,,renaissance ,,of ,,girls' ,,education 
,,the                 ,,renaissance ,,of
 ,,girls' ,,education ,,in ,,england    
,a ,record of ,fifty ,years' ,progress  
,,by ,,alice ,,zimmern                  
7,,girton ,,college1 ,,cambridge7       
,,author ,,of #8,,methods ,,of          
,,education ,,in ,,america1' #8,,old    
,,tales ,,prom ,,greece1'               
,,etc4                                  
,london                             ,a4 
,d4 ,innes  ,company                    
,limited                                
#ahih                  ,edinburgh3 ,t4  
and ,a4 ,,constable1 ,printers to ,her  
,majesty                                
,,preface      ,to all whom it may      
interest ,i dedicate this brief summary 
of the events  which have wrought a     
peaceful revolution among us during the 
last fifty  years4 ,among the many      
changes of the half-century1 the great  
transformation in the education of women
 surely deserves a record4 ,the  workers
 have been many1 the help given of      

various kinds1 yet no event is          
isolated1 for all are links in one chain
 of progress4 ,fifty years ago a  few   
far-sighted men and women gave the      
impetus2 we who harvest where  they     
sowed may like to be reminded1 in this  
season of retrospects1 of  the great    
debt we owe them4 ,what has touched the 
lives of so many women  is the concern  
of all1 and though ,i shall be proud    
indeed if my book  prove welcome to     
teachers1 ,i should wish most of all to 
address myself  to that old and         
long-tried friend of literature1 the    
general reader4 ,if  he1 or she1 can be 
persuaded1 to spend an hour or two1     
learning the past  and present of the   
education of our girls1 my purpose will 
have been  accomplished4    ,to thank   
for favours received is a pleasant task1
 but the list of those  who have helped 
me with this book would prove too long  
for enumeration4  ,i desire to offer my 
heartiest thanks to all who have        
assisted me with  information1          

criticism1 or in any other way2         
especially to ,miss ,beale  for valuable
 materials and kind hospitality1 to     
,mrs4 ,bryant and ,miss ,a4  ,a4 ,m4    
,rogers for much useful information1 to 
,miss ,mary ,gurney1 ,miss ,ella        
,pycroft1 ,miss ,mary ,kennedy1 and ,mr4
 ,w4 ,edwards for reading portions of   
the book1 and to ,mrs4 ,edwards for her 
sympathy and kindness during my  stay in
 ,wales4 ,to the many headmistresses who
 have allowed me to visit  their schools
 ,i offer most cordial thanks1 and last1
 but not least1 to  the officials of the
 ,education ,library1 in particular ,mr4
 ,sadler and  ,miss ,beard1 for their   
courtesy and helpfulness4               
,,alice ,,zimmern4                      
,september #ahih4                       
,,contents                    ,,chap4   
,,page                   ,i4 ,,before   
#ahdh                          #a       
,,ii4 ,,the ,,first ,,colleges          
#bj                   ,,iii4 ,,light    
,,in ,,dark ,,places                #ch 

,,iv4 ,,the ,,high ,,schools            
#eb                     ,v4 ,,endowments
 ,,for ,,girls                #gh       
,,vi4 ,,the ,,women',s ,,colleges       
#ajc                   ,,vii4           
,,admission ,,to ,,the ,,universities   
#abf                  ,,viii4 ,,boarding
 ,,and ,,private ,,schools       #adi   
,,ix4 ,,the ,,technical ,,instruction   
,,acts     #afi                     ,x4 
,,state ,,aid ,,for ,,girls             
#aie                    ,,xi4 ,,the     
,,intermediate ,,schools ,,of ,,wales   
#bae                   ,,xii4 #ahih     
#bcd                                    
,,the                                   
,,renaissance ,,of ,,girls' ,,education 
,,chapter ,i                            
,,before #ahdh      ,yes1 strange though
 it may sound1 it was in truth a        
,renaissance--a  revival of the past1   
and no new experiment4 ,or perhaps we   
should more  fitly describe it as the   
realisation of an old dream1 one that   
has been  dreamed many times in the     

course of the ages1 but has waited till 
the  nineteenth century for its complete
 fulfilment4 ,two thousand years ago  it
 was seen by ,plato1 that most practical
 of idealists1 who maintained  that it  
was for the best interests of the state 
that its men and women  should be as    
good as possible4 ,therefore the        
education of both was a  matter of      
public concern4 ,in these latter days   
this doctrine has won  acceptance1 with 
an even wider significance1 due to our  
democratic  development4 ,the treasures 
of learning are no longer the property  
of an  exclusive few1 and the privileges
 of class and sex are breaking down     
simultaneously4 ,education for all1 boys
 and girls1 rich and poor1 is the       
modern demand1 which no party dare now  
refuse to consider4 ,we must cater  not 
only for the #8wives of the governors1' 
but also for the children of  the slums4
 ,all the daughters of all the          
households of all civilised  countries  
are to enter into their heritage4 ,the  

much-discussed #8ladder'  from the      
elementary school to the ,university is 
becoming a fact2 and its  rungs are     
being widened1 that the girls may ascend
 it side by side with  their brothers4  
,la carrire ouverte aux talents1 with no
 distinction  of class1 sex1 or creed1  
is the demand of the nineteenth century4
    ,from ,plato's ,utopian #8,republic'
 to ,london of the ,county ,council is a
 far  cry4 ,between the two1 this       
question of girls' education has many   
times  been raised and temporarily      
solved4 ,socrates' half-jesting dictum1 
that  women are capable of learning     
anything which men are willing they     
should  know1 might stand as the motto  
for nearly every attempt to improve     
female education4 ,the instruction given
 to women at different epochs has       
varied directly with the estimation in  
which they were held4 ,when they  were  
regarded as slaves or toys it was       
expedient to keep them in  ignorance2   
when they were treated honourably as    

equals1 the best gifts  of learning were
 not thought too good for them4    ,it  
is not our place here to dwell on the   
bright examples of antiquity1  the      
,neo-,platonist women and ,hypatia1 the 
beautiful mathematician of  ,alexandria1
 but rather1 turning to our own country1
 to see how  ,christianity has touched  
the lives of women4 ,here1 as elsewhere1
 it was  the ,church alone that kept    
alive the flame of knowledge during the 
,middle ,ages4 ,in the seventh and      
eighth centuries1 that #8nadir of       
learning1' monks and nuns alike were    
occupied with literary studies4  ,they  
read theology and classics1 copied      
manuscripts1 and corresponded in        
,latin4 ,their activity was in          
accordance with their social position4  
#8,the  heads of the great religious    
houses were necessarily persons of      
importance1 with privileges and great   
responsibilities4 ,they had             
considerable wealth at their disposal1  
and in authority and influence  they    

ranked among the nobles of the land1 to 
whom they were often allied  by         
birth4'#a ,the name that naturally      
occurs first to our minds is that  of   
the ,abbess ,hilda1 #8whose counsel was 
sought even by kings1' and who  ruled   
over a double monastery1 which became a 
seminary of bishops and  priests4 ,hers 
is no solitary instance4 #8,in          
,anglo-,saxon ,england1' writes  ,miss  
,eckenstein1 #8men who attained to      
distinction received their  training in 
settlements governed by women4          
,histories and a chronicle of  unique   
value were inspired by and drafted under
 the auspices of ,saxon  abbesses4' ,and
 #8the curriculum of study in the       
nunnery was as liberal as  that accepted
 by the monks1 and embraced all         
available writings1 whether  by         
,christian or profane authors4' ,the    
convents were the colleges of           
,anglo-,saxon times4 ,the nuns1 who     
lived a life of seclusion and study1    
might be compared with the fellows2 the 

students were the successive  groups of 
girls who came there for education4     
,among the many social changes brought  
about by the ,norman ,conquest1 the     
most far-reaching1 the introduction of  
feudalism1 established a new  centre of 
education1 which henceforth flourished  
side by side with the  cloister4 ,the   
monks still taught the ,trivium and     
,quadrivium--,grammar1  ,dialectic1     
,rhetoric1 ,music1 ,arithmetic1         
,geometry1 ,astronomy--though the       
instruction given deserved these        
high-sounding names little better than  
the so-called sciences taught in girls' 
schools at the beginning of our  own    
century4 ,the castle could offer boys a 
more attractive programme4  ,the seven  
knightly accomplishments were to ride1  
sing1 shoot with the  bow1 box1 hawk1   
play chess1 and write verses4 ,it had   
something for girls  as well4 ,while the
 young squires gained their training by 
service done  to their lord1 the        
chtelaine would gather about her a troop

 of gentle  maidens1 who learned to     
weave1 spin1 brew1 and distil1 and do   
various  kinds of needlework4 ,they     
learned a little reading and writing1   
and in  these arts were somewhat in     
advance of their brothers1 who were     
trained  to look on books as monkish and
 womanish1 and not quite suited to a    
knight and gentleman4 ,the chtelaine    
herself held an honourable  position4   
,in her lord's absence she must even    
take command of the  castle1 and the    
damoiselles must be prepared for their  
own coming  responsibilities4    ,the   
thirteenth century brought a change4    
,the political influence of the         
,church1 which had been lessened by the 
,conquest1 was revived by the  preaching
 friars4 ,they introduced a new ideal of
 monastic life2 the  spirit of devotion 
and asceticism drove out the old love of
 learning4  ,new priories sprang up     
throughout ,england1 but their aims were
  different4 ,as the monasteries were   
more and more becoming centres of       

devotion1 learning was being driven into
 the new universities1 where the        
philosophy of the schoolmen now reigned 
supreme4 ,already some colleges  with   
endowments for poor scholars had been   
founded at ,oxford and  ,cambridge1 and 
it was becoming the custom for the      
monasteries to send  their most         
promising pupils there4 ,why did the    
nuns not follow this  example8 ,probably
 the metaphysical disputations then in  
vogue had few  attractions for them2 and
 the presence of large numbers of men   
would be  a sufficient reason for       
keeping aloof1 for though the studies of
 both  sexes might be the same1 they    
were not pursued side by side4 ,whatever
  the cause1 it is certain that while   
masculine learning showed an            
ever-growing tendency to leave the      
cloister1 female scholarship was  still 
closely confined to the convent4 ,but it
 was degenerating for want  of new life2
 the nunneries were a survival1 not a   
living growth2 their  learning had      

become #8poor in substance1 cramped in  
method1 and  insufficient in            
application4'#b ,the old order was      
changing1 but somehow  the nuns failed  
to perceive it4 ,in ,erasmus' day1 we   
are told1 the really  learned woman was 
to be found outside the convent walls1  
and he adds the  significant remark that
 her husband approved of her studies4   
,the wrong  done to women by the        
dissolution was not so much the closing 
of the  convents as the transference to 
men of their endowments4 ,the most      
flagrant instance is the transformation 
of ,st4 ,radegund's nunnery at          
,cambridge into ,jesus ,college4 ,that  
this and other instances of  spoliation 
were possible shows how low the status  
of women had sunk1 and  it is not       
strange1 therefore1 that a period of    
neglected education  should have ensued4
    ,whatever the cause1 the            
,reformation does not seem to have      
assisted the  development of women4     
,perhaps this was partly due to the     

removal of the  one career that had been
 open to them1 thus forcing all1 married
 and  unmarried1 into a dependent       
position in the household4 ,luther's    
views on  women were not very elevated1 
and probably a good many of the         
,reformers  shared them4 ,it may be due 
to this ,protestant influence that in   
,england  women profited less           
intellectually by the ,renaissance than 
men1 or at  any rate in far smaller     
numbers4 ,thanks to the new grammar     
schools1  learning was being made       
accessible to boys of all classes4 ,when
 ,sir  ,thomas ,more's dream was        
realised1 and the middle classes1 from  
the  squire to the petty tradesman1 were
 brought into contact with ancient      
literature1 the daughters were not as   
well provided as the sons4 ,some        
authorities are of opinion that the     
original foundations were meant for     
both sexes alike1 but if so1 very few   
girls of the middle class profited  by  
their advantages1 though some sort of   

education evidently came to  all4 ,among
 the upper classes large numbers of     
women were carried away by  the         
enthusiasm of the ,renaissance1 and     
learned to read ,latin and ,greek4  ,the
 sixteenth century has always been      
celebrated for its learned ladies1  as  
witness ,wotton's oft quoted remark     
thereon and his comment3 #8,one  would  
think by the effects that it was a      
proper way of educating them1  since    
there are no accounts in history of so  
many great women in any age  as are to  
be found between the years #aejj and    
#afjj4' ,queen ,elizabeth and  ,lady    
,jane ,grey are sometimes called        
exceptions1 but this is clearly an      
error4 ,learning was an expensive luxury
 for women1 since it involved the       
services of a private tutor1 but it had 
fashion and opinion on its side4  ,to be
 learned was accounted a privilege1     
which called for neither  arrogant      
boasting nor blushing concealment4      
,those who did study1 would  naturally  

turn to the best their age could offer  
them1 i4e4 the new  editions of the     
classics and the fashionable modern     
literature4 ,they set  the fashion too  
as well as followed it4 ,the success of 
,euphues was  established by its lady   
readers1 and in the domain of polite    
literature  it was generally            
acknowledged that they created the      
standard4 ,when ,lyly  wrote #8,euphues 
had rather lie shut in a lady's casket  
than open in a  scholar's study1' he    
knew well enough that it was not the    
ladies who  would neglect his book4 ,he 
confessed as much in its dedication to  
the  #8,ladies and ,gentlewomen of      
,england4' ,nor was there anything new  
in this4  ,the lady sat in her bower to 
read ,sidney's ,arcadia as in olden     
times  she had listened in the hall to  
the lay of the minstrel4 ,it was still  
her part to assign the prize of romance 
as of valour4 ,the leisure which  made  
the enjoyment of tale and song possible 
was essentially the lot of  the rich and

 noble lady1 who neither toiled nor     
span1 but did a more  useful work as    
guardian of art and literature4 ,the    
amazing discovery  that #8,books are a  
part of man's prerogative'#c had not yet
 been made2  there is certainly not a   
hint of it in ,shakespeare4 ,nor could  
such a  doctrine possibly originate     
under a queen1 who1 whatever her faults1
  cultivated learning herself and       
honoured it in others4 ,our thoughts    
linger lovingly over that noblest age of
 ,english story1 when romanticism  and  
classicism joined their glories for a   
brief space2 when the courtier  was both
 knight and scholar1 and the noble      
dame's epitaph praised her as  #8wise   
and fair and good4' ,seen through the   
haze of the past1 its  splendours stand 
out in even greater dimension1 while all
 that was small  and weak is obscured to
 dimness4 ,the very age that followed   
served as a  foil to throw into yet     
brighter relief #8the spacious days of  
great  ,elizabeth4'    ,it is           

significant of the rapid degeneration   
that ensued1 that though  between the   
accession of ,henry ,,viii4 and the     
death of ,james ,i41 #cec  grammar      
schools were founded in ,england1 not   
one was added to the number  after      
#afbe4 ,the seventeenth century was a   
gloomy period for ,england4 ,if         
,elizabeth had given her country peace  
and glory1 the ,stuarts were not  long  
in reversing the position4 ,disastrous  
civil wars1 political and  theological  
quarrels1 absorbed the best energies of 
the nation4 ,the  ,cavaliers were too   
frivolous1 the ,roundheads too grimly   
earnest to spare  much leisure for      
learning4 ,in times of war and national 
peril woman's  influence is apt to wane1
 and such power as they had at the      
,stuart court  was not of the kind to   
encourage intellectual pursuits4 ,when a
 scholar  was hardly accounted a        
gentleman1 a lady might be pardoned for 
neglecting her intellectual charms4 ,it 
became the fashion among men to  decry  

female students1 to bid them put away   
their books and learn to  wash and cook 
instead4 #8,i like not a female poetess 
at any hand1' says  one of these        
self-appointed critics4 ,this attitude  
was characteristic of  the decline of   
chivalry and the degradation of woman's 
position4 #8,there  is not so much as a 
,don ,quixote of the quill left1' writes
 ,mary ,astell  in #afid1 #8to succour  
the distressed damsels4' ,the age of    
courtesy being  over1 women must help   
themselves1 and she takes up the cudgels
 for her  sex4 #8,a man ought no more to
 value himself on being wiser than a    
woman1'  she remarks pertinently1 #8if  
he owes his advantage to a better       
education  and greater means of         
information1 than he ought to boast of  
courage for  beating a man when his     
hands were bound4'#d ,hers is the old   
thesis1  that women are quite capable of
 learning if only men will not put      
hindrances in their way4 ,even so the   
girls' curriculum of her day does  not  

seem to have been as meagre as is often 
assumed4 ,she tells us that  when the   
boys go to grammar schools the girls are
 sent #8to  boarding-schools or other   
places to learn needlework1 dancing1    
singing1  music1 drawing1 painting1 and 
other accomplishments 444 and ,french1  
which is now very fashionable4' ,this   
description which would almost have     
served at the beginning of our own      
century1 is not as gloomy as ,defoe's1  
written at about the same time4 ,girls1 
he tells us1 learned #8to stitch  and   
sew and make baubles4 ,they are taught  
to read indeed1 and perhaps to  write   
their names or so1 and this is the      
height of a woman's  education4'#e ,both
 agree in condemning its narrowness4    
,defoe cannot  believe that #8,god      
,almighty ever made them such glorious  
creatures1 and  furnished them with such
 charms1 so agreeable and delightful to 
mankind1  with souls capable of the same
 accomplishment with men1 and all to be 
only stewards of our houses1 cooks1 and 

slaves4' ,mary ,astell maintains  that  
#8according to the rate that young women
 are educated1 according to  the way    
their time is spent1 they are destined  
to folly and  impertinence1 to say no   
worse4' ,she protests1 as ,mrs4 ,makins 
had done  before her1#f against the new 
fashion of ignorant women1 and implores 
her sisters to help bring back the good 
old times1 and take a lesson  from the  
ladies of the previous century4 ,both   
,defoe and ,mary ,astell  recommend the 
same project1 the establishment of      
women's colleges1 thus  anticipating our
 own times by more than a century and a 
half4 ,defoe's  colleges would have been
 superior boarding-schools1 one in every
 county  and about ten for the city of  
,london2 ,mary ,astell's plan was to    
combine  religious and intellectual     
aims4 ,she contemplated #8a seminary to 
stock  the kingdom with pious and       
prudent ladies1 whose good example1 it  
is to  be hoped1 will so influence the  
rest of their sex1 that women may no    

longer pass for those little1 useless1  
and impertinent animals which the  ill  
conduct of too many has caused them to  
be mistaken for4'#g ,but it  must also  
try to #8expel that cloud of ignorance  
which custom has  involved us in1 to    
furnish our minds with a stock of solid 
and useful  knowledge1 that the souls of
 women may no longer be the only        
unadorned  and neglected things4'       
,nothing came of either project2 they   
belong to  the domain of unfulfilled    
dreams4    ,the new century brought     
little improvement4 ,anne was not of a  
sufficiently independent character to   
influence greatly the lives and         
pursuits of her subjects4 ,as was       
natural in the reign of a ,queen1 the   
position and dignity of women were      
somewhat raised2 and in that            
#8,augustan age' there was one class of 
literature specially addressed to  the  
ladies1 the newly invented essay4       
,addison really wanted to elevate  their
 position and social influence1 but his 

success was literary rather  than moral4
 ,if we may trust the novelists of the  
last century1 public  morality was never
 at a lower ebb4 ,the men of that day   
worshipped  idleness1 and it was not    
surprising that they did not care to see
 their  wives and mistresses at work4   
,show was the aim throughout1 and the   
#8accomplishment' reigned supreme4 ,the 
second half of the century  witnessed a 
great increase in the boarding-school   
system4 ,hitherto it  had been confined 
to the fashionable world2 now tradesmen 
and farmers  who had made some money    
began to emulate their #8betters4'      
,imitations of  the fashionable schools 
sprang up everywhere4 #8,we have1' says 
the  heroine of ,general ,burgoyne's    
play1 ,the ,heiress1 8,young ladies     
boarded  and educated0 upon blue boards 
in gold letters in every village2 with a
  strolling player for a dancing-master1
 and a deserter from ,dunkirk to  teach 
the ,french language4'    ,the          
eighteenth century1 too1 had its        

distinguished women2 indeed1 the        
,blue-,stocking ,club1 so called1 it    
seems1 from the dress of one of its     
masculine habitus1 is regarded as the   
representative group of learned  ladies4
 ,but ,mrs4 ,montagu1 ,mrs4 ,chapone1   
and ,hannah ,more were exceptions1  and 
themselves only too conscious of their  
opposition to the rest of  their sex4   
,there was a touch of the prcieuse about
 some of them which  exposed them to a  
good deal of cheap satire1 and they were
 keenly alive  to the antagonism with   
which the other sex regarded them4 ,mrs4
 ,chapone  even advises her niece to    
avoid the study of classics and science1
 for  fear of #8exciting envy in one sex
 and jealousy in the other4' ,lady ,mary
  ,wortley ,montagu complains bitterly  
that #8there is hardly a creature in    
the world more despicable and more      
liable to universal ridicule than  that 
of a learned woman1' while #8folly is   
reckoned so much our proper  sphere1 we 
are sooner pardoned any excesses of that

 than the least  pretensions to reading 
and good sense4'    ,some of these last 
century women were practical reformers1 
who realised  the pernicious results of 
this false opinion about their sex4     
,among  these was ,hannah ,more1 who    
entered a most earnest protest against  
the  excessive accomplishment craze4    
,the lower middle class were emulating  
the upper in their endeavour to make    
their daughters #8accomplished young    
ladies1' while they quite forgot that   
#8the profession of ladies to which  the
 best of their education should be      
turned is that of daughters1  wives1    
mothers1 and mistresses of families4'#h 
,she even ventured to fly  in the face  
of public opinion by asserting that #8a 
young lady may excel  in speaking       
,french and ,italian1 may repeat a few  
passages from a volume  of extracts1    
play like a professor1 and sing like a  
siren1' and yet be  very badly educated1
 if her mind remains untrained4 #8,the  
kind of  knowledge that they commonly do

 acquire is easily attained1' they learn
  everything in a superficial           
question-and-answer way1 or through     
abridgments1 beauties1 and compendiums1 
instead of reading books that  require  
thought and attention4 ,as we read her  
,strictures on ,female  ,education we   
rub our eyes and look at the date once  
more4 ,is this1  indeed1 ,hannah ,more  
writing a hundred years ago1 or have we 
stumbled  upon a stray extract from ,mr4
 ,bryce's report to the ,schools'       
,inquiry  ,commission in #ahfg8 #8,she  
should pursue every kind of study which 
will  teach her to elicit truth1 which  
will lead her to be intent upon         
realities2 will give precision to her   
ideas2 will make an exact mind4'  ,she  
quotes ,dr4 ,johnson's opinion that #8a 
woman cannot have too much  arithmetic4'
 ,had the worthy doctor a prevision of a
 ,high ,school  time-table8    ,hannah  
,more's influence does not seem to have 
been very lasting4 ,her  contemptuous   
remark1 that we might as well talk about

 the rights of  children as the rights  
of women1 shows that she had not much   
real grasp  of the educational problem4 
,both should1 in her opinion1 be        
relegated to  their proper subordinate  
places4 ,she was right in despising the 
frivolity of her day1 and condemning the
 constant round of pleasure in  which   
fashionable women spent their lives1 but
 she was almost too severe  to be       
helpful4 ,far more valuable was ,miss   
,edgeworth's work1 which was            
constructive as well as critical4 ,her  
educational romances1 in which she      
contrasts the good and bad governess1   
the sensible and frivolous girl1  are   
thoroughly readable even at the present 
day1 and must have proved  useful to    
many readers who lighted unawares on the
 powder in the jam4  ,practical         
,education1 written in conjunction with 
her father1 throws  valuable light on   
contemporary conditions1 and advances   
theories that  are still worthy of our  
notice4 ,the #8practical toy shop1'     

provided with  all manner of carpenter's
 tools1 with wood properly prepared for 
the  young workman1 and with screws1    
nails1 glue1 emery-paper1 etc41 is still
  to seek2 her remarks on the two       
schools1 the one teaching #8by dint of  
reiterated pain and terror1' the other  
#8with the help of counters and  coaxing
 and gingerbread1' are not altogether   
out of date4 ,nor have we  yet learned  
to pay a good governess #cjj a year1 on 
the ground that her  working days are   
few1 and she ought to lay by for a      
comfortable old age4  ,her severest     
strictures1 like ,hannah ,more's1 are   
reserved for #8female  accomplishments4'
 ,their chief use is that #8they are    
supposed to increase  a young lady's    
chance of a prize in the matrimonial    
lottery4' ,hence1  when the end is      
achieved1 they are thrown aside4 #8,as  
soon as a young  lady is married1 does  
she not frequently discover that she    
really has no  leisure to cultivate     
talents which take up so much time8'    

,nor is it  quite certain that they are 
as efficacious as is generally supposed4
 ,the  market is becoming overstocked1  
for #8every young lady1 and every young 
woman is now a young lady1 has some     
pretension to accomplishments4 ,she     
draws a little2 or she plays a little2  
or she speaks ,french a little4'        
,accomplishments are becoming so general
 #8that they cannot be considered  as   
the distinguishing characteristics of   
even a gentlewoman's  education4' ,since
 they are no longer #8exclusive1' she   
hopes they may be  cast aside for       
something better4 ,her indictment       
against the female  education of her day
 is that #8sentiment and ridicule have  
conspired to  represent reason1         
knowledge1 and science as unsuitable and
 dangerous to  women2 yet1 at the same  
time1 wit and superficial acquirements  
in  literature have been the object of  
admiration in society2 so that this     
dangerous inference has been drawn1     
almost without our perceiving its       

fallacy1 that superficial knowledge is  
more desirable in women than  accurate  
knowledge4' ,it is interesting to find  
this complaint repeated  in #ahbf by an 
anonymous writer1#i who maintains the   
old dictum that  #8females are not      
behind males in capacity1 and excel them
 in diligence  and docility1' but they  
are handicapped by #8an education of    
mere  externals and of show4' ,there is 
a want of stamina in girls' education1  
and as for their school-books1 they are 
mere combinations of words used  as     
#8substitutes or apologies for ideas4'  
,maria ,edgeworth's influence should    
have been considerable1 but turning     
from her works to her contemporaries and
 immediate successors1 it seems         
doubtful whether they even understood   
her4 ,her stories1 whose most  useful   
lessons were addressed to parents1 were 
turned into children's  books2 and the  
demand for a more solid education simply
 led to an  increase of the memory and  
book-work in schools4 ,in spite of her  

strictures on the uselessness of a      
knowledge of isolated facts1 and the    
attempts of ,mrs4 ,barbauld and others  
to supply something better1 the         
catechism system continued to grow and  
flourish4 ,large amounts of memory  work
 were added to the piano and drawing1   
which still held their own1  and the    
results were not merely negative as     
regards intellectual value1  but        
positive in their injurious effects on  
health4 ,miss ,frances ,power  ,cobbe in
 her description of the fashionable     
boarding-school to which she  was sent  
in #ahcf1 speaks of the pages of prose  
the girls were expected  to learn by    
heart1 amid the din of constant         
practising4 #8,not that which  was good 
in itself or useful to the community1 or
 even that which would  be delightful to
 ourselves1 but that which would make us
 admired in  society was the            
raison-d'tre of each requirement4       
,everything was  taught in the inverse  
ratio of its true importance4 ,at the   

bottom of the  scale were ,morals and   
,religion1 and at the top were ,music   
and ,dancing1  miserably poor music too1
 of the ,italian school then in vogue1  
and  generally performed in a showy and 
tasteless manner on harp or  piano4'#aj 
,miss ,cobbe thinks this education far  
worse than that  received by her mother 
in #agij1 when much less was attempted1 
and there  was no #8packing the brains  
of girls with facts4' ,besides #8grammar
 and  geography1 and a very fair share  
of history' 7ancient from ,rollin1 and  
sacred from ,mrs4 ,trimmer71 they       
#8learned to speak and read ,french with
 a  very good accent1 and to play the   
harpsichord with taste4' ,clearly       
things were on the downward course1 and 
in the first half of this  century the  
education of both sexes was in some     
respects in a worse  condition in       
,england than at any time before or     
since4 ,mere ignorance  would have been 
comparatively harmless1 but there never 
was a time when  educational theories   

were more fashionable or more perverse4 
,miss  ,catherine ,sinclair1 who wrote  
in the forties and fifties1 lifted up   
her  voice1 in ,modern ,accomplishments1
 against the system of cram and  display
 then prevailing4 #8,lady ,howard's     
utmost ingenuity was exercised  in      
devising plans of study for her         
daughter1 each of which required to  be 
tried under the dynasty of a different  
governess1 so that by the time  ,matilda
 ,howard attained the age of sixteen1   
she had been successively  taught by    
eight1 all of whom were instructed in   
the last method that had  been invented 
for making young ladies accomplished on 
the newest  pattern4' ,all these        
governesses were foreign1 according to  
the fashion  of the day2 at last an     
,english lady of ,edgworthian type was  
discovered1  who trained the mind       
instead of overloading the memory1 and  
all ended  happily4 ,precocity and      
display were what parents demanded1 and 
schools  and governesses contrived to   

supply the requirements4 ,miss          
,sinclair's  accounts of premature death
 and lifelong ill-health may have been  
overdrawn1 but doubtless she put her    
finger on the weak spot when she  wrote3
 #8,nothing is popular now that requires
 thought in young people1  who are      
constantly devouring books1 but never   
digesting them1 and are  allowed no time
 to think4'    ,the better the school1  
in the acceptation of that day1 the     
worse  probably the result2 and those   
girls whose parents could not afford the
  expensive governess or the            
#8finishing-school1' often had the best 
of it1  so long as they were not sent to
 one of the cheap and inefficient       
imitations4 ,by a curious irony the one 
attempt made early in the century  to   
give a good education at a small        
expense1 was that which through         
,charlotte ,bront's genius has been held
 up to everlasting contumely4 ,the      
,clergy ,daughters' ,school at ,cowen   
,bridge undertook1 for the small sum of 

#ad a year1 to clothe1 feed1 lodge1 and 
educate the daughters of  clergymen4 ,in
 #ahbe1 the year when ,charlotte ,bront 
was there1 the ,rev4  ,w4 ,carus ,wilson
 7too well known as ,mr4 ,brocklehurst71
 appealing for  additional funds1 stated
 that an annual income of #bej1 together
 with  the fees1 would be sufficient to 
meet current expenses4 ,a comparison of 
this modest demand with the sums raised 
in our own day for women's  colleges1   
helps us to realise the revolution that 
has taken place in  public opinion4     
,even so most of the subscribers seem to
 have been ,mr4  ,wilson's relations1   
and it was only as a charity for the    
poor clergy1  with a side-thought of    
getting better governesses at low terms1
 that it  awakened any interest at all4 
,still it was considered a remarkable   
achievement4 ,in #ahcc1 ,mr4 ,venn      
,elliott1 who had visited the school in 
its new premises at ,casterton1 and been
 present at the consecration of  the    
church built in its neighbourhood1      

wrote3 #8,i would rather have built     
this school and church than ,blenheim   
and ,burleigh4 ,so ,dr4 ,watts said he  
would rather have written ,baxter's     
,call to the ,unconverted than          
,milton's ,paradise ,lost4' ,the result 
of this visit was the foundation  of    
,st4 ,mary's ,hall at ,brighton4 ,it    
still exists1 and gives a really        
first-class education at a low fee4     
,other schools were founded in          
imitation2 and in spite of the sordid   
economy of those early days1 and  the   
suffering it entailed on the weakly1    
they deserve full recognition  as almost
 the only institutions which attempted  
in the early part of the  century to    
provide a good and cheap education for  
girls4 ,the tradition  of sound study   
survived1 and in #ahfg the ,casterton   
institution came in  for a word of      
praise from the ,royal ,commissioners1  
amid their almost  universal            
condemnation of existing girls' schools4
    ,the benefits which a woman's reign 

always confers on women have been       
experienced to the full during the long 
and peaceful reign of our  present      
,queen4 ,the interest taken by her and  
the ,prince ,consort in arts  and       
letters1 and in the general improvement 
of the people1 set an  example that was 
readily followed4 ,ladies of the upper  
and middle  classes began to take a     
keener interest in the lives of the     
poor1 and in  dealing with the problems 
they thus encountered were often brought
 to  realise their own want of          
education4 ,there was a stir and a      
movement  towards something better4 ,the
 views of men were gradually changing1  
as  the ideal of womanhood set by a     
purer ,court became more elevated4      
,sixty  years of a woman's wise and     
beneficent rule have done much to       
restore  the glories of ,elizabeth's    
day4 ,like the revival of letters1 which
  communicated to the whole world the   
learning which had once belonged to  one
 small people1 this other renaissance   

brought knowledge1 not only to  the     
convent pupil and the lady of leisure1  
but to all the daughters of  the nation4
 ,this widening has helped to fix the   
roots more firmly1 and  we may hope and 
believe that the gains of this century  
are not to be  lost1 but1 enriched by   
all the wealth of the future1 to        
continue for  many a generation to come4
                                        
,,chapter ,,ii                          
,,the ,,first ,,colleges      ,the      
revival of women's education in ,england
 has now a record of fifty  years behind
 it4 ,on the #ast of ,may this year     
,queen's ,college in ,harley  ,street   
celebrated its ,jubilee with manifold   
rejoicings1 a celebration in  which all 
,englishwomen may claim the right to    
join4 ,though ,girton and  ,holloway and
 other newer institutions have arisen   
since to throw the  glories of ,queen's 
into the shade1 none can deprive it of  
its proud  title--the first women's     
college in ,england4    ,an occasion of 

this kind provokes reminiscence and the 
drawing of  contrasts between #ahdh and 
#ahih2 while the question that naturally
  occurs to us is3 ,how did it all      
begin8 ,many answers have been          
suggested4  ,some have pressed the      
significance of #ahdh as the year of    
,revolution1  and hinted that the       
women's share in revolt was an attempt  
to throw off  the shackles of ignorance4
 ,this may not be altogether fanciful4  
,such  social upheavals symbolise the   
workings of intellectual forces1 nor can
  we doubt that the attempt to win for  
women privileges from which they  had   
hitherto been jealously excluded is a   
part of the democratic demand  for      
universal equal opportunity4    ,along  
with the general ferment of ideas and   
the cry for reform must be  counted the 
growing influence on the lives of the   
upper classes  exercised by the ,queen  
and ,prince ,consort4 ,following the    
lead of the  ,court the ideals of the   
nation were changing4 ,a more serious   

view of  life and its responsibilities  
was developing1 and the time seemed a   
propitious one for organised effort4    
,but though various schemes had been    
discussed1 the immediate impetus to     
action was an actual and crying  need4  
,in those days girls of the upper       
classes were1 for the most part1        
educated at home by governesses1 usually
 foreigners1 because  ,englishwomen1    
though glad enough to obtain such posts1
 when suddenly  thrown upon the world by
 the death of a parent or other untoward
  circumstance1 were seldom properly    
qualified to fill them4 ,some of  course
 there were who1 by foreign travel or   
private study1 had reached a  fair      
standard of attainment2 but how         
distinguish these from the herd1  when  
they lacked even the teacher's diploma  
with which their ,swiss or  ,german     
rivals were equipped8 ,in this dilemma  
the ,governesses' ,benevolent           
,institution came to the rescue4        
,this ,institution had been founded in  

#ahdc with a threefold aim3--7#a7 ,to   
afford temporary relief in cases of     
great suffering1 7#b7 ,to cultivate     
provident habits in those who could     
afford to save2 7#c7 ,to raise          
annuities for those past work4 ,this    
programme seemed to distinguish         
governesses as a class specially in need
 of pity and relief4 ,to attempt  to    
help them by increasing their           
competency1 and thus indirectly their   
wage-earning capacity1 was a bold new   
departure4 ,the first proposal was  to  
hold examinations for a teacher's       
diploma1 but it soon appeared that  an  
attempt to examine the untaught was a   
useless inversion of the  natural order4
 ,to make the undertaking really helpful
 it became  necessary to institute a    
system of classes4 ,this scheme was     
first  discussed in #ahdf1 and a sum of 
money collected by ,miss ,murray1 one of
  the ,queen's ,maids of ,honour1 handed
 over to the ,institution for this      
purpose4 ,in #ahdg the first            

certificates were conferred1 and        
arrangements  made for opening classes4 
,here some of the most distinguished    
professors  of ,king's ,college stepped 
in with help4 ,among them were ,maurice1
 ,trench1  and ,kingsley1 and others no 
less noted4 ,it was a new and astounding
  departure for men of their standing to
 be willing to lecture to women4  ,they 
began with evening classes1 but soon    
added others in the day for  ladies of  
no special occupation4 ,this led to the 
taking of #fg ,harley  ,street1 for the 
purpose of holding classes in #8all     
branches of female  learning1' and      
permission was received to name the new 
institution  ,queen's ,college4    ,on  
,march #bi1 #ahdh1 ,professor ,f4 ,d4   
,maurice1 who has been called the       
#8parent and founder of the ,college1'  
delivered an inaugural address on       
#8,queen's ,college1 ,london1 its       
objects and methods4' ,after apologising
  for the word #8college' as somewhat   
too ambitious for the project in  hand1 

he thought well to answer in advance the
 objections of those who  might use     
,pope's hackneyed line about #8a little 
learning' as a means of  discrediting   
the new classes4 ,even he did not       
anticipate very deep  draughts from the 
spring of knowledge4 #8,we are aware    
that our pupils are  not likely to      
advance far in mathematics1 but we      
believe that if they  learn really what 
they do learn1 they will not have got   
what is  dangerous but what is safe4444 
,i cannot conceive that a young lady can
  feel her mind in a more dangerous     
state than it was1 because she has      
gained a truer glimpse into the         
conditions under which the world in     
which it has pleased ,god to place her  
actually exists4'    ,each of the first 
courses was preceded by a preliminary   
lecture1 in  which the professor        
introduced1 and almost apologised for   
his subject4  ,latin was to win         
toleration as #8one road1 and perhaps   
the shortest1 to a  thorough study of   

,english'2 in each case it was shown    
that the evils  anticipated from that   
particular subject were fanciful4 ,these
  explanations strike us quaintly now2  
it is hard to realise how great was  the
 terror of learned ladies which in those
 days it was fashionable to  assume4    
,still1 in spite of prejudice1 the      
,college flourished4 ,there were no less
  than two hundred entries the first    
term4 ,in #ahec it had grown            
sufficiently independent to stand on its
 own feet1 and breaking away  from the  
parent institution1 it was incorporated 
by ,royal ,charter4 ,its  objects were  
declared to be the general education of 
ladies1 and the  granting of            
certificates of knowledge4 ,professor   
,maurice became ,chairman  of ,committee
 and ,principal2 and ,queen's1 which    
loves its old traditions1  has continued
 the practice of appointing a male      
,principal1 therein  differing from     
every other women's college in the      
,united ,kingdom4 ,it  feels so keenly  

the debt it owes its founders1 that it  
cherishes the  idea--mistaken           
surely--that it can best do them honour 
by maintaining the  college such as it  
was in their day4 ,thus the fate of many
 a pioneer has  overtaken ,queen's4 ,the
 vanguard have become the laggards1 and 
useful and  admirable as is its work1 it
 has been outstripped by younger        
institutions1 and no longer stands in   
the forefront of the battle4 ,this  is  
the common fate2 it is easier to improve
 than to originate1 but the  debt of    
gratitude we all owe to ,queen's is none
 the less because so many  others have  
harvested where she sowed4    ,since    
,queen's takes pride in its conservatism
 and adherence to its  original methods1
 the latest calendar gives a very fair  
idea of its work  even in early days4   
,it states that #8the ,college provides 
for the higher  education of women1 in  
the first place by a liberal school     
training1  and1 subsequently1 by a four 
years' course of ,college education4    

,the  ,college education leads to the   
grade of ,associate 444 and after a     
further course of study to the higher   
grade of ,fellow of the ,college4'  ,the
 school was not part of the original    
scheme1 but became necessary  when the  
first generation of students1 thoughtful
 women who had already  been trying to  
improve themselves1 and eagerly welcomed
 the advantages  then for the first time
 offered them1 gave way to a younger    
generation4  ,among the applicants for  
admission were mere schoolgirls1 and    
instead of  turning them away to seek   
inefficient preparation elsewhere1 it   
was  resolved to start a preparatory    
department for their benefit4 ,this     
developed into a small school for girls 
under fourteen1 the age at which  pupils
 are admitted into the ,college4 ,here  
the students belong to two  categories3 
those who follow a prescribed course    
laid down by the  authorities1 and those
 who enter for single classes1 and      
arrange their  work themselves4 ,the    

former class are known as               
#8compounders1' and pay a  composition  
fee of #h to #aj per term4 ,they must   
attend eighteen hours a  week of regular
 class teaching4 ,the regulations fix   
the subjects for  twelve hours2 parents 
or guardians for the other six4 ,the    
prescribed  work includes--7a7 two      
languages3 ,english1 two hours1 and     
,french1  ,german1 ,latin1 or ,greek1   
two hours2 7b7 two sciences3            
,mathematics and  ,arithmetic1 four     
hours2 ,geography1 one hour1 ,natural   
,philosophy1 one  hour1 when exemption  
is granted in ,mathematics2 7c7 ,english
 ,history1  one hour1 ,ancient or       
,modern ,history1 one hour2 7d7 ,holy   
,scripture1 one  hour4    ,candidates   
for the ,fellowship must have passed the
 examination for the  ,associateship at 
least one academical year previously to 
entering for  the ,fellowship           
examination4 ,for this1 one principal   
subject of study  must be chosen1 with  
not fewer than two additional subjects4 

,since only  three students had1 in     
#ahig1 concluded this additional course1
 the  ,associateship may be regarded as 
the ordinary goal of ,queen's ,college  
students4 ,the course for this is       
excellent1 doubtless1 for girls from    
fourteen to eighteen2 but studies of so 
miscellaneous a character1  leading to a
 #8grade' which can be attained at the  
age of eighteen1  belong properly to the
 domain of school work4 ,queen's        
differs1 however1  in its organisation  
from the upper department of a modern   
,high ,school4  ,most of the teaching is
 given in the form of lectures4 ,this   
lecture-system marks a distinct stage in
 the progress of girls'  education4 ,in 
the schools of the early part of the    
century the various  #8professors' who  
came to lecture occupied an important   
place in the  prospectus4 ,they ranged  
freely over the sciences in a manner    
that amused  and interested their       
hearers1 without making any undue demand
 upon their  intelligence or powers of  

thought4 ,hence1 the lecture-system     
seems to  have established itself as a  
first step towards attracting female    
pupils  to the higher branches of       
knowledge4 ,the ,high ,schools1 too1    
were to pass  through that stage1 and   
emerge from it4 ,queen's still keeps up 
the  tradition of lectures1 and as its  
discipline and general arrangements     
differ from those of a school1 without  
resembling those of a college1 it  must 
be regarded as an institution apart1    
self-contained1 and  unconnected4 ,as   
such it is of the greatest value in     
supplementing the  home-teaching of     
girls1 or undertaking the complete      
education of those  who do not desire to
 enter the ,university1 or take up any  
distinct  profession4 ,these would      
probably get a better practical         
preparation at a  good high school4     
,still the others are likely to remain  
the majority1  and there will always be 
an important function for an institution
 that  supplies good teaching without   

any compulsion to enter for outside     
examination4 ,such1 at any rate1 is the 
view of the ,council1 who have          
commemorated their ,jubilee by a renewal
 of the lease1 and the general          
improvement and partial reconstruction  
of the premises4 ,in its old home1  with
 unbroken traditions1 gathering in the  
children and grandchildren of  its      
earliest students1 it is continuing the 
work with which1 fifty years  ago1 it   
inaugurated the revival of women's      
education4    ,although ,queen's was the
 first college actually opened1 other   
similar  schemes were being projected at
 the same time4 ,the foundation in #ahbf
 of  ,university ,college had given an  
impetus to advanced studies in ,london1 
and as a perfectly undenominational     
institution it served as the model  for 
,bedford ,ladies' ,college4 ,the        
foundress and benefactor of ,bedford was
  ,mrs4 ,reid4 ,her wish to help girls  
took effect in #ahdg in the             
establishment of classes at her own     

house4 ,two years later she took a      
house in ,bedford ,square and gave #aejj
 towards the initial expenses4  ,mrs4   
,reid and her friends were ambitious4   
,they meant to found a real  place of   
higher education for women1 and in doing
 so they did not  hesitate to break with
 the past4 ,mrs4 ,reid felt convinced   
that women  could best understand the   
needs of girls1 and though a committee  
consisting chiefly of men might at that 
time have included more  distinguished  
names1 she probably kept in mind the    
time to come when the  college would be 
able to invite its own old pupils on to 
its committee4  ,the co-operation of    
ladies was in the first instance secured
 by the  institution of lady-visitors1  
to be present in turn at lectures--a    
plan  at that time considered           
indispensable1 and adopted also at      
,queen's4 ,it  was arranged that the    
,college ,board should include the forty
  lady-visitors and six gentlemen4 ,this
 ,board annually appointed the  ,council

 of ,management1 and the ,council       
elected the professors and all  the     
officers of the college4 ,this plan     
seemed to answer1 and the  college1     
which was fortunate enough to secure the
 services of such able  men as ,de      
,morgan1 ,f4 ,w4 ,newman1 and ,dr4      
,carpenter1 entered on a  successful    
career4 ,after a while pupils came in   
from a distance4  ,provision had to be  
made for these1 and in #ahfa a second   
house was taken  and the upper floors   
adapted as a residence1 while the lower 
ones were  used for class-rooms4 ,for a 
few years ,bedford too had to maintain a
  school1 but this was not part of the  
promoters' scheme1 and they hailed  the 
first signs of improved school teaching 
as a pretext for closing it4  ,this     
happened in #ahfh1 at a time when       
circumstances made a complete           
reorganisation of the college necessary 
with a distinct declaration of  policy4 
,the change had been hastened by the    
death of ,mrs4 ,reid4 ,she left a       

considerable part of her fortune in the 
charge of three trustees1 ,miss         
,bostock1 ,miss ,j4 ,martineau1 and     
,miss ,e4 ,e4 ,smith1 to be utilised for
  #8purposes of higher education4' ,this
 seemed a suitable moment to seek       
incorporation1 and in #ahfi ,bedford    
,college received its charter4 ,its     
objects were thus described3    #8#a4   
,to continue with an improved           
constitution the ,college for women     
which has been carried on since #ahdi in
 ,bedford ,square1 ,london1 and has     
been known since the year #ahfj as      
,bedford ,college4    #8#b4 ,to provide 
thereby a liberal education for women1  
such education not  to extend beyond    
secular subjects4'    ,henceforth the   
management was vested in members of the 
college1 with a  ,council elected from  
the number and a ,president1 to be      
called the  ,visitor4 ,this office has  
been held successively by ,erasmus      
,darwin1 ,mark  ,pattison1 and ,miss    
,anna ,swanwick4    ,bedford1 like      

,queen's1 was happy in its founders1 but
 to none does it  owe more than to ,miss
 ,bostock4 ,after ,mrs4 ,reid's death   
she took over the  care of the college  
as a sacred trust1 devoting to it the   
greater part  of her time1 and helping  
it with money and good counsel4 ,happily
 she  lived to see the fruit of her     
labours1 and to know that ,bedford      
,college  had won an assured position   
through its connection with the ,london 
,university4    ,its beginnings1 like   
that of most women's institutions1 had  
to be  tentative4 ,the first lectures   
probably had a more popular character   
than  those now given2 and since they   
aimed rather at general culture than a  
systematic course of study1 ,literature1
 ,history1 and ,language would draw  the
 largest audiences4 ,but from the very  
first ,latin1 ,science1 and             
,mathematics were taught1 and the       
college remembers with due pride that   
,george ,eliot was a member of its      
earliest ,latin class4 ,at any rate the 

promoters were quite sure of their aims4
 ,the daring words1 #8a liberal         
education for women1' had been uttered  
without extenuation or apology4  ,but in
 those days ,bedford ,college stood     
alone1 with no academic body to  test   
its work and direct its curriculum4 ,nor
 was public opinion yet  fully ripe for 
a real ,university education for women4 
,bedford had to  wait another ten years 
before the opening of the ,london       
degrees came to  fix its position and   
define its studies4 ,they were not      
wasted years4 ,the  college was giving  
numbers of intelligent and eager girls  
their first  insight into real          
knowledge1 and teaching them to be      
dissatisfied with  narrow1 cramping     
instruction4 ,many of them have gone out
 into the world  to hand on the impulse 
and inspiration gained here1 and help to
  influence that public opinion which   
alone has made admission to the         
,universities possible4 ,in #ahgd the   
college was helped by a move to  better 

premises4 ,when in #ahgi ,london opened 
its degrees to women1 the  opportunity  
of ,bedford had come1 and it was ready  
to use it4 ,from this  date onward its  
history belongs to that of ,women's     
,university ,education4    ,these two   
earliest colleges may be regarded as not
 only pioneers but  also parent         
institutions4 ,they drew within the     
sphere of their influence  many of those
 women who were to train up the next    
generation4 ,among the  earliest pupils 
of the ,queen's ,college evening classes
 was ,miss ,buss1  who was already      
teaching in her mother's private school1
 and was  destined to found the first   
public school for girls4 ,she was one of
 the  first to win the governess        
diploma4 ,another was ,miss ,dorothea   
,beale1 so  well known for her work at  
,cheltenham4 ,she remained at ,queen's  
from #ahdi  to #ahef1 first teaching    
,mathematics1 then ,latin1 and          
afterwards in  charge of the school4 ,in
 #aheh she became ,principal of the     

,cheltenham  ,ladies' ,college1 which   
had already been at work for five years4
    ,the ,cheltenham ,college differed  
in its original idea from ,queen's and  
,bedford4 ,both these had been founded  
with the purpose of giving women  such  
advanced education as they were at that 
time capable of receiving1  and had     
gradually been compelled by the         
exigencies of the case to  provide for  
girls as well4 ,cheltenham1 though      
called a college in  imitation of the   
boys' college in that town and some     
other public  schools1 really aimed in  
the first instance at providing for     
girls  similar educational advantages to
 those which their brothers enjoyed in  
the same town4 ,as ,king's ,college had 
suggested ,queen's1 the boys'  college  
at ,cheltenham suggested the girls'4    
,twelve years elapsed between  the      
foundation of the two2 and ,queen's and 
,bedford were already pointing  the way 
when a small committee of enthusiasts   
met at the house of ,mr4  ,bellairs1 one

 of ,h4,m4 ,inspectors1 and drew up a   
prospectus1 inviting the  public to take
 shares in the new undertaking4 ,a      
day-school was all that  was at first   
contemplated1 and the subjects to be    
taught there were  described as ,holy   
,scripture and the ,liturgy1 history1   
geography1  grammar1 arithmetic1        
,french1 music1 drawing1 needlework4    
,german1  ,italian1 and dancing to be   
extras4 ,the proposal found favour4     
,shares to  the amount of about #bjjj   
were taken up1 a house hired1 and the   
new  venture started with good auspices1
 #hh pupils entering the first term1    
and the numbers soon going up to #abj4  
,it is not quite easy to understand  why
 this prosperous beginning was not      
followed up4 ,after a while the  numbers
 went down1 and the college seemed to be
 losing favour4 ,probably  it was ahead 
of local public opinion1 not yet abreast
 of ,north ,london1  where ,miss ,buss  
was already successfully at work4 ,the  
first years were  times of struggle1 and

 even the appointment of ,miss ,beale in
 #aheh did  not at once turn the scale4 
,after forty years of successful work in
 the  college1 ,miss ,beale can enjoy   
the pleasure of contrasting then and    
now4  ,some of her reminiscences throw a
 curious light on public opinion in the 
early fifties4 ,the curriculum1         
unpretentious as it seems1 proved too   
advanced4 ,parents objected to the      
thoroughness of the teaching1 and the   
time given to arithmetic and similar    
subjects4 ,some disliked the annual     
examination1 which was held to be       
unfeminine1 and the difficulty of       
obtaining good teachers was almost      
insuperable4 ,in regard to these ,miss  
,beale suffered through being ahead of  
her times4 ,she desired especially  two 
things3 that the teachers should be     
women1 for1 to quote her own  words1    
#8we think it essential to the right    
moral training of girls that  the whole 
internal discipline and much of the     
moral training should be  in the hands  

of ladies'2 and that they should be to  
some extent  specialists1 the only way  
to abolish the textbook cram and        
unintelligent  memory work then in vogue
 in girls' schools4 ,how she set out    
again and  again to seek for teachers1  
and how many a time she was             
disappointed1  she has herself recorded 
in her history of the college4 ,her     
efforts show  how hard it was to found a
 school before the reformation of the   
higher  education had given the         
necessary impetus from above4 ,it was a 
case of  making bricks without straw4   
,perhaps the practical difficulties in  
the way of finance were really the  most
 hampering1 for the founders had too    
little experience of these  matters2 and
 a ,mr4 ,brancker1 who as treasurer1 by 
readjusting the whole  system of fees1  
put the ,college on a sound financial   
basis1 may almost  count as its second  
founder4    ,in #ahfc1 five years after 
,miss ,beale took office1 some ,oxford  
examiners  were invited to inspect and  

report on the school4 ,this was a new   
departure2 it meant an acknowledgment of
 the connection which should  exist     
between girls' schools and the          
,universities4 ,a small thing in        
itself1 but typical of the many changes 
that the next five-and-twenty  years    
were to bring4    ,from this time onward
 the ,college was brought into close    
connection with  every educational      
reform in ,england2 and its history1    
like that of the  ,north ,london        
,collegiate1 presents in miniature the  
various changes of  this busy quarter of
 a century4 ,in #ahfc an informal       
examination was held  for girls in the  
papers of the ,cambridge ,local         
,examination4 ,this was the  beginning  
of a new departure1 and from that time  
forth preparation for  one or other of  
the local ,university examinations      
formed part of the  work of both        
schools4 ,in #ahff1 ,miss ,beale and    
,miss ,buss were called upon  to give   
evidence before the ,royal ,commission1 

and the plan of these two  schools was  
thus brought before the notice of the   
general public4 ,the  interest that     
resulted in all questions concerning the
 education of  girls reacted on these   
first schools4 ,for ,miss ,buss it won  
an endowment1  for ,cheltenham that     
recognition which means success4 ,it    
became possible  to raise the standard  
and enlarge the curriculum4             
,mathematics1 ,science1  ,latin and     
,greek1 were added to the prospectus4   
,applications from pupils  outside the  
town necessitated the opening of a      
boarding-house in #ahfd4  ,the ,college 
was fast outgrowing its first home2 then
 came a fresh  obstacle to overcome4    
,building had become essential1 but     
prejudice stood  in the way4 ,although  
good premises and beautiful surroundings
 have long  been regarded as essential  
for boys' schools and colleges and a    
really  important factor in the training
 given there1 the prejudice that any    
makeshift was good enough for girls has 

died hard1 if indeed it can even  now be
 called dead4 ,miss ,beale naturally    
desired to see the now  flourishing     
,college in adequate and beautiful      
buildings4 ,this seemed to  some of the 
governors too daring a departure4       
,however1 after many  struggles and     
defeats1 the party of progress carried  
the day4 ,the new  premises1 the nucleus
 of the present beautiful ,college      
buildings1 were  opened in #ahgc4 ,of   
course they had the effect of attracting
 additional  numbers2 and when three    
years later1 further extension became   
necessary1  it appeared that the        
,college had not merely outgrown its    
premises1 but  also its constitution4   
,the time had come to put it on a more  
lasting  basis4 ,at a meeting of        
shareholders it was decided to renounce 
all claim  on a profit1 and accept      
instead a right of nomination on each   
share1 as  is done at several boys'     
proprietary schools4 ,the whole income  
became  available for the payment of    

teachers1 the maintenance and           
improvement  of the buildings1 school   
furniture and apparatus4 ,the government
 was  placed in the hands of a council  
of twenty-four persons1 six being       
representative members chosen by the    
,bishop of the ,diocese1 the            
,universities of ,oxford1 ,cambridge1   
and ,london1 the ,lady ,principal and   
the staff of teachers1 while the        
remaining eighteen were elected by the  
shareholders4 ,the inclusion of women on
 this body has proved specially         
beneficial to the ,college4    ,by this 
time there were #ejj girls in the       
school1 and ten licensed                
boarding-houses4 ,many internal changes 
had taken place1 corresponding to  the  
changes in the world without4 ,the      
,cambridge ,local ,examinations had     
proved helpful in the early days1 and   
the establishment in #ahfh of the       
,cambridge ,higher ,local supplied a    
definite aim for the work of the  senior
 classes4 ,it has always been popular at

 ,cheltenham1 and over #ejj  girls have 
passed it from the ,college4 ,another   
impetus was given to work  by the       
institution of the special women's      
examination of the ,university  of      
,london2 during the nine years of its   
existence1 one-third of the  successful 
candidates came from ,cheltenham4 ,but  
it was the formal  opening of the       
,london degrees that led to the present 
complete  organisation of the ,college  
with its system of departments1 leading 
respectively to the ,oxford ,senior1    
,cambridge ,higher1 and ,london         
,university ,examinations4 ,by this time
 ,girton1 ,newnham1 and other women's   
colleges had come into existence4       
,cheltenham could send its pupils to    
continue their studies at the older     
,universities1 and the specialist       
teachers1 for whom ,miss ,beale had     
sighed in vain in the early days1 were  
now forthcoming4 ,fashion too was       
beginning to smile on those more        
serious studies which the ,college had  

so long pursued in the face of          
prejudice4 ,the time of struggle was    
over4 ,cheltenham was no longer in      
advance of the tide1 but moving         
harmoniously with it1 giving help and   
receiving it4    ,cheltenham ,college1  
as it now exists1 has certain           
peculiarities which  distinguish it from
 most of the girls' schools of the      
present day4  ,firstly1 it does not     
receive all comers1 but is distinctly   
intended for  the #8daughters of        
gentlemen1' and references in regard to 
social  standing are required before    
admission4 ,secondly1 it combines the   
functions of a day and boarding-school1 
by a system of boarding-houses  which   
belong to the ,council1 and are under   
the general control and  supervision of 
the ,principal4 ,thirdly1 it is not one 
large school1 but a  system of          
departments under separate heads1 all   
under the direction of  the ,principal4 
,division ,i4 is under ,miss ,beale     
herself4 ,the work is  directed towards3

 7#a7 the ,london ,degrees2 7#b7 the    
,cambridge ,higher  ,local2 7#c7 the    
,oxford ,senior and ,higher ,local      
,examinations4 ,this  division is the   
,college proper1 and is organised to    
some extent on  college lines4 ,division
 ,,ii4 has about #bjj pupils between    
twelve and  sixteen4 ,division ,,iii41  
the juvenile department1 has about #gj  
pupils  between seven and twelve4 ,below
 this comes the ,kindergarten4          
,by-students  may attend single courses 
of lectures as at ,queen's and ,bedford4
    ,cheltenham ,college is thus enabled
 from its own resources to take a  child
 straight from the nursery1 and after   
many years send her forth as  a         
full-fledged graduate of ,london        
,university4 ,it is neither to be       
expected nor desired that many girls    
should thus receive the whole of  their 
education under one roof1 but while some
 attend one department and  some        
another1 the ,college does in itself    
comprise the three stages of  education3

 primary1 secondary1 higher4 ,it has    
gone even further1 for it  takes an     
important part in the work of training  
teachers1 which has been  so largely    
developed of late years4 ,the training  
department has three  distinct          
divisions1 in which teachers are        
prepared for ,kindergarten1  ,secondary1
 and ,public ,elementary ,schools4 ,the 
#8,hall of ,residence1' which  is       
growing so much in favour now1 is also  
represented at ,cheltenham by  ,st4     
,hilda's1 a residential college for     
students over eighteen1 and in          
particular the twenty foundationers who 
are intending teachers and are  received
 at reduced fees4 ,finally1 the ,old    
,girls' ,guild with its eleven  hundred 
members all over the world1 its ,college
 ,settlement in the ,east  ,end of      
,london1 and its biennial meetings at   
,cheltenham1 keeps the  ,college in     
constant touch with the work1 social1   
philanthropic1 and  professional1 that  
is being done by women at the present   

day4    ,the ,cheltenham ,college has   
become a little world of itself4 ,it    
presents  in miniature each of the      
developments in women's education which 
has  taken place in the last fifty      
years4 ,the dignity of its beautiful    
buildings1 the ideals which take visible
 form in the statues of  representative 
women1 and the stained-glass            
presentations of ,scripture  characters 
and female virtues1 seem to link it to  
the past2 the energy  and enthusiasm of 
its ,principal1 and the full tide of    
life that pulses  through the whole1    
assure its place in the future of girls'
 education4                             
,,chapter ,,iii                         
,,light ,,in ,,dark ,,places      ,the  
fifties had witnessed the rise of these 
earliest colleges1 and given  hope to a 
little band of reformers whose efforts  
on behalf of light and  progress were   
the chief feature of the sixties4 ,never
 was a reform  happier in its advocates4
 ,frances ,buss1 dreaming1 while yet in 

her  teens1 of giving to future         
generations of girls that public school 
life  which had been denied to her2     
,anne ,clough1 recording in her early   
diary  the longing to do her country    
some great service2 ,emily ,davies1     
devoting  all her thought and energy to 
making that dream of a women's college a
  reality2 ,dorothea ,beale1 struggling 
against opposition and prejudice to     
build up the wonderful organisation at  
,cheltenham--these were some of the     
pioneers whose names have become as     
household words1 whose portraits  hang  
in many a home even beyond the seas1 the
 patron saints of our girl  students4   
,side by side with these worked others1 
both men and women1 who had come  to    
realise the deplorable condition of     
girls' education4 ,on the one  hand1    
complaints were heard of their          
incompetence in domestic matters4       
#8,they cannot keep house accounts1'    
says one writer2 #8they neither can     
make puddings nor direct servants in    

making them2 they cannot make or  mend  
their clothes2 in a sick-room they are  
either so nervous or so  senseless that 
their presence is worse than useless4'  
,on the other1 we  hear of the terrible 
strain consequent on what was by curious
 irony  called over-education--girls    
sitting at their books or piano from    
morning  to night1 loading their        
memories with undigested facts4 ,both   
evils  proceeded from the same cause4   
#8,everything that is taught is taught  
dogmatically1 and consequently the      
powers of research1 inquiry1  analysis1 
and reason either are altogether crushed
 out or rust from want  of use4'#aa     
,at this time public schools for girls  
were practically unknown4 ,teaching  was
 no profession for women--it was the    
acknowledged resource of the            
middle-aged spinster left penniless by  
her father1 or the widow whose  husband 
had made ducks and drakes of the money4 
,it was the one thing  that anybody     
could do1 since it required neither     

knowledge nor  experience4 ,all that was
 necessary was to hire a house1 with a  
little  saved or borrowed capital1 and  
put up a brass plate on the door1       
announcing the existence of a select    
establishment for young ladies4  ,each  
schoolmistress did what seemed good in  
her own eyes or those of her  pupils'   
parents1 and though1 when the principal 
was herself a cultivated  woman1 she    
often inspired her pupils with a love of
 books that remained  with them in after
 years1 these cases were the exceptions4
 ,the condition  of the great mass of   
cheap day-schools was deplorable4    ,an
 attempt to penetrate beyond these      
brass-plated doors was made by  ,madame 
,bodichon1 who as ,barbara ,leigh ,smith
 had attended some of the  earliest     
classes at ,bedford ,college4 ,the      
results of her inquiry were  given to   
the ,social ,science ,congress at       
,glasgow in #ahfj4 ,she strongly        
denounced the little cheap private      
day-schools1 academies1 and such  like1 

#8often conducted by broken-down        
trades-people1 who failing in  gaining a
 livelihood in a good trade1 take in    
despair to what is justly  considered1  
in consequence of the competition of the
 schools assisted by  government1 as a  
very bad business4' ,happily1 times have
 changed1 and we  can afford to smile at
 the picture of these #8genteel'        
establishments1  with their             
#8insufficient room and ventilation1'   
where the young ladies  were taught     
about the #8four elements1 earth1 air1  
fire1 and water1' and1  shutting their  
eyes and their windows1 studied the     
wonders of nature in  little cheap      
catechisms4    ,some test for           
distinguishing good schools from bad    
ones seemed desirable  in the best      
interests of teachers and pupils4 ,in   
#aheg and #aheh ,oxford  and ,cambridge 
had instituted local examinations for   
young persons not  members of the       
,universities4 ,these had proved useful 
in raising the  standard of middle-class

 education1 giving an aim and a stimulus
 to  small schools4 ,why not do the same
 for girls8 ,it was decided to make the 
attempt4 ,in ,october #ahfb a small     
committee was formed in ,london1 with   
,miss ,emily ,davies as secretary4      
,permission was asked and given to      
conduct an informal examination for     
girls with the same papers as were  set 
to the boys4 ,the examiners looked over 
the answers and reported on  them4 ,the 
results were somewhat startling4 ,out of
 forty senior  candidates thirty-four   
failed in preliminary arithmetic4 ,the  
juniors did  a little better4 ,the      
average work in ,english was pronounced 
fair1 and in  grammar very good4 ,french
 did not compare unfavourably with the  
boys4 ,in  ,german only twelve          
candidates presented themselves2 all    
passed--three  with distinction4 ,not   
such a bad record after all1 but of     
course it was  only the progressive     
schools that were represented4 ,these   
learned that  they must look to their   

arithmetic1 and they did so with        
excellent  results4 ,both the successes 
and the failures showed the value of the
  experiment1 and it was resolved to    
repeat it4 ,a memorial was sent to the  
,vice-,chancellor of ,cambridge1 signed 
by more than a thousand persons  engaged
 in teaching or interested in education4
 ,the result was the  formal admission  
of girls to these examinations4 ,in     
#ahfe they were held  at six places3    
,brighton1 ,bristol1 ,cambridge1        
,manchester1 ,london1 and  ,sheffield4  
,a hundred and twenty-six candidates    
entered2 ninety passed4 ,a  great       
advance had been made in two years4     
,arithmetic was no longer a             
stumbling-block4 ,out of the whole      
number of candidates only three failed  
in it4 ,english history came in for a   
share of praise4 #8,the examiners       
thought the style of the girls' replies 
better than that of the boys4'  #8,the  
answers of the senior and junior girls  
were orderly and methodical1  and the   

writing and expression good4 ,the papers
 of many gave proof of  care and ability
 on the part of both teacher and        
scholar1' and more to  the same effect4 
,in #ahff there were two hundred and two
 girls at ten  centres4 ,this time the  
report was even more satisfactory4      
,these results were most valuable4 ,they
 proved that there must be many  good   
schools in the country1 and some        
teachers who could learn from the       
success and failure of their pupils4 ,no
 time could have been more  opportune   
for this experiment1 for just then a    
,royal ,commission was  making an       
inquiry into all the schools that had   
not been included in the  ,popular      
,education ,commission1 or that which   
examined into the nine great  public    
schools4 ,this really meant a general   
survey of boys' secondary  education2   
and to boys it would have been confined1
 had it not been for  those same        
energetic women who had inaugurated the 
reform of girls'  education4 ,here was  

an opportunity not to be missed4 ,once  
more  signatures were collected for a   
memorial1 this time to beg for the      
inclusion of girls' schools in the scope
 of the inquiry4 ,this was  granted1 and
 consent given to the admission of a few
 ladies to give  evidence4 ,some        
trepidation was felt at so novel a      
proceeding4 ,thirty  years later1 when  
another such ,commission was appointed1 
and women were  included among the      
,commissioners1 their appointment caused
 less remark  than the invitation given 
in #ahfe to a few ladies to give        
information on  a subject on which none 
were better qualified to speak4 ,so     
quickly has  public opinion changed6    
,nine ladies gave evidence before the   
,commission4 ,the most valuable         
testimony came from ,miss ,buss1 at that
 time head of a large private  school1  
,miss ,beale1 ,principal of ,cheltenham 
,college1 and ,miss ,emily  ,davies1 who
 was taking so active a part in all     
reforms that concerned  girls4 ,eight   

,assistant ,commissioners were requested
 to make special  inquiries as to the   
girls' schools in selected districts4   
,their task  proved no easy one4 ,the   
request to be allowed to inspect schools
 or  procure information about them by  
other means was met sometimes by        
indignant refusal1 at others by a       
silence as eloquent4 ,however1 in spite 
of difficulties1 it proved possible to  
obtain returns from a good number  and  
examine some more or less thoroughly4   
,since the assumption seems  fair that  
it was the superior schools which were  
most ready for  inspection1 the reports 
must be read with the mental addition of
 an even  worse state of things behind  
that remained unrevealed4 ,at any rate1 
there was enough to make out a case for 
action4    ,the report which was issued 
in #ahfg summarised the impression      
formed by  the ,assistant               
,commissioners4 #8,it cannot be denied  
that the picture  brought before us of  
the state of middle-class female        

education is1 on  the whole1            
unfavourable4 ,the general deficiency in
 girls' education is  stated with the   
utmost confidence1 and with entire      
agreement1 with  whatever difference of 
words1 by many witnesses of authority4  
,want of  thoroughness and foundation2  
want of system2 slovenliness and showy  
superficiality2 inattention to          
rudiments2 undue time given to          
accomplishments1 and those not taught   
intelligently or in any scientific      
manner2 want of organisation--these may 
sufficiently indicate the  character of 
the complaints we have received in their
 most general  aspect4 ,it is needless  
to observe that the same complaints     
apply to a  great extent to boys'       
education4 ,but1 on the whole1 the      
evidence is  clear that1 not as they    
might be but as they are1 the girls'    
schools are  inferior in this view to   
the boys' schools4' ,mr4 ,norris1 one of
 the  ,assistant ,commissioners1 says3  
#8,we find1 as a rule1 a very small     

amount  of professional skill1 an       
inferior set of school-books1 a vast    
deal of  dry1 uninteresting task-work1  
rules put into the memory with no       
explanation of their principles1 no     
system of examination worthy of the     
name1 a very false estimate of the      
relative value of the several kinds  of 
acquirement1 a reference to effect      
rather than to solid worth1 a  tendency 
to fill or adorn rather than strengthen 
the mind4'    ,there is unanimous       
testimony as to the undue amount of time
 given to  accomplishments1 music in    
particular4 ,there are some elaborate   
calculations as to the total number of  
hours spent on acquiring a  mechanical  
skill on the piano1 though about a third
 of the pupils never  make the slightest
 use of it after they have left school4 
,the music  played is bad2 there is     
little training for the taste and none  
for the  mind in this study to which    
girls devote almost as much time as     
their  brothers do to classics4 ,next to

 music modern languages absorbed most of
  the time and energies of the pupils1  
and yet the ,commissioners  unanimously 
report with severity on the results     
attained4 ,very few girls  could compose
 a ,french sentence correctly2 slipshod 
grammar and bad  pronunciation are      
noted1 and set down to the habit of     
speaking ,french  out of school hours1  
by which a sort of jargon was developed 
incomprehensible to an outsider1 and not
 even up to the standard of             
,stratford-atte-,bowe4 ,on the subject  
of ,science ,mr4 ,fitch wrote3 #8,few   
things are sadder than to see how the   
sublimest of all physical sciences  is  
vulgarised in ladies' schools4 ,no      
subject1 if properly taught1 is  better 
calculated to exalt the imagination and 
to kindle large thoughts  in a pupils   
mind4 ,yet all the grandeur and vastness
 are eliminated from  the study of      
,astronomy as commonly pursued2 and the 
pupils whose  attention has never been  
directed to any one of the great laws by

 which  the universe is governed1 think 
they are learning astronomy when they   
are twisting a globe round and round1   
and solving a few problems in  latitude 
and longitude4'    ,arithmetic comes in 
for the worst censure4 ,it is spoken of 
as #8the weak  point in women teachers4'
 #8,it would be an affectation of       
politeness1'  says ,mr4 ,hammond1 to say
 a word on behalf of the arithmetic     
taught by  ladies4 ,it is always meagre 
and almost always unintelligent4' ,the  
school-books receive almost unqualified 
abuse1 in particular ,mangnall's        
,questions and #8all the noxious brood  
of catechisms4' ,history and            
#8miscellaneous subjects' are too often 
taught from these1 geography and        
grammar from wretched little text-books1
 all the sciences in the course  of a   
few lectures4 ,now and then a word of   
praise is given to ,english  literature 
and composition1 e4g41 #8,english       
literature occupies a more  prominent   
position in the education of girls than 

of boys4444 ,the object  of the lessons 
is to exercise the memory and to        
cultivate the  imagination of the       
scholars2 their most beneficial result  
is observable  in the style of          
composition acquired by girls at a      
comparatively early  age4 ,whereas a boy
 of fifteen hardly ever succeeds in     
putting together  half a dozen readable 
sentences1 a girl of the same age often 
writes  with much freedom and           
fluency4444 ,a bundle of letters written
 by girls  of seventeen or eighteen     
afforded me real pleasure2 many of these
 were  well conceived and well          
expressed1 and they presented a variety 
of style  and subject which proved that 
they were not manufactured to order or  
cast in any stereotyped mould4'#ab      
,one of the most serious defects is the 
lack of all physical training1  while   
attempts are made to combine exercise   
and instruction1 e4g4 by  repeating     
,french verbs when out walking1 thus    
achieving neither result                

satisfactorily4    ,not only were the   
,commissioners of one mind in their     
strictures1 but  there is a striking    
unanimity about their recommendations4  
,mr4 ,giffard's  lucid summary may be   
taken as also representing the views of 
his  colleagues3 #8,if ,i were to sum up
 the impression ,i derived from my      
visits  to girls' schools1 ,i should    
say1 7#a7 that the mental training of   
the  best girls' schools is unmistakably
 inferior to that of the best boys'     
schools2 7#b7 that there is no natural  
inaptitude in girls to deal with  any of
 the subjects which form the staple of a
 boy's education2 7#c7 that  there is no
 disinclination on the part of the      
majority of teachers to  assimilate the 
studies of girls to those of boys2 7#d7 
that the present  inferiority of girls' 
training is due to the despotism of     
fashion1 or1  in other words1 the       
despotism of parents or guardians4'     
,there is a general consensus of opinion
 on the following points3--    #a4 ,most

 girls' schools are too small4          
#8,there is little life1 no collective  
instruction1 and nothing to call  forth 
the best powers of either teacher or    
learner in a school where  each class   
consists of two or three pupils         
only4'--7,mr4 ,fitch47    #b4 ,they lack
 proper organisation4    #8,there is a  
certain number of classes or of girls   
learning particular  things1 but there  
is neither any definite course of       
studies nor any  grouping of classes1 so
 as to play into one another4'--7,mr4   
,bryce47    #c4 ,want of proper         
proportion in arranging subjects4    #d4
 ,poor quality of the teaching1 due to  
the inferior education of the  teachers 
themselves4    #e4 ,lack of an external 
standard to act as a stimulus to the    
learner and  help to the teacher4       
,mr4 ,bryce's recommendations are of    
special interest1 since they mark out   
the lines on which the chief reforms    
have proceeded4 ,they are these3--      
#a4 ,the establishment of schools for   

girls under proper authority and        
supervision4 #8,it would be at all      
events most desirable to provide in     
every town large enough to be worthy of 
a grammar school a day school  for      
girls1 under public management1 where a 
plain1 sound education  should be       
offered at the lowest prices 7from #e   
per annum or upwards7  compatible with  
the provision of good salaries for      
teachers1 and which  should be regularly
 examined by competent persons thereto  
appointed4'    #b4 ,considerable changes
 in the course of instruction for girls 
of all  classes4 #8,it would be proper  
to lay more stress upon arithmetic1 to  
introduce mathematics everywhere1 and   
,latin where there is a fair  prospect  
of a girl's being able to spend four    
hours a week upon it for  three years4' 
#c4 ,the foundation of institutions     
which should give to women the same     
opportunity of obtaining higher         
education which the ,universities give  
to  boys4 ,the lack of this higher      

training injures the school education by
  lowering its tone1 and opening up no  
wider field of knowledge to the  more   
studious and eager scholars4 ,an even   
worse result is #8the low  standard of  
education and of knowledge about        
education among  schoolmistresses and   
governesses4'444 #8,it is from the      
advent of more  highly educated teachers
 that the first improvement in the      
education of  girls is to be hoped for4'
    ,such was the verdict of this famous
 ,commission1 whose #8revelations' have 
figured in so many prizegiving speeches4
 ,the report filled twenty stout        
volumes1 which were duly relegated to   
their place on official shelves1  to    
accumulate dust2 and there1 thirty years
 after1 they have been joined  by the   
nine volumes drawn up by our latest     
educational ,commission4 ,truly  has it 
been said that the best way to shelve a 
question in ,england is to  let a ,royal
 ,commission sit upon it4 ,but even a   
,royal ,commission and a  twenty-volume 

report could not shelve the subject of  
girls' education2  the reformers were   
too much in earnest4 ,miss ,beale       
extracted from these  ponderous blue    
tomes all that related to girls1 and    
reprinted it in a  compact little       
volume4 ,even before its appearance     
action had been taken4  ,the ,cambridge 
,local ,examinations had drawn          
schoolmistresses together and  given    
them a common interest4 ,they now began 
to form associations in  different parts
 of the country4 ,one was started in    
,london1 with ,miss  ,buss as ,president
 and ,miss ,davies as ,secretary4 ,the  
,north of ,england  proved a specially  
congenial sphere for this form of union4
 ,the ,ladies'  ,honorary ,council of   
the ,yorkshire ,board of ,education was 
an outcome of  the introduction into    
that county of the ,local ,examinations1
 but it soon  extended its operations   
over wider fields1 e4g4 domestic economy
 and  sanitary science1 as well as the  
extension of endowments to girls4       

,even more far-reaching in its results  
was the ,north of ,england ,council4    
,this too originated in                 
,schoolmistresses' associations1 among  
which ,miss  ,a4 ,j4 ,clough was a      
moving spirit4 ,in #ahfe she contributed
 to  ,macmillan's ,magazine an article  
setting forth certain schemes for       
improving girls' education4 ,one of     
these was to establish in other large   
towns courses of lectures similar to    
those given at ,queen's and ,bedford    
,colleges1 to be attended by the older  
pupils from schools and by  teachers4   
,co-operation between several towns     
would make it possible to  engage really
 able lecturers from ,oxford and        
,cambridge4 ,the experiment  was first  
tried at ,liverpool1 and spread to      
,manchester1 ,leeds1 and  ,sheffield4   
,associations were formed in these four 
towns1 and by the  election of two      
representatives from each1 the #8,north 
of ,england ,council  for ,promoting the
 ,higher ,education of ,women' was      

constituted in #ahfg1  with ,miss       
,clough as secretary and ,mrs4 ,butler  
as president4 ,the lectures  proved a   
phenomenal success4 ,in the autumn of   
#ahfh the numbers of the  combined      
audiences in nine towns amounted to     
#aejj1 and ,mr4 ,f4 ,myers  writing of  
them in ,macmillan1 enumerated their    
advantages thus3    #8#a4 ,they contain 
within themselves the germ of university
 extension4    #8#b4 ,they confront     
young women in a reasonable manner with 
reasonable  men4    #8#c4 ,they         
encourage and help governesses1 who     
attend in large numbers1  and are glad  
to have good teaching and to know of the
 best books4    #8#d4 ,they form a      
nucleus for educational libraries and   
for the  friendships of fellow-students4
    #8#e4 ,they pay4'    ,these lectures
 were in actual fact the beginning of   
,university  ,extension1 but the work of
 the ,north of ,england ,council did not
 stop  here4 ,a further aim for study   
was needed1 and some more advanced      

examination than those for girls under  
eighteen1 if women were to be  qualified
 to instruct girls in anything but      
elementary subjects4 ,a  petition was   
drawn up and sent to ,cambridge with the
 signatures of over  #fjj ladies engaged
 in teaching1 #cjj interested in it1 and
 six members of  the late ,schools'     
,inquiry ,commission4 ,they pointed out 
#8the great want  which is felt by women
 of the upper and middle classes1       
particularly by  those engaged in       
teaching1 of higher examinations        
suitable to their own  needs4' ,the     
petition was granted1 and the first     
,women's ,examination held  in #ahfi4   
,looking back on these past days now    
that it is the fashion to decry         
examination as the death of education1  
it is interesting to realise what  this 
much abused system really did to give it
 fresh life4 ,the ,cambridge  ,senior   
and ,junior ,locals were the first link 
established between girls'  schools and 
the university1 and it would be         

difficult to over-estimate  their value 
in this period of chaos4 ,their utility 
was recognised at  once4 ,they spread   
all over the country and to the         
colonies2 and they are  widely used by  
schools1 both public and private1 and by
 children working  with governesses at  
home4 ,edinburgh and ,durham soon       
followed suit in the  admission of      
girls1 and in #ahgj ,oxford too         
relented4 ,london did its part  by      
instituting a special ,women's          
,examination on the lines of            
,matriculation1 and in #ahfi that of    
,cambridge was held for the first  time4
 ,these were the germs of future        
developments4 ,at ,london the way was   
paved for opening the degrees to women2 
the ,cambridge ,women's  ,examination   
led to the foundation of ,newnham4      
,to some extent the work of these       
examinations is done4 ,conditions have  
changed2 and the establishment of the   
,oxford and ,cambridge ,joint ,board1   
and the opening of the universities to  

women have removed the necessity  for   
this kind of examination in schools of  
the first grade4 ,but in small  private1
 and in middle-grade schools1 and for   
children working with  governesses at   
home1 they are still of distinct use1   
and their  popularity does not seem to  
diminish1 if numbers are any test4      
,should  they ever become needless1     
owing to a more perfect school          
organisation1  we must still hold their 
memory in respect1 for they can show a  
good  record4 ,it is their merit that at
 a time when no schoolmistress had a    
,college training and no ,university    
examiner ever entered a girls'  school1 
they supplied a slender link between the
 school and the  university1 and when   
there was no standard for girls'        
education1 and  often neither           
organisation nor curriculum1 they did   
afford an aim and a  stimulus1 which1 if
 not absolutely the best1 proved at any 
rate  trustworthy guides4 ,if           
examination is not education it has     

often led to  it1 and never more        
successfully than in the case of girls  
and women4                              
,,chapter ,,iv                          
,,the ,,high ,,schools      ,the ,report
 of the ,schools' ,inquiry ,commission  
in #ahfg served as a  revelation1 for it
 brought home to the general public the 
exceedingly  unsatisfactory condition of
 middle-class education for both boys   
and  girls4 ,its immediate outcome was  
an examination and redistribution of    
endowments1 in which for the first time 
the claims of girls were  considered4   
,but it was evident that even the most  
judicious application  of existing      
endowments could not suffice to fill all
 the educational  gaps in the country4  
,the ,commissioners had therefore       
included among  their recommendations   
the following3--#a4 ,to offer           
proprietary and private  schools the    
same inspection and examination as were 
required in public  schools1 and to make
 their position more assured by a system

 of school  registration4 #b4 ,to give  
power to towns and parishes to rate     
themselves  for the establishment of new
 schools4 ,these suggestions remained a 
pious  opinion1 for no action was       
officially taken1 but 7as so often      
happens in  ,england7 private enterprise
 stepped in1 and compensated for public 
laxness4 ,the inquiry had done good     
service in throwing light on the        
inefficient condition of small and cheap
 private schools for girls1 of  which   
there were such large numbers in the    
country4 ,clearly what was  wanted was a
 system of schools large enough to      
permit of low fees and  satisfactory    
grading4 ,much of the evidence had been 
negative1 and showed  what to avoid4    
,happily there were a few schools in    
existence which could  serve as beacon  
lights4 ,of these the ,north ,london    
,collegiate and the  ,cheltenham        
,ladies' ,college took the first rank4  
,the former1 though  really a large     
private school1 had been organised by   

,miss ,buss on public  lines1 with a    
view to being ultimately placed on a    
sound and permanent  footing4 ,the      
latter was a large proprietary school1  
so planned as to be  in no need of      
public money4 ,both ,miss ,buss and     
,miss ,beale were unanimous  in urging  
the establishment of large public       
schools for girls4 ,speaking  of        
,london1 ,miss ,buss had said1 #8,i     
think1 in the first place1 there are    
scarcely any good schools2 in the next  
place1 there are very few good          
teachers2 and in the third place1 there 
is no motive offered to the  girls for  
study nor to their parents to keep them 
at school4' ,miss ,beale  considered    
that schools were preferable to private 
teaching at home1  because one person   
could not be mistress of all the        
subjects to be  taught1 #8and a good    
teacher can scarcely continue so when   
condemned to  the monotony of the       
ordinary private school-room4' ,small   
schools could  not be properly graded   

except when very high fees permitted of 
small  classes4    ,large day-schools   
with low fees for girls were called for4
 ,this much was  agreed on1 but where   
was the necessary capital to be found8  
,among the  public-spirited men and     
women who set themselves to answer this 
question1 the foremost place belongs to 
,mrs4 ,william ,grey4 ,she had for  some
 time been working to get a share of    
educational endowments for  girls4      
#8,let me remind you1' she wrote at this
 time1 #8that while there  are in or    
near ,london alone the magnificent      
first-grade endowed schools  for boys of
 the ,charterhouse1 ,merchant ,taylors1 
,st4 ,paul's1 ,harrow1 and  ,eton1      
besides ,king's ,college and ,university
 ,college schools1 there is  not in the 
whole of ,london an endowed school of a 
similar class for  girls1 and that while
 the proportion of educational          
endowments for girls  to those for boys 
is as #a3ib1 the proportion of women    
supporting  themselves is to men as     

#a3g4ai2 that is1 to quote the words of 
,mr4  ,william ,brook1 8seven times as  
many men are employed as women1 but men 
have ninety-two times as much money as  
women1 to arm1 equip1 and qualify       
themselves for the battle of life40'    
,failing endowments1 or even side by    
side with them1 capital must be         
obtained from other sources3 this was   
the problem which had now to be  faced4 
,on ,may #cast1 #ahga1 ,mrs4 ,grey read 
a paper before the ,society of  ,arts on
 the ,education of ,women4 ,she         
described its extremely  unsatisfactory 
condition1 and suggested three remedies4
 7#a7 ,the creation  of a sounder public
 opinion respecting the need and        
obligation of  educating women4 7#b7    
,the redistribution of educational      
endowments so as  to give a fair share  
of them to girls4 7#c7 ,the improvement 
of female  teachers by their examination
 and registration according to fixed    
standards4    ,in the following         
,october1 at the ,social ,science       

,congress at ,leeds1 she  proposed the  
establishment of a national ,union for  
the improvement of  the education of    
women of all classes4 ,its objects      
should be--7#a7 ,to  enlighten the      
public mind1 through meetings and       
lectures throughout the  country1 on the
 present state of female education1 on  
the national  importance of improving   
it1 and on the measures required for    
that end4  7#b7 ,to collect and         
disseminate information respecting the  
best methods  of education1 the         
comparative advantages of large and     
small schools1 the  influence of        
endowments1 and generally all questions 
connected with the  training of girls4  
7#c7 ,to promote measures for the better
 training of  female teachers1 and      
especially for their examination and    
registration  by fixed standards1 so as 
to secure a measure of competency4 7#d7 
,to  assist the formation of councils   
similar to the ,north of ,england       
,council  for the ,education of ,women  

in other divisions of the country1 and1 
while  endeavouring to multiply local   
centres of activity1 to afford all      
workers in the same cause a common bond 
of union1 and a means of                
intercommunication and combined action4 
,the proposal was favourably received2  
#cjj names were at once given in  for   
membership1 and a provisional committee 
formed4 ,individual  subscriptions were 
fixed at five shillings2 and an         
affiliation fee of  not less than a     
guinea annually entitled corporate      
associations to be  represented on the  
annual general council1 and to all the  
privileges of  membership4 ,this        
,national ,union supplied a real need4  
,members poured in  fast4 ,the ,princess
 ,louise consented to become president1 
and the roll of  vice-presidents was a  
distinguished one4 ,branch unions were  
formed1 and  associations already       
existing at ,belfast1 ,dublin1          
,birmingham1 ,cambridge1  ,clifton1     
,falmouth1 ,guernsey1 ,huddersfield1    

,norwich1 ,plymouth1  ,northampton1     
,wakefield1 ,winchester1 and ,windsor   
were brought into  membership with the  
,union4 ,many of the ,schoolmistresses' 
,associations  sought affiliation3 the  
,ladies' ,council of the ,yorkshire     
,board of  ,education1 and the ,north of
 ,england ,council also joined the      
,union1 and  consented to appoint       
representatives to the central          
committee4 ,with  admirably organised   
machinery directed by knowledge and     
enthusiasm1  great reforms seemed       
possible1 and in #ahgb the ,union       
proceeded to its  first piece of        
constructive work1 the establishment of 
the ,girls' ,public  ,day ,school       
,company4    ,proceedings were          
inaugurated at a meeting at the ,albert 
,hall1 with ,lord  ,lyttelton in the    
chair4 ,proposals were brought forward  
for starting a  shareholding company    
#8for the purpose of establishing and   
maintaining in  ,london and the         
provinces superior day-schools1 at a    

moderate cost1 for  girls of all classes
 above those provided for by the        
,elementary  ,education ,act4' ,a       
capital of #ab1jjj was to be raised in  
#bdjj shares of  #e each4 ,the proposal 
found favour1 prospectuses were sent    
out1  accompanied by a letter from      
,princess ,louise2 #hjj shares were at  
once  taken up1 and the company was     
floated4 ,among the earliest members of 
its  council were the ,marquis of       
,lorne1 the ,dowager ,lady ,stanley of  
,alderley1  ,sir ,j4 ,k4 ,shuttleworth1 
,mrs4 ,william ,grey1 ,miss ,mary       
,gurney1 and ,miss  ,shirreff1 ,sir     
,douglas ,galton1 ,k4,c4,b41 and ,mr4   
,c4 ,s4 ,roundell4    ,the next step was
 to open schools1 and ,chelsea was      
chosen as the scene  of the first       
experiment4 ,miss ,porter was appointed 
head-mistress1 and a  suitable house was
 hired4 ,the school began with          
twenty-five girls1 and  rapidly         
increased4 ,a few months later a second 
one was opened at ,notting  ,hill with  

,miss ,jones as head4 ,for these first  
experimental schools no  shares were    
specially taken up in the neighbourhood4
 ,in future1 any  place that wished for 
a high school was usually required to   
take up a  certain number1 as a definite
 assurance of local interest4 ,croydon  
was  opened on these conditions in      
#ahgd1 with twenty pupils4 ,then        
followed1  in #ahge1 ,clapham1 ,hackney1
 ,bath1 ,oxford1 and ,nottingham2 in    
#ahgf1  ,brighton1 ,gateshead1 and ,st4 
,john's ,wood2 in #ahgh1 ,dulwich1      
,ipswich1  ,maida ,vale1 ,sheffield4 ,at
 present the schools number thirty-four4
 ,they  are at ,bath1 ,blackheath1      
,brighton1 ,bromley1 ,carlisle1 ,clapham
 7,high and  ,modern71 ,clapton1        
,croydon1 ,dover1 ,dulwich1 ,gateshead1 
,highbury1 ,ipswich1  ,kensington1      
,liverpool1 ,east ,liverpool1 ,maida    
,vale1 ,newcastle1 ,norwich1            
,nottingham1 ,notting ,hill1 ,oxford1   
,portsmouth1 ,east ,putney1 ,sheffield1 
,shrewsbury1 ,south ,hampstead1         

,streatham ,hill1 ,sutton1 ,sydenham1   
,tunbridge  ,wells1 ,wimbledon1 ,york4  
,the fees are3 for pupils under ten     
years of age1 #aj1 #ajs4 a year2        
entering the school between ten and     
thirteen1 or remaining after ten1  #ac1 
#ajs4 a year2 entering after thirteen1  
#af1 #ajs4 a year4 ,the company  is on a
 sound financial basis1 since the larger
 and more flourishing  schools make up  
for the deficiencies of the smaller     
ones4 ,until #ahif a  dividend of five  
per cent4 was paid1 now limited by      
resolution of the  shareholders to four 
per cent4 ,the capital has been         
increased to  #aej1jjj4    ,meantime    
similar schools were springing up all   
over the country4 ,at  ,plymouth one was
 started by a local branch of the       
,national ,union1 at  ,huddersfield by a
 local company1 at ,southampton by the  
,hampshire  ,association1 at ,manchester
 by private subscription1 at ,bradford  
by an  endowment4 ,the impulse given by 
the ,union and its pioneer schools was  

felt everywhere1 and it seemed as though
 before long every large town in        
,england would have a proprietary or    
public school for girls4 ,a rival       
company was founded in #ahhc4 ,the      
,church ,schools ,company differed from 
the ,girls' ,public ,day ,school        
,company in making definite ,church     
teaching  one of its objects1 while the 
religious instruction of the ,girls'    
,public  ,day ,school ,company had      
always aimed at being1 as far as        
possible1  undenominational4 ,the       
promoters of the ,church ,schools       
thought that as  there was room for     
voluntary schools side by side with     
board schools1 so  there might also be  
scope for ,church ,high ,schools in     
spite of the  existence of the ,girls'  
,public ,day ,school ,company4 ,their   
original  proposal was to start schools 
of various grades for boys and girls    
above  the class attending elementary   
schools1 where a general education      
should  be given1 in accordance with the

 principles of the ,church of ,england1 
at  a moderate cost4    ,a beginning was
 made with day-schools for girls1 and   
hitherto little  else has been done4 ,it
 is probable that this ,church ,company 
did1 to some  extent1 meet a need1 but  
it was not a very large one4 ,the       
majority of  the ,church of ,england    
parents are perfectly satisfied with the
 religious  instruction of the ,girls'  
,public ,day ,school ,company schools1  
and the new  schools drew their pupils1 
not so much by an appeal to those who   
disapproved on principle of the existing
 high schools1 as by  establishing      
themselves in towns which the other     
company had not  entered4 ,naturally    
they appealed to a smaller class1 and   
can never  expect to attain the numbers 
of the undenominational high schools4   
,hence  they have always been1 to some  
extent1 hampered1 for though the company
  is financially sound1 and gives a     
small dividend to shareholders1 it has  
had to economise very severely in the   

matter of salaries and buildings4  ,this
 must always re-act to some extent on   
the education1 and it is  probably for  
this reason that these ,church ,schools 
have never attained  the high position  
of their rivals4 ,the fees paid vary    
according to the  locality1 some being  
as low as #d1 #ds41 others as high as   
#ah1 #ahs42 #i1  #is4 to #ab1 #abs4     
seems the commonest fee4 ,many of the   
schools are very  small4 ,at present the
 number is twenty-six1 and they are     
situated at  ,bournemouth1 ,brighton1   
,bury ,st4 ,edmunds1 ,derby1 ,dewsbury1 
,durham1  ,gloucester1 ,guildford1      
,hull1 ,kendal1 ,kensington1 ,leicester1
  ,newcastle-on-,tyne1 ,northampton1    
,reading1 ,reigate1 ,richmond1 ,st4     
,albans1  ,streatham1 ,stroud ,green1   
,sunderland1 ,surbiton1 ,wigan1         
,woolwich1 ,great  ,yarmouth1 ,york4    
,high ,schools can now trace back their 
history for a quarter of a  century4 ,in
 that time more than a hundred have been
 founded in ,england4  ,they have become

 the typical girls' schools of this     
country1 private  schools have been     
organised on the same lines1 and the    
scheme of large  day schools with no    
distinction of class1 giving a good     
education at a  low fee1 has been almost
 universally accepted4 ,it seems so     
simple and  natural1 that it is hard to 
realise that twenty-five years ago it   
was a  strange and therefore a dangerous
 innovation4 ,after all what do we mean 
by a ,high ,school8 ,there is a general 
impression of the meaning of the  term1 
though it would not be easy to define   
it4 ,in the ,united ,states1 a  ,high   
,school is an advanced school1 which can
 only be entered by pupils  who have    
already passed through the ,primary and 
,grammar ,schools2 that  is1 do not     
enter before the age of fourteen or     
fifteen4 ,it is thus a  ,secondary      
,school1 forming the link between the   
primary institutions and  the           
,university4 ,our ,english ,high        
,schools provide both elementary and    

secondary instruction1 and the ages of  
the pupils range from seven to          
nineteen4 ,hence1 although there is a   
natural division between the ,lower  and
 ,upper ,school1 the work is closely    
connected2 the same mistresses  teach in
 both1 and subjects such as ,latin and  
,french are usually carried  down into  
the lower classes4 ,the lower part of a 
,high ,school is not  exactly parallel  
to an ,elementary ,school2 the pupils   
have begun more  subjects1 they have    
been taught in smaller classes1 and by  
different1  less rigid methods4 ,the    
,high ,school cannot therefore at       
present be  regarded as the middle rung 
of the educational ladder4 ,in ,england 
there  is a gap between it and the      
,elementary ,school1 which is sometimes 
successfully bridged by special means1  
but the existence of which cannot  be   
disregarded in any general scheme of    
,english education4 ,as the need  of    
secondary education is more generally   
felt1 a system of schools  leading      

upward in direct line from the          
elementary school is being  naturally   
evolved1 and connection between the two 
lines is being  provided by scholarships
 and other means4 ,but if we disregard a
 few  exceptional cases1 it seems best  
to look on the ,high ,school as an      
organic whole1 taking the child from the
 nursery to the university1 and         
sometimes even helping out the nursery  
by means of the kindergarten4    ,it is 
not uncommon to hear people talk of the 
,high ,school system1 but  this is      
misleading4 ,in so far as the ,high     
,schools have a special system1  it is  
the natural outcome of the scheme of    
large classes and careful  gradation4   
,hence it resembles in many respects    
that which has long  prevailed in       
,germany and the ,united ,states4 ,there
 is no ,high ,school  ,code1 and even   
under the same management1 e4g4 in the  
,girls' ,public  ,day-,school ,company  
,schools1 considerable latitude is left 
to the  individual head-mistress2 but   

there are certain arrangements which are
  found convenient in the organisation  
of large day schools1 and which  prevail
 with modifications in all the ,high    
,schools1 as well as in many  large     
private institutions4    ,the morning   
hours are given to class teaching2 from 
#i to #a1 or #i4ae to  #a4ae1 being the 
usual times4 ,subjects requiring        
individual instruction  7which are      
usually extras71 e4g4 piano1 solo       
singing1 advanced  drawing1 and         
painting1 are taught in the afternoons1 
also ,greek in some  schools1 special   
coaching in advanced ,latin or ,science1
 and so forth4  ,the principle          
underlying this arrangement is that of  
giving the best  working hours to       
serious mental work1 and reserving      
accomplishments  which are rather the   
ornament than the essentials of         
education1 for the  latter part1 thus   
assigning to the subjects of instruction
 their proper  relative importance1 and 
keeping the real work of the school     

undisturbed4 ,this arrangement seems so 
easy and natural that it would be       
hardly necessary to dwell on it1 were it
 not that until very lately the         
opposite system prevailed in some       
schools that otherwise aimed at         
thoroughness1 and it was not unusual for
 a girl to be called away in the  middle
 of an important lesson in history or   
arithmetic1 and sent to her  music4     
,under the present plan1 the greater    
part of the girls have  finished their  
school work by one o'clock1 and have the
 afternoon and  evening free to divide  
between preparation of lessons 7two to  
three  hours71 exercise1 and home       
duties4 ,for the benefit of those who   
require  help in their lessons1 or      
cannot get a quiet room at home1 a      
system of  afternoon preparation at     
school is organised4 ,this generally    
lasts an  hour and a half to two        
hours--most schools provide a dinner for
 girls who  come from a distance4 ,a    
whole holiday on ,saturday seems the    

rule  everywhere4    ,some schools have 
a kindergarten department attached1     
where little boys  are taught along with
 the girls1 and a transition class where
 the  children learn to read before     
passing into the school proper4 ,the    
division is into forms1 ,i4 being the   
lowest1 and ,,vi4 the highest4 ,large   
schools divide the forms into ,upper and
 ,lower4 ,where a school is fully       
organised1 it is usual for a whole class
 to move up together4 ,backward  girls  
may remain in the form another year4    
,unfortunately many high  schools are   
too small to be fully organised1 and in 
these the gaps  between the classes are 
too large1 and general promotion        
impossible4  ,clever girls spend one    
year in a class1 slower ones two1 and   
the  disadvantage for the latter is very
 serious1 since there is a weariness    
about going over the same ground twice1 
which is the reverse of  stimulating4   
,large classes can progress as quickly  
as smaller ones when  they are very     

carefully grouped4 ,where the pupils are
 at different  stages there is much     
waste of time1 and either the weak go to
 the wall1  or the strong get less than 
their due4 ,it is1 therefore1 the first 
essential of a high school that the     
numbers should be large1 not much  under
 two hundred4    ,even when the school  
is large and the classes work smoothly  
together1  the girls do not all work    
evenly in every subject4 ,to prevent    
waste1 it  is usual to let certain      
subjects1 perhaps ,arithmetic and       
,english1  determine promotion1 and to  
teach the others in divisions4 ,two or  
three  forms may take ,french at the    
same time1 and be rearranged for that   
lesson1 returning to their own rooms    
when it is over4 ,this moving about     
affords a pleasant change1 and is quite 
easy when the building is a  convenient 
one4 ,indeed1 suitable premises are     
almost as important for  the harmonious 
working of a school as large numbers and
 careful  classification4 ,long narrow  

corridors and awkward staircases are    
fatal  to order4 ,ordinary              
dwelling-rooms adapted for school       
purposes can seldom  be properly        
ventilated1 and according to their      
position in the room1 the  pupils suffer
 from draught or heat1 the light falls  
the wrong way upon  their work1 the     
classes have to be graded to suit the   
size of the rooms  rather than the      
abilities of the pupils4 ,in fact       
nothing can be more  unsatisfactory than
 the adaptation as a school of an       
ordinary  dwelling-house4    ,the       
arrangement that seems to answer best is
 that of a large central  hall used for 
prayers and general gatherings1 out of  
which some of the  form-rooms open1     
whilst the rest1 with extra rooms for   
small divisions1  are upstairs4 ,of this
 construction the ,blackheath and       
,sheffield ,high  ,schools are good     
examples4 ,the finest girls' buildings  
are naturally  found where there is an  
endowment1 as at the ,north ,london     

,collegiate1  the ,bedford1 and         
,manchester ,high ,schools4 ,few1 if any
 of the ,church  schools have specially 
constructed buildings1 and several of   
the ,girls'  ,public ,day ,school       
,company's ,schools are carried on in   
adapted premises4  ,some grant of public
 money for buildings to really efficient
 proprietary  schools would probably be 
the cheapest and most effective way of  
helping  girls' education in many of our
 large towns4    ,the ,north ,london    
,collegiate1 both in point of time and  
in importance1  claims precedence as the
 pioneer high school4 ,it was in working
 order  when the ,girls' ,public ,day   
,school ,company started1 and was       
doubtless the  model set before its     
promoters4 ,the following account       
written in #ahhc by  ,mrs4 ,bryant1 who 
is now head-mistress1 is in many ways   
typical1 and  applies mutatis mutandis  
to the general routine of all fully     
equipped  high schools4    #8,entering  
the school with the girls in the        

morning1 we should proceed  first       
through the entrance hall down to the   
basement1 and into the  cloak-rooms4    
,here each girl has a numbered place    
provided with hooks for  cloak and hat1 
umbrella-stand1 boot-rack1 and bag for  
the house-boots1  which she always wears
 while in school4 ,there are also       
shelves for books  while dressing is    
going on1 and forms for use in changing 
boots4 ,since  the space allotted is    
ample1 and the girls come in relays1    
both before  and after school1 crowding 
is avoided4    #8,when ready1 each girl 
goes upstairs with her books to the     
great hall1  where the rule of silence  
is strictly enforced4 ,at #i4ae1 all are
  assembled for prayers1 each form in   
its place1 while the prefects1 who  are 
members of the sixth form1 and are      
elected by it and the teachers of  the  
upper division of the school1 are       
scattered among the other forms1  as    
guardians of public order1 during the   
interval of waiting4 ,after  prayers1   

each form marches out with its mistress 
to its own room4 ,five  class-rooms open
 out of the hall on the ground floor2   
these are used by  the upper division of
 the school1 including the sixth form1  
and four  sub-divisions of the fifth    
form4 ,five more open out of the hall   
gallery1  used by all the sub-divisions 
of the fourth form1 which constitute the
  middle division of the school4 ,above 
these two tiers1 there is a third  set  
of rooms1 three class-rooms and the     
drawing school4 ,the lower  divisions of
 the school use these four rooms1       
besides one of the  irregularly placed  
rooms4 ,of the latter there are several1
 lying with  the laboratories1          
lecture-room1 libraries1 and            
music-rooms1 on the side  of the great  
stone staircase1 opposite the           
,clothworkers' hall4    #8,each class   
room contains #efjj cubic feet1 and is  
fitted for thirty-two  girls4 ,all have 
,swedish desks1 except the elder girls1 
who have separate  desks with chairs4   

,there is a raised platform for the     
teacher1 with a  chair and table4 ,all  
the rooms are fitted with cupboards1 and
 in most  there is a small circulating  
library1 which the girls can use on     
payment  of a small subscription4 ,the  
pine wainscot1 brick walls1 and tiled   
fire-places of the class-rooms1 make a  
good background for the  decorations of 
the ,kyrle societies1 which exist in    
each class2 and all  the rooms have     
pictures on the walls1 as well as       
notice-boards and  time-tables4 ,another
 institution of the decorative kind is  
the window  garden1 with which many of  
the rooms are provided1 and in which the
  girls take1 for the most part1 great  
pride4    #8,in these rooms the hard    
work of the day goes on till #a4cj1 with
 an  interval1 as near the middle as    
possible1 of twenty-five minutes1 for a 
light lunch and drill4 ,in five separate
 relays1 the girls proceed to the       
dining-hall1 which1 with the kitchens   
and housekeeper's room1 lies under  the 

great hall4 ,here they can buy buns1    
biscuits1 bread and butter1  fruit1     
coffee1 milk1 and lemonade1 and1 while  
talking as loudly and as  much as they  
please1 they are required to take their 
stand in orderly  lines across the room4
 ,from the dining-hall the girls proceed
 to the  gymnasium1 a very fine room1   
#ajj feet long by #cj feet broad1 where 
they  have musical drill for a quarter  
of an hour4 ,monday and ,thursday1      
however1 are days for special           
calisthenic exercise1 lasting           
half-an-hour  each day4 ,then work is   
resumed till #a4cj1 when the school is  
dismissed  in relays1 as before stated4'
    ,even more important than the       
routine of a school is its curriculum2  
and  here the need of the reformer's    
hand is still felt acutely4 ,the        
subjects  included in the ,girls'       
,public ,day ,school ,company           
prospectuses are the                    
following--,religious ,instruction1     
,reading1 ,writing1 ,arithmetic1        

,mathematics1 ,book-keeping1 ,english   
grammar1 composition1 and literature1   
,history1 ,geography1 ,french1 ,german1 
,latin1 the elements of ,physical       
,science1 ,social ,economy1 ,drawing1   
,class-singing and ,harmony1 ,gymnastic 
,exercises1 and ,needlework4 ,to these  
,greek must now be added1 since it is   
taught in every school that prepares for
 college4 ,the prospectus says  #8any or
 all of these may be taught1' which     
means that the head-mistress  has1      
within certain limits1 a right of       
selection4 ,hence the tendency of       
schools1 even under the same management1
 to vary greatly4 ,not only is  there as
 yet no consensus of opinion in ,england
 as to the best  curriculum for girls'  
schools1 but even the general aim to be 
kept in  view seems by no means         
determined4 ,mrs4 ,bryant lays down the 
incontrovertible dictum that #8the ideal
 of the curriculum is a balance  of     
subjects so that all normal faculties   
and interests may be  cultivated4' ,but 

there is another side which cannot be   
neglected1 and  the claims of the ideal 
vanish into insignificance before the   
demands of  practical life and outside  
examination4 ,in spite of the repeated  
promises that examination is to be      
servant and not master we must not  hope
 to escape from its dominion as long as 
it is the #8open sesame' of  colleges   
and professions4 ,a rough test1 it is   
still the best hitherto  devised1 and   
serves on the whole to separate the     
sheep from the goats4  ,since we must1  
therefore1 acknowledge its sovereignty1 
it behoves us to  see that it exercises 
a wise and benevolent tyranny4 ,however 
much we may  protest1 the curriculum of 
a school will always be largely         
determined by  the nature of its leaving
 examination1 since this regulates the  
work of  the upper forms1 and these more
 or less mould the lower4 ,some schools 
reduce this examination work to a       
minimum1 reserving it entirely for the  
highest form1 while others use the      

machinery of outside examinations to    
determine the whole of their work4 ,the 
,north ,london ,collegiate belongs  to  
this latter class4 ,the upper part is   
organised according to two  parallel    
courses4 ,of these ,a4 leads to the     
,london degree examinations1  that is to
 ,matriculation or in some cases        
,intermediate ,arts1 and ,course  ,b4 to
 the ,cambridge ,senior and ,higher     
,locals4 ,all these examinations  under 
certain conditions admit to the ,women's
 ,colleges at ,oxford and  ,cambridge1  
and hence act the double part of a      
leaving and entrance  examination1 but  
this school also makes use of the lower 
examinations1  e4g41 the ,preliminary   
and ,junior ,locals4 ,hence the work of 
these  classes must be directed to the  
set subjects required for these         
examinations1 and must include the      
particular periods of history1 works  in
 literature1 and ,french and ,german    
books that are laid down by the         
examiners1 even though they may not seem

 the most suitable in other  respects4  
,many educationalists think this        
disadvantageous to the general  plan of 
a girls' school1 which should proceed on
 stated harmonious lines  from the      
lowest to the highest class4 ,mrs4      
,bryant1 however1 thinks that  the      
advantages outweigh the disadvantages1  
since #8by their means the  more        
advanced body of opinion can be brought 
to bear on the inert or  prejudiced     
mass1 which lags behind in the movement 
of educational  progress4' ,in spite of 
this valuable testimony the consensus of
 opinion  is rather on the other side4  
,the schools of the ,girls' ,public ,day
 ,school  ,company have almost entirely 
abandoned the miscellaneous junior      
examinations1 which lead to nothing1 in 
favour of those conducted by the  ,joint
 ,board of ,oxford and ,cambridge4 ,this
 is the test applied to the  leading    
boys' public schools since #ahgc1 and it
 is the nearest approach  in ,england to
 an ,abiturienten examination1 since the

 higher  certificate1 if taken in the   
required subjects1 exempts its holder   
from  the first public examination at   
,oxford and ,cambridge4 ,the ,board     
awards  higher and lower certificates1  
and undertakes a general examination of 
the schools4 ,the papers are sent to the
 school1 and the examination is         
conducted there under the supervision of
 the head-mistress4 ,the lower  forms   
are also examined viva voce by a        
delegate of the ,board1 and  reports on 
the general condition of the school and 
on the paper work are  sent to the      
governing bodies4 ,in this way the      
progress of different  schools can be   
compared1 and a general control kept1   
while there is  little disturbance to   
the school course1 since the questions  
are set on  the work actually done4 ,the
 ,council of the ,girls' ,public ,day   
,school  ,company itself awards         
certificates to girls who gain sixty per
 cent4 of  the marks in five papers4    
,the subjects of the higher certificate 

examination are arranged in four        
groups3--                               
,,group ,i4                             
7#a7 ,latin4                            
7#b7 ,greek4                            
7#c7 ,french4                           
7#d7 ,german4                           
,,group ,,ii4                           
7#a7 ,mathematics 7elementary74         
7#b7 ,mathematics 7additional74         
,,group ,,iii4                          
7#a7 ,scripture ,knowledge4             
7#b7 ,english4                          
7#c7 ,history4                          
,,group ,,iv4                           
7#a7 ,natural ,philosophy 7,mechanical  
,division74                             
7#b7 ,natural ,philosophy 7,physical    
,division74                             
7#c7 ,natural ,philosophy 7,chemical    
,division74                             
7#d7 ,physical ,geography and           
,elementary ,geology4                   
7#e7 ,biology4    ,all candidates for a 
higher certificate must satisfy the     

examiners in at  least four subjects    
taken from not less than three different
 groups1  unless they take one subject  
in ,,ii4 or ,,iv41 in which case they   
can  choose three from ,i4 ,no one may  
offer more than six subjects4 ,the      
examination is so arranged as to hamper 
the school work as little as  possible4 
,thus in languages great stress is laid 
on grammar1  composition1 and unprepared
 translation1 while the set books can be
  selected from a long list2 or 7to give
 even greater freedom7 it is  allowed to
 #8substitute with the consent of the   
,board other portions or  periods which 
are at least equivalent to those        
specified in the  prescribed list1      
provided that the extra expense involved
 be defrayed by  the school             
authorities4' ,this privilege of choice 
is extended also to  ,scripture1        
,english and ,history4    ,the subjects 
for the lower certificate are3--        
,,group ,i4                             
7#a7 ,latin4                            

7#b7 ,greek4                            
7#c7 ,french4                           
7#d7 ,german4                           
,,group ,,ii4                           
7#a7 ,arithmetic4                       
7#b7 ,additional ,mathematics4          
,,group ,,iii4                          
7#a7 ,scripture ,knowledge4             
7#b7 ,english4                          
7#c7 ,english ,history4                 
7#d7 ,geography4                        
,,group ,,iv4                           
7#a7 ,mechanics and ,physics4           
7#b7 ,physics and ,chemistry4           
7#c7 ,chemistry and ,mechanics4    ,the 
higher certificate is often taken by    
girls in ,form ,lower ,,vi41 and  they  
are then free in their last year to     
prepare for university  scholarships or 
do other special work4 ,the lower       
certificate is less  popular1 but it is 
sometimes taken in ,form ,v4            
,unquestionably the real problem before 
our girls' schools is to plan a         
curriculum which1 while keeping in view 

the harmonious development of  mind and 
body1 and the preparation for a girl's  
future life1 shall yet  give the        
necessary preparation for these final   
examinations4 ,the  reformers see hope  
in a more careful grouping of studies   
which shall  break down the barriers    
between them1 so that the subjects      
learnt at the  same time should be      
allies rather than rivals4 ,if fewer    
were taken up  simultaneously1 more time
 and interest might be given to each new
  requirement when it first appears on  
the scenes4 ,after a couple of  years1  
when considerable advance had been made1
 it might be relegated to  a less       
important place and a fresh central     
study chosen4 ,in the higher  forms the 
threads would be once more drawn        
together1 for then a pupil  must be     
prepared to marshal all her forces for  
one great occasion4  ,experiments of    
this kind have been tried with much     
success in ,america1  and there is a    
scheme for doing something of the kind  

in ,england4 ,there  is a plentiful     
field for experiments1 and no doubt the 
curriculum  question will be discussed  
at many a teachers' meeting before the  
problem is solved4 ,the ,high ,schools  
will contribute their share to the  work
 if they are to remain in the van as    
they have hitherto done4    ,since the  
very establishment of the ,high ,schools
 was a protest against  the             
superficiality and showiness condemned  
by the ,royal ,commission1  their main  
endeavour was to avoid the mistakes of  
their predecessors4  ,accomplishments   
were relegated to the background4       
,arithmetic and  mathematics were taught
 for their mental training and the      
development of  accuracy4 #8,the noxious
 brood of catechisms' was abandoned in  
favour of a  system of oral teaching3   
object lessons were introduced into the 
lower  forms to induce observation1 and 
in the science lessons facts were       
taught first-hand and not through the   
medium of books4 ,the slipshod  ,french 

chatter of the boarding-schools gave way
 to stricter grammatical  training2     
parsing and analysis took the place of  
rote repetition of the  parts of speech4
 ,accuracy and thoroughness were the aim
 everywhere4 ,at  first the instruction 
was attended with many difficulties4    
,there were  few well-educated and no   
trained teachers1 and very little       
agreement as  to the really best        
methods4 ,hence it was natural that the 
revolt against  the abuses of the past  
should produce some fresh faults4 ,the  
reaction  against the old text-books    
caused the introduction of a            
lecture-system2  an excessive amount of 
note-taking1 writing out1 and correction
 by the  teacher seemed to afford both  
parties the maximum of effort with the  
minimum of result3 books were shunned as
 though the printed word were in  itself
 hurtful1 and much matter was           
laboriously dictated that might have    
been taken from any intelligent         
hand-book4 ,the girls spoiled their     

handwriting1 instead of straining their 
memories2 that was the chief            
difference4 ,happily this plan has given
 way to more intelligent  inductive     
methods1 though even now there is a     
tendency in some schools  to rely too   
much on written notes and too little on 
training the  attention and memory4     
,high ,school girls still need to learn 
how to use a  book intelligently1 and to
 appreciate knowledge that comes to them
 in an  unaccustomed fashion4 ,they have
 learnt the use of writing1 to make #8an
  exact man1' but reading as a means of 
producing the #8full' woman has  hardly 
as yet touched the ,high ,school system4
 ,this defect is now being  realised and
 efforts will doubtless be made to      
remove it4 ,already the  improvement in 
the teachers has produced a beneficent  
revolution in  girls' schools4 ,to their
 inadequate education the ,royal        
,commissioners  largely attributed the  
unsatisfactory state of things they     
found4 ,side  by side with the growth of

 the high schools went the movement for 
admitting women to the universities1    
both acting and re-acting on each       
other1 since the high schools sent up   
their best pupils to college and  the   
college sent them back to teach and     
train future students4 ,a great         
proportion of the mistresses are now    
university women1 while a smaller       
number have been trained at the         
,cambridge ,teachers' ,college or the   
,maria  ,grey or other ,training        
,colleges--,kindergarten ,colleges      
provide teachers  for the little ones4  
,while the ,high ,school puts           
intellectual subjects first1 it does not
  disregard accomplishments1 though it  
seldom uses that word4 ,music is  taught
 to all in the form of class-singing2   
piano and violin and solo  singing are  
#8extras1' and do not belong to the     
general school work4  ,drawing has      
really won a more important place than  
before1 because it is  used as an       
educational factor1 and not merely for  

purposes of show4 ,the  scheme of the   
,royal ,drawing ,society1 organised by  
,mr4 ,ablett1 is in use  at nearly all  
the high schools4 ,it is essentially a  
class system1 and  aims at training the 
eye1 hand1 and memory1 rather than      
producing mere  technical skill4 ,the   
little ones in the first form are taught
 to present  graphically objects        
interesting to themselves1 by means of  
simple  ruling1 memory1 and brush-work  
exercises4 ,special features are        
judgment  at sight1 memory and dictated 
work1 the early introduction of drawing 
from objects and simple geometrical     
design4 ,the schools are examined  once 
a year4 ,the examination takes place in 
the school itself under the             
superintendence of the head-mistress and
 drawing teacher1 the work is  sent up  
to ,london1 and promotion to the next   
division depends upon the  pass4 ,pupils
 who pass all the six divisions with    
honours are entitled to  a full ,drawing
 ,certificate which has a commercial    

value for teaching  purposes4 ,drawing1 
a little modelling1 and needlework in   
the lower  forms1 represent at present  
the manual side of ,high ,school        
teaching4  ,cookery1 dressmaking1 etc4  
though popular in a different class of  
school1 have hardly as yet been able to 
effect an entrance1 nor does it  seem   
altogether desirable that they should4  
,that every school cannot  teach        
everything is an axiom long ago accepted
 for boys' education1 and  it must be   
realised for girls too1 if the outcry   
against overstrain is  to cease4        
,differentiation is the only safe       
course4 ,it is partly the  strength and 
partly the weakness of the ,high ,school
 that it represents1  in fact1 two      
schools3 the first grade for girls who  
are to proceed to  the university1 and  
whose life at home makes a certain      
amount of  literary and linguistic      
attainment desirable1 and the second    
grade for  those who must leave at      
fifteen or sixteen1 and look forward to 

a career  in business or to practical   
utility at home4 ,in the lower forms the
 need  of both is the same3 a good      
general education2 afterwards           
bifurcation  seems desirable4 ,when a   
school is not large enough to allow of  
this1 it  is the early-leaving girls who
 go to the wall4 ,for these an entirely 
different scheme of education might be  
best--this too is a problem that  will  
have to be faced4 ,physical training is 
also considered at most of  the ,high   
,schools4 ,generally1 fifteen minutes in
 the middle of the  morning is given to 
some form of drill4 ,in a few large     
schools1 e4g41  the ,north ,london      
,collegiate1 this daily drill is        
undertaken by a  specialist4 ,usually it
 falls to one of the assistants1 though 
it is very  common for a special teacher
 of ,swedish drill to visit the school  
once  or twice a week1 and take all the 
girls in divisions4 ,the ,north ,london 
,collegiate and the ,sheffield ,high    
,school have gymnasiums1 and take this  

side of the work very seriously4 ,a     
physical-record book is kept1 and  every
 child on entering is examined by a lady
 doctor attached to the  school4        
,particulars of sight1 hearing1 throat1 
breathing1 lungs1 heart1  chest1 and    
waist measurement are recorded1 with any
 observations  considered necessary4    
,suitable gymnastic exercises are then  
prescribed1  and the examination        
repeated from time to time1 and note    
made of any  changed condition4 ,some   
such plan might be tried in all ,high   
,schools1  were the parents willing to  
pay for it4 ,the low fees charged cannot
 be  expected to include medical        
supervision as well as all the other    
advantages4 ,at present ,sheffield and  
the ,camden ,schools are almost the     
only day-schools that consider the      
physical training as systematically  as 
the intellectual4 ,still1 the ,girls'   
,public ,day ,school ,company has now   
appointed a qualified lady inspector of 
physical training4 ,exercise  doubtless 

plays an important part in every high   
school1 but it is  sometimes pursued    
with more zeal than knowledge4 ,just now
 athletics are  taking a very prominent 
place4 ,school playgrounds and playing  
fields  have become a necessity4 ,girls 
have learned to play cricket1 hockey1   
and  rounders2 they choose their        
elevens1 elect their captains1 and have 
their practices and matches much like   
their brothers4 ,how far this           
particular kind of exercise is conducive
 to a girl's health is another  of the  
still unsolved problems4 ,one thing is  
certain3 these games do  much to improve
 the general tone of a school4 ,their   
effect in producing  loyalty and public 
spirit and promoting cheerfulness is    
quite as marked  in girls as in boys1   
and the development of the play side1   
along with  the greater liberty1 the    
giving of responsibility as a reward1   
and all  that belongs to a real public  
school are features at least as valuable
  as the improvement in the teaching4   

,the ,high ,schools have produced a new 
type of girl1 self-reliant1 courageous1 
truthful1 and eager for work4 ,a  full  
record of their after careers would     
prove interesting4 ,many pass  straight 
from school to ,oxford or ,cambridge1 a 
great many have gained  scholarships1   
and the women's colleges are largely    
recruited from their  ranks4 ,some pass 
on to the medical schools1 others gain  
,county ,council  scholarships for      
technical or scientific work1 large     
numbers are engaged  in teaching1 one or
 two have taken up gardening at ,swanley
 ,horticultural  ,college1 and a good   
many are making themselves generally    
useful at home  as wives or daughters4  
,almost everywhere the ,high ,school    
girl proves  herself capable1 accurate1 
and trustworthy4 ,she is sometimes      
blamed for  a want of grace1 such as    
belonged to a few rare ladies of the    
olden  time1 but she also lacks the     
helplessness and silliness that were    
prevalent then4 ,physically1 morally1   

and intellectually1 these schools  may  
claim that they are improving large     
numbers1 and with them surely  the race4
                                        
,,chapter ,v                            
,,endowments ,,for ,,girls      ,the    
history of endowed schools carries us   
far away into the misty realms  of the  
past1 before ever the ,conqueror set    
foot in ,england and put back  the clock
 of civilisation a hundred years4 ,the  
earliest schools of which  we have any  
knowledge were attached to the chief    
collegiate churches1  where one officer 
would be specially told off to teach the
 boys1 just as  another would conduct   
the singing4 ,convent and school or     
church and  school were invariably      
allied4 ,the first separable school     
endowments  were merely assignments of a
 specific part of the general endowment 
for  the support of the chancellor or   
his deputy1 the grammar school master4  
,like the earliest colleges these       
schools were founded #8for prayer and   

study4' ,the first person to reverse    
this order1 and endow an independent    
school1 was ,william of ,wykeham1 when  
in #acic he founded ,winchester         
,college1 to give free instruction to   
seventy poor boys1 and so help them  to 
holy orders or the university4 ,thus the
 new school became #8a  sovereign and   
independent corporation existing of1 by 
and for itself1  self-centred1          
self-controlled4' #8,to make education1 
and that education  not the education of
 clerics in theology or the canon law1  
the paramount  and pronounced object of 
an ecclesiastical institution1 with all 
the  paraphernalia of ,papal bull and   
royal and episcopal license1 was no     
small innovation4 ,it was a new         
departure1 which opened a new era in the
  world of education1 and therefore of  
thought4'#ac ,later founders1  following
 in the steps of ,william of ,wykeham1  
gave sums of money for the  training of 
youth in #8grammar and good manners4'   
,grammar meant ,latin and  ,greek1 the  

#8key to all the sciences'2 the manners 
were to be those of a  true gentleman1  
#8trouthe and honour1 fredom and        
curteisie4'    ,following on these came 
the schools of the ,reformation age1 of 
which the  most familiar example is     
,dean ,colet's foundation of ,st4       
,paul's4 ,these  were established or    
assisted by the gifts of #8pious        
founders1' or  sometimes by diverting   
old funds originally destined for other 
purposes4  ,reading school was founded  
out of funds obtained by suppressing an 
almshouse for poor sisters1 and under   
,elizabeth made into a grammar  school  
#8for educating the boys of the         
inhabitants of the said borough  and    
others in literature4' ,such schools    
were often placed under lay  control1   
but the clerical idea was still in the  
background4 ,not priests1  but ministers
 of the reformed religion1 were needed1 
and learning became  even more essential
 for men who had to make knowledge take 
the place of  tradition4    ,the        

clerical purpose of most of these       
schools naturally tended to  exclude    
girls or make them of secondary         
importance4 ,what place was  actually   
assigned to them in the #cec schools    
founded between the  accession of ,henry
 ,,viii4 and the death of ,james ,i4 is 
a problem that  must be left to         
antiquarians4 ,certain it is that in the
 ensuing period  the education of both  
sexes was more on an equality1 since the
 standard  was one of inferiority4 ,an  
age of political disturbance was        
followed by  an epoch of frivolity4     
,learning fell into contempt4 ,the      
foundations of  the eighteenth century  
were not grammar but charity schools1   
and though  girls were not forgotten1 it
 was with the hope of training servants 
for  themselves that rich persons       
supported these schools4 ,not to give a 
liberal training1 but to teach the poor 
to #8keep their proper station1'  was   
the aim of eighteenth century founders4 
,thus it came about that the ,schools'  

,inquiry ,commissioners found a  goodly 
number of girls in endowed schools of an
 elementary character1  which would     
hardly bear comparison with the poorest 
of our modern board  schools4 ,while the
 ,king ,edward ,schools at ,birmingham  
were giving #bij  boys a classical and  
#cjj a sound ,english education1 none of
 these  benefits fell to girls4 ,in the 
elementary schools of the same          
foundation  were #fee boys and #fcj     
girls4 ,at ,christ's ,hospital1         
distinctly founded  for both sexes1     
there were but #ah girls as against     
#aaib boys4 ,perhaps  even the eighteen 
would have been better off elsewhere4   
,they occupied a  part of the junior    
boys' school at ,hertford2 they had one 
ward under the  charge of a nurse1 their
 playground was a little over a quarter 
of an  acre1 they took their walks      
abroad under care of the nurse1 they had
 no  calisthenics or other physical     
training2 their diet was bread and milk 
for breakfast1 bread1 meat1 potatoes1   

and porter for dinner1 bread and        
butter1 milk and water for supper4      
,there was no admission examination1  no
 leaving standard of attainment2 they   
learned a little ,scripture1  ,english  
7so-called71 and ,history and ,geography
 from abridgments4 ,on  leaving1 at     
about fifteen1 most of them were        
apprenticed to business4 ,it  did not   
prove easy to place them4 ,no wonder6   
,a similar tale might be told of        
,bedford ,school4 ,it was established in
  #aeff by ,sir ,william ,harpur and    
,dame ,alice1 his wife1 #8for the       
education1  institution1 and instruction
 of children and youth in grammar and   
good  manners1 to endure for ever4' ,did
 child mean #8boy' in the minds of the  
founders8 ,it seems uncertain2 for1 as  
the endowment increased in value  and   
some of it became available for purposes
 other than the free grammar  school1   
the interests of girls were also        
considered4 ,at various periods  of the 
eighteenth century fresh uses were found

 for the surplus money1  and it is      
characteristic of the age that the      
feminine equivalent for a  sound        
education was a dowry4 #hjj a year was  
set aside for  marriage-portions for    
forty poor maids of the town of         
,bedford1 to be  distributed by lot1    
provided that a successful candidate was
 married  within two calendar months of 
drawing the lot1 and not to #8a vagrant 
or  other person of bad fame or         
reputation4' ,naturally there was not   
much  difficulty about claiming the lot4
 ,young men came from far and near to   
woo the #8maids of ,bedford4' ,any      
residue was given to poor maid-servants 
who had resided five years at ,bedford  
and were married within a year4  ,the   
next addition was a hospital for boys   
and girls1 an allotment of  #gjj to     
apprentice fifteen boys and five girls1 
and almshouses for ten  old men and ten 
old women4 ,early in this century       
preparatory and  commercial schools were
 added2 and girls were considered to the

 extent  of a foundation where the      
head-mistress received #hj per annum as 
against the headmaster's #ajjj4 ,which  
figures very eloquently sum up the      
relative estimation in which girls' and 
boys' education was held before  #ahdh4 
,the ,schools' ,inquiry ,commission had 
made it abundantly clear that the       
educational endowments of the country   
needed overhauling4 ,not only had  many 
of them increased greatly in value1 but 
the establishment of public  elementary 
schools was making the appropriation of 
endowments for  elementary schools      
unnecessary4 ,again1 many free schools  
were giving a  liberal education to the 
sons of rich men4 ,by the institution of
 even a  low fee considerable sums would
 become available for the improvement of
  existing schools and the establishment
 of new ones4 ,then there were the      
various charitable endowments left for  
special purposes which no longer        
existed4 ,in some cases money had been  
bequeathed to the poor in a  parish1 and

 was simply used for the relief of the  
rates4 ,in ,london alone  there were    
sums of #aejj a year given for the      
relief of poor prisoners  from debt4    
,among other out-of-date purposes were  
the ransom of ,barbary  captives1 the   
destruction of lady-birds in ,cornhill1 
etc4 ,in a certain  part of             
,worcestershire money had been left in  
#afbj for distributing  bread among the 
poor of seven parishes and1 as a        
secondary purpose1  supporting a free   
grammar school1 the surplus to be       
applied to repairing  the church and    
bridges1 and increasing1 if expedient1  
the salary of the  schoolmaster4 ,by    
#ahfg the total income had increased to 
#feg1 and was  applied to elementary    
schools and a free grammar school for   
fourteen  boys4 ,in other cases money   
was left for doles2 with the result that
 in a  certain parish1 too richly       
endowed1 extra waiters had to be put on 
at  the gin-shops for two weeks before  
and after the distribution4 ,in fact  it

 was a case of money in the wrong place2
 education starving for want  of funds  
that were only doing mischief4 ,the     
regulation of the  educational          
charities1 and appropriation of those   
others which were  doing more harm than 
good1 was becoming an urgent necessity4 
,some  changes had already been made    
under the ,charitable ,trusts ,acts1 but
  these were a good deal limited in     
their operations1 and a more  systematic
 reorganisation was undertaken under the
 ,endowed ,schools ,act  of #ahfi4 ,this
 appointed three commissioners for four 
years to inquire  into the endowments of
 ,england and ,wales1 and the first to  
hold this  office were ,lord ,lyttelton1
 ,canon ,robinson1 and ,arthur          
,hobhouse1 ,q4,c4 ,in  #ahgd this       
,commission was merged in the ,board of 
,charity ,commissioners  for ,england   
and ,wales4    #8,in framing schemes    
under this ,act1 provision shall be made
 as far as  conveniently may be for     
extending to girls the benefits of      

endowments4'  ,this clause is the ,magna
 ,charta of girls' education1 the first 
acknowledgment by the ,state of their   
claim to a liberal education4 ,this     
result was in great part due to those   
same men and women who had brought      
about the opening of the local          
examinations1 and induced the           
,commission  to take cognisance of      
girls' schools1 and were striving1 in   
face of all  opposition1 to win         
something like a university education   
for girls4 ,as  early as #ahfj at the   
,social ,science ,congress ,madame      
,bodichon had entered  a strong protest 
against the theory that boys' education 
must be  assisted and girls'            
self-supporting4 #8,magnificent colleges
 and schools1  beautiful architectural  
buildings costing thousands and         
thousands of  pounds1 rich endowments   
all over ,england1 have been bestowed by
 past  generations as gifts to the boys 
of the higher and middle class1 and     
they are not the less independent and   

not a whit pauperised4' ,at first  this 
was but a voice crying in the           
wilderness1 but the cry was taken up    
first by a few supporters1 then by the  
whole country1 and at last the  ,times1 
certainly not a revolutionary organ1    
declared that1 #8,this  country is most 
abundantly and redundantly endowed for  
men and boys1 as  if they were unable to
 take care of themselves1 whereas there 
is  little--indeed nothing1 we may      
almost say--for that which is           
contemptuously called the weaker sex4'  
,an ,association for ,promoting the     
,application of ,endowments to the      
,education of ,women was formed1 and    
offered to assist trustees of schools   
and other persons interested in         
education by supplying information and  
suggesting plans whereby available funds
 might best be applied to the  education
 of women4 ,it had a strong committee1  
which numbered among its  members ,miss 
,davies1 ,miss ,clough1 and ,miss       
,bostock1 as well as ,mr4 ,bryce  and   

,mr4 ,fitch1 those constant and helpful 
supporters of all efforts to  improve   
the education of girls4 ,at this time   
the needs of the middle  class seemed   
most urgent1 since the ,state-aided     
schools were coming to  the aid of the  
very poor1 and the rich could pay the   
high terms that  were then demanded by  
the better private schools4 ,the        
immediate need  seemed to be for schools
 of the second or third grade1 i4e4     
those  meant for girls who would leave  
school some time between fourteen and   
seventeen1 and might be expected to pay 
fees ranging from #d to #aj per  annum4 
,of such schools the first were founded 
out of the surplus revenues of  ,king   
,edward's ,schools at ,birmingham4 ,here
 four schools of the second  grade were 
opened1 each to accommodate about #afj  
pupils4 ,these not only  filled at once1
 but had to refuse admission to #ejj    
candidates4 ,in #ahgj  the ,grey ,coat  
,hospital at ,westminster was opened2   
but on the whole  progress was slow1 and

 ,mr4 ,roundell's estimate in #ahga that
 there were  in ,england and ,wales     
#bbe1jjj girls waiting for secondary    
education was  probably not wide of the 
mark4    ,in that same year an event    
occurred of far-reaching importance4    
,the  admirable institution so long     
associated with the name of ,miss       
,frances  ,buss was transformed into a  
public school for girls4 ,readers of her
  interesting biography now realise1    
what had long been known to her         
friends1 with what a single mind and    
earnest devotion she had worked for  the
 cause nearest her heart--the           
establishment of public schools for     
girls4 ,as early as #ahej1 her own      
private school had been reconstituted   
on public lines1 with the help of the   
,rev4 ,david ,laing1 one of the         
promoters of ,queen's ,college1 but her 
ambition was to make it public in  fact 
as well as in its methods4 ,attention   
had been drawn to her work by  her      
evidence before the ,schools' ,inquiry  

,commission1 and now some of its        
members themselves came forward to help 
her4 ,if ever a school could lay  claim 
to public aid1 it was this one2 and as  
soon as the enabling act  was passed1   
active measures were taken to secure for
 it an endowment4  ,with rare clear     
sight ,miss ,buss realised that a fully 
equipped school  can only be            
self-supporting by the sacrifice of     
either suitable  buildings1 adequate    
salaries1 or a scale of fees suited to  
the  neighbourhood4 ,she wanted to      
organise a pioneer school in which none 
of  these good things should be lacking2
 nothing less than the best seemed  good
 enough4 ,her enthusiasm and confidence 
were not to go unrewarded4 ,in          
,december #ahgj1 a public meeting was   
held in the ,st4 ,pancras ,vestry ,hall1
  to announce the formation of a trust  
for carrying on the existing  school1   
and starting another of a lower grade in
 connection with it4 ,the  upper school 
thus constituted took the name of the   

,north ,london  ,collegiate1 and in     
,january #ahga removed with its two     
hundred pupils to  #bjb ,camden ,street1
 and at the same time the ,lower or     
,camden ,school came  into existence4   
,according to ,miss ,buss's principle1  
the fees under the  new trust were      
calculated to meet current expenses     
only4 ,the building  was to be provided 
from other funds1 as was done in boys'  
public  schools4 ,a subscription list   
was opened1 and every possible endeavour
  made to win public support4 ,these    
were anxious years for ,miss ,buss2     
money came in slowly1 and rather than   
abandon her principle she chose to      
sacrifice her salary4 ,nor did she wait 
in vain2 the excellent work of  the     
school won it recognition1 and when in  
#ahgd the ,charity  ,commissioners were 
called upon to dispose of the ,platt    
,charity derivable  from property in    
,st4 ,pancras1 belonging to the         
,brewers' ,company1 they  recommended   
that #bj1jjj be given to the ,north     

,london ,collegiate and  ,camden        
,schools4 ,thus building funds were     
secured1 afterwards  supplemented by a  
generous donation from the              
,clothworkers' ,company4 ,the  scheme   
became law in #ahge1 and the two schools
 have continued since then  to work side
 by side as endowed schools of the first
 and second grade1  with different      
principals1 but both under the          
superintendence of the  head-mistress of
 the upper school4 ,this arrangement has
 proved most  valuable1 as it promotes  
co-ordination instead of rivalry between
 the  two schools4 ,in other places     
where two grades exist side by side1 it 
is  not uncommon to find the lower one  
attempting with inadequate means to     
imitate the upper4 ,the special needs of
 the class attending it are then        
neglected1 and undue attention given to 
a few clever girls1 for whom  leave is  
sometimes obtained to stay beyond the   
appointed age4 ,at the  ,frances ,mary  
,buss ,schools 7as the two are now      

called in memory of their  founder71    
this danger is obviated by a good system
 of scholarships from  the lower to the 
upper4    ,at the ,camden ,school girls 
may attend from seven to seventeen4 ,the
 fees  range from #e1 #bs4 to #h per    
annum4 ,the subjects taught are the     
usual  ,english ones1 with              
,class-,singing1 ,needlework1 ,drawing1 
and ,book-keeping1  and the elements of 
,science4 ,special attention is given to
 theoretical  and practical ,domestic   
,economy1 and these classes receive     
assistance  from the ,london ,county    
,council4 ,french is the only foreign   
language  taught4 ,at the ,north ,london
 ,collegiate1 girls may attend between  
eight  and nineteen1 the list of        
subjects is much wider1 and selections  
have to  be made under the direction of 
the head-mistress4 ,french1 ,german1    
,latin  and ,greek1 are included in the 
curriculum1 and the practical subjects  
either omitted or reduced to a minimum4 
,since the work of the school is        

directed to the ,london ,university     
,examinations and the ,cambridge ,higher
  ,locals1 the course is necessarily    
laid out for girls who can stay long    
enough to enter the upper forms1 and    
perhaps proceed to college4 ,the  fees  
range from #ag1 #aas4 to #ai1 #ads4 ,but
 girls over sixteen proceeding  from the
 lower to the upper school pay only #ad1
 #hs4 ,many pass up by  means of        
scholarships4    ,these two schools with
 their thousand pupils1 fine buildings1 
and noble  roll of honours won by old   
pupils stand pre-eminent among girls'   
endowments4 ,the principle that with a  
scale of fees adapted to meet  current  
expenses the endowment should provide   
buildings and scholarships  has been    
triumphantly vindicated by the ,frances 
,mary ,buss ,schools4    ,almost        
simultaneous with the endowment of these
 schools was the  appropriation of some 
part of the funds of the ,bradford      
,grammar ,school1  #8to supply a liberal
 education for girls by means of a      

school or schools  within the borough of
 ,bradford4' ,public opinion was1       
however1 hardly  ripe for such a        
diversion of any large part of an old   
endowment1 and  although1 as ,mr4       
,forster pointed out at the inaugural   
meeting1 a charter  of ,charles ,,ii4   
had assigned the land #8for the better  
teaching1  instructing1 and bringing up 
of children and youth1' #8which terms   
are of  common gender1' the money       
assigned to the girls would not have    
been  sufficient to start the school1   
but for the generosity of the ,ladies'  
,educational ,committee1 which raised a 
sum of #ejjj for purchasing the         
buildings4 ,thus the ,bradford ,girls'  
,grammar ,school came into being4 ,the  
fees are #ab to #ae1 #aes41 and girls   
may stay till eighteen or nineteen4  ,it
 is thus technically of the first grade1
 and as such prepares the  pupils in the
 highest class for the university4      
,many1 however1 leave  school long      
before attaining this stage1 and this   

appears to constitute  one of the       
special difficulties of ,north of       
,england schools4 ,there is1  however1 a
 wide list of subjects which may be     
taught1 and from these the              
head-mistress arranges each pupil's     
curriculum4 ,as the fees are the same   
as those of a high school1 the endowment
 fund helps to supply better  salaries1 
apparatus1 etc4 and thus to increase    
efficiency4 ,a scholarship  fund of     
#ajjj has been provided by the          
generosity of two private donors1  and  
forty-one scholars have by its help     
already proceeded to the  university4   
,manchester also has a first-grade      
endowed school1 which originated like   
so many others in those active years    
that followed #ahgj4 ,here too the      
initiative was taken by an association  
for promoting the higher  education of  
women4 ,the school was started in #ahgc 
by subscription1 and  in #ahgf the      
present site in ,dover ,street was      
secured for building1 and  over #ejjj   

raised for the purpose4 ,a few years    
later1 an opportunity  occurred of      
securing some public money1 as the      
wealthy foundation of  ,hulme's ,charity
 was to be reorganised4 ,the school     
secured a share1  receiving a capital   
grant of #aejj1 and #ajjj a year on     
condition that  the governing body      
should be reconstituted to give it a    
more  representative character4 ,under  
the new arrangement1 there are          
representatives of the ,hulme ,trustees1
 ,oxford1 ,cambridge1 ,victoria1 and    
,london1 ,owens ,college1 and the       
,manchester ,school ,board1 as well as  
other  co-opted members4 ,this          
representative character has proved of  
the  greatest value to the school1 which
 takes rank as one of the first in  the 
country4 ,the buildings are admirable in
 convenience and arrangement1  and the  
scholarship fund amounts to #fdj a year4
 ,two smaller schools  lately           
established by the governors at         
,pendleton and ,north ,manchester  have 

somewhat diminished the numbers of the  
parent school1 but prove a  boon to     
girls in those parts1 since the means of
 communication at  ,manchester are      
somewhat inadequate4 ,only ,manchester  
girls are received  in the ,high        
,school1 or those residing with near    
relations4 ,there are no                
boarding-houses2 it is a purely local   
school4 ,the fees are nine to  fifteen  
guineas per annum4 ,manchester has been 
specially successful in  #8assimilating'
 those girls that enter the high school 
from the  elementary schools1 several of
 whom have passed on to the university  
with scholarships1 and been very        
successful in their after careers4 ,its 
chief want is a system of scholarships  
from the elementary schools1 to  enable 
it to extend its useful work1 and take a
 place in a national  system of         
education4    ,the most complete schemes
 of endowed schools for girls are at    
,birmingham  and ,bedford1 and they are 
typical of two different systems4 ,the  

,king  ,edward's endowment1 one of the  
largest in ,england1 had been so        
mismanaged that in #ahbh only #aae boys 
were being educated on it1 and the      
school building was in ruins4 ,in #ahca 
by a ,chancery scheme1 two new  schools1
 ,classical and ,english1 were          
established1 and twenty years later     
there were sufficient funds to maintain 
eight elementary schools as  well4      
,immediately after the passing of the   
#8,endowed ,schools ,act' further       
changes were made4 ,the schools were    
reorganised in three grades 7high1      
middle1 lower middle71 and four grammar 
schools founded for girls4 ,when  the   
spread of ,state-aided elementary       
schools made the third class            
unnecessary1 these were abolished1 and a
 girl's ,high ,school substituted4      
,this forms the last link in the chain2 
and a close connection between          
different grades by means of            
scholarships1 leading gradually upward  
from  the elementary school to the      

university1 gives the necessary cohesion
 to  the system4 ,the ,high ,school can 
accommodate #bfj girls1 and the four    
grammar schools #ghj4 ,fees are charged 
in all1 but not so high as to  cover the
 cost of education4 ,at the ,high       
,school it is calculated that  the      
expense of each pupil is #bj per annum1 
while the fee is #i4 ,the  endowment    
makes up the deficiency1 and permits the
 reservation of  one-third of the places
 for foundation scholars4 ,further1 it  
enables the  governors to offer their   
teachers good salaries1 and to conduct  
the  whole on those generous lines      
without which it is impossible to       
provide  a liberal education for either 
girls or boys4 ,in educational          
organisation as in municipal matters1   
,birmingham is a model to the rest  of  
the country4 ,it shows how an old       
endowment1 sufficiently large and       
carefully distributed1 can be made to   
meet the needs of all classes of a      
community4 #8,we cannot reform our      

ancestors1' as ,george ,eliot so        
pertinently remarks1 nor can we set down
 rich old endowments in the  midst of   
places that have never known such       
benefactions4 ,but fresh money  is      
coming in from new sources1 and we want 
object lessons in its  application4     
,birmingham teaches the value of        
co-ordination1 and  incidentally the use
 to which public funds may be put in    
bringing a good  education within the   
reach of the largest possible number4   
,the position of ,bedford is different4 
,a small town with no special  industry 
happens1 through the munificence of one 
of its ancient  citizens1 to be         
possessed of one of the largest         
endowments in the  kingdom4 ,for many   
years its benefits were confined to the 
inhabitants of  ,bedford1 and as a      
result the population was constantly    
increased by  persons who were glad to  
get free education for their sons4      
,many1 no  doubt1 were well able to pay 
for it1 but preferred1 naturally enough1

 to  get it for nothing4 ,at the time of
 the ,schools' ,inquiry ,commission1 the
  endowment was maintaining3--7#a7 ,a   
grammar school with #bjd boys4 7#b7 ,a  
commercial school with #ceh boys4 7#c7  
,a preparatory commercial school  with  
#bcg boys2 as well as elementary schools
 for nearly #abjj children  and a       
hospital for #ac boys and #ac girls1    
almshouses1 etc4 ,considerable  as were 
these numbers1 they fell far short of   
the possibilities of the  endowment4    
,the institution of a fee1 even a low   
one1 would at once set  free a goodly   
sum1 and something1 if only as          
compensation for the  marriage portions1
 was due to the girls4 ,a new scheme    
providing for a  fresh distribution of  
the funds was drawn up in #ahgc1 but the
 girls'  schools did not come into      
existence till #ahhb4 ,under the present
  arrangement one-eleventh of the       
available funds is used for eleemosynary
  purposes1 two-elevenths go to the     
elementary schools1 which until quite   

lately have served all the needs of the 
town and rendered a schoolboard         
unnecessary4 ,the remainder is divided  
equally between the two higher          
schools--boys' ,grammar and girls'      
,high--and the two ,modern schools4     
,this  looks very much like putting     
girls and boys on an equality1 but a    
clause  in the scheme explains that     
three boys are to be considered equal to
  five girls4 ,in other respects the    
money is evenly divided2 it is shared   
out annually #8in proportion to the     
average number of scholars attending    
the said schools respectively during the
 preceding year1' a curious  application
 of a ,scriptural doctrine1 by which a  
rise in numbers in the  boys' school    
entails a corresponding deficit in the  
exchequer of the  girls' school and vice
 versa4 ,still1 rightly managed1 there  
is enough  for all4    ,at ,bedford no  
attempt is made to co-ordinate the work 
of the two  schools1 or to establish any
 but the very slightest connection--by  

means  of a few scholarships--between   
the elementary and modern schools4      
,hence  the benefit of co-operation is  
lost4 ,the great difference between the 
fees--#i to #ab at the ,high1 #d at the 
,modern school--makes active rivalry    
impossible4 ,it is the state of the home
 exchequer that settles the  choice of a
 school1 far more than the preference   
for one system of  education or a girl's
 probable after-career4 ,it is curious  
that1 in  spite of the general outcry   
for cheap schools1 the low fee of the   
,modern  ,school has not proved as great
 an attraction as was expected2 it has  
filled but slowly1 and is only now      
approaching #bjj1 while the ,high       
,school averages an attendance of #fjj4 
,to some extent the curriculum of  both 
schools is the same1 but the greater    
economy requisite in the  ,modern school
 necessitates larger classes1 less      
complete equipment1 and  lower salaries 
for the teachers4 ,to families in       
straitened  circumstances1 local        

shopkeepers1 and small farmers within a 
short train  journey of the town1 the   
school is a great boon2 but it seems    
certain  that at ,bedford1 whatever may 
be the case elsewhere1 all who can      
afford  the higher fee are willing to   
pay it for the sake of the greater      
social  prestige of the ,high ,school4  
,prejudice of this kind must always be  
reckoned with1 however carefully        
,parliament or ,royal ,commissioners may
  provide on paper for the needs of each
 class of the population4    ,on the    
other hand1 the ,high ,school has more  
than fulfilled  anticipations4 ,not only
 does it provide a first-class education
 for the  sisters of grammar school     
boys1 it has won a position and prestige
 of  its own which attract considerable 
numbers from a distance4 ,there are  now
 several flourishing boarding-houses1   
all working in close connection  with   
the school1 and under the               
superintendence of the head-mistress4   
,in  this way ,bedford ,high ,school1   

like the ,cheltenham ,ladies' ,college1 
,st4  ,leonard's ,school at ,st4        
,andrews1 and a very few others1 has    
taken a  position somewhat analogous to 
that of a boys' public school1 sought   
for  its own sake1 and not merely on    
account of its nearness or cheapness4   
,the large numbers1 ample staff1 and    
sufficient funds enable the             
head-mistress to consider the needs of  
individual pupils more carefully  than  
could be done in a small school4 ,forms 
are joined and subdivided  lengthwise   
and crosswise1 so as to bring together  
in small groups girls  who are to give a
 good deal of time to ,classics1 ,modern
 ,languages1  ,english1 ,drawing or     
,science1 or any other special subject1 
thus avoiding  the scrappiness with     
which the modern curriculum is sometimes
 charged4  ,the girl who aims at the    
university is prepared for it1 the girl 
who has  a real taste for               
accomplishments receives first-rate     
instruction in  music1 drawing1 etc4 and

 at the same time is encouraged to give 
special  attention to ,english4 ,there  
is no attempt to force all through the  
same  mill4 ,the school is most         
fortunate in its buildings1 which are   
beautiful  as well as convenient4 ,hall1
 gymnasium1 studio1 laboratory1 padded  
rooms  for practising1 nothing seems    
wanting to the equipment4 ,it is        
pleasant  to wander through the airy and
 tasteful class-rooms and realise that  
this is one of the many good things     
which the redistribution of  endowments 
has given to girls4 ,at ,bedford there  
is not much risk of  forgetting whence  
the money comes4 ,the ,harpur ,trust    
seems to give its  character to the     
town4 ,the numerous schools1 the ,harpur
 ,trust offices1  the rows of           
almshouses1 the #8,harpur' and #8,dame  
,alice' streets are  suggestive of a    
town that has grown up about its        
schools1 almost as  ,oxford and         
,cambridge have about their colleges4   
,in the old church close  by the        

founders lie buried2 ever succeeding    
generations of boys and  girls are      
entering into their inheritance4        
,among the eight largest endowments of  
which the ,commissioners had to  take   
cognisance was that of ,dulwich4 ,in few
 places was the reformer's  hand more   
needed than in the assignment of those  
large sums which had  accumulated under 
the charity of ,alleyn's ,college of    
,god's ,gift4 ,at the  time of the      
,schools' ,inquiry ,commission--that    
date which marks a new  starting-point  
in educational chronology1 it maintained
 only an upper  school with #acj boys1  
and a lower school with #ij4 ,in #ahie  
when some of  the results of twenty-five
 years were summarised1 it was          
supporting3--7#a7  ,a first-grade boys' 
school--,dulwich ,college--with #fcj    
scholars4 7#b7 ,a  second grade boys'   
school--,alleyn's ,school--with #edj    
boys2 and  contributing1 7#c7 ,to ,james
 ,allen's ,girls' ,school a capital sum 
of #fjjj1  and #fej a year4 7#d7 ,to the

 ,central ,foundation ,schools--boys and
 girls--a  capital sum of #aa1jjj and   
#bcjj a year4 7#e7 ,to ,st4 ,saviour's  
,grammar  ,school1 ,southwark1 a capital
 sum of #bj1jjj and #ejj a year4        
,this is a result that should please all
 parties4 ,in spite of the  additional  
advantages given to boys1 the girls gain
 two schools2 for  although the ,james  
,allen school had been founded as early 
as #agda by  ,james ,allen1 master of   
,dulwich ,college1 it was really nothing
 more than  an elementary school until  
its reconstruction in #ahhb with a part 
of the  ,dulwich endowment4 ,it can     
accommodate #cjj girls1 has eight       
class-rooms1  laboratory1 assembly hall1
 dining-room1 recreation ground of two  
and a  half acres1 and a completely     
equipped gymnasium where lessons are    
given  by an expert teacher4 ,with a #f 
fee it is always full1 and admirably    
serves its purpose of #8supplying to    
girls of the middle class a sound       
practical education4'    ,the fourth of 

the large endowments belongs to ,st4    
,olave's ,grammar  ,school1 and a school
 for girls is in course of establishment
 here4    ,the ,tonbridge endowment1    
administered by the ,skinners' ,company1
 now  supports a school for girls at    
,stamford ,hill4    ,the ,manchester    
,grammar ,school fund has of late       
decreased in value1 and  has nothing to 
offer girls2 but here they have had help
 from another  quarter4    ,the ,jones  
foundation at ,monmouth now provides for
 #ejj boys1 and #ajj  girls1 besides #ej
 elementary scholars1 in place of #ahj  
boys at the date  of the ,commission4   
,of the eight endowments1 by far the    
largest was that of ,christ's           
,hospital1 and here there was no        
question as to the original intentions4 
,the treatment of girls had been so     
unfair as to arouse general             
indignation4 ,but the whole foundation  
really needed overhauling4 ,after  long 
delays an elaborate scheme was drawn up1
 providing for the removal  into the    

country of the boys' school1 proper     
boarding-school provision  for girls1   
and large day-schools in ,london for    
both sexes4 ,of all this1  now nearly   
twenty years after the passing of the   
,endowed ,schools ,act1  very little has
 been done1 though the removal of the   
boys' school from  ,london to ,horsham  
is now definitely settled4 ,at ,hertford
 the girls'  school has been reformed in
 its methods1 and additional ward       
accommodation provided1 but by a        
perverse system of election it is made  
very difficult to fill even that space4 
,girls can only be admitted on          
presentation of a governor--very        
difficult to obtain--or by a            
competition1  to which only three       
classes are admitted4 ,they must come   
either from--7#a7  ,certain endowed     
schools in ,england and ,wales1 or 7#b7 
,public elementary  schools in the      
,london ,school ,board district1 or 7#c7
 ,certain parishes  which have hitherto 
exercised the right of presentation4 ,as

 7#a7 and 7#b7  represent the classes   
which are best provided1 and least in   
need of the  benefits of a cheap        
boarding-school1 and 7#c7 is1 by its    
nature1 very  restricted1 it is not     
strange that it has hitherto proved     
impossible to  fill even the #adj       
available places1 though there are      
thousands of girls  in rural districts  
to whom a school of this kind would     
prove a priceless  boon4 ,there seems a 
curious irony about offering such       
nominations to the  ,bedford ,modern    
,school where girls are receiving an    
excellent education  for #d a year1 and 
taking no thought for those less        
favoured places1  which1 because they   
have no endowment of their own1 are     
therefore shut  out from one that they  
could use4 ,of course all this is only  
temporary1  but the transition stage    
seems a very long one4 ,as far as girls 
are  concerned1 the chief needs seem to 
be the establishment of several cheap   
boarding-schools1 the election of some  

women on the council of almoners1  and a
 change in the present system of        
electing scholars4 ,let us hope  that   
when the reforms come at last1 they may 
prove to have been worth  the waiting4  
,besides these eight chief endowments1  
there are many others of which  girls   
have now received a share4 ,there are   
now in ,england and ,wales over  eighty 
girls' endowed schools of a secondary   
type1 though the  distribution is       
curiously uneven2 e4g4 the ,west ,riding
 of ,yorkshire  has nine1 while ,surrey 
has only one4 ,much has been done1 and  
much  remains to be done1 but it is well
 that every kind of experiment should   
be tried1 so that the newer schemes may 
be improved by the experience of  the   
older ones4    ,endowed schools are     
technically supposed to be of three     
grades1  according to the age at which  
the pupils usually leave4 ,for the first
  the limit is eighteen or nineteen2 for
 the second1 sixteen or seventeen2  for 
the third1 fourteen or fifteen4 ,all    

admit them at seven or eight4  ,there is
 something peculiarly ,english about    
this arrangement1 which1 on  paper at   
any rate1 appears needlessly wasteful4  
,the natural division  seems the        
,american one4 ,here there are three    
successive grades1  organically         
connected1 by which a child may go      
through his whole school  career1       
passing1 as it were1 from the           
kindergarten at one end to the          
university at the other4 ,this          
arrangement of schools1 all free1 and   
meant for all the children of the       
community1 is in harmony with the       
,american democratic idea1 but would be 
impossible in the midst of  ,english    
class prejudice4 ,still even our social 
exclusiveness does not  require such    
extreme differentiation1 and experience 
shows that a system  of three parallel  
lines1 distinguished chiefly by breaking
 off at  different points1 is not       
altogether necessary4 ,the problem1 as  
it  presents itself for girls1 is not1  

however1 the same as for boys4 ,boys'   
schools of the highest grade naturally  
prepare their pupils for the            
university1 and as most of them are     
boarding-schools1 they are exempt  from 
considering local needs4 ,the first     
public schools for girls were  day      
schools4 ,at the time of the first      
,endowed ,schools ,act1 university      
education for girls had hardly made any 
way4 ,girton was just struggling  into  
existence1 the other colleges were but a
 dream of the future4  ,london still    
withheld its degrees4 ,what girls needed
 most was a sound  general education    
given cheaply in day schools4 ,hence the
 low fees fixed  by the ,girls' ,public 
,day ,school ,company1 and the still    
lower ones  charged at the endowed      
schools of the second and third grades1 
which at  that time met the most crying 
want4 ,by #ahhc ten of these third grade
  schools in ,london were educating over
 two thousand girls4 ,among them  were  
the ,greycoat ,hospital at ,westminster1

 and the ,roan ,school1  ,greenwich1 and
 others that have since extended their  
sphere of work up  to the second grade  
limit4    ,the course of events during  
the last few years has necessitated     
these  and many other changes4 ,the     
,elementary ,schools ,act of #ahgj1 and 
the  spread of ,higher ,grade schools1  
while largely removing the need for the 
third grade1 have necessitated some     
means of transition from the primary  to
 the secondary school4 ,on the other    
hand1 the rise of women's  colleges1    
technical institutes1 etc4 and the      
increasing number of girls  who1 whether
 from choice or necessity1 expect to    
earn their own living1  necessitates a  
levelling-up of schools1 and a closer   
connection with  places of higher       
education4 ,direct connection with the  
primary schools  on the one hand1 and   
the women's colleges on the other1 is   
now a  necessity4 ,many of the ,charity 
,commissioners' schemes have attempted  
to  supply this4 ,the ,roan ,school at  

,greenwich is a good instance4 ,it was  
founded in #afdc out of money left by   
,john ,roan to clothe and educate  poor 
children1 and reorganised in #ahgc1 the 
income of #bjjj being  divided between  
#cej boys and #cbj girls4 ,there is a   
special fund for  foundation exhibitions
 for elementary scholars1 and others are
 admitted  on passing an examination1 at
 half-fees--#c instead of #f4 ,of the   
total  number of pupils1 about          
two-fifths come from the elementary     
schools4  ,thus the work of the two is  
brought into very close connection1 and 
the  ,roan ,school includes in itself   
both second and third grade functions4  
,it  provides for the upward passage by 
exhibitions1 many of which are held  at 
,bedford ,college1 or in ,wales4        
,scholarships of both kinds are also    
given by the ,skinners' ,school at      
,stamford ,hill4 ,some of the entrance  
exhibitions are restricted to pupils    
from elementary schools1 others are     
awarded by open competition4 ,the two   

leaving exhibitions1 of the value of    
thirty-three and thirty guineas         
respectively1 are tenable for four      
years1 at any place of advanced         
education approved by the governors4    
,the school fees range from #f to  #aj4 
,the work of the ,sixth ,form leads to  
the higher certificate of the  ,joint   
,board or the ,london ,matriculation1   
both of which serve the  purposes of a  
leaving and entrance examination4 ,this 
school might  therefore be regarded as a
 combination of the three grades4       
,similar work  is done by the ,mary     
,datchelor ,school at ,camberwell1 the  
,aske's ,school1  ,hatcham1 and several 
others4 ,such schools1 with a definite  
connection  upward and downward1 are    
among the chief educational needs of the
 day4  ,those now at work seem to be    
always full1 and they draw their pupils 
from a class that look forward to a     
career of steady work4 ,clerks1 civil   
servants1 teachers1 typists1            
telegraphists1 milliners1 nurses2 these1

  and many others1 occur in the lists of
 old pupils' occupations4 ,a useful     
general education1 either as an end in  
itself or as a basis for higher  or     
technical education1 is given1 and these
 schools have taken the place  of the   
third rate private schools1 which was   
all that had previously  been offered to
 middle class girls4 ,the expression of 
opinion by the  ,royal ,commissioners1  
in #ahie1 that #8a second grade school1 
which  prepares for the local           
,university ,college is often more      
suitable for a  certain section of the  
population than a first grade school    
linked to  ,oxford and ,cambridge1'     
applies1 mutatis mutandis1 to girls as  
well as  boys4 ,for both1 a part of the 
highest work must be supplied by        
boarding-schools4    ,but when all the  
endowments hitherto made available are  
considered1 the  share of the girls is  
still far too small4 ,in some counties  
there is  hardly anything available for 
them4 ,against this disparity must be   

set  the benefactions of recent years1  
many of which are specially meant for   
girls and women4 ,the foundation of the 
,city of ,london ,girls' ,school1 by    
,william ,ward1 in #ahha1 with an       
endowment of #bj1jjj2 the ,pfeiffer     
,charity of #ei1jjj1 for the benefit of 
women's education1 the numerous         
scholarships given by city companies1   
the establishment of ,holloway and      
,westfield ,colleges1 and of many other 
foundations for both sexes1 belong  to  
the twenty years between #ahge and      
#ahie4 ,if girls have lacked much in    
the past1 they are inheriting the       
present4 ,as the ,charity ,commissioners
  remarked1 when reviewing a record of a
 quarter a century3 #8,as to one        
particular branch of educational        
endowments1 viz4 that for the           
advancement of the secondary and        
superior education of girls and women1  
it may be anticipated that future       
generations will look back to the       
period immediately following upon the   

,schools' ,inquiry ,commission1 and  the
 consequent passing of the ,endowed     
,schools ,act1 as marking an epoch  in  
the creation and application of         
endowments for that branch of           
education1 similar to that which is     
marked for the education of boys and    
men by the ,reformation4'               
,,chapter ,,vi                          
,,the ,,women',s ,,colleges      ,the   
chief gain that this half-century has   
brought to women's education  is their  
admission to the universities4 ,it is   
the key-stone of the arch1  without     
which the rest of the fabric could have 
neither stability nor  permanence4 ,the 
schools look to them for their teachers 
and their  standard1 and gain thereby an
 element of fixity hitherto lacking4 ,if
  boys' education may be blamed for     
excessive conservatism1 that of girls   
has suffered from extreme mobility4     
,since girls' schools led nowhere1  and 
acknowledged no outside guidance1 their 
aim was perpetually  changing1 according

 to the ever-varying dictates of        
sentiment or  expediency4 ,independent  
and unorganised1 they lacked all        
connection with  past and future2 and it
 is this that the universities are now  
giving  them4    ,apart from its        
intrinsic importance1 this reform is    
remarkable for the  speed and           
completeness with which it has been     
accomplished4 ,thirty years  ago it had 
hardly been seriously contemplated2 now 
eight of the ten  universities of ,great
 ,britain teach their students without  
distinction  of sex1 while two others   
admit them to lectures1 examinations1   
and many  other privileges4 ,all this   
has not been brought about without hard 
work  and persevering effort2 and it    
would be vain to seek the origin of all 
the separate forces that1 acting and    
re-acting on one another1 have  produced
 this result4 ,many were the workers1   
and the honours of the  pioneers must be
 shared1 but among those who led the way
 a chief place  belongs to ,miss ,emily 

,davies4 ,from the first she realised   
that the  reform in girls' education    
must begin at the top4 ,to quote her own
  words3 #8,the incompleteness of the   
education of schoolmistresses and       
governesses is a drawback which no      
amount of intelligence and goodwill  can
 enable them entirely to overcome4 ,it  
is obvious that for those who  have to  
impart knowledge the primary requisite  
is to possess it2 and it  is one of the 
great difficulties of female teachers   
that they are called  upon to instruct  
others while being inadequately         
instructed themselves4  ,the more       
earnest and conscientious devote their  
leisure hours to  continued study1 and  
no doubt much may be done in this way2  
but it is at  the cost of overwork1     
often involving the sacrifice of health1
 to say  nothing of the disadvantages of
 working alone1 without a teacher1 often
  without good books1 and without the   
wholesome stimulus of                   
companionship4'#ad    ,but1 important as

 was the improvement in the education of
 the teachers1  ,miss ,davies had a     
wider aim in view for the college she   
meant to found4  ,it was to bring a     
really liberal education within reach of
 all women1  apart from any special     
professional aim4 ,girls1 as well as    
boys1 should  have opportunities given  
them to carry on their studies in       
congenial and  stimulating surroundings1
 unhampered by the cares of earning and 
unhindered by conflicting duties4 ,to   
them1 too1 the college life was to      
bring that joyous spring-time of youth1 
friendship1 and unfettered  delight of  
study and leisure which had hitherto    
been withheld from them4  ,such was the 
generous purpose in the minds of a few  
men and women who  were trying to fire  
others with their own enthusiasm4       
,even at the time of the ,schools'      
,inquiry ,commission this question had  
been mooted1 and a memorial had been    
sent up pointing out the want of a      
system of #8instruction and discipline  

adapted to advanced students1  combined 
with examinations testing and attesting 
the value of the  education received4'  
,the report of the ,commission and the  
discussion it  aroused helped to give   
publicity to the proposal1 and at last  
it was  resolved to test the feasibility
 of the scheme by actual experiment4 ,in
  #ahfg a committee had been formed to  
consider the possibility of founding  a 
college #8designed to hold in relation  
to girls' schools and home  teaching a  
position analogous to that occupied by  
the universities  towards the public    
schools for boys4' ,it was resolved to  
try an  experiment on a small scale1 and
 proceed further as funds became        
available4 ,at ,hitchin1 near           
,cambridge1 a small house was hired for 
the  six students who presented         
themselves1 and in ,october #ahfi they  
began  the work prescribed to candidates
 for degrees by the ,university of      
,cambridge4 ,insignificant as these     
beginnings may seem1 they were of       

momentous importance in the history of  
women's education4 ,the founders  of    
this1 the first women's college in      
,england1 had to choose once for  all   
between a women's university1 with its  
exclusive studies and  degrees1 and     
admission to the great universities of  
the country4 ,the  question of a women's
 university debated and vetoed in #ahig 
had really  been finally settled in     
#ahgj1 when the first lady students     
requested and  received permission to be
 examined in the papers set for the     
,previous  ,examination4    ,the        
prospectus of the new college issued in 
the autumn of #ahfi contained  this     
clause3 #8,the ,council shall use such  
efforts as from time to time  they may  
think most expedient and effectual to   
obtain for the students  of the ,college
 admission to the examinations for the  
degrees of the  ,university of          
,cambridge1 and generally to place the  
,college in  connection with the        
,university4' ,this ambitious programme 

thus early  laid down for the infant    
,college must have provoked many smiles2
 and  looking back now after the lapse  
of nearly thirty years1 we hardly know  
whether to wonder most at the confidence
 placed by the founders in the  hitherto
 untried abilities of girls or at the   
success which so  abundantly justified  
their anticipations4    ,it was thus    
made clear from the outset that the new 
college was to be no  self-centred      
institution1 but was to derive its      
teaching1 inspiration1  and standard    
from ,cambridge1 provided always that   
the ,university were  willing to accept 
the new responsibilities thus proposed4 
,for this end  it seemed desirable to   
make an informal experiment1 and through
 the  kindness of the individual        
examiners five of the students were     
submitted  to the test of the ,previous 
,examination4 ,all were successful2 four
  attained the standard required for a  
,first ,class1 and one that of a        
,second4 ,two years later three students

 entered for ,tripos ,examinations  in  
the same informal manner1 two passing in
 classics and one in  mathematics4 ,thus
 three years after the opening of the   
,college three of  its students had     
fulfilled all the conditions required by
 the ,university  of ,cambridge for a   
degree in ,honours4 ,that was a         
sufficient answer to  the doubters2 the 
founders had justified their action4    
,henceforth the  future of the ,college 
was fixed4    ,meanwhile vigorous       
efforts were being made to raise money  
for the  permanent building to be       
erected in or near ,cambridge4 ,this was
 no easy  task4 ,generous donations for 
the needs of women were at that time    
unknown4 ,the ,quarterly ,review        
recommended #8simplicity of living and  
the strictest economy' as alone suitable
 for women who might have to  earn their
 own living1 and desired to combine with
 this #8training in  housekeeping1      
regular needlework 444 such cultivation 
as will make a  really good wife1       

sister1 and daughter to educated men4'  
,against such  selfish and confused     
notions it was difficult to contend4 ,as
 ,miss  ,shirreff wrote at the time3    
#8,never yet have a company of women    
been able  to scrape together funds for 
an object specially their own1 be it    
club1  or reading-room1 or hospital1 or1
 as now1 a college4' ,it is pleasant to 
realise that this is no longer true1 and
 that the writer of these  despairing   
words lived to see the change she had   
helped to bring about4    ,the money    
came in1 though slowly4 ,madame         
,bodichon generously gave the  first    
thousand pounds1 and among the earliest 
subscribers was ,george  ,eliot4 ,lady  
,stanley was another who gave liberal   
aid4 ,the subscription  list gradually  
grew longer2 a piece of land was secured
 at ,girton1 near  ,cambridge1 and      
building began4 ,in #ahgc it was ready  
for occupation1 and  henceforth became  
the home of the ,ladies' ,college1 now  
incorporated as  ,girton ,college1 with 

,miss ,davies installed as ,mistress4   
,as the numbers  increased1 fresh       
additions were made to the building1 but
 the aim and  work of the ,college      
remained unchanged4 ,students were      
prepared for the  ,ordinary and ,honours
 ,degree ,examinations by means of      
lectures given at  ,girton1 and1 as     
these were gradually opened to women1 by
 attendance at  some of the professorial
 and intercollegiate lectures in        
,cambridge4 ,they  were informally      
examined with the same papers as were   
set to the men1  and in every detail of 
preliminary test1 length of residence1  
etc4 they  conformed to the rules laid  
down by the ,university for its members4
 ,in  lieu of the degree1 which could   
not be conferred upon them1 they        
received from the ,college a #8degree   
certificate1' and year by year fresh    
proofs were given of the general        
efficiency of the ,college and its      
students4 ,in this way informal         
connection with the ,university was     

combined with formal adherence to its   
regulations4 ,thus matters  continued   
till #ahha4    ,side by side with the   
beginnings of ,girton1 another movement 
had been at  work4 ,this was largely due
 to the ,north of ,england ,council1    
which by  promoting examinations for    
women over eighteen1 had been           
establishing a  fresh link between the  
,university of ,cambridge and the       
education of  girls4 ,a ,cambridge      
committee established courses of        
lectures in all the  subjects of        
examination4 ,these naturally attracted 
many students from a  distance1 and the 
same persons who had organised the      
lectures1 soon had  to face the problem 
of housing the audience4 ,mr4 ,henry    
,sidgwick1 to  whose generous and       
unfailing assistance women owe so much1 
invited ,miss  ,clough to come and take 
charge of a house of residence for women
  students4 ,this house--,no4 #fd       
,regent ,street--became the germ of     
,newnham4 ,as  the numbers increased1   

removal to larger premises became       
necessary1 and  ,merton ,hall was taken4
 ,when this too had to be abandoned it  
was resolved  to build4 ,funds were     
raised by the ,newnham ,hall ,company1  
and eventually  this was amalgamated    
with the association which had charge of
 the  lectures1 and the two were        
incorporated as ,newnham ,college4 ,this
  development from small beginnings1    
under the ,principal's able management  
with the constant help and sympathy of  
,mr4 and ,mrs4 ,sidgwick1 has now  been 
fully made known through ,miss ,a4 ,b4  
,clough's interesting biography  of her 
aunt4 ,newnham has seen some changes of 
policy and programme since  its first   
beginnings in #ahgj1 but its true aim1  
to advance the education  of women at   
,cambridge1 has always remained the     
same4    ,since ,newnham originated in a
 house of residence for girls preparing 
for  the ,higher ,local ,examination1   
this was naturally the goal set before  
the  first students2 but very early in  

its history some few who were more      
ambitious or better prepared1 found this
 aim insufficient1 and began1  like the 
,girton students1 to study for the      
degree examinations4 ,the  ,higher      
,local1 at first the goal1 gradually    
receded in importance1 and  became a    
preliminary instead of a final1 but it  
was not made compulsory  to follow the  
,cambridge curriculum exactly1 and in   
those early days  great latitude in     
choice of subjects1 examinations1 length
 of residence1  etc4 was allowed to     
,newnham students4    ,thus matters     
continued till #ahhj1 when special      
attention was called to  ,girton by the 
distinguished success of one of its     
students1 who was  declared by the      
examiners in the mathematical ,tripos to
 be equal to the  eighth wrangler4      
,there was now a ten years' record of   
good work to show1  and the time seemed 
opportune for bringing about a more     
formal  connection with the ,university4
 ,a memorial was drawn up and presented1

  which called attention to the         
#8repeated instances of success on the  
part  of students of ,girton and        
,newnham ,colleges1 in satisfying the   
examiners  in various degree            
examinations at ,cambridge1' and praying
 the ,senate to  #8grant to properly    
qualified women the right of admission  
to the  examinations for ,university    
degrees1 and to the degrees conferred   
according to the result of such         
examinations4' ,this was signed by #hejj
  persons2 other petitions to the same  
effect were received1 and as a  result a
 syndicate was appointed to consider the
 matter4 ,their report  advocated the   
formal admission of women to the        
,honours examinations of  the           
,university1 and the publication of a   
separate class-list1 indicating  the    
position of each in the general list4   
,they did not1 however1  recommend      
conferring degrees on women1 nor did    
they advise admitting  them to the      
,ordinary ,degree examinations4 ,the    

recommendations were  embodied in three 
,graces1 passed by the ,senate on       
,february #bd1 #ahha1 a  red-letter day 
in the annals of ,college women4 ,these 
are the most  important3--    #8#a4     
,that female students who have fulfilled
 the conditions respecting  length of   
residence and standing which members of 
the ,university are  required to fulfil1
 be admitted to the ,previous           
,examination and the  ,tripos           
,examinations4    #8#b4 ,that such      
residence shall be kept--7a7 at ,girton 
,college2 or 7b7  at ,newnham ,college2 
or 7c7 within the precincts of the      
,university1  under the regulations of  
one or other of these ,colleges2 or 7d7 
in any  similar institution within the  
precincts of the ,university which may  
be  recognised hereafter by grace of the
 ,senate4    #8#c4 ,that certificates of
 residence shall be given by the        
authorities of  ,girton ,college or     
,newnham ,college or other similar      
institution hereafter  recognised by the

 ,university1 in the same form as that  
which is  customary in the case of      
members of the ,university4    #8#d4    
,that except as is provided in          
regulation #e1 female students shall1   
before admission to a ,tripos           
,examination1 have passed the ,previous 
,examination 7including the ,additional 
subjects71 or one of the  examinations  
which excuse members of the ,university 
from the ,previous  ,examination4       
#8#e4 ,that female students who have    
obtained an ,honour certificate in the  
,higher ,local ,examination1 may be     
admitted to a ,tripos ,examination1     
though such certificate does not cover  
the special portions of the  ,higher    
,local ,examination1 which are accepted 
by the ,university in lieu  of parts or 
the whole of the ,previous ,examination2
 provided that such  students have      
passed in ,group ,b1 7,language73 and   
,group ,c1 7,mathematics74    #8#f4     
,that 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 ,college1 or other   
institution1 under whose  regulations   
she has resided4    #8#g4 ,that 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            
,university1 the standard  for each     
class1 and the method of arrangement in 
each class being the  same in the two   
class lists4    #8#h4 ,that in each     
class of female students in which the   
names are  arranged in order of merit1  
the place which each of such students   
would  have occupied in the             
corresponding class of members of the   
,university  shall be indicated4        
#8#i4 ,that the examiners for the       
,tripos shall be at liberty to state1 if
  the case be so1 that a female student 
who has failed to satisfy them1  has in 
their opinion reached a standard        

equivalent to that required from        
members of the ,university for the      
ordinary ,b4,a4 degree4    #8#aj4 ,that 
to each female student who has satisfied
 the examiners in a  ,tripos            
,examination1 a certificate shall be    
given by the ,university  stating the   
conditions under which she was admitted 
to the examinations  of the ,university1
 the examinations in which she has      
satisfied the  examiners1 and the class 
and place in the class to which she has 
attained in each of such examinations4' 
,this was followed in #ahhb by          
permission to pass the examinations for 
degrees in ,music4    ,the ,colleges and
 their students thus received formal    
acknowledgment from  the ,university1   
and the status then conferred remains   
unchanged to this  day4 ,two attempts   
have since been made to induce the      
,university to carry  its concessions to
 their logical issue1 and confer degrees
 on women4  ,that of #ahhg came to an   
untimely end1 as it was not even        

considered by a  syndicate2 the events  
of #ahig belong to recent history1 and  
are too  fresh to allow a proper        
estimate of their significance4 ,the    
facts are  these4 ,in #ahif four        
memorials were presented to the         
,council1 asking for  the nomination of 
a syndicate #8to consider on what       
conditions and with  what restrictions1 
if any1 women should be admitted to     
degrees in the  ,university4' ,the      
syndicate was appointed1 and reported in
 favour of  conferring #8the title of   
the degree of ,bachelor of ,arts' by    
diploma upon  women1 #8who1 in          
accordance with the now existing        
ordinances1 shall  hereafter satisfy the
 examiners in a final ,tripos           
,examination1 and shall  have kept by   
residence nine terms at least2 provided 
that the title so  conferred shall not  
involve membership of the ,university4' 
,this seemed a  very moderate proposal1 
since it only involved a formal         
acknowledgment  of privileges already   

conferred1 but somehow the ,university  
took fright4  ,perhaps it now for the   
first time realised what had already    
been done1  and determined to allow no  
more concessions2 perhaps an element of 
jealousy was beginning to play a part   
among the younger members who had       
appeared in the same class lists as the 
women1 and not always in the  highest   
places2 certain it is that while the    
best weight and learning in  ,cambridge 
were in favour of the proposals1 numbers
 were ranged on the  other side2 and the
 voting resulted in a majority of more  
than a  thousand against the proposal4  
,in estimating this result it is well to
  remember that the women's colleges had
 met with far more rapid success  than  
even their founders had anticipated4    
,they had produced a ,senior  ,wrangler 
and a ,senior ,classic1 and a formidable
 list of first classes in  these and    
other ,triposes4 ,it was no longer      
possible to put aside their             
achievements with the old contemptuous  

formula1 #8very good considering4'  ,the
 movement had succeeded beyond all hope 
or fear1 and while its true  friends    
remained staunch1 many of the           
indifferent now ranged themselves  among
 the open enemies4 ,events had moved too
 fast for the rearguard of  public      
opinion to keep up with them4 ,at any   
rate the refusal was  decisive1 and     
matters settled down once more to the   
status quo of  #ahha4    ,anomalous as  
is their position1 the students of      
,girton and ,newnham have  many and     
great advantages4 ,for a comparatively  
low fee they receive all  the advantages
 of a ,university education2 they enjoy 
the manifold  privileges that belong to 
residence in ,cambridge1 they may attend
 nearly  all professorial and very many 
college lectures1 their own colleges    
also  provide excellent lecturing and   
coaching2 and they may enter for any of 
the ,tripos ,examinations1 and for those
 that lead to the degrees of ,doc4  and 
,bac4 ,mus4 ,they have the advantage of 

life in beautiful buildings1  with      
plentiful opportunities for recreation1 
exercise1 and social  intercourse1 while
 the very fact of belonging to ,girton  
or ,newnham  confers a certain prestige 
which is an advantage professionally and
  socially4 ,however much we may desire 
the degree1 and regret its  indefinite  
postponement1 it may yet safely be said 
that nowhere else can  women obtain such
 advantages as at ,cambridge4 ,no       
anxiety need be felt  about the future  
of the colleges4 ,the success of their  
students1 the  influence their          
#8graduates' have had on the teaching   
profession1 and the  good work done by  
them in other fields1 have amply        
justified the new  departure4 ,if       
success has come too quickly1 public    
opinion may lag  behind a few years     
longer4 ,meantime the work goes on4     
,at this period of their history it is  
no longer necessary to describe  the    
colleges4 ,everybody who knows          
,cambridge is familiar with them4 ,both 

have increased greatly since their first
 beginnings4 ,girton has added  fresh   
wings and a tower2 changed its entrance 
and built a library which  is full to   
overflowing4 ,the trees have grown up   
around it and offer  pleasant shade to  
summer tea-parties and afternoon        
loungers1 the  #8woodland walk' that    
encircles the grounds is gay at almost  
all seasons  with pretty blossoms and   
flowering shrubs4 ,newnham has enlarged 
its  first 7,old7 hall and built two new
 ones1 called by names that will ever   
be held in honour1 ,clough and ,sidgwick
 ,halls4 ,one library has been          
outgrown1 and another--a generous       
gift--has been lately added2 a road has 
been diverted allowing an addition to   
the grounds1 and a fresh approach  made 
under a tower gateway with beautiful    
iron gates presented by old  students in
 memory of their first ,principal4      
,girton has once more  outgrown its     
accommodation1 and is appealing for     
building funds4 ,the  colleges are      

growing both outwardly and in their     
aims4 ,not the least  hopeful feature is
 the number of #8graduate' students who 
continue their  studies in ,cambridge or
 at one of the foreign universities1 or 
devote to  research or social problems  
that leisure and freedom from           
responsibility  which women possess in a
 greater share than men4 ,the founders  
have been  abundantly justified in their
 resolve to establish no mere           
training-school for governesses1 but to 
offer a wide and liberal  education to  
all4    ,there are some differences in  
the arrangements of the two colleges4   
,at  ,girton each student has two rooms1
 at ,newnham one4 ,the ,girton fees are 
#aje per annum including coaching and   
examinations2 at ,newnham they are  #ge1
 but these items are not in all cases   
included4 ,girton supplies cabs  for    
students who attend lectures in         
,cambridge2 ,newnham1 being in the      
town1 is within a walk4 ,both require   
every one who has not taken an          

equivalent1 e4g4 the higher certificate 
of the ,joint ,board1 to pass an        
entrance examination4 ,both colleges    
award scholarships1 though scarcely     
sufficient to meet the many demands from
 girls whose parents cannot  afford the 
payment of full fees4 ,miss ,welsh1 one 
of the early ,hitchin  students1 is now 
mistress of ,girton2 ,newnham has a     
,vice-principal for  each of the halls1 
and a ,principal over the whole4 ,in    
this post ,mrs4 ,h4  ,sidgwick succeeded
 ,miss ,clough1 when the true foundress 
of ,newnham died  in #ahib4    ,there is
 a good deal of resemblance between the 
,cambridge colleges and  the ,oxford    
halls1 though these latter have a       
different history4 ,as early  as #ahfe a
 scheme for lectures and classes at     
,oxford had been organised  by ,miss    
,smith1 and remained in operation for   
several years4 ,in #ahgc  another       
similar scheme was set on foot by a     
committee of ladies1 with  ,mrs4 ,max   
,mller as treasurer1 and ,mrs4 ,h4 ,ward

 and ,mrs4 ,creighton1  followed by     
,mrs4 ,t4 ,h4 ,green1 as secretaries4   
,the outcome of this was  the           
,association for the ,education of      
,women1 organised in #ahgh1 its  object 
being #8to establish and maintain a     
system of instruction having  general   
reference to the ,oxford examinations4' 
,here as at ,cambridge the  next step   
was to found halls of residence to      
accommodate students from a  distance4  
,two of these1 ,somerville and ,lady    
,margaret1 were opened in the  same     
year1 #ahgi2 since then two more1 ,st4  
,hugh's and ,st4 ,hilda's1 have  been   
added4 ,the great difference1 however1  
between the arrangements at  the two    
,universities is that the ,oxford       
,association1 instead of  amalgamating  
with the halls1 has continued an        
independent existence1  taking the lead 
in all matters concerning women's       
education4 ,most  associations of this  
kind were temporary bodies1 which       
dissolved when  the college or school   

for which they were working was         
established1 or  when the particular    
institution with which they were        
connected had  opened its doors to      
women4 ,but the ,oxford ,association has
 increased in  importance with the      
development of the colleges1 and has    
become a ,board  of ,studies for their  
students1 and a means of communication  
between them  and the ,university4 ,one 
of its functions is to organise         
lectures1 to  which members of the      
,university not infrequently request and
 obtain  admission4 ,it also undertakes 
the negotiations with the various       
professors and colleges that admit women
 to lectures1 and it is thanks  to its  
exertions that they may now attend under
 certain regulations  lectures at almost
 every college in ,oxford4 ,similarly   
their admission to  university          
examinations is the work of the         
,association4 ,in fact1 it acts  almost 
as a feminine department of the         
,university1 since it has to  sanction  

the establishment of halls1 make itself 
responsible for the  studies and        
discipline of its students1 and         
generally establish their  connection   
with the ,university4 ,this connection  
received its formal  acknowledgment in  
#ahic1 when the ,dean of ,christchurch  
was appointed to  represent the         
,hebdomadal ,council on the ,council of 
the ,association1 and  a room in the    
,clarendon ,building was lent it as an  
office4    ,there are some other        
technical differences between the       
position of women  at ,oxford and       
,cambridge4 ,the latter directly        
acknowledges the women's  colleges1 the 
former in theory knows nothing of its   
women students1 but  leaves the         
,delegacy for ,local ,examinations to   
arrange for their  examination4 ,the    
delegates are allowed for this purpose  
to use the  papers set by the           
,university examiners for men1 and1 of  
course1 the  examinations are conducted 
simultaneously and under exactly the    

same  conditions4 ,women may enter for  
every examination--whether ,pass or     
,honours--leading to the ,b4,a4 degree1 
and it is this ,delegacy which lays     
down the special conditions4 ,in all    
cases a ,preliminary examination is     
compulsory and in some an ,intermediate1
 but neither the ,delegacy nor the      
,university demands that they should    
conform to the regulations imposed  on  
men in regard to duration of study1     
preliminary examinations and  residence4
 ,this has led to greater freedom in    
work2 but1 as often  happens1 this      
greater liberty has proved somewhat     
detrimental4 ,it was  difficult to gauge
 the value of work done under such      
conditions1 since  some students would  
end a four years' course with           
,moderations and others  at once begin  
working for the ,final ,schools4 ,then  
there were some  special examinations   
for women1 which by that very           
restriction failed to  win even the     
prestige they deserved1 and an          

impression1 not quite  unfounded1 spread
 abroad1 of a certain vagueness in the  
,oxford work1  which lessened its value 
in the eyes of the general public4      
,there was no  real gain in making a    
selection from a course that had been   
carefully  planned out by the           
,university for its members1 and as this
 anomalous  state of things had really  
been brought about by the gradual       
opening of  the examinations1 which made
 the regular course at first            
inaccessible to  women students1 there  
seemed no reason for continuing it when 
once this  difficulty was removed4      
,oxford women got less credit often than
 was  their due1 simply because some    
little preliminary formality had been   
omitted4    ,in order to remedy this1   
and put the whole work on a firmer      
basis1 the  ,association decided to     
institute a system of diplomas for those
 of its  students who have taken the    
full course required of members of the  
,university4 ,this certificate is       

awarded only to students who have       
entered their names on the register     
qualifying for it1 have kept their      
residence after date of entry1 and      
passed the examinations of the ,b4,a4   
course in the order and under the       
conditions as to standing prescribed    
for members of the ,university4 ,another
 diploma is also offered to those  who  
have passed a course of three           
examinations approved by the council4   
,though equivalent to the ,b4,a4 diploma
 as regards difficulty of  attainment1  
there appears to be little demand among 
recent students for  this alternative   
course2 and it will probably be regarded
 as a survival  from the days when1 the 
,university examinations being only     
partially  open to women1 substitutes   
had in some cases to be devised4        
,certificates  are also awarded to those
 students who have resided not less than
 eight  terms1 and have obtained a class
 in an ,honour ,examination of the      
,university or of the ,delegates of     

,local ,examinations4 ,these diplomas   
and  certificates offer a definite      
incentive to regular study1 and serve at
  once to show the value of the work    
done in each case4    ,at ,oxford1 as at
 ,cambridge1 an attempt has been made to
 win complete  acknowledgment for women 
students by the conferment of the       
degree4 ,an  appeal was made to the     
,university in #ahie4 ,the question came
 to the vote  in #ahif1 and here1 as    
afterwards at ,cambridge1 the proposal  
was thrown  out by a considerable       
majority4 ,oxford women1 like their     
sisters at  ,cambridge1 must therefore  
wait a while longer for complete        
recognition4  ,the attempt here may have
 been a little premature1 since1 owing  
to the  late opening of the examinations
 and the latitude allowed to students1  
there were at that time very few who had
 fulfilled all the necessary            
conditions4 ,still the reason of the    
refusal was probably identical in  both 
cases1 and indicated a deep-rooted      

prejudice that must be overcome  before 
further steps can be taken4 ,meantime   
the institution of the                  
degree-certificate is giving fresh      
impetus to the work1 and attracting     
larger numbers to the colleges4    ,of  
these ,somerville and ,lady ,margaret   
were founded almost  simultaneously1 but
 with somewhat different aims1 the      
former being  undenominational1 the     
latter distinctly ,church of ,england4  
,both were  intended as halls of        
residence for ,association students1 but
 in #ahha  ,somerville was incorporated 
as a college #8to provide for the       
residence  of women students' as well as
 #8for the instruction of women students
 and  for the delivery of lectures to   
such students'2 it was not1 however1    
till #ahid that the term #8college' came
 into general use4 ,like the  ,cambridge
 colleges it has grown from small       
beginnings2 it has been  enlarged four  
times1 not on one plan but by the       
addition of fresh  buildings1 so that it

 does not present the appearance of a   
connected  whole4 ,but standing in      
pleasant grounds among fine old trees1  
this very  medley gives it a certain    
charm4 ,it can now accommodate over     
seventy  students1 besides the          
,principal1 secretary1 and four resident
 tutors4  ,many of its old students have
 gained honourable positions for        
themselves2 indeed the ,principals of   
two leading women's colleges1  ,holloway
 and ,bedford1 were chosen from the     
ranks of old ,somerville  students4     
,lady ,margaret was founded by the      
,bishop of ,rochester and others1 and   
has  adhered to its original plan of    
supplying residence to ,church members  
of  the ,association4 ,it undertakes no 
part of the instruction1 but makes use  
of the ,association's tutorial and      
lecturing staff4 ,for some years the    
numbers continued small1 but as they    
gradually increased it became  necessary
 to construct an additional hall4 ,part 
of this1 the ,wordsworth  building1 was 

occupied in #ahif1 when the numbers went
 up to forty-nine1  and the council are 
now appealing for additional funds with 
which to  build a chapel and the central
 block1 to contain the library and      
permanent dining-hall4 ,a pretty        
thatched boat-house on the ,cherwell is 
an attractive feature of the grounds1   
and ,lady ,margaret is proud of its     
rowing club4 ,the ,principal is ,miss   
,wordsworth1 daughter of the late       
,bishop of ,lincoln and great-niece of  
the poet4 ,the hall takes its name  from
 ,lady ,margaret ,beaufort1 that        
renowned patroness of learning1 and     
there is a cast from her effigy in the  
tiny college chapel4    ,in close       
connection with ,lady ,margaret is ,st4 
,hugh's4 ,it was founded in  #ahhf by   
,miss ,wordsworth to provide a more     
economical residence for women          
students4 ,by a system of sharing       
bedrooms and using common               
sitting-rooms1 somewhat lower fees      
became practicable for those who  could 

not afford the ordinary terms4 ,the plan
 does not seem to have  proved very     
successful1 and ,st4 ,hugh's has        
developed into a small  independent hall
 for twenty-five students1 on the same  
lines as ,lady  ,margaret1 but with a   
graduated system of fees according to   
the room  occupied4 ,like ,lady         
,margaret it is conducted according to  
the principles  of the ,church of       
,england1 with liberty for other        
denominations4 ,it also  uses the       
tutorial staff of the ,association4 ,all
 students are expected to  read for some
 ,university examination unless         
specially exempted by the  ,council4    
,the ,principal is ,miss ,moberly1      
daughter of the late ,bishop of         
,salisbury4    ,the youngest of the     
,oxford halls is ,st4 ,hilda's4 ,it was 
founded by ,miss  ,beale in #ahic1 and  
meant in the first instance for students
 passing on  from ,cheltenham to        
,oxford4 ,this exclusive character has1 
however1 been  abandoned1 and it is now 

formally recognised under the rules of  
the  ,association for the ,education of 
,women4 ,it still receives the greater  
part of its students from ,cheltenham1  
though there is nothing now to  exclude 
others4 ,as yet the numbers are very    
small4 ,the ,principal is ,mrs4         
,burrows4    ,of these four             
institutions1 ,somerville1 the largest  
and most  distinguished1 is the only    
undenominational one4 ,all four have the
  combined bedroom-studies1 with common 
dining-halls1 libraries1 etc4  ,out-door
 games1 debating societies1 college     
clubs1 etc4 are as popular  as at       
,cambridge4 ,all the colleges require an
 entrance examination or an             
alternative1 and all give scholarships  
according to ability4 ,the fees at      
,somerville 7including board1 lodging1  
tuition and lectures7 range from  #gh to
 #ij according to the room occupied4 ,at
 ,lady ,margaret they are  #ge1         
exclusive of tuition1 which involves    
another #bj or #be4 ,at ,st4  ,hugh's   

the inclusive terms range from #gj to   
#ij2 at ,st4 ,hilda's as at  ,lady      
,margaret1 there is a charge of #ge1    
which does not include tuition4         
,besides those who reside at the halls  
other women are frequently  attracted to
 ,oxford4 ,for these1 too1 the          
,association makes provision4  ,those   
who avail themselves of the lectures and
 direction of the  ,association1 but do 
not reside in a hall1 are registered as 
home  students1 and are placed under the
 care of a ,principal and a committee   
of the ,council of the ,association4    
,they are required to reside1 with the  
,principal's approval1 in a house       
sanctioned by the committee1 and to     
conform to certain rules corresponding  
to those laid down for hall  students4  
,the ,principal performs some of the    
functions of a tutor4  ,students call   
upon her at the beginning and end of    
each term1 and submit  to her their     
lists of lectures before sending them in
 to the office4 ,the  home students are 

doubtless able to pursue their studies  
more  economically4 ,the tuition fees   
seldom exceed #be1 and board and lodging
  may be had for #bes4 a week and       
upwards4 ,as ,oxford terms rarely exceed
  eight weeks it is possible by very    
careful management to keep expenses     
down to #ej to #fj4 ,as a matter of fact
 a large proportion of these  students  
are daughters of ,oxford residents4 ,the
 arrangement is also a  convenient one  
for foreigners who come to ,oxford for a
 short time only4  ,many come in this   
way from ,america1 after taking a degree
 in one of  their own colleges4 ,french1
 ,german1 ,russian1 ,roumanian1 ,danish1
 ,swedish1  and ,norwegian students have
 at different times resided in ,oxford1 
working at ,english language and        
literature1 for the teaching diplomas of
  their own country4 ,by helping these  
the ,association can considerably       
increase its sphere of usefulness1 and  
without disturbing the work of  the     
halls it introduces a wider outlook into

 the lives of the students4  ,at the    
same time it is open to home students to
 take the regular course1  and several  
of them do so4 ,the committee only      
registers those who take  up a          
systematic course of study1 extending   
over at least three terms1  but even    
those who come for a shorter time can   
attend its lectures and  profit by its  
help4    ,by these varied means the     
,association is able to draw together   
all the  agencies for women's education 
at ,oxford2 in #ahig the number of      
students  on its books was #bjb1 and    
there is every reason to expect a       
considerable  increase now that the     
institution of the degree-diploma has   
given a  fresh impulse to the work4 ,the
 steady flow from our girls' schools to 
both ,universities proves that the      
colleges have won appreciation through  
the whole of the country4 ,happily many 
of the founders are yet among us  to    
enjoy the fruits of the labours4 ,girton
 and ,newnham1 ,somerville and  ,lady   

,margaret1 bear eloquent testimony to   
the truth that the dreamers of  visions 
are often those who see furthest and    
best4                                   
,,chapter ,,vii                         
,,admission ,,to ,,universities         
,the position of women at ,oxford and   
,cambridge is so anomalous as to        
require a good deal of explanation1 and 
indeed it is sometimes said that  the   
only real grievance these students have 
is the difficulty of making  people     
understand what they may and what they  
may not do4 ,there is no  such          
difficulty when we come to the newer    
universities4 ,here the course  has been
 one of steady progress1 and one after  
another all the barriers  have fallen4  
,london was the pioneer in this reform1 
and its exceptional position made  it an
 excellent field for experiment4 ,a mere
 examining and  degree-conferring body1 
the ,london ,university was not obliged 
to face  those difficult questions of   
residence1 teaching1 and discipline     

which  had to be considered elsewhere4  
,it was natural that women who desired  
to  obtain professional qualifications  
without being compelled to seek them    
outside their own country1 should apply 
to ,london for help4 ,as early as  #ahef
 ,miss ,j4 ,m4 ,white had addressed a   
letter to the ,registrar1 inquiring     
whether a woman could become a candidate
 for a diploma in medicine4  ,counsel's 
opinion was taken in the matter and     
proved adverse4 ,in #ahgb it  was again 
raised by ,miss ,elizabeth ,garrett 7now
 ,mrs4 ,garrett ,anderson7  who         
requested admission as a candidate for  
matriculation4 ,she was  refused on the 
same ground4 ,since it appeared that the
 ,university had  not power to accede to
 these requests1 a memorial was drawn up
 begging  it to seek for such           
modifications in its charter as would   
enable it to  admit women to            
examination4 ,the motion was brought    
before the ,senate1  and lost by the    
casting vote of the ,chancellor4 ,with  

success so nearly  attained the         
advocates of the change determined not  
to let the matter  drop1 and after a    
while a modified proposal was made4 ,it 
was thought  that a special examination 
for women might meet the case1 or at any
 rate  serve as an experiment in what   
was then a very new field4 ,the first   
was  held in ,may #ahfi1 and followed   
the lines of ,matriculation with some   
modifications4 ,as an isolated          
examination of no special difficulty and
  leading nowhere1 it did not attract   
large numbers1 and it became more  and  
more clear that what women needed was   
not so much a special course  of study  
as--to quote the words of the           
,calendar--#8to have access to the      
ordinary degrees and honours1 and to be 
subject to the same tests of            
qualification which were imposed on     
other students4' ,the result of this    
conviction was that in #ahgh it was     
decided to accept from the ,crown #8a   
supplemental charter1 making every      

degree1 honour1 and prize awarded by    
the ,university accessible to students  
of both sexes on perfectly equal        
terms4' ,the charter1 however1 declared 
that no woman should be a member  of    
,convocation until ,convocation should  
itself pass a resolution  admitting     
them4 ,in #ahhb1 almost as soon as there
 was any woman eligible1  this          
resolution was passed1 and henceforth   
both sexes were placed on an  absolute  
equality in their treatment by ,london  
,university4    ,there is no need to    
dwell on the success of this new        
departure4 ,the  ,london degrees have   
been eagerly sought by women1 and they  
have won  distinguished places in the   
class lists4 ,among its graduates       
,london  numbers over fifty female      
,m4,a4's1 six ,d4,sc4's1 one ,d4,lit41  
to say  nothing of many hundred ,b4,a4  
and ,b4,sc41 as well as all the medical 
degrees4 ,class lists show no special   
division into masculine and  feminine   
studies1 since women have won high      

honours in classics1 and men  in modern 
languages4 ,even on ,presentation-,day  
special allusions to the  lady-graduates
 are seldom made in the speeches2 it is 
no longer  considered a matter of       
surprise that women should hold their   
own  intellectually4 ,the ,london class 
lists with their rigid equality have    
proved to demonstration the equality of 
the sexes as far as concerns the  domain
 of examination4 ,and at the particular 
moment when this was done1  it was the  
greatest service that could be rendered 
to the cause of  women's education1     
since it settled once and for all the   
question of  making special conditions  
for them4    ,but throwing open the     
examinations and degrees of ,london was 
only an  indirect assistance to their   
education1 since the ,university        
examines  all who come1 but asks no     
questions as to how or where they gained
 their  teaching4 ,there was one        
institution already in existence which  
was only  waiting for this new impulse  

to enlarge the scope of its work4       
,bedford  ,college had been gradually   
developing from humble beginnings into  
an  institution of first-class          
educational importance4 ,in #ahgd it had
 been  removed from ,bedford ,square to 
its present premises in ,york ,place1   
,baker  ,street1 and here it has been   
gradually expanding1 adding another     
house1  building on at the back1        
supplying now one laboratory now        
another1 until  it has reached its      
present condition of efficiency1 taking 
its place as  the leading women's       
college of ,london4 ,its success is     
probably due to  the progressive action 
of its council1 ever ready to realise   
new needs  and meet each fresh demand as
 it arose4 ,recognising the             
transformation  which the opening of the
 ,london degrees must effect in women's 
education1 they at once proceeded to    
open classes in the subjects of the     
examinations4 ,at the first             
,matriculation ,examination to which    

women were  admitted1 five ,bedford     
,college students presented themselves1 
and all  took ,honours4 ,in due course  
classes for ,b4,a4 work were added1 then
  ,b4,sc41 then ,m4,a41 and in all these
 ,bedford ,college students acquitted   
themselves well4 ,the college had now   
won an honourable place among           
university colleges1 and in #ahid it was
 included among the list of those       
entitled to a share of the annual grant 
of #ae1jjj to university  colleges in   
,great ,britain4 ,from this source it   
received #gjj1 since  increased to      
#abjj1 and it now receives also an      
annual grant of #ejj  from the ,london  
,technical ,education ,board1 for the   
further equipment of  the laboratories  
and development of practical work in    
science4 ,this is a  speciality of      
,bedford ,college4 ,its laboratories for
 biology1 botany1  chemistry1 geology1  
physiology1 and physics meet every      
requirement4    ,the college is still   
open to girls who attend only single    

courses1 but  the majority enter as     
regular students1 and work either for a 
,london  degree or the alternative      
college course4 ,bedford has also added 
other  departments of study to the      
ordinary curriculum4 ,it has an art     
school1 a  training department for      
teachers1 and a special hygiene course1 
for  which certificates are conferred4  
,and finally it has developed1 as far   
as its accommodation will permit1 into a
 residential college4 ,the              
old-fashioned dormitory boarding        
accommodation has been abolished in     
favour of students' rooms in the        
bed-study fashion so familiar at        
,newnham and ,oxford1 and the general   
management has been placed in the  hands
 of a ,principal4 ,miss ,emily ,penrose1
 the first to fill this post1  has now  
become ,principal of ,holloway1 and her 
place is taken by ,miss  ,ethel         
,hurlbatt1 late ,warden of ,aberdare    
,hall4    ,bedford ,college1 true to its
 undenominational principles1 has never 

introduced religious instruction into   
its curriculum4 ,it is not  unnatural   
that a wish has been expressed in some  
quarters for a  residential college1    
which should prepare its students for   
,london  degrees and at the same time   
take cognisance of their religious      
training4 ,it was for this end that     
,westfield ,college at ,hampstead was   
founded in #ahhb4 ,its benefactor was   
,miss ,dudin ,brown1 who made over to   
trustees the sum of #aj1jjj #8for the   
establishment of a college for the      
higher education of women on ,christian 
principles4' ,the ,principal is  ,miss  
,maynard1 one of the early students of  
,girton1 who has introduced  into       
,westfield many of the arrangements of  
the parent college4 ,the  two-room plan1
 which has found too few imitators1 is  
the rule here4  ,inclusive fees1 as at  
,girton1 are #aje a year4 ,the          
conditions for  admission are similar4  
,there are three entrance scholarships1 
open to  girls who have passed the      

,london ,matriculation in ,honours or in
 the  first division4    ,the college   
began its work in hired houses at       
,hampstead1 but building  soon became   
necessary4 ,it is pleasantly situated in
 that most attractive  of the ,london   
suburbs1 and combines some advantages of
 both town and  country4 ,though it has 
no laboratories of its own1 students can
 easily  reach those of ,bedford        
,college to which they have access2 and 
similarly  it is easy to supply from    
,london such teaching as cannot be      
undertaken  by the resident staff4      
,westfield students take high places in 
the class  lists1 and it supplies an    
important addition to the ,london       
colleges4    ,in enumerating these we   
cannot omit ,holloway1 for though far   
beyond the  borders of the metropolis1  
it is more and more assimilating its    
teaching  to the ,london work4 ,such was
 not1 however1 its original purpose4    
,among  those who attended the meeting  
in #ahfg to consider the foundation of a

  women's college1 was ,mr4 ,thomas     
,holloway1 and at one time it was hoped 
he would prove a benefactor to it4 ,but 
,mr4 ,holloway preferred the idea  of an
 independent college unconnected with a 
university1 like ,vassar and  others in 
the ,united ,states1 and his wishes were
 thus expressed3 #8,it is  the founder's
 desire that power by ,act of           
,parliament1 ,royal ,charter1 or        
otherwise1 should ultimately be sought1 
enabling the college to confer  degrees 
on its students after proper examination
 in the various subjects  of            
instruction4' ,with this end in view he 
chose a beautiful site near  ,egham1 and
 built upon it a most elaborate and     
fully equipped college1  which should   
some day develop into a women's         
university4 ,nothing was  spared that   
could contribute to the comfort and     
well-being of the  students4 ,each has  
two rooms2 and the magnificent          
dining-hall1 museum1  picture-gallery1  
etc4 prove that no pains were spared to 

make the new  college attractive as well
 as efficient4 ,for all that1 it was    
viewed at  first with some misgivings1  
for it seemed to lack a definite aim4   
,it was  formally opened by the ,queen  
in #ahhf1 and in the following year     
,miss  ,bishop was appointed ,principal1
 but students came in slowly4 ,a liberal
  provision of scholarships1 and the    
beauty and healthy situation of the     
college did much to dispel the first    
misgivings1 especially when it  began to
 appear from results that the teaching  
too was of the best4 ,the  founder had  
himself directed that until the power to
 confer degrees  should have been       
obtained #8it is intended that the      
students shall  qualify themselves to   
take the degrees at the ,university of  
,london or  any other university of the 
,united ,kingdom whose degrees may be   
obtained  by them1 or to pass any       
examination open to them at any such    
university1  which may be equivalent to 
a degree examination4' ,in accordance   

with  this permission the first students
 were prepared for the ,london degrees1 
and also for the examinations of the    
,university of ,oxford1 which under     
present conditions are open to all      
comers1 since the delegacy takes no     
cognisance of residence4 ,holloway      
students may therefore1 if they  please1
 present themselves for examination in  
,moderations and ,final  ,schools just  
as if they were residing at the ,oxford 
halls4 ,they cannot1  of course1 obtain 
the ,association's diploma1 and miss the
 advantage of  the ,oxford lectures4    
,on these lines the college worked for  
ten years1 when circumstances made  it  
necessary to reconsider its position4   
,at both ,oxford and ,cambridge  the    
degree had been refused1 and it seemed  
desirable for the friends of  women's   
education to come to some decision on   
their future policy4 ,once  again the   
scheme of a women's university was      
raised2 and ,holloway  ,college took the
 lead in calling a meeting to discuss   

the question4  ,opinions were invited as
 to the future action of the college1   
and three  propositions were made3 7#a7 
,that ,holloway ,college should1 in     
accordance  with the founder's will1    
seek powers to confer its own degrees4  
7#b7 ,that  a ,federal ,university      
should be founded1 to include in its    
jurisdiction  all the women's colleges4 
7#c7 ,that ,holloway should associate   
itself more  closely with ,london1 and  
seek admission into its teaching        
,university  when this should be        
founded4 ,the discussion showed a strong
 consensus in  favour of this last      
proposal1 and it is probable that       
henceforth the  work of ,holloway       
,college will be chiefly directed       
towards the ,london  courses4 ,if so1 it
 will be safe to predict for it a       
brilliant future4  ,its healthy         
situation1 delightful grounds1 beautiful
 buildings1 and  large endowment1 with  
the prospect of receiving full          
recognition for  work done1 will attract

 large numbers2 indeed with ,holloway1  
,bedford1  and ,westfield for their own1
 ,london women have little left to      
desire4  ,whatever they may lack        
elsewhere fullest measure is dealt to   
them here4    ,nor are they even        
restricted to their own special         
colleges4 ,the classes  at ,university  
,college are open to all who care to    
attend2 indeed this  was one of the     
first1 if not the very first1 of our    
,english colleges to  try the           
co-education experiment4 ,after         
experimenting by holding some  classes  
for women separately1 and admitting them
 temporarily to others1  the professors 
decided in favour of joint classes1 and 
the result was  the opening of all      
except the departments of ,medicine and 
,engineering4  ,the results proved      
altogether satisfactory1 and this end   
has been helped  by the appointment of a
 lady-superintendent1 who holds the same
 position  towards the women students   
that a vice-dean does to the men4 ,no   

woman is  admitted as a student except  
upon her recommendation1 and upon       
production of satisfactory references4  
,in this way their special  interests   
are safeguarded1 and girls far from home
 may always secure  friendly advice and 
guidance4 ,further1 there is a special  
residence  provided at ,college ,hall1  
,byng ,place1 where students may have   
some of  the advantages of college life 
while pursuing their studies at         
,university ,college1 or the ,woman's   
,medical ,school close by4 ,with ,miss  
,grove as ,principal1 and ,miss         
,morison1 superintendent of the women   
students1 as ,vice-,principal1 it offers
 a bright and cultivated home to  its   
inmates1 and keeps up the collegiate    
idea by admitting only such as  have    
already passed ,matriculation or an     
equivalent examination1 and are         
pursuing a regular course of study4 ,the
 fees for board and residence  vary1    
according to the room occupied and the  
length of the term1 from  #ea to #ij the

 session4    ,to give a complete list of
 the institutions that prepare students 
for  the ,london degrees1 would be      
impossible1 since it is open to any     
person  in any place to hold such       
classes4 ,a few work for them at the    
ladies'  department of ,king's ,college1
 but on the whole the work of this      
branch  is more on the lines of         
miscellaneous lectures and general      
culture4 ,some  schools1 e4g4 the ,north
 ,london and the ,bedford ,high ,school1
 also carry  on their pupils beyond     
,matriculation to the ,intermediate     
examinations1  or even further4 ,the    
,ladies' ,college1 ,cheltenham1 provides
 instruction  for the full ,arts course4
 ,most of the provincial university     
colleges  have ,london degree classes1  
and many candidates1 who cannot get oral
  teaching1 make use of the ,university 
,tutorial and other correspondence      
classes4    ,a new development on fresh 
lines is supplied by the ,polytechnics4 
,in  most of these1 whether in ,london  

or other large towns1 classes are held  
in all the subjects of the ,london      
examinations with particular  assistance
 for ,science4 ,with fully equipped     
laboratories1 a large staff  of         
teachers1 and considerable funds at     
their disposal1 the ,polytechnics  may  
yet become formidable rivals to the     
other ,london colleges4 ,some  regret   
this new departure1 and believe that    
such institutions would be  better      
employed in confining themselves to     
their original function1 the            
encouragement of handicraft2 on the     
other hand1 a system of cheap local     
colleges is so valuable to large numbers
 that it is not likely to be  abandoned4
 ,some place must be found in the new   
organisation of the  ,london ,university
 for these institutes1 if they          
themselves desire it2  but perhaps we   
shall see1 instead of this1 a federation
 of these great  science and handicraft 
schools into some fresh ,university of  
their own4    ,the example set by       

,london in #ahgi was soon to be         
imitated4 ,only a year  afterwards a new
 ,university was founded1 and the       
principle of including  women was at    
once adopted4 ,the charter of ,victoria 
,university distinctly  stated that its 
degrees and distinctions might be       
conferred #8on all  persons1 male or    
female1 who shall have pursued a regular
 course of  study in a ,college in the  
,university1 and shall submit themselves
 for  examination4' ,the degree is      
somewhat on the lines of the ,london1   
but  attendance at certain prescribed   
courses of study is required4 ,these    
courses must be continued for three     
years at least4 ,hence admission to  the
 ,victoria degrees really depends on the
 action of the individual  colleges1    
which are quite unfettered by the       
,university4 ,these are--7#a7  ,owens   
,college1 ,manchester2 7#b7 ,university 
,college1 ,liverpool2 7#c7  ,yorkshire  
,college1 ,leeds4    ,the first of these
 had been in existence as a men's       

college some years  before the          
establishment of the ,university1 and it
 has not seemed  anxious to make changes
 in its original constitution4 ,it      
became  necessary to organise a special 
department for women1 in connection with
  which they still receive some of their
 instruction4 ,but the teaching for  the
 higher examinations1 i4e4 those beyond 
the ,victoria ,preliminary1  is received
 in the ordinary college classes4 ,as a 
matter of fact1 men  and women are      
taught together in nearly all the ,b4,a4
 and ,b4,sc4 classes2  and the          
,preliminary1 like the ,london          
,matriculation1 belongs to school  work1
 and has no proper place in a college   
curriculum at all4 ,owens  still follows
 the old plan1 now almost everywhere    
discarded1 of offering  special         
certificates to women on easier terms2  
but for these there is  little demand4  
,since ,university ,college1 ,liverpool 
was not incorporated till #ahha1  i4e4  
after the constitution of the           

,university1 it was natural that it     
should follow its lead in the           
recognition of women1 but this was not  
yet  full and ungrudging4 ,the charter  
says3 #8female students may be admitted 
to attend any of the courses of         
instruction established in the college1 
subject to such restrictions and        
regulations as statutes of the ,college 
may from time to time prescribe4' ,at   
present the regulations stand thus3     
#8,female students may be admitted to   
the classes of the ,college1 except     
those of the ,medical ,school1 under    
regulations to be framed by the  ,senate
 and approved by the ,council4' ,in     
theory1 therefore1 ,university is  a    
men's college that admits women4 ,in    
fact1 with the exception of the  medical
 classes1 the two are pretty much on an 
equality4 ,men and women  are admitted  
on the same terms to the day and evening
 classes2  throughout the regulations   
the words #8his or her' are used4 ,rules
 apply  to both sexes alike4 ,hitherto  

the college has been of use chiefly to  
,liverpool residents1 and for such it   
was doubtless intended1 but it is  just 
about to extend the sphere of its       
usefulness by opening a ,hall of        
,residence for ,women4 ,the fees for    
residence are to be #dj to #ee per      
annum4 ,college tuition fees are about  
#bj to #be4 ,the total expenses  would  
therefore be a little less than at      
,newnham4 ,liverpool can hardly  offer  
the attractions of ,cambridge1 but the  
hall should prove useful for  girls in  
the ,north who do not wish to go too far
 from home1 or to whom  the right to use
 the degree letters is of some special  
value4 ,and since  ,cambridge and       
,oxford can by no means attempt to      
accommodate the whole of  the           
ever-increasing contingent of women     
students1 it is well that there  should 
be many and varied opportunities of     
study offered them elsewhere4    ,at the
 ,yorkshire ,college1 ,leeds1 all the   
classes are open to women as to  men1   

and all have been attended by them      
except the purely professional  ones and
 the medical school4 ,this college      
chiefly supplies local needs1  as far1  
at any rate1 as girls are concerned2 for
 its specialities1 such  as coal-mining1
 dyeing1 leather1 and textile           
industries1 etc4 naturally  do not      
appeal to women4 ,it is to a great      
extent a technological college1         
receiving assistance from the           
,clothworkers'1 ,skinners'1 and other   
city  companies4 ,but it has also an    
,arts department1 where students can be 
prepared for ,victoria or ,london       
examinations1 and this is of great use  
to boys and girls who pass on from their
 respective schools4    ,the last of the
 ,english ,universities to admit women  
was ,durham4 ,as  compared with ,oxford 
and ,cambridge1 it is a recent          
foundation1 since it  received its      
charter in #ahcg4 ,since one of its most
 important faculties  is ,divinity1 it  
seemed a less suitable field than others

 for feminine  study1 but a change was  
effected by the foundation1 in #ahga1 of
 the  ,newcastle ,college of ,science1  
in connection with ,durham1 which       
admitted  students of both sexes to     
scientific and medical classes4 ,it then
 became  important to win the           
,university hall-mark for the women1 and
 after a  while ,durham was induced to  
apply for the necessary powers4 ,in     
#ahie it  received a supplementary      
charter1 giving power to confer degrees 
on  women in all faculties except       
divinity4 ,with this exception1 women   
are  admitted as members of the         
,university on the same terms as men4   
,all  lectures are open to them4 ,male  
students reside for the most part in    
college as at ,oxford and ,cambridge2   
the women studying at ,durham are       
therefore at present unattached members4
 ,this state of things will be  remedied
 as soon as a regular women's college is
 opened at ,durham2  special            
scholarships for women are already      

offered1 to attract larger  numbers4 ,at
 ,newcastle1 which at present receives  
the majority of the  women students1 a  
hostel has been opened for them4 ,the   
number of lady  graduates is as yet of  
necessity small4    ,it is significant  
of the steady advance of public opinion 
on the subject  of women's education1   
that the youngest of all our            
universities is the  one to do them     
fullest justice4 ,it is the proud boast 
of the ,university  of ,wales that its  
charter contains the following clause3  
#8,women shall be  eligible equally with
 men for admittance to any degree1 which
 the  ,university is1 by this our       
,charter1 authorised to confer4 ,every  
office  hereby created in the           
,university1 and the membership of every
 authority  hereby constituted1 shall be
 open to women equally with men4'       
,the ,university of ,wales is a         
federation of three constituent         
colleges1  all much older than the      
,university itself1 and they in their   

turn  represent aspirations which the   
fable-loving ,cymry trace back to hoary 
days of antiquity4 ,caerleon-on-,usk1   
they tell us1 was the precursor of  the 
present ,prifysgol ,cymru2 and when in  
the ninth century ,alfred the  ,great   
determined to found the comparatively   
modern ,university of ,oxford1  it was  
to ,wales he sent for professors4 ,when1
 in #ahic1 the royal seal  was set to   
the charter of the ,welsh ,university1  
it symbolised the  revival of ancient   
and departed glories4    ,however little
 faith we may attach to some of these   
tales1 one thing is  certain4 ,the      
aspirations which expressed themselves  
in the foundation of  ,aberystwyth      
,college had dwelt among the people for 
many generations4 ,at  last1 in the     
early fifties1 it was resolved to found 
a ,university  ,college for ,wales1 but 
the problem whence to obtain the funds  
was not  easy to solve4 ,appeal was made
 for voluntary contributions1 and they  
came1 some large1 some small1 all giving

 according to their means4 ,still  it   
was not till twenty years after the     
first suggestion that the college  came 
into being4 ,in #ahgb1 when ,aberystwyth
 was opened1 ,girton had  already made  
its first start at ,hitchin1 and the    
house of residence1  that was to develop
 into ,newnham1 had been opened at      
,cambridge2 but  these beginnings were  
too small to attract general attention1 
and the  new college became1 as a matter
 of course1 an institution for male     
students only4 ,there was nothing to    
forbid the admission of women1 it  was  
simply a thing no one had contemplated2 
and when1 at last1 in #ahhc1  a few     
women students did present themselves1  
no one thought of shutting  the door on 
them4 ,when the college charter was     
conferred in #ahhi1 it  simply          
recognised the fact of their presence by
 the clause3 #8,female  students shall  
be admitted to all the benefits and     
emoluments of the  ,college1 and women  
shall be eligible to sit on the         

,governing body1 on  the ,council1 and  
on the ,senate4'    ,prosperity did not 
come all at once to ,aberystwyth4 ,it   
had at first to  struggle against two   
great evils3 lack of funds1 and the     
insufficient  preliminary training of   
its students4 ,appeal was made for      
,government  help in both directions1   
and the result of frequent              
representations was  the appointment1 by
 the ,lord ,president of the ,council1  
of a departmental  committee1 to inquire
 into the whole state of ,welsh         
education4 ,in #ahha  this committee    
reported that a case had been made out  
for ,government aid  to both secondary  
and higher education in ,wales1 and     
recommended the  establishment of two   
colleges1 one in ,north and one in      
,south ,wales1 and  the eventual        
foundation of a ,welsh ,university4 ,a  
grant of #bejj1  afterwards increased to
 #djjj1 was at once made to             
,aberystwyth2 in #ahhc  the ,south      
,wales ,college was founded at ,cardiff1

 and in the following  year the         
,northern ,college was begun at ,bangor1
 each receiving an annual  grant of     
#djjj4 ,both1 from the first1 opened    
their doors to women4    ,for the first 
ten years the colleges directed their   
courses of study  towards the degrees of
 the ,university of ,london4 ,their     
students did  well1 but the desire for  
their own ,university and their own     
degrees  never faded from the minds of  
,welshmen4 ,a few eager spirits met     
again  and again in conference1 then    
followed meetings of educationalists all
  over the principality1 and in #ahia   
the main lines of a university were     
laid down by public conference1 details 
were discussed by a  representative     
committee1 referred back to the         
conference1 then to the  colleges1 and  
the sixteen ,welsh county councils2     
lastly1 the press and  the general      
public were called upon for an opinion1 
and then the scheme  was laid before the
 ,president of the ,council4 ,if ever   

there was a  national ,university1 the  
,welsh may claim to have established    
one4 ,in  ,november #ahic the royal seal
 was affixed to the charter1 and in     
,june  #ahie the ,university held its   
first ,matriculation ,examination4      
,the degree course of the ,university of
 ,wales is a complicated one1 and  is by
 no means planned so that he who runs   
may read4 ,it has a twofold1  or rather 
a threefold aim4 ,the ,university not   
only takes cognisance of  residence1 but
 also lays down very careful directions 
as to the manner  in which students     
shall obtain their knowledge4 ,not only 
does it demand  a three years' course in
 a constituent college of the           
,university1 but it  also prescribes the
 nature of the courses1 and the number  
of lectures to  be attended4 ,after     
,matriculation1 which must be passed in 
five subjects1  three compulsory1 and   
two optional1 and may be taken in one   
year or in  two1 the regulations require
 each student to pursue not less than   

ten  courses1 of which one must be in   
elementary ,logic1 and one1 at least1 a 
course of ,latin or ,greek4 ,apart from 
the ,logic1 the nine courses must be    
chosen in not less than three1 or more  
than six departments4 ,the  possible    
courses are designated according to     
their degree of difficulty1  as         
intermediate1 ordinary1 and special2    
four1 at least1 must be of  higher grade
 than intermediate4 ,in order to        
distribute them evenly over  the whole  
term of residence1 no candidate may take
 more than four in any  one year1 or    
more than seven in the first two years4 
,a course is held to  include not less  
than eighty lectures1 and the           
corresponding  examination2 and since1  
in most subjects1 the intermediate      
course must  be pursued before the      
higher ones are attempted1 every student
 has to  attend some very elementary    
lectures before proceeding to anything  
at  all like university work4 ,as       
sixteen is the college age of admission1

  this arrangement is probably          
intentional2 the colleges are meant to  
continue school work for one year at    
least1 and gradually lead the  student  
on to more arduous labours4    ,since   
the colleges are independent            
institutions1 they have a good deal  of 
freedom in the organisation of their    
work1 and may1 if they please1  submit  
new schemes for the consideration of the
 ,senate1 the other two  colleges1 and  
the ,university ,court4 ,without the    
sanction of all these  they cannot      
attempt any innovation4 ,the superior   
stress laid on the  actual instruction  
rather than on the ensuing examination  
is emphasised  by appointing the three  
professors of each subject as examiners1
 with  the help of one outside person1  
who must be some one of distinguished   
attainments and authority4    ,thus the 
,university of ,wales proceeds on lines 
which1 though new to us1  bear          
considerable resemblance to the plan of 
many ,american colleges1  where the     

number of hours to be spent weekly in   
the lecture-room counts  as part        
qualification for the degree1 and the   
examinations are spread  out over the   
whole term of residence1 and not        
concentrated into one or  two supreme   
efforts4 ,of course this greatly        
relieves the strain1 and it  is too soon
 to say whether the degree will at all  
lose in prestige from  the numerous     
efforts made to clear the student's path
 of thorns4 ,it is  probably the best   
system for ,wales1 where the            
,intermediate schools only  profess to  
keep their pupils till seventeen1 and   
there is nothing to  prevent able       
students from competing for             
scholarships1 which shall  enable them  
to continue at ,oxford or ,cambridge the
 studies begun in one  of their own     
colleges4 ,eventually it is probable    
that facilities will be  offered for    
doing advanced work without forsaking   
their own country4    ,even before the  
establishment of the ,university1 the   

colleges attracted  many women students 
from ,england as well as ,wales4 ,all   
three are  pleasantly situated in       
healthy spots1 and the cheapness of both
 teaching  and living helped to attract 
many girls4 ,it thus soon became        
necessary  to consider the question of a
 mixed university1 which had no         
residential  colleges to simplify the   
problem4 ,soon it became clear that1    
where young  people of both sexes were  
very frequently thrown together1 it was 
desirable in the interests of all       
concerned to exercise some sort of      
control4 ,a hall of residence for the   
women seemed the best way out of  the   
dilemma1 and it had the advantage of    
drawing them away from lonely  and often
 uncomfortable lodgings1 and giving them
 some of that feeling  of corporate life
 which is valued so highly at the older 
universities4  ,still it is noteworthy  
that1 to make the plan a success1       
residence has  had1 under certain       
conditions1 to be made compulsory4 ,the 

first attempt  at ,aberystwyth was a    
failure1 but in #ahhg another house was 
taken1 and  compulsory residence        
required4 ,this arrangement seemed to   
attract  students2 in the following     
session their numbers increased1 and    
continued to average about forty1 till  
in #ahia it was resolved to build  a    
large new hall4 ,the numbers then again 
went up1 and have already  reached #age4
 ,alexandra ,hall was opened with much  
state by the ,princess  of ,wales in    
,june #ahig4 ,it can accommodate #bjj1 a
 number which must soon  be reached4    
,neither ,bangor nor ,cardiff can boast 
such numbers1 but in both the  hostels  
are doing well4 ,at ,bangor1 after a few
 years' experiment1 it was  decided to  
make residence compulsory for all girls 
under twenty-one4 ,the  hall and college
 were brought into close connection by  
the appointment  of a lady1 who was also
 an officer of the college1 to act as   
superintendent of all the women         
students4 ,permission is given to women 

to reside in any house which1 in the    
judgment of the ,principal and          
,lady-superintendent1 provides hostel   
conditions of supervision4 ,at          
,aberdare ,hall1 ,cardiff1 there is     
compulsory residence for women who do   
not live in their own homes4 ,at all    
three halls the fees are very low1      
forty guineas being the usual annual    
payment for board and residence1  and   
#aj for the composition tuition charge4 
,at ,bangor and ,cardiff there  are also
 a few cubicles1 for which the charge is
 only thirty guineas4  ,this plan hardly
 appears to answer1 nor does it seem    
desirable to let  the standard of       
comfort fall below a certain minimum4   
,there is a talk of  abandoning it4     
,in estimating the numbers at these     
colleges1 we must remember that they  do
 not represent only students in ,arts   
and ,science4 ,all three have           
established day training-departments1   
and to these students1 too1 the  halls  
are open1 as well as to those who attend

 the ,cardiff ,cookery  ,school4 ,in    
attempting to put the training for      
domestic economy and  elementary school 
teaching on the same footing as         
university work1 ,wales  is acting in   
accordance with its democratic          
traditions1 and trying also  to induce a
 higher class of students to take up the
 elementary teaching4  ,the experiment  
is certainly worth making1 and it will  
be interesting to  watch its success4   
,english high school girls who wish to  
take up  elementary teaching might here 
combine their training and their work   
for  the ,welsh degree in a three years'
 course4    ,with the help of the       
wardens of halls and the ladies'        
committees1 the  colleges are able to   
face the complications of joint clubs   
and societies  for both sexes4 ,all     
these involve some special regulations1 
in regard to  the composition of        
committees1 the return from evening     
meetings1 etc4  but the difficulties    
have not proved insuperable4 ,it would  

hardly be  going too far to say that the
 women's halls of residence have saved  
the  situation in ,wales1 and made this 
most complete example of co-education   
possible4 ,it is not surprising that    
they are being adopted elsewhere4  ,the 
advocates of educational equality for   
the sexes1 even where the  instruction  
is given to both together1 have         
assuredly no desire to  complicate or   
revolutionise social relations1 nor yet 
to confer full  liberty on those who are
 hardly emerged from the schoolgirl     
stage4 ,for  both sexes the residential 
arrangement seems on many grounds       
desirable1  and while congratulating the
 women on their pleasant halls of       
residence1  we can but hope that the    
male students may not be left out in the
 cold  much longer1 without the chance  
of learning for themselves the true     
meaning of collegiate life4    ,the     
opportunities for advanced study open to
 women have indeed increased  and       
multiplied at a rapid rate during the   

last few years4 ,beyond the  northern   
boundary we find all the ,scottish      
,universities have admitted  them freely
 to membership1 and if we cross ,st4    
,george's ,channel1 the  ,royal         
,university of ,ireland--like ,london1  
only an examining body--takes no  note  
of sex1 and even ,trinity ,college1     
,dublin1 is making some tentative       
essays in the teaching and examining of 
women4 ,this represents what has  been  
done in our own islands1 but the same   
movement has been going on              
simultaneously all over the world4      
,thanks to ,mr4 ,m4 ,e4 ,sadler1#ae we  
are now in a position to compare the    
position of women at a hundred and      
thirty-nine different ,universities4    
,questions were sent to the             
,universities of ,great ,britain and    
,ireland1 the continent of ,europe1 the 
,united ,states of ,america1 ,canada1   
,india1 and ,australia4 #8,it appears1' 
says ,mr4 ,sadler1 #8that at a hundred  
of these1 the distinctions between  men 

and women students are1 if any1         
comparatively unimportant2 at seven     
,universities women students are        
admitted1 by courtesy or special        
permission1 to some lectures and        
examinations2 at twenty-one others      
women are1 by like favour1 admitted to  
some of the lectures2 and at  eleven    
,universities they are not admitted at  
all4' ,of the exceptions  five are in   
,germany1 three in ,russia1 one in      
,ireland1 one in ,belgium1  one in the  
,united ,states4 ,france and ,italy are 
specially remarkable for  their generous
 recognition of women1 and ,germany1    
long obdurate1 is  making constant fresh
 concessions2 but intending students    
should study  the special conditions of 
the one they wish to attend1 since many 
of the  regulations are most            
complicated4#af    ,this general advance
 all over the civilised world is the    
chief gain this  half century has       
brought to women's education4 ,though   
each country has  proceeded on its own  

lines the movement has unconsciously    
been an  international one4 ,that gives 
it a strength which will make it        
permanent4                              
,,chapter ,,viii                        
,,boarding ,,and ,,private ,,schools    
,once more our chronicle takes us back  
to #ahfg4 ,a new era was then           
inaugurated1 that of girls' day schools4
 ,not that these were anything  new2    
small cheap day-schools for girls       
abounded1 but the majority of  them were
 bad4 ,with fees ranging from #c to #aj 
a year1 and pupils of  every variety of 
age1 a little simple arithmetic will    
prove that the  mistress had not        
sufficient funds at her disposal to pay 
for suitable  premises and adequate     
teaching1 to say nothing of winning a   
modest  competence for herself4 ,from   
all parts of the country came           
condemnation  of these small1 cheap     
schools4 ,the opinions about            
boarding-schools were  by no means so   
unanimous4 ,they were censured for the  

excessive attention  given to           
accomplishments1 the insufficient       
education of the teachers1  and their   
neglect of physical training2 but these 
were faults common to  nearly all the   
schools of that day1 and not            
characteristic of  boarding-schools as  
such4 ,a careful perusal of the         
,commissioners' report  leads to a far  
more favourable impression of boarding  
than day-schools1  due1 probably1 to    
their being less hampered for funds4    
,but the general  public is influenced  
by impressions rather than facts2 and   
certainly an  impression did gain ground
 that a day-school was in itself a good 
and a  boarding-school an evil4         
,unquestionably the reformers were right
 in first turning their attention  to   
the former4 ,large schools of this kind 
were easier to organise1 and  really    
made for efficiency and economy1 that   
much desired combination1  which in this
 case is not1 as so often1 a mere       
contradiction in terms4  ,the           

establishment of high and endowed       
schools has brought a good  education   
within reach of thousands of girls who  
could by no other means  have obtained  
it4 ,the extinction of the small1 cheap 
boarding-school  which for the past     
century had been struggling to give the 
lower middle  classes a poorer imitation
 of the poor education given elsewhere  
to  their social #8superiors1' is a     
thing no one can seriously deplore4     
,painless extinction is1 unhappily1     
impossible4 ,the suffering which such   
changes bring in their train is to be   
deplored1 but the article itself  may be
 relegated to the class of those that   
#8never will be missed4'    ,the new    
day-schools met a real want1 and success
 came to them at once4  ,it was natural 
they should attract the first relays of 
the #8graduates'  that the women's      
colleges were beginning to send out4    
,thus they were the  first to introduce 
improved teaching1 and for a while they 
were supposed  to have a monopoly of it4

 ,in the prevailing dearth of good      
mistresses  they were able to get first 
choice2 now1 after the lapse of thirty  
years1 the supply exceeds the demand1   
and a good teacher is attainable  by any
 school of any grade that can satisfy   
the very moderate demands of  university
 women4    ,the high schools started    
with a very definite principle--the     
combination  of school teaching with    
home influence--doubtless the ideal for 
all  girls1 supposing that each side    
duly fulfils its share of the           
obligation4 ,but now1 in #ahih1 it is   
curious to note how far the high  school
 has travelled in twenty-five years4    
,the original scheme of  morning-school1
 from nine to one1 and afternoon        
preparation for a few  girls who had no 
quiet room at home1 still prevails in   
theory1 but  quantum mutatus ab illo can
 best be realised by tracing a day's    
routine in school4 ,first come the      
morning lessons1 usually five in        
number1 with the short break for play or

 drill1 then the school dinner1  to     
which over fifty girls sometimes sit    
down2 again a short interval  before the
 afternoon classes1 music lessons and   
preparation1 which  usually go on till  
four1 though girls who have no special  
duties at the  time may be found at play
 in the playground4 ,still later1 if it 
be  summer1 there may be an adjournment 
to the school field1 often at a         
considerable distance4 ,not till        
darkness sets in can it be said that the
  day's school life is over2 and the    
elder girls still have some lessons  to 
prepare before bed-time4 ,a healthful1  
well-filled happy day is behind  them1  
but where does the home influence come  
in8 ,the girls might as well  be weekly 
boarders for all the share they have in 
the real life of home4  ,saturday may   
see a cricket practice or a work party1 
or a school  committee1 or a sketching  
expedition1 or a match with some distant
  school4 ,sunday alone belongs to the  
home4 ,the numerous clubs1 charities1   

old girls' meetings1 etc4 fill up all   
the time the girls can spare from  their
 lessons4 ,girls who do not live quite  
near frequently become  day-boarders1   
though the word is not used1 and take   
dinner1 and  sometimes even tea1 at     
school4 ,in some few cases the school   
even  undertakes to supply medical      
supervision and the general direction of
  the pupil's health1 thus relieving    
parents of one more responsibility4  ,in
 fact the day-school is well on the road
 to become a boarding-school1  and the  
establishment of boarding-houses more or
 less loosely connected  with it is a   
further step in the same direction4     
,how far these schools have travelled   
from their original intentions  becomes 
evident if we refer back to a           
controversy on school hours that  took  
place in #ahhj in consequence of some   
strictures passed by ,mrs4  ,garrett    
,anderson on the arrangements in the    
,high ,schools4 ,she considered  the    
strain of the four hours' morning       

excessive1 and proposed reducing  it1   
introducing afternoon school and a      
considerable interval for outdoor  games
 between the two4 ,this was met with    
general opposition by  headmistresses4  
,day-schools1 it was said1 could not be 
expected to  provide dinner1 it was most
 undesirable for girls to return from   
school  as late as four or five on cold 
winter afternoons1 teachers could not be
  expected to undertake so much         
afternoon work1 while the strongest     
opposition of all was made to the games4
 ,miss ,buss pointed out that the       
mixture of classes which was            
unobjectionable as long as girls only   
met  at lessons where talking was       
forbidden1 or in the short intervals    
which  were largely devoted to lunch and
 drill1 might cause serious             
difficulties if the whole day were spent
 in school4 ,she also thought the  games
 would be a difficulty2 only rough girls
 would take part in them1  and the rest 
simply lounge about4    ,how wrong these

 predictions have proved we all know4   
,girls' athletics  have made startling  
progress during the last ten years2     
cricket and  hockey1 seemingly rough    
games1 have found favour with the most  
feminine  of girls2 the school dinner is
 a regular institution1 and is          
accompanied  by pleasant chat about     
practices1 matches1 election of club    
officers1  etc4 ,a new feature1 never   
contemplated by the promoters1 has      
entered  these day-schools2 and1 oddly  
enough1 is doing more than anything else
  to bring back to favour the once      
despised boarding-school4    ,those that
 now originated were of a new kind1 at  
least for girls2  schools where the     
boarding-houses form part of the regular
 organisation1  and the whole life and  
development of the girls is under the   
charge of  the mistresses4 ,something of
 the sort had already been done at      
,cheltenham1 and doubtless the ,college 
owed much of its success to its         
boarding-house system4 ,although a      

general ,english education1 which is    
wanted by all alike1 can be supplied in 
any town capable of supporting a  large 
day-school1 the very special teaching   
wanted by a few girls  working for      
scholarships or specially advanced      
examinations causes a  severe strain on 
the resources of a moderate-sized       
school1 is impossible  for financial    
reasons in a small one1 and quite       
inaccessible to those  girls with       
country homes from whom a considerable  
proportion of college  students is      
drawn4 ,hence there arose a new type of 
school4    ,the first of this kind      
originated in ,scotland1 at ,st4        
,andrews4 ,it was  founded in #ahgg by a
 local company with a view to educating 
their own  daughters2 but arrangements  
were at once made for taking boarders1  
and  these were placed under the        
immediate charge of the head-mistress4  
,as  the numbers increased1 other houses
 were taken and placed under charge  of 
senior mistresses2 and as more and more 

girls were attracted from a  distance1  
the boarding element began to           
predominate4 ,with ,miss ,lumsden1  one 
of the #8,girton pioneers1' as first    
head-mistress1 and ,miss ,dove1  another
 student of ,hitchin days1 as her       
successor1 the school very  quickly     
settled down into lines very closely    
resembling those of a boys'  public     
school4 ,the boarding-houses became an  
integral part of the  institution1 the  
school-house being under the charge of  
the  head-mistress1 and the others under
 the senior assistants4 ,in this way    
the staff of the school was strengthened
 by the encouragement thus  offered to  
women of ability to remain in the school
 instead of seeking  their promotion    
elsewhere4 ,the boarding-houses are also
 valuable in  ensuring regular          
attendance and proper home preparation1 
since the  day-girls1 being in a        
minority1 cannot introduce those lax    
ideas of  attendance which are in some  
places unfortunately the result of the  

much  vaunted home influence4    ,the   
numbers in the school are limited to    
#bjj4 ,the admission age is  thirteen or
 fourteen1 no girl can be admitted who  
has turned seventeen4  ,all must pass an
 entrance examination1 graduated        
according to age1 but  always including 
a certain amount of ,arithmetic1        
,english1 ,latin and  ,french4 ,a school
 of #bjj girls1 all between thirteen and
 nineteen1 and  all with a sufficient   
preparatory training1 can genuinely     
concentrate  its efforts on higher      
teaching4 ,the classes become easier to 
group1 and  with a large staff which    
allows of careful subdividing1 all the  
ordinary  hindrances to progress are    
removed1 and a school is enabled to work
  under the best possible conditions4   
,it can1 if it is desired1 make a       
speciality of certain branches of study4
 ,at ,st4 ,andrews classics take an     
important place2 of the present staff   
five have passed the ,classical         
,tripos4 ,among the honours won by old  

pupils are first classes in  ,classical 
,moderations and ,final ,classical      
,schools at ,oxford1 and in the         
,classical ,tripos at ,cambridge4 ,the  
school distinctly aims at a literary    
curriculum1 with the higher certificate 
of the ,joint ,board to fix the         
standard1 and ,oxford or ,cambridge as  
the goal for those girls whose          
education is to be continued4    ,st4   
,leonard's ,school1 as it has been      
called since it acquired the old        
buildings and beautiful grounds of the  
ancient ,st4 ,leonard's ,college1 is    
organised with a school-house and seven 
boarding-houses1 each under the  charge 
of a mistress4 ,with all the girls under
 the control of the  head-mistress it is
 possible to carry out the prefect      
system1 and1 by  giving a good deal of  
responsibility to the ,sixth ,form1     
remove that  element of excessive       
supervision which was often a harmful   
element in  the old-fashioned           
boarding-school4 ,each house constitutes

 a small  community1 with its separate  
dining-room and study1 where each of the
  elder girls has a small writing-table 
and bookshelf4 ,some rules prevail  in  
all1 e4g4 that no work shall be done    
before breakfast or after #h4cj  ,p4,m4 
,school hours are from #i to #ab4cj     
every day1 with special subjects  in the
 afternoon4 ,after dinner about one and 
a half hours are given to  games under  
charge of a special mistress4 ,there is 
a playground of  sixteen acres1 which   
comprises cricket-field1 golf-course1   
lawn and  gravel tennis-courts1 large   
hockey-courts and fives-courts1 etc4    
,the ,st4  ,leonard's girls are renowned
 for their skill in games4    ,with a   
school thus organised the life of the   
girls is made easier4 ,there  is no     
conflict of aims2 in term-time the      
school claims its due1 in  holidays the 
home4 ,whether this is theoretically the
 best plan is an  academic rather than a
 practical question1 but it is          
undoubtedly  beneficial to the studies  

and health of the girls4 ,a mistress who
 is  intimately acquainted with the work
 of every ,form can check overwork  more
 effectually than the most anxious      
mother1 who is incapable of  judging    
from that school point of view which    
looms so large in the young  girl's     
mind4 ,loyalty and public spirit1       
developed by this joint life of  small  
communities within a large one1 are     
important factors in forming  character1
 and the general atmosphere of alternate
 work and play without  the excessive   
excitement of home gaieties and the     
distraction of  domestic interests      
unquestionably facilitates study4       
,whether the gains  to character really 
outweigh the advantages of the family   
life depends  so entirely on the        
arrangements and atmosphere of each     
particular home1  that it is impossible 
to give any general opinion4 ,at any    
rate results  seem to show that this    
class of school is one of the chief     
needs for  girls at the present time4 ,a

 good deal of attention had been drawn  
to  ,st4 ,leonard's ,school in ,england1
 and in spite of the distance many girls
  were in the habit of journeying       
northwards three times a year for the   
sake of sharing in its advantages4 ,at  
last a number of educationalists        
decided to establish a school of this   
kind in ,england1 and induced ,miss     
,dove1 who had now placed the ,northern 
school on a thoroughly  satisfactory    
basis1 to organise a similar one in the 
,south4 ,the  ,education ,company1      
,limited1 was formed1 with a council of 
which the  ,master of ,trinity became   
president4 ,it was fortunate enough to  
secure  for its first school the        
beautiful house and grounds of ,wycombe 
,abbey4  ,situated in lovely country1   
with thirty-six acres of its own1 and   
the  rest of the park stretched all     
about it1 the old trees1 the historic   
memories and dignified surroundings help
 to shed over the school some of  that  
feeling of tradition and veneration for 

the past1 which all girls'  institutions
 must of themselves lack for some time  
to come4    ,the school resembles ,st4  
,leonard's in its organisation1 with    
some slight  differences4 ,there are no 
day pupils and1 as the ,abbey is itself 
capable  of accommodating a hundred     
girls1 it is divided for school purposes
 into  four divisions1 technically known
 as #8houses4' ,each house is in the    
special charge of its tutor1 and has its
 own sitting-room and  dormitories1 and 
its table in the dining-room4 ,the      
house-colour is  carried out in the     
cubicles2 cretonnes1 bed-spreads1 tiles1
 etc4 being  red1 blue1 green1 or       
yellow1 according to the special house  
in which the  dormitory is situated4    
,all this prettiness serves as an       
attractive  background for hard work and
 healthy play4 ,it is pleasant to find  
the  modern school catering for all the 
sides of a girl's nature4    ,it very   
soon became necessary to build1 and with
 the help of the new  houses two hundred

 can now be accommodated4 ,beyond this  
it is not  proposed to go2 but should   
the system prove as popular in ,england 
as in  ,scotland1 it is probable that   
the ,education ,company might open more 
schools4 ,the conditions of admission1  
entrance examination1 etc4 are the  same
 as at ,st4 ,andrews4 ,physical exercise
 plays an important part1 and  about two
 hours every day are given up to games  
or country walks1 which  groups of girls
 are allowed to take together4 ,each    
term has its own  special game2 lacrosse
 is the favourite in the autumn1 hockey 
in winter1  and cricket in summer4 ,the 
heavy work of the day is thus broken up 
into  two parts1 and ,wycombe1 unlike   
the majority of girls' schools1 does not
  rigidly divide these into morning     
classes1 afternoon preparation4         
,lessons and study hours alternate      
during the day4 ,this is an attempt to  
relieve the strain of the long morning1 
against which many voices are  again    
being raised4 ,physical and manual      

training come in for a share of         
attention1 two hours a day in the upper1
 and three in the lower school4  ,under 
these headings come drawing and         
painting1 part-singing1  practising1    
dancing1 gymnastics1 carpentry1         
gardening1 and needlework4  ,all these  
are taught by expert teachers1 and are  
treated as an integral  part of the     
general education4 ,in the upper forms  
six hours a day are  given to actual    
study1 in the lower only five4 ,as this 
includes  preparation1 and the day is so
 fully occupied that there is not much  
chance of stealing odd half hours for   
work1 it will be interesting to  see    
whether this short allowance1 with the  
help of careful arrangement  and        
healthful surroundings1 will prove      
sufficient to prepare girls  adequately 
for college4 ,it is too soon to ask for 
results1 but if this  plan succeeds1 a  
problem which engages much attention at 
present will  have been greatly helped  
towards solution4    ,another school    

that is doing useful work1 as what our  
,american cousins  would call an        
#8experiment station1' is the one at    
,brighton now known as  ,roedean4 ,it   
was founded in #ahhe1 by the ,misses    
,lawrence1 with three  distinct aims3   
7#a7 to give a due importance to        
physical education and  outdoor games in
 every girl's life2 7#b7 to regulate the
 school  discipline in such a way as to 
develop trustworthiness and a sense of  
responsibility in the pupils2 7#c7 to   
give girls a sound and careful          
intellectual training4 ,the order in    
which these are stated indicates the    
growing importance attached to physical 
training and public spirit1 and         
explains the lines on which what might  
be called the reformed  boarding-school 
is proceeding4    ,this ,brighton school
 is just about to take a fresh          
departure4 ,it has  raised money by     
shares for a new building on a          
magnificent site between  ,brighton and 
,rottingdean4 ,the new premises consist 

of a convenient  school-house and four  
separate boarding-houses connected by   
covered  passages with the central      
building4 ,something of college methods 
is to  be brought into school by giving 
each girl a separate bedroom1 while the 
eight seniors in each house are to have 
a study as well4 ,here they may  give   
their ,saturday tea-parties1 entertain  
their friends1 and learn to  take the   
responsibility of their own little      
domain4 ,the special  characteristics of
 the school are the large amount of     
responsibility  given to the girls and  
their success in games1 of which they   
are not a  little proud4 ,the curriculum
 resembles that of a high school1 with  
more  scope for individual tuition1 and 
most of the teachers are graduates4     
,wimbledon ,house ,school1 as it was    
called before the change in site        
necessitated a change in name1 was one  
of the pioneers in bringing about  the  
newer view of girls' education4 ,these  
views are being widely  adopted4 ,the   

increased freedom1 the more active life1
 the great stress  laid on the corpus   
sanum as one means of developing the    
mens sana1  are all part of the new     
order of things1 and a recognition that 
the  wider life led by the women of     
to-day needs its own special            
preparation4    ,a new school of a      
similar kind has been started at        
,aldeburgh1 and is  being carried on in 
temporary premises at ,southwold on the 
,east ,coast4  ,it is proposed to       
acquire a site here or in some other    
part of ,suffolk1  and raise money for  
building by means of a company4 ,the    
plan is similar  to the ,brighton one3 a
 school-house and boarding-houses under 
the charge  of teachers1 with plenty of 
freedom and individual responsibility   
for  the girls4 ,the daily hour and a   
half of outdoor exercise1 the adoption  
of hand and eye training in the regular 
curriculum1 and the medical  inspection 
of the girls by a lady doctor1 are among
 the more modern  methods that          

distinguish it4    ,in their fundamental
 aims there is a close resemblance      
between these  schools4 ,they represent 
a fresh break with the past4 ,the false 
ideal of  showy accomplishment had      
already given way to the worthier aim of
  thoroughness and a more serious mental
 development4 ,with the  intellectual   
aims came a change too in the moral4    
,the larger life of the  day school of  
itself promoted more freedom and a      
greater sense of  responsibility in the 
girls1 but their moral training was     
divided  between the school and the     
home1 and sometimes suffered from a lack
 of  co-operation between the two4 ,as  
,mrs4 ,sidgwick pointed out1 when laying
  the foundation stone of the ,roedean  
buildings3--#8,boarding-schools have a  
wider function1 a more responsible task 
than day-schools4 ,they have to  care   
for pupils in play-hours as well as     
work-hours2 they have1 far more  than   
day-schools1 to superintend their       
development in matters moral and        

physical as well as intellectual4' ,it  
is therefore largely in                 
boarding-schools that the newest ideas  
can be worked out4 ,the worst  feature  
of the old boarding-school was the      
excessive supervision1 and  the deceit  
and silliness it engendered4 ,punch's   
immortal direction1  #8,go and see what 
,baby's doing1 and tell her not to1'    
might stand as the  rule of conduct in  
many a seminary for young ladies4 ,the  
atmosphere of  suspicion engendered the 
very faults it was intended to obviate4 
,the  giggling boarding-school miss was 
a type it was not desirable to          
perpetuate4 ,what was wanted was        
something that should prepare girls for 
life and its responsibilities1 as boys  
were prepared at public schools4  ,this 
term #8a public school' is curiously    
difficult to define1 though we  all know
 pretty well the meaning attached to it 
in ,england4 ,it has  perhaps been best 
described as #8one where the government 
is administered  in a greater or less   

degree by the pupils themselves4' ,the  
true #8public  spirit' could only       
develop as the schools became centres of
 something  besides study4 ,with the    
increase in their sphere of action the  
high  schools have fostered its growth2 
to bring it to its full perfection  must
 be the task of the modern              
boarding-school4    ,another1 and an    
essentially practical advantage of      
boarding-schools1 is  the facilities    
they offer for differentiation4 ,we are 
coming to realise  that all schools     
cannot teach all things1 unless indeed  
like ,cheltenham1  they are really a    
number of different schools under one   
head4 ,while many  new subjects have    
been drawn within the sphere of a girl's
 curriculum1  the old still keep their  
place4 ,the only escape from smatter and
  overstrain lies in a wise selection1  
and a girl's general education may  gain
 almost as much by the exclusion of some
 subjects as by the  inclusion of       
others4 ,with the constant increase of  

science schools1  technical institutes1 
special endowments for science1 etc41   
selection  and differentiation are      
rapidly increasing in one direction1 and
 it  becomes essential to provide       
elsewhere against the complete neglect  
of  the literary side4 ,this the        
boarding-school may do without          
inflicting  any injustice1 since it does
 not profess to supply all the local    
needs4  ,up to the age of fourteen there
 can be no thought of specialising2 by  
that time most parents have some general
 idea about their daughter's  probable  
future and special inclinations4 ,if it 
is a question of a  definite career1 the
 choice becomes easier1 because confined
 within  narrower limits4    ,yet after 
all1 when we have reviewed in our minds 
all the careers open  to women1 and the 
great social changes due to their       
entering the lists  with trained instead
 of unskilled labour1 the fact still    
remains that1  at any rate in the upper 
and upper-middle classes1 the majority  

of women  do not earn their own living4 
,as ,hannah ,more reminded us long ago1 
their  profession is to be that of      
#8wives1 mothers1 and mistresses of     
households1' and to this we must now add
 the duties of a philanthropic  and     
public character that social position   
brings with it4 ,what is  commonly      
called #8a life of leisure' may be an   
exceedingly busy life1 and  nowhere do  
the advantages of mental training1      
habits of accuracy1 and a  disciplined  
will tell to more advantage than in     
promoting the happiness  of others4     
,most of these girls must receive any   
education1 beyond the  early part which 
a private governess can undertake1 in   
boarding-schools1  if only because the  
leisured classes to which they belong   
seldom live  near enough to towns to    
make use of day-schools4 ,to quote a    
very able  and experienced              
schoolmistress3--#8,the demand for      
private schools and for  the individual 
attention which girls require has been  

increased by the  habits of modern life 
among the upper and upper-middle        
classes4 ,from my  own personal         
knowledge there are many parents who    
spend nearly the whole  year away from  
home or in entertaining a 8house party0 
when they are at  home4 ,there is really
 no place at home for the poor girls who
 have not  8come out40 ,what the parents
 seek for them is a school that can     
supply  the place of a home1 where they 
can receive individual attention1       
cultivation1 training1 and be prepared  
for society4' ,she might have  added    
that1 even when there is a place at home
 for them1 they may gain  considerably  
by spending part of two or three years  
away from it1 amid  the more studious   
atmosphere and the numerous interests   
characteristic  of these modern         
boarding-schools4    ,the reform in     
teaching unquestionably began in the    
public schools1 but  the best private   
schools have not been slow to bring     
themselves into  line4 ,within the last 

few years several have been either      
founded or  taken over by ladies who    
have studied at ,oxford or ,cambridge1  
or such as  have occupied posts as heads
 or assistants in high schools1 and have
  been drawn into the line of progress1 
while older institutions have held      
their own by the introduction of modern 
methods4 ,thus1 while the old           
boarding-school was specially condemned 
for its stuffy rooms1 inadequate        
dormitory accommodation1 insufficient   
food and crocodile form of  exercise1   
the new one1 with a rather lower fee1   
devotes special care to  buildings1     
bedrooms1 diet1 games1 and gymnastics4  
,here are a few  quotations from        
prospectuses3--#8,there is a large      
playground at a short  distance from the
 school1 in which are five lawn-tennis  
courts and space  for cricket1 hockey1  
croquet1 and other games4' ,this school 
has a  certificated trained nurse and a 
sanatorium specially fitted up for      
illness4 ,the ,principal was for many   

years assistant mistress at a large     
high school4    #8,there are gardens    
with tennis-lawn1 a gymnasium1 a        
fives-court1 an  isolation ward and a   
playing field at a short distance from  
the house4  ,arrangements are made for  
riding and cycling4' ,the ,principal is 
a  distinguished graduate of one of the 
women's colleges4    #8,the buildings   
have been certified by a sanitary       
officer1 and are fitted  with every     
modern convenience4 ,arrangements have  
been made for cricket1  tennis1 and     
other healthful games1 which are greatly
 encouraged4'    #8,the house stands in 
its own grounds of fourteen acres1 which
 include  garden1 shrubbery1            
tennis-courts1 and recreation field4'   
,these are samples taken at random4     
,closely connected with regard for      
healthful conditions is the endeavour   
to avoid overstrain1 and this has led to
 a not unnatural reaction  against the  
excessive burden of outside examination4
 ,we find such  sentences as            

#8particular care is taken to prevent   
over-pressure4' #8,for  the younger or  
weaker of the party we provide extra    
half hours of rest  or recreation in the
 garden4' #8,there is no cramming for   
examinations1  and the object set before
 each girl is to do her daily work as   
well as  she possibly can from an       
honourable sense of duty1' etc4 ,it is  
often  stated that pupils can be        
prepared for university or other        
examinations  if desired1 but although  
some few private schools of this type   
distinctly aim at the certificate of the
 ,joint ,board1 the majority work  on   
more general lines1 while ensuring a    
high standard of efficiency by          
submitting the school annually to       
inspection by university examiners4     
,the fees in schools of this grade vary 
from about #ij to #ace per annum1  with 
so-called #8extras4' ,these are reduced 
in the more modern  institutions to such
 subjects as piano1 violin1 and dancing1
 which  require individual instruction1 

while the more old-fashioned include    
languages1 even ,french1 under this     
heading4 ,but both terms and curricula  
in private schools are adapted to       
special cases1 and it is impossible to  
generalise on them4 ,for girls1 as for  
boys1 the statement made by the         
,secondary ,commission is probably      
correct1 that #8the large private       
schools1 usually with boarders1 are the 
private schools which do most  for      
secondary education4 ,they are often    
conducted on lines similar to  those of 
public schools2 but they are less bound 
by heredity1 and the  larger scope for  
experiment which they afford has1 there 
is reason to  believe1 contributed to   
noteworthy improvements of methods4'    
,probably this class of school is in    
greater demand than ever before2 but    
though there are not a few who can enjoy
 its benefits1 it must always be  a     
luxury for the rich1 while there has    
been no corresponding improvement  in   
the cheaper type of boarding-school4 ,to

 provide board1 lodging1 and  tuition1  
at fees ranging from #cj to #ej1 is a   
difficult problem1 and  can hardly be   
solved without the infliction of some   
suffering or  injustice4 ,yet even these
 fees are beyond the reach of many whose
 homes  are far away from towns4 ,there 
is urgent need for some scheme of       
boarding-houses 7not self-supporting7 in
 connection with the cheaper  endowed   
schools1 and the application of some    
public money to the  establishment of a 
few large boarding-schools in different 
parts of the  country4 ,private effort  
cannot meet these cases4    ,private    
day-schools involve a much smaller risk1
 and in these large  numbers of         
well-educated women are now at work4 ,in
 a place too small to  support a high   
school1 schools of this kind often      
supply all needs2 but1  oddly enough1   
they seem to flourish best where they   
exist side by side  with good public    
schools4 ,bedford is an instance of a   
town well supplied  with both4          

,sometimes the head-mistress takes a few
 boarders1 and is thus  enabled to      
provide better premises4 ,the fees range
 from about #ab to #cj  per annum1 and  
the curriculum is not unlike that of a  
high school1  though the more expensive 
subjects1 such as certain branches of   
science1  are often omitted4 ,the       
,junior and ,senior ,local ,examinations
 and those of  the ,college of          
,preceptors are a good deal used by     
these schools1 and  help to keep up a   
standard1 where a regular external      
examination is not  practicable4 ,small1
 cheap day-schools still abound1 though 
happily in  nothing like the old        
numbers4 ,even these have undergone some
  improvement1 though rumour maintains  
that ,mangnall's ,questions and         
,child's ,guide may still be found here1
 if we only dig deep enough4 ,the       
lowest class of private school is       
attended by children who ought to be  in
 the public elementary schools4 ,the    
extinction of these1 which is  rapidly  

proceeding1 can only be hailed with     
general satisfaction4    ,much has been 
said of late about the necessity of     
finding a place in any  general system  
of education for private schools1 but   
surely their proper  function is so     
clearly defined that there is no fear of
 a day dawning  when they are no longer 
needed4 ,a further increase in cheap    
public  day-schools may lessen the      
numbers1 and it is hardly to be expected
 that  in ten years' time the present   
conditions1 under which #gj per cent4 of
  our girls who are receiving secondary 
education are in private schools1  shall
 still prevail4 ,the true function of   
the private school is to offer  an      
educational luxury to those who can pay 
for it1 and on these lines1  without    
coming into competition with public     
school work1 it is likely to  develop4  
,the more public schools are established
 in a district1 the  greater becomes the
 field for first-grade private schools4 
,this is well  illustrated by the case  

of the ,united ,states1 where the       
universal  diffusion of the public      
schools seems to favour the growth of   
private  ones4 ,they can charge high    
fees1 because the public schools are    
always  available for those who cannot  
afford these4 ,they can try experiments 
and adopt new methods1 because they are 
not subject to the rigid  direction and 
supervision to which public schools are 
liable4 ,a great  deal of the           
preparation for college falls to them1  
and they enjoy a very  different        
reputation and position from the        
,prussian private schools1  which are   
obliged to adopt the same #8code' as the
 public4 ,cheap schools1  to be         
efficient1 must receive help with their 
finances2 such help can  hardly be given
 to private schools while they retain   
the freedom which  is one source of     
their strength4 ,it is probable1        
therefore1 that they  will more and more
 become schools for the well-to-do      
classes only4 ,there  must be some      

suffering involved in the changes which 
the near future is  likely to bring1    
even if local educational authorities do
 all in their  power to minimise this1  
and eventually the lower class of       
private school  will probably go to the 
wall4 ,but not till the ,anglo-,saxon   
nature has  undergone a complete        
transformation will there cease to be a 
place in  ,england for private          
enterprise2 and private schools1 even   
though they  may be deemed a luxury1    
will still rank among us as a necessity4
                                        
,,chapter ,,ix                          
,,the ,,technical ,,instruction ,,acts  
,on ,june #bd1 #ahij1 a curious scene   
took place in the ,house of ,commons4   
,the ,customs and ,excise ,bill had been
 dragging its weary way in  committee1  
and making very small progress4 ,the    
question under debate was  the disposal 
of a residue of #cej1jjj1 available from
 the new duty on  beer and spirits4     
,this ,mr4 ,goschen proposed to apply to

 compensating  publicans whose licenses 
should be refused1 but the ,government  
did not  care to press the point in face
 of opposition in the country and small 
majorities in the ,house4 ,mr4 ,goschen 
therefore proposed to shelve the  matter
 till the next session1 merely          
#8ear-marking' the money for the        
purpose indicated4 ,thereupon ,mr4      
,healy got up on a legal point1 and     
reminded the ,house that the ,budget    
,bill1 which had already become law1    
expressly stated that the duties in     
question were to be dealt with in a     
particular way1 and that the proceeds   
were to be appropriated #8as            
,parliament may hereafter direct by any 
,act passed in the present  session4'   
,under these circumstances1 he asked1   
had they power to  postpone that        
appropriation8 ,the ,speaker thought    
they had not1 and his  ruling prevailed4
 ,the result was the acceptance1 on     
,august #a1 of ,mr4  ,acland's proposal 
to apply the money in ,england #8for the

 purposes of  agricultural1 commercial1 
and technical instruction1 as defined in
  ,clause #h of the ,technical          
,instruction ,act1 #ahhi1' and in ,wales
 either  for technical instruction or   
for purposes defined by the ,welsh      
,intermediate ,education ,act4    ,this 
sudden turn of affairs took the country 
by surprise4 ,the county  councils1 to  
whom this money was assigned1 were now  
expected to devote  to educational      
purposes the money and energy which were
 to have gone to  the extinction of     
licenses4 ,from these events date the   
educational  functions of the county    
councils4 ,it was this #8whisky-money'  
which gave  the impetus to technical    
education1 a term which had been defined
 by the  ,act of #ahhi4 ,prolonged      
agitation throughout the country1 due to
 the fear  of foreign competition and   
the rumours of superior education given 
to  the mechanics of other countries1   
had led to the appointment in #ahhd of  
a ,commission to consider the question1 

and to their report the ,technical      
,instruction ,act of #ahhi1 and the     
amending ,act of #ahia1 were due4       
,among the recommendations of the       
,commissioners were the following3--    
#a4 ,that steps be taken to accelerate  
the application of ancient  endowments1 
under amended schemes1 to secondary and 
technical  instruction4    #b4          
,provision by the ,charity              
,commissioners for establishing in      
suitable  localities1 schools or        
departments of schools1 in which the    
study of  natural science1 drawing1     
mathematics1 and modern languages1      
should take  the place of ,latin and    
,greek4    #c4 ,giving power to local   
authorities to establish1 maintain1 or  
contribute to the establishment of      
secondary and technical schools and     
colleges4    ,following these lines1 the
 ,act defined technical instruction as  
#8instruction in the principles of      
,science and ,art1 applicable to        
industries1 and in the application of   

special branches of ,science and  ,art  
to specific industries or employments4' 
,it was not to include  teaching the    
practice of any trade or industry1 but  
it might include any  branch of         
instruction 7including modern languages1
 and commercial and  agricultural       
subjects71 which were at any time       
sanctioned by the ,science  and ,art    
department of ,south ,kensington4 ,the  
means of doing all this was  a penny    
rate which local authorities were       
permitted to raise4 ,unaided  this could
 not have done much1 and very few places
 took advantage of  this power1 until   
the ,local ,taxation ,act of the        
following year changed  the whole aspect
 of affairs4    ,the movement in favour 
of technical education was one that had 
been  slowly gathering force4 ,at first1
 as so often happens1 the blame for the 
unsatisfactory state of things was laid 
at the door of the elementary  school4  
,it was pointed out that the education  
given there was not  sufficiently       

practical2 drawing was little taught1   
and that little  badly1 while science   
fared even worse4 ,modelling was almost 
unknown1  manual instruction had        
scarcely been heard of1 #8the pen was   
the only  industrial weapon that boys   
intended for handicraftsmen were taught 
to  use1' and1 except needlework1       
domestic subjects for girls were        
terribly  neglected4 ,this was true     
enough1 but it was absurd to suppose    
that a  remedy could be found in the    
schooling given to children under       
twelve4  ,such benefit as might be      
derived from a change in their          
curriculum was  quite inadequate for the
 end in view4 ,the real need was for a  
longer  school life1 with technical     
training based on a proper foundation of
  general knowledge4 ,hence the         
,national ,association for the          
,promotion of  ,technical ,education    
adopted into its programme3 #8the       
development1  organisation1 and         
maintenance of a system of secondary    

education  throughout the country1 with 
a view to placing the higher technical  
and  commercial education in our schools
 and colleges on a better footing4'  ,it
 was doubtless for a similar reason that
 the ,act excluded from its  benefits   
scholars receiving instruction in       
elementary schools4    ,the money thus  
provided almost by accident1 became a   
new and valuable  source for endowing   
secondary education2 and on all hands   
claims of the  most varied kind were    
made on it4 ,administered by bodies of  
non-experts1  who had to learn their    
business by doing it1 much of it was    
misapplied2  mistakes1 often of a       
ludicrous character1 were made1 and     
there was some  excuse for those        
producers and consumers of spirits who  
thought the  money would have been      
better applied in relieving the tax4    
,but in spite  of repeated appeals by   
specially interested persons1           
,parliament kept  firm in the matter2   
the money must be given to ,county      

,councils1 and they  must learn to use  
it4 ,how well many of them have learnt  
can best be  realised by a series of    
visits to the polytechnics of ,london   
and the  large provincial towns1 to the 
laboratories constructed in public      
schools1 to the ambulatory dairy classes
 in village schoolrooms1 to the         
beautifully equipped laundries1         
kitchens1 and dressmaking schools all   
over the country4    ,long before these 
,technical ,instruction ,acts were      
passed1 isolated  action had been taken4
 ,the ,regent ,street ,polytechnic1 long
 known as  the ,polytechnic1 was already
 in full work4 ,it originated in a      
,young  ,men's ,institute1 privately    
founded by ,mr4 ,quentin ,hogg1 with the
 large  aim of providing a place where a
 young man could develop all the sides  
of his nature1 and #8find a reasonable  
outlet for any healthy desire1          
physical1 spiritual1 social1 or         
intellectual1 which he possesses4' ,for 
some years the ,institute flourished in 

,long ,acre1 and it happened that1  just
 when increased accommodation became    
necessary1 the old ,polytechnic1  long  
the home of ,pepper's ,ghost1 the       
diving-bell1 and other joys and  terrors
 of our young days1 came into the       
market4 ,it was at once secured1  and   
the result was an unprecedented rush for
 membership4 ,mr4 ,hogg1 who  was the   
life and soul of the ,institute1 made a 
point of himself seeing  every boy on   
joining1 and on the first night in      
,regent ,street1 he began  to interview 
new members at five o'clock4 ,there he  
was kept at his desk1  unable even to   
get a cup of tea1 till a quarter to one 
in the morning1  and by that time a     
thousand new members had been enrolled4 
,with such  encouragement1 it was       
possible to try fresh experiments1 and  
for the  first time trade-classes and   
workshop practice were added to the     
programme4 ,the ,polytechnic thus became
 a pioneer in technical work4 ,the      
,london ,trades ,council in #ahhc       

recommended its system of trade teaching
  to the ,london trades2 members of the 
,technical ,instruction ,commission     
gave it their warm commendation4        
,meantime other institutes were growing 
up4 ,if ,mr4 ,hogg claimed that the     
,polytechnic began its labours when he  
took two crossing-sweepers into  the    
,adelphi arches1 and made them the      
nucleus of a ragged school1 the         
,people's ,palace had an even more      
romantic origin4 ,it was inspired by the
  picture1 in ,all ,sorts and           
,conditions of ,men1 of the ,palace of  
,delight1  of #8the club of the         
working-people1' where #8we shall all   
together  continually be thinking how to
 bring more sunshine into our lives1    
more  change1 more variety1 more        
happiness4' ,here1 even more than at    
,regent  ,street1 the recreative side   
was to the fore1 and the main feature   
was  the ,queen's ,hall1 in which public
 entertainments were organised4 ,it had 
a chequered career1 and finally was     

saved to the ,east ,end by the          
liberality of the ,drapers' ,company4   
,since then the educational side has    
been more fully developed1 but apart    
from the recreative1 which is           
absolutely independent of the ,east     
,london ,technical ,college4 ,this is an
  unusual condition1 since1 as a rule1  
the ,polytechnics1 mindful of their     
double origin1 aim at being centres of  
both work and play4 ,they have a        
tendency to fall into two classes3 those
 that began as social clubs1 and  added 
the classes to their programme1 and     
those that began with classes1  and then
 encouraged the students to form clubs  
for literary1 athletic  and recreative  
purposes4    ,the greater stress laid on
 the educational side by the more recent
  institutions was due to two causes4   
,in #ahhc the ,london ,parochial        
,charities ,act gave the ,charity       
,commissioners powers to deal with      
certain  sums1 which had been left by   
benefactors long deceased1 for purposes 

which had actually ceased to exist4 ,it 
was lucky that this sum of money1  which
 may be capitalised at over three       
millions1 became available for  public  
purposes at the very time when all this 
stir about technical  education was     
taking place4 ,the ,regent ,street      
,institute was chosen as a  model4      
,london was mapped out into twelve      
districts1 and a ,polytechnic  was to be
 supplied for each1 on condition of     
local aid supplementing  certain sums   
which were offered conditionally4 ,it   
was not long before  this proposal      
brought munificent private donors into  
the field4 ,the  ,marquis of            
,northampton and ,lord ,compton gave a  
site of the value of  #cj1jjj1 ,earl    
,cadogan gave ground of the value of    
#aj1jjj2 others gave  less1 according to
 their means4 ,eleven of these          
,polytechnics are already  in existence2
 ,paddington alone is waiting for the   
private benefactors  who shall establish
 the claim to public help4 ,the second  

impetus came  from the ,technical       
,education ,board of the ,london ,county
 ,council4 ,the  metropolis had been    
slow in following the lead of other     
counties1 and it  was not till #ahib    
that it resolved to apply its share of  
the whisky  money to purposes of        
technical education4 ,but when it did   
move it did so  in good earnest4 ,the   
,council conferred full executive power 
on a ,board  consisting of twenty of its
 own members1 thirteen representatives  
of  other bodies and two experts1 one   
being a woman1 co-opted by the ,council 
itself4 ,the bodies thus represented    
are3 the ,london ,school ,board1 the    
,city and ,guilds of ,london ,institute1
 the ,london ,parochial ,charities      
,foundation1 the ,headmasters'          
,association1 the ,national ,union of   
,teachers1 and the ,london ,trades      
,council4 ,mr4 ,sidney ,webb was elected
  chairman1 ,dr4 ,w4 ,garnett was       
appointed secretary and organiser1 and  
the  superintendence of the domestic    

economy work was given to ,miss ,ella   
,pycroft4 ,the ,board has been most     
successful in its work1 and a very      
complete scheme of technical instruction
 in ,london is being gradually  evolved4
 ,since the ,board's work is educational
 it is natural that this  side has been 
specially emphasised in those           
,polytechnics which have been  founded  
since its establishment1 i4e4 those at  
,battersea1 ,chelsea1  ,north ,london   
and the ,city4    ,the help given by the
 ,board to ,polytechnics may be thus    
stated3    #a4 ,equipment grants made   
from time to time for specific purposes4
    #b4 ,a fixed contribution of #ajjj a
 year4    #c4 ,three-quarters--not      
exceeding #ejj a year--of the           
principal's salary4    #d4 #aj per cent4
 on the fixed salaries of the teachers4 
#e4 #a;d4 for each hour's attendance of 
each student4    #f4 #ae per cent4 on   
all voluntary subscriptions and         
donations from  private sources4        
,provided that the total payment to any 

,polytechnic under #b1 #c1 #d1 and #e   
does not exceed #cjjj1 and under #f does
 not exceed #bjjj4    ,the ,polytechnics
 are really subsidised from five        
different sources3  private generosity1 
city companies1 ancient and hitherto    
misapplied  charities1 part of the      
proceeds of the #8beer and spirit tax1' 
grants  from the ,south ,kensington     
,department4    ,dreary as are such     
enumerations of names and figures1 there
 is a special  interest attaching to    
this particular set4 ,the aggrieved     
ratepayer is  apt at times to point to  
these splendid buildings as an example  
of the  way in which his hard won money 
is being squandered1 quite regardless of
  the fact that those papers he abhors  
have never contained any appeal for     
money for this purpose4 ,london has     
never levied a technical education      
rate1 thanks to these other sources of  
income which have given her  citizens so
 much without any sacrifice on their    
part4 ,the beer and  spirit money has   

acted the part of a fairy godmother to  
,london men and  women4    ,it was made 
clear from the outset that both sexes   
were alike to benefit1  and thus the    
,polytechnics have become what our      
,american cousins call                  
#8co-educational4' ,but the needs of men
 and women are not always the  same1 and
 the special wants of women were        
considered in the  establishment of a   
domestic economy side1 though they are  
not limited to  this4 ,practically the  
whole field of education beyond the     
elementary is  open to county council   
action1 provided no aid is given to     
institutions  with a definite religious 
bias or conducted for private profit4   
,the only  subjects distinctly excluded 
by the ,acts are classics and           
literature4  ,the money is therefore    
available for purposes of--7#a7 definite
 ,trade  instruction2 7#b7 day and      
evening classes in ,science1 both       
theoretical  and applied1 and ,domestic 
,economy2 7#c7 secondary education of a 

modern  character4    ,under these two  
last headings great things have been    
done for girls and  women4 ,in spite of 
the recent introduction into the        
elementary school  code of such subjects
 as cooking and laundry1 it is becoming 
more and  more clear that the brief time
 allotted to the ,standards is not too  
much  for a grounding in general        
subjects1 and that after this should    
come the  preparation of a girl to be   
useful at home or to earn her living by 
domestic work4 ,the elementary school   
girl is too young1 the high school  girl
 too busy1 to gain much from the wedging
 of a little domestic  teaching into the
 mass of the ordinary school work4 ,nor 
is a cookery or  a laundry lesson once a
 week of much use in giving the         
necessary skill  and practice4 ,domestic
 work wants continuous and consecutive  
practice1  for the acquisition of that  
#8touch' and #8knack' on which so much  
depends2 and the domestic economy       
schools come in here to supply what is  

really wanted4    ,this type of school  
did not originate in ,london1 though it 
has taken  very firm root there4 ,some  
very interesting experiments had been   
made in  other parts of the country1    
notably ,yorkshire1 before ,battersea1  
the  ,borough1 and ,regent ,street      
,polytechnics in #ahid opened their     
domestic  economy schools1 with         
fifty-four scholars nominated by the    
,technical  ,education ,board1 and the  
addition of a few paying pupils4 ,this  
example  was soon followed by the other 
,polytechnics1 and the ,board now elects
  #chf scholars annually1 who are       
distributed among nine schools4 ,the    
course lasts five months1 and during    
this time the scholars receive free     
tuition1 two free meals daily1 and the  
material required for making  dresses or
 other garments4 ,they attend from #i4cj
 to #ab4cj and #b to #d4cj  every day   
except ,saturday4 ,during that time they
 get a continuous and  thorough training
 in cookery1 needlework1 dress cutting  

and making1  laundry work and           
housewifery1 with some gymnastics and   
singing4 ,in  addition to these         
scholarships second courses of five     
months'  instruction1 with the          
opportunity of specialising in one      
particular  branch1 are now awarded to  
eighty-four scholars each half-year4    
,the  first course is not meant to train
 a cook or a dressmaker1 but any girl   
who wishes to qualify herself for such a
 post gets a capital chance of  testing 
her own abilities and inclination1 and  
there are further  opportunities of     
training open to her1 if she desires    
them1 in the  second course or at the   
,national ,training ,school of ,cookery4
 ,last year  four girls were apprenticed
 in good dressmaking firms on leaving   
the  school4    ,mrs4 ,pillow1 lately   
employed by the ,education ,department  
to prepare a  special report on the     
teaching of ,domestic ,economy1 gives an
 account of  the work of these schools4 
,she says3 #8,housekeeping and cookery  

are  treated as part of the everyday    
life of the girls1 and not merely as    
school lessons4 ,the girls cook the     
meals which they are to eat2 they  learn
 to measure and fit themselves for the  
dresses which they are  taught to make1 
and they are instructed in laundry work 
in such a way  that they can quite well 
apply their knowledge to the 8family    
wash0 in  their own homes4 ,the cookery 
syllabus contains dishes which are well 
within the reach of the working man     
earning an average wage2 the using  up  
of odds and ends1 bones1 crusts1 and    
cold vegetables1 scraps of meat1  etc4  
receives attention1 and the utensils and
 stoves provided for the  girls are     
similar#ag to those found in the        
majority of artisans' homes4    #8,the  
laundry work is taught on simple and    
common-sense principles1 the  only extra
 aid to speed and efficiency being a    
wringer and mangle1 and1  as these are  
now so frequently found in the homes of 
the more thrifty  housewives1 it is well

 that the girls should be taught to use 
them  properly4 ,the processes of       
steeping1 washing1 boiling1 rinsing1    
blueing1  wringing1 drying1 folding1    
mangling are all thoroughly taught4 ,the
  washing of flannels and woollens1 a   
part of laundry work which is           
frequently very badly done by laundry   
women1 receives special attention1  and 
starching and ironing are exceedingly   
well done by the girls at the           
conclusion of their course of training4 
#8,the girls are taught the market value
 of foods4 ,in some of the schools      
special arrangements are made for this4 
,at ,battersea they are taken out  to   
purchase meat1 greengrocery1 etc4 ,when 
the girls cannot be taken out  to       
market1 they are sometimes allowed to   
purchase from the teacher in  charge of 
the stores4 ,they are taught to compare 
prices1 to judge of the  freshness and  
quality of commodities1 to expend a     
given sum to the best  advantage in the 
cheapest market1 and how to prepare and 

cook their  meals in the shortest time  
possible4'    ,the fee for the complete 
course is #a1 #ajs41 or #gs4 #f;d4 per  
month1 and  this includes the cost of   
all books and materials4 ,the greater   
part of  the pupils come from the       
elementary schools1 but surely they are 
not the  only girls who need such       
teaching4 ,many pupils leave the high   
schools at  fourteen or fifteen to live 
at home in somewhat straitened          
circumstances4 ,to them such a training 
as this would indeed be a boon4  ,it    
would even be worth the sacrifice of the
 last six months at school1  since they 
must in any case leave without getting  
the best it can  afford1 the teaching in
 the fifth and sixth forms4 ,girls      
attending  second grade schools1 who    
naturally leave early1 would find these 
domestic economy courses an admirable   
means of transition between school  and 
home life2 while those1 whose bent lies 
in this direction1 can go on  to the    
training schools1 and either become     

teachers of these subjects1  or earn a  
living by their practical application4  
,in fact1 the domestic  economy school  
is fast helping to raise the home arts  
into their proper  educational place1 as
 affording one among many suitable      
careers for  women1 no longer the       
,cinderella among occupations1 who sits 
among the  ashes1 because the prince has
 not yet come to claim her4 ,the neglect
 of  the middle class to use these      
schools is another instance of their    
proverbial apathy2 meantime1 these good 
things are ready for them as  soon as   
they will take the trouble to grasp     
them4 ,of course there is no  reason why
 such teaching should be given free1    
except to a minority4    ,even more     
widespread than these day-schools are   
the evening classes in  the same        
subjects4 ,these are found throughout   
the country1 in towns at  technical     
institutes1 in villages in little       
classes taught by  peripatetic teachers1
 who are sent from place to place by the

 county  councils4 ,in fact1 #8county   
council dressmaking' has become such a  
feature1 that it might be taken for a   
special system of cutting and  fitting4 
,the persons for whose benefit this     
instruction is given are  young women   
who have left school1 wives1 and mothers
 of families4 ,if  experience has taught
 them their own deficiencies1 they have 
now the  opportunity of making up lost  
ground4 ,cookery1 dressmaking1 and      
nursing  often attract large numbers4   
,the teaching has no professional       
purpose4  ,it is simply #8for home use1'
 as the ,germans say1 and has its place 
in a  wide scheme of general education1 
which includes training the hand as     
well as the mind4    ,this village work 
must1 to some extent1 be desultory1     
while1 in the  large town institutes1 it
 can be made more systematic4 ,its value
 is  considerably affected by the       
construction of the board which controls
  it4 ,a council which places experts on
 its technical education committee      

generally does better than one that     
simply adds education to its other      
manifold functions4 ,women are able to  
sit on these committees1 and it is  of  
great importance1 for the more feminine 
side of the work1 that they  should be  
appointed in larger numbers than has    
hitherto been the case4    ,the female  
element is represented at some of the   
institutes by the  appointment of a     
lady-superintendent of the women's      
department4 ,this is  the case in the   
,london ,polytechnics1 where the women's
 work is very  fully equipped4 ,at      
,battersea1 which may be taken as       
typical1 the  subjects taught in this   
department are3 cookery1 needlework1    
dress  cutting and making1 millinery1   
fancy needlework and embroidery1 laundry
  work4 ,in most of these subjects      
pupils can be prepared for the          
examinations of the ,city and ,guilds of
 ,london ,institute4 ,the fees are  low1
 and the courses carefully graduated4   
,there is an interesting class  in      

#8homekeeping1' intended for students   
whose occupation prevents them  from    
getting the necessary knowledge of      
housekeeping during the day4  ,this     
includes such items as spring cleaning1 
ordinary household duties  and daily    
routine1 and is probably of special use 
to that large class of  housekeepers    
who1 having learnt their own            
deficiencies from bitter  experience1   
can value this opportunity of remedying 
them4 ,another useful  course is        
elementary political economy1 which     
includes value and  distribution of     
wealth1 rent1 wages1 and other similar  
problems4 ,this  instruction1 to which  
both mistress and maid might listen with
 profit1  can be had by ,polytechnic    
members for #as41 and for #as4 #f;d4 by 
outsiders4  ,members may also join a    
reading circle and a first-aid class2   
they can  use the beautiful gymnasium1  
and refresh their cramped limbs with    
musical drill4 ,all this1 with the      
social advantages which are manifold1   

is within reach of those girls and women
 who are lucky enough to live in  the   
neighbourhood of a ,polytechnic1 and    
have some free evenings to spend  there4
    ,institutes of this kind are fast   
being brought within reach of all       
dwellers in towns4 ,the municipal       
schools of ,manchester and ,brighton    
need  hardly shrink from comparison with
 those of the metropolis4 ,in fact1     
when we look at the sumptuous equipment 
of such schools1 we are tempted  to     
exclaim that ,cinderella has indeed left
 the ashes1 and ascended into  her      
palace4 ,but these glories are not hers 
by sole right4 ,the men's  department   
7of mechanics1 engineering1 etc47 is far
 larger than the  women's1 and besides  
these two1 where the sexes are of       
necessity kept  apart1 there are        
numerous classes where they meet on     
common ground4 ,at  ,battersea the art  
department is open three days and five  
evenings a  week1 and the general scheme
 includes a thoroughly practical        

knowledge  of designing1 drawing1       
painting1 and modelling1 especially in  
its  various applications to trades and 
industries1 as well as life classes1    
and the commoner features of such       
schools4 ,in the commercial school1     
arithmetic1 book-keeping1 typewriting   
and shorthand are taught1 as well  as   
,french4 ,there are classes in pure and 
applied mathematics1 and every  branch  
of science is taught with such          
advantages in the way of  laboratories  
and appliances1 as no private or        
self-supporting  institution could      
attempt to supply4 ,most ,polytechnics  
are centres for  ,university ,extension1
 some have fine gymnasia1 some have     
swimming-baths2  nearly all have a long 
list of social1 athletic1 and recreative
 clubs4  ,in fact1 a well-equipped      
,polytechnic is a kind of popular       
,university1  which provides for all the
 needs of its members1 though with some 
neglect of the literary side4 ,this1    
too1 might be supplied by the  omission 

or insertion of a few words in an ,act  
of ,parliament4 ,the  ,polytechnics and 
,technical ,institutes would thus at    
once be transformed  into the most      
completely equipped and endowed scheme  
of secondary and  higher education in   
this country4    ,with such resources at
 their disposal1 it is natural that     
,technical  ,instruction boards and     
,polytechnic governors should have gone 
a step  further1 and tried to utilise   
their spacious premises and admirable   
teaching staff for the ordinary purposes
 of a day-school4 ,experiments on  these
 lines are being tried in several       
places4 ,it is thought that by          
establishing such schools1 the          
polytechnic both gives and receives2 if 
it helps the schools by allowing them to
 use its premises and staff1 it  is     
helped in turn by the training given to 
a number of boys and girls1  who will   
some day be properly equipped to profit 
by the more advanced  instruction in the
 evening4 ,the school is largely a      

feeder for the  polytechnic1 and will   
help in time to raise the standard of   
its work4 ,as  such it should be judged 
rather than as an independent experiment
 in  secondary education4    ,a joint   
school for boys and girls need excite no
 surprise in an  institution that       
started at once as #8co-educational4'   
,but unfortunately1  in schemes of this 
kind there is always a tendency to let  
the girls come  off second-best4 ,this  
certainly applies to the arrangement of 
an  #8,organised ,science ,school1'     
which is the scheme usually adopted1    
both on  account of its bias in favour  
of the scientific side and the power it 
confers to earn grants from ,south      
,kensington4 ,probably the admission of 
girls was to some extent an             
afterthought4 ,the ,battersea school had
 been  open over a year before girls    
were admitted as an experiment4 ,the    
present numbers are about one hundred   
and thirty1 of whom two-thirds are      
boys4 ,the average age of the junior    

division is fourteen1 and of the  senior
 fifteen4 ,the fees are #a a term1      
including books and stationery4  ,the   
school hours are #i4cj to #ab4cj1 and #b
 to #d4cj1 five days in the  week4 ,the 
work of the three divisions is arranged 
thus3    #a4 ,mechanical ,division4     
,mathematics1 five hours2 ,mechanics1   
three and a  half hours2 ,physics1 three
 and a half hours2 ,drawing1 four hours2
  ,english subjects1 four hours2        
,french1 two hours2 ,manual training1   
four  and a half hours2 ,drill1 one     
hour4    #b4 ,science ,division4        
,mathematics1 five hours2 ,mechanics1   
two and a half  hours2 ,physics1 three  
and a half hours2 ,chemistry1 four and a
 half  hours2 ,drawing1 three hours2    
,english subjects1 four hours2 ,french1 
two  hours2 ,manual training1 two hours2
 ,drill1 one hour4    #c4 ,elementary   
,division4 ,mathematics1 five hours2    
,physics1 three hours2  ,chemistry1 two 
and a half hours2 ,drawing1 three hours2
 ,english subjects1  five hours2        

,french1 three hours2 ,art1 two hours2  
,manual training or  ,domestic ,economy1
 three hours2 ,drill1 one hour4    ,its 
aim is described as the imparting of #8a
 thoroughly sound secondary  education1 
with special provision for the study of 
pure and applied  science1 manual       
training1 workshop practice and domestic
 economy4' ,this  school is interesting 
apart from its curriculum1 owing to the 
efforts  made by ,mr4 ,s4 ,h4 ,wells1   
,principal of the ,polytechnic1 who acts
 as  headmaster1 to make it #8secondary'
 in the full sense1 and introduce some  
of the esprit de corps and out-of-school
 life which are such marked  features in
 boys' #8public' and girls' high        
schools4 ,the school is  divided into   
forms with a form-master2 #8each form   
meets in its form-room  for call-over   
before school opens for the day1 after  
which they assemble  for prayers1 which 
are read by the ,principal4 ,these are  
confined to a  few verses of ,scripture 
and the ,lord's ,prayer2 and exemption  

from  attendance is granted when        
requested by the parent1 although only  
two  such requests have been made4 ,in  
matters of discipline the students have 
been taught to realise that having      
ceased to be children they should  have 
given up childish things2 they are      
present to work not to play1 and  their 
duty to their parents and themselves    
calls them to take every  advantage of  
the opportunities afforded2 in a word1  
they are not  expected to commit acts   
against discipline--they are trusted4'  
,mr4 ,wells  further tells us that      
#8senior students are told off every day
 to  ascertain the chief events recorded
 in the newspapers1 and to record  them 
on a blackboard1 which all the school   
are expected to read1 to be  afterwards 
questioned on the event in their        
,english classes4 ,in the same  way a   
record is made of daily weather         
observations4 ,all boys are  required to
 wear the school cap1 and the habit of  
8capping0 the teachers  outside the     

school is willingly adopted4 ,each term 
sees its 8drill  competitions0 between  
the different forms for a shield        
presented by the  ,principal1 its       
inter-form cricket or football matches  
for a challenge  cup presented by the   
masters1 and matches between the masters
 and  school4 ,the end of term sees its 
gymnastic displays or concerts with     
acting and recitals1 to which parents   
and friends are invited4 ,three  school 
captains are elected each term1 the     
method being that they are  proposed and
 seconded1 and voted for by the whole   
school4 ,the captains  have authority   
outside the class-rooms1 and their      
position is readily  and loyally        
acknowledged4' ,the girls have their    
games among themselves1  though now and 
then they play a boys' team at hockey4  
,they have their  own captain1 and are  
assembled for call-over by a mistress1  
who has a  general control over them1   
and is always ready to help them with   
advice  and sympathy4 ,women1 of course1

 give the lessons in cooking1 etc41     
which  are the feminine counterpart of  
manual training2 else all the teaching  
is in the hands of men4 ,the            
intellectual results appear to be       
satisfactory1 and here1 as in other     
co-educational institutions the  girls  
are quite able to hold their own in     
class4 ,of the moral and  hygienic      
results it is far more difficult to     
judge4 ,whether girls  between fourteen 
and sixteen would not be better under   
the care of a  woman1 whether they do   
not miss some of that moral influence   
which can  only be exercised by a       
form-mistress who also takes part in the
  teaching1 are questions that must come
 up in the near future1 should  there be
 any disposition towards co-education in
 this country4 ,as yet it  has generally
 been adopted rather from motives of    
economy than on  grounds of principle4  
,institutions like those at ,battersea1 
,chelsea1 and  ,wandsworth are boys'    
schools to which girls are admitted2    

although1 as a  matter of fact1 at      
,chelsea the girls outnumber the boys4  
,the amount of  time given to science   
would never have been allotted had the  
real needs  of girls been considered4   
,it is an interesting experiment1 but it
 will  not do much towards solving the  
problem of ,modern ,schools for girls4  
,even more one-sided in its aims is the 
type of school which the ,surrey        
,county ,council is starting4 ,this     
county is specially deficient in girls' 
schools of a middle grade1 though it    
contains several good proprietary  high 
schools1 and the technical committee is 
therefore applying some of  its funds to
 the supply of this want4 ,the          
,wimbledon school is the first  attempt 
of the kind1 and must be regarded as    
still in an experimental  stage4 ,girls 
who enter are supposed to have attained 
to the requirements  of the ,sixth      
,standard1 but in a district where there
 are no ,board  schools even this is not
 always attainable4 ,hence there are    

many gaps to  fill up1 before a proper  
foundation is laid for the new studies4 
,it is  supposed that girls will stay   
for four years1 and should they do so1 a
  most valuable experiment might be made
 in devising a #8modern'  curriculum1   
essentially adapted for girls4 ,hitherto
 in this first year's  work the course  
of study is exceedingly meagre2 neither 
science nor  literature is taught2 there
 is a little ,english history and       
geography1  but the bulk of the time    
goes to shorthand1 book-keeping1        
commercial  arithmetic1 cooking1 laundry
 and dressmaking4 ,all excellent things1
 but  surely this is not sufficient     
intellectual fare for these             
twelve-year-old children4 ,another two  
years at general subjects would  help to
 lay a really good foundation on which  
the special work could be  built up2 and
 it is probable that the shorthand and  
double entry1 and  even the puddings and
 clear-starching1 will not suffer in the
 end for  this little delay at the      

beginning4 ,this kind of work is none   
the better  for being spread out over so
 many years4 ,it cannot1 like the more  
intellectual subjects1 be perpetually   
presenting fresh developments1  which   
give it the charm of novelty4 ,there    
seems some danger lest1 in  trying to   
elevate the status of the domestic and  
commercial arts1 we  should forget that 
they cannot satisfy all sides of our    
nature4 ,girls  want something different
 from the science school1 but it must   
not be a  purely utilitarian training4  
,in the true modern school they will    
learn  subjects of daily utility2 but   
just because so much time is given to   
these1 there must be special prominence 
for all that makes for culture4  ,to the
 ,spencerian dictum that education must 
prepare for the business of  life1 we   
should add ,aristotle's wise admonition1
 that it should teach  the right use of 
leisure4 ,keeping both these in view we 
may yet discover  the ideal #8,modern   
,school4'    ,it would not be fair to   

blame technical education boards because
 they  have not yet solved this         
difficult problem4 ,their experience in 
education is still new1 and as far as   
schools are concerned their best  work  
has been done in subsidising those that 
already exist4 ,on this  large sums are 
now being spent4 ,to be exact1 we may   
state that during  the year #ahif-ig1   
sixty-three councils1 7forty-two county1
 and  twenty-one county borough7 gave   
direct or indirect assistance to three  
hundred and twenty-eight secondary      
schools to the amount of #add1hga1  #bs4
 #b;d41 this sum including the          
scholarships and exhibitions granted to 
pupils proceeding to or from secondary  
schools4 ,how much of this goes to      
girls does not appear1 certainly not    
half1 but at any rate enough to  make a 
very appreciable difference to their    
education4    ,of course1 this help is  
not given unconditionally4 ,it usually  
implies  the representation of the local
 authority on the governing body of the 

school1 the application of the entire   
subsidy to purposes of technical        
education1 and observance of the clauses
 abolishing religious tests4  ,some     
counties have special requirements1     
without which no subsidy can be  given4 
,e4g4 ,cheshire demands3    7#a7 ,that  
drawing shall be taught to every pupil  
except any whose  exemption may be      
approved by the committee4 7#b7 ,that at
 least two  science subjects shall be   
taught to all pupils over ten4 7#c7     
,that one  modern language shall be     
taught1 and regular instruction given in
 some  commercial subjects4 7#d7 ,that  
each student shall receive instruction  
for  at least three hours a week in     
mathematics4 7#e7 ,that the pupils shall
 be  annually examined1 and at least    
twenty-five per cent4 of them sit for   
the examinations of the ,science and    
,art ,department1 or such other         
examination as the ,technical           
,instruction ,committee may from time to
 time  approve4    ,other counties are  

less rigid in their demands4 ,in        
,london1 where endowed  schools for     
girls have been greatly helped with     
grants1 some special  condition often   
accompanies a subsidy4 ,thus the ,owens 
girls' school at  ,islington received   
#cjj #8to be expended in fitting up the 
new laboratory  and art-room1' the      
,central ,foundation school was charged 
to spend its  grant on fitting up       
another room for work in practical      
physics and  appointing an assistant    
science mistress4 ,at the ,camden school
 the board  provided an ,arts and       
,crafts room1 where cookery and         
dressmaking are  regularly taught2 at   
the ,james ,allen's school1 ,dulwich1 a 
laboratory has  been built1 and a       
subsidy given for an assistant science  
mistress4 ,such  subsidies1 even when   
given for a specific purpose1 help the  
whole school  indirectly1 since they set
 free money from the general funds for  
the  benefit of what cannot be included 
in that elastic term #8technical        

education4'    ,perhaps the chief       
benefit yet conferred by county councils
 on secondary  education is the gift of 
scholarships4 ,it has been left to the  
technical  instruction committees to    
frame that #8ladder' of which so much is
 heard  on educational platforms4       
,thanks to a system of graduated        
scholarships1  it is now possible for an
 intelligent boy or girl to pass from a 
primary  to a secondary school1 and     
thence even to the university4 ,of      
course this  has been done before now1  
but never on such a large scale4 ,since 
each  county is a law unto itself1 a    
girl's chances depend greatly on the    
place where she happens to live4 ,a girl
 living in ,bedfordshire has no  county 
council scholarships open to her1 but   
the ,harpur ,trust schools at  ,bedford 
receive girls with scholarships from    
other counties4 ,a ,surrey  girl has a  
good chance of winning a scholarship1   
but1 owing to the  dearth of girls'     
public schools in that county1 she may  

not be able to  make the best use of it4
 ,happily1 there are many parts of      
,england where  both schools and        
scholarships are available1 and there   
will soon be  more1 if one of the       
difficulties in the way of the girls'   
#8ladder' is  removed1 by the           
recognition of proprietary high schools 
as public  institutions at which        
scholarships can be held4 ,this is now  
being done  in some places1 to the great
 advantage of the scholars4    ,some    
counties1 e4g4 ,derbyshire1 ,durham1 and
 ,yorkshire1 have a very  complete      
system of scholarships1 accompanied by  
maintenance grants1  without which they 
would in many cases be useless4 ,there  
are few  counties that do nothing in    
this way4 ,the ,london ,technical       
,education  ,board regards its          
scholarship scheme as the basis for     
nearly all its  work4 #8,the award of   
junior and intermediate county          
scholarships  necessitates such grants  
to secondary schools as will enable them

 to  make proper provision for the      
technical training of the scholars4     
,similarly1 the award of intermediate   
and senior county scholarships  compels 
the ,board to see that the training     
afforded in institutions for  higher    
education is suitable for scholars of   
seventeen years of age and  upwards4'   
,the ,board gives three classes of      
scholarships3--7#a7 ,junior county      
scholarships1 intended chiefly for      
pupils of public elementary schools     
working in the fifth or higher          
,standards1 tenable for two years and   
renewable4 ,of these six hundred are    
given annually1 and fifty are open  to  
candidates from other than elementary   
schools1 whose parents have an  income  
below #aej4 ,these scholarships give    
their holders free education  at any    
approved secondary or upper standard    
school1 with money payments  of #h for  
the first year1 and #ab for the second4 
#b4 ,intermediate county scholarships   
are open to boys and girls under        

sixteen who come from any school1       
secondary or upper standard4 ,they give 
free education to the age of eighteen or
 nineteen1 with money payments  rising  
from #bj to #ce a year4 ,the income     
limit is #djj4 ,they are  tenable at    
public secondary schools and places of  
higher learning4    #c4 ,senior county  
scholarships4 ,these are few in number1 
and intended to  provide for specially  
promising students a training of        
university rank4  ,they give free       
education at a college or technical     
institute1 with money  grants of #fj a  
year1 and are tenable for three years4  
,here1 too1 the  income limit is #djj4  
,in #ahif-ig ,london had a thousand     
junior scholars in fifty secondary1 and 
two hundred and ninety-four in          
thirty-six upper standard schools4 ,of  
this total four hundred and eighty-five 
are girls4 ,the intermediate  scholars1 
of whom there were a hundred and eighty1
 were in the following  institutions3   
three university colleges1 five         

technical and science  colleges1 one    
training department of a polytechnic1   
fourteen first-grade  public secondary  
schools1 twenty-one second grade public 
secondary  schools4 ,sixty-two of these 
scholars were girls4 ,of the senior     
scholars  only two were women4 ,they    
pursued their studies at ,holloway and  
the  ,central ,technical ,colleges4     
,all this is1 of course1 in addition to 
the special scholarships for ,art1      
,science1 ,domestic ,economy1 etc41     
which come more directly under the      
heading of #8technical4'    ,if we turn 
away from these lists of names and      
figures to consider how  wide a field   
has been covered by this work in ,london
 and the provinces1  we cannot but be   
struck by the developments of these     
eight years4 ,a  system of universities 
for the people has been started1        
technical and  commercial education have
 received an enormous impetus1 secondary
  instruction has been brought within   
reach of large numbers by whom it  was  

hitherto unattainable1 numbers of       
already existing schools have been      
placed on a firm financial basis1 and   
throughout the special needs of  women  
have been considered4 ,with better      
building and plumbing1 better  cooking  
and washing1 we certainly may hope for  
more creature comforts in  the good time
 coming4 ,but this is a small thing     
compared with the  brightening of homes 
by the gift of those higher pleasures1  
without  which it has been truly said   
that life is not truly life at all4     
,surely whisky-drinkers need not grudge 
the extra sixpence which has done  all  
this6                                   
,,chapter ,x                            
,,state ,,aid ,,for ,,girls      ,while 
private effort in the form of companies1
 endowments1 and  individual enterprises
 was building up a complete1 though     
unorganised1  system of girls'          
education1 another system totally       
unconnected was being  gradually        
developed by aid of the ,state4 ,for a  

long time the two were  regarded as     
parallel1 with no possible point of     
contact1 except such as  might be       
artificially established by means of    
scholarships4 ,now we are  beginning to 
think that we may have mistaken the     
direction of the lines1  and that there 
are some points of connection between   
the ,board ,school  and the ,high       
,school pupil4    ,this change is due to
 the growing conviction that the        
education of its  citizens is a matter  
of which a ,state should take           
cognisance4 ,far behind  ,germany in its
 adoption of this principle1 ,england   
did at last wake up  to the necessity of
 educating all her citizens4 ,whether   
out of  self-defence1 to #8educate our  
masters1' as ,mr4 ,lowe bade us do1 or1 
as  ,plato would have counselled1 to    
make the men and women of the ,state as 
good as possible1 the idea of universal 
education has at last gained a  hold in 
this country4 ,very slowly1 and with    
immense opposition on the  part of the  

classes who regarded learning as their  
own peculiar  privilege1 and were       
jealous of any intrusion in what they   
considered  their private domain4 ,but  
they were powerless to hinder2 when once
 the  little flame was kindled1 no force
 could avail to extinguish it4 ,from    
the moment that one generation educated 
in the new schools took their  place as 
voters1 the system was secured4 ,the    
democracy soon realised  that education 
was a levelling agency1 and that it was 
their interest  both to maintain and    
improve it4    ,it is difficult for     
those who are familiar with our         
elementary education  to realise how    
recent is its establishment in ,england1
 and how still  more a matter of        
yesterday the full use of the           
opportunities offered4  ,england was the
 last of the great ,european countries  
to accept the  doctrine of the          
responsibility of the ,state for        
education4 ,schools for  the poorer     
classes were for a long time either     

non-existent or a matter  of local1     
largely denominational1 effort4 ,the    
first grant of public  money to schools 
was made in #ahcb1 when1 without any    
previous  legislation on the subject1   
the sum of #bj1jjj for this purpose     
appeared  in the ,estimates4 ,seven     
years later this was increased to       
#cj1jjj1 and  by an order in ,council a 
special committee of the ,privy ,council
 was  established1 with its own staff of
 officers to supervise the work4 ,this  
was the first beginning of the          
,education ,department4 ,thus gradually1
  almost imperceptibly1 the ,state was  
beginning to intervene in education4    
,when in #aheh the ,duke of ,newcastle's
 ,commission was appointed to inquire   
into the whole state of popular         
education1 it found that much had       
already been done1 but the great need   
was for some systematic control4  ,the  
result of its findings was the          
celebrated ,revised ,code of #ahfa1     
whose main provisions were3--    #8#a4  

,that a school must be in approved      
premises4    #8#b4 ,that each child must
 make a certain number of attendances4  
#8#c4 ,that children must pass          
individual examinations in reading1     
writing1  and arithmetic4'    ,thus     
originated the much praised and much    
abused system of #8payment by  results1'
 about which so many a contest has      
waged4    ,up to #ahgj1 the whole system
 had grown up out of administrative     
machinery1 without direct intervention  
of the legislature4 ,voluntary  effort  
originated the schools1 ,treasury grants
 assisted them4 ,the  ,education ,act of
 #ahgj was intended1 to quote the words 
of its author1  ,mr4 ,forster1 #8to     
complete the voluntary system1 and to   
fill up gaps4'  ,its object was not so  
much to create schools as ,school       
,boards4 ,where  voluntary effort was1  
by inspection1 proved insufficient1 a   
district  could be called upon to elect 
a ,school ,board1 with power to raise a 
rate4 ,a subsequent ,act1 by            

establishing school attendance          
committees for  non-,school ,board      
districts1 completed the system of local
 control2 and  the #ahhj ,act made      
attendance compulsory on all children up
 to ten 7since  altered to eleven71 and 
forbade the employment of any children  
between  ten and thirteen who had not   
reached a standard to be fixed for each 
district by its own local authority4    
,those who could not reach this by      
fourteen might claim the dunce's        
privilege4    ,the ,school ,boards found
 plenty of work before them4 ,for some  
years they  were chiefly occupied in    
drawing into the schools the great      
masses of  the entirely uneducated2 and 
the three ,r's1 which was all they could
 aim  at1 came to be regarded in many   
quarters as the ultimate aim of         
elementary school instruction4 ,but this
 was a temporary stage1 which had  to be
 gone through before the red-brick      
school-house had become a  regular      
feature of town and village throughout  

the kingdom4 ,education  was compulsory 
till the age of ten2 children who passed
 through all the  standards would remain
 at school till about twelve or         
thirteen4 ,for the  masses that might be
 sufficient2 for a select few it was    
either too  little or too much4 ,it     
served to kindle in their minds a love  
of  knowledge1 and to reveal a special  
inclination for intellectual  pursuits1 
without offering the means of satisfying
 it4 ,gradually the  need of building a 
second story on this lower edifice      
became manifest4 ,a  subject much       
debated during the last few years is the
 question whether  this should be       
planted on the top of the primary       
building1 or provided  by special       
avenues leading from the elementary     
schools to existing  secondary          
institutions4 ,but while educationalists
 were discussing  matters in the        
abstract1 the necessities of the case   
were compelling the  existing schools to
 build their own top story4 ,when the   

,secondary  ,education ,commission of   
#ahid came to discuss the best methods  
of  establishing continuation schools1  
they found that a considerable number   
were already at work in different parts 
of the country4 ,the change had  come   
about little by little4 ,clever children
 had passed through the  standards at an
 age when it was impossible or          
inadvisable to set them to  work2 it was
 natural that the school should be      
unwilling to turn them  away4 ,thus     
originated an ex-sixth standard1 and    
gradually the pressure  of the ,boards  
upward brought about the extension of   
the parliamentary  grant to a new       
standard--the seventh--in which more    
advanced subjects of  study received    
recognition4 ,thus while the obligatory 
subjects still  remain reading1 writing1
 and arithmetic1 with needlework for the
 girls  and drawing for the boys1 the   
optional and specific subjects--of      
which1  however1 no child may take more 
than a very limited number--now range   

over several sciences1 languages1 and   
mathematics1 as well as what are        
popularly called technical subjects4    
,the great mass of schools are still    
obliged to confine themselves to        
elementary work2 but with the           
introduction of other subjects into the 
code1 a new element has entered  the    
schools1 and has without doubt #8come to
 stay4' ,the next development  after the
 seventh standard was a system of       
ex-standard classes1 which in  large    
schools could be worked without a great 
addition to the staff4 ,in  particular1 
the instruction of the pupil-teachers   
introduced some more  advanced classes2 
and as time went on1 parents who had    
themselves  enjoyed the benefits of     
education showed themselves more and    
more  willing to leave their children at
 school as long as the school was       
willing to keep them4 ,in this way the  
ex-seventh standard developed into  the 
,higher ,grade ,elementary school4      
,this name belongs properly to two      

different types of school4 ,the ,higher 
,grade proper begins at the fifth       
standard1 and gives an education for    
three or four years beyond the seventh4 
,but the term is also applied to  a     
school which includes all the standards1
 and gives more advanced  instruction to
 a small number of pupils who remain    
after passing through  these4 ,the      
latter is the kind usually found in     
,london2 the former is  popular in large
 manufacturing towns1 especially in the 
north1 and it is  this which is stepping
 in to fill an important gap in the     
secondary  system of the country4       
,these schools mark the existence of a  
new and vigorous educational  impulse   
arising from below4 ,they are a natural1
 though apparently  unexpected1         
development of the elementary school1   
which1 according to  the words of the   
,act1 is one #8at which elementary      
education is the  principal part of the 
education there given4' ,since the great
 mass of  children do not go beyond the 

fifth standard1 it is convenient in     
large  towns to draw into a single      
school all who propose to continue their
  education1 and by a systematic course 
of further study to encourage them  to  
stay on as long as possible4 ,thus a    
secondary school has grown up so        
naturally and quietly on the top of the 
elementary1 that many persons  are      
hardly aware of its existence4    ,this 
sudden addition of a four years'        
advanced course would obviously be      
impossible without funds1 and the       
,education ,department is officially    
unaware of the existence of any pupils  
beyond the seventh standard4 ,the  good 
fairy who steps in here is none other   
than that much abused ,south            
,kensington ,department of ,science and 
,art4 ,this department1 which1 justly   
or unjustly1 has come to be regarded as 
a red-tape-bound machine for  examining 
and conferring grants by a sort of      
automatic process1 has only  of late    
years been brought into connection with 

day-schools4 ,though its  grants began  
as early as #ahcg1 their object was     
chiefly to encourage  evening classes1  
and make cheap instruction possible for 
those men and  women whose occupation or
 income shut them out from the ordinary 
means  of education4 ,an examination    
which could be used for the purpose of  
earning income naturally became popular2
 and in spite of protests from  many    
quarters1 in particular from some       
artists1 who regarded the system  of    
drawing-teaching as mechanical and      
cramping1 there has been little         
diminution in its popularity as a       
money-producing agency4 ,the            
establishment of technical institutes   
gave it a fresh impulse1 since the      
adoption by these of the ,south         
,kensington examinations gave a welcome 
addition to the institute's funds2 and  
as the money for this purpose is        
supplied by annual votes in the         
,estimates1 and not by a rate1 it       
provokes none of that opposition which a

 local rate for any object1 no  matter  
how desirable1 is sure to encounter4    
,the connection between ,south          
,kensington and the day-schools has     
grown  little by little4 ,the grants    
were originally meant for               
evening-schools1  but there appeared no 
reason why day-schools should not also  
earn it1  provided they were willing to 
send in their pupils for the evening    
examinations1 which for some years were 
the only ones held4 ,as early as  #ahgb1
 the department had devised a regular   
scheme of instruction for  schools that 
systematically followed its courses4    
,under certain  conditions1 schools     
under local management1 approved by the 
department1  might be registered as     
#8,organised ,science ,schools4' ,a     
certain class  stamp was given them by  
requiring that the pupils should as a   
whole  belong to the #8industrial       
classes1' the #djj income limit being   
used to  define the term4 ,payments were
 made for success in examination3 for   

,science1 #b for a pass in an elementary
 subject2 #b1 #ajs4 and #e1             
respectively1 for a second or           
first-class in an advanced stage2 and #d
  and #h for a second and first in      
honours4 ,extra grants were made for    
certain subjects4 ,no payment was made  
unless at least twenty-eight  lessons   
had been given to the class1 or unless  
at least twenty had been  attended by   
the individual pupil4 ,payments on      
similar principles were  made for ,art4 
,the ,organised ,science ,school could  
also claim an  attendance grant1 which  
made it a more profitable undertaking4  
,in  return1 a school was bound to allot
 fifteen hours a week to subjects  taken
 under the department4 ,as a matter of  
fact most schools gave more4  ,there was
 money in ,science1 ,mathematics and    
,drawing4 ,geography1 ,history1         
,languages and ,literature were         
unremunerative4 ,they must go to the    
wall4    ,such was the course which1    
originally designed for evening         

students1 was  gradually gaining favour 
in day-schools4 ,a child who passed     
beyond the  standards must still earn   
money for his school1 and this could    
only be  done by means of these ,south  
,kensington grants4 ,hence the wide     
diffusion  of the ,organised ,science   
,school1 in spite of its too early      
specialisation1 and the undue stress    
laid on grant-earning4    ,this         
arrangement marked the triumph of       
red-tape and apotheosis of the          
examination system4 ,the narrowness of  
the curriculum made it unsuitable  for  
many boys1 and almost all girls4 ,as    
attempts were made to adopt it  more    
generally for the sake of the grant1    
condemnation became frequent4  ,the     
obligatory fifteen hours' ,science were 
complained of2 in #ahie new  regulations
 reduced them to thirteen1 and          
introduced a general viva  voce         
inspection1 which was to take cognisance
 of literary subjects as  well4 ,grants 
are still given only for ,science and   

,art1 but the other  side is not wholly 
neglected4 ,ten hours must nominally be 
given to  literary subjects1 though this
 is held to include manual instruction  
for  boys and cookery or needlework for 
girls4 ,less stress is laid on          
examination4 ,in the elementary course1 
payments are made wholly on the  results
 of inspection1 and in the advanced     
course partly on inspection  and partly 
on examination4 ,the arrangements are   
extremely complicated1  but they amount 
to--7#a7 an attendance grant on all     
students who have  attended a minimum   
number of times2 7#b7 a variable grant  
on each  student2 7#c7 grants for       
practical work2 7#d7 payments on        
examination  results in the case of     
advanced students of ,science and ,art2 
7#e7  payments for manual instruction1  
cookery1 needlework1 etc4 ,such are the 
means of financing a ,science ,school   
7the term now adopted71 and schools  of 
this description are often found serving
 the purpose of continuation            

departments to elementary schools4      
,since #ahig examinations have also     
been held in the day-time4    ,a higher 
grade school which systematically       
organises its upper  department is      
divided into upper and lower school1 the
 former under the  cognisance of ,south 
,kensington1 and the latter of the      
,education  ,department4 ,a four years' 
course in the upper school usually leads
 to  matriculation4 ,but although they  
are in a sense two distinct schools1    
they fit into each other as the primary 
and grammar schools do in  ,america4    
,the methods are the same in both1 the  
organisation similar1 and  children pass
 from one to the other without that     
breach of continuity  which makes the   
transition from the elementary to the   
high school so  sudden1 and often so    
unprofitable4 ,it is this continuity    
which conduces  so largely to the       
success of the higher grade schools1 and
 accounts for  the extraordinary        
rapidity of their growth4 ,as many as   

seven or eight  hundred pupils have been
 known to enter one of these schools on 
the  opening day2 three hundred of these
 had free places1 the rest paid small   
fees4    ,there are at present in       
,england #afi ,schools of ,science1 with
 an  attendance of #bj1hgi4 ,what       
proportion of these are girls it is     
impossible to ascertain4 ,a large       
proportion of these science departments 
are in higher grade schools4 ,although a
 higher grade school is not  necessarily
 a science school1 while science schools
 are sometimes found  as departments of 
grammar schools or other institutions1  
the two are  found in such frequent     
combination that the terms ,higher      
,grade and  ,science ,school are not    
infrequently used as synonymous4    ,of 
these schools the best known is probably
 the one at ,leeds so ably  directed by 
,dr4 ,forsyth4 ,it is established in a  
huge block of buildings1  and has two   
divisions--one for boys and one for     
girls--with a central  double staircase 

opening into long corridors1 separated  
from class-rooms  by glass partitions4  
,its class-rooms are large and airy2 it 
is admirably  equipped with apparatus1  
etc41 and has a good playground for the 
boys1  though the girls are restricted  
to the use of the roof4 ,with its       
chemical laboratory for #abj students1  
its physical laboratory1 large          
lecture-room1 workshop1 gymnasium1 etc41
 its large staff1 and #ahjj  pupils1 of 
whom about half are in or over ,standard
 ,,vii41 it testifies  with all the     
eloquence of material fact to the       
vigorous development of  this new       
educational force4 ,the nature of the   
work done in these  propitious          
surroundings is best described in the   
,principal's own  words3--#8,on a basis 
of elementary education it is intended  
to superadd a  system of higher         
education which1 at a moderate charge1  
will train  pupils for industrial1      
manufacturing1 and professional         
pursuits4 ,this  system of instruction  

will have its beginnings in the         
elementary school1  but will be         
practically carried out in a three      
years' course beyond the  standards4 ,it
 will embrace such courses as3--    #a4 
,the ,classical 7or ,professional71 in  
which ,latin1 ,mathematics1  ,science1  
and ,drawing form the chief subjects4   
#b4 ,the ,modern 7or ,mercantile71 in   
which ,french or ,german1 ,commercial   
,geography1 ,mathematics1 ,science1 and 
,drawing will receive most  attention4  
#c4 ,the ,scientific 7or ,technical71 in
 which ,mathematics1 ,science1 and      
,drawing form the leading subjects4     
,a school of this size can1 of course1  
be broken up into a number of  separate 
departments1 since these numbers would1 
in any case1  necessitate parallel      
classes1 and the work of the upper      
school is  greatly facilitated by       
carrying down such subjects as ,latin1  
,french1 and  ,elementary ,science as   
low as the fifth standard4 ,this school 
takes  pupils from the second standard4 

,the fee throughout is #i;d4 a week4 ,it
  contains a very important ,organised  
,science department1 but this only      
represents part of the work of the      
school4 ,the curriculum of the girls    
differs but slightly from that of the   
boys4 ,they take cookery and  similar   
subjects instead of manual instruction1 
and calisthenics instead  of gymnastics4
 ,at one time they were allowed to      
substitute botany for  some of the      
mathematics1 apparently with excellent  
results4    ,similar schools1 though not
 quite so large1 are in existence at    
,manchester1 ,cardiff1 ,gateshead1      
etc4--in fact1 almost every large town  
in  ,england now has1 at least1 one     
school of this kind4 ,at ,leeds boys and
  girls are separated in the standards1 
but work together in the upper  school1 
where the proportion of girls is very   
small4 ,at ,cardiff the two  schools are
 distinct and under different heads1 but
 the highest  7matriculation7 class is  
mixed4 ,the plan of putting boys and    

girls  together under the headmaster in 
the upper school appears to be gaining  
ground4 ,this seems a mistake1 since in 
schools of this kind the needs of  boys 
and girls are of necessity very         
different4 ,as far as boys are          
concerned1 the continuation school of   
the working classes is bound1 in        
fulfilment of its twofold function1 #8to
 carry on education beyond the          
elementary stage without breach of      
continuity1 and to fit children for     
their future occupation'2 to lay the    
chief stress on science1 mechanical     
drawing1 and similar subjects1 which may
 help the future artisan to take  a     
higher place in his trade4 ,for girls   
the position is different4 ,in  fact1   
science schools were never meant for    
them1 but they gradually  gained        
admittance for want of a corresponding  
school of their own4 ,some  persons     
think it a good course for intending    
teachers2 for the general  run of girls 
it cannot be considered suitable4 ,the  

most crying need for  them just now     
seems complete separation from the boys'
 department1 and  some other scheme than
 that of science examinations for       
purposes of  financing4 ,a girls'       
continuation school can hardly be a     
place for  specialising4 ,with due      
allowance for all possible outlets for  
feminine  energy1 it still remains a    
fact that the great mass of women are   
likely  to lead a more or less domestic 
life1 and the special training for what 
has been called the trade of            
#8home-making' does not necessitate a   
four  years' course of arduous study4 ,a
 girl's future1 too1 is harder to       
anticipate4 ,she may marry and keep     
house1 or she may work for her  living1 
or she may do both1 either successively 
or simultaneously4 ,what  she needs is  
good all-round training2 if along with  
this she can get  some good practical   
and theoretical instruction in domestic 
economy so  much the better4 ,but       
cooking and washing must not absorb as  

much time as  boys give to chemistry and
 physics1 else we run the risk of       
disgusting  our girls for ever with     
household work4 ,it is absurd to        
confound a  domestic art with a         
theoretical and practical science1 for  
it can only  to a very limited degree   
replace mental training4 ,this a girl   
can get  from a variety of studies4 ,the
 more general her curriculum1 the better
  will she be prepared for the very     
miscellaneous demands of her after      
life4 ,a certain number will doubtless  
pass through the intermediate  school to
 the university college1 but this may be
 done without excessive  specialisation1
 and the number who remain long enough  
to make use of  such opportunities is   
likely to be much smaller in the case of
 girls  than boys4 ,if a fair proportion
 stay for two years after the seventh   
standard1 we should be well satisfied4  
,if the parents have made  sacrifices in
 order to keep them at school till      
fifteen1 it is time for  the majority at

 any rate to be apprenticed for their   
future work1 or  make a place for       
themselves in their own homes4 ,a girl's
 preparation for  life is not entirely  
to be sought at school2 matriculation is
 not an end  in itself1 and a girl who  
has not sufficient ability to win a     
scholarship to a secondary school1 or a 
special aptitude for teaching1  will do 
better to turn her attention to more    
lucrative fields of manual  or          
commercial work4 ,the school that1      
failing to recognise this1  endeavours  
to drive all its pupils through the same
 examination mill is  neglecting part of
 its duty1 and taking too narrow a view 
of education4  ,a two years' course is  
what the majority of girls need to fill 
the  interval between the seventh       
standard and the age of apprenticeship4 
,if  we could give this to all1 and     
something more to the few1 the ,state   
would not be neglecting its daughters4  
,since under present circumstances these
 schools cannot be worked without  some 

help from ,south ,kensington1 various   
experiments are being tried in          
organisation1 to enable a school to earn
 some grant and yet pay more  regard to 
the needs of girls than is usually done 
in higher grade  schools4 ,some adopt   
the plan of ,science ,classes instead of
 ,science  ,schools1 registering for    
examination purposes the classes in     
science1  drawing1 etc41 without        
offering up the thirteen obligatory     
hours on the  altar of money earning4   
,unfortunately this plan is less        
advantageous  from the pecuniary        
standpoint1 and many a schoolmistress   
will declare  with a sigh that there is 
nothing for it but to resort to the     
,science  ,school4 ,it is not so good   
for the girls1 but it pays better4      
,some day1 before too long1 a ,secondary
 ,education ,act may enable us to       
change all that4 ,meantime we must give 
to ,south ,kensington the honour of     
stepping in when education was          
languishing for want of funds1 and      

helping us to build the upper story for 
our board school boys and girls4  ,this 
department1 like the county councils    
which administer the ,technical         
,instruction ,acts1 has no power to     
subsidise subjects outside its own      
lawful purlieus1 nor can it1 while we   
lack a recognised educational           
authority1 award its money grants by    
other means than inspection and         
examination4 ,thus the intermediate     
school is being forced through the  mill
 of #8payment by results1' from which   
the elementary school has at  last      
escaped4 ,perhaps this was a necessary  
stage for both to pass  through2 and    
though some victims fell by the way and 
there was some  injustice done1 yet it  
served to establish the general standard
 of  efficiency which has made the      
institution of more liberal methods in  
board schools possible4 ,similarly the  
stern ,south ,kensington ,department    
may help to establish a better system of
 science teaching through its  careful  

inspection and insistence on practical  
work1 and it may  certainly claim to    
have #8succeeded in doing what no other 
system could  have done1 carrying       
science instruction all over the country
 without  ever raising any sectarian    
difficulty of any kind4'#ah ,the county 
councils and the ,science and ,art      
,department have become our most        
important educational authorities1 for  
the very simple reason that they  alone 
have money at their disposal4 ,both are 
limited in their operations  in a manner
 that forces them to be unjust to some  
most important  branches of study4      
,legislation can and must alter this in 
the immediate  future4 ,meantime the    
result is to emphasise a class          
distinction between  literary and       
scientific schools4 ,in making science  
the distinctive mark  of the lower-class
 school1 the ,department has brought    
about the somewhat  anomalous result of 
degrading in the public estimation those
 very  studies which it designed to     

elevate4 ,an attempt is now being made  
to  improve the prestige of the science 
school by raising the income limit  to  
#ejj1 in accordance with the new        
income-tax regulations1 and  including  
among schools acknowledged by the       
,department those #8managed by  a public
 company in the articles of association 
of which provision is  made that no     
dividend shall be paid exceeding five   
per cent4' ,under this  heading come the
 greater part of our best girls'        
schools1 and this  regulation would     
place it in the power of the governors  
of these to turn  a part of their school
 into a ,science ,school1 or to register
 separate  classes with a view to       
examination and grant-earning4 ,it would
 be a  convenient way of adding to their
 income1 but whether it is desirable to 
complicate the harmonious working of a  
high school by a plan of dual  control  
and a very exacting system of outside   
inspection and examination  seems very  
doubtful4 ,should it ever be largely    

adopted the chief gainers  would        
probably be the private schools1 which  
would alone be left free to  take a wide
 view of the present and future needs of
 their pupils4 ,there  would be a       
curious irony in such an outcome of all 
the efforts to  improve girls' education
 by making it a public concern2 but as  
long as  there is no compulsion beyond  
the elementary stage1 we may always     
reckon  on a healthy reaction and a     
revolt against excessive red-tape4      
,britons  never will be slaves1 not even
 to a ,department which helps them to   
educate their children more cheaply4    
,while the higher grade school is       
designed to give more advanced          
instruction to those children from the  
elementary schools who can afford  to   
postpone their working life till fifteen
 or later1 it has also become  necessary
 to do something for those whose        
occupations will not allow of  continued
 day-time instruction4 ,the ,evening    
,continuation schools are  intended to  

supply this want4 ,the original         
night-school of olden time  was one     
where the unlettered rustic or mechanic 
came to spell out his  primer and       
laboriously manufacture his pot-hooks4  
,though election  statistics show that  
the absolutely illiterate voter is      
gradually  vanishing from the scenes1   
his complete extinction cannot be far   
off1  and in catering for               
after-instruction the amount of         
schooling  represented by three         
standards may as a rule be assumed4 ,but
 in early  days the school boards had to
 cater for a very ignorant class of     
evening  pupils1 and the work of the    
continuation schools was to a great     
extent  parallel with that of the       
day-schools4 ,for many years the codes  
insisted  that pupils in night-schools  
earning grants should undergo           
examinations  in the three elementary   
subjects--reading1 writing1 arithmetic4 
,as the  numbers who passed through the 
day-schools increased there was a       

corresponding diminution in evening     
attendances1 and it became clear  that  
the proper use of the evening-school was
 as a place of more  advanced           
instruction4 ,accordingly in the #ahij  
,code the clause1 that  elementary      
education should be the principal part  
of the education there  given1 was      
omitted4 ,in #ahic ,evening             
,continuation schools received fresh    
stimulus and importance from an entirely
 new ,code dealing with them            
separately4 ,its declared aim was to    
give #8freedom to managers in the       
organisation of their schools' by       
offering a wide choice of subjects  with
 suggested syllabuses in some subjects4 
,the aims of these schools  were now    
declared to be twofold3--7#a7 to supply 
defects in early  elementary            
instruction2 7#b7 to prolong the general
 education of the  scholar1 and combine 
with it some form of interesting        
employment4    ,the effect of this new  
,code was remarkable4 ,the total number 

of scholars  on evening-school registers
 increased from #aae1jjj in #ahib-ahic  
to  #bff1jjj in #ahic-ahid4 ,no less    
important was the change in the         
character  of the work4 ,to a great     
extent it has become secondary1 although
 primary  instruction is still necessary
 for many pupils1 who are removed early 
from the day-school and have spent the  
interval in purely mechanical           
occupations4    ,evening-schools have to
 contend against several obstacles4     
,chief among  them is the diminished    
fitness for receiving instruction after 
the  fatigues of the day's work4 ,this  
seems to vary with different persons1   
and to be largely a matter of           
temperament1 sometimes of habit4 ,the   
majority of persons certainly work      
better in the day-time4 ,another        
difficulty is the irregular attendance  
due to the absence of compulsion  and   
the lack of special inducements4        
,nothing but the intrinsic              
attractiveness of the class will induce 

most pupils to study any other  subject 
than those practical ones1 like         
shorthand1 mathematics1 etc41  which may
 help them to earn a better living4 ,the
 framers of the ,code1  recognising     
this1 suggested the introduction of     
popular elements in the  shape of       
#8lantern illustrations1 music1 manual  
work1 discussion of some  book which has
 been read by the class1 field          
naturalist or sketching  clubs1         
gymnastics or other employments of a    
more or less recreative  character4'    
#8,for many of these purposes grants    
cannot be given1 but  provided that the 
managers take care that at least one    
hour at each  meeting is devoted to the 
teaching of the subjects mentioned in   
,article  #b of this ,code1 and that the
 instruction is systematic and thorough1
  every arrangement for making the      
school attractive should be carefully   
considered4'    ,the subjects recognised
 by the ,code range from the elementary 
ones1  practically the three ,r's1 over 

languages and sciences1 commercial and  
miscellaneous subjects1 drawing1        
domestic economy1 cookery1 laundry work 
and dairy-work1 and needlework4 ,indeed1
 it would be hard to find a  subject not
 included1 always excepting literature1 
that step-daughter of  ,english schools4
 ,even this is now being taught under   
the ,london ,board4    ,the scientific  
and technical subjects bring the schools
 into competition  with technical       
institutes1 with the result that in some
 towns there is  an undue rivalry       
between the various educational         
agencies4 ,to obviate  this1 the        
,science and ,art ,department has drawn 
up a new regulation1  recognising an    
organisation for the promotion of       
secondary education in  any county or   
county borough in ,england as the local 
authority for  administering the        
,science and ,art grants in its own     
district4 ,as many  towns other than    
county boroughs have classes working for
 the grants of  the ,department1 this   

arrangement is only partially helpful1  
and there is  still much undue rivalry4 
,where this prevails it usually falls to
 the  lot of the ,school ,board to      
attract the younger and more casual     
students1  a class that is not          
altogether welcome at the more serious  
,institute4    ,hitherto the work of the
 evening-school has been of necessity   
more or  less desultory2 and of the two 
agencies for prolonging the education of
  our working-class children1 the higher
 grade school seems as yet to  answer   
best4 ,that the other plan has          
possibilities is proved by the  example 
of ,germany and the success of our own  
,polytechnic classes4 ,a  definite place
 for the evening-school may yet be found
 in our system4  ,meantime the school   
boards hold out the opportunities and   
invite1 though  they cannot compel1 the 
multitude to come in4 ,the improvement  
in the  day-school will give a fresh    
impetus to the evening-school4 ,this    
much at  least it is safe to prophesy4  

,,chapter ,,xi                     ,,the
 ,,intermediate ,,schools ,,of ,,wales  
,a land of mountains seems to be a land 
of ideals4 ,separated by the  elementary
 forces of nature from many of the      
currents of life that flow  beyond it1  
thrown on itself1 its own resources and 
its past1 it  cherishes its             
individuality with a fervour unknown to 
the people of a  plain4 ,even ruthless  
modernity1 with its complex train       
systems and  mountain-borings1 serves   
but to invade its privacy1 not to change
 its  character4 ,patriotism is         
stronger1 national feeling more         
tenacious1 the  practical side of life  
has man less firmly in its grip4 ,the   
,welsh  people1 with their proud claim  
to represent the original inhabitants of
  the island1 their long roll of story  
and legend1 their #8estranging'         
language1 incomprehensible a few miles  
across the border1 are still a  race    
apart4 ,neither ,saxon nor ,norman1     
legislation nor intercourse1 has  ever  

been able to degrade them into a mere   
appanage of the ,english  nation4       
,among the ideals long cherished here in
 vain by all classes1 was that of  a    
national system of education4 ,it would 
not be fair to describe the  country    
which produced the sweetest and         
best-trained singers in the  ,united    
,kingdom1 and could organise and carry  
out such elaborate musical  and artistic
 competitions as those of the           
,eisteddfodd1 as wholly  uneducated1 and
 yet until very recently it was         
undoubtedly lacking in  schools and     
colleges4 ,like ,england1 it benefited  
by the ,education ,act of  #ahgj1 which 
brought instruction to the children of  
the wage-earners1 but  it was the class 
above these1 the professional and       
commercial1 whose  means or whose       
patriotism forbade their sending their  
sons and daughters  to ,england1 that   
felt the deficiency most keenly4 ,drawn 
into the stir1  which in ,england       
followed on #ahgj1 ,wales began to move 

on her own lines2  numerous educational 
societies were started1 conferences     
held1 and every  effort made to fan the 
feeble spark till it should have        
strength enough  to kindle public       
opinion as well as private enthusiasm4  
,the country was  too poor to supply its
 own needs by voluntary effort4 ,for    
that very  reason it offered a useful   
field for experiment4 ,vested interests 
were  not numerous2 there were a few    
grammar schools for boys2 but for girls 
only three endowed schools1 and one     
proprietary1 belonging to the ,girls'   
,public ,day-,school ,company4 ,private 
schools1 mostly inefficient1 filled     
some of the gaps1 the rest remained     
empty4    ,the last five years have     
wrought a transformation4 ,throughout   
the length  and breadth of ,wales1      
whether in large towns or small1 there  
may be seen  in a conspicuous spot1     
looking down on the place from some     
hill-top hard  by1 a grey stone         
building1 which a large board informs us

 is the local  ,county ,school4 ,the    
pride with which the inhabitants point  
it out recalls  ,american enthusiasm2 to
 many it is the chief sight of the      
place4 ,here is  the goal on which their
 hopes have been set for years2 these   
school  buildings testify to attainment4
 #8,o fortunati quorum jam mnia         
surgunt1' we are tempted to exclaim4    
,this transformation has been brought   
about by the ,welsh ,intermediate       
,education ,act of #ahhi1 itself the    
outcome of that same departmental       
committee which recommended the         
establishment of a ,welsh university4   
,its  financial contribution1 a         
half-penny rate1 and a ,treasury grant  
of  corresponding amount1 would in      
itself have been too meagre to produce  
much result1 but when in the following  
year the ,local ,customs and ,excise    
,act was passed1 it contained a clause  
permitting ,wales to use its share  of  
the money for purposes of ,intermediate 
as well as ,technical  instruction4 ,in 

this way the public resources1 i4e4 the 
rate1 the  ,treasury grant1 and the     
technical money1 could be administered  
in one  fund1 and for the general       
purpose of education1 with no express   
exclusion of literature or culture4 ,the
 tiresome restrictions1 the  overlapping
 of authorities1 from which we are still
 suffering in  ,england1 were never to  
be introduced into ,wales2 its very     
poverty proved  its salvation2 there was
 a tabula rasa on which no characters   
had been  as yet inscribed4 ,both on    
account of its own needs1 and as an     
untried  field for operation1 ,wales was
 chosen as suitable ground for an       
experiment in secondary education1 at   
the very moment when the  institution of
 a fresh educational authority in       
,england came to  complicate existing   
conditions yet further4    ,it is an    
accusation often brought against        
,english education1 that we  have no    
system which looks well on paper4 ,this 
cannot be said of ,wales4  ,the system  

there is perfectly simple4 ,it applies  
to the whole country1  and to girls and 
boys alike4 ,the money is raised from   
three sources3--    #a4 ,a half-penny   
rate--the ,county contribution4    #b4  
,a ,treasury grant1 equal to the amount 
produced by the rate--the  ,treasury    
contribution4    #c4 ,the local share of
 the money from the ,customs and ,excise
 ,act--the  ,exchequer contribution4    
,the educational unit is the county1 and
 the governing body consists  partly of 
members of the county council1          
representing the separate  school       
districts1 partly of members chosen by  
school boards1 university  colleges1    
etc4 ,a very few are co-opted4 ,each    
school also has its own  body of        
managers1 chosen in somewhat similar    
fashion from local bodies1  while the   
county council appoints one of the      
members sent up to it from  each        
district to be its own representative on
 that particular governing  body4 ,the  
duties of the managers are chiefly      

confined to carrying out  the provisions
 of schemes1 and promoting healthy local
 interest in the  school1 for they have 
little power of initiative1 and not     
always even  the choice of a headmaster4
 ,all matters of essential importance1  
e4g4  whether the schools shall be      
separate for boys and girls1 or mixed1  
the  subjects of instruction1 the salary
 of the headmaster1 the limits within   
which fees may be charged1 and the      
proportion of scholarships to be        
awarded1 are laid down in advance in the
 county scheme1 which can only  be      
altered by appeal to the ,charity       
,commissioners4 ,the action of both     
county and district bodies is therefore 
confined within very narrow  limits1 too
 narrow1 in fact1 considering the       
experimental stage of the  schools1 and 
the unwisdom of crystallising initial   
mistakes into  permanent form4    ,these
 schemes were drawn up1 subject to the  
approval of the ,charity                
,commissioners1 by the ,joint ,education

 ,committees1 which received their      
authority directly from the ,act4 ,they 
consisted in each case of five  persons1
 three nominees of the county council1  
and two persons #8well  acquainted with 
the condition of ,wales and the wants of
 the people4'  ,though the interests of 
girls as well as boys had to be         
considered1 few  if any women seem to   
have been on these committees1 and it is
 difficult  not to connect this omission
 with the injustice with which they     
have1 in  many cases1 been treated4     
,this was hardly intentional1 but it    
should  have been possible to negative  
at the outset every proposal for making 
a  girls' school a mere subordinate     
department of the boys4' ,these         
committees were only temporary1 to exist
 until the schemes could be  floated1   
and the control handed over to the      
county governing bodies4 ,but  they led 
to the formation of a permanent board1  
not contemplated by the  ,act4 ,frequent
 meetings between groups of these       

committees1 with a view  to promoting   
uniformity of action1 led to a series of
 general  conferences at ,shrewsbury1   
which1 though not in ,wales1 is the most
  conveniently accessible point from    
north and south4 ,at a series of        
meetings held here1 it was decided to   
establish a central body1 and call  upon
 the ,treasury to acknowledge it as the 
central authority for  inspection and   
examination1 and for the payment of the 
,government grant  to the various       
counties4 ,after the usual negotiations 
and delays1 a  scheme establishing the  
,board was approved by the ,charity     
,commissioners1  and became law in      
#ahie4 ,in this informal manner         
originated what has  practically become 
the secondary education authority for   
,wales4    ,the ,board consists of      
eighty members1 representative of       
various local  and educational bodies3  
the ,principals of the three ,welsh     
colleges1  twenty-one representatives of
 county councils1 twenty-six of county  

governing bodies1 five of headmasters   
and mistresses of intermediate  schools1
 five of certificated teachers in public
 elementary schools1  three of councils 
of university colleges1 three of the    
senates1 two of  ,jesus ,college1       
,oxford1 six of the court of the        
,university of ,wales1 and  six         
co-optative members1 three of whom must 
be women4 ,the bulk of the  work        
devolves on the executive committee of  
fifteen4    ,the establishment of this  
,central ,board marks the completion of 
the  ,welsh secondary system4 ,it       
furnishes a link between all the        
counties and  schools1 and exercises    
over these that general supervision     
which1 in the  initial stages1 had      
devolved on the ,charity ,commissioners4
 ,since the  subjects to be taught had  
been prescribed by the ,act generally1  
and by  the schemes specially1 the      
duties of the ,central ,board were not  
so much  to lay down a scheme of        
studies1 as to see that the course      

already  prescribed was duly followed1  
that each school was in a state of      
general  and educational efficiency1 and
 that the provisions of the schemes were
  observed4 ,for these purposes they    
arranged a system of inspection and     
examination4 ,the ,act had defined      
intermediate education as #8a course of 
education which does not consist chiefly
 of elementary instruction in  reading1 
writing1 and arithmetic1 but which      
includes instruction in  ,latin1 ,greek1
 the ,welsh and ,english language and   
literature1 modern  languages1          
mathematics1 natural and applied        
science1 or in some of such  studies1   
and generally in the higher branches of 
knowledge1' and the  schemes fixed more 
precisely which of these were to be in  
each case  compulsory4 ,the ,glamorgan  
scheme1 which is in many respects       
typical1  prescribes geography1 history1
 ,english grammar1 composition1 and     
literature1 drawing1 mathematics1       
,latin1 at least one modern language1   

natural science1 vocal music1 drill or  
other physical exercise1 and such  other
 scientific or technical subjects1      
including shorthand1 as the  school     
managers may determine4 ,scripture is   
not obligatory1 but if  included1 it    
must be taught by a member of the staff4
 ,some manual  instruction must also be 
offered the boys1 and a little cookery  
to the  girls1 but1 as is inevitable1   
where the programme is already          
overloaded1  this side of the work takes
 a very subordinate place4 ,in all      
schools  ,welsh must be taught as an    
optional subject2 in a stated few ,greek
 may  be introduced4 ,but even without  
these additions1 the compulsory         
curriculum is a very heavy one1 when it 
is borne in mind that a large           
proportion of pupils come from the      
elementary schools1 where the girls1  at
 any rate1 have been hitherto confined  
to reading1 writing1  arithmetic1 and   
needlework1 with possibly a little      
,french and domestic  economy4 ,even    

,english history and geography are      
unfamiliar ground4    ,the aim of the   
,welsh ,intermediate1 as of the ,english
 ,high ,schools1 is to  give a liberal  
education cheaply in day-schools2 but   
there is one  essential difference      
between them4 ,while the high school is 
an organised  whole1 leading the pupils 
by gentle gradations from the primary   
department to the lower school1 and     
thence on to the upper1 the             
intermediate school receives no pupils  
below the age of ten4 ,since the        
majority are between twelve and sixteen1
 they break up naturally into  two      
classes1 according as they have received
 their preliminary training  at a public
 elementary school or elsewhere4 ,this  
division is by no means  so sharply     
defined in ,wales as in ,england4 ,wales
 is both poor and  democratic1 and      
inclines to the doctrine1 familiar in   
the ,united ,states1  that no stigma    
should attach to attendance at a school 
supported out of  the rates1 since the  

parents do in fact contribute towards   
the expenses1  though indirectly4 ,hence
 we find a mixture of class in both     
elementary  and intermediate schools1   
which in ,england would be neither      
possible nor  desirable4 ,the omission  
of the primary department in the new    
schools is  in fact deliberate4 ,there  
is already one kind of school assisted  
out of  public funds and accessible to  
all1 and it is therefore not thought    
necessary to subsidise primary          
instruction in another set of           
institutions4 ,the intermediate school  
is so constituted as to fit  straight on
 to the elementary1 and in each school a
 certain proportion  of scholarships    
must fall to elementary pupils4 ,in     
accordance with the  opinion of many    
authorities that the transplanting from 
an elementary to  a secondary school1   
always a difficult process1 should not  
take place  too late1 the admission age 
and requirements are put low1 and the   
intermediate school is supposed to      

branch off from the elementary at  about
 the fifth standard4 ,in ,wales1 where  
poverty and dearth of  educational      
opportunities have induced many persons 
of middle rank to  make use of the free 
public schools1 the difference between  
the two sets  of pupils is by no means  
so strongly marked as it would be in    
,england1  but even here schools have   
two different characters1 according as  
one or  the other of these elements     
predominates4 ,in a district where the  
population is largely industrial1 the   
lowest possible tuition fee is  chosen1 
and the largest possible amount of      
scholarships given to  elementary       
pupils4 ,thus one scheme requires that  
not less than ten per  cent4 and not    
more than thirty per cent4 of the pupils
 in each school1  shall hold            
scholarships1 and at least half of the  
number awarded shall  go to pupils from 
public elementary schools1 but there is 
nothing to  prevent the whole number    
from being so given4 ,in fact1 several  

schools  have more scholarships than    
candidates for them4 ,according1        
therefore1  to the interpretation of the
 clause adopted1 the elementary scholars
 in  a school of a hundred may vary from
 five--the minimum1 to thirty--the      
maximum4 ,in the latter class of school1
 the fees are usually low enough  to    
attract paying pupils from the          
elementary schools2 hence these  furnish
 a majority of the pupils1 and the      
school becomes a continuation1  often a 
finishing-school for elementary pupils1 
many of whom stay one  year1 sometimes  
only a term or two1 to get what prestige
 they can from  attendance at a school  
of a higher grade than the one to which 
they have  been accustomed4 ,those that 
remain for two years or longer usually  
do  well1 if their health is strong     
enough to bear the severe strain4       
,the other classification into separate 
and mixed schools is apt to  coincide   
with this distinction4 ,of the          
eighty-four schools now in  existence1  

there are twenty for boys and twenty for
 girls1 while the  remaining forty-four 
are mixed4 ,this wholesale adoption of a
 principle  popular in the ,united      
,states1 but regarded hitherto askance  
by ,england1  in common with other      
,european countries1 is due1 as in      
,scotland1 to the  force of necessity4  
,it is not as a counsel of perfection1  
but as a means  of economy1 that the    
plan has been adopted in ,wales4 ,in a  
country  intersected by mountains1 and  
inadequately supplied with means of     
locomotion1 where distances should1 as  
in ,switzerland1 be counted by  hours   
and not by miles1 access to places that 
look near enough on the  map is often   
exceedingly difficult2 and it is useless
 to plant a large  school-building in a 
central district in the hope of drawing 
in pupils  from a radius of a few miles4
 ,the alternative lay between frequent  
small  day-schools and a liberal        
sprinkling of boarding-schools4 ,the    
former  carried the day1 on the ground  

that they were more equitable to        
ratepayers1 and more democratic4 ,in    
almost every county1 the committee      
adopted the more expensive and          
troublesome plan of establishing and    
maintaining a large number of small     
schools1 and most of the  difficulties  
with which ,welsh intermediate education
 has to contend are  due to that        
decision4 ,in some places there are     
schools of forty1 or even  less1        
difficult to finance and to organise4   
,these might work for a year  or two1   
but as pupils stayed on and began to    
range from the ,fifth  ,standard scholar
 at one end to the ,matriculation       
student at the other1  with all the     
varying intermediate grades1 failure    
became inevitable4 ,one  remedy in the  
case of those small schools which were  
not rich enough to  provide a liberal   
staff for small classes1 was to arrange 
from the first  to mix the boys and     
girls1 thus facilitating the grading by 
increasing  the numbers in each class4  

,in this way better results could be    
obtained  with small means1 at any rate 
as far as class lists and examination   
statistics were concerned4    ,owing to 
the difficulties of grading1 this system
 is being gradually  introduced in many 
places where it was not originally      
contemplated2 but  the typical ,welsh   
school1 according to the first plan1 was
 the dual4  ,this was to consist of two 
distinct schools1 one for boys and one  
for  girls1 built side by side1 in such 
a way that they might have assembly     
hall1 gymnasium1 laboratory1 etc41 in   
common1 and by the economy thus         
effected in site1 buildings1 apparatus1 
etc41 it was hoped that the  efficiency 
of small schools would be maintained4   
,unfortunately1 the  advocates of this  
system went a step further1 and arranged
 to complete  their economies by        
appointing a single head for both       
schools1 to take  the superintendence of
 both boys and girls4 ,obviously this   
head must be  a man4 ,though some       

schemes contain the words #8headmaster  
or  head-mistress1' it is at once       
explained to feminine applicants that   
the  words are a mere matter of form4   
,indeed1 it would be far better to omit 
them4 ,the most ardent advocates of     
women's equality would hardly propose   
to give a mistress full authority over  
boys of twelve to seventeen4  ,however  
excellent feminine influence may be in a
 boys' school1 no one  wants to see it  
supreme there4 ,though paramount        
masculine influence in a  girls' school 
is anything but desirable1 it seemed the
 lesser of two  evils2 and both custom  
and convenience pointed to the selection
 of a  master4 ,this initial injustice  
paved the way for many others4 ,though  
most schools appoint a senior mistress1 
who is supposed to have a  general      
control over the girls1 it is out of the
 managers' power1 when  once they have  
made the headmaster supreme1 to make her
 position one of  any authority4 ,like  
all the rest1 she is appointed by the   

headmaster2  she has no place in the    
scheme1 nor status in the school1 except
 what  may be given her by courtesy4    
,she has no voice in choosing her       
assistants1 nor in making the           
time-table2 her position is often       
inferior  to that of a second mistress  
in an ,english high school4 ,this kind  
of  dual school was a new experiment1   
and it cannot be pronounced a           
successful one4 ,where the two          
departments were kept distinct1 except  
for  an occasional interchange of       
teachers1 the real difficulties of      
classification were not obviated2 and   
one set of managers after another  took 
the final step1 availing themselves of  
the permission accorded in  most        
schemes1 to #8make arrangements for boys
 and girls being taught  together in all
 or any of the classes4' ,the forms are 
then mixed  throughout1 and assigned in 
turn to men and women teachers4 ,here   
the  senior mistress loses even her     
semblance of authority1 and the school  

is  under the supreme and undisturbed   
sway of the headmaster4 ,what number of 
schools have already taken this final   
step is nowhere definitely stated1  but1
 as far as can be ascertained1 it       
appears to be a majority4 ,it is in     
fact the logical outcome of the dual    
plan1 and since the tendency of the     
change is to diminish the proportion of 
girls1 we may look upon these  schools  
as organised for boys1 but admitting    
girls as well4    ,the whole question of
 co-education is so exceedingly         
difficult that it  is unfortunate that  
,welsh educationalists should have been 
compelled to  add it to the number of   
complex problems with which they had    
already to  deal4 ,the small schools    
have necessitated this among other      
problems4 ,its  warmest advocates do not
 deny that it makes discipline more     
difficult3  constant supervision becomes
 necessary2 boys and girls have to be   
kept  apart out of class1 and an        
attempt1 usually doomed to failure1 is  

made  in some schools to control the    
walk home4 ,the freer intercourse1 the  
element of trust1 and the bright        
out-of-school life1 which in ,england   
have come to be considered as important 
a part of a secondary school as  the    
,mathematics or ,latin taught there1    
have little chance of development  in   
the mixed school4 ,that valuable moral  
impetus given by the direct and         
constant intercourse between the master 
and boys1 mistress and girls1 is        
missing4 ,thus they lose what is often  
the best effect of school life  upon our
 boys and girls3 the schools become     
places of mere instruction1  not        
education2 they are but elementary      
schools with advanced subjects in  the  
curriculum2 rivals1 and not always      
successful ones1 of the higher  grade4  
,of course this is not solely due to the
 co-education scheme1 but  it has tended
 further to emphasise the social        
difference between the two  classes of  
schools1 and also to put women at a     

disadvantage in ,welsh  education1 which
 could hardly have been contemplated by 
the original  promoters4 ,yet now that  
this arrangement has been fixed by      
scheme and  made fast by yards of       
red-tape1 it must remain as it is1 until
 some  energetic band of reformers shall
 arise determined to end it4 ,but that  
cannot be as yet4    ,the second class1 
the distinct schools for boys and girls1
 resemble our  ,english high schools2 in
 fact ,swansea1 one of the most         
successful1 was  actually founded by the
 ,girls' ,public ,day-,school ,company1 
and taken over  by the ,intermediate    
,board4 ,the money supplied by the      
county grant makes  up for the          
diminution of the fees1 and the work    
proceeds with little  change4 ,cardiff  
is also organised on the lines of a high
 school1 with  the chief intellectual   
work in the morning1 considerable       
attention to  games and physical        
training1 and a liberal allowance of    
teachers4 ,in  these separate schools   

the fees range from about #e to #i1     
being  slightly lower than those of the 
corresponding schools in ,england4 ,the 
allowance of mistresses to pupils is    
adequate1 the elementary scholars  are a
 small proportion1 not enough to set the
 whole tone of the school4  ,in the     
mixed or dual school the fees are       
usually low1 sometimes even as  little  
as #b per annum1 scholarships are more  
numerous1 and the  sprinkling of        
scholars from other than elementary     
schools is very small4  ,both kinds of  
schools doubtless have their use1 though
 their aims are  very different4        
,with all these varieties of            
organisation and character1 the schools 
have  a unifying influence in the       
general control of the ,central ,board1 
since  all are subject to its           
examination and inspection4 ,the latter 
is  undertaken by the ,chief ,inspector1
 who visits each school in the course   
of the year1 and reports specially on   
the following heads--    #a4 ,character1

 suitability1 and capacity of school    
premises4    #b4 ,school furniture and  
apparatus4    #c4 ,facilities for       
recreation and physical training4    #d4
 ,the relation between the              
administration of schools and the       
schemes  under which they are           
established4    #e4 ,the organisation of
 classes4    #f4 ,the school discipline4
    #g4 ,courses of instruction4    ,if 
a school prove deficient in any of these
 respects1 the managers  receive a      
warning from the ,board that future     
negligence will entail a  diminution of 
the grant4 ,this is a useful check1 and 
a form of payment  by result which can  
only do good1 for it counteracts that   
uneconomical  form of economy1 which    
declines to spend on proper building and
  apparatus and salaries4 ,an element of
 control which requires more  careful   
exercise is the threat of a diminished  
grant1 should a school  fail to do well 
in the annual examination4 ,this1 which 
is conducted by  the ,central ,board1   

was in the first place inspectional1 and
 was meant to  give the schools the     
necessary outside impulse4 ,in order to 
carry out  the principle of letting the 
examination follow the teaching instead 
of  the teaching the examination1 each  
school was invited to send up its own   
syllabus of work done1 but this led to  
so much needless expense1 since  there  
were as many as fifty-three ,latin      
papers set in one year1 that  some kind 
of uniformity became indispensable4 ,the
 present regulations  prescribe that    
only pupils who have been a full year in
 a school shall  be presented for the   
written examination1 and in at least    
five subjects4  ,forms which do not take
 papers are examined orally in one or   
other of  the subjects studied during   
the school year4 ,the scheme bears some 
resemblance to the school examinations  
of the ,joint ,board1 but a new  feature
 is the test in languages of #8ability  
to read fluently1  intelligently1 and   
correctly1 passages chosen from prepared

 and  unprepared texts4' ,the papers set
 are of varying grades of difficulty1   
and the schools choose which they will  
take4 ,thus in ,latin there were  seven 
papers set in #ahih1 of which the fourth
 is supposed to be  equivalent to the   
standard of the ,welsh ,matriculation4  
,not many pupils  are likely to go      
beyond this1 since the schools are      
distinctly  preparatory to the          
university colleges1 which a            
matriculated pupil can  enter4 ,if this 
standard should in a few years be       
reached by a fair  proportion of pupils 
in each school1 the intermediate system 
can claim  to be successful1 for it will
 be accomplishing its avowed purpose1 to
  carry its pupils from the ,fifth      
,standard to the ,constituent ,college  
of  the ,university of ,wales4 ,for     
pupils who aim at the ,welsh            
,matriculation  these annual tests      
should be sufficient1 but experience    
shows that there  is a tendency to aim  
at results earlier in the school career2

 and the  chaos of external             
examinations1 from which many ,english  
schools are not  yet completely         
emancipated1 should be a warning to     
,wales to be wise in  time1 and from the
 beginning concentrate efforts on the   
same lines4 ,this  seems to be best     
effected by following the example of the
 ,joint ,board1  and combining school   
examinations with the awarding of       
certificates4 ,a  scheme on these lines 
is now in course of preparation1 and    
will probably  come into operation in   
#ahii4 ,the subjects of the general     
examination are  to be arranged in      
groups3 ,a4 ,scripture and ,english2 ,b4
 ,mathematics2  ,c4 ,languages2 ,d4     
,science2 ,e4 ,practical subjects4      
,within certain  limits a choice is     
allowed from these five groups4 ,junior 
and senior  certificates are to be      
awarded on papers of different grades of
  difficulty4 ,the senior standard is to
 be carefully approximated to that  of  
,welsh ,matriculation1 in the hope that 

the ,university may be willing  to      
accept it as an equivalent4 ,there      
should not be much difficulty about     
this1 since the ,university ,court is   
represented on the ,central ,board1  and
 the ,board in its turn on the ,court1  
so that very close and  sympathetic     
relations are maintained between the two
 bodies that have  charge of the        
educational interests of the country4   
,the next step would  be to win         
acknowledgment for it as a substitute   
for the ,medical and  other             
preliminaries1 and a further stage would
 be an ,honours grade that  might       
replace the higher certificate of the   
,joint ,board as an admission           
examination to ,english colleges1 and a 
substitute for the ,previous and        
,responsions4 ,even this might in time  
be attained1 and the ,welsh ,board      
would then have fulfilled its mission of
 making one school stage lead           
harmoniously and naturally to the next4 
,such is the scheme as it presents      

itself to the minds of the promoters1   
who look far away beyond the present    
troubles of small schools1  irregular   
attendance1 and inadequate funds1 and   
see in the distant  future the glorious 
fabric of their dreams3 one system of   
schools for  both boys and girls1       
leading them on step by step till they  
are ready to  enter their own colleges1 
and thence1 if more adventurously       
inclined1  cross the border and ask the 
hospitality of the ancient ,english     
universities4 ,the ladder in its widest 
acceptation is to be set up in  ,wales1 
so close to the home of every boy and   
girl that none may plead                
inaccessibility as an excuse for the    
failure to mount4 ,and this system  is  
to be worked by popular bodies1 touching
 at one end the local  schoolboard1 at  
the other the university colleges1 so   
that its  foundations may be firm and   
lasting1 #8broad-based upon the people's
  will4'    ,such is the ideal2 how far 
is it reflected by the reality8 ,of     

actual  results it is too soon to speak1
 since the oldest school is not yet five
  years old1 and the numbers in them are
 so small that the whole  eighty-four   
now in existence1 including boys and    
girls1 have not  together as many pupils
 as the thirty-four schools of the      
,girls' ,public  ,day-,school ,company4 
,there were many difficulties to be met4
 ,the ground  was new and unbroken1 the 
meaning of secondary education1 except  
in so  far as it was expressed by a     
higher grade school1 was hardly         
understood  by the mass of the people4  
,some schools won a too hasty           
popularity1  owing to the impression    
that they were #8finishing' institutions
 for  elementary scholars1 hence the    
one-year or one-term pupils of whom so  
much has been heard4 ,this mistaken     
notion will be but slowly dispelled1    
and it is not impossible that in a few  
years' time1 should the ,central  ,board
 prove successful in its attempts to    
#8level up1' the number of  schools may 

prove too large for the demand4 ,many   
boys and girls who must  begin to       
prepare for their life work at fourteen 
or fifteen would be  better off in a    
higher grade school than struggling to  
find their depth  in these new waters4  
,the elimination of these would prove no
 serious  loss1 and it would clear the  
ground for a fairer treatment of those  
pupils1 whether from elementary or other
 schools1 who are really able to  profit
 by secondary education4 ,the ,welsh    
system cannot be considered  complete   
while so many of the well-to-do and     
educated classes hold  aloof1 helping1  
it is true1 with money and sympathy1 but
 sending their  children to be educated 
across the border4 ,who shall blame them
 for not  offering up their own boys and
 girls as corpora vilia8 ,yet1 until the
  schools can offer something to such   
pupils as well1 they must remain        
one-sided4    ,still1 with all its      
flaws1 and they are not a few1 the      
system has  something to teach ,england4

 ,the love of knowledge1 noted even in  
the  days of darkness1 the willingness  
to make sacrifices1 evinced by gifts  of
 land and money to new schools1 the keen
 interest in their welfare  felt by all 
grades of the community1 and the absence
 of that class  jealousy which tends to 
check the spread of popular education in
  ,england--all these we should do well 
to note1 and copy if we can4 ,then we   
may be prepared to thank ,wales for     
teaching us both what to do and what  to
 avoid4                                 
,,chapter ,,xii                         
#ahih      ,such is in brief the story  
of the last half-century1 #ahdh to      
#ahih4  ,looking back on what is in the 
main a line of progress1 there seems now
  and then a check1 here and there a    
retrograde movement under the guise  of 
a new discovery4 ,all this is           
inevitable1 since we are but human4 ,but
  taking the period as a whole1 none can
 doubt that it marks a very real        
advance2 and this end of a century seems

 a fitting time to pause and  rest on   
our oars1 while we survey the breakers  
through which we have  passed2 then once
 more set forth on our onward path1     
assured that there  can be nothing worse
 before us than what is already behind4 
,it is not only for girls' education    
that the revival has come4 ,a general   
awakening has passed over the country3  
men and women1 boys and girls1  rich and
 poor1 the lady of leisure and the      
hard-working mechanic1 all  have had    
something brought within their reach    
that formerly belonged  only to the few4
 ,three years ago these gains were      
summarised in  convenient form by the   
,royal ,commission on ,secondary        
,education1  appointed #8to consider    
what are the best methods of            
establishing a  well-organised system of
 secondary education in ,england1 taking
 into  account existing deficiencies1   
and having regard to such local sources 
of revenue from endowments or otherwise 
as are available1 or may be made        

available1 for this purpose4' ,even now 
the country is waiting for  legislation 
on the findings of that ,commission4    
,when we remember that we  have really  
been waiting ever since #ahfg1 we do not
 feel over-sanguine  of results2 but    
happily events have since then moved in 
many directions1  and the ,commission1  
before proceeding to recommendations for
 the future1  was able to draw up a long
 list of reforms that had already come  
about  and changed the whole face of    
education in ,england in less than      
thirty  years4    ,first in order of    
time stands the ,endowed ,schools ,act1 
which did so much  for boys1 and rescued
 something from the spoils for the      
benefit of  girls4 ,next came the       
,elementary ,education ,act1 which      
brought primary  instruction within the 
reach of every boy and girl in the land1
 and set  a new machinery in motion     
destined to change the whole face of the
  country4 ,in #ahhh the institution of 
county councils provided that local     

authority which was to make a system of 
decentralisation in education  possible1
 while the ,technical ,instruction ,acts
 of #ahhi and #ahia and the  ,local     
,customs and ,taxation ,act of #ahij at 
once brought these new powers  into     
play1 and originated a fresh set of     
educational institutions in the         
,polytechnics and other similar         
colleges4 ,lastly1 the ,welsh           
,intermediate  schools1 established by  
the ,act of #ahhi1 were providing an    
object-lesson  in the organisation of   
secondary education4    ,besides this   
public work1 the ,commission had to take
 cognisance of the  enormous changes in 
the education of girls1 due to the wide 
diffusion of  ,high ,schools and the    
admission of women to the ,universities4
 #8,there has  probably been more change
 in the condition of the secondary      
education of  girls than in any other   
department of education1'#ai say the    
,commissioners1 and they also note that 
#8the idea that a girl1 like a  boy1 may

 be fitted by education to earn a       
livelihood1 or1 at any rate1  to be a   
more useful member of society1 has      
become more widely diffused4'  ,various 
other changes came under their          
cognisance3 the gradual rise of  ,higher
 ,grade schools1 evolving themselves    
through inherent necessity  with no     
impulse and little encouragement from   
without2 the many attempts  at what has 
been called ,continuative education by  
means of evening  classes2 the help     
afforded to large numbers by ,university
 ,extension2 the  improved status of the
 teachers2 the various colleges         
established for  their training1 and the
 many educational societies which have  
grown into  powerful forces during the  
last twenty years4 ,after taking due    
note of  all this1 they declare that the
 time has come to weld these various    
organisms into one consistent whole4    
,they anticipate no easy task4 #8,the   
ground of secondary education is already
 almost covered with buildings  so      

substantial that the loss to be incurred
 in clearing it for the  erection of a  
new and symmetrical pile cannot be      
contemplated4 ,yet these  existing      
buildings are so ill-arranged1 so       
ill-connected1 and so  inconvenient1    
that some scheme of reconstruction seems
 unavoidable4'#bj    ,this touches the  
key of the situation4 ,the              
reconstruction must at any  rate begin  
with adaptation1 then the gaps may be   
filled with new and  convenient         
edifices4 ,however much such a plan     
offends our notions of  order and logic1
 we do well to remember that every one  
of these  structures1 jerry-built though
 they may be1 has grown up out of some  
real need2 and before we propose to fit 
all their tenants into neat  little     
model dwellings1 it behoves us to be    
quite sure that such a plan  would be as
 satisfactory in the working as it looks
 on paper4 ,the mere  fact that of the  
girls receiving secondary education in  
,england seventy  per cent41 and of the 

boys thirty-eight per cent41 are in     
private  schools1 often in towns where  
there are grammar and high schools with 
plenty of empty places1 should make the 
advocates of ruthless innovation  pause 
and stay their hand4 ,the public must in
 the last resort determine  what it     
wants1 and though demand sometimes      
follows supply1 the opposite  process is
 a constant one4 ,however much theorists
 may inveigh1 according  to their       
special prejudices1 against higher grade
 or #8private adventure'  or any other  
kind of school1 the fact of their       
successful existence1  even in the face 
of rivals1 shows that they do supply a  
want2 and the  only prudent course is to
 find them a place in our system4       
,this has been fully recognised by the  
,commissioners1 who wisely suggest      
proceeding on lines similar to those on 
which elementary education was  at first
 organised4 ,the local authority        
proposed in #ahfg can now be  easily    
constituted1 since we have the county   

councils to supply a  nucleus to which  
educational experts can be added1 as is 
already done on  some technical         
instruction committees and in the ,welsh
 county governing  bodies4 ,the local   
authority would proceed #8to inquire how
 far the  schools within its area       
provide secondary instruction adequate  
in  quantity and quality to the needs of
 each part of that area4' ,in doing     
this1 regard is to be had to proprietary
 and private as well as endowed  and    
other public schools1 and the report    
adds the following significant  comment3
 #8,we are far from desiring to see     
secondary education pass  wholly under  
public control1 and into the hands of   
those who are  practically public       
servants1 as elementary education has   
done1 and we  believe that where        
proprietary or private schools are found
 to be doing  good work1 it would be    
foolish as well as unfair to try to     
drive them  out of the field4'#ba ,where
 the supply of secondary education is   

deficient in any part of the area1 the  
local authority should have power  to   
establish new schools4    ,the functions
 of these authorities are therefore to  
fall under four  heads--    #a4 ,the    
securing a due provision of secondary   
instruction4    #b4 ,the remodelling1   
where necessary1 and supervision of the 
working of  endowed 7other than         
non-local7 schools and other educational
 endowments4    #c4 ,a watchful survey  
of the field of secondary education1    
with the  object of bringing proprietary
 and private schools into the general   
educational system1 and of endeavouring 
to encourage and facilitate1 so  far as 
this can be done by stimulus1 by        
persuasion1 and by the offer of         
privileges and advice1 any improvements 
they may be inclined to  introduce4     
#d4 ,the administration of such sums1   
either arising from rates levied  within
 the area1 or paid over from the        
,national ,exchequer1 as may be at  its 
disposal for the promotion of education4

    ,in this way these local authorities
 would receive large powers of          
supervision1 but comparatively little   
coercive control1 since #8it is not  so 
much by superseding as by aiding and    
focussing voluntary effort that  real   
progress may be made4'    ,the general  
guidance and direction of secondary     
education should be  committed to a     
central authority1 to include the       
various departments of  ,government now 
concerned with it4    ,further          
recommendations are3 the consolidation  
of existing sources of  revenue into one
 fund2 and a generous scheme of         
scholarships for the  poor1 in          
preference to a general lowering of     
school fees4    ,these main             
recommendations1 as well as other       
subordinate ones1 seem wise  and        
moderate1 fair to all classes1 and      
consistent with their professed  aim1   
#8to draw the outlines of a system which
 shall combine the maximum  of          
simplicity with the minimum disturbance 

of existing arrangements4' ,a  bill     
drawn up on these lines would probably  
meet with very general  acceptation from
 all classes1 except those persons1     
probably few1 who  are ready to         
subordinate the general good to their   
own private fads4  ,unfortunately       
,parliament has hitherto proved         
unwilling to give time for  such a bill4
 ,the ill-fated ,education ,bill of     
#ahif dealt with secondary  education as
 a sort of accessory to primary2 and as1
 unlike the latter1  it has not yet     
become a subject for party divisions and
 acrimonious  controversy1 it is not at 
present sufficiently interesting to the 
general run of politicians to call forth
 any special exertions on their  part4  
,the private bill brought in last       
session by ,colonel ,lockwood  expressed
 the wishes of a large section of the   
teaching profession4 ,it  proposed to   
form one central educational authority  
under the ,committee  of the ,privy     
,council on ,education1 by consolidating

 powers relating to  secondary education
 possessed by the ,charity              
,commissioners1 the ,science  and ,art  
,department1 and the present ,education 
,department1 and to  establish local    
secondary education authorities1 to     
consist partly of  members of the county
 council and partly of other persons    
with special  educational experience4   
,it also proposes registers of efficient
 schools  and of persons qualified to   
teach in them4 ,the ministerial bill    
introduced by the ,duke of ,devonshire  
into the ,house of ,lords at the        
fag-end of the session merely proposed  
to bring together in one office  the two
 departments of ,science and ,art and   
,education1 under the control  of one   
permanent secretary1 and to create a    
,board of ,education on the  model of   
the ,board of ,trade4 ,to this new      
department the supervision of  endowed  
schools1 under schemes framed by the    
,charity ,commissioners1 was  to be     
transferred4 ,the thorny questions of   

constitution of local  authorities1     
raising of rates1 etc41 were left       
untouched4 ,it was not  proposed to     
carry the measure1 merely to show the   
country before the  vacation the lines  
on which the ,ministry were inclined to 
proceed4  ,thorny as are many of the    
points under discussion1 such as central
 and  local authority1 amalgamation of  
existing departments1 etc41 they are as 
nothing to the real difficulties that   
must follow when these matters of       
administrative machinery are settled4   
,the inspection and grading of  schools1
 the due consideration that must be     
shown to secondary education  proper and
 to that part commonly known as         
technical1 the proper respect  for      
existing schools that are good and the  
ruthless elimination of such  as are    
bad--in these lies the true crux of the 
situation1 and under all  circumstances 
some part of this work will probably    
fall to the local  authorities4 ,an     
enormous amount of responsibility must  

devolve on those  who first take up the 
arduous task4    ,one burning question1 
which ought to be settled for the whole 
country  alike1 is the relation between 
the grammar and high schools on the one 
hand1 and the elementary schools on the 
other4 ,are we to have one upper        
department for both1 or two8 ,some time 
ago the consensus of opinion  seemed to 
be in favour of one2 that was on the    
assumption that the  proportion of      
children passing beyond the standards   
would be a small  one4 ,some such idea  
seems to have been in the mind of the   
,duke of  ,devonshire when he spoke of  
#8a sound system of secondary schools   
which  will be open alike to the most   
promising children of the elementary    
schools and to the middle classes       
generally4' ,but this view rests on the 
assumption that the primary departments 
of both sets of schools are very        
similar in their curriculum and methods4
 ,this is very far from being the  case4
 #8,the elementary schools are not1     

under the present conditions in         
,england1 the common basis of secondary 
education1 nor1 though an  increasing   
number of pupils proceed from them to   
secondary schools1 are  the public      
elementary schools the sole1 nor1       
indeed1 the chief channels  through     
which pupils proceed in this country to 
day or boarding-schools  of the         
secondary grades4'#bb ,the changes that 
would be necessary in the  elementary   
schools would be so numerous and        
far-reaching1 and the  expense so       
enormous before they would be able to   
attract the great mass  of the middle   
classes1 that no one could seriously    
propose to abolish  the primary         
departments in secondary schools1 as    
long as parents are  able and willing to
 pay the school fees4 ,they are a       
necessity1 and would  have to be        
supplied by private adventure1 as is    
done at ,cardiff and  other large ,welsh
 towns1 if a public system declined to  
acknowledge  them4 ,in the interest of  

what we might call the #8secondary      
party1' the  primary department of the  
secondary school must be maintained4 ,on
 the  other hand1 the teachers in       
,government schools seem equally        
unanimous in  the view that their own   
special continuation schools are better 
suited  to the mass of elementary pupils
 than the grammar or high school4       
,neither party seems anxious for the    
fusion1 and so long as a liberal  scheme
 of scholarships is maintained1 it is   
possible to do full justice  to those   
elementary scholars who can look forward
 to a school life  sufficiently long to 
enable them to reach the highest classes
 of their  new school4 ,to allow pupils 
to enter upon an extensive and liberal  
curriculum1 who are likely to be removed
 before its real meaning and  unity has 
dawned upon them1 is a thing we should  
never even contemplate1  were our       
notions of curricula and grades of      
schools a little less hazy  than they   
are at present in ,england4 ,the board  

school child1 who is sent  at the age of
 thirteen by her proud parents to have a
 year's finishing  at a high school1 is 
typical of the present confusion4 ,there
 is really  no more urgent problem      
before us than a scientific             
differentiation of  schools4    ,still1 
whatever course legislation may take on 
this and other problems1  whether funds 
are raised by fresh rate or merely by   
adding together  existing sources of    
income1 no matter what are the          
constitution and  functions of the local
 authority1 this1 at least1 we may rely 
on--the  interests of girls will not be 
forgotten4 ,for that we have to thank   
that  little band of men and women who  
have laboured during this last half     
century in the face of prejudice1       
opposition1 and indifference to remove  
the neglect with which ,england treated 
one half of her children4 ,this  much1  
at least1 is established3 no future     
educational legislation will  omit to   
provide for women and girls4 ,for this  

we have a pledge in the  appointment of 
women on this last ,commission1 in their
 mention in every  scheme for a new     
educational institution that now passes 
through  ,parliament1 and their         
recognition on every new elective body  
constituted4    ,we have gained1 gained 
immensely4 ,still1 we cannot blind our  
eyes to  some evils the good has brought
 with it4 ,the very acknowledgment of   
the  right of girls to as good an       
education as their brothers has in some 
cases1 happily rare1 led1 under the     
pretence of equality1 to a              
subordination of the girls' interests4  
,thus1 some of the recent attempts  to  
establish joint schools for both sexes1 
whether on the grounds of  economy or   
the fanciful plea of imitating the      
family life in a large  school of over a
 hundred children1 does indirectly      
involve a fresh  injustice4 ,what the   
reformers asked for was a share in      
educational funds  for girls and a      
better education for the teachers1 that 

they might be  qualified to undertake   
the very highest teaching in girls'     
schools4 ,the  attempts recently made in
 some schools aided by public money to  
economise by teaching boys and girls    
together1 abolishing the  head-mistress 
and putting a headmaster over boys and  
girls alike1 while  arranging the       
curriculum and time-table to meet the   
needs of the boys  and letting the girls
 do the best they can with it1 is only a
 revival1  under a new guise1 of the old
 idea1 that girls are not entitled to   
the  same consideration as boys4 ,our   
modern reformers will not find their    
occupation gone while they have this old
 prejudice to combat4 ,it is  unjust to 
the teachers as well as to the taught4  
,hitherto it has been  almost           
universally acknowledged that teaching  
was an occupation for  which women were 
by nature specially suited4 ,is it      
really proposed to  oust them from all  
but the lowest ranks1 and reserve the   
prizes1 the  chief inducement to work1  

for men only8 ,this is what must happen1
 should  there be any wide spread of the
 mixed schools4 ,with the disappearance 
of  the head-mistress we should lose    
much of that moral training which has   
hitherto been regarded in ,england as no
 less important than the  intellectual  
and physical4 ,we have hitherto prided  
ourselves on being in  advance of       
,germany in employing women to teach the
 highest classes in  our girls' schools4
 ,germany is now beginning to follow    
suit1 and by  means of special courses  
at some of the universities and at the  
,victoria-,lyceum1 ,berlin1 some of the 
best mistresses are being trained  to   
take these posts4 ,surely we in ,england
 do not intend1 without a  struggle1 to 
take the retrograde path6    ,there     
seems to be another danger imminent1    
due1 perhaps1 to the great  speed with  
which events have moved4 ,at any rate1  
we have landed  ourselves in a dilemma4 
,the educational movement has been      
parallel with  many social changes4 ,the

 fluctuations of business1 the lowering 
of  interest1 and other complex causes  
which make saving difficult to men      
engaged in business or professions1 have
 added greatly to the number of  women  
who must now earn their living4 ,thirty 
years ago it was the custom  to wait    
till the father's death closed the      
parental home1 when the  daughters1     
untrained to work1 unaccustomed to      
privation1 were sent out  into the      
world1 to seek their bread as best they 
could4 ,so general was  this practice   
even among the more enlightened1 that   
the committee who  helped to found      
,queen's ,college expressed their belief
 and hope that  #8the ranks of that     
profession 7i4e4 of a governess7 will   
still be  supplied from those whose     
minds and tempers have been disciplined 
in the  school of adversity1 and who are
 thus best able to form the minds and   
tempers of others4' ,we are no longer   
such stern believers in adversity2  we  
now realise that training and earning   

cannot begin simultaneously1  and1      
further1 we have learnt that neither for
 ,adam nor for ,eve should  work be     
accounted a curse4 ,all this has led to 
a great revolution in  thought4 ,work   
has been made honourable in the eyes of 
girls4 ,already at  school they are     
encouraged to choose a profession and to
 take the steps  that lead to it much as
 their brothers do4 ,if they marry1 the 
years of  regular disciplined work prove
 a helpful training for their new       
duties2  if they remain single1 they    
keep a purpose and an aim in life4 ,this
  existence of regular duty1 of         
appointed periods of work and holiday1  
is  the easier life2 and now that       
remunerative employment has come to be  
regarded as a privilege and not a       
stigma1 the ranks of women workers are  
fast being overfilled4 ,we have heard   
much talk of late about new  careers for
 women2 but the very abundance of the   
talk serves to betray  the poverty of   
the land4 ,of new careers there are few4

 ,in some cases it  only means that the 
work is transferred from a man to a     
woman at a lower  wage4 ,this is no     
economic gain to either sex4 ,the field 
should be open  to both alike1 but for  
equal payment4 ,there are also a        
considerable  number of occupations     
which1 if not performed by women1 would 
remain  undone1 or be done less well4   
,such are nursing1 certain branches of  
medical work and of factory and sanitary
 inspection1 some kinds of  journalism1 
the teaching of almost all girls and of 
little boys1 to say  nothing of the wide
 field of manual and domestic           
occupations which fall  specially to the
 woman's share4 ,large fields of        
philanthropic and social  work are their
 own special domain1 but these are      
usually unpaid4 ,there  is plenty in    
truth for women to do1 but not enough   
remunerative work #8to  go round1' as   
the saying is4 ,happily1 the working    
life of many women is  short1 since     
marriage or the claims of relations     

often bring it to a  premature close1 so
 that the terrible over-supply has not  
yet made  itself too keenly felt4 ,as   
yet the sufferers have been chiefly     
those of  the old school who entered the
 arena unarmed for the fray1 and have   
retired to swell the ranks of the       
#8necessitous gentlewoman4' ,but signs  
are not wanting that even the trained   
and the capable will soon have to       
suffer4 ,worst of all is the pressure in
 the teaching profession4 ,the  delight 
of the enthusiast and the child-lover1  
it is also1  unfortunately1 the refuge  
of the destitute and the one resource of
 the  unimaginative4 ,the girl who has  
diligently and successfully pursued her 
own studies without ever learning to    
take an initiative or to turn out  of an
 appointed groove can contemplate no    
other way of spending her life  than in 
passing on to others the knowledge she  
has herself acquired4 ,if  hers is a    
rich home1 salary is no particular      
object4 ,so she ruthlessly  spoils the  

market for her poorer sisters1 and takes
 the bread from  another woman whose    
very existence depends on her earnings4 
,meantime the  work in the home1 among  
acquaintances1 the poor1 the friendless1
 the  native town1 those endless and    
varied fields of woman's labour1 remains
  undone4 ,in preaching to our girls the
 nobility of work1 some of us have      
forgotten to speak of its very highest  
branches4 ,all honour to those  noble   
women like ,miss ,clough who never did  
forget it6    ,this rush of all women in
 the same direction1 this excessive     
individualism which has given rise to   
the cant phrase1 #8living one's own     
life1' is surely a stage through which  
we have to pass1 but which need  not    
remain permanently with us4 ,much may be
 done by mistresses at school  to revive
 the dignity of home life1 to check the 
untrue notion in the  girls' mind that  
no work is worthy of the name unless it 
is paid for in  coin of the realm4      
,unpaid service is the pride of         

,englishmen2 why should  it not be      
honoured by ,englishwomen8 ,still1 for  
most service money is the  fitting      
reward1 and some measure of independence
 belongs by right to  every adult1      
whether man or woman4 ,why do not more  
parents try to make  life at home a     
worthy substitute for a professional    
career8 ,why not pay  the daughter a    
fair salary for services rendered1 that 
shall make her as  independent in the   
matter of pocket-money and holidays as  
her college  friend who is teaching or  
writing8 ,just as important is a certain
  liberty of action and a little room1  
no matter how small1 where she can  see 
her friends undisturbed and have things 
her own way4 ,those persons  who are    
rich enough to leave their daughter a   
fair income at their death  can surely  
afford to allow her these little        
indulgences in their  lifetime4 ,if she 
is some day to be thrown on the world   
penniless or with  a mere pittance1 then
 the sooner she sets to work the better4

 ,whenever  it is possible1 parents     
should make up their minds1 before a    
girl leaves  school1 what sum of money  
can be laid aside for her1 either for   
immediate professional training or with 
a view to an income in the  future4 ,it 
is reasonable and right that a girl1    
like a boy1 should  choose her          
profession1 provided the occupations of 
home are included  among those that are 
paid and respected4 ,if the growing     
independence of  girls helps to bring   
about this change1 the family too will  
benefit by  this quiet revolution that  
has taken place in our midst4 ,the      
,sturm und  ,drang period will pass     
away1 and the time for the quiet harvest
 must  succeed it4 ,enough1 then1 has   
been said by the devil's advocate2 it   
only  remains to enter into the fruits  
of our ,nineteenth ,century             
,renaissance4                           
,,index       ,aberystwyth ,college1 #f1
 #i1 #aj4     ,addison's ,essays1 #aj4  
,aldeburgh ,girls' ,school1 #afj4       

,allen1 ,james1 ,girls' ,school1 #if1   
#aia4     ,aske's ,school1 ,hatcham1    
#aja4     ,astell1 ,mary1 #h1 #i1 #aj4  
,bangor ,college1 #ada1 #ade4           
,beale1 ,miss1 at ,queen's ,college1    
#cj2     at ,cheltenham1 #cj2     gives 
evidence before ,schools' ,inquiry      
,commission1 #cc1 #db1 #he2     an      
educational pioneer1 #ch2     her       
abstract of the ,royal ,commission's    
,report1 #dh2     her views on private  
teaching1 #ec2     founds ,st4 ,hilda's1
 ,oxford1 #abb4     ,bedford ,college1  
#bg1 #bh1 #bi1 #aba1 #abh1 #abi1 #acj1  
#aca4     ---- endowment1 #ha1 #ij1 #ib1
 #ic1 #ie4     ---- ,high ,school1 #ic1 
#id1 #ie1 #ace4     ---- ,modern        
,school1 #ic1 #id1 #ie4     ,birmingham 
endowments1 #hj1 #ij1 #ia4              
,blue-stocking ,club1 #aa4     ,board of
 ,education ,bill1 #bdj4                
,boarding-houses1 #aeb1 #aec1 #aff4     
,boarding-schools1 #adi1 #aej1 #afa1    
#afb4     ,bodichon1 ,madame1 #ci1 #dj1 
#hd1 #ajg4     ,bostock1 ,miss1 #bh1    

#hd4     ,bryce1 ,mr41 #dg1 #hd4        
,buss1 ,miss1 at ,queen's ,college1 #cj2
     gives evidence before ,schools'    
,inquiry ,commission1 #cc1 #db1 #he2    
an educational pioneer1 #ch2            
,president of ,schoolmistresses'        
,association1 #dh2     transforms the   
,north ,london ,collegiate into a public
 school1 #he2     procures endowment for
 it1 #hf1 #hg4     ,buss1 ,frances      
,mary1 ,schools1 #hg1 #hh4              
,cambridge ,examinations1 ,junior and   
,senior1 #cc1 #cd1 #dj1 #da1 #ea1 #aji1 
#afg4     ---- ---- ,higher ,local1 #cd1
 #ea4     ---- position of women at1    
#aac1 #aad1 #abf4     ---- ,triposes    
opened to women1 #aaj1 #aaa1 #aab4      
,camden ,school1 #hg1 #aia4     ,cardiff
 ,college1 #ada1 #ade4     ,careers open
 to women1 #afb1 #afc1 #bdf4            
,chapone1 ,mrs41 #aa4     ,charitable   
,trusts ,acts1 #hc4     ,charity        
,commission1 #hc1 #ajj1 #ajb1 #agd4     
,cheltenham ,ladies' ,college1 #cj1 #ca1
 #cb1 #cc1 #cd1 #ce1 #cf1 #cg1 #ec1 #id1

      #ace1 #aec4     ,christ's         
,hospital ,girls' ,school1 #hj1 #ig4    
,church ,schools' ,company1 #eh1 #ei4   
,city of ,london ,girls' ,school1 #ajb4 
,clergy ,daughters' ,schools1 #ag1 #ah4 
,clough1 ,miss1 #ch1 #di1 #ha1 #aji1    
#aaf1 #bdg4     ,cobbe1 ,miss1 her      
reminiscences of school1 #ae1 #af4      
,co-education at ,university of ,wales1 
#agf2     at ,polytechnics1 #agg2     in
 ,organised ,science ,schools1 #ahg2    
in ,higher ,grade ,schools1 #bjf2     in
 ,welsh ,intermediate ,schools1 #bbd1   
#bbg4     ,college ,hall1 ,london1 #acd4
     ,county ,councils1 educational work
 of1 #agb1 #agg1 #bcg4     ,curriculum  
of ,girls' ,schools1 #fg1 #ga1 #gb1 #ge1
 #afb4       ,davies1 ,miss ,emily1 an  
educational pioneer1 #ch2     ,secretary
 to ,local ,examination ,committee1 #dj2
     gives evidence before ,schools'    
,inquiry ,commission1 #db2     works to 
obtain endowments for girls1 #hd2       
foundress of ,girton1 #ajd2             
,mistress of ,girton1 #ajh4     ,day    

,schools1 #adi1 #aej4     ---- ---- at  
,polytechnics1 #ahd1 #ahe1 #ahf1 #ahg1  
#ahh4     ,defoe on ,women's ,education1
 #i1 #aj4     ,degrees for ,women1      
attempts to obtain1 at ,cambridge1 #aaj1
 #aac2     at ,oxford1 #abj4            
,domestic ,economy ,schools1 #agh1 #agi1
 #ahj1 #aha4     ---- ---- evening      
classes1 #aha1 #ahb4     ,dual ,schools4
 ,see ,wales4       ,edgeworth1 ,maria1 
#ac1 #ad1 #ae4     ,education ,bill of  
#ahif1 #bci2     ,colonel ,lockwood's1  
#bdj4     ---- ,company1 #aeg4     ---- 
,department1 #aif4     ,elementary      
,education ,act1 #ajj1 #bbe4            
,elizabeth4 ,see ,queen ,elizabeth4     
,elizabethan ,england1 #g1 #h4          
,endowed ,schools before the ,conquest1 
#gh4     ,endowed ,schools for girls1   
#he1 #ia1 #ig1 #ajj2     three grades   
of1 #ii4     ---- ---- assisted by      
grants of ,technical ,education money1  
#aia4     ,endowments1 of ,convents1 #e2
     ,association to promote their      
application to the ,education of ,women1

        #hd2     their distribution1    
#ih2     share of girls in1 #gi1 #hj1   
#hd1 #ia1 #ig1 #ajb4     ,euphues1 #g4  
,evening ,continuation ,schools1 #baa4  
---- ---- ---- ,code1 #bab1 #bac1 #bad4 
,ex-standard classes1 #aii4             
,fitch1 ,mr41 #dd1 #df1 #hd4            
,games for girls1 #aeb1 #aec1 #aee1     
#aef1 #afd4     ,girls' ,public ,day    
,school ,company1 #ef1 #eg1 #ff4        
,girton ,college1 #ajf1 #ajg1 #ajh1     
#aaj1 #aad1 #aae4     ,governesses'     
,benevolent ,institution1 #ba4          
,grammar ,schools1 #f1 #h1 #hj4         
,grey1 ,mrs4 ,william1 #ed1 #ef4        
,high ,schools1 #ei2     difference     
between ,english and ,american1 #fj2    
general features of1 #fa2               
organisation1 #fb2     buildings1 #fc2  
curriculum1 #gb2     methods of teaching
 in1 #gc2     results on the pupils1    
#gc1 #gf1 #gg2     training of the      
teachers1 #gc2     after careers of the 
girls1 #gg2     hours of work in1 #aeb2 
their relation to elementary schools1   

#bda4     ,higher ,grade ,schools1 #aii1
 #bjj1 #bja1 #bjc2     at ,leeds1 #bjd1 
#bje2     at ,cardiff1 #bjf2     needs  
of girls at1 #bjg1 #bjh4     ,hilda1    
abbess of ,whitby1 #c4     ,hitchin     
,ladies' ,college1 #aje1 #ajf4          
,holloway ,college1 #ajb1 #aba1 #aca1   
#acb1 #acc4       ,intermediate         
,schools4 ,see ,welsh ,intermediate     
,schools4       ,king ,edward's         
,schools4 ,see ,birmingham endowments4  
,king's ,college1 ,ladies' ,department1 
#ace4       ,lady ,margaret ,hall1 #aag1
 #abj1 #aba1 #abc4     ,lecture-system1 
#be1 #gb1 #gc4     ,local ,customs and  
,taxation ,act1 #afi1 #bag1 #bce4       
,lockwood1 ,colonel4 ,see ,education    
,bill4       ,makins1 ,mrs41 #i4        
,manchester ,high ,school1 #hi4         
,manual training1 #gd1 #aeh1 #aga4      
,mary ,datchelor ,school1 #aja4         
,maurice1 ,f4 ,d41 #bb1 #bc4     ,modern
 ,schools for girls1 #ahi4     ,montagu1
 ,mrs41 #aa4     ,montagu1 ,lady ,mary  
,wortley1 #aa4     ,more1 ,hannah1 #aa1 

#ab1 #ac1 #afc4       ,national ,union  
for the improvement of ,women's         
,education1 #ed1 #ee1 #ef4     ,newnham 
,college1 #ajh1 #aji1 #aaj1 #aad1 #aae1 
#aaf4     ,norman ,conquest1 effect on  
,education1 #c4     ,north ,london      
,collegiate ,school1 #cc1 #ec1 #fd1 #fh1
 #hg1 #ace4     ,north of ,england      
,council1 #dh1 #di1 #ej1 #ajh4          
,nunneries1 education given in1 #c1 #e4 
,organised ,science ,schools1 #ahg1     
#bja1 #bjb1 #bjd4     ,owens ,college1  
,manchester1 #acf4     ,oxford          
,association for the ,education of      
,women1 #aaf1 #aag1 #aah1 #aai1 #abj1   
#abc4     ,oxford ,halls for ,women1    
#aaf1 #aag4     ,oxford ,home ,students1
 #abc1 #abd4     ---- ,local            
,examinations1 #dj1 #ej4     ----       
,position of ,women at1 #aah1 #aai1     
#abj1 #abd1 #abf4     ---- ,university  
,examinations1 #acb4     ---- and       
,cambridge ,joint ,board1 #ea1 #fh1 #fi2
     ,higher ,certificate of1 #fi1 #gj1 
#aaf2     ,lower ,certificate1 #gj1 #ga4

       ,people's ,palace1 #agd4         
,pfeiffer ,charity1 #ajb4     ,physical 
training1 #ge1 #gf1 #aeh1 #aei1 #afj4   
,polytechnics1 #agf1 #ahc1 #ahd1 #aid4  
---- ,battersea1 #agh1 #ahb2            
,borough1 #agh2     ,regent ,street1    
#agc1 #age1 #agg1 #agh4     ,private    
,schools1 #afc1 #afd1 #aff1 #afg1 #afh1 
#bdb4       ,queen ,anne1 #aj4     ---- 
,elizabeth1 #f4     ---- ,victoria1 #ah1
 #ai1 #ba4     ,queen's ,college1 #bj1  
#bb1 #bc1 #bd1 #be1 #bf1 #bde4          
,reading ,school1 #gi4     ,reformation1
 its effect on ,women1 #e1 #f4          
,reid1 ,mrs41 #bg1 #bh4                 
,renaissance1 #f4     ,revised ,code1   
#aig4     ,revival of ,girls'           
,education1 #a1 #ai1 #bdh4     ,roedean 
,school1 #aig4       ,scholarships at   
,cambridge1 #aaf2     at ,oxford1 #abc4 
---- of ,technical ,education ,boards1  
#agh1 #aia1 #aib1 #aic4     ---- in     
,welsh ,schools1 #bbc4     ,school      
,boards1 #aig1 #aih4                    
,schoolmistresses' ,associations1 #dh1  

#di4     ,schools' ,inquiry ,commission1
 #db1 #dc1 #dd1 #de1 #df1 #dg1 #eb1 #hb4
     ,secondary ,education ,commission1 
#aja1 #aih1 #bji1 #bbf1 #bcd1 #bce1     
#bcg1 #bci4     ,sidgwick1 ,henry1 #ajh1
 #aji4     ---- ,mrs41 #aji1 #aaf4      
,sinclair1 ,catherine1 #af1 #ag4        
,skinners' ,school at ,stamford ,hill1  
#if1 #aja4     ,social ,science         
,congress1 at ,glasgow1 #dj1 #hd2     at
 ,leeds1 #ed4     ,somerville ,college1 
#aag1 #abj1 #aba1 #abc4     ,south      
,kensington ,department of ,science and 
,art1 #bjj1 #bja1 #bjb1 #bjc1      #bjh1
 #bji1 #baj1 #bac1 #bad4     ,st4       
,hilda's1 ,cheltenham1 #cf4     ----    
,oxford1 #aag1 #abb1 #abc4     ,st4     
,hugh's ,hall1 #aag1 #abb1 #abc4        
,st4 ,leonard's ,school1 ,st4 ,andrews1 
#id1 #aec1 #aed1 #aee1 #aef4     ,st4   
,paul's ,school1 #gi4     ,state the1   
its relation to ,education1 #aie1 #aif4 
,stuart ,court1 its influence1 #h4      
,technical ,education ,acts1 #agj1 #aga1
 #bce4     ---- ---- ,boards1 #aij1     

#bcg2     ,cheshire1 #aij2     ,london1 
#abi1 #age1 #agf1 #agh1 #aib1 #aic2     
,surrey1 #ahh4       ,universities1 rise
 of1 #d2     admission of ,women to1    
#ajc1 #adh2     at ,london1 #abg2       
,victoria1 #acf2     ,durham1 #aci2     
,wales1 #aci2     ,scotland #adg2       
,ireland1 #adg2     foreign countries1  
#adg4     ,university ,college1         
,liverpool1 #acf1 #acg4     ,university 
,college1 ,london1 #bf1 #acd4     ----  
,colleges1 provincial1 #ace4     ----   
---- of ,wales1 #adj1 #ada1 #adc1 #add4 
---- ,extension1 beginnings of1 #di1    
#ej4     ---- for ,women1 #ajf1 #acc4   
---- of ,london1 examinations for       
,women1 #ce2     degrees1 #ce1 #abf1    
#abg1 #abh1 #abi1 #acb2                 
reorganisation1 #ace4       ,victoria4  
,see ,queen ,victoria4     ----         
,university1 #acf4       ,wales1        
,university of1 #aci1 #adj1 #ada1 #adb1 
#adc4     ,welsh ,intermediate          
,education ,act1 #agj1 #bag1 #bce4      
---- ---- ,schools1 two kinds of1 #bbc2 

dual1 #bbe1 #bbf1 #bbg2     curriculum  
of1 #bbj1 #bba2     compared with ,high 
,schools1 #bba1 #bbb2     fees1 #bbh2   
present condition of1 #bcb1 #bcc2       
,county ,governing ,bodies #bah1 #bch2  
,joint ,education ,committees1 #bai2    
,central ,board1 #bbj1 #bbh1 #bbi2      
its examinations1 #bcj #bca4     ,welsh1
 ,miss1 #aaf4     ,westfield ,college1  
#ajb1 #acj1 #aca4     ,whisky-money1    
#agj1 #bag4     ,winchester ,college1   
#gh1 #gi4     ,women teachers1 #bdd4    
,wotton1 #f4     ,wycombe ,abbey        
,school1 #aeg1 #aeh4       ,yorkshire   
,board of ,education1 ,ladies' ,honorary
 ,council of1 #dh1 #hh4     ----        
,college1 ,leeds1 #acf1 #ach4           
,printed by ,t4 and ,a4 ,,constable1    
,printers to ,her ,majesty at the       
,edinburgh                              
,university ,press    -----    ,footnote
 #a3      ,g4 ,hill1 ,women in ,english 
,life4    ,footnote #b3      ,l4        
,eckenstein1 ,women under ,monasticism4 
,footnote #c3      ,sir ,th4 ,overbury4 

,footnote #d3      ,mary ,astell4 ,an   
,essay in ,defence of the ,female ,sex4 
,footnote #e3      ,defoe4 ,essay on    
,projects4    ,footnote #f3      ,mrs4  
,makins4 ,an ,essay to ,revive the      
,ancient ,education of    ,gentlewomen1 
#afgc4    ,footnote #g3      ,mary      
,astell4 ,a ,serious ,proposal4         
,footnote #h3      ,hannah ,more4       
,strictures on ,female ,education4      
,footnote #i3      ,the ,complete       
,governess4 ,a ,course of ,mental       
,instruction for ,ladies4    ,footnote  
#aj3      ,autobiography of ,frances    
,power ,cobbe4    ,footnote #aa3        
,examiner4    ,footnote #ab3      ,mr4  
,hammond's ,report4    ,footnote #ac3   
,a4 ,f4 ,leach4    ,footnote #ad3       
,emily ,davies1 ,higher ,education of   
,women4    ,footnote #ae3      ,special 
,reports on ,educational ,subjects1     
#ahif-ig4    ,footnote #af3      ,see   
,handbook to ,courses ,open to ,women in
 ,british1 ,continental1 and            
,canadian ,universities1 by ,isabel     

,maddison1 ,b4,sc41 ,ph4,d4    ,footnote
 #ag3      ,in character1 not of course 
in size    ,footnote #ah3      ,report  
of ,royal ,commission on ,secondary     
,education1 vol4 i4 p4 #ih4    ,footnote
 #ai3      ,report1 vol4 i4 p4 #ge4     
,footnote #bj3      ,report1 vol4 i4 p4 
#a4    ,footnote #ba3      ,report1 vol4
 i4 p4 #bgd4    ,footnote #bb3          
,preface to ,return of the ,pupils in   
,public and ,private ,schools in        
,england1 and of the ,teaching ,staff in
 such ,schools on ,june #a1 #ahig4      
----------------------------------------
--------------------------------        
,new ,one,volume ,novels4               
,crown #hvo1 cloth1 #fs4 each4          
,by ,,eden ,,phillpotts4                
,children of the ,mist4        ,by      
,,constance ,,smith4                    
,prisoners of ,hope4        ,by         
,,marguerite ,,bryant4                  
,a ,woman's ,privilege4        ,by      
,,roma ,,white4                         
,the ,island of ,seven ,shadows4        

,by ,,esther ,,miller4                  
,the ,st4 ,cadix ,case4        ,by      
,,francis ,,gribble4                    
,sunlight and ,limelight4        ,by    
,,basil ,,thomson4                      
,the ,indiscretions of ,lady ,asenath4  
,by ,a4 ,e4 ,w4 ,,mason4                
,lawrence ,clavering4        ,by ,,fred 
,t4 ,,jane4                             
,the ,lordship1 the ,passen1 and ,we4   
,by ,,lady ,,helen ,,craven4            
,katharine ,cromer4        ,by ,c4 ,m4  
,,campbell4                             
,deilie ,jock4                          
,the ,isthmian ,library4                
,illustrated1 post #hvo1 cloth1 #es4 a  
,volume4      ,,vol4 ,i4      ,by ,b4   
,,fletcher ,,robinson4                  
,rugby ,football4      ,with ,chapters  
by ,,frank ,,mitchell1 ,r4 ,h4          
,,cattell1 ,c4 ,j4 ,n4 ,,fleming1       
,,gregor ,,macgregor1 ,c4 ,b4 ,,nicholl1
 and ,h4 ,b4 ,,tristram4      ,,vol4    
,,ii4      ,by ,a4 ,c4 ,,pemberton1     
,mrs4 ,,harcourt ,,williamson1 ,c4 ,p4  

,,sisley1 and      ,,gilbert ,,floyd4   
,the ,complete ,cyclist4      ,,vol4    
,,iii4      ,by ,,garden ,,smith4       
,the ,world of ,golf4      ,with        
,chapters by ,,van ,,tassel ,,sutphen1  
,miss ,,pascoe1 c4      ,,vol4 ,,iv4    
,by ,r4 ,c4 ,,lehmann4                  
,rowing4      ,with ,chapters by ,,guy  
,,nickalls and ,c4 ,m4 ,,pitman4        
,,vol4 ,v4      ,by ,r4 ,,allanson      
,,winn4                                 
,boxing4      ,,vol4 ,,vi4              
,ice ,sports4      ,,vol4 ,,vii4        
,by ,,montagu ,s4 ,,monier ,,williams4  
,figure ,skating4      ,,vol4 ,,viii4   
,by ,w4 ,b4 ,,thomas4                   
,athletics4      ,with ,chapters by ,r4 
,r4 ,,conway1 ,a4 ,c4 ,m4 ,,croome1 ,g4 
,s4 ,,robertson1 ,c4 ,n4      ,,jackson1
 and ,w4 ,m4 ,,fletcher4         ,other 
,volumes are in preparation and will be 
duly announced4                         
,works on ,history1 ,travel1 c4         
,by ,,harold ,,spender and ,h4          
,,llewellyn ,,smith4                    

,through the ,high ,pyrenees4      ,with
 ,maps and numerous ,illustrations from 
,sketches and ,photographs4      ,demy  
#hvo1 cloth1 #afs4        ,by ,judge    
,o',,connor ,,morris4                   
,ireland--#8#ih to #8#ih4      ,a       
,history of ,irish ,politics and ,irish 
,movements during the ,last             
,hundred ,years4 ,demy #hvo1 cloth1     
price #ajs4 #f;d4    8,this work can be 
unreservedly recommended4 ,judge        
,o',connor ,morris has a  thorough      
mastery of his subject2 and his         
deductions are as a rule  candid1       
impartial1 and                          
convincing40--,literature4    8,no one  
who has given attention to ,irish       
affairs1 will read his book  without    
interest1 nor1 we think1 without        
profit40--,glasgow ,herald4        ,by  
,,ella ,c4 ,,sykes4                     
,through ,persia on a ,side ,saddle4    
,with a ,map and numerous ,illustrations
 from ,photographs4 ,demy #hvo1         
cloth1 #afs4    8,a very bright1        

picturesque1 and entertaining narrative 
of travel in  comparatively untrodden   
ways40--,daily ,news4    8,written with 
shrewdness and humour and a touch of    
pleasant  fancy40--,standard4    8,one  
of the most delightful books of modern  
travel in ,iran40--,scotsman4        ,by
 ,f4 ,h4 ,s4 ,,merewether4              
,through the ,famine ,districts of      
,india4      ,being an ,account by      
,reuter's ,special ,correspondent of his
 ,experiences      in ,travelling       
through the ,famine ,districts of       
,india4 ,profusely      ,illustrated4   
,demy #hvo1 cloth1 #afs4        ,by     
,professor ,w4 ,s4 ,,lawton4            
,the ,successors of ,homer4      ,being 
an ,account of the ,greek ,poets who    
followed from ,homer down to      the   
time of ,aeschylus4 ,crown #hvo1 cloth1 
gilt top1 price #es4                    
,eighteenth ,century ,letters4          
,edited by ,r4 ,,brimley ,,johnson1 with
 ,introductions by eminent scholars4    
,illustrated with ,photogravure         

,portraits of the writers4 ,crown #hvo1 
half-parchment1 gilt top1 price #fs4    
each volume4      ,,swift1 ,,addison1   
,,steele4 ,with an ,introduction by     
,,stanley ,,lane ,,poole4      ,,johnson
 ,,and ,,chesterfield4 ,with an         
,introduction by ,,george ,,birkbeck    
,,hill1 ,d4,c4,l4        ,other ,volumes
 are in preparation1 and will be duly   
announced4                              
,,recent ,,popular #fs4 ,,novels4       
,by ,j4 ,c4 ,,snaith1 ,author of        
8,mistress ,dorothy ,marvin40           
,fierceheart the ,soldier4      ,crown  
#hvo1 cloth1 #fs4    8,mr4 ,snaith has  
given us a romance that for terse1      
pregnant phrasing1  exceptional         
character1 and recurring and vivid      
depiction of dramatic  situation1 is the
 best thing of its kind we remember to  
have seen for a  long time40--,observer4
        ,by ,,max ,,pemberton4          
,christine of the ,hills4      ,crown   
#hvo1 cloth1 #fs4    8,assuredly he has 
never written anything more fresh1 more 

simple1 more  alluring or more          
artistically perfect40--,daily ,mail4   
,by ,,eden ,,phillpotts4                
,lying ,prophets4      ,third ,edition4 
,crown #hvo1 cloth1 #fs4    8,an        
excellent novel4444 ,a piece of serious 
and admirable work4444 ,not  unworthy of
 a place with ,george ,eliot's #8,adam  
,bede' and #8,mill on the               
,floss4'0--,pall ,mall ,gazette4        
,by ,,isabel ,,clarke4                  
,the ,episode of ,alethea4      ,crown  
#hvo1 cloth1 #fs4    8,the author deals 
with admirable taste and tact with the  
situation4444  ,the story is one of high
 merit from beginning to                
end40--,scotsman4        ,by ,,esther   
,,miller4                               
,the ,sport of the ,gods4      ,crown   
#hvo1 cloth1 #fs4    8,it is very well  
told4444 ,the novel is exciting1 and    
preserves its  interest to the end4444  
,excellent story40--,athenum4        ,by
 the late ,mrs4 ,j4 ,k4 ,,spender1      
,author of 8,thirteen ,doctors10 etc4   

,the ,wooing of ,doris4      ,crown     
#hvo1 cloth1 #fs4    8,has much to      
commend it to novel-readers4 ,a clever  
plot2 well-drawn  characters--such are  
the leading features of a novel by which
 the  reputation of its much-regretted  
writer is fully sustained to the        
last40--,world4        ,by ,j4 ,c4      
,,snaith4                               
,mistress ,dorothy ,marvin4      ,a     
,romance of the ,glorious ,revolution4  
,illustrated by ,s4 ,,cowell4 ,crown    
#hvo1 cloth1 #fs4    8,the author has   
succeeded in making his story intensely 
interesting4444  ,one of the very best  
adventure stories we have had for a long
 time  past40--,speaker4    8#8,mistress
 ,dorothy ,marvin1' most delightful and 
winsome of women1 and  one of the       
freshest and most unhackneyed heroines  
whose acquaintance we  have had the     
pleasure of making for a very           
considerable period4444 ,mr4  ,snaith   
has a great gift of observation1 and his
 book is a remarkable  picture of the   

age it is intended to depict40--,world4 
,by ,,stanley ,,weyman4                 
,my ,lady ,rotha4      ,a ,romance of   
the ,thirty ,tears' ,war4               
,illustrated by ,,john ,,williamson4    
,crown #hvo1 cloth1 #fs4    8,no one who
 begins it will lay it down before the  
end1 it is so  extremely well carried on
 from adventure to                      
adventure40--,saturday  ,review4        
,by ,,frank ,,barrett1 ,author of 8,the 
,admirable ,lady ,biddy ,fane40         
,a ,set of ,rogues4      ,a ,romance of 
the ,seventeenth ,century4              
,illustrated by ,s4 ,,cowell4 ,crown    
#hvo1 cloth1 #fs4    8,he has related   
the adventures of a set of rogues 444   
with so pleasant a  tongue and in such  
attractive fashion that it is impossible
 for mere  flesh and blood to resist    
them4 ,his set of rogues have won our   
entire  sympathy1 and his narrative our 
hearty approval40--,pall ,mall ,gazette4
    8,another capital story4444         
,strongly recommended4 ,stirring tale   

this1  without a dull chapter in it1 and
 just enough human sentiment in it to   
soften down the roguery4444 ,let the    
honest reader procure the               
book40--,punch4        ,by ,e4 ,f4      
,,benson1 ,author of 8,dodo40           
,limitations4      ,crown #hvo1 cloth1  
#fs4    8,mr4 ,benson has written an    
interesting and truly human book4 ,his  
range  is much wider than it was2 his   
character-drawing has gained in depth1  
delicacy1 and precision2 while the      
sparkling dialogue which we enjoyed  in 
#8,dodo' has lost none of its old       
brilliancy40--,daily ,telegraph4        
,by ,,francis ,,gribble4                
,the ,lower ,life4      ,crown #hvo1    
cloth1 #fs4    8,a very remarkable      
novel1 well thought out1 well sustained1
 and inspired  from first to            
last40--,national ,observer4        ,by 
,g4 ,b4 ,,burgin4                       
,tomalyn's ,quest4      ,crown #hvo1    
cloth1 #fs4    8,mr4 ,burgin has just   
scored a second shining success with    

#8,tomalyn's  ,quest1' a tale of the    
keenest interest40--,daily ,telegraph4  
,by ,w4 ,l4 ,,alden4                    
,the ,mystery of ,elias ,g4 ,roebuck4   
,crown #hvo1 cloth1 #fs4    8,mr4 ,alden
 has the true gift of humour4444 ,it is 
impossible to read the  collection of   
short stories without genuine           
enjoyment40--,times4        ,by ,c4 ,r4 
,,coleridge and ,,helen ,,shipton4      
,ravenstone4      ,crown #hvo1 cloth1   
#fs4    8,the love interest of          
#8,ravenstone' is twofold1 and is       
admirably  sustained throughout this    
bright1 vigorous1 and refreshing        
story40--,daily ,telegraph4        ,by  
,x4 ,l41 ,author of 8,aut ,diabolus aut 
,nihil40                            ,the
 ,limb4      ,crown #hvo1 cloth1 #fs4   
,,mr4 ,,gladstone writes3 8,pray accept 
my thanks4444 ,i was so imprudent as  to
 open it at once1 and since that act    
have found great difficulty in  laying  
it down40    8#8,the ,limb' is          
unquestionably one of the most          

fascinating books of the                
season40--,birmingham ,daily ,gazette4  
,by ,,roma ,,white4                     
,a ,stolen ,mask4      ,crown #hvo1     
cloth1 #fs4    8,a capital story1 and   
,mrs4 ,roma ,white tells it with a      
delicate humour  and a spontaneous      
brilliancy as rare as they are          
delightful4 #8,a ,stolen  ,mask' is a   
novel that stands high above the        
average1 and can be strongly            
recommended4 ,it is a long time since we
 have come across anything so           
thoroughly fresh and bright40--,pall    
,mall ,gazette4        ,by ,,francis    
,,gribble4                              
,the ,things that ,matter4      ,crown  
#hvo1 cloth1 #fs4    8,is an extremely  
psychological study40--,times4    8,it  
is a very amusing novel1 full of bright 
satire directed against the  new woman  
and similar objects40--,speaker4        
,by ,g4 ,b4 ,,burgin4                   
,the ,judge of the ,four ,corners4      
,crown #hvo1 cloth1 #fs4    8,a         

delightfully humorous sketch1 full of   
the purest fun1 and  irresistibly       
laughable40--,saturday ,review4         
,by ,,eden ,,phillpotts4                
,my ,laughing ,philosopher4             
,illustrated by ,,george ,,hutchinson4  
,crown #hvo1 cloth1 #fs4    8,we commend
 to the notice of any one wanting a good
 laugh #8,my ,laughing  ,philosopher1'  
whose varied character-sketches amply   
prove ,mr4 ,eden  ,phillpotts to be     
endowed with those two excellent gifts  
of humour and                           
imagination40--,spectator4    8,the book
 will be welcome to every one who likes 
a book from which a man  can get a good 
laugh40--,scotsman4        ,by ,,leslie 
,,keith1 ,author of 8,the ,chilcotes10  
8#8,lisbeth10 etc4                      
,for ,love of ,prue4      ,crown #hvo1  
cloth1 #fs4    8,plot and ,incident in  
this present story are alike remarkable 
444  altogether we heartily commend     
#8,for ,love of ,prue' as a sensible1   
humorous1 and thoroughly wholesome      

book40--,speaker4        ,by ,,dorothea 
,,gerard4                               
,lot #ac4      ,crown #hvo1 cloth1 #fs4 
8,a bright1 buoyant1 and bustling story1
 with plenty of local colour  derived   
from the scenery and the society1 black 
and white1 of a ,west  ,indian          
plantation40--,times4                   
,,scarlet ,,novels4                 ,a  
,,series ,,of ,,popular ,,novels ,,by   
,,well-,,known ,,authors4               
,crown #hvo1 uniform scarlet cloth1 #cs4
 #f;d4 each ,volume4                    
,,anthony ,,hope',s ,,society ,,novels4 
,comedies of ,courtship4    8,he is     
undeniably gay in the best sense of the 
word1 now and then almost  rollicking4  
,an admirable example of what we mean by
 gaiety in fictional                    
literature40--,daily ,telegraph4        
,half a ,hero4    8,the book is         
delightful to read1 and an excellent    
piece of  work40--,standard4            
,mr4 ,witt's ,widow4    8,a brilliant   
little tale4444 ,exhibits unborrowed    

ingenuity1  plausibility1 and fertility 
in surprises40--,times4        ,by ,,max
 ,,pemberton4                           
,a ,gentleman's ,gentleman4    8,this is
 very much the best book that ,mr4 ,max 
,pemberton has so far given             
us40--,daily ,chronicle4        ,by     
,,richard ,,pryce4                      
,the ,burden of a ,woman4    8,the      
conception and execution of this        
interesting story are excellent4 ,a     
book to read and remember with          
pleasure40--,lady's ,pictorial4         
,by ,c4 ,r4 ,,coleridge4                
,amethyst4    8,extremely amusing1      
interesting1 and brightly               
written40--,guardian4        ,by ,f4    
,,frankfort ,,moore4                    
,two in the ,bush and ,others           
,elsewhere4    8,carry the reader on    
from page to page till criticism is     
forgotten in  enjoyment40--,daily       
,graphic4        ,by ,,roma ,,white4    
,punchinello's ,romance4    8,we give   
,roma ,white the warmest of welcomes    

into the world of  fiction4444          
,admirably and irresistibly comic1      
without anything in the  nature of force
 or even of apparent exaggeration1 ready
 at the least  moment to run into       
equally true pathos40--,graphic4        
----------------------------------------
--------------------------------        
,,transcriber',s ,,notes       #a4      
,silently corrected typographical errors
 and variations in spelling4   #b4      
,archaic1 non-standard1 and uncertain   
spellings retained as printed4   #c4    
,enclosed italics font in underscores4