CHAPTER VI

THE WOMEN’S COLLEGES

The chief gain that this half-century has brought to women’s education is their admission to the universities. It is the key-stone of the arch, without which the rest of the fabric could have neither stability nor permanence. The schools look to them for their teachers and their standard, and gain thereby an element of fixity hitherto lacking. If boys’ education may be blamed for excessive conservatism, that of girls has suffered from extreme mobility. Since girls’ schools led nowhere, and acknowledged no outside guidance, their aim was perpetually changing, according to the ever-varying dictates of sentiment or expediency. Independent and unorganised, they lacked all connection with past and future; and it is this that the universities are now giving them.

Apart from its intrinsic importance, this reform is remarkable for the speed and completeness with which it has been accomplished. Thirty years ago it had hardly been seriously contemplated; now eight of the ten universities of Great Britain teach their students without distinction of sex, while two others admit them to lectures, examinations, and many other privileges. All this has not been brought about without hard work and persevering effort; and it would be vain to seek the origin of all the separate forces that, acting and re-acting on one another, have produced this result. Many were the workers, and the honours of the pioneers must be shared, but among those who led the way a chief place belongs to Miss Emily Davies. From the first she realised that the reform in girls’ education must begin at the top. To quote her own words: ‘The incompleteness of the education of schoolmistresses and governesses is a drawback which no amount of intelligence and goodwill can enable them entirely to overcome. It is obvious that for those who have to impart knowledge the primary requisite is to possess it; and it is one of the great difficulties of female teachers that they are called upon to instruct others while being inadequately instructed themselves. The more earnest and conscientious devote their leisure hours to continued study, and no doubt much may be done in this way; but it is at the cost of overwork, often involving the sacrifice of health, to say nothing of the disadvantages of working alone, without a teacher, often without good books, and without the wholesome stimulus of companionship.’[14]

But, important as was the improvement in the education of the teachers, Miss Davies had a wider aim in view for the college she meant to found. It was to bring a really liberal education within reach of all women, apart from any special professional aim. Girls, as well as boys, should have opportunities given them to carry on their studies in congenial and stimulating surroundings, unhampered by the cares of earning and unhindered by conflicting duties. To them, too, the college life was to bring that joyous spring-time of youth, friendship, and unfettered delight of study and leisure which had hitherto been withheld from them. Such was the generous purpose in the minds of a few men and women who were trying to fire others with their own enthusiasm.

Even at the time of the Schools’ Inquiry Commission this question had been mooted, and a memorial had been sent up pointing out the want of a system of ‘instruction and discipline adapted to advanced students, combined with examinations testing and attesting the value of the education received.’ The report of the Commission and the discussion it aroused helped to give publicity to the proposal, and at last it was resolved to test the feasibility of the scheme by actual experiment. In 1867 a committee had been formed to consider the possibility of founding a college ‘designed to hold in relation to girls’ schools and home teaching a position analogous to that occupied by the universities towards the public schools for boys.’ It was resolved to try an experiment on a small scale, and proceed further as funds became available. At Hitchin, near Cambridge, a small house was hired for the six students who presented themselves, and in October 1869 they began the work prescribed to candidates for degrees by the University of Cambridge. Insignificant as these beginnings may seem, they were of momentous importance in the history of women’s education. The founders of this, the first women’s college in England, had to choose once for all between a women’s university, with its exclusive studies and degrees, and admission to the great universities of the country. The question of a women’s university debated and vetoed in 1897 had really been finally settled in 1870, when the first lady students requested and received permission to be examined in the papers set for the Previous Examination.

The prospectus of the new college issued in the autumn of 1869 contained this clause: ‘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 Cambridge, and generally to place the College in connection with the University.’ This ambitious programme thus early laid down for the infant College must have provoked many smiles; and looking back now after the lapse of nearly thirty years, 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 anticipations.

It was thus made clear from the outset that the new college was to be no self-centred institution, but was to derive its teaching, inspiration, and standard from Cambridge, provided always that the University were willing to accept the new responsibilities thus proposed. For this end it seemed desirable to make an informal experiment, and through the kindness of the individual examiners five of the students were submitted to the test of the Previous Examination. All were successful; four attained the standard required for a First Class, and one that of a Second. Two years later three students entered for Tripos Examinations in the same informal manner, two passing in classics and one in mathematics. 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 Honours. That was a sufficient answer to the doubters; the founders had justified their action. Henceforth the future of the College was fixed.

Meanwhile vigorous efforts were being made to raise money for the permanent building to be erected in or near Cambridge. This was no easy task. Generous donations for the needs of women were at that time unknown. The _Quarterly Review_ recommended ‘simplicity of living and the strictest economy’ as alone suitable for women who might have to earn their own living, and desired to combine with this ‘training in housekeeping, regular needlework ... such cultivation as will make a really good wife, sister, and daughter to educated men.’ Against such selfish and confused notions it was difficult to contend. As Miss Shirreff wrote at the time: ‘Never yet have a company of women been able to scrape together funds for an object specially their own, be it club, or reading-room, or hospital, or, as now, a college.’ It is pleasant to realise that this is no longer true, and that the writer of these despairing words lived to see the change she had helped to bring about.

The money came in, though slowly. Madame Bodichon generously gave the first thousand pounds, and among the earliest subscribers was George Eliot. Lady Stanley was another who gave liberal aid. The subscription list gradually grew longer; a piece of land was secured at Girton, near Cambridge, and building began. In 1873 it was ready for occupation, and henceforth became the home of the Ladies’ College, now incorporated as Girton College, with Miss Davies installed as Mistress. As the numbers increased, fresh additions were made to the building, but the aim and work of the College remained unchanged. Students were prepared for the Ordinary and Honours Degree Examinations by means of lectures given at Girton, and, as these were gradually opened to women, by attendance at some of the professorial and intercollegiate lectures in Cambridge. They were informally examined with the same papers as were set to the men, and in every detail of preliminary test, length of residence, etc. they conformed to the rules laid down by the University for its members. In lieu of the degree, which could not be conferred upon them, they received from the College a ‘degree certificate,’ and year by year fresh proofs were given of the general efficiency of the College and its students. In this way informal connection with the University was combined with formal adherence to its regulations. Thus matters continued till 1881.

Side by side with the beginnings of Girton, another movement had been at work. This was largely due to the North of England Council, which by promoting examinations for women over eighteen, had been establishing a fresh link between the University of Cambridge and the education of girls. A Cambridge committee established courses of lectures in all the subjects of examination. These naturally attracted many students from a distance, and the same persons who had organised the lectures, soon had to face the problem of housing the audience. Mr. Henry Sidgwick, to whose generous and unfailing assistance women owe so much, invited Miss Clough to come and take charge of a house of residence for women students. This house—No. 64 Regent Street—became the germ of Newnham. As the numbers increased, removal to larger premises became necessary, and Merton Hall was taken. When this too had to be abandoned it was resolved to build. Funds were raised by the Newnham Hall Company, and eventually this was amalgamated with the association which had charge of the lectures, and the two were incorporated as Newnham College. This development from small beginnings, under the Principal’s able management with the constant help and sympathy of Mr. and Mrs. Sidgwick, has now been fully made known through Miss A. B. Clough’s interesting biography of her aunt. Newnham has seen some changes of policy and programme since its first beginnings in 1870, but its true aim, to advance the education of women at Cambridge, has always remained the same.

Since Newnham originated in a house of residence for girls preparing for the Higher Local Examination, this was naturally the goal set before the first students; but very early in its history some few who were more ambitious or better prepared, found this aim insufficient, and began, like the Girton students, to study for the degree examinations. The Higher Local, at first the goal, gradually receded in importance, and became a preliminary instead of a final, but it was not made compulsory to follow the Cambridge curriculum exactly, and in those early days great latitude in choice of subjects, examinations, length of residence, etc. was allowed to Newnham students.

Thus matters continued till 1880, when special attention was called to Girton by the distinguished success of one of its students, who was declared by the examiners in the mathematical Tripos to be equal to the eighth wrangler. There was now a ten years’ record of good work to show, and the time seemed opportune for bringing about a more formal connection with the University. A memorial was drawn up and presented, which called attention to the ‘repeated instances of success on the part of students of Girton and Newnham Colleges, in satisfying the examiners in various degree examinations at Cambridge,’ and praying the Senate to ‘grant to properly qualified women the right of admission to the examinations for University degrees, and to the degrees conferred according to the result of such examinations.’ This was signed by 8500 persons; other petitions to the same effect were received, and as a result a syndicate was appointed to consider the matter. Their report advocated the formal admission of women to the Honours examinations of the University, and the publication of a separate class-list, indicating the position of each in the general list. They did not, however, recommend conferring degrees on women, nor did they advise admitting them to the Ordinary Degree examinations. The recommendations were embodied in three Graces, passed by the Senate on February 24, 1881, a red-letter day in the annals of College women. These are the most important:—

‘1. That female students who have fulfilled the conditions respecting length of residence and standing which members of the University are required to fulfil, be admitted to the Previous Examination and the Tripos Examinations.

‘2. That such residence shall be kept—(_a_) at Girton College; or (_b_) at Newnham College; or (_c_) within the precincts of the University, under the regulations of one or other of these Colleges; or (_d_) in any similar institution within the precincts of the University which may be recognised hereafter by grace of the Senate.

‘3. That certificates of residence shall be given by the authorities of Girton College or Newnham College or other similar institution hereafter recognised by the University, in the same form as that which is customary in the case of members of the University.

‘4. That except as is provided in regulation 5, female students shall, before admission to a Tripos Examination, have passed the Previous Examination (including the Additional subjects), or one of the examinations which excuse members of the University from the Previous Examination.

‘5. That female students who have obtained an Honour certificate in the Higher Local Examination, may be admitted to a Tripos Examination, though such certificate does not cover the special portions of the Higher Local Examination, which are accepted by the University in lieu of parts or the whole of the Previous Examination; provided that such students have passed in Group B, (Language): and Group C, (Mathematics).

‘6. 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 College, or other institution, under whose regulations she has resided.

‘7. 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 University, the standard for each class, and the method of arrangement in each class being the same in the two class lists.

‘8. That in each class of female students in which the names are arranged in order of merit, the place which each of such students would have occupied in the corresponding class of members of the University shall be indicated.

‘9. That the examiners for the Tripos shall be at liberty to state, if the case be so, that a female student who has failed to satisfy them, has in their opinion reached a standard equivalent to that required from members of the University for the ordinary B.A. degree.

‘10. That to each female student who has satisfied the examiners in a Tripos Examination, a certificate shall be given by the University stating the conditions under which she was admitted to the examinations of the University, the examinations in which she has satisfied the examiners, and the class and place in the class to which she has attained in each of such examinations.’

This was followed in 1882 by permission to pass the examinations for degrees in Music.

The Colleges and their students thus received formal acknowledgment from the University, and the status then conferred remains unchanged to this day. Two attempts have since been made to induce the University to carry its concessions to their logical issue, and confer degrees on women. That of 1887 came to an untimely end, as it was not even considered by a syndicate; the events of 1897 belong to recent history, and are too fresh to allow a proper estimate of their significance. The facts are these. In 1896 four memorials were presented to the Council, asking for the nomination of a syndicate ‘to consider on what conditions and with what restrictions, if any, women should be admitted to degrees in the University.’ The syndicate was appointed, and reported in favour of conferring ‘the title of the degree of Bachelor of Arts’ by diploma upon women, ‘who, in accordance with the now existing ordinances, shall hereafter satisfy the examiners in a final Tripos Examination, and shall have kept by residence nine terms at least; provided that the title so conferred shall not involve membership of the University.’ This seemed a very moderate proposal, since it only involved a formal acknowledgment of privileges already conferred, but somehow the University took fright. Perhaps it now for the first time realised what had already been done, and determined to allow no more concessions; 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 women, and not always in the highest places; certain it is that while the best weight and learning in Cambridge were in favour of the proposals, numbers were ranged on the other side; and the voting resulted in a majority of more than a thousand against the proposal. 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 anticipated. They had produced a Senior Wrangler and a Senior Classic, and a formidable list of first classes in these and other Triposes. It was no longer possible to put aside their achievements with the old contemptuous formula, ‘very good considering.’ The movement had succeeded beyond all hope or fear, and while its true friends remained staunch, many of the indifferent now ranged themselves among the open enemies. Events had moved too fast for the rearguard of public opinion to keep up with them. At any rate the refusal was decisive, and matters settled down once more to the _status quo_ of 1881.

Anomalous as is their position, the students of Girton and Newnham have many and great advantages. For a comparatively low fee they receive all the advantages of a University education; they enjoy the manifold privileges that belong to residence in Cambridge, they may attend nearly all professorial and very many college lectures, their own colleges also provide excellent lecturing and coaching; and they may enter for any of the Tripos Examinations, and for those that lead to the degrees of Doc. and Bac. Mus. They have the advantage of life in beautiful buildings, with plentiful opportunities for recreation, exercise, and social intercourse, while the very fact of belonging to Girton or Newnham confers a certain prestige which is an advantage professionally and socially. However much we may desire the degree, and regret its indefinite postponement, it may yet safely be said that nowhere else can women obtain such advantages as at Cambridge. No anxiety need be felt about the future of the colleges. The success of their students, the influence their ‘graduates’ have had on the teaching profession, and the good work done by them in other fields, have amply justified the new departure. If success has come too quickly, public opinion may lag behind a few years longer. Meantime the work goes on.

At this period of their history it is no longer necessary to describe the colleges. Everybody who knows Cambridge is familiar with them. Both have increased greatly since their first beginnings. Girton has added fresh wings and a tower; changed its entrance and built a library which is full to overflowing. The trees have grown up around it and offer pleasant shade to summer tea-parties and afternoon loungers, the ‘woodland walk’ that encircles the grounds is gay at almost all seasons with pretty blossoms and flowering shrubs. Newnham has enlarged its first (Old) hall and built two new ones, called by names that will ever be held in honour, Clough and Sidgwick Halls. One library has been outgrown, and another—a generous gift—has been lately added; a road has been diverted allowing an addition to the grounds, and a fresh approach made under a tower gateway with beautiful iron gates presented by old students in memory of their first Principal. Girton has once more outgrown its accommodation, and is appealing for building funds. The colleges are growing both outwardly and in their aims. Not the least hopeful feature is the number of ‘graduate’ students who continue their studies in Cambridge or at one of the foreign universities, or devote to research or social problems that leisure and freedom from responsibility which women possess in a greater share than men. The founders have been abundantly justified in their resolve to establish no mere training-school for governesses, but to offer a wide and liberal education to all.

There are some differences in the arrangements of the two colleges. At Girton each student has two rooms, at Newnham one. The Girton fees are £105 per annum including coaching and examinations; at Newnham they are £75, but these items are not in all cases included. Girton supplies cabs for students who attend lectures in Cambridge; Newnham, being in the town, is within a walk. Both require every one who has not taken an equivalent, _e.g._ the higher certificate of the Joint Board, to pass an entrance examination. Both colleges award scholarships, though scarcely sufficient to meet the many demands from girls whose parents cannot afford the payment of full fees. Miss Welsh, one of the early Hitchin students, is now mistress of Girton; Newnham has a Vice-principal for each of the halls, and a Principal over the whole. In this post Mrs. H. Sidgwick succeeded Miss Clough, when the true foundress of Newnham died in 1892.

There is a good deal of resemblance between the Cambridge colleges and the Oxford halls, though these latter have a different history. As early as 1865 a scheme for lectures and classes at Oxford had been organised by Miss Smith, and remained in operation for several years. In 1873 another similar scheme was set on foot by a committee of ladies, with Mrs. Max Müller as treasurer, and Mrs. H. Ward and Mrs. Creighton, followed by Mrs. T. H. Green, as secretaries. The outcome of this was the Association for the Education of Women, organised in 1878, its object being ‘to establish and maintain a system of instruction having general reference to the Oxford examinations.’ Here as at Cambridge the next step was to found halls of residence to accommodate students from a distance. Two of these, Somerville and Lady Margaret, were opened in the same year, 1879; since then two more, St. Hugh’s and St. Hilda’s, have been added. The great difference, however, between the arrangements at the two Universities is that the Oxford Association, instead of amalgamating with the halls, has continued an independent existence, taking the lead in all matters concerning women’s education. Most associations of this kind were temporary bodies, which dissolved when the college or school for which they were working was established, or when the particular institution with which they were connected had opened its doors to women. But the Oxford Association has increased in importance with the development of the colleges, and has become a Board of Studies for their students, and a means of communication between them and the University. One of its functions is to organise lectures, to which members of the University not infrequently request and obtain admission. It also undertakes the negotiations with the various professors and colleges that admit women to lectures, and it is thanks to its exertions that they may now attend under certain regulations lectures at almost every college in Oxford. Similarly their admission to university examinations is the work of the Association. In fact, it acts almost as a feminine department of the University, since it has to sanction the establishment of halls, make itself responsible for the studies and discipline of its students, and generally establish their connection with the University. This connection received its formal acknowledgment in 1893, when the Dean of Christchurch was appointed to represent the Hebdomadal Council on the Council of the Association, and a room in the Clarendon Building was lent it as an office.

There are some other technical differences between the position of women at Oxford and Cambridge. The latter directly acknowledges the women’s colleges, the former in theory knows nothing of its women students, but leaves the Delegacy for Local Examinations to arrange for their examination. The delegates are allowed for this purpose to use the papers set by the University examiners for men, and, of course, the examinations are conducted simultaneously and under exactly the same conditions. Women may enter for every examination—whether Pass or Honours—leading to the B.A. degree, and it is this Delegacy which lays down the special conditions. In all cases a Preliminary examination is compulsory and in some an Intermediate, but neither the Delegacy nor the University demands that they should conform to the regulations imposed on men in regard to duration of study, preliminary examinations and residence. This has led to greater freedom in work; but, as often happens, this greater liberty has proved somewhat detrimental. It was difficult to gauge the value of work done under such conditions, since some students would end a four years’ course with Moderations and others at once begin working for the Final Schools. Then there were some special examinations for women, which by that very restriction failed to win even the prestige they deserved, and an impression, not quite unfounded, spread abroad, of a certain vagueness in the Oxford work, which lessened its value in the eyes of the general public. There was no real gain in making a selection from a course that had been carefully planned out by the University for its members, and as this anomalous state of things had really been brought about by the gradual opening of the examinations, which made the regular course at first inaccessible to women students, there seemed no reason for continuing it when once this difficulty was removed. Oxford women got less credit often than was their due, simply because some little preliminary formality had been omitted.

In order to remedy this, and put the whole work on a firmer basis, 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 University. This certificate is awarded only to students who have entered their names on the register qualifying for it, have kept their residence after date of entry, and passed the examinations of the B.A. course in the order and under the conditions as to standing prescribed for members of the University. Another diploma is also offered to those who have passed a course of three examinations approved by the council. Though equivalent to the B.A. diploma as regards difficulty of attainment, there appears to be little demand among recent students for this alternative course; and it will probably be regarded as a survival from the days when, the University examinations being only partially open to women, substitutes had in some cases to be devised. Certificates are also awarded to those students who have resided not less than eight terms, and have obtained a class in an Honour Examination of the University or of the Delegates of Local Examinations. These diplomas and certificates offer a definite incentive to regular study, and serve at once to show the value of the work done in each case.

At Oxford, as at Cambridge, an attempt has been made to win complete acknowledgment for women students by the conferment of the degree. An appeal was made to the University in 1895. The question came to the vote in 1896, and here, as afterwards at Cambridge, the proposal was thrown out by a considerable majority. Oxford women, like their sisters at Cambridge, must therefore wait a while longer for complete recognition. The attempt here may have been a little premature, since, owing to the late opening of the examinations and the latitude allowed to students, there were at that time very few who had fulfilled all the necessary conditions. Still the reason of the refusal was probably identical in both cases, and indicated a deep-rooted prejudice that must be overcome before further steps can be taken. Meantime the institution of the degree-certificate is giving fresh impetus to the work, and attracting larger numbers to the colleges.

Of these Somerville and Lady Margaret were founded almost simultaneously, but with somewhat different aims, the former being undenominational, the latter distinctly Church of England. Both were intended as halls of residence for Association students, but in 1881 Somerville was incorporated as a college ‘to provide for the residence of women students’ as well as ‘for the instruction of women students and for the delivery of lectures to such students’; it was not, however, till 1894 that the term ‘college’ came into general use. Like the Cambridge colleges it has grown from small beginnings; it has been enlarged four times, not on one plan but by the addition of fresh buildings, so that it does not present the appearance of a connected whole. But standing in pleasant grounds among fine old trees, this very medley gives it a certain charm. It can now accommodate over seventy students, besides the Principal, secretary, and four resident tutors. Many of its old students have gained honourable positions for themselves; indeed the Principals of two leading women’s colleges, Holloway and Bedford, were chosen from the ranks of old Somerville students.

Lady Margaret was founded by the Bishop of Rochester and others, and has adhered to its original plan of supplying residence to Church members of the Association. It undertakes no part of the instruction, but makes use of the Association’s tutorial and lecturing staff. For some years the numbers continued small, but as they gradually increased it became necessary to construct an additional hall. Part of this, the Wordsworth building, was occupied in 1896, when the numbers went up to forty-nine, and the council are now appealing for additional funds with which to build a chapel and the central block, to contain the library and permanent dining-hall. A pretty thatched boat-house on the Cherwell is an attractive feature of the grounds, and Lady Margaret is proud of its rowing club. The Principal is Miss Wordsworth, daughter of the late Bishop of Lincoln and great-niece of the poet. The hall takes its name from Lady Margaret Beaufort, that renowned patroness of learning, and there is a cast from her effigy in the tiny college chapel.

In close connection with Lady Margaret is St. Hugh’s. It was founded in 1886 by Miss Wordsworth to provide a more economical residence for women students. By a system of sharing bedrooms and using common sitting-rooms, somewhat lower fees became practicable for those who could not afford the ordinary terms. The plan does not seem to have proved very successful, and St. Hugh’s has developed into a small independent hall for twenty-five students, on the same lines as Lady Margaret, but with a graduated system of fees according to the room occupied. Like Lady Margaret it is conducted according to the principles of the Church of England, with liberty for other denominations. It also uses the tutorial staff of the Association. All students are expected to read for some University examination unless specially exempted by the Council. The Principal is Miss Moberly, daughter of the late Bishop of Salisbury.

The youngest of the Oxford halls is St. Hilda’s. It was founded by Miss Beale in 1893, and meant in the first instance for students passing on from Cheltenham to Oxford. This exclusive character has, however, been abandoned, and it is now formally recognised under the rules of the Association for the Education of Women. It still receives the greater part of its students from Cheltenham, though there is nothing now to exclude others. As yet the numbers are very small. The Principal is Mrs. Burrows.

Of these four institutions, Somerville, the largest and most distinguished, is the only undenominational one. All four have the combined bedroom-studies, with common dining-halls, libraries, etc. Out-door games, debating societies, college clubs, etc. are as popular as at Cambridge. All the colleges require an entrance examination or an alternative, and all give scholarships according to ability. The fees at Somerville (including board, lodging, tuition and lectures) range from £78 to £90 according to the room occupied. At Lady Margaret they are £75, exclusive of tuition, which involves another £20 or £25. At St. Hugh’s the inclusive terms range from £70 to £90; at St. Hilda’s as at Lady Margaret, there is a charge of £75, which does not include tuition.

Besides those who reside at the halls other women are frequently attracted to Oxford. For these, too, the Association makes provision. Those who avail themselves of the lectures and direction of the Association, but do not reside in a hall, are registered as home students, and are placed under the care of a Principal and a committee of the Council of the Association. They are required to reside, with the Principal’s approval, in a house sanctioned by the committee, and to conform to certain rules corresponding to those laid down for hall students. The Principal performs some of the functions of a tutor. Students call upon her at the beginning and end of each term, and submit to her their lists of lectures before sending them in to the office. The home students are doubtless able to pursue their studies more economically. The tuition fees seldom exceed £25, and board and lodging may be had for 25s. a week and upwards. As Oxford terms rarely exceed eight weeks it is possible by very careful management to keep expenses down to £50 to £60. As a matter of fact a large proportion of these students are daughters of Oxford residents. The arrangement is also a convenient one for foreigners who come to Oxford for a short time only. Many come in this way from America, after taking a degree in one of their own colleges. French, German, Russian, Roumanian, Danish, Swedish, and Norwegian students have at different times resided in Oxford, working at English language and literature, for the teaching diplomas of their own country. By helping these the Association can considerably increase its sphere of usefulness, and without disturbing the work of the halls it introduces a wider outlook into the lives of the students. At the same time it is open to home students to take the regular course, and several of them do so. The committee only registers those who take up a systematic course of study, extending over at least three terms, but even those who come for a shorter time can attend its lectures and profit by its help.

By these varied means the Association is able to draw together all the agencies for women’s education at Oxford; in 1897 the number of students on its books was 202, 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 work. The steady flow from our girls’ schools to both Universities proves that the colleges have won appreciation through the whole of the country. Happily many of the founders are yet among us to enjoy the fruits of the labours. Girton and Newnham, Somerville and Lady Margaret, bear eloquent testimony to the truth that the dreamers of visions are often those who see furthest and best.