="footnotes"><h3>FOOTNOTES:</h3> - -<div class="footnote"> - -<p><a name="Footnote_1_1" id="Footnote_1_1"></a><a href="#FNanchor_1_1"><span class="label">[1]</span></a> In this part of the subject, and indeed throughout my task, -I am constantly indebted to the <i>Memoir of Anne J. Clough -by her Niece, B. A. Clough</i>. This book ought to be familiar -to all interested in educational movements, since Miss Clough, -while most closely associated with the University side of the -movement, was throughout her life collaborating with great -sympathy and insight with those at work in other departments.</p></div> - -<div class="footnote"> - -<p><a name="Footnote_2_2" id="Footnote_2_2"></a><a href="#FNanchor_2_2"><span class="label">[2]</span></a> <i>Memoir of A. J. Clough</i>, p. 130.</p></div> - -<div class="footnote"> - -<p><a name="Footnote_3_3" id="Footnote_3_3"></a><a href="#FNanchor_3_3"><span class="label">[3]</span></a> Here it may be noted that a different arrangement obtains -at Oxford, where there is a Society of Home Students who are -not attached to any College or Hall.</p></div> - -<div class="footnote"> - -<p><a name="Footnote_4_4" id="Footnote_4_4"></a><a href="#FNanchor_4_4"><span class="label">[4]</span></a> A list of Benefactors is in preparation.</p></div> - -<div class="footnote"> - -<p><a name="Footnote_5_5" id="Footnote_5_5"></a><a href="#FNanchor_5_5"><span class="label">[5]</span></a> The present writer enjoyed one evening the privilege of being -deputed, with some other students, by Miss Clough, to drive out -some cows who had strayed into the garden.</p></div> - -<div class="footnote"> - -<p><a name="Footnote_6_6" id="Footnote_6_6"></a><a href="#FNanchor_6_6"><span class="label">[6]</span></a> Including financial help. Miss B. A. Clough (in the life of -A. J. C.) mentions how when treasurer, Mr. Sidgwick used to -fail to present the coal and gas bills. There was a legend in -Newnham Hall that once when Miss Clough wanted a new -frying-pan, she had to apply to Mr. Sidgwick for the money. -On one occasion when furnishing the house in Regent Street, he -gave up a continental holiday for the sake of the cause.</p></div> - -<div class="footnote"> - -<p><a name="Footnote_7_7" id="Footnote_7_7"></a><a href="#FNanchor_7_7"><span class="label">[7]</span></a> See page <a href="#Page_110">110</a> seq.</p></div> - -<div class="footnote"> - -<p><a name="Footnote_8_8" id="Footnote_8_8"></a><a href="#FNanchor_8_8"><span class="label">[8]</span></a> Now hanging in the Old Hall Library. The expression is -stern, and it was caricatured in <i>Punch</i> as "The very ready -letter-writer; won't I give it him?" She remarked to a former -student that she wished she could have had some young friends -to talk to whilst it was being painted. "But didn't the artist -talk to you, Miss Clough?" "Yes, on subjects as to which -we did not agree."</p></div> - -<div class="footnote"> - -<p><a name="Footnote_9_9" id="Footnote_9_9"></a><a href="#FNanchor_9_9"><span class="label">[9]</span></a> <i>Life</i>, p. 515.</p></div> - -<div class="footnote"> - -<p><a name="Footnote_10_10" id="Footnote_10_10"></a><a href="#FNanchor_10_10"><span class="label">[10]</span></a> But owing to the depreciation of money these stipends have -become inadequate, and unless the endowment can be increased -the number of research fellows will have to be diminished.</p></div> - -<div class="footnote"> - -<p><a name="Footnote_11_11" id="Footnote_11_11"></a><a href="#FNanchor_11_11"><span class="label">[11]</span></a> Mr. Gladstone twice visited his daughter in Newnham -College: once while he was out of office but intensely popular—on -which occasion he was entertained at a genuine students' -tea-party; the second time when she was Vice-Principal in -Sidgwick Hall.</p></div> - -<div class="footnote"> - -<p><a name="Footnote_12_12" id="Footnote_12_12"></a><a href="#FNanchor_12_12"><span class="label">[12]</span></a> For the recommendations of the Syndicate and the chief -speeches see <i>Cambridge University Reporter</i> for March 1st, 1897, -and for March 26th, 1897.</p></div> - -<div class="footnote"> - -<p><a name="Footnote_13_13" id="Footnote_13_13"></a><a href="#FNanchor_13_13"><span class="label">[13]</span></a> Of course now that Oxford and Durham admit women to -degrees this argument cannot be transferred to the present -crisis. (Dec. 1920.)</p></div> - -<div class="footnote"> - -<p><a name="Footnote_14_14" id="Footnote_14_14"></a><a href="#FNanchor_14_14"><span class="label">[14]</span></a> See p. 91.</p></div> - -<div class="footnote"> - -<p><a name="Footnote_15_15" id="Footnote_15_15"></a><a href="#FNanchor_15_15"><span class="label">[15]</span></a> See p. 71.</p></div> - -<div class="footnote"> - -<p><a name="Footnote_16_16" id="Footnote_16_16"></a><a href="#FNanchor_16_16"><span class="label">[16]</span></a> A list of the various war work of Newnham students in -1914-19 is in process of preparation.</p></div></div> - - - - - - - - - -<pre> - - - - - -End of the Project Gutenberg EBook of A Short History of Newnham College -Cambridge, by Alice Gardner - -*** END OF THIS PROJECT GUTENBERG EBOOK SHORT HISTORY--NEWNHAM COLLEGE *** - -***** This file should be named 53909-h.htm or 53909-h.zip ***** -This and all associated files of various formats will be found in: - http://www.gutenberg.org/5/3/9/0/53909/ - -Produced by Ralph and the Online Distributed Proofreading -Team at http://www.pgdp.net (This file was produced from -images generously made available by The Internet Archive) - -Updated editions will replace the previous one--the old editions will -be renamed. - -Creating the works from print editions not protected by U.S. copyright -law means that no one owns a United States copyright in these works, -so the Foundation (and you!) can copy and distribute it in the United -States without permission and without paying copyright -royalties. 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