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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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