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THE FIRST COLLEGE
OPEN TO WOMEN
QUEEN'S COLLEGE
LONDON
MEMORIES AND RECORDS
OF WORK DONE
848-1898
w, EDITED BY KL
E_’{“y\L—K: E:>\i1{ C” ‘T?‘\:‘\
MRS ( ALEC inIWEEDIE
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AUTHOR OF “TI-IROUGI-I FINLAND IN cARTs," ETC-
COPIES TO BE HAD FROM
THE LADY RESIDENT, QUEEN’S COLLEGE
43 AND 45 HARLEY STREET, LONDON
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CONTENTS
REV. FREDERICK D. MAURICE (a. Reprint, I848)-0n'ginaZ
Oojeets and Aims of Queerz’s College.
CAMILLA CROUDACE——-A S/zorz‘ Hzstory of Queen’s College
DOROTHEA BEALE—Reeolleolz'ons of tlze Early Days of Queen’s
College
MRS ARTHUR A BECKETT (Susie Wins10w)——Re.¢o7zsz‘oz'lz'z‘z'es
and frgﬂueezee of Women as _/oumalists
ELLA BEDFORD——- T he Lz'mz'latz'ons of Modern An‘
MRS BEERBOHM TREE—“ Quieie, thy toolets, memory .' ”
ESME AND VERA BERINGER-—lfow we played Romeo and
_/uliez‘ .
MRS BERLYN (VERA) (Annie Becker)——_/ourrzalz'sm as a
Professioez
A. GOODRICH FREER——-Gardem'rzg for I/Vomerz .
GEORGINA GANZ—.M'adame Paz‘tz°s C/zarz'z‘y Concerts
OLGA HARLEY—./Vortlzern Sports
MRS BAGOT HARTE (Edith N ewall)--‘Married Women as
N07/elz'sts
ADA HEATHER-BIGG—C/zz'ldren’s Happy E'z/enings Assooz'az‘z'oaz
MILDRED HEATHER-BIGG-—1Vursz'ng as a Career
CAROLINE AND MARY E. HULLAH—ReeolZeelions of Two
Sz'sz‘ers
SOPHIA JEX-BLAKE, M.D.—T/ze Medz'oal E o’oeatz'on of Women
EDITH LANGRIDGE——Settlement Work (Lady I/Margaret Hall) .
V
PAGE
34
39
40
43
46
49
52
55
56
58
65
67
71
vi Conlenls
OCTAVIA LEWIN, M.D.—-E:cperz'ences of a House Surgeon
MRS LOVIBOND (Frederica F1eay)—How I oecame a [Managing
Director
AMICE MACDONALD—Re7/z'ewz'ng English Books for French
Readers
LUCRETIA MICKLEBURGH AND BEATRICE WILLIAMS-Prz'wz‘e
Schools
MRS CLEMENT PARSONS (Florence Mary Wilson)—A Chagﬁlez‘
to Browning . .
E. KATE PEARCE—MathemaZz'cs as a Mental T raining
E. M. PO0LE—T he Art of Singing
DOROTHY R0BINsoN—Coo/éery Lectures
ADELINE SERGEANT——No7/el I/Vrz'lz'ng as a Career
ELIZABETH THOMSON-—]l[z'ssz'onary Work in [nclia
MRS ALEC TWEEDIE (Ethel Har1ey)—-Language and T rav/el
as a Means of Eclucation
LOUISA TWINING— Worhhonses ana’ Panperism
MARY WARDELL——./My Convalescent Home
JULIA WEDGWOOD—-A Renzz'nz'scence . . .
MRS DAVENPORT (Sarah D. Woodman)-——A Boys’ School hept
5)/a Woman . . . . . .
R0sEMARY—Memorz'es
PAGE
78
79
81
83
85
87
89
91
93
96
98
102
107
III
115
117
IFTY years since, the ﬁrst College for Women was ojened
in Great Britain / Thus began the pioneer work for the
higher education of women, which has made such enormous strides
since the days of Frederick Denison Maurice. In the following
pages will be found his original lecture on “ The Object and
Aims of the College.”
The plan of establishing a College for Women had been much
discussed by Alfred Tennyson, Charles Kingsley, fohn Hullah,
Mrs Marcet, Mrs S. C. Hall, etc. ,- and the ﬁrst lectures at
Queen’s College, Harley Street, were delivered on Ist May
1848.
The Lady Resident (ﬂliss Croudace) git/es a résumé of the
results of the half century existence of Queen’s College. A
number of former students, whose names are well known and
highly honoured, haoe generously written short accounts of their
own professions. Unfortunately, owing to illness, absence from
England and oarious other causes, no articles could be con-
tributed by Miss Bishop (Holloway), ﬂliss Morrison (College
Hall), Jldiss Beatrice Harraden, ﬂliss Octaoia Hill, .Miss Anna
T/Villiams and others, a loss much to be regretted.
The book will be sold for the beneﬁt of the Building Extension
Fund. ‘
E. B. T.’
QUEENS COLLEGE, LONDQN
ITS OBJECTS AND METHODS
A LECTURE DELIVERED [N THE HANOVER SQUARE ROOMS
ON WEDNESDAY, MARCH 29th, 1848
BY
THE REV. FREDERICK DENISON MAURICE, M.A.
Chaplain of Lincoln's Inn
T is proposed immediately after Easter to open a College in
London for the education of females. The word “ College,”
in this connexion, has to English ears a novel and an ambitious
sound. I wish we could have found a simpler which would have
described our object as well. Since we have chosen this, we
should take pains to explain the sense in which we use it ; to
show, if we can show truly, that we are not devising a scheme
to realise some favourite theory, but are seeking, by humble
and practical methods, to supply an acknowledged deﬁciency.
For this purpose, and not that I may prove the superiority of
our plan to all others, I have been requested to address you
now.
Some years ago a Society was established for the assistance of
governesses. Its ﬁrst object was to aﬂbrd temporary relief to
cases of great suffering; and second to cultivate provident habits
in those who could aﬁbrd to save anything out of their salaries ;
the third to raise annuities for those who were past work, and
whose friends or former employers were unable or unwilling to
support them. The necessity for the ﬁrst and last of these
eﬂbrts has been made painfully evident 3 the committee of ladies,
who undertake to investigate applications, are continually meeting
with cases of persons who have struggled hardly for years to work
and live 5 the list of candidates for the small pittance which the
A
2 Freclerich Denison lllanrice
Society is able to bestow upon the most aged and he
scarcely to be paralleled by any records of misery wh \
country, rich in them as in all things else, can supply. Th r.-.
perience of the Society in the other department of its labour is as
encouraging as in this it is depressing. As soon as the oppor-
tunity was afforded, it was found that governesses were eager to
make themselves independent of assistance by providing for their
own wants, if the scantiness of their incomes allowed them to
compass this end by personal sacriﬁces merely; it is equally to
their honour, that a great many have taken the risk of future
beggary, rather than abandon the present care of relatives still
poorer than themselves.
Knowing these facts, the Society might hope that they were
doing something to elevate a class, as well as to cheer individual
members of it 3 they must have felt, I think, also that measures
of another kind were necessary, if the next generation of gover-


nesses were to obtain a permanently better positiori than the pre- '
sent. The vocation of a teacher is an awful one ; you cannot do
her real good, she will do others unspeakable harm, if she is not
aware of its awfulness. Merely to supply her with necessaries,
merely to assist her in procuring them for herself-—-though that is
far better, because in so doing you awaken energy of character,
reﬂection, providence—-is not ﬁtting her for her work; you may
conﬁrm her in the notion that the task of training an immortal
spirit may be just as lawfully undertaken in a case of emergency
as that of selling ribands. How can you give a woman self-
respect, how can you win for her the respect of others, in whom
such a notion, or any modiﬁcation of it, dwells? Your business
is, by all means, to dispossess her of it; to make her feel the
greatness of her work, and yet to show her that it can be honestly
performed. A Society for the relief of governesses was bound
to consider whether they could be useful for this end; if not
whether they might set at work any agency which could aim at
the accomplishment of it. They might, it was thought, at least
offer certiﬁcates to competent governesses. But then they must
have some means of testing their competency 5 there must be an
examination. The members of a benevolent society could not,
Objects and Aims of Queen’s College 3
as such, conduct it; they invited gentlemen who were in the
habit of examining and teaching to form a committee for the
purpose. This committee soon heard from others, and dis-
covered themselves, that to do any real good they must go
further; they must ﬁt the governesses for their examination;
they must provide an education for female teachers. The task
seemed a serious but not an impossible one. Training Institu-
tions for the mistresses of poorer schools are becoming general ;
those who have thought most upon education have proclaimed—-
Government, here and abroad, have proclaimed —that these
schools are of far more worth than all the mechanical systems by
which we fancied for so long a time that masses of children might
be fashioned into men. There was no reason why the teachers
of the rich should be excluded from a similar beneﬁt. Here
it seemed to some of us that we might stop. We had found
a class distinctly marked out, which needed our help; to
prepare them should be our object; the enterprise was surely
great enough 5 why need we take in a wider, an almost unlimited
ﬁdd?
It was answered by persons of maturer judgment and greater
experience, that our ﬁrst assumption was a wrong one; we had
not a deﬁnite class to deal with, but one which was continually
varying. Those who had no dream of entering upon such a work
this year, might be forced by some reverse of fortune to think of
it next year ; was it well to insist that they should have already
committed themselves to duties for which we told them they
needed preparation; might not it be an unspeakable relief to
their consciences to feel that they had received the preparation?
We were asked how we dared to deny that every lady is and must
be a teacher—of some person or other, of children, sisters, the
poor. Again it was urged that though the mere art of teaching
is no doubt worthy of diligent study, and should form a part in
all sound education, still the main qualiﬁcation of a governess
is not an acquaintance with this method or that, but a real
grounded knowledge of that which is to be taught, and a sym-
pathy with those who are to learn from her. Shall we not, it was
said, be likely to make this knowledge less sound and real, this
4 Freclerich Denison ./llanrice
sympathy less living, if we leave the impression upon our teacher’s
mind that we are chieﬂy concerned to put her in possession of a
craft which she is to cultivate as if she were the member of a
certain guild, and not as if she had interests in common with the
rest of her sex? To these arguments I confess that I cannot
myself see any satisfactory answer. If we yielded to them, it
followed, of course, that we must give our institution a very
general character indeed 3 it could not be described in any terms
but those I have used—one for female education. If any are
offended by the largeness of the design, they may be assured that
we would gladly have contracted it : it expanded itself in spite of
us 5 we found that any limitation would have made the education
more artiﬁcial, more pretending, and less effectual for the class
which we especially desired to serve. -
Though our plans must be approved or condemned, according
to their ﬁtness, or unﬁtness, to effect the whole object which we
have proposed to ourselves, you will understand them better I
think if you keep in mind the point from which we started. This
recollection will perhaps justify our use of the presumptuous word
“ College.” It is commonly associated I think——in England at
least——with the notion of a body which is intended, ﬁrst to form
the teachers of the land, but which on that very account is suit-
able for all who seek a general, not a merely professional, culture.
It is less vague and high sounding than the words “Institution”
and “ Establishment ; ” for our purpose it is more convenient
than the honest monosyllable “School,” because that would be
likely to suggest the notion that we undertake a superintendence
which we rejoice to think will be in better hands. The teaching
of a college must be in classes; the, different studies must be
related to each other; but the pupils of it may obtain all that is
most precious in their experience and discipline, all their highest
wisdom, at home. There are a great many parents—I should
suppose a majority—-who would be most unwilling that their
boys, intended for the hard ﬁghting of the world, should be kept
from the preparatory buffetting of Eton or Westminster; but who
are just as unwilling that their daughters should pass the years of
their childhood and girlhood anywhere but under their roof. At
Ohjects and A iins of Queen’s College 5
the same time, they are not insensible that there are disadvan-
tages in solitary, even in merely family, instruction, and in the
disjointed feeling which is left on the mind, by a succession of
masters who have no mutual understanding and no common
object. Without having set before themselves any sublime ideal
of female education, though they would, it is probable, testify
great impatience of those who should propose one, such persons,
nevertheless, ask again and again, why there are no colleges for
one sex as well as the other?
I own, however, that there is one distinction generally and
rightly looked for in a college—one implied in the notion of it as
a place for the education of teachers——which might seem to make
it unsuitable for ladies of the age at which we are willing to re-
ceive pupils. The teachers of a school may aim merely to impart
information; the teachers of a college must lead their pupils
to the apprehension of principles. What ! it will be said,
children of twelve years old, and those children girls? Is
not this a practical confession that you have some new project
of education; that you desire to wage war with all our habitual
notions; that you would set up a college not so magniﬁcent
as the one with which a great poet of our day has lately made
us acquainted, but scarcely less extravagant in its scheme and
pretensions ?
I believe we can, with a safe conscience, plead not guilty to
these charges. We should indeed rejoice to proﬁt in this, or
any undertaking, by the deep wisdom which the author of the
“Princess” has concealed under a veil of exquisite grace and
lightness ; we should not wish to think less nobly than his Royal
heroine does of the rights and powers of her sex; but we should
be more inclined to acquiesce in the conclusions of her matured
experience, than to restore-—upon a miserably feeble and reduced
scale, and with some fatal deviations from the original statutes——
her splendid, but transitory foundation. When I speak of lead-
ing our pupils to the study of principles, I think I mean some-
thing as nearly as possible the opposite of introducing them to
an encyclopaedia of knowledge. If we have anything to complain
of in existing systems, it is not that they are too humble, but too
6 F rederich Denison Manrzke
vast 5 too vast, at’ least, for our feebleness 5 it will be our greatest
ambition to enter upon a task which other teachers have thought
almost beneath their notice.
The word “ Accomplishments ” was at one time used to deﬁne
that which is characteristic of female education. It is not so often
heard now 5 scarcely ever without a protest on behalf of “ useful”
studies, and a claim that they should be considered as necessary
for women as for men. But the feeling, which the word expresses,
has not, I think, become obsolete: other lessons, besides those
which are merely graceful, are thought necessary to complete the
mind and character of ladies, or to ﬁt them for social life 5 com-
pleteness, or “ﬁnish,” is as much the aim now as heretofore.
And surely a very good and noble aim 5 the one which the sculp-
tor in marble proposes to himself, and which is, at least, as
reasonable in those who mould and chisel the inward form.
But it has been sometimes feared that in our eagerness to ﬁnish,
we are not equally solicitous about beginning 5 that the last rude
inequalities are removed from the surface before the ground
beneath has been fully ploughed 5 that many things are taught,
but few learned. I do not say that these charges are peculiarly
applicable to female education. I know painfully how applicable
they often are to male education 5 but I judge from the con-
fessions and lamentations of those who, as far as I can judge,
have, to a great extent, overcome the evil in themselves, that it is
deeply and extensively felt where, I believe, it is most necessary,
for the sake of all, that it should be cured. For while I am
willing and eager to claim for the other sex a more reﬁned accom-
plishment, than we, who have so much rough work to do, can
generally attain, I must think that they have also a special right
to the possession of that which is substantial and elementary.
They have to watch closely the ﬁrst utterances of infancy, the ﬁrst
dawnings of intelligence, how thoughts spring into acts, how acts
pass into habits. With these profound, mysterious facts, it is
their peculiar vocation to be conversant 5 surely they ought, above
all others, to feel that the truths which lie nearest to us are the
most wonderful; that the beginning is half, and more than half
the whole 5 that study is not worth much if it is not busy about
Objects and Aims of Queen’s College 7
the roots of things ; that if they would teach children, they must
become as children, and be taught with and by wc/hildren ; that to
learn by heart is one thing, to learn by rote quite another; that
to know a single fact is a blessing unspeakable, to know about a
thousand rather a perplexity and torment.
If, then, I speak of a college pledging itself to be the teacher
of principles, meaning exactly what I have been now setting forth,
you will not, I hope, think that we are making any bold or un-
reasonable pretences; you will not consider it strange that we
should wish even a child of twelve years old to be employed in
beginning, rather than in ﬁnishing, in learning elements, than in
acquiring a great quantity of producible information, of show-
learning, be it of one kind or another. And yet I think you
will feel that by this same discipline in elements, and this same
study of what is homely and substantial, rather than of what is
elaborate and artiﬁcial, we can best hope to form real and effectual
teachers.
What I have said, is, I believe, applicable to every part of the
course which we have-proposed ; each lecturer in his own depart-
ment will explain and illustrate it. I would rather not speak about
sciences, of which, in general, I know little, of some absolutely
nothing. Still, as I am representing a committee, it may be well
that I allude brieﬂy to the subjects we propose to teach, for the
purpose of explaining how I consider each is related to our
general object. As I have alluded to accomplishments, and may
have appeared to disparage them, I would touch ﬁrst upon two
subjects which are often classed under that name, Drawing and
Music. We should have proved our utter incompetency for the
task we have ventured to take upon ourselves, if we had put the
smallest slight upon these pursuits ; if we did not give them the
greatest prominency. I cannot speak for my colleagues, but I
own for myself, that if we had been put to the hard necessity of
rejecting all that is usually comprehended under the name of use-
ful studies, and of teaching Drawing and Music eﬂiciently, or of
omitting these and teaching the others ever so well, I should, not
without hesitation and deliberation, but at last, I think, very
decidedly, have voted for embracing the ﬁrst alternative. I say
8 Frederich Denlson ./llanrice
this because these studies seem to me so pre-eminently useful;
because I perceive a use in each of them, which I hardly think
can be adequately supplied by the best culture of another kind.
A habit of observation, a clear living apprehension of form, a
faculty of distinction, a real interest in nature and in the
human countenance, a power of looking below the surface of
things for the meaning which they express-—-all these gifts, be-
stowed by God, but latent and crushed in most; gifts which are
intended for both sexes, but are oftener exhibited by women than
by men; may, I believe, be more successfully cultivated by the
study of drawing, if it is honestly and faithfully pursued, than by
any book instruction whatever. I am only repeating the language
of the best and wisest teachers of mankind, when I speak of music
as able to call forth even deeper perceptions than these 5 to be
the instrument of more wonderful blessings. In how many has
it awakened the sense of an order and harmony in the heart of
things which, outwardly, were most turbulent and confused 5 of a
spirit in themselves capable of communicating with other spirits,
of a union intended for us upon some other ground than that
mere formal and visible association, yet justifying, explaining,
sustaining that! For these reasons, and others which I am ill
able to understand, but which I do not the less think to be solid,
sages have spoken of music as the most important instrument in
forming men and in building up societies. Which purpose it
surely cannot fulﬁl if it ceases to be the study and delight of
women 5 scarcely, I think, if they are taught to regard it chieﬂy as
an accomplishment 5 if they connect it chieﬂy with the acquisition
or exercise of mechanical dexterity 5 if they are not led to view it
more simply, and therefore more profoundly, to care less for its
displays and results, and therefore to have their hearts and
understandings more open to the reception of its power and its
principles.
I was bound to notice this subject ﬁrst, not only because it
furnishes a striking illustration of the remarks which I have made
respecting our general design, but also because from this region
of study we derive the best precedents for our future course, and
the greatest encouragement to hope well for it. Our valued
Objects and Aims of Queen’s College 9
colleague, Mr Hullah, has gone before us in our experiment, and
has proved the perfect reasonableness of it. N 0 one is less com-
petent to speak of his method than I am, and, fortunately, it does
not want any other witness than its effects ; but it is impossible
for a person, the most utterly ignorant of his art, not to see, with
inﬁnite delight, that he has reclaimed it as a mighty agent in
popular education, asserting, and proving, that instead of being,
as we had been taught to suppose, an ornamental grace, it is a
great practical human study, testifying of that which is highest in
all, and common to all, meant for rich and poor, high and low,
together. In this way he has been a pioneer in a great moral
revolution ; upon the success of which it may depend in no slight
degree whether a revolution of another kind shall be averted from
our land. As I have been led to speak upon this point, it may
be as well that I should notice a subject, about which doubts
may arise hereafter. We may be required to say for what class
we intend this College, and by what tests we intend to regulate
our admissions. It seems to me that Mr Hullah’s classes have
scarcely left this question an open one. If the study, which had
been regarded as most exclusive, has been made the possession
of all, it will be very hard indeed to deﬁne who ought not to
proﬁt by any other. I am not announcing a decision of the Com-
mittee, for I do not think the point has been mooted; and if we
had laid down any rules for ourselves, subsequent experience
might lead us to change them; but it seems to me, generally,
that we must trust the wisdom of parents at home to deﬁne the
associations of their daughters by what lines they please, and that
we should be incurring a serious responsibility if we refused a
discipline, which, we trust, will be humanising and reﬁning, to
any who desire it.
In passing from Music to Arithmetic, I do not feel that I am
leaving a ﬁne art for a useful one ; or, on the other hand, an in-
teresting study for a dry and formal one. The usefulness of
Music I have asserted ; no one who has thought at all about the
science of numbers, will doubt the profound interest of it. And
this interest does not interfere in the least with its practical appli-
cations ; the moment we forget its practical nature, or study it in
IO Freolerich Denzlson Manrzke
other than practical methods, it loses its reality, and, therefore, its
beauty. We should not wish our pupils to forget its connection
with bills for coals 5 what we do wish is, that they mayinot think
of numbers mainly as the subject of rules in a book, or as play-
things for calculating boys, and forget their relation to nature and
to themselves. To regard numbers with the kind of wonder with
which a child regards them, to feel that when we are learning
the laws of number, we are looking into the very laws of the
universe, this makes the study of exceeding worth to the mind
and the character, yet it does not create the least impatience of
ordinary occupations, of a housewife’s duties 5 on the contrary, it
gives them nobility, it helps us to know that nothing is mean but
that which is false. When arithmetic is treated as an accomplish-
ment, when there are so many rules to be learnt about it, so
many feats to be performed in it, this peril is very imminent 5
not when it is treated by one who understands its principles,
and who is able to make his scholars understand them.
Whether the scholars be children, or grown people who are
learning to teach children, this kind of education must be most
desirable, because it both gives light and shows the process by
which light is received.
We have set down Malhemalzcs in our course of studies, know-
ing that we might thereby encounter the charge of giving a little
learning which is dangerous, but being ready to meet that charge
in this case as in others. We are aware that our pupils are not
likely to advance far in mathematics, but we believe that if they
learn really what they do learn, they will not have got what is
dangerous but what is safe. By a little knowledge, Pope as-
suredly meant insincere knowledge, what I have called know-
ledge ahonz‘ things as distinguished from knowledge of them.
This he had a right to condemn 5 it is most dangerous to
have loose fragments of information clinging to our memories
and understandings, a set of phrases untranslated, a nomen-
clature without any real equivalents. This learning checks
the free play of the spirit; it imparts a sense of discontent,
dreariness, self-conceit, unreality, to all that we think and do.
But the least bit of knowledge, that is knowledge, must be
Objects and Aims of Queen’s College I I
good, and I cannot conceive that a young lady can feel her
mind in a more dangerous state than it was, because she has
gained one truer glimpse into the conditions under which the
world, in which it has pleased God to place her, actually
exists.
A mere acquaintance with these conditions might, however, be
dry and unsatisfactory. We have introduced Natural Philosophy
into our regular course. I am sure that the students in this
College will derive their knowledge of it from a teacher whose
ﬁrst desire will be to make them acquainted with the living
facts and order of Nature; his last to give them vague,
smattering notions of different views and speculations concerning
them.
If I have postponed the subject of Language and Grammar to
that of Physics, it is not certainly that I do not feel its immense
importance to the teacher and to the child. The three great
modern languages, French, German, Italian, I may safely leave
in the hands of our teachers, who will regard them with the
affection of natives and the interest of general students, who
will make their pupils know how valuable they are for their own
sakes, how additionally precious because they present different
aspects of language, and lead by different routes to an appre-
hension of its essential principles.
One feels more solicitous about our own grammar, which is
wont to be treated so cruelly, and which revenges the injuries it
has received upon those girls and boys who try to learn its inex-
plicable rules and innumerable exceptions. Here especially we
seem to have erred by being over wise, over logical. If we can
but show our governesses that adjectives, pronouns,‘ verbs, do
mean something, if we can persuade them not to talk to children
about qualities and substances as if they knew what such words
signify——which, to say the truth, very few of us do—-if we could
but make them question these generalizations, and compare them
with the facts so as to understand how they were arrived at, and
why they are unsatisfactory,-—child and teacher, instead of feel-
ing equally that they are occupied with arbitrary rules and maxims
which must be learnt and may not be transgressed, but which
I 2 Freclerich Denison Manrzce
have no real connection with anything real, would see, under the
particular limitations and deﬁnitions of English speech, certain
laws which belong to all speech; laws to which they themselves
are more directly subject, than even to those with which arith-
metic and geometry are conversant. Natural philosophy too has
that which corresponds to it in this region. Words are as much
subjects of experiment as gases 5 the words which we speak every
hour, when we come to examine them, what wonderful secrets do
they tell! How much self-knowledge may be gained by the
most imperfect meditation upon their roots and growth! Chil-
dren are especially delighted by this exercise. Their faces become
brighter, freer, fuller of deep meaning, as they engage in it 5
awful truths seem to be shining into them and out of them.
And they ﬁnd that the words which they speak are not to be
triﬂed with; a lie becomes a more serious thing to them 5 they
not only know from your teaching, but in a measure feel for
themselves, what it is.
On every account it is most desirable that women should be
invited to enter upon this kind of study. They have been rightly
called the guardians of the purity of the English tongue, which
suffers so much from our professional pedantry and from the cant
of our different circles and coteries. But intercourse even with
the best society scarcely ﬁts them to fulﬁl this vocation; conver-
sation has its own affectations 5 our written language has especi-
ally of late years been depraved by them. Acquaintance with
sciences physical or metaphysical, however desirable in itself, is
apt to give them a love of technicalities 5 in these they may some-
times be tempted to indulge for the purpose of asserting their
claim to a knowledge from which the foolish jealousy of our sex
would exclude them. Nothing, I think, but an honest study of
the English language—-of its powers, principles, relations, a study
practically pursued and assisted more by illustrations than rules,
can counteract these dangers and make the next generation of
Englishwomen understand generally, what some of the present
understand so well, that the liveliness of spoken and written dis-
course is not secured by an infusion of foreign words and phrases,
but by a clear apprehension of that which is involved in our own.
Objects and Aims of Queen’s College I 3
Though I know that our English professor will keep these
objects always in sight, and though I believe that by doing so, he
will enable his pupils to learn their own language very effectirally,
I think we have been right in adding Latin to our course. By
doing so we do not afﬁrm or deny that Latin, as an accomplish-
ment, is desirable for women generally; we merely express an
opinion, that through the elements of it, faithfully studied, lies
one road, and perhaps the shortest, to a thorough knowledge of
English.
But the master key to that knowledge is assuredly English
Literature. By that word I mean the books of really great
Englishmen. I do not mean books about their books, criticisms
of English, or Scotch, or German, or French writers upon them.
Shakespeare and Milton are, I think, the best critics upon them-
selves; if we look to them as our teachers and not as our
scholars, if we do not come prepared to judge them, but
believe that they are more ﬁtted to judge us, we shall escape
many mistaken notions into which we might fall, nay into which
even they might lead us. For a humble spirit is, in all cases,
safer than a proud one; those are most disposed to exclusive
idolatry, who have most conﬁdence in themselves; a genuine
simple admirer, who is seeking what is beautiful, does not com-
mit half so many blunders as the cold self-conceited critic, who is
prying for defects. These authors, I hope, will be read in the
strict sense of the word ; read by the pupil as well as the teacher.
The real force of an author’s words, the structure of his sentences,
still more his rhythm, which, in prose as well as in poetry, is often
such a help in understanding his character, can scarcely be
appreciated until he is read aloud. And the teacher, I think,
will be doing a real service who succeeds in leading his pupils
out of the jerking, off-hand, conversational habit of reading, which,
even more than a formal monotony or sing-song, is characteristic
of our times. A slow, quiet, solemn tone, equally far from these
extremes, is the natural expression of earnestness in thought and
feeling, and is no little help to the preservation of it. A style in
writing, I hope we shall not try to cultivate, otherwise than by
helping our pupils to understand what they read, and by awaken-
I4 Freclerich Denlson Manrz'ce
ing in them thoughts which they shall wish to express in the most
suitable and reasonable language. The teaching men, or women,
or children, to write after the manner of Addison, or Johnson, or
Burke, or to separate the style of these men from the business
they were about, must, it seems to me, encourage the growth of
a wretchedly artiﬁcial feeling, which it should be the great effect
of a sound education to check or eradicate. '
In these remarks I am perhaps intruding on the subject of
Pedagogy; one which, for the sake of mothers, as well as gover-
nesses, we have lately determined to include in our regular course.
It was at ﬁrst reckoned in a class of subjects (to be increased, we
hope, greatly hereafter), which will be delivered in our rooms by
eminent and popular lecturers, as well to the members of the
College as to others. Professor Cowper has promised one of his
admirable courses on Practical Zllechanics; Professor Ansted one
on Mathemalzkal Geography.
Geography, in another sense, will, I need scarcely observe, be
treated as one of the ordinary subjects—Geography, in its highest,
noblest use, as the handmaid of Zﬁslory. How important it
always has been, how specially important it is now in this point
of view, I need spend no words to prove. I chieﬂy refer to it for
the purpose of remarking how the vast changes, which will make
the maps of last January almost obsolete, prove the necessity of
keeping the pupils continually in mind of the relation between
places and persons, between countries and the natives who occupy
them. I know nothing which has been so fatal to the sincerity
of education as the attempt to sever this connection 5 to give a
sort of independent signiﬁcance to mere boundaries, apart from
the records of the migrations, conquests, revolutions which have
ﬁxed or disturbed them. But I fear this fault has risen out of a
deeper one5 out of a very low appreciation of these events them-
selves 5 of the human interests which were involved in them, of
the divine purposes which they betokened. There has been a
levity in our way of regarding history, still more in our way of
teaching it, of which I do hope we shall at length be cured. I
do not include, in this charge of levity, merely those books which
cannot speak without a joke of any acts done in past time, any
Objects and Aims of Queen’s College I 5
feelings entertained in past time, which were at all different from
those that are sanctioned by the custom and fashion of our own ;
though such books seem to me specially vulgar, odious, and mis-
chievous. Books are triﬂing which assume a very solemn air,
and are full of moral reﬂections, if their authors do not reverence
the sacredness of facts, and aim at presenting human characters
as they were, not as they seem when looked at through our
glasses. It seems as if some persons thought the doings in God’s
universe were only permitted that they might have an occasion
of talking about them, and pronouncing judgments upon the
actors in them. I know well the double danger of giving a mere
dry summary of events, or of going into endless disquisitions ; it
is needful to be aware of each temptation if we would avoid it.
But I do think both may be avoided if we seriously believe that
our business is to study our records earnestly and devoutly ;
because they have a meaning in them which we may be helped
to draw out; not because we must put a meaning into them.
No doubt a person who keeps this end ever so steadily before
himself will make a great many mistakes, and will ﬁnd himself
doing many things which he has blamed in others. Such ex-
periences are needful for every student and every teacher. But
if the work is felt to be a diﬁﬁcult and a responsible one, strength
for it will come; a man will be enabled to teach history so that
his pupils shall feel that the past is real like the present ; that the
present cannot be viewed without the past; that the future lies in
both; that there must be a point from which they are contem-
plated as one.
The last subject in our list is Theology. We would have
avoided a hard word if we could; but if we had substituted
religion for theology, we should have misrepresented our whole
scheme. We look upon all the studies of which I have spoken
as religious ; all as concerned with the life and acts of a spiritual
creature ; not to be contemplated out of their relation to such a
creature. We look upon them all as tending to the cultivation of
reverent feeling; all as tending to lead the pupils from shadows
and semblances to realities. By theology we mean something
special and deﬁnite; we mean, what the word expresses, that
I 6 F reclerich Denison _/llanrice
which is directly concerned with God and His relation to man.
Each subject in our course is distinct: no lady is bound to
attend the lectures on one because she attends those on any
other 5 still they are connected; and, to my mind, this last
interprets the rest. If so, the method in which it is taught
should not be different in kind from that which we have adopted
in other cases, and there should be some point at which it
touches upon the other studies. The method we propose to
adopt is historical. History is the subject with which, we
believe, theology stands in closest afﬁnity. We believe that
God has revealed Himself to man in and through a history 5
with the books of the Bible, as containing that history, we shall
be occupied chieﬂy, perhaps exclusively. If we ever leave them,
it will be not for the purpose of adopting a more dogmatical
method, but that we may follow out the history of the Church.
We do not mean to prove the authority of the Scripture books,
or to answer objections. If the facts contained in the books
themselves do not interpret to us the facts of our own life, and
the constitution and history of the world, they are not what they
~profess to be; if they do, this will be the highest evidence they
can produce of their divinity; the most satisfactory witness that
they are what we want. Believing the current notions of them
to be not too high but too low, we are willing to put them upon
this trial 5 we hope that by endeavouring to present the history
which they contain simply, coherently, reverently, we shall do
better service than if we put forth ever so much skill in arguing
on behalf of them.
This is our plan, which we have adopted, because we think it
is the best: not because we wish to escape from difﬁculties which
another might have involved. We do not ask you not to suspect
us of wrong religious sentiments because we profess only to teach
the Bible. If you have not conﬁdence in us on other grounds,
you will be very foolish to give it us on that ground. We may
teach anything we please under the name and cover of the Holy
Book 5 we shall teach whatever we think necessary for the illus-
tration of it, without asking who are hearing us, or what their
previous conclusions on the subject may be. We cannot please
up-Objects“ and Aims of Queen’s College I 7

all. God forbid that we should make it our object to please
any.
I make this remark in reference to one department of the
College ; it applies equally to all. The teacher in every depart-
ment, if he does his duty, will admonish his pupils, that they are
not to make fashion, or public opinion, their rule ; that they are
not to draw or play, or to study arithmetic, or language, or litera-
ture, or history, in order to shine or be admired ; that if these are
their ends, they will not be sincere in their work or do it well.
If you teach them otherwise at home, we shall try to counteract
your inﬂuence; we must counteract it so far as our lessons are
honest. But if we preach this doctrine we should conform to it.
We must not, by our acts, confess that public opinion is our
master, and that we are its slaves. Colleges for men and women
in a great city exist to testify that opinion is not the God they
ought to worship. All hints from those who send their children
to us, or even from lookers-on, may do us good; just as much
good or more, when they are ill-natured, as when they are civil. We
have asked a body of ladies * to become visitors of our College ;
they have kindly promised to communicate between the teachers
of it and the guardians of its pupils. If they ever chance to hear
anything favourable of us they may keep it to themselves; all
complaints and censures we should wish to be informed of. But
we do not promise to shape our course according to the sugges-
tions we shall receive ; we shall be glad to improve our practice
every day, not to alter our principle. We have considered it, and
mean, with God’s help, to act upon it. And if anyone should
tell me, “Such notions are absurd; if the world agrees to avail
itself of your lessons, it will demand your homage ; it will insist
upon your following its maxims ; ” I shall not attempt to combat
an opinion grounded, it would appear, upon a knowledge of
English Society, to which I make no pretension; I shall merely
answer, “ If this College cannot stand upon the condition of its
teachers continuing to be honest men, by all means let it fall.”
* Among these ladies we have the high honour and privilege of reckoning
one whose life has been devoted to earnest and successful efforts for the in-
struction of both sexes and all ages——Mrs Marcet.
B
I8 The Cornmillee in 184.8”--~
QUEEN’S COLLEGE, LONDON
%n numb by Royal 1l9ermis5iou
COMMENCEMENT OF CLASSES IN I848
67 HARLEY STREET
C ommiﬁee of Education
Under whose direction the Classes are formed 5 and Certiﬁcates Of Qualiﬁcation
granted to Governesses
Professor ANSTED, M.A., F.R.S.
WILLIAM STERNDALE BENNETT, Esq.
CHARLES BEoLcHI, LL.D.
Professor BERNAYS, Ph.D.
The Rev. MICHAEL Brcos, M.A.
Professor BRASSEUR.
The Rev. Professor BROWNE, M. A.
The Rev. S. CLARK, M.A.
The Rev. THos. ASTLEY Cocx, M.A.
Professor COWPER.
Professor E. FORBES, F.R.S., F.L.S.
The Rev. Professor HALL, M.A.
The Rev. THOMAS JACKSON, M.A.
The Rev. CHAS. KINGSLEY jun. , M.A.
SAMUEL LAURENCE, Esq.
The Rev. Professor M‘CAUL, D.D.
The Rev. Professor MAURICE, M.A.
PAUL A. MULREADY, Esq.
The Rev. C. G. N1coLAY, F.R.G.S.
The Rev. Professor O’BRIEN, M.A.
The Rev. EDWARD PLUMPTRE, M.A.
GEORGE RICHMOND, Esq.
Professor TOM TAYLOR, M.A.
The Rev. Professor TRENCH, M.A.

Professor HULLAH. The HONORARY SECRETARY.
The Ladies, whose names follow, have kindly consented to act
Lady Visitors
The Hon. Mrs GEORGE ANsoN. Mrs LoNsnALE.
Mrs BOOTH. Mrs MARCET.
Mrs GEORGE BOSANQUET. Miss MAURICE.
Miss A. DANIEL. Mrs JUHN ROMILLY.
Mrs BECKETT DENIsoN. Mrs KAY SHUTTLEWORTH.
Mrs GEORGE EYRE. Mrs STANLEY.
Mrs GREATHED. The Lady CAROLINE STIRLING.
Mrs S. C. HALL. The Hon. Mrs JOHN TALBOT.
Mrs HEITLAND. Mrs HENSLEIGH Wanowoon.


A SHORT HISTORY OF QUEEN'S
COLLEGE, LONDON.
By CAMILLA CROUDACE (Lady Resident).
N writing this brief sketch of the “ History of Queen’s
College,” I shall endeavour to consider it from two points
of view, the prosaic and the poetical, and to describe its develop-
ment as truthfully as I am able. The materials for this paper I
have obtained from the “Reports of the Governesses’ Benevolent
Institution,” from 1845 to I85 3, and after Queen’s College had
been separated from the parent Society, from its own annual
.....__..,. - -----_----- ----Queen’s College I, V 19
reports up to the present time. The College has always been
so completely associated with the name of Frederick Denison
Maurice, who was its moving spirit, that full justice has not
always been done to the Society which ﬁrst started it. I refer
to the “Governesses’ Benevolent Institution,” whose secretary,
the Rev. David Laing, may be looked upon as the originator of
the scheme. We have to go back to I84 5 to ﬁnd the ﬁrst germ
of the idea of raising the standard of women’s education, by en-
couraging governesses to qualify themselves for their profession.
We read in the report of I84 5 that “ a form of examination for
governesses was still a subject of much interest and anxiety to
the committee, in order to exclude unqualiﬁed teachers from the
profession, and gradually to raise the tone of female education”;
and in 1846 we ﬁnd that the committee had the idea of giving
lectures, not only to the dwellers in the Home, but to other
governesses who came there for registration. It was also reported
that Miss Murray had transferred to the Home several donations
which had been given her for her proposed college for gover-
nesses; so that it seems Miss Murray (Maid of Honour to the
Queen) had ﬁrst suggested the idea to the Society. “ But,” con-
cludes the report for I846, “ for the present the idea is laid
aside.” Great efforts must have been made, however, during
that year by Mr Laing to organise the classes and engage pro-
fessors. From the report for 1847 we read that “the Com-
mittee has commenced its operations with the most auspicious
prospects, and that the Queen has permitted the use of the
Royal name; that a connexion has been formed with a body
of gentlemen, not only eminent for their professional abilities,
but all of them experienced in some department of instruction;
that a house had been purchased adjacent to the Home for the
purpose [now 45 Harley Street], and arrangements had been
made to secure the supervision of ladies of rank and talent
[the Lady Visitors] ; and that the:committee had begun in 1847
to examine governesses, and to grant them certiﬁcates according
to their merits.”
It is also announced that “ arrangements had been made to
commence classes in all departments of education after Easter.”
zo Carnllla ‘Croua‘aee--*--"""“‘ ----H-*"
It is just at this time that Mr Laing must have negotiated with
Mr Nicolay and Mr Maurice, and other professors of “ King’s
College,” to open this College, for we ﬁnd that on Wednesday,
March 29th, of the year 1848, Mr Maurice gave his lecture on
“ Queen’s College: its aims and methods,” The other opening
lectures followed, so that in I848 there is a long section in the
Governesses’ Benevolent Institution report, saying that Queen’s
College, London, had opened its doors for an improved system
of female education with such prospects and such success as its
most sanguine friends dared not anticipate. The royal favour,
in the permitted name, the character and standing of the pro-
fessors, and the rank and moral elevation of the presiding com-
mittee of ladies were fair grounds of success, but the Committee
had not ventured to anticipate 2oo entries for the classes the
very ﬁrst term.
Although originally the thought had been to provide gover-
nesses with instruction, yet it was soon found best to open the
classes to all, for, as the report quaintly goes on to say, “they
believe and hope the ranks of that profession will still be sup-
plied from those whose minds and tempers have been disciplined
in the school of adversity, and who are thus best able to guide
the minds and tempers of others.” In I849 more than 338 cer-
tiﬁcates had been issued 5 the Society had invested £1500, for
which they held the lease and furniture, and I 33 ladies had been
attending evening classes zoz'z‘houz‘ charge. It is worth while to
pause a moment here to admire the generosity of the professors,
who gave their time to lecturing and examining without fees,
and to wonder whether, if this system of free examinations had
been universal, examinations would have been so multiplied as
of late, beneﬁtting the examiners pecuniarily, but of very doubt-
ful beneﬁt to the examinee. In the Governesses’ Benevolent
Institution report for 1851 it is announced that “the College
will soon form a separate institution, and have a charter of its
own 5 that it has already become self-supporting.” And in 18 5 2,
the last report in which it is mentioned, we read “that the new
charter is about to be granted 5 that the Society for the future
will make a payment to the College for any free pupils or certiﬁ-
"""--r -~---I -"‘~ Queen€r€ollege ~ 2 I
cates, but all other connection between the Society and the
College funds or management will wholly cease.”
So far, at the risk of being wearisome, I have attempted
roughly to trace the growth of the College in its earlier years,
and before proceeding with its external history, after it had a
charter of its own, I should like to dwell for a‘ space on the char-
acter and inﬂuences of the early professors. On the Rev. C. ].
Nicolay, who was Secretary, devolved the organization of the
classes and teaching. So well had he thought out the curriculum,
that any departure from his rules has been found, after trial, to
have been a mistake. In the volume containing the Introductory
Lectures, the one by Mr N icolay has for its subjects History and
Geography, but he eventually held the chair of Geography only,
as he had many duties as Dean. His connection with the
College ceased at the end of 18 5 6. I can remember his resigna-
tion at the end of my ﬁrst term ; he died lately in Australia.
But to turn to the group of remarkable men who were
associated with him in his work—they were a band of college
friends, many -of them are mentioned in the recent “ Life of
Lord Tennyson,”—Frederick Maurice, Richard Trench, Charles
Kingsley, Francis Garden; a band of friends, who, with Alfred
Tennyson himself, in all probability, often talked over the
question of women’s higher education; the outcome of these
talks, in the world of literature, was the publication of the
“ Princess ” in I847 ; and the Practical outcome was the founding
of Queen’s College in I848. Here some of the aspirations of
the Princess Ida could be realised :
“ 0 lift your natures up :
Embrace our aims : work out your freedom. Girls,
Knowledge is now no more a fountain seal’d:
Drink deep, until the habits of the slave,
The sins of emptiness, gossip, and spite
And slander die. Better not be at all
Than not be noble.”
The curriculum of Tennyson’s ideal college included geometry:
“ The circle rounded under female hands
\/Vith ﬂawless demonstration.”

22 "Ca'in'iZ'la L.7’0Zl ace """" """“ "
The ancient languages :
“ Followed then
A classic lecture, rich in sentiment,
With scraps of thundrous Epic lilted out
By .violet-hooded Doctors.”
Science : -
“ Then we dipt in all
That treats of whatsoever is, the state,
The total chronicles of man, the mind,
The morals, something of the frame, the rock,
The star, the bird, the ﬁsh, the shell, the ﬂower,
Electric, chemic laws, and all the rest,
And whatsoever can be taught and known.”
Queen’s College was a little less ambitious. I copy out the
list of subjects and professors for the ﬁrst terms :
Theology . . . . . . The Rev. F. D. Maurice.
English Literature and Composition Charles Kingsley.
English Language . . . . The Rev. A. B. Strettell.
French . . . . . . Isidore Brasseur.
German . . . . . . Dr Bernays.
Italian . . . . . . Dr Beolchi.
Latin . . . . . . . The Rev. Samuel Clark.
History and Geography . . . The Rev. C. G. Nicolay.
Natural Philosophy . . . . The Rev. M. O’Brien.
Mathematics . . . . . The Rev. T. G. Hall.
Vocal Music . . . . . john Hullah.
Harmony . . . . . . W. Sterndale Bennett.
Fine Arts . . . . . . Henry Warren.
Of these early teachers, the one who left the deepest impress
on the College was Frederick Maurice 5 to him we owe the
principle of non-competition, the disapproval of rewards and punish-
ments, and other unwritten maxims, which, in spite of a strong
public feeling in the other direction, have survived, making the
College the unique institution it is, retaining a strong hold on the
affections of its old pupils. But ﬁfty years ago these principles
and ideas of our founder’s were too much out of the ordinary
groove to pass unchallenged, and we ﬁnd shortly after the Intro-
ductory Lectures had been printed that an attack was made upon
them by a writer in the Quarterly Reoiew. Many passages in the
L__-...,___,. ....--_-aQueenls..College - 2 3

Lectures are quoted with disapproval. It is quite worth while to
read this article, as it makes us realize the great work Mr Maurice
did in making religion not a mere formal Sunday observance, but
an active force in every subject of intellectual study and of daily
life; the passages selected by the reviewer for condemnation are
the very ones which we in these days should admire and com-
mend. Take for instance this :
“We look upon all the studies of which I have spoken as
religious; all as concerned with the life and acts of a spiritual
creature; not to be contemplated out of their relation to such a
creature. We look upon them all as tending to the cultivation
of a reverent feeling, all tending to lead the pupils from shadows
and semblances to realities.”
But Mr Maurice was not undefended; in the May number of
Fraser’s ll/lagazine, 1850, a spirited article appeared, called a
“ Review Reviewed,” in which the writer vindicated Mr Maurice
and the other professors from the charges brought against them.
Mr Maurice continued to hold the Chair of Divinity here until
the time that he was turned out of King’s College; he then
resigned his position as Chairman of Committee of Queen’s, and
never again taught theology to its pupils : but fortunately for the
College, when the heat of the battle was over, he returned to the
Committee, and for ten years remained as Professor of History
and English Literature.
It was during this period (from 18 56 to 186 2) that I attended
his lectures, and I can well remember how he held the whole
class under a spell, and inspired an enthusiasm which it is difﬁ-
cult to describe, and which his old pupils well know it would be
difﬁcult to exaggerate. The lessons he taught were humility and
reverence.
Having now come to a period in the history of the College
where my own personal recollections come in, I hope I may be
pardoned for dwelling on those delightful years. Next to Mr
Maurice, our favourite lecturer was Dr Plumptre. He was a
more “facty ” teacher, more clear and concise, logical, deﬁnite,
but not so inspiring; still he came into close personal relations
with his pupils, as he set compositions, returned them corrected,

24 Camilla C rozgclace. _____._
\__~..~\-I-~..¢

and generally spoke words of encouragement and sometimes of
praise. More awe-inspiring and more solemn than all the others
was Dr Trench, then Dean of Westminster, whose interesting
course on Church History was afterwards published and dedicated
to Queen’s College. In Mathematics and Natural Philosophy
the Rev. T. A. Cock was Professor 5 from the days of the early
ﬁfties he had been devoted to the College, spending time and
money on it, and especially purchasing all kinds of apparatus for
the study of electricity and kindred subjects 5 his is a name
always remembered with affection by generations of pupils, his
geniality, kindness, and love of fun made him very popular.
For Language Professors, we had the learned Dr Weil and
the accomplished Monsieur Mariette as Professors of German and
French, and a wonderful teacher of Italian in the patriot Edoardo
Fusco. Music and Drawing had as their exponents the best
authorities of their time—Dr Hullah and Mr Benson and Mr
E. C. May for Vocal Music, and Dr Sterndale Bennett for Instru-
mental Music 5 and, while for Drawing and Painting Mulready
and Richmond were the ﬁrst, I myself came under the teaching
of four professors, Mr Weigall, George Scharf, Henry Warren,
and Cave Thomas 5 while Dancing, an accomplishment which
both Mr Maurice and Charles Kingsley greatly valued (as we
gather from their introductory lectures) was taught then, as it
still is, by our admirable teacher Mrs Marshall-Burch, who has
lived and taught through many changes, and I trust will at last
in our new “ Pfeiffer Hall” ﬁnd a place in which she can teach
her art without hindrance. It must be borne in mind that
Queen’s College was the very ﬁrst place in which such a wide and
all-embracing education was offered to girls, and it is amusing to
note the almost apologetic manner in which the subjects are
proposed. It is to be noted that Greek was not included in the
original curriculum 5 but a class, of which Miss Beale was a mem-
ber, was formed about 18 52 and taught by Dr Plumptre. Then
it was dropped for a time, to reappear later on in the history of
the College, that is to say about 1870, when the Rev. A. W.
Milroy was appointed to the chair of Greek; from this time for-
ward it became a favourite subject, and on the resignation of Mr
_.»'-----\,_Q,neen’—s-éelreg" .--\.L._M \-_-- 2 5
Milroy and the appointment of Mr H. F. Wilson it reached a
climax of popularity, when in 1886, ’8 7, ’9 I , the plays of Alcestis,
Antigone, and Andromache were most successfully represented.
I omitted to mention that Mr Hughes had been appointed
Professor of Geography on the retirement of Mr Nicolay; and he
will be remembered by all old pupils, not only for the thorough-
ness of his teaching, but for the kindliness of his manner.
On one occasion in 1887 the College was honoured with the
presence of the Crown Princess of Prussia and her husband, the
late Emperor. '
Many of the professors were still teaching at the College when
I returned, after an absence of twenty years, to be Lady Resident,
and one by one I have seen them pass away. Of course in the
interval there were professors, whom I have never known personi
ally, though their names are remembered here. Among these,
Mr Stopford Brooke, Mr Lewis, and Sir Henry Craik may be
mentioned, as having had large and popular classes; also Mr
Wace who lectured on English literature, and was succeeded by
the much-esteemed Henry Morley. Latin had many changes of
professors; after the original professor, the Rev. S. A. Clark, it
' was held for many years by Mr Meyrick, then, after some changes
again by Dr Plumptre, Mr Milroy, and Dr Browne.
A list of past professors and lecturers will be given at the end
of this paper.
Before passing on to the conclusion of these records I must
note how fortunate the College has ever been in the selection of
Professors of History. That subject has been par excellence the
study of the College. Mr Maurice was succeeded by Mr Ben-
ham, then came Professor Craik, followed in 1882 by the Rev.
John de Soyres whose enthusiasm and energy will never be for-
gotten. Under him the juniors took up a high ideal of the subject,
which the late Professor Pulling encouraged, and which still is
kept in view throughout the College. Seniors had always devoted
much time to the history lectures and written long essays for their
various professors, but now as much time and care are bestowed
on it by the juniors. This reference to the juniors reminds me
that I cannot end without dwelling on the important work done
26 - --~ ---~Cdru'lla-€readae@_~/—/"Tr-*-w
in the School during the long administration of Miss Hay, who
devoted her life to its welfare. Generations of girls owe habits
of order, method, and punctuality, to her admirable discipline,
and her work received the highest praise from the Cambridge
examiners year after year. I need hardly recall Miss Hay here
to those old pupils, who may read this sketch; she was a terror
to the evil doer or rather to the girl who shirked her work, but
what encouragement she gave to those who did well! When
her class passed up into the College, with what solemnity she
introduced her pupils to me one by one with a word that gave
me the keynote to the character of each! The thoroughness
of this early training was of inﬁnite service to them in the
College.
But I am coming to the later years of the College history with-
out completing my record of the Principals who have guided its
course until to-day. I have spoken of Mr Maurice and Dr
Trench 5 the third Principal was Dean Stanley. He was not able
to take an active part in the government, so it came to pass that
Dr Plumptre, who had been Secretary and Deputy Chairman since
I 8 5 6, was made Principal and the two ofﬁces were combined in one;
and during this time it might be truly said the College was Dr
Plumptre, and Dr Plumptre was the College. Many disasters
overwhelmed the premises at this period, the walls began to crack,
and the College, including Miss Wood and her boarders, had to
be hastily removed to Stratford Place where an enormous rental
was paid while the College was being very badly repaired at a
grievous cost. Those were dark days indeed, and just occurred at
the time that the ﬁrst twenty-ﬁve years of the existence of the
College had been completed. The report for July 1873 con-
cludes thus : “ It may not be given to many of us to witness the
close of another quarter of a century, but it will be our eﬁbrt so
to labour that those who may then be carrying on our work, shall
have good cause for keeping, with even more thankfulness than
that which we feel now the jubilee of the College.”
The Rev. J. Llewelyn Davies succeeded Dr _ Plumptre as
Principal. He tried to organise the teaching of the College with
a view to preparing the students for matriculating at the Univer-
Queen’s College 27
sity of London and taking the B.A. degree. Very few of the
students entered for the degree, and the plan had to be given up.
The examination for the associateship* was placed on a better
footing than before.
The Rev. ]. Llewelyn Davies was succeeded in 1886 by the
late Master of the Charterhouse. Canon Elwyn, who remained
with us ten years, and served the College with devotion and
generosity, giving his time most ungrudgingly to committee
meetings, ever ready to enter into the joys and sorrows of all
members of the College and School, always attending any social
gathering at the College with inﬁnite pleasure.
And so years rolled on, and as the end of the century draws
near, all who have loved the College arid cherished its traditions
have felt more and more strongly how they would wish to see it
ﬁrmly rooted and strengthened before its lease expired; and to
the sympathy in this thought of our present Principal and to his
inﬂuence with the council we owe the extension of the lease which
has been granted us, and the settling of the plans for the building.
Our gratitude is all the deeper as Dr Robinson has done this, not
by reason of any previous connection with the College, but from
an appreciation of its aims which older friends have sometimes
disregarded. He and our treasurer, Mr Lewin, have been the
promoters of the plan ; and have taken inﬁnite trouble to bring
the work to a successful termination.
The tide at last is turning in our favour ; we have kept to our
principles of non-competition, we have avoided cramming, we
have endeavoured to cultivate a love of learning for its own sake,
in fact we have not made fashion or public opinion our rule : we
have endeavoured to teach our girls that they are not to study in
order to shine or to be admired, and we trust that not having
made ourselves slaves to public opinion, we may yet succeed in
convincing public opinion that the principles which have been
our guides are not quixotic and un;>ractical, but are the best for
* The associateship certiﬁcate is now awarded on the report of an outside
examiner, and as specialists are appointed for each subject and the minimum
number of marks for a pass is 66 per cent., the certiﬁcate is of more real value
than others better known to the public.
28
C anzilla C roudace
developing the judgment, tact, and sympathy which make the
true woman and the enlightened citizen.

PAST OFFICERS OF THE COMMITTEE OF EDUCATION OF
QUEEN’s COLLEGE.
Princlgﬁals.
Rev. F. D. Maurice, M.A.
Very Rev. R. C. Trench, D.D.
Very Rev. A. P. Stanley, D.D.
Rev. J. Llewelyn Davies, M.A.
Rev. E. H. Plumptre, D.D.
Rev. J. Llewelyn Davies, M.A.
Rev. R. Elwyn, M.A.
Deans.
Rev. C. G. Nicolay.
Rev. E. H. Plumptre.
Henry Craik, M.A.
Librarians and Curators.
Rev. C. G. Nicolay.
Rev. E. H. Plumptre.
Rev. W. Benham, B.D.
Rev. T. A. Cock.
H. G. Seeley.
Rev. A. W. Milroy.
Secretaries.
Rev. C. G. N icolay.
Rev. E. H. Plumptre.
Henry Craik.
- Rev. J. Llewelyn Davies.
Bursar.
Rev. T. A. Cock.
NAMES OF PAST PROFESSORS AND LECTURERS IN QUEEN,S
COLLEGE, LONDON, SINCE ITS ESTABLISHMENT
Rev.
Rev.
Rev.
Rev.
*Rev.
Rev.
*Rev.
*Rev. I
Rev.
Rev.
Rev.
Rev.
*Rev.
Rev.
Rev.
*Rev.
IN 1848.
Arranged in the order in which they held qﬁce.
The * before a name indicates a Lecturer.
Theology.
iggs, M.A.
Maunce, M. A.
B
D.
C. Trench, M.A.
H. Plumptre, M.A.
J. J. S. Perowne, M.A.
Garden, M.A.
M.
F.
R.
E.
F
A
B
R
Church Hzlsiory.
E. H. Plumptre, M.A.
R. C. Trench, D.D.
A. P. Stanley, D.D.
S. Cheetham, D.D.
H. White, M.A.
J. Llewelyn Davies, M.A.
A. Barry, D. D.
Moral Philosophy.
Rev. F. D. Maurice, M.A.
Rev. E. H. Plumptre, M.A.
Rev. F. Garden, D.D.
*Rev. F. Green, M.A.
Harmony.
Sir W. S. Bennett.
John Hullah.
*J. Bannister.
Musz'cal Conz,oosz'tz'on.
Sir W. S. Bennett.
Vocal Music.
John Hullah, LL.D.
‘E. C. May.
‘G. Benson, MUS.B.
"‘J. Bannister.
*E. Hopkins.
E. C. May.
Queen’s College 29
Instrumental Music.
Sir W. S. Bennett.
Sir W. G. Cusins.
*R. S. Barnett.
*Mr Baly.
*Miss Heaton.
*O. May.
*Miss Hills.
*Miss Harris.
*Miss Stanynought.
*J. _Jay.
*Miss Mary Green.
*Miss Sawyer.
*Miss Baguley.
*Miss Johnstone.
*Miss Ethel Gould.
*Miss Weil.
English Language and Literature.
Tom Taylor, M.A.
Rev. C. Kingsley, M. A.
Rev. A. B. Strettel, M.A.
Rev. F. D. Maurice, M.A.
*Rev. S. Clark, M.A.
Mr Hewitt.
*Rev. E. H. Plumptre, M.A.
*Rev. W. Benham, B.D.
*Mr Nash.
*H. Lewis.
Rev. A. Stopford Brooke, M.A.
Rev. H. Wace, M.A.
*Rev. H. White.
*Rev. J. Richardson, M.A.
Henry Morley, LL.D.
*Rev. A. Ainger, M.A.
*Owen Breden.
French.
I. Brasseur.
*A. not.
A. Mariette.
*Miss Sandell.
"‘L. Stiévenard.
*De Lamartinere.
V. Kastner.
*Miss Day.
German.
A. Bernays, PI-I.D.
*Rev. A. Wintzer.
*Miss Pierce.
*Dr Hausmann.
*Miss E. Morison.
Gottlieb Weil, PH.D.
C. H. Merk, PI-LD.
Italian.
C. Beolchi, LL.D.
G. A. Bezzi.
*A. Biaggi.
J. P. Lacaita.
E. Fusco.
De Riso.
*Miss Martin.
*Signor Pascoli.
*Signor Macgione.
1"Signor Volpe.
A. Biaggi.
*Count Safﬁ.
Signor Toscani.
C. F. Coscia, M.A.
Latin.
Rev. S. Clark, M.A.
Rev. B. Johns, M.A.
Rev. E. H. Plumptre, M.A.
Rev. M. Meyrick.
*Miss Sandell.
*Miss Morison.
Rev. T. D. C. Morse.
Rev. E. H. Plumptre, M.A.
Rev. J. G. Lonsdale, M.A.
Rev. A. W. Milroy, M.A.
J. W. Browne, M.A.
*H. Johnson.
*Miss E. Thompson, B.A.
Greek.
*Rev. W. Whewell, D.D.
*Rev. R. W. Browne, M.A.
Rev. A. W. Milroy, M.A.
*Victor Plarr, M.A.
H. F. Wilson, M.A.
E. C. Marchant, M.A.
Ancient History.
Rev. C. G. Nicolay.
Rev. S. Clark.
*Rev. J. Soper.
Rev. E. H. Plumptre.
*Miss Beale.
*Rev. R. Dell.
*Rev. J. R. Green, M.A.
Rev. T. D. C. Morse.
*W. B. Kingsford.
A. Rankine.
A. Todd, M.A.
J. R. V. Marchant, M.A.
E. C. Marchant, M.A.
3o Camilla
C roudace
Modern History.
Rev. J. S. Brewer, M.A.
Rev. F. D. Maurice, M.A.
Rev. W. Benham, B.D.
*Rev. H. Wace, M.A.
Henry Craik, M.A.
*C. E. Maurice, M.A.
Rev. J. de Soyres, M.A.
*H. Johnson.
*J. R. V. Marchant, M.A.
F. S. Pulling, M.A.
H. Cox, M.A.
Geography.
Rev. C. G. Nicolay, F. R.G.S.
"‘Rev. J. Soper, M.A.
*Rev. S. Clark, M.A.
*Rev. B. Johns, M.A.
W. Hughes, F. R.G.S.
Geology.
*D. T. Ansted, F.R.S.
Botany.
*E. Forbes, F. R.S.
*R. Bentley, F.L.S.
‘ Physiology.
‘W. B. Carpenter, F. R.S.
*Mrs Bovell Sturge.
*Dr Symes Thompson.
Chemistry.
W. A. Miller, F.R.S.
J. Millar Thomson, F.C.S.
Mathematics.
Rev. T. A. Cock, M.A.
*Miss Beale.
"‘Miss Jex Blake.
*Rev. H. Wace, M.A.
*Miss L. Bovell.
*Miss Th. Browne.
*Miss Burke.
*Miss K. B. Thompson.
*Sterndale Bennett, M.A.
Mechanics.
E. Couper.
Zllatural Philosophy.
Rev. M. O’Brien, M.A.
*T. M. Goodeve, M.A.
Rev. T. A. Cock, M.A.
*J. M. Thomson.
*H. Jackson.
Astronomy.
Rev. T. A. Cock, M.A.
J. D. Maclure, M.A.
Drawing and Painting.
P. A. Mulready.
Mr Lawrence.
G. Richmond.
H. Warren.
*C. Varley.
*H. C. Weigall.
E. Armitage.
G. Scharf.
W. Cave Thomas.
*H. Warren, Jun.
V. Cole.
John Callow.
*F rank Dicksee.
*C. Gregory.
*Fr'aiulein Lassmann.
*W. F. Stocks.
*Miss Dicksee.
*H. Jackson.
*Miss Taylor.
*H. Collins.
Writing‘.
Mr Woodman.
Mr Griggs.
Mr F. Goldsmith.
PAST LADY RESIDENTS.
Mrs Maltam.
Miss Parry.
Mrs Rowsell.
Miss Grove.
Mrs Mills.
PAST LADY SUPERINTENDENTS OF THE SCHOOL.
Miss Elizabeth Hay.
Miss Annie Wood.
Queen’s College 3 I
HONORARY FELLOWS.
1857. G. A. Bezzi.
Rev. M. Biggs.
Rev. S. Clark.
Dr A. Bernays.
Rev. C. Kingsley, M.A.
T. M. Goodeve, M.A.
Sir J. P. Lacaita, G.C.M.G.
E. Armitage.
Rev. D. Laing.
I. Brasseur.
Rev. A. B. Strettel, M.A.
Rev. J. S. Brewer, M.A.
Rev. W. Whewell, D.D.
C. Beolchi, LL.D.
1858. Rev. C. G. Nicolay, M.A.
I858. Sir G. Scharf.
1862. E. Fusco.
1863. Rev. R. C. Trench, D.D.
1871. Rev. H. White.
I872. Rev. A. P. Stanley, D.D.
1873. Rev. A. St. Brooke, M.A.
Rev. W. Benham, B.D.
1874. H. Warren.
1875. Rev. J. Ll. Davies, M.A.
A. Mariette, M.A.
1877. Rev. E. H. Plumptre, D.D.
1885. V. Kastner, M.A.
1890. Henry Morley, LL.D.
I893. J. M. Thomson, F.R.S.E.
H. F. Wilson, M.A.
I895. Rev. R. Elwyn, M.A.
HONORARY LADY VISITORS.
Lady Grimthorpe.
Miss A. Swanwick.
Hon. Mrs Trench.
Mrs Heber Wrightson.
THE COLLEGE COURSE.
Subjects and Professors.
Theology Church History
Ancient History
Astronomy English and Modern History
Mathematics . ..
Natural Philosophy
Geography and Geology
Greek Latin
English Language and Literature...
French Language and Literature...
German Language and Literature...
Italian Language and Literature . .
Harmony and Music
Drawing and Pictorial Art
Chemistry
Rnv. THE PRINCIPAL.
REV. A. W. MILROY, M. A.
(late Fellow ofQueen’s C oll., Oxford).
JAMES W. HEADLAM, M.A.
(late Fellow of King‘s Coll., Cambridge).
J. A. CRAMB, M.A.
(late Fellow of Glasgow University).
W. H. H. HUDSON, M.A.
(late Fellow ofSt ]ohn’s Coll., Camb.).
S. A. F. WHITE, M.A.
H. G. SEELEY, F.R. S.
JAMES W. HEADLAM, M.A.
G. C. WARR, M.A.
(late Fellow of T 1-in. C oll., Camb.).
W. HALL GRIFFIN, B.A.
(Assist. Exam. Univ. of London).
H. LALLEMAND, B. es Sc.
(of the U niu. of France).
WALTER RIPPMANN, M.A.
(C aenbrike and London).
L. Rrccr, B.A.
(ofthe University ¢gfPadua).
HENRY GADSBY.
J. B. BEDFORD.
H. FORSTER MORLEY, M.A., D.Sc.
(Fellow of the Univ. of London).
32
Camilla C roudace
Assistants and Teachers.
Mathematics
Landscape Drawing and
French .
Greek and Latiri
Elocution Music (Instrumental)
,, (Vocal) . ..
Dancing and Calisthenics
Theology
Miss KILGOUR (Girton Coll.).
Miss E. K. PEARCE, A.Q.C.
J. H. LEoNARD.
Mademoiselle SEGUIN.
Miss TOPHAM, B.A. (London).
C. GARDNER, R. ORTMANS, W. C.
HANN, Miss CCNCLLY, Miss RAM,
Miss ARNoLD.
WILLIAM SHAKESPEARE, Miss PooLE,
Miss RICHARDS.
Mrs MARSHALL BURCH, Miss MARSHALL
BURCH.
Rev. E. H. PEARCE, M.A.
Examiners.
EXAMINERS AT THE ANNUAL EXAMINATION IN
Theology .. .
Italian
Latin
French
German
English
Modern History
Ancient History
Chemistry . . . .
Geography and Geology“
Physics .
Mathematics
Harmony
Drawing Instrumental Music
ARCHDEACCN THORNTON, D.D.
(Exam. Cha;$. to B}. of London).
DR F. G. MELANDRI.
J. W. BROWNE, M.A.
A. HUGUENET.
E. L. MILNER BARRY, M.A.
J. W. GREIC, B.A. \
(rst Cl. Class Hon. Univ. Lond.).
PROFESSOR YORK POWELL, M.A.
(Reg. Prof of Modern History, Oxford).
E. S. SHUCKBURGH, M.A.
RICHARD T. PLIMPTON, Ph.D.
PROFESSOR T. RUPERT JoNEs, F.R.S.
C. E. HASLEFUOT, M.A.
(H ertford College, Oxford ).
REV. W. ALLEN WHITWORTH, M.A.
(late Fellow of S. ]ohn’s, C amhridge).
H. WALMSLEY LITTLE, Mus.D.
FRANK DICKSEE, R.A. '
J. F. BARNETT.
FEES FOR THE COLLEGE COURSE.
Entrance Fee for Compounders, One Guinea, except in the case of those
who have previously paid the Fee on joining the College School.
Compounders: For theCourse of four years for not more than ,5,‘ s. d.
18 hours of class teaching a week. F or}
Per Term.
880
Pupils under I 5 years of age
Queen’s College 3 3
Per Term.
s. d.
Compounders: For Pupils above I5 . I0 10 o
,, For subsequent years for not more than six
distinct subjects } 8 8 0
N on-Compounders: For Classes meeting once a week I II 6
., For Classes meeting twice a week 2 I2 6
If three or more sisters attend as Compounders in the College at the same
time, those after the second are received at half-fees. For Compounders the
Fees for three terms, if paid in advance, are 27 guineas.
The Fees for the Half-Term are two-thirds of the above.
Half-Term’s notice or fee is required before a Compounder leaves. The
same notice is required from Compounders before becoming Non-Com-
pounders.
Associates of the College attending as Non-Compounders, classes in the
Fifth College Year, pay for one or two of the classes £1, IS. per term for a
class of I hour a week, and ,5,‘ I, 11s. 6d. for a class of 2 hours a week.
Fellows have the privilege of attending all courses of Lectures, whether
special or ordinary, at half-fees.
All Fees are paid direct to the College Bankers (Sir S. SCOTT, Bart.,
& CO., Branch of Parr’s Banking Company and the Alliance Bank, Limited,
I Cavendish Square) at the beginning of each Term. A Form of Account
and Receipt is supplied at the Ofﬁce for this purpose.
34 Dorothea Beale
RECOLLECTIONS OF THE EARLY DAYS
OF QUEEN’S COLLEGE.
BY DOROTHEA BEALE, Oﬂicier d’ Académie (Principal of the Cheltenham
Ladies’ College).
HAVE been asked to give, in a short compass, some reminis-
cences of the early days of Queen’s College. I shall gladly
do this, because I feel that my sisters and I owe much to the
College, and I have many happy recollections of the seven years
from 1849 to the end of 18 5 6, during which I was successively
appointed Mathematical Tutor, Latin Tutor, and Head Teacher
in the School. I
In these days it is difﬁcult to believe how hard it was for girls
early in the -century to get good teaching at all——in some subjects,
as mathematics or classics, almost impossible. There were then
no day-schools except for poor children, no University Extension
Lectures, no Colleges, and no University Examinations for
women.
Most girls belonging to the professional classes had to be
educated as we were, ﬁrst by private governesses, after which two
or three years were passed in “ ﬁnishing ” schools in London and
Paris. The cost was from £100 to £300 a year.
I could give, if space Permitted, from my own remembrance of
what were considered ﬁrst-class schools, illustrations of the strangely
unintellectual methods pursued 5 but it will be sufﬁcient to refer
my readers to the Blue Books published by the Schools Enquiry
Commission of twenty years later. I reprinted by permission a
small hand-book of which I have some copies remaining, and
which my secretary will supply to those who care to ask for
one. .
In the year 1848 my sisters and I were “ﬁnishing our educa-
tion” in a school in Paris when the revolution occurred which
drove Louis Philippe to England, and we were recalled. We
found to our great delight that Queen’s College was just opening
Recollections of the Early Days 3 5
classes, and that it was possible for women to pass examinations.
We attended some of the opening lectures and put down our
names for examination in six subjects. Our ﬁrst certiﬁcate, dated
June 12th, I848, was given by Frederick Denison Maurice.
I remember to this day what a pleasant hour we had of oiua
ooce ,- his wonderful power of intellectual sympathy came out, and
made us forget that we were being examined ; he seemed to take
pleasure in following up our thoughts on the bearings of the history
we had read, so that it appeared we were holding a delightful
conversation on the subject. Again, in speaking of language, he
wanted not merely formal and conventional grammar, and showed
such pleasure when a grammatical deﬁnition was enlarged beyond
the scope of ordinary school books.
The examiner for Scripture was Mr Maurice’s brother-in-law,
Mr Plumptre, afterwards Dean of Wells.
We gained, too, a certiﬁcate for Pedagogy, being examined by
the then Principal of the Training College at Battersea, who wrote
on mine: “The Examiner is of opinion that she has paid praise-
worthy attention to the subject, and promises to become an
accomplished teacher.” These certiﬁcates of I848 were not
classed ; subsequently I took ﬁrst-class certiﬁcates for Latin,
German and Mathematics, and second class for Music.
In these days of over-examination, and of University Extension,
it is difﬁcult for people to realise how great a boon was the open-
ing of examinations for women, and the establishment of a College
in which they could receive teaching from some of the leading
thinkers and writers of the day. At that time it was next to
impossible to ascertain what were the qualiﬁcations of those who
professed to teach. Amongst my earliest reminiscences about
I840 are those relating to the choice of a governess. My mother
advertised and hundreds of answers were sent. She began by
eliminating those in which bad spelling occurred (a proceeding
which I as a spelling reformer must now condemn), next the
wording and composition were criticised, and lastly, a few of the
writers were interviewed, and a selection made. But alas! an
inspection of our exercise books revealed so many uncorrected
faults, that a dismissal followed, and another search resulted in
36 Dorothea Beale
the same way. I can remember only one really clever and
competent teacher; she had been educated in France, and when
she left we were sent to school.
There are doubtless evils connected with examinations, but I
venture to think the evils of the pre-examination times were greater.
Owing to the absence of all proper tests, the teachers them-
selves were often unaware of their incompetency. Many thought
it enough to make girls get by heart various catechisms, Mangnall’s
questions, epitomes of English history, etc., and the intellectual life
was starved. Another great evil resulted 5 pretenders assumed
airs of importance, and as the world takes us at our own valuation,
they were supposed to be clever and learned, and the “strong-
minded woman,” the “blue-stocking,” brought discredit upon
intellectual gifts, of which they were innocent. We all know now
that modesty is the distinguishing mark of those who are really
educated, and some of the most gentle and charming and unpre-
tending women, are those who have the highest University dis-
tinctions. We owe a debt of gratitude to those who ﬁrst
undertook these examinations, charging if I remember rightly, no
fee, so that governesses—then miserably paid—might have no
reason to say they could not afford to be examined. When the
examinations revealed the state of mental starvation, in which
many teachers found themselves, the Professors generously opened
evening classes for governesses, and came out, after perhaps a
laborious day at King’s College, to give instruction gratuitously.
I never attended these classes, but Miss Buss did, and she used
to speak of the new life it gave her.
When ﬁrst Queen’s College was opened, I think all the
teachers were on the Staff of King’s College. The names
of Maurice, Trench and Brewer, Plumptre, Kingsley, Bernays,
Brasseur, Hullah, Mulready and Sterndale Bennett are well
known, but some excellent and inspiring lecturers are almost
forgotten: Rev. Brownrigg Smith, too early cut off; the Rev.
Michael Biggs 5 and Mr Goodeve, who was perhaps too clever to
teach.
There was no lady-teacher employed at ﬁrst, but there was a
staff of Lady Visitors. These undertook (of course gratuitously)
Recollections of the Early Days 37
the often burdensome duty of chaperoning. Amongst those
whom I remember were Lady Stanley of Alderley, stately and
beautiful all her life, but specially then—she could not fail to
win the admiration of the girls; Mrs Wedgwood, daughter of
Sir James Mackintosh, so clever and kind, whom everyone
liked ; Miss Elizabeth Twining, well known for her philanthropic
work ; Lady Monteagle and Lady Page Wood were often present ;
and a’ Mrs Hayes, of whom I have lost sight, was one of the
‘most diligent. I never happened to meet Lady Canning—she
went to India almost immediately. One likes to think that one
so admirable was amongst the ﬁrst to promote the higher educa-
tion of women, and I hope all Queen’s College students will read
her memoirs. There was a pleasant and genial lady-resident,
Mrs Mattam, who arranged with the pupils for classes, and the
Lady Visitors for attendance.
I can perhaps scarcely claim to have been a pupil of
Queen’s, seeing I attended only one class for a short time,
until after I had become a teacher. In I849 I had joined Mr
Cock’s class for mathematics, but as this was elementary, and I
had read a good deal alone, I found private lessons necessary;
he soon after asked me to help in teaching, and I was appointed
the ﬁrst lady mathematical tutor; I read with him privately
Trigonometry, Conics, and the Diﬂ'erential Calculus. Being
tutor, I had the entrée of any classes I liked, and attended at
various times—Latin, Greek, German, and Mental Science.
In I853 I was appointed Latin Tutor, and a little later was
offered the post of head-teacher in the School under Miss Parry.
I received from her much kindness, and learned from her many
valuable lessons; we travelled abroad together during one long
vacation.
Let me speak of some few of those I best remember amongst
the early pupils—-the only one I can recall in the ﬁrst mathema-
tical class was Miss Frances Martin, well known now as an
author, specially for her beautiful lives of Angélique Arnaud
and Elizabeth Gilbert, and for her educational and philanthropic
work in connection with Bedford College and High School, and
the Working Women’s College. I have been happy in retaining
38 Dorothea Beale
her friendship, though we have been seldom able to meet of late
years.
Amongst others were Miss Julia Wedgwood, the distinguished
author of the “ Moral Ideal,” a grand-daughter of Sir James
Mackintosh, a niece of Darwin. I was more intimate with her
sisters--now Lady Farrar and Mrs Godfrey——as I went home
with them once a week to give them mathematics in the
evening. I found Lady Farrar a very stimulating pupil and
thoroughly enjoyed teaching her.
Miss Eleanor Benson, sister of the late Archbishop, who
afterwards married Mr Hare, the great lawyer and political
writer, was an enthusiastic worker. I have had some happy
days since with her and her noble-minded husband.
There was Miss Dawson, now a lady-visitor, whose conscien-
tious character and great charm attracted me much.
Amongst the younger students were two specially clever families,
the Miss Escombes, who have devoted themselves to painting
and philanthropic work, and the ‘Miss Hoskings, who have done
much since in teaching and nursing. There were some charming
Miss Heaths, one of whom, Mrs Cooper, has come to live here for
her daughters’ education.
But I must bring this short sketch to a close. In December
18 56, after a connection of seven years, I resigned, and in
January 1857 I became head teacher in the Clergy School at
Casterton. The following year (June 18 58) I was appointed
principal of the Cheltenham Ladies’ College, where I have had
the privilege and happiness of working for forty years, and have
seen it grow from a school of sixty-nine young girls into a
college of university rank numbering over nine hundred
students.
I have always regretted that my Alma Mater, which should have
held the ﬁrst rank, as it was the ﬁrst in time, has not done so,
owing to some faults-——I venture to think in its ﬁrst constitution.
I hope that Queen’s College may, in the future, enlarge its sphere
of inﬂuence and fulﬁl the hope of its ﬁrst founders—they laboured
and we have entered into their labours.
Responsibilities of Women as journalists 39
THE RESPONSIBILITIES AND INFLU-
ENCE OF WOMAN AS JOURNALIST.
By SUSIE WINSLOW (Mrs ARTHUR A BECKETT, Council S.W.Y.).
IT is only of late years that it has become a recognised fact
that women should have as good an education as men. In
the past it was considered sufﬁcient for a girl to fulﬁl those con-
ditions which gained for her the title of accomplished. If she
could play and sing with average ability—had a good knowledge
of French and German and was able to pronounce Italian, she
was accepted as a young lady that would prove an ornament to
what is usually known as Society.
As I have been requested by the Editress of this book to
write a short article “ Upon the Responsibilities and Inﬂuence of
Woman as Journalist,” I think it advisable to give brieﬂy my
qualiﬁcations for undertaking such a task. Fortunately I have
had the beneﬁt of receiving some of my education at Queen’s
College, consequently I have been able to supplement the
curriculum I have suggested with work of a more solid char-
acter. I have been able to perform the duties of reviewer,
novelette writer, and essayist. I lay a particular stress upon the
ﬁrst and last branches of literary work, as they are the product of
teaching rather than spontaneous effort. No doubt if I may
judge from precedent the art of a story teller comes intuitively,
but the readiness of a writer of fact rather than ﬁction is capable
of manufacture.
The responsibilities of a woman journalist, I take it, differ in
no way from the responsibilities of her male colleagues. I would,
however, suggest that she should be particularly careful not only
in her facts, but about the complexion with which she adorns
them. At present her training teaches her but little knowledge
of law--and the avoidance of libel is one of the chief objects of
those who have to discuss and sometimes to severely criticise the
sayings and doings of public men. I have seen in some oﬂices a
placard, supplied, I believe, by the secretary of the Newspaper
Society, giving a long list of hints how to avoid libel.
4o Ella Bedfora’
Women rightly or wrongly are supposed to be more easily
inﬂuenced by their likes and dislikes than men, and a woman
journalist should consequently carefully learn to avoid writing
anything that she feels may be dictated by malice. It is true
that a sub-editor in the ﬁrst case and an editor in the last are
responsible for all that appears in a journal, but in the hurry and
skurry of getting a paper down to press, very frequently the duties
of those oﬂicials are neglected. Possibly the editor trusts to his
sub-editor and the sub to his chief. Under these circumstances
the contributor will have to play the dual part of writer and reviser.
As to the inﬂuence of the woman journalist, I may say that it
is as marked in the ﬁeld of letters as in the drawing-room. In
dealing with matters connected with her own sex a woman can
certainly write better than a man. To give a single instance,
there is no doubt that the Lady Dufferin’s Fund which has done
so much for the native women in India would never have suc-
ceeded as it has succeeded had it not been for the exertions of a
woman journalist who made the inner life of our eastern fellow-
creatures her charitable study.
To those not acquainted with the conditions under which work
of writing for the press is undertaken——it might appear that
ladies would ﬁnd themselves in a false position when writing side_
by side with brothers of the pen. Nothing of the kind 5 the very
reverse is the case.
I am warned that the space reserved for me is reached, so I
bring these remarks to a conclusion by calling to mind that it
was the plan of the Creator from the beginning to make woman
the worthy helpmate of man, and this intention is not thwarted
by the existence of The Wonzan journalist.

THE LIMITATIONS OF MODERN ART.
By ELLA BEDFORD.
ALAAM, being invited thereunto, bestrode an ass and went
forth to prophesy. “Curse me this people,” said Balak.
But he blessed them altogether.
Contrariwise, I seem to see the Editor of this hrochure beckon-
The Limitations of Modern A rt 4 I
ing now to this woman, now to that, to ride forward on her
hobby-horse and bless her profession and her professional sister-
hood, with incidental blessing, it may well be, of the Alma Mater
in Harley Street. I regret that it is upon a sorry mount that I
must join this cheerful company, and that, seeing what I believe
to be an insuperable obstacle in the path, I ﬁnd myself unable,
beyond our Alma Mater, to bless at all. One is loth, truly, to
do the other thing altogether. In the profound conviction, how-
ever, that a lack of benison from myself will not appreciably affect
the world of art, I will venture to speak my thoughts; or, to
change the simile, for we have no seers to-day, I will bring for-
ward to the symposium the skeleton with whose progress through
the feast I am charged. Mark how, when it returns from that
ride, and the mirth around is dashed, it may be, for a moment,
the smile, the inscrutable smile, is on the face of the skeleton.
The silent laugh of death at death is not without wholesomest
signiﬁcance.
Wherein, indeed, should the lot of a painter in these latter
days be blessed? The Holy of Holies in the Temple of the
plastic arts is closed. Many crowd into the vestibule, some
reach certain inner courts ; there are gilded shrines on the thres-
hold that content the ambition of not a few, but the sanctuary is
deserted where ideal beauty dwells. Vainly may individual men
strive to wrench away the iron bars that rail in her doors of
bronze. Not for one, not for twenty, will she open. Only when
a whole nation, the men of a world-epoch, so to speak, arise with
an overwhelming longing in their hearts and a mighty cry upon
their lips, desiring her as necessary to the scheme of things and
the perfect life, only then will the doors roll open and a light be
revealed that shall ﬂood the world. So, at least, it has been
before.
Mere realism in art has had its day, and may safely be left to
the mercies of its rival, the camera. Portraiture and landscape
are always ‘with us,* but alone these cannot satisfy. If a man
does not in addition feel the need of that which stimulates the
* Yet these also shall pass away when England is lost in London fog, and
men are of Martian mould.
42 Ella Bea’/ford
imagination and the emotions, and in subtle combinations of line
and tone, appeals through the eye to brain and heart, informing
both with a new and higher conception of the truth-—the ideal
alone being the lastingly true-—he is in a state of partial psychic
paralysis. Laying aside for the moment the question as to
whether we are not as a nation paralytic, it may be sufﬁcient to
ask: Is it possible in our present surroundings to produce a
school of plastic art able to satisfy such need, were it haply to
exist? What, in fact, is the case? We have a few imaginative
painters of highest standing. Let that be granted. What do
they do? They instinctively and inevitably surround themselves
with an artiﬁcial atmosphere. One does not see how it could be
otherwise, art being no more independent of atmosphere than
any other living organism. To enter into the reasons why the
social environments of the present day are purely hostile to pic-
torial art, would be to insult the understanding of those who do
me the honour to read this paper. Sir Edward Burne-Jones
envelopes himself in an atmosphere which, though not imitative,
reﬂects the glamour and the radiance of renascent Italy. The
ethics, the emotions, the thoughts of to-day, are embodied in the
outward and visible forms of another age. It is a glowing mirage
through which the very image of ideal beauty herself emerges
gloriously. Let us be thankful for any medium through which
we are given such work as “ Love’s Pilgrimage.”
Neither does the work of Lord Leighton nor of Mr Watts
derive inspiration from the visible world of the day. In the
latter case we seem to have the phenomenal example of a man
ﬁnally compelled by his desire to belong to his own century, and
only to that part of it which is worthy, to divorce his art from
all touch with material things. Let those who may consider this
as artistic suicide nevertheless recognise the deep signiﬁcance of
the fact.*
* I would invite any art-student to carefully consider the case of a baby in
a hospital incubator. It is safely bestowed upon pillows in a wooden box
with a lid on top, and the atmosphere within is kept at great heat by artiﬁcial
means. Nourishment is not administered according to the laws of nature;
but the tinned and canned products of various countries (chieﬂy of Switzerland,
I believe) are applied with a spobn at regulated intervals. ”
“ Quirk, Thy Tablets, Memory / ” 43
5
It is unnecessary to multiply examples. Can there be need,
either, to point out the impossibility of a national art resting
upon such bases, although individual men, through force of super-
lative genius, may attain to pre-eminence even in the world’s
history? The old masters successively discovered to their pupils,
step by step, a freer naturalism and a “grander style,” but the
masters of to-day (always excepting the portrait and landscape
painters) chieﬂy show us how, by sufﬁcient inward abstraction of
vision, an ugly and a weary world may be forgotten.

“QUICK, THY TABLETS, MEMORY!”
By Mrs BEERBOHM TREE.
KNEW a girl who loved every hour of her Queen’s College
life so dearly that she would gladly have waked twenty hours
out of her twenty-four to hug her joy the closer; but she was
young and strong, and often sleep lay heavy on her lids when
she would fain have been at work. Darling days! how can she
best recall them ? What memories, profound and sweet, of those
big Harley Street rooms mingle with and touch and die away
with her latter-day realities of Green-room and Stage? Her lot
has changed completely since some spring and winter days that
she happens to remember—how many years ago? She remembers
in shame and sorrow, how she one day found herself a “First
Junior,” without having realized one single condition of her
dignity except that she was Free, and that she could shiver on
the “ Giant-stride ” unchecked. (Is there still a Giant-stride?
Is there still a Play-room ?) She remembers how, when she had
been a “First Junior” some months, and had earned the reput-
ation, if any, of being the most insigniﬁcant worker and the worst
speller in College (she still spells badly!) she suddenly realized
that the Play-room was a delusion and a snare, the Giant-stride
another name for bruises and black eyes, the Swing an almost
inevitable sudden death; that there were leapings and soarings
of quite another kind going on in the class-room upstairs, that
play was hard work, and hard work the most delightful play—-and
so began those winged hours of tireless effort and joyous toil that
44 Maud Beerhohm Tree
made up her College life. Never-to-be-forgotten time ! Let her
recall one day of those four years of complete happiness—for so
they seem to her as she looks back upon them.
“ Morning’s at seven ! ”-—and she is already at work ;—for the
Septennial Act is a very long act according to Mr Craik, and
devious and complicated must be inner workings of the Gulf
Stream if one would win a smile from Professor Seeley. Those
two quiet Spring morning hours pass all too quickly, and the girl
has to hurry over her journey to College to be in time for prayers,
those brief minutes of “ sweet silent thought” in the library, which
softened and braced one for the day. Then the buzz, the excite-
ment, the sharpening of pencils and of wits in the waiting-room.
It is nearly ten o’clock! What is the ﬁrst lecture? Latin
perhaps 5 how gently and smoothly one advanced from the dread
and fear of Balbus and his unscaleable wall, to talking lightly of
Cicero, and loving Virgil for his own sake. I remember, by the
way, that while I was reading the Georgics, and learning to sing
Mozart’s Requiem, I fell ill, and was delirious for ten days.
Planting of oaks, and the Mater Dolorosa and Philip von
Artevelde struggled together miserably in my disordered brain,
till ﬁnally I drifted down a river in a doll’s house—a throw-back
upon infancy, not Ibsen.
At II.I5 is it Literature we hurry to? Do I hear again the
gentle voice of Dean Plumptre as he weaves tender fancies round
the beloved vague story of Shakespeare, or rouses our young,
eager minds to glorious thoughts of Milton? Ah! swift, undying
hour! At 12.30 I think we descend into cavernous depths of
the earth to that quaint home of Natural Philosophy, Chemistry,
and Mathematics known as Mr. Cock’s room. There were three
ways of getting to it. One was by the door—-the right way.
Another and a better way was after a Decensus A1/erui of cellars
and underground passages, to emerge from the ﬂoor of the room
through a trap door. The third way and the best was by the
window—-one reached it through the dressing room skylight, a
tiresome effort. Thence across the leads to a drop of some
twenty feet, which, with luck, landed one in time to be discovered
meekly elucidating Euclid, dolorously digging for square roots, or
A Quzkk, Thy Tablets, Memory / ” 45
groping in darkness for the truth about light. But these subter-
ranean and aerial ﬂights should be recorded in the “ Chronicle of
wasted time,” and so for the matter of that should the luncheon
hour. Janet C., do you remember sharing your daily stick of
chocolate with me? And that weird species of meat pie known
as “ Buszard ” cake?
Perhaps the drawing hour came next; drawing in the great
school-rooms whose separating curtains gave such marvellous
opportunities before class for reproducing the death of Mathias
in “The Bells.” Alas! some girls imitated Irving better than
they drew Melpomene! T wo happy hours came twice a week
in the afternoon; counterpoint and singing with beloved Mr Hullah.
Did I really write that Fugue you played me, dear master? The
childish souls you led with your large guidance through the
Elijah, St Paul, and the Messiah were uplifted souls, and gathered
an undying love and reverence for great sounds through you.
Four o’clock is the end of the College day, though sometimes
we had tea with dear Miss Grove and Miss Morrison in the
Library, and lingered as long as we dared, so loth were we to leave
the precincts of our Fairy Palace; and having left, we spent the
intervening hours in loving preparation for the longed-for morrow.
Eheufugaces! The happy College days are no more. The
joyous thirst for learning is swallowed up in the graver desires
and duties of an onerous life. Little does that erstwhile student
remember of rbwrw except that she hopes it means “I make a
hit.” All Virgil has resolved itself into “ Conticuere omnes,” all
Cicero into “ Te duce, Caesar !” Can “ er” add one cubit to the
diameter of a Dress-circle?
Did not Milton say, speaking of his childish studies, “ I may
some day hope to have ye again, in a still time, when there shall
be no chiding. Not in these Noises?” Even so does that for-
getful and forgetting College girl always hope and try to believe
that all the lovely things she thought she knew are stored away,
tidily and systematically, divisioned and docketted, in some quiet
corner of her brain; and that some day when she has time to
sweep away the cobwebs and rid the hinges of rust, a little door
will open, and she will ﬁnd all the lore of Queen’s College intact,
46 Esme’ and V e’ra Beringer
and mellowed and strengthened by time. Then will she throw
wide the ﬂood-gates of her knowledge, and with the treasures of
her New Learning inundate a Wondering World! But in the
meantime, what on earth is the Binomial Theorem? I pause for
a reply.

HOW I PLAYED ROMEO.
By EsME' BERINGER.
N CE I had made up my mind to play Romeo, it somehow
seemed a matter of course that I should do so. The
whole thing really came out of an accident, although it seemed so
natural when once I felt that I really knew him. One of the ﬁrst
steps I took, as a preliminary to the medieval fencing I should
have to undertake for the part, was to go through a course of
modern foil-fencing. I entered upon this with a light heart, but
about the middle of the ﬁrst lesson I began to realise what very
hard work fencing is. My fencing master, a Frenchman, was
somewhat of a martinet, and would not allow me to rest when I
wished to, which, by the way, was very soon.
“ Tachez de résister, mademoiselle,” he kept repeating, “ tachez
de résister,” until I felt as limp as a rag of chiffon, and that if I
résister’d much longer, someone else would have to play Romeo,
as I could never recover the use of my limbs in time for the per-
formance.
After this course of foil-fencing, Captain Hutton, the well-
known author of “Cold Steel,” and authority on the use of
medieval weapons, very kindly took me in hand, and under
his able tuition I soon learnt something of the use of the
rapier and dagger. I used to practise at home with my
youngest brother until I got out of the feminine, but un-
Romeo-like, habit of shutting my eyes whenever a stroke was
made at me. Captain Hutton very kindly presented me with
the rapier and dagger that I used at the performance. The
dagger especially is a magniﬁcent weapon, two hundred years
old, and was found by a diver when operating on the wreck of
an old Italian vessel.
How we played Romeo and juliet 47
The part itself I studied for over three months, and as during
the latter part of that time I was playing eight times a week in
The Mother of Three at the Comedy, I had a very busy time of
it. It was most strange, after playing Romeo in the afternoon,
to return, as I did, to a light comedy gir1’s part in the evening.
It was a little difficult to return from Italy in the sixteenth cen-
tury to Southsea in I897 at such short notice.
I was rather proud of my make-up as Romeo, as it was all my
bwn idea. I wanted to make myself look as like one of Muri1lo’s
boys as possible, and at any rate I was suﬁiciently like a boy to
deceive Mr W. H. Vernon, who played Mercutio, and stage
managed for us. At the dress rehearsal I went to him and said,
“ How do you like my make-up, Mr Vernon?” and he, thinking
I was one of the gentlemen-in-waiting of the Court, answered,
“Oh, all right, my boy; but don’t worry, don’t worry.” “But,
please, I’m Esmé Beringer,” I said. “ Bless my soul,” he cried;
“you don’t say so? Why, it’s wonderful.” I shall always look
back on playing Romeo with the keenest pleasure. That after-
noon at the Prince of Wales’ Theatre will always remain one of
the sweetest and happiest memories of my life.

HOW I PLAYED JULIET.
By VERA BERINGER.
Y sister Esme’ and I ﬁrst entertained the idea of playing
Romeo and fuliet together when, during Mr Forbes
Robertson’s season at the Lyceum, I understudied Mrs Patrick
Campbell as Juliet.
Esmé used to hear me my part and give me the cues, and one
day when she had, more for fun than for anything else, gone
through a whole scene a la Romeo with me the idea struck both
of us that we might play the parts together.
We were staying at Hampton Wick at the time, in a tiny
little cottage close to the river, and used to rehearse in a very
small room. Several minor mishaps were the natural result. .
48 Esme‘ and V éra Beringer
Once in the ‘balcony scene, when I was perched up on a chair,
looking languishingly at Romeo over a screen (the balcony), my
foot slipped, and Romeo, Juliet, screen, and chair were mingled
for some time in wild confusion. After that our poetic souls
were content with rehearsing on the ﬂoor, which, if not so
realistic, had at any rate the merit of being safer.
Another time, when I was rehearsing the potion scene, with
the necessary screams and groans, an excited, but kindly neigh-
bour rushed in, and enquired was anyone hurt or ill, and could
she help?
Esmé, on the other hand, when we were not rehearsing to-
gether, preferred to study her part in the open. She probably
startled a good many of the errand boys around by exclaiming
in tragic tones, when her feelings got the better of her, that
banishment would be the very worst possible thing for her--and
that she wanted a mattock and wrenching-iron !
The performance was given in aid of the Actors’ Orphanage
Fund, and everyone was most kind in rendering us all possible
assistance. .
All the scenery, of which there are fourteen scenes in all, was
generously lent us by various managers.
_ Mrs Jopling Rowe designed all the Juliet dresses 5 Miss Lily
Lingﬁeld arranged the “pavane,” in which dance we enlisted,
willy-nilly, our best friends.
It was a terrible ordeal for us both, as the audience included
many people of distinction in the theatrical profession, a fact
which tended to increase the nervousness we naturally felt.
Juliet is to me a most fascinating part, but I do not think it would
be possible ever to feel satisﬁed with one’s own performance of
it. There is so much variety, and her changes of mood and
feeling from act to act are so great that one passes through years
from the commencement to the end of the play. It is very
difﬁcult to live through all this in such a short time. I should
immensely like to play it again one day—when I know more.
journalism as a Profession 49
JOURNALISM AS A PROFESSION.
By ANNIE BECKER (Mrs ALFRED BERLYN), “ Vera,” Lady’s Pictorial,
Author of “ Sunrise-Land,” “Vera in Poppy Land,” &c.
URING the past few years the inrush of women into all
ﬁelds of labour has been very great; and journalism
has been one of the professions which has specially attracted
women to its ranks. At the time when the higher education
of women was being advocated and encouraged by the founda-
tion of colleges like Queen’s and Bedford, the “lady journal-
ist ” was practically unknown. Harriet Martineau, it is true,
was a journalist, and occupied a position on the Press such as
few women of to-day can claim; but she was an exceptional
person, and certainly very few women of her time would have
ventured to boldly take up journalism as we now understand it.
Cheap literature has almost alarmingly increased during the past
two or three decades, and papers and magazines dealing with
topics of special interest to women have multiplied exceedingly.
Woman has come to be recognised, too, as a factor of the reading
public, and her interests have to be considered by the Press, so
that even the daily newspapers devote space to feminine subjects,
and largely employ women to deal with matters with regard to
which the quicker eye and superior patience of their sex give
them the advantage over the “ mere man.” The demand for
women writers thus brought about has been met by a supply for
which the spread of education among our sex largely accounts.
As a profession for girls, journalism doubtless has peculiar
advantages, but it also offers many disappointments, and these
largely arise from the very loose ideas that most people possess
about the work and the equipment of a journalist. In the ﬁrst
place, few persons really know what the term “journalism”
implies. To be able to sling together a few ungrammatical
notes about fashions and smart tea-parties is not to be a
journalist; merely to go to meetings and write paragraphs
about the proceedings is not to be a journalist; to make a hotch-
potch column of scraps in which recipes for cheap savouries,
hints for renovating rusty black silk and bathing babies are
D
50 Annie Becher
mingled with more or less authentic anecdotes of the Royal
Family, and a possible make-weight in the shape of a vague
allusion to female suiirage, is not to be a journalist. This, to
put it quite plainly, is the work of a reporter, and those who are
so misguided as to think that fame and fortune, or even progress
in the profession are to be made by such means as these, are
doomed to grievous disappointment. There is no more erroneous
and, unfortunately, widespread impression than that journalism
is an easy and lucrative employment, for which no special
qualiﬁcations are required beyond a fair education, plenty of
self-assurance, a pair of scissors and a paste-pot.
My experience of journalism—by which I mean the constant
writing of notes or paragraphs on absolutely topical subjects of
every kind, leaders on questions of the hour, essays and
descriptive work generally — is extensive, if not peculiar 5
and I venture to say that success cannot be attained in the
profession by such means as I have described. One cannot
seize a pen and rush on to immediate victory in this profes-
sion. But for good and suitable work there is always a
market, and for every woman, as for every man, who can
deal with any subject in a vivid, amusing, graphic, or attrac-
tively original fashion, journalism is an excellent profession.
There is no need to wait for introductions to editors, or to
undergo a course of training in shorthand, type-writing and
fashion-mongering, if one only has some originality of mind,
the pen of the ready writer, and the power to write lucidly
and brightly, and with right judgment as to how much ’tis good
to say and how much is best left unsaid or but half expressed.
Undoubtedly journalism has its fascinations, and not one of
the: least of its attractions is its variety. New ideas are ever
being gleaned, and the journalist’s mind, like the kaleidoscope,
is, so to say, always making fresh designs. Then, again, it
brings one into contact with all sorts and conditions of folk,
and with every phase of life. It quickens the powers of obser-
vation, and, in the case of women especially, it must necessarily
tend to widen the mind, since one is compelled to look at all
questions from many points of view.
journalism as a Profession 5 I
In offering these few observations on a profession which
seems to me can never be too crowded to be proﬁtable,
since it is one in which good and bad work are bound
to ﬁnd their level, whilst the supply of writers must always
be less than that of musicians or artists or teachers,
I may perhaps venture to say that my training as a
journalist commenced in the class-rooms of Queen’s College.
The very excellent literature classes, then held by Mr Owen
Breden, ﬁrst helped me to realise the strength of the pen, his
method being to give one subject for composition to ﬁfteen or
twenty students, and then to criticise the papers coram populo,
so that each girl saw where she had missed points or made them,
and heard how bald and unconvincing her sentences sounded in
comparison with those of other writers. We had considerable
training, under his guidance, in paraphrasing, and our originality
of mind was frequently put to the test by the composition of
short stories on familiar quotations, which we were at liberty to
treat either from a humorous or serious point of view.
It would be well, I think, if greater prominence were given to
English composition in all schools and colleges for girls, and
a more deﬁned course of training adopted. It is true that the
journalist, like the poet, is born, not made; but much drudgery
and much waste of time would be saved by those who ultimately
ﬁnd their way into the ranks of journalism, if all were
taught from the beginning to condense, expand, paraphrase
and construct rhythmical sentences just as they are taught
the principles of drawing and the theory of music.
Finding that I could readily do this kind of work in class, I
commenced whilst still a student at Queen’s College to assist my
father, a well-known journalist, by writing short art notices and
getting together likely material for the letters he then contri-
buted to American and Colonial journals. I then sent in short
stories and descriptive papers to various magazines, and served a
long apprenticeship in paragraph-writing--a most useful form of
training, since a smart paragraphist, who must necessarily be
versatile and range over almost every topic from theology and
politics to the latest craze, thus acquires a facility which renders
52 Ada Goodrich Freer
it as easy to write a leading article as a note upon any given
subject.

GARDENING FOR WOMEN.
By ADA GOODRICH F REER (Honorary Secretary, Horticultural College,
Swanley).
ARDENING has been an occupation for women from the
days of Eve, but it has but lately come to be a profes-
sion either for them or for any educated section of the com-
munity. Indeed it is but lately that women have professed any-
thing, and still more lately, that they have qualiﬁed into the
bargain. To have lost money was formerly considered all that
was necessary to prepare a woman for earning a salary, and not
only all the arts, but the science of teaching them, were supposed
to come by nature.
Now we have learnt that even ﬂower-growing cannot be entirely
left to nature, but that horticulture is a science with many attend-
ant arts, a matter of head as well as hand, an affair of the labora-
tory as well as of the tool-shed, that there is need of something
more than brute force and “ a cast-iron back with a hinge in it.”
It is not many.years since this was ﬁrst so far recognised that
a College of Horticulture was founded by private energy in Kent,
“ the Garden of England,” and it is but six years since it occurred
to a woman—Miss Emma Cons--always prominent where good
work for women is to be done, that in so varied a scheme of
education there was room for the skill, the taste, the energy, and
the perseverance of women. How she herself, with a friend, per-
sonally tested the idea, and how they Hecame the ﬁrst women
students, how this led to the establishment of a women’s House of
Residence near by, how the college was taken over by a body of
Directors, men and women, how from one or two daring pioneers,
the number of women students has increased to thirty-ﬁve in the
present term, all this is matter of history and need not be
recorded at length.
The College is at Hextable, a mile or so from Swanley Junction
on the L. C. & D. line, in an open country largely colonised
by other gardeners besides those of the Horticultural College.
Gardening for, Women 53
There the men students live under the care of the Principal, and
here the women students work, sharing all the advantages origin-
ally intended for men only-—the forty acres of cultivated ground,
the score of excellent glass houses, the lectures, the laboratory
work, the teaching of incidental arts, the library, the beekeeping,
the dairy work, and much else--far more than one who has not
considered how much is involved in the training of a scientiﬁc
gardener could conceive possible.
The gardener, who is not a mere mechanic, must know some-
thing of entomology, horticultural chemistry, surveying, building
construction, geology and botany, and at Swanley all such things
are studied with the help of lectures from seven professors, and
the daily teaching of practical working gardeners.
The women live ﬁve minutes’ walk away at South Bank, a large
pleasant house, gay with ﬂowers, as beseems the House of
\ Residence of Women Gardeners. It is a pleasant life surely,
with all the intimacy of its relation to the most beautiful things
on earth, healthful for mind and body, varied in its interests,
providing occupation for head and hands alike.
And what does it all lead to ? How far does it help to answer
the great problem of the future of our women? That they turn
into good gardeners is amply vouched for by their success in all
outside examination and competition. Last year the three
highest places in competitive horticulture were taken by Swanley
students, the year before too, a Swanley girl took the gold medal
of the Horticultural Society against three hundred competitors
from all parts of Great Britain, chieﬂy men. But all this and more,
is it not written in the annals of the Horticultural Society, of the
Science and Art Department, of the records of public exhibi-
tions? What, so far as gardening as a profession is concerned,
we want to know, is, does any one want these highly trained
gardeners when they are ready? Is there really left for women
any suitable profession not yet overcrowded, and in which the
work is well paid?
Never yet has any student from Swanley, who has passed through
the two years’ training and was properly certiﬁcated, failed to get
reniunerative employment on leaving, and as yet the demand for
54 A da Goodrich Freer
women gardeners is in excess of the supply. They earn as much
as equally well—trained men, and naturally, considerably more
than the average mechanical gardener. To those who have
capital to undertake market gardening, or to specialise in some
particular direction, much more than this is of course in prospect,
but meantime there are varieties of openings—lecturing, teaching
decoration and bouquet-making, designing for the laying out of
grounds, as well as ordinary gardening work. For those who
wish to carry their training still further, openings have been
secured at the Royal Botanical Gardens of Kew, Dublin, and
Edinburgh, through the courtesy and broadness of mind of the
Directors, and the Swanley women have not failed to justify the
conﬁdence shown as to their possibilities.
One has been at work during this year with Miss Wilkinson
laying out open spaces in London, another has for three years
or more managed Lady Henry Somerset’s horticultural colony
at Duxhurst, another is head gardener and teacher of gardening at
Miss Dove’s School at Wycombe Abbey, others have also done
good work at schools and institutions 5 one has planted an orchard
for Mrs Garrett Anderson, another gardens, and (what is more)
encourages gardening, among the patients of a Convalescent
Home. I think, too, one ought not to overlook much work not
directly professional, which women are doing as gardeners in their
own homes, adding to, or relieving it may be, the parental income,
increasing the comfort and beauty of home life, making two
blades of grass grow where but one grew before. “ To ilka blade
0’ grass its ain drap o’ dew ”—it is not only for the gardener
herself necessarily that gardening is be recommended as a pro-
fession for women.
Queen’s College girls, new and old, will be interested to know
that the Empress Frederick is graciously pleased to encourage
gardeners as well as graduates, and is our patroness at Swanley
as well as in Harley Street.
Madame Patti’s Charity Concerts 5 5
MADAME ADELINA PATTl’S CHARITY
CONCERTS.
By GEORGINA GANZ.
-''‘\'.I‘ has been my good fortune as a vocalist to take part in some
1. ‘. of the Charity Concerts organized by Madame Adelina Patti
——whom I have known since I was a child——at Swansea, Brecon
or Neath, in aid of the hospitals of these towns; an amazing
entertainment these concerts afford to those who witness for the
ﬁrst time her triumph in her own home.
On these occasions Madame Patti invites a number of musical
friends to assist in the programme, all, of course, only too proud
and ready to help the Queen of Song.
Craig y nos, her beautiful castle in the Welsh valley, is situated
about twenty miles from Swansea, the route to which town by
train appears on these occasions a series of ovations. At every
little station crowds of black-faced colliers with their families
throng the platforms, women with babies in their arms and
children at their skirts coming right up to the “saloon”
windows for a sight of their benefactress. They cheer lustily,
waving their hands and handkerchiefs as the train steams out
amid the good wishes which come from the heart of a grateful
people, for it is to help them, who alas ! are often the inmates of
the Swansea hospital, as much as the poor of her own immediate
neighbourhood, that Madame Patti is now bound. At Swansea
the Diva is received by the Mayor and Corporation in state, and
then a procession starts through the gaily decked town. All the
public buildings ﬂy ﬂags, whilst the vessels in the harbour make
a grand show by exhibiting the ensigns of their different national-
ities. The streets are beautifully decorated, even the smaller ones
giving some outward manifestation of their welcome and grati-
tude. Every window along the route is ﬁlled with spectators, and
the crowds who throng the streets prevent the carriage moving -
faster than at a snail’s pace to the hall. It is indeed a holiday in
Swansea. There are not many dry eyes left amongst those who
hear these shouts, and the wonder is how the Diva herself can
so smilingly preserve the self-control necessary to the subsequent
56 Olga Harley
musical proceedings. Of these what can I say? Everyone
knows what a Patti concert is—an enthusiastic reception, perfect
singing and continued applause 5--but in Wales there is just this
difference, that each feels this is the labour of love, and that ,is
what touches the hearts of the audience as much as the voice.
All Madame Patti’s colleagues come in for a share of the genéiral
good-will, for they too give their services.
The late husband of Madame Patti, M. Nicolini, whose death
we had to deplore early in the year, was wont to sing on these
occasions and was always received with enthusiasm, and! my
father, Mr Wilhelm Ganz, has acted as accompanist and conduc-
tor ever since Madame Patti ﬁrst started her charitable work in
Wales. I may here perhaps mention that in recognition of ’ her
long friendship for him she is most generously giving her services
at my father’s Jubilee Concert, which takes place at Queen’s Hall
this June, to celebrate his ﬁfty years’ residence in England.
At the end of the Swansea concert a vote of thanks is moved by
the late Lord Swansea, and amidst continued cheering and kindly
words of thanks we resume our journey back to the castle, where
Madame Patti, in spite of all her fatigues, is the cheeriest of the
cheery, and spends a merry evening listening to her magniﬁcent
orchestrion, feeling that she has enriched the “ Patti-Nicolini
Fund” and the Hospital by another thousand pounds, besides
making each artist who happens to be her guest happy by pre-
senting them with a piece of jewellery as a memento of a day
not likely ever to be forgotten by those who had the privilege of
helping that Charity Concert.

NORTHERN SPORTS.
By OLGA HARLEY.
T was during my second junior year at college that I made my
ﬁrst acquaintance with real snow and ice. In the middle ~
of a term I was whirled off to Norway in consequence of the ill-
ness of a brother, leaving the staid professors to shake their heads
prophetically over such an irregularity. So began one of the
most delightful pages of my life.
Northern Sports 57
Winter in these northern climes has many charms for a Lon-
doner ; the crisp air, the bright blue sky, the sun reﬂected in a
thousand prismatic colours from the snow, seem like a glimpse
of fairyland. We lost no time in joining in the many healthy
sports that make Scandinavia in winter a delight for all
those who love fresh air and exercise. Of these, snow-shoeing
stands far and away the ﬁrst, and we donned the long wooden
ski (snow shoes), and with fur boots and woollen baby-gloves
sallied forth into the crisp and sparkling snow. Great must have
been the amusement of the onlookers to see us staggering about
with our unaccustomed foot-gear, falling continually in the
powder-like snow, only to struggle to our feet again, take a few
steps forward, and repeat our ignominious tumble. However, per-
severance brings success in most things, so after many hundred falls
we mastered our obstreperous ski ; and, although we did not aspire
to jump a hundred feet on them as the Norwegian men can do,
or even to manage them with the grace of our northern sisters,
still we went many a mile with their aid that could not have
been accomplished otherwise.
Sledging too was a new sensation, but at ﬁrst I must own to a
horrible fear of falling out as we swung round slippery corners.
Once reassured on this point, it was delightful to glide over the
crisp roads, the dark forest resounding with the music of the
sleigh bells as the clever little pony picked his careful way. But
what, perhaps, fascinated me even more was the perfect stillness
that surrounded us when we halted ; that dead silence not even
broken by the hum of insect or the song of bird.
Next we tried tobogganing (Kjoelke), which we found most
exciting and dangerous. The toboggan is raised on runners
some twelve inches from the ground, there generally being room
for two people, one behind the other, the last one doing the
steering by means of a pole some twelve feet long, which he holds
under his arm, pressed against his body. Many of the toboggan
runs are eight or ten miles in length, and the speed arrived at is
rather frightening as you swing deftly round the ﬁnal corners of
the course. My own experience I must admit was unfortunate,
as I was generally buried headforemost in a drift.
58 Edith N eze/all
Such pastimes as these make a northern winter delightful, but
since those days I have had the opportunity of trying another
sport quite as exciting——ice-boat sailing in Holland. One frosty
winter we found ourselves standing on the Zuyder Zee surrounded
by men, women and children, carrying burdens or on pleasure
bent; skating past us with those long, slow strides that cover the
' ground so rapidly. Their long, low wooden skates, with turned
up toes, were held in place by a simple yellow cord, so that it was
a constant wonder to us how they kept them on. In front of us
were the ice-boats, each big enough for three, and raised in the
fore part on a plank which had a skate at either end, while the
stern was supported by means of a skate-like rudder. On the
ﬂat wooden ﬂoor we were invited to take our seat (no such
luxuries as cushions being understood by a Dutchman), and, the
sail being hoisted, we began to glide out on to the estuary. At
ﬁrst it was all very pleasant, but as soon as we were away from the
shelter of the land the strong east wind caught us, and midst the
cutting blast our pace increased, and, at the same time the ice
getting rougher, we began to jolt and bound over the hard surface.
Suddenly our Dutch steersman seized our wrist, signifying we
were to hold on, and with a dexterous turn our little craft turned
quickly round with the unpleasant sensation that our head was
being dragged off and thrown far away on to the ice. With so
strong a wind our pace reached nearly twenty miles an hour, and
we stepped out at the end of our trip a bruised and frozen mass
of humanity, but a keener admirer of northern sports even than
before.

MARRIED WOMEN AS NOVELISTS.
By EDITH NEWALL (Mrs BAGCT HARTE), Author of “Bianca,” _
“ Wrongly Condemned,” “ The Wheel of Fate,” etc.
OTWITHSTANDING all that has been written and said
to the contrary, few thinking men and women of to-day
can doubt that it is perfectly feasible to successfully combine the
duties of a wife and rriother with the literary profession. Indeed,
home life, with its sanctifying inﬂuences, wide scope of interests,
Married Women as N or/elists 59
and great demands for self-forgetfulness, is pre-eminently a suit-
able and healthy centre from which works of ﬁction, ﬁction of
the highest moral type, can emanate. The manifold, pleasant,
hallowed duties that fall to the lot of a married woman ought
to enable her to depict true and happy pictures of home life——
English home life, the most enjoyable in the world.
To snatch three or four hours for writing, perhaps more, out of
a busy day, is not easy. Nothing is easy which is worthy of
attainment. Many will say that writing novels under these cir-
cumstances is impossible. To which can be given Archbishop
Tait’s well-known reply, “ Impossible, is it ? Then do it at once.”
Good, earnest literary work, carried on side by side with
domestic duties, raises a woman above the weariness which often
accompanies supervising the trivialities of life, and negatives the
possibility of her falling to a lower mental level than her husband.
In many cases it cannot fail to form new links of aﬁection between
them : for it is good for a man to feel proud of his wife’s achieve-
ments ; and good for him to know that when trouble comes, his
partner for life is capable of rising above its saddening inﬂuences,
and standing shoulder to shoulder with him, facing the position
with equal courage.
Candidly speaking, I think that there is no pleasanter occupa-
tion in the world than writing novels. It is absorbing and
fascinating to a degree that only those who write ﬁction can fully
comprehend. In one respect novelists are uniquely fortunate;
they can fully enjoy the pleasures of having exclusively their own
way, possessing despotic power over the small world where their
ﬁctitious characters live and have their being ; and to have all our
own way sometimes is so very, very agreeable. It is a condition
of affairs eminently productive of happiness.
Wise husbands should hesitate before they try and suppress the
literary proclivities of their wives, and women who write should
be careful not to depose their husbands in favour of their books.
The popular fallacy, that literary women make less capable and
loving mothers than women without vocations, has long ago been
disproved. Alas, how many of the latter do not realise the
sanctity of motherhood!
60 Edith Newall
The present appears a ﬁtting occasion to pay a tribute to the
memory of the late Mrs Spender—one of the earliest students of
Queen’s College—whose popularity as a novelist brought her
world-wide fame, and who combined so beautifully the duties
of a loving wife and devoted mother with the writing of books.
During my four intensely happy years at Queen’s College I
preferred the study of science to literature. Somewhat late in
life, ten years after I ceased to be a spinster and became deeply
engrossed with domestic duties, I began writing novels. My ﬁrst
book was written in two months, and accepted by Mr Fisher
Unwin. I also received at that time most welcome encourage-
ment from the Rev. Canon Benham—whose interesting lectures
at Queen’s College I attended for four years—and Mr Dawson
Rogers, ex-editor of the ]Vational Press Agency.
I hope I may not appear to unduly extol my married sister-
writers, when I state that imaginary invalids and discontented
wives are not to be found in their ranks 5 for time never hangs
heavily on their hands. It is want of occupation that leads some
women to concentrate their thoughts on their health, others to
pass their time in thinking of what they would like to have, but
cannot! Ennui, that fatal attendant to lack of healthy, mental
employment never assails literary women. As we all know, the
selected cures for it are often travelling and shopping (what
woman ever suffered from ennui in a milliner’s shop !), and as both
travelling and shopping are expensive, husbands with wives who
write have a distinct advantage in this Particular. The theory
which so many men hold, that their wives ought to live their
lives to the accompaniment only of social functions and domestic
duties, has wrecked many marriages that would have otherwise
been happy.
With reference to the elder daughters of women who write, their
position in life is brighter and more hopeful than many elder
daughters, for no mother, having a profession of her own, would
make it impossible for her child to enter one, by expecting her
to spend the golden days of youth acting as nursery governess
to the younger members of the family 5 indeed, her position
would be still worse, for nursery governesses always claim a little
Children’s Happy E oenings Association 61
time to themselves every day, receive salaries, and have regularly
recurring holidays. N o thinking woman entertains the idea that
her elder daughter’s energy, brain power, and time belong to her
family.
In conclusion, it must be remembered that our lives are our
own to make or mar, and that, whether we write novels or not, it
is the ﬁrst duty of all married women to augment the happiness
of those nearest and dearest.

THE CHILDREN’S HAPPY EVENINGS
ASSOCIATION.
By ADA HEATHER-BIGG (Joseph Hume Scholar Univ. Coll., Moral
Science Scholar).
THEN a philanthropic movement has been going on for
over eight years, it is natural that those who have been
connected with it from the ﬁrst should pause to ask themselves:
“ Has it fulﬁlled the intentions with which it was started?” If
the answer to this question be a decided “ yes,” a certain amount
of satisfaction may be permitted to all concerned.
It was early in 1890, on the invitation of Mr Bousﬁeld, con-
Yeyed through the Rev. Arthur Jephson, that the aims and
methods of the Children’s Happy Evenings’ Association were set
before the representative managers of the London School Board.
It was then pointed out that some provision for the rational
amusement of children out of school hours was essential to all
real education, and it would be as well if a provision of this kind
could be made for the children of the poor. Difﬁculties stood in
the way of poor parents themselves directing the playtime of their
children—their day’s work often leaving them physically unﬁt to
enjoy a good game with their boys and girls, and the limited accom-
modation of small, sometimes one-roomed homes, further making
healthy play there impossible. On the other hand, there were
available in the evening the empty halls and well-lighted class-
rooms of innumerable schools, and if the School Board would
but permit the free use of these, bands of voluntary workers
6 2 Ada H eather-Bzgg
would be willing to gather the children together and supervise
their amusements for two hours fortnightly.
It is a noteworthy fact that though the scheme was
formulated by a woman, and enlisted the sympathy and co-
operation of women like Lady Jeune, Lady Dilke, the
Countess of Iddesleigh, Countess Cadogan, Lady George
Hamilton, and others known for their philanthropic work, and
was one, moreover, lending itself to sentimental treatment, senti-
mental considerations were only incidentally urged. Yet every
one’s heart goes out so much in pity to the hosts of little children
meagrely existing in the midst of squalid surroundings, that, had
increased happiness only been put forward as the justiﬁcation of
the new movement, support would have been won for it. As it
happened, however, the scheme was advocated on the broadest
utilitarian lines, and support was claimed for it on the ground
that the Association would materially assist the Board’s special
work of education. Seeing that the promoters of the scheme
disclaimed in the -same breath all intention of imparting any
instruction, save in the mysteries of games, a little explanation
here became needful. It was accordingly laid down that the
privilege of joining in the fun and frolic of a Children’s Happy
Evening would be extended to those children only in the upper
standards who came regularly to school. In other words, the
basis of admission was to be attendance.
Now no one could deny that there was grave need for improve-
ment in the matter of school attendance. Here on the one hand
was London submitting to heavy taxes in order that every child
should have seven years’ schooling and be properly equipped for
the battle of life, and here, on the other hand, were London
children absenting themselves from school to the number of over
97,000 every day of the year, so that, as Mr Diggle once put it,‘
the seven years’ school life was practically reduced to ﬁve and a
half. Some of this irregularity was unavoidable, caused by illness,
etc., but much was preventible. How to raise the average of
attendance, how to ensure that the child got the full beneﬁt of
the cost incurred by the ratepayer was one of the recurring
problems with which the Board had to grapple. Medals and
C hildren’s H appy Eoenings Association 6 3
prizes had been instituted with a measure of success, but It
requires a year’s unintermitted attendance to win a medal, and
the same period with ten absences to win a prize. A year is a
long way on for a child’s small mind to travel, and such distant
prizes, to many children, are a less vital inducement than
something smaller and more immediate. The delight of going
to an evening of play would be regarded as a prize-—a prize, too,
within reach. Scarcely would the vivid impressions of one joyous
evening begin to fade, before a lively anticipation of the pleasures
of the next would spring up. Thus the Children’s Happy Even-
ings’ Association would indeed help to do the Board’s work of
getting the children to school, enlisting the children themselves
on the side of the School Board Visitor, and in this sense mak-
ing themselves part of the machinery for enforcing attendance.
Many a parent’s apathy in the matter of keeping her girl at home
“to mind the baby ”——for girls are the greatest sufferers in this
respect, to their grievous disadvantage, when later on they enter
the industrial ﬁeld——many a mother’s apathy would yield to the
pleading, tearful voice of her child, saying: “ Oh mother, teacher
won’t give me a red mark if I miss school to-day, and only the
girls with red marks are to go to the ‘ Happy Evening ’ this time.”
Whether these considerations, on which most stress was laid,
or those others, which were felt to be moving forces, though they
were not dwelt upon, inﬂuenced the Board, it is hard to say. I
myself shall always incline to the belief that most of the members,
and notably Mr Diggle, were only too glad to have such an excel-
lent excuse for yielding to those kindly impulses which must have
swayed all child-lovers, when they saw happiness—of a kind held
to be childhood’s prescriptive right, when childhood is passed in
luxurious homes--placed within reach of their own special charges.
Anyway, the School Board took the Association, so to speak,
to its heart, and afforded such facilities for development that,
within six months of its modest beginning in South London, it
had spread to no less than ten centres, while to-day it boasts
ﬁfty-nine branches, with several hundred workers (all honorary)
organizing evenings of play during eight months of the year
for 9000 children every fortnight.
64 Ada H eather-Bzgg
It is scarcely surprising that of the more recent branches,
twenty should have been formed since H.R.H. the Duchess of
York became President of the Association. Even the most
energetic workers are not insensible to encouragement, and the
real interest taken by Her Royal Highness has been felt to be
most encouraging. From time to time, gifts of toys and scrap-
books for distribution among the children arrive from York
House, and while all are appreciated, the scrap-books are per-
haps ﬁrst favourites, because of the clear indication they afford
that personal thought, perhaps even personal effort, on the part
of the royal donor have gone to their selection and manufacture.
But even more stimulating than mere gifts, is the knowledge
that through the Countess of Jersey-—the Association’s deservedly
popular chairman—Her Royal Highness is kept thoroughly in-
formed of the progress of the movement. Branch secretaries
gratefully recognise that no branch is so remote or so poor but that
its success in brightening the lives and inﬂuencing the character
of its children is sympathetically noted by the chairman. And
although people, for the most part, work well because they
like to work well, it is nevertheless pleasant to feel that difﬁ-
culties overcome are not lost sight of by those at the helm of the
movement.
Space forbids a detailed description of the programme of a
Children’s Happy Evening, but Lady Jersey summed up their
salient features, when she wrote: “These evenings are organ-
ized much on the lines of a well-conducted nursery, or of the
‘Children’s Hour’ in a happy home where a mother devotes
herself to the amusement of her little ones.” In the big
hall skipping, dancing, and round games are carried on, while
in the various class rooms, the children listen to fairy tales, and
busy themselves with dolls, paint-boxes, picture-books, block
puzzles, etc.
Every variety of amusement is provided, and every variety of
talent and quality among the ladies and gentlemen assisting,
requisitioned. For this children’s recreative movement effect-
ually disposes of the notion that philanthropic work is the
exclusive domain of life's failures. Old Queen’s College girls,
Nursing as a Career for Women 6 5
N ewnham Scholars, University College students are amongst the
most energetic workers, all bent on fulﬁlling the duty, culture
and learning, quite as much as wealth owe to the community,
all realizing that this apparently simple work has far-reaching
consequences in the taste it implants for healthy self amusement
later on.
For, as one of our minor poets puts it,
“If childhood store with gladness memory’s shrine,
Manhood may keep its youth, and age be half divine.”

NURSING AS A CAREER FOR WOMEN.
By MILDRED HEATHER-BIGG, Matron to Chelsea Hospital
for Women.
S a past student of Queen’s College, I felt, when asked to
c/ontribute a few words on the profession which I had
selected for a career, that it was only a small part of the debt
that I owed to the College to try my best to help both its present
and future students.
Nursing—or tending the sick—is not the easiest career a
woman can take up, although one hears it often spoken of in
terms like the following: “ Oh, anyone can be a nurse, it needs
no previous training; the best nurse I ever knew never had any
schooling.” It is to correct such mistaken notions that I would
speak of the real qualities needed to ﬁt women for the office of
tending the sick. The woman who makes the best nurse is
the one whose nature is full of loving sympathy for her fellow
creatures, who feels it is one of the highest privileges to help
suffering humanity, and who is ready to sacriﬁce self for others.
These qualities one ﬁnds in all classes--education develops
them, but does not produce them—they are the gift from above.
You will say: If this is so, can we not make better use of the
years spent at College than by ﬁlling the ranks of the Nursing
World? To this question I reply, No. The better educated
the woman, the greater the skill she brings into her work by
her appreciation of the scientiﬁc advances made in medicine
and surgery, the more she is able, by an intelligent compre-
E
66 Mildred H eather-Bzgg
hension of the matter, to co-operate with the doctor in combating
disease.
The right age to commence nursing is from twenty-three to
twenty-ﬁve-—a few years after leaving College, during which time
experience in the ways of the world has been acquired, and the per-
sonal health has been fullydeveloped, so that there is less chance of
breaking down under the strain of the new career. At all our good
Training Schools for Nursing the period of training lasts from
three to four years. The probationer passes through the various
stages of her training in the hospital wards, receives technical
instruction by means of lectures given by the medical staff and
matron, and is shown the importance of thoroughly knowing the
uses of drugs, antiseptics, &c. By these means she becomes a
fellow-worker with the doctor, and yet never encroaches on his
province by attempting to prescribe treatment. Nothing shows
a woman to be more unﬁt for a nurse than when she thinks she
can take the doctor’s place, and criticises his method of treating
the cases.
In the wards the nurse receives her practical training, begin-
ning at the most humble of all duties, dusting wards, fetching
in and clearing away the patients’ meals; till, by degrees, she is
allowed to take part in the nursing of the less serious cases. I
recollect on my ﬁrst day in hospital being told to clean a large
bird cage, and, like many another raw probationer, I angrily
thought to myself, “I don’t call this nursing, I did not come
here to clean bird cages ! ” Years have gone by, and sometimes
I smile now when I think that I could ever ‘had imagined that
the lives of my fellow creatures should be given to me——an
ignorant probationer--to look after, without a scrap of know-
ledge by which to realise what the symptoms of disease were.
It is during the three or four years spent in the wards that the
nurse is gaining experience in noting and watching for symptoms
that indicate the progress which the disease is making, and which
it is all-important the doctor should know. While she is learn-
ing, her character is being tested, and her capabilities for under-
taking work of grave responsibility being watched, and her talents
developed by those over her. Many of our Training Schools
Recollections of Two Sisters 67
are desirous of getting a universal curriculum of training and
an examining body outside their own hospital, which will grant
certiﬁcates of training to those women who show proﬁciency
and have the necessary qualities to ﬁt them for the grave
responsibility of nursing. Such a diploma would be a
guarantee of good work done, and not merely a certiﬁcate to
show Nurse So-and-So has been three years at such and such
a hospital.
Hospital life is a small world in itself, and the tendency is to
let your work be all-absorbing, and not care for study. Even if
you have the taste for it, you are often physically too tired to
attempt fresh efforts. Then it is that our previous education
comes to our rescue, for, instead of the off-duty time “de-
generating into mere gossip about our cases,” the remarks of the
students, we draw upon our fund of knowledge, and when we
meet for meals exchange thoughts on totally different subjects,
and return to our work mentally refreshed.

RECOLLECTIONS OF TWO SISTERS.
By CAROLINE and MARY E. HULLAH.
THE SCHOOL.
WAS the very ﬁrst pupil of Queen’s College School. The
School be it remembered being for younger girls than the
College. I was just about nine, low frock and short sleeves and
curls. I had never been to any class except Mr Roche’s French
class. I had heard about Queen’s College at home (Sir Arthur
Helps was very much interested), and I rather liked the idea of
going, only I fancied one hour for one subject would be very
long.
On the ﬁrst day the School opened I went and waited all day
and nobody else came, so there was no teaching. I think I
amused myself with the books in the library. Next day one, or
perhaps more, came, and we had a lesson from Mr Cock, in the
bay window of the waiting-room, Miss Parry presiding.
All that time the School consisted of Miss Overman, Elizabeth
68 Caroline and Mary E . Hullah
and Rosalind Hosking, Efﬁe Wedgewood, and myself. The
School moved upstairs to the second ﬂoor front rooms in
Harley Street. I think the professors must have changed
about a good deal.
I remember Mr Maurice making me learn the parable of the
Prodigal Son by heart. Then I remember Mr Brewer, who was
the object of my hero-worship at that date, teaching us out of
St Luke’s gospel. I remember “forasmuch as” means “be-
cause,” and “hail” means “health to thee.” Mr Brewer also
taught history, and sometimes Latin. There was also Mr Brigos
who taught Latin, he was a kind, ugly man, like a scholar out of
a novel, and he had a very funny way of turningover the corners
of the Latin dictionary.
I think it was at this date that I paraphrased “ To be or not
to be.” We were allowed to attend Mr Brewer’s lectures on
history to the bigger girls in the College. We had a delightful
time. Whenever we didn’t understand anything, or ohjected to it,
we would dig each other with our elbows and whisper. Then
Mr Brewer would pull up, and say, “ Eh, what’s that, child? ”
and we had to speak up, and he answered.
It must have been rather trying to the elder girls, but we were
immensely happy. We soon learned to take notes, and I’m afraid
we soon found out a professor’s favourite expressions, and invented
shorthand signs of our own for them. Mr Nicolay was always
saying, “ Don’t you see the connection?” and we had a sign for
that.
At lunch time we had grand games. We were quite wild about
chivalry, knights and battles, and used to play being Normans and
Saxons ﬁghting. We did not hit out, but we got each other down
on the ﬂoor, and then the one who was underneath had to say,
“I surrender,” and was allowed to get up. I think we were
immensely happy.
We had great notions of fair play at lessons, and never made
false excuses. M. Brasseur (tutor to the Prince of Wales) was
French Professor. I remember arriving at lecture one ﬁne
morning, and observing, “fe n’ai pas appris mon fran,cais
parce gue j’ai un yetit frere nouveau.” To which M. Brasseur
Recollections of Two Sisters 69
replied with deep interest, “ Comment se forte madame ootre
mire ? ” Mr Brewer taught us a great deal out of Shakespeare
in the history lessons, I think I enjoyed them most of all.
I remember Mr Maurice reading us (by that time the School
was on the ﬁrst ﬂoor in Harley Street) the death of Falstaff, and
saying, “ I shall not say anything about it, because I want you to
think it over for yourselves.” He made a great deal, in a very
quiet way, of the line, “ I hoped there was no need to trouble
himself with any such thoughts yet.”
THE COLLEGE.
IT has often been remarked by outsiders, (that is to say, by those
who have not even attairied the dignity of “ non-compounder-
ship”) that Queen’s College girls have the knack of adapting
themselves easily to circumstances, that, if they do not know
anything about the work that lies before them, they at least
understand how to set about “knowing” to the best of their
power.
For this fairy gift Queen’s College girls must thank the pro-
fessors at whose lectures they stood on tip-toe (so to speak) in the
days of their early youth, even trying to grasp something that was
above their heads. Truly says the old divine, “ Sink not in spirit :
who aimeth at the sky, shoots higher much than he that means a
tree.”
One old pupil, who thankfully acknowledges the beneﬁts of this
training, entered the College long before she had learnt to grapple
' with the difficulties of her mother tongue. She was instantly ad-
mitted to lectures on Greek Literature, Church History, English
and Modern History, and the lecturers were Dean Plumptre,
Archbishop Trench, and the Rev. F. D. Maurice, the Founder
of the College.
It is hardly necessary to remark that many a clever student of
those days, now occupying a high position in the land, owes very
much to the teaching of Mr Maurice, but perhaps it has not yet
been pointed out how lasting an inﬂuence he exercised on the
minds of the young and foolish.
70 Caroline and Mary E . Hullah
I take up a bundle of old books and glance over the notes-
ill-written and ill-spelt—of a Queen’s College girl, who, early in
the sixties, was learning something of deeper value even than
historical truths and dates. Let me quote at hazard.
“ Often times you are told that a man is not as good as you
have thought him. People are fond of saying this, but I advise you
to suspect these people, think thus within yourselves: ‘on the
whole, I don’t believe that when great men have been put on
God’s earth they were put here for nothing. I will believe, till I
have clearer evidence to the contrary, that all the facts, if we
knew them, would come out brighter than ever.’ ”
“ Never think that any one side of history is taken out of the
divine government, always be looking for ‘that in every direction
and you will not look in vain.”
“ It is needful to be reminded that books are of no value
except they are presented to human beings who feel they have
that in them which needs these books.”
“ I wish you to remember that history does not lie in docu-
ments and papers. It lies in the facts and people that lived and
acted. The thing has been--the men have been.”
“ Language is like a root, which in due time, by aid of sun and
shower, will blossom and ﬂower.”
“ If we would educate human beings, we must speak to the
human beings, no system of drill will do without it. Education
means the calling forth the spirit in the human being.”
“ God is the Educator. If we believe that, every event which
befalls us becomes a help, a step in the education.”
On one occasion the Rev. W. Benham arrived at the appointed
hour to lecture on history, owing to the “unavoidable absence”
of our own professor. Hardly had the young substitute entered
the room before Mr Maurice himself appeared. There had been
a misunderstanding, a few words passed between the two, then
Mr Maurice took his accustomed place and the lecture began.
The young man, however, seated himself just below the dais,
crossed his arms contentedly, and remained motionless during the
lecture, a pupil instead of a teacher. Perhaps some of us
wondered why he did not take advantage of this hour’s holiday
The Medical Education of Women 7 I
and go away ; others may have perceived that it was his “ holiday”
to remain in the lecture room.
Does Canon Benham remember this incident, I wonder P
Let me try to recall the scene at a “ Maurice ” lecture. There
are many present at the Jubilee who will remember such an one.
The class-room is large and bare; it is full of girls ranging
from twenty to twelve years of age. The girls come from all
parts of England, from all sorts and conditions of homes, and
each girl will carry away from the lecture, thoughts, ideas, that
will help to mould her future life.
The window looking east is wide open, a great sycamore tree
waves its branches in the summer wind. White clouds ﬂoat in
the blue sky ; sparrows (very black and cheerful) hop and chirp
on the balcony. There is stillness in the room except for the
scratching of pens and the sound of “ that beautiful” voice, that
many of us remember.
The professor sits beside a table on a dais, his arm on the
table, and one hand ever in motion before his eyes. He talks to
us (without book or note) of history, past and present, of litera-
ture, of Inen and women, of divine love.
Sometimes he soars away from the subject in hand, and we
follow as best we can, recognising in part the truth that, face to
face with genius, we are hearing of matters “ dear to the man that
is dear to God.”
The spell is broken, the hour is over. The names are read out
kindly and courteously; the professor disappears and the girls
disperse. Not one of them can ever entirely forget that lecture
—“ Education means the calling forth the spirit in the human
being.”

THE MEDICAL EDUCATION OF WOMEN
IN GREAT BRITAIN AND IRELAND.
By SOPHIA JEX-BLAKE, M.D. (Dean of the Edinburgh School of Medicine
' for Women).
N narrating the history of the Medical Education of Women
in the British Isles, it must be clearly explained that almost
all the difﬁculties encountered were due to unintentionally faulty
72 ‘ Sophia jex-Blahe
legislation embodied in the Medical Act of 18 5 8. The whole
story really turned upon the fact that, by this Act, the sole power
of admission to the Medical Register was vested in nineteen
licensing bodies, and that, by a fatal oversight, no clause in the
Act made it obligatory on those bodies to examine all candi-
dates irrespective of sex.
The Act of I8 58 was never intended to exclude women from
medical study or practice, and, by means of one of its clauses,
which entitled to registration any doctor already in actual
practice, an Englishwoman who had studied medicine in
America-—Dr Elizabeth Blackwell-—at once took her place on
the national Medical Register.
In 1860, Miss Elizabeth Garrett began the study of medicine,
and after applying in vain to most of the Medical Corporations
and Examining Boards, she found that the Society of Apothe-
caries could not exclude her from examination, as the earlier
Apothecaries Act of I815 required the Board to examine all
candidates who complied with their conditions. Miss Garrett
found herself obliged to pay highly for separate teaching in
many of the subjects, as teachers would not admit her to the
ordinary classes 5 but she at length surmounted all difﬁculties,
and obtained a licence to practise, and consequent registration,
in 186 5.
The door, however, thus opened was speedily closed, for the
medical world was indignant at Miss Garrett’s success, and when
two more women passed the preliminary examination in Arts,
with the view of following in her steps, the authorities of the
Apothecaries’ Hall bethought them to invent a rule forbidding
students to receive any part of their medical education
“privately,” this course being publicly advised by one of the
medical journals as a safe way of evading their legal obligations,
and shutting out the one chance left to women !
Some other way must then be found, and in 1869 application
was made by myself for admission to the University of Edin-
burgh. After various vicissitudes which it is impossible to
narrate, the requisite permission for separate classes was given,
and received the sanction of everyone of the governing bodies
The Medical Education of Women 73
of the University. l Five women were allowed to matriculate in
October I869, and, after passing the necessary examination in
Arts, were required to pay the usual fees and to sign the Univer-
sity roll, then receiving the -ordinary matriculation tickets, which
bore their names and declared them to be Ciues Academia
Edinensis. The apparent success thus gained was, however,
ultimately rendered nugatory by the fact that, while the
University authorities “permitted ” women to attend separate
medical classes, and forbade them to attend any other, they
did not require the professors to give such classes, and so left
the women dependent on the personal caprice of each individual
teacher. At the end of two years a deadlock ensued, and
consequently the Court of Session was called upon to decide
between the claims of those medical students who had the
misfortune to be women, and the assertion of the right of pro-
fessors to refuse to teach one section of Edinburgh under-
graduates. The action was tried in I872 before Lord Ordinary
Gifford, and was by him decided substantially in favour of the
women’s claims.
The question, however, was not allowed to rest here. The
case was appealed to the Inner House, and, after deliberations
extending over nearly a year, judgment was, in June I873,
given against the ladies by a bare majority of the whole Court
of Session. The defeated students thus lost all the labour and
expenditure of the previous four years, and were, moreover, made
liable for the whole expenses of the lawsuit, amounting to £848.
It would, of course, have been possible still to appeal to the
House of Lords, but after much anxious consideration the
women in question determined, as Mr Stansfeld put it, “to
widen their appeal, to base it on the ground of right, and to
address it to Parliament and to public opinion.” '
The little band of Edinburgh students came to the south,
and enlisted sufﬁcient sympathy, in and out of the medical pro-
~fession, to enable them to found the London School of Medicine
for Women, which was opened in October I874, and which has
ever since pursued a career of increasing usefulness and success.
Lecturers from existing schools were induced to undertake the
74 Sophia feoc-Blahe
teaching of its students 5 and when, in 1877, the wards of the
Royal Free Hospital were also thrown open to them, chieﬂy
through the exertions of Mr Stansfeld, the whole problem of
the medical education of women might be considered as satis-
factorily solved.
But this was only half of what was required. It was also
necessary that access to the Medical Register should be secured,
through the examinations and qualiﬁcation of at least one of the
Examining Boards. The question came up in Parliament again
and again, and the cause of the women was generously taken up
with equal readiness by just men belonging to both sides of the
House. After several failures, a bill was, in 1876, brought in
and carried by Mr Russell Gurney, then Recorder of London,
which “enabled” (without compelling) all British Examining
Boards to extend their examinations and qualiﬁcations to
women.
At the same time the question was brought by the Govern-
ment before the Medical Council, who delivered, as their ofﬁcial
reply, that “The Council are not prepared to say that women
ought to be excluded from the profession.” Within a few
months of the passing of the Enabling Act. the path of the
women was made plain by the liberality of the King’s and Queen’s
College of Physicians in Ireland, who declared their readiness to
admit them to their ordinary examinations, and to grant them
the usual qualiﬁcation for registration.
Now, then, the goal at length was won, and the three abso-
lutely essential points had all been secured :-—-(1) a medical
school; (2) a hospital for clinical teaching 5 (3) examination and
registration. The foundations, in fact, were well and safely laid,
after eight years of incessant struggle; but much, very much,
still remained to be done before the superstructure could be con-
sidered complete. At that time only one examining body, out of
nineteen, had consented to admit women, and that one granted a
“medical” qualiﬁcation only (i.e. not including surgery); no
University in the three kingdoms would grant them degrees 5 no
College of Surgeons would examine them 5 only nine women had
succeeded in obtaining registration; only one medical school
The Medical Education of Women 75
was open to women, and this numbered less than thirty students ;
not a penny of public money was available for their assistance in
any way, and the whole very considerable expense of founding
and maintaining a separate school, till it became large enough to
be self-supporting, had to be met from private funds, which, as
usual, were less easily attainable for such a purpose than for
benevolent objects more directly appealing to the sympathies of
the population at large.
The university that practically led the van in admitting women
to British degrees, was, as was perhaps to be expected, the Uni-
versity of London. When, in January I878, the question of the
admission of women was brought by the Senate before Convoca-
tion, it was decided on the side of liberality by an overwhelming
majority (241 to I 32 votes), and the degrees of this, the leading
university of Great Britain, have ever since been thrown open on
equal conditions to all comers, as the rewards of academic merit
alone; no longer to be regarded, as still are unfortunately the
degrees of some other British universities, as a mere “appanage
of the male sex.” ,
In I885 the Irish College of Surgeons opened its doors to
women on the same terms as to men, and in February I886 the
Conjoint Scottish Colleges of Physicians and Surgeons took the
same step.
In I886 the Edinburgh School of Medicine for Women was
founded by members of the Edinburgh Committee who had assisted
the former students from I871. A few years later arrangements
were made for the medical education of women in Queen Mar-
garet College, Glasgow, in connection with the Glasgow Univer-
sity. There exist, therefore, now three separate medical schools
for women ; and mixed classes have also been thrown open to
them in Edinburgh, St Andrews, Aberdeen, Dundee, Dublin,
Belfast, Cork, Galway, and N ewcastle-on-Tyne, as well as in the
Welsh University Colleges.
The Universities of London and of Durham, all the four Scottish
Universities, and the Royal University of Ireland, now admit
women to the ordinary examinations and degrees, so that, in point
of fact, victory has been achieved all along the line, and women
76 Edith Langridge
have now little more difﬁculty than men in obtaining a medical
education, and in placing their names upon the British Register.
At the end of 1877 there were seven women registered as
medical practitioners 5 at the end of 1897 the number was 345.
A large number of these hold appointments in hospitals,
asylums, and workhouse inﬁrmaries in this country 5 some are
engaged in lecturing at Medical Schools or for the County
Councils 5 a considerable number are engaged in private practice 5
and about a hundred are working (as medical missionaries or
otherwise) in India, China, and other foreign lands. The recent
appointment of three medical women on the staff sent out by
Government to deal with the plague in India, and the special
services they have been able to render, show the value of the
work that can in such cases be done by women with much greater
ease and with less objection on the part of natives. At present
in all parts of the world the demand for competent medical
women certainly exceeds the supply.

SETTLEMENT WORK.
By EDITH LANGRIDGE (Head of the Lady Margaret Hall Settlement).
UITE arecent product of our times are the Settlements that
are springing up in the poorer districts of London and
our great cities as centres for charitable work.
Speaking generally, they owe their origin to the growing
realisation of the evils of the divisions between classes in the
community, caused by want of the real sympathy which personal
acquaintance gives, and are an attempt after that truer brotherly
love that would share its best, and not merely give of its
superﬂuity.
Probably hardly any two of the Settlements work under pre-
cisely similar conditions, or with exactly similar aims 5 the work
of some being mainly social, of others what may broadly be
called charitable, while others undertake educational and religious
work as well. Some again work in one parish only, while others
take a larger area as their sphere, and endeavour, by being in
Settlement W orh 77
touch with all the various organisations of a district, to lessen the
waste that goes on in so many directions by the overlapping of
different agencies, and to make their work the more effectual by
co-operation.
If one looks at a report of a Settlement of this last class, and
sees how, besides acting as parochial district visitors, the residents
work on the local committees of the Charity Organisation Society,
as school managers, workhouse visitors, provident collectors, and
in connection with numerous societies such, for instance, as the
Children’s Country Holiday Fund and the Invalid Children’s
Aid Association, and also in clubs of different kinds, classes,
guilds and Sunday schools, it is evident what a unique oppor-
tunity life at such a centre offers for acquiring a wide knowledge
of all the conditions and circumstances of life in a district; and
for observing the practical and often far-reaching effects of the
work of the different agencies. One is led to hope that the
increasing knowledge thus gained of the eﬁect on the community
of all that is done for the individual will in time play its part in
securing the prevalence of those wiser methods of charity, that
shall bring to those in need the help that heals, instead of the
unthinking, and therefore truly selﬁsh, almsgiving that has so
often proved the ruin of all that is best in its recipient.
It is manifest that work undertaken with so wide an outlook as
this, affords a ﬁeld for the exercise of all the highest results of
education and mental training, and one is not surprised to ﬁnd
that Settlements owe their beginning to our universities ; and, in
spite of their rapid increase in numbers, may still perhaps be said
to be supported mainly by university and other colleges. Thus
in reckoning the results of the increased facilities for education in
this reign, and especially for the higher education of women, we
must not leave out of account the very great beneﬁts that may
arise from this development of a larger ideal in charitable work ;
and, remembering that Queen’s College was the pioneer of the
movement for the higher education of women, one is glad to
think how many of her old students are now helping in Settle-
ment work.
78 ' Octavia Lev/in
EXPERIENCES OF A HOUSE SURGEON.
OCTAVIA LEWIN, M.B., B.S., London (Manchester Inﬁrmary).
T was in one of the large workhouse hospitals in the North
of England that I ﬁrst began life as a “ resident.” I soon
found out that it was a very different place from an ordinary
hospital supported or not by voluntary contribution. It is a
state affair, and the inmates are ;>rotégées of the state and, as
such, have to be treated with due respect. They are not to be
looked at by a mere medical student, and as a matter of fact
this seems to be a very great mistake. It means that the
education of the doctors that they have to employ is left
entirely to hospitals which are for the most part on the
verge of bankruptcy 5 while grand opportunities for the study
of disease are being thrown away for the sake of mere
sentiment.
It does not do to be proud in such a place; the patients
know their rights well. If the doctor offends them in any
way they just threaten him with the Guardians! The other
day I had to reprove an old man 5 all he did was to tell
the bystanders “Ugh! She’s a servant, a paid servant, that’s
what she is.” There was nothing left to be said after that,
it was so strictly true.
The hospital is built in the pavilion style, that is in separate
blocks with windows on both sides of the wards. Here the
blocks are seven in number, and three-storied, each storey
forming one ward to hold forty patients, with a day room for
those that are convalescent and a small private room for any
one likely to be noisy or troublesome.
In addition to these there are sepafate buildings for the
male and female lunatics and for infectious diseases. The
total number of beds being about 1150, a large number, and
a great responsibility for a couple of resident medicos.
The lunatic wards are invaluable for use of refractory patients,
as they cannot be turned out of the institution however
troublesome they may be, or however lazy over the work
which everyone is supposed to do, and they all know they
How I became a Managing Director 79
cannot be punished. Sometimes it is sufﬁcient to threaten
them with being sent off to the lunatic wards. This proved
to be the case with an old Irish woman who had been content
to lie in bed and be waited on for four years. After telling
\her day after day she was better and must get up, all in vain,
at last I said it was a case for the lunatics. The next day
she was up and dressed and is now helping the other patients
who are really bedridden.
One night a young man insisted upon hanging half out of the
window to frighten the nurses, and fought everyone who went
near him. \ He was really very ill with heart disease and knew
that no one dare struggle with him—so I went and fetched two
lunatic attendants-—as mere threats were useless. The sight of
them in their uniform acted like magic, he realised then that
we meant business, and got straight into his bed and behaved
himself quietly for that night at least.
On the whole my stay at a Poor Law Inﬁrmary was very
pleasant. In a large place like that, for there were over 2500
living there, one meets with a great many people in very
different classes of life, which proved a good lesson in how
to get on with one’s fellow-creatures.
I have often been asked how the people liked having a lady
doctor; I can only say that throughout my stay there I was
treated with every consideration, alike from the ofﬁcers, nurses,
and patients, with very few exceptions, and in those cases as in
the one referred to above, it was only, I believe, partly meant to
be funny and partly just to see how it would be taken.

HOW -I BECAME A MANAGING
DIRECTOR.
By FREDERICA FLEAY (Mrs LOVIBOND), Managing Director and Chairman of
Henry Lovibond & Sons, Ltd.
O write any account of the prosaic, I may say unladylike,
subject of Brewery management, which may interest my
old fellow-students, seems to me, now I attempt it, a well-nigh
impossible task; but being an enthusiast on the subject of
8o Frederica Fleay
women’s work, I want to contribute in a small way to widen-
ing and extending its scope.
Brought up in a home with a comfortable sufﬁciency, utterly
free from speculation or the uncertainty of trade, it seemed quite
unlikely that I should ever have to conduct a large business or
have the control of a body of men. '
I was at Queen’s College in its very earliest days, from ’55 to
’59, and married in ’7 1. After my father-in-law’s death in ’73,
ﬁnding my husband was overdone with ﬁnancial and other
difﬁculties, it seemed to me that my arithmetical and exact
training at Queen’s College ought to be brought into requisition.
By degrees the manufacturing part of the business, as well as the
ﬁnancial forced itself upon me. After leaving Queen’s College
for twenty-three years, I again attended a course of lectures there,
this time with a direct and distinct purpose--viz., to learn
Chemistry, with the idea of analysing the materials used in
brewing, so that my husband should make a perfectly pure beer
as economically as possible. Lectures at Queen’s College, at
South Kensington, and at University College, and private coach-
ing enabled me to take a full certiﬁcate at the City of London
Guilds, with second prize and bronze medal.
My husband’s long illness, followed by his death in ’9 5, left
me in full possession of a business employing one hundred men,
turning thousands a year, but encumbered with family difﬁculties
and unlimited opposition from the prejudice which guards the
sacred regions of commerce from female interference. To the
uninitiated it would seem ridiculous that in the City of London
brokers would refuse to touch any Company where a woman’s
name appeared in the prospectus, yet such was one of the minor
difﬁculties to be overcome when I tried turning my business into
a Company. I was even told a woman could not legally be a
director. However, all this has been lived down, and now I
can lead the regular daily life of a business man, and ﬁnd it full
of varied interests. Arriving at my ofﬁce at 10 A.M., I begin by
opening any letters requiring my personal attention, see in
succession the various heads of departments, arrange the day’s
work with each one——if time permits, take a walk round the
How I éemme a ./llanagzkzg Director 8 I
Brewery, where there is always something to put right, use the
microscope, dictate letters to the type-writer, see such callers
as must interview the head of the ﬁrm, and ﬁnd the morning
gone with amazing rapidity. The most fascinating work, that of
analysing all the materials used in the Brewery, I have had to
give over to some one else. This practical life helps me to
see the relative proportion of things, and I often think of clear
Mr Cock’s words, when he used to tell us “Take care of the
pounds and leave the pence to take care of themselves.” How
much of woman’s lives is worn away with trying to make 1rd.
buy the value of rs. ! Again, how many widows, left unprovided
for, because their husbands have had insufﬁcient time to lay
by enough for them, might continue their husband’s work and
maintain themselves, leading fuller, happier and more interesting
lives 1
Medicine, Art, Literature, Teaching, all are more or less open
ﬁelds for woman’s work, and have no doubt higher ends than
Commerce 3 but there is good work to be done in governing rnen
and conducting business fairly and conscientiously. Moreover,
I would say the end of a woman’s life is to perform those duties
which lie nearest at hand, and the training obtained at Queen’s
College is, as far as my experience tells me, the truest education,
not ﬁlling the brain with facts and ﬁgures, but exercising it
to work for itself, doing the best work in the best possible
manner.
“ Whatsoever thy hand ﬁndeth to do, do it with all thy
might.”

REVIEWING ENGLISH BOOKS IN A
FRENCH MAGAZINE.
By AMICE MACDONALD.
WRITE as to my experience in journalism with great
ditﬁdence-—the ﬁeld of my work is so small, the time I
have written so short. My reviewing has however been very
interesting to me, and in excuse for telling anyone about it
F
82 A mice Macdonald
I may say that writing on English books in a Genevan magazine,
even if I offer very little to my readers, has been a pleasure to
myself and, I think, of proﬁt also. The work has kept my
French from rusting, and the effort to write in French gives
an idea of the strength and powers of the language which no
mere reading or speaking can do. My reviewing has added
zest to reading both of French and English, in some small
degree, kept up my knowledge of the monthly tide of litera-
ture, and shown me what a voracious, intelligent, insatiable
public demands, rejects, and consumes. I have been com-
pelled also to try to criticise and appreciate, to get a complete
view of what I read, and to judge of a book not only as to its
power of interesting or amusing me, but as to its possessing
those lasting qualities which make it a book in the real sense of
the word. Posterity will, we know, decide these questions to
everyone’s satisfaction. But, unfortunately, posterity cannot be
consulted (even by Mr Stead and the faithful Julia), and we
must struggle alone to give our verdict. I
How hard it is to guess which English books will be liked
abroad, those know who have tried to select from amongst
the mass of current English literature that which was likely
to be read with interest by foreigners. They do not care
for some of the books which touch and rouse us most. My
Swiss editor shakes his head when I propose a review of the last
tale of Indian life or sea-faring adventure 5 the French readers ﬁnd
the book on Egyptology too English, while on the other hand
a biography of someone eminent or possibly obscure, a book on
a social movement or a novel of country life, good or sometimes
dangerously approaching what we should call the humdrum, is
welcomed with enthusiasm; I am asked to tell ancedotes of
the author, and in my mind’s eye I see them devouring the
favoured book on a winter’s night in some parsonage which I
know nestled away in the Alps. I suppose a story redolent
of salt and crammed with nautical words hardly appeals to those
who, not born to rule the waves, know but the steamboat,
plying on the lake. The Indian Mutiny is far away from them,
while they have desires and interests touched by the life of
Rev/z'ewz'ng English Books for French Readers 8 3
some novelist or worker, and satisfaction in the novel in which
milord and lady have red hair and horses and yachts and all
things the English ought to possess.
I try to look at English books from the foreign point
of view which is so different from our own. Foreigners see
defects and ﬂaws where we see none, and are susceptible to
beauties and excellences to which perhaps familiarity blinds
us. There is a piquancy in learning their opinion of us and
sometimes the piquancy is heightened by a little asperity, but
on the whole it is good to learn what people of other countries
think and feel about our doings. My short experience_ in
reviewing has given me a chance of so doing to a small extent,
and I am glad of the glimpse I have had in the last year and
a half of what Swiss people think of English new books.

PRIVATE SCHOOLS.
By BEATRICE WILLIAMS and LUCRETIA MICKLEBURGH, a Q.C. Silver
Medallist Eisteddfod.
T is ﬁve years since we left Queen’s College, and came to
start a private school in the Welsh Marches. As we have
succeeded beyond our expectations, we have thought a word from
us mightbe of use to others, though, of course,
“ To observations which ourselves we make,
We grow more partial for the observer's sake.”
The locality is the most important consideration in starting a
private school. Choose a rising town, prosperous and increasing,
and, if possible, where your people are known.
Before opening school, call on the leading people of the neigh-
bourhood 5 state your qualiﬁcations, of course, but be sure to
bring in all you can of your family ; also advertise largely in the
local papers (they then always give full and good notices of the
school). Some school mistresses ask parents for their children
as pupils——this is a question of taste; we have never done it.
Shall the school be select or not P The neighbourhood must
decide this. If there are suﬁlcient upper class families to support
a good school and to supply the necessary social stimulus, it is
84 Beatrice Willz'ams and Lucretia M ichlehurgh
possible to be exclusive, not otherwise. It is always better for
children to mix a little with others outside their own set, and
different classes of children can learn together. Still, a scheme
of education suitable for some children would be comparatively
useless to others, so avoid striking differences in position.
The great disadvantage of private schools compared to public
ones, is the question of fees. There are few women who respect
themselves who do not think it their duty to bargain with you.
At ﬁrst this is distressing, but in for a penny in for a pound, and
the time comes when you hold your own with a smiling face and
small inward smart.
The hours in most private schools are too long. This cannot
be altered, the public require it, but it can be turned into a posi-
tive advantage by, as Thring says, “ baffling Pharaoh ”: the tale
of hours is indeed made up, but by introducing “occupations,”
reading aloud, and preparation.
This is the age of examinations—one school vies with another,
one parent with another. It is well for the ﬁrst few years to
test your school by the touchstone of University local examina-
tions, but do not be tempted by any others. The demand of
parents for certiﬁcates has been met and fostered by various so-
called examinations, which present gorgeous certiﬁcates not worth
the parchment they are printed on. A girl takes home an Oxford
or Cambridge certiﬁcate, but her little friend has brought home
twelve all gleaming with purple and gold: vainly you preach
“quality before quantity.”
This brings us to the subject of prizes. England has a great
and sacred idea of duty, but no use of that idea is made in
education, for the whole system is based on prizes, whether in
the form of books, money, or scholarships. At Queen’s College
no bribes are offered 5 though all her children cannot maintain
her superiority in this respect, they can have a really honest prize-
day. But the memory of dishonesty in the past history of private
schools is not wiped out at once. “ Of course I knew my child
would not get a prize, as she is the only one.” Explanation is
useless, but as the children themselves appreciate your fairness,
there is hope in the future.
Prwate S ekools 8 5
Private schools have one great superiority over public schools
in the independence of their time-table. It is a great privilege,
but also a great responsibility.
Space fails me to speak of many things—advertising, foreign
teachers, parties, commercial travellers, religious instruction—but
after all each must learn for herself-
“ ’Tis with our judgments as our watches, none
‘ Go just alike, yet each believes his own,”
but we offer our good wishes to any who may make the same
venture. May our work be always worthy of that clear College
whose offspring we are proud to call ourselves !

A CHAPLET TO BROWNING.
By FLORENCE MARY WILSON (Mrs CLEMENT PARSONS).
AVING been asked to contribute to this volume a few
words concerning Robert Browning, I will try to record
one or two present impressions I receive from his poetry, pre-
mising, however, that within the limits accorded me not even a
Sainte-Beuve could do justice to any single aspect of Browning’s
many-sided achievement.
Eight years and more have elapsed since the perishable part
of Browning was laid in Poets’ Corner to the music of his wife’s
lyric. In the interval between that New Year’s Eve and to-day
“ Browning enthusiasm” has had leisure to steady and collect
itself. We have outlived the exaggerations incident to a period
when praise was defence; we no longer pay Browning’s poems
the grotesque compliment of publishing keys to them; time, in
short, with emphatic irony, has convinced us of follies past.
Never again shall we champion the line,
“ Sjﬁark-like ’mz'a' zmeart/zed slope-szﬁeﬁgiree-roots,”
nor think our fathers fools because, like Colonel Newcome
cl propos of Lamia, they ﬁnd Sordello incomprehensible.
Time, that chastens the vanity of disciples, justifies the pride
of their masters, as the present month attests by the tribute our
86 Florence Mary Wilson ’
representative writers have just offered Mr Meredith. “You
have attained the ﬁrst rank in liter'ature after years of inadequate
recognition.” Precisely these words might latterly have been
addressed to Browning, and were practically addressed to him——-
as he lay dying—by the telegram that announced the success of
Asolando. No other Victorian writer is so like Browning as
George Meredith. Not alone in ﬁery energy of temperament
nor in the inaccessibility alleged of both are they akin. A
deeper resemblance lies in the magniﬁcent delineations of woman
which both have given us, delineations so variegated, so authentic 5
while, in the ultimate reaches of thought, no reader can miss the
afﬁnity between a hundred sayings of Browning’s and this, for
instance, of Meredith’s——“Who can think, and not think hope-
fully?”
Even when most dramatic or objective, the poetry of Browning
everywhere reveals his own vigorous, wrestling, dynamic soul
colouring each of his mental Conceptions. Throughout his
writings I recall only one instance of an any but momentary
sense of grata guies. Prosyice, The Pope, the Epilogue to
Asolando seem the instinctive expressions of this brave, athletic
creature, who was constitutionally an optimist and saw earth as a
gymnasium.
Upon Browning’s root ideas I have not space to dwell 5 they
are, indeed, too familiar to need comment. I may, however,
draw attention to the singular constancy of Browning’s con-
victions. The more we acquaint ourselves with his writings the
more we are impressed by their linkedness, centralisation, homo-
geneity. Whether it be his affection for Asolo, his philosophy
of music, or his doctrine of probation and his acquiescence in
uncertainty, what he believed and cared about most at his
life’s beginning he believed and cared about most at its close.
Artistically diversiﬁed, indeed, his works are, but they all connect
themselves with two or three main themes, though here a varia-
tion takes the form of “ ﬂute-music” and there of a fugue, while
in another place the mood is frankly capriccioso.
Browning’s intricate mental processes are in striking contrast
with the commandirig simplicity of his spiritual outlook. There
A Chaplet to Browning 87
is nothing esoteric, nothing ambiguous in his faith; that is as
nobly clear as a poet’s should be. Individual experience modiﬁes
many of the maxims of books, but Browning’s sound-hearted
bidding to us, to
“ Yahe what is, trust what may he! ”
is counsel we shall not readily improve upon. It ﬁts alike our
hours of cheer and our moments of despondency, and is itself a
proof of Browning’s unique gift for reconciling transcendentalism
with common sense.

MATHEMATICS AS A MENTAL
TRAINING.
By E. KATE PEARCE, Associate and Tutor, Queen’s College.
F we set ourselves to discover what it is that really dis-
tinguishes the modern education of women from the educa-
tion which our grandmothers received, we ﬁnd one evident mark
of distinction in the fact that, in the present day, the study of
mathematics is considered suitable and even necessary for women.
It was no new thing for an intelligent woman to appreciate the
language, literature and history of countries other than her own,
but the idea that it is as natural for girls to study algebra, Euclid,
trigonometry and conic sections as for their brothers, has met
with much opposition, and it is doubtful how far that opposition
has been overcome.
It is, of course, an understood fact that any girl, wishing to
qualify herself by examination for a profession or Civil Service
appointment, must of necessity take up the study of mathematics;
but this still leaves a wide ﬁeld untouched, and the very ﬁeld
from which are gathered the class of girls we meet at Queen’s
College. There a girl (with a few exceptions) does not study
simply to pass some public examination; but she works at a
subject for its own sake,,and pursues knowledge for the love of it.
Naturally much liberty in the choice of subjects is allowed, and
88 E . K ate Pearce
the question arises in her mind, or in the mind of her parents-
of what use is the study of algebra, Euclid, or trigonometry?
To any such I would say, unhesitatingly, that there is great
good in such studies. They train the minds of girls to think
accurately and logically, to make right decisions in the details of
life, to form right conclusions on the questions of their day, to be,
in fact, practical women with well-balanced minds. And these
are not small things. I remember, as a First Junior, hearing
Professor Seeley say that a woman, in ruling her house, brought
into play as many and as varied mental powers as a king in ruling
his kingdom. If this be so, surely no girl can afford to dispense
with such a valuable mental training as the study of mathematics
will yield. To those girls who have the choice of subjects in’
their own hands, I would say, remember that knowledge is power,
and knowledge acquired by thorough, honest work becomes your
own valuable possession, and one which none can take from
one.
Let us consider, in the ﬁrst place, the Study of geometry.
Does it play a sufﬁciently important part in mental training to
warrant inclusion in the curriculum of children? In studying
geometry, the mind is trained: (1) certain premises being given,
to deduce, by correct reasoning, a certain conclusion from those
premises 5 (2) on arriving at a false conclusion, to detect the ﬂaw,
which must of necessity exist, in the premises or in the reasoning.
By enabling a young mind thus to arrive at a deﬁnite conclusion,
by means of simple reasoning from deﬁnite premises, you give
that mind conﬁdence in the truth of the conclusion arrived at,
which will, in after life, develop into conﬁdence in the truth
of any conclusion deduced by correct reasoning from correct
premises: and conﬁdence brings strength of mind and perse-
verance in action.
In dealing with the problems of life, there are three cases
in which our conclusion may be wrong. It may be wrong
because (1) our premises and reasoning are faulty, (2) though
our premises are true, our reasoning is false, or (3) having
started with wrong premises, no amount of reasoning can lead
us to a right conclusion. An untrained mind will fall into
M aihlematies as a Mental Training 89
errors (I) and (2) and stubbornly adhere to a false conclusion,
since it is incapable of detecting the error. It will arrive at
a right conclusion sometimes by instinct, but, having no proof
of the truth of that right conclusion, and therefore little con-
ﬁdence in it, the same mind will lack decision. Since we are
ﬁnite and cannot always be sure that our premises are right,
we are all liable to err in the third case-—viz.,f to arrive at a
wrong conclusion by means of correct reasoning from false
premises, but we shall be able at once to detect that the fault lies
in our premises.
Now geometry deals with three ideas—-size, form, and posi-
tion-—and just as a man must be able to drive one horse before
he attempts to drive four, or as you would teach a girl to paint
in sepia before you encourage her to use variety of colour,
so a young mind should ﬁrst study arithmetic, which demands
a grasp of one idea-——z'.e., the existence of separate articles or the
idea of number. In the study of arithmetic we gain power of
thought---consecutive, logical thought—and, if you can help
a child to think accurately, you are laying the surest foundation
upon which it may build up a knowledge in many and varied
subjects, and, which is more important, its character.
It is only in after life that we realise the advantages open to
us in our college days, and the responsibility such advantages
bring with them; and if the study of mathematics teaches us,
as it surely does, how to think and how to reason, what greater
advantage could we have, or what better training to enable us to
grasp the higher subjects of history and science.

THE ART OF SINGING.
By E. M. POOLE, Teacher of Singing at Queen’s College.
N the present day a great advance has been made in the
study of music, and there are many instrumentalists who
attain to a very high standard in their performance. The singer
is too often content to stop short at a point which would by no
means satisfy the instrumentalist, for comparatively few are will-
90 E. M. Poole
ing to devote the necessary time and care to judicious practice
for the cultivation of the voice. The possessor of a strong voice
comes boldly forward as a performer, after a course of study that
would be considered utterly insufficient in any other profession 3
knowing that song appeals to an audience more powerfully than
any other form of music. The voice, the most delicate of all
instruments, is “ forced ” in order to produce certain effects, and
after a few years its freshness and charm are lost, and rapid
deterioration follows.
According to the rules laid down by the old Italian masters,
the foundation of all good singing must be a good breath-control.
The _7§rz'ncz";/ﬁle of this is easily acquired, and by patient, con-
scientious practice the student soon experiences the delight of
producing sounds which day by day become richer and sweeter,
fuller and stronger. At the same time she will have gained
such freedom of the throat as will enable her to sing without
fatigue and without strain. Expression is entirely wanting in a
voice that is not trained to avoid all fatigue of the throat.
The next aim of the singer should be good pronunciation.
This and voice-production are dependent upon each other. A
pure vowel is always accompanied by a pure note: thus, Italian
is the best language for singing purposes, for it has the purest
vocal sounds and a large proportion of prolonged vowels. Our
English vowels are complex and it is the duty of a singer to
purify the sounds of the language. If more care were bestowed
upon this branch of study, the standard of singing generally
would be greatly improved.
In whispering we pronounce words with greater freedom than
in speaking. When difﬁculty is experienced in singing certain
words, much help may be gained by ﬁrst whispering them, and
then imitating the pronunciation on a note which is easily sung,
repeating it on each note of the ascending scale. In this way
perfect pronunciation even on the upper notes may be acquired.
Another assistance to pure pronunciation is to keep the lower
jaw steady to pronounce as far as possible with movements
of the tongue alone. ‘ '
By practising wcalises (that is, exercises on one vowel) by the
The Art of Sz'ngz'ng 91
best composers, the taste of the student may be cultivated with
the formation of the voice. Fine music is not necessarily difﬁcult
music, nor is it necessary to have a voice of large compass. It
is with the middle notes that the singer has to perform the
greater part of her work, and as these are perfected, the upper
and lower notes develop without undue strain.
A singer should be specially careful to choose none but good
music with good words. How many songs are marred by absurd
words, although the music may be commendable, and how
frequently the triﬂing composition is accepted by an audience
because the words are good !
As a result of the superﬁcial manner in which singing is
commonly treated (some people imagining that they can learn it
in twelve lessons), amateur singing is not very much better now
than it was ﬁfty years ago, when Dr Hullah said, “ Musical
parties still continue to present a great deal of very indiﬁerent
music, very indifferently performed, to audiences more indifferent
(in another sense) than either the music or the performance.”

COOKERY LECTURES.
By DOROTHY ROBINSON.
AVIN G been frequently puzzled by the discrepancies
between the lovely illustrations in cookery books and my
own efforts, I came to the conclusion that cookery was an art
that required much study. Accordingly one autumn term I,
enrolled myself as a student at the National Training School of
Cookery, and arrayed myself in a large white apron, with a very
vague idea of what I was expected to do.
I was not long left in doubt. The mornings were occupied in
attending demonstrations given by the advanced pupils, and the
afternoons (for a fortnight) in washing and polishing brass and
copper utensils, &c. It was instructive but painful, so I draw a
veil over that period. But the knowledge remains and the pain
has departed, and no domestic in Europe would be able to
92 Dorothy Roéirzson
convince me that a saucepan was clean when it might be
cleaner.
Then came months of instruction in practical cookery, towards
the end of which we were expected to teach the neophytes.
One of my pupils was an elderly lady, whose extreme nervous-
ness scattered her wits completely. “ Oh ! my dear, I shall
never turn this pudding out; I know it will break,” she used to
whisper, in trepidation. Her predictions were usually veriﬁed,
and as the teacher was responsible for the pupil’s mistakes, it
was not exactly a time of peace 1
However, the day arrived when I found myself a fully-ﬂedged
“First—class Digﬁlomée of Plain and High-class Cookery” ;—-the
examinations in practical and theoretical cookery and the chemis-
try of food lay in the background.
Just then Miss Hilditch asked me to help her with some
cookery lectures to be given in Queen’s College for the beneﬁt
of the ./llagazine. We gave them in the Chemistry Room, sur-
rounded by weird phials and tubes and chemicals, and it has since
been a matter of congratulation that no coroner’s inquest resulted.
The lectures were well attended, and very successful, for we
realised quite a respectable sum for the Magazz'ne.
My most varied experience was during the severe winter of
’9 5, when, one of the National Health Lecturers being ill, I took
her place for a time, which I spent journeying and driving about
Surrey, lecturing in cottage kitchens, schoolrooms, public halls,
and on one occasion in a kind of outhouse l
The audiences were interested and kindly. Occasionally you
had an uncomfortable impression of antagonism in the face of
some stolid, experienced matron planted in the front row to
detect any slips the “ chit” might make, but, generally speaking,
my audiences were delightful, and carrie in a friendly spirit,
anxious to learn something new.
I know several old Queen’s students have taken their diplomas
as cookery teachers, and are still actively engaged in the pursuit.
Speaking from my own experience, I think there are many less
interesting occupations than cookery lecturing. One is brought
into contact with such a variety of persons of every grade during
Coohery Lectures ' 93
the year, and must be dull indeed if one cannot derive much
proﬁt and amusement from an occupation that affords such
ample opportunities of studying human nature.
Given a natural liking for the art, average brains and applica-
tion, with method and exactitude, coupled with a carrying voice,
it is not difﬁcult to qualify as a lecturer, and, from a ﬁnancial
point of view, it is a sufﬁciently paying employment.
It is not, perhaps, a profession suited to a delicate or nervous
girl, as It involves a good deal of worry, and wear and tear of
mind and body, but surely that may be said of most of the
undertakings women engage in with a view to obtaining their
daily bread.

NOVEL WRITING AS A CAREER FOR
WOMEN.
By ADELINE SERGEANT (Author of “The Story of a Penitent Soul,”
“The Idol-Maker,” &c.).
HEN ﬁrst I visited Egypt, one of the things that struck
me most forcibly was the sight of some bronzed, black-
bearded, turbaned Arabs, sitting cross-legged in a circle on the
desert sand, while one in their midst harangued them with
dramatic gestures and ﬂashing eyes. “What is he doing?” I
enquired; and was met by the reply: “ He is a professional
story-teller, and the Arabs round him are listening to one of
his tales. It may be as old as the Arabian Nights themselves,
but it never fails to charm.”
I have often thought of this scene when I have been asked
my opinion of novel-writing as a career, whether for women or
for men. The fact is that the love of ﬁction is as natural to the
human race as the desire of bread, and we ﬁnd it alike in the
Arab sheikh or the rosy-cheeked child in the nursery. It is not
an exotic taste; it is neither a mark of culture nor the reverse;
it is simply an ineradicable instinct. Therefore, one may always
be as certain of a demand for ﬁction as of a demand for food;
and as the surest way of earning a living is to be able to do or
9 4 .- A deline Sergeant
make something that everybody requires, it is evident that the
power of turning out good stories is as safe a way to competency
as the art of baking loaves. When anyone writes a thoroughly
readable novel, the business part of the matter must have been
very badly managed if the book does not “pay.” Therefore,
both for men and for women, and looking at the matter merely
from the material point of view, I should say that the career of
a good novelist is a desirable one.
For women, moreover, a novel-writer’s life is especially suit-
able. The work of novel-writing can be done at home or abroad.
Give the writer ink and paper, and the stock-in-trade is complete
—granted, of course, the necessary amount of brains and imagina-
tion, without which no good ﬁction can be produced. Women,
too, love detail and are minute observers of character; frequently
they possess a natural ﬂuency which makes it easy for them to
clothe their thoughts in words. The art of simple narration is
not difﬁcult, and in most women it has been unconsciously culti-
vated since their childhood. There is often plenty of talent for
story-telling in a woman’s brain; what is wanted, before it can
be turned to account, is training.
Of course I am not now speaking of novels which are works
of genius. These are a law unto themselves, or the beginning
of new laws, as great pictures and great poems are. I am
speaking of novel-writing at present as of a profession which
may be turned to good account if a writer will but remember
that it is an art to be studied, a subject to be learned, not a
ﬁne frenzy in which all conventions may be left behind. Story-
writing requires as much apprenticeship as the art of a painter or
a musician. In all ﬁne arts a natural bent or talent is the ﬁrst
thing required; then follows the training of that talent. But do
not think to succeed because you have the natural bent alone,
and do not try to train yourself into a novelist if you have not
the natural bent. You might as well expect a man to be
a musician who has no ear, or to play Bach’s fugues without
knowing the notes.
The training of a novelist must be to some extent vague and,
however, indeterminate. A liberal education is the best prepara-
Novel Wrzling as a Career for Women 95
tion of all. Everything is of use to the novelist, and the more
you know the better. Study, travel, science, languages, art,
music, theology, philanthropy——is there anything that comes
amiss or cannot be turned to excellent account in ﬁction?
And the apparently elementary art of writing good English is
by no means so easy as it seems. To read Stevenson’s account
of the way in which he formed his style would be a wholesome
lesson to many a literary aspirant.
The next point is to have a story to tell, and to study its pro-
portions. It is the fashion to sneer at stories of which the
length is ﬁxed before they are written, but there is nothing
more ridiculous in this than the fact that a canvas of a certain
size must be chosen before a painter begins his picture. You
must keep certain proportions, and you must not straggle.
And you should know before you set pen to paper what the
end of your story is to be. Young authors I should recommend
always to limit themselves in length, settling beforehand that
they will write a story of zooo, 5000, Io,ooo words, as the
case may be; and when they have transcended that appointed
length, to look over their MS. and resolutely cut it down,
sacriﬁcing generally the descriptions and moral reﬂections.
Practice of this kind would soon make the beginner into a
business-like writer whose productions would be accepted—and
paid for.
By way of advice, I would add—r. Never allow your pro-
ductions to be printed without pay, and never agree to defray
part of the cost yourself. If your story is worth printing, it is
worth paying for. 2. Never wait for an introduction to a pub-
lisher. An introduction is of no use at all with a conscientious
publisher, who will be only too glad to take your “ stuff ” if it is
worth anything. I have never had an introduction to a London
publisher that availed me anything in my life. 3. Remember to
write to the publisher before sending him your MS., and note
whether he is willing to look at it. If this rule is neglected,
the publisher feels himself perfectly justiﬁed in leaving your
story unread for months.
If there is a delusion against which a young writer should be
96 Elizaoez‘/z T /zomson
warned, it is that he (or she) should wait for “experience” before
writing. This is the advice which one’s elders are apt to give
when one is young and foolish. If you want to write novels, the
best way is to write, ,and write, and write. T o refrain from prac-
tising an art is not the way to excel in it.
Success in novel-writing is of different kinds 5 but, considering
the present demand for ﬁction, a modicum of success ought to
be achieved by any writer who has a story to tell and knows
how to tell it. But in this profession, patience and hard work
are especially needed. After some years of effort the writer may
hope to make two or three hundred a year 3 and if she does
this, she may easily double arid treble the amount. For, as it
has been remarked, it is easier to turn J{goo into £1000 than
to change one hundred into two. “ There is always room at the
top,” but it takes most people all their lives to get there, and
nothing awaits but patience and perseverance in the meantime.

MISSIONARY WORK IN INDIA.
By ELIZABETH THOMSON.
URING the last twenty years, all the Missionary Societies
have been led, under the blessing of God, to send out
ladies to work in India amongst the women and girls. Now the
Gospel of our Lord Jesus Christ is being proclaimed by women
to women throughout the length and breadth of the land.
It is very cheering, as one moves about from station to station,
to ﬁnd that in each place there is a church formed of Hindustani
people, men, women and children, who meet regularly together
to worship the true God and ]esus Christ whom He has sent.
In the N .W.P. and Oudh, where I have worked, the propor-
tion of Mohammedans and Hindus is about equal, and from
what I have seen myself, I believe that the women converts are
about equally gathered from both religions. In my own ex-
perience of our Helpers and Teachers I have known true, earnest,
and sincere Christians amongst both Mohammedan and Hindu
converts. Of course, the moment they become Christians, all
/llissionary Work in India 97
distinctions cease, and the new believers become one in Christ
Jesus.
As soon as a woman or a girl shows a desire to profess
Christianity openly, she meets with opposition from her rela-
tives and frequently persecution is resorted to, to deter her
from carrying out her desire. Should she remain ﬁrm, she
generally runs away to the Missionary lady who has taught
her. The lady receives her, and sends her to one of the Converts’
Homes where she is sheltered and trained for future work. In
the case of high’-class women, who have been shut up all their
lives, there is complete helplessness, and they require much care
and patient teaching before they become ﬁt to earn their own
livelihood. Should the convert bring her children with her, the
girls are sent to one of the many Mission Schools and Colleges
in which the teachers are highly educated English and American
ladies, who prepare their students to pass examinations, and some
of our Hindustani maidens have taken their degrees in Medicine
and Arts.
Under the Zenana Bible and Medical Mission, to which I
have the privilege to belong, are three Hospitals for women,
ofﬁcered by Medical women. Besides receiving high-caste
women in the Hospital, these ladies visit in the homes of the
poor, and many of the patients who hear the Gospel day after
day, believe, and live and die in the Faith. The joy which
comes to these downtrodden women is beautiful when they
grasp the fact that the great God loves and cares for them. I
have seen the tears running down a woman’s cheeks on hearing
for the ﬁrst time the Parable of the Prodigal Son.
As to results, let me only instance that brave lady, full of faith
in God, Pundita Ramabai, who, during the famine of I89 7, saved
from death the lives of three hundred girl widows, whom she
has safely housed in her home in Poona.
Looking at this triumph of God’s grace over Hinduism, we
may well thank God and take courage, and pray the Lord that
He will send more labourers into His Harvest. God grant it, for
His Name’s sake.
G
98 Er/zel H arley
LANGUAGE AND TRAVEL AS A
MEANS OF EDUCATION.
\
By ETHEL HARLEY (Mrs ALEC TWEEDIE, Author of “Through
Finland in Carts,” “A Winter jaunt to Norway,” &c.).
DUCATION continues as long as we have eyes to see and
ears to hear; school and college but collect the bricks
with which our life’s storehouse of knowledge is built; while
amusement is a primary necessity of existence.
My idea of a holiday is the antithesis of one’s ordinary life.
If we work hard, then do nothing; if we do nothing, then work
hard. If we use our head, then it is rest to use the body ; com-
plete change constitutes relaxation. If one live a busy life in
town, a quiet time in the country is amusement ; but if existence
be spent feeding chickens and tending a garden, then the bustle
and whirl of a great metropolis is the best kind of holiday. A
well-known man of my acquaintance, who is a hard worker and
whose life is spent continually among his fellow creatures, ﬁnds
his greatest pleasure three days in bed, and thither he retires for
change of air and scene ! I cannot go so far as that, although a
well-known society beauty is said to spend every tenth day in this
manner in order to keep her looks and her complexion.
Leading a busy life in the whirl of London, with the postman
and telegraph boy everlastingly knocking at the door, I ﬁnd my
only real holiday is to cross the sea, and escape alike from friends‘
and foes while enjoying repose in other lands. England is every
whit as attractive; but, alas! in Britain the post arrives every
few hours, consequently rest is not obtainable. Therefore it
is that, more as a holiday-seeker than a book~writer, I have
wandered through somewhat unknown countries. Besides, Is
travelling not education? ‘
To the question often put--“ What made you ﬁrst write
books?” the answer is simple. My brother (Professor Vaughan
Harley) and I went with a little party of friends to Iceland,
where a girl companion and myself managed, on men’s saddles,
Language and Travel as a Means of Ea’nealion 99
in three and a half days, to ride a hundred and sixty miles over
mountain and valley, fording rivers, or sinking into bogs! It
was a fatiguing performance, but intensely enjoyable; and those
wonderful marvels of nature, the Geysers, and our night spent
under canvas on a sandy desert, entirely counterbalanced any
physical discomfort we had to bear. Iceland is still out of the
beaten track ; the post arrives twice a month at most-—telegrams -
never ; and therefore it was I kept a diary, so that on our return,
many weeks later, friends and relations might know something of
our experiences, many of the little details of which would be
forgotten unless a note were taken upon the spot. This diary
was read to an old friend, Miss Barlee, authoress of the “ Life of
the Prince Imperial,” when she was nearly blind, and interested
her so much that, sending for me, she said, “You must bring it
out as a book, dear.”
I laughed at the idea.
“I never wrote a book, and I don’t know anything about
them,” was my amused reply; but, afterwards, just as one little
sparkﬂwill ﬁre a haystack, the suggestion began to take root, and
gradually I sorted the thing off into chapters, with the result that
seven years ago there appeared in all the glory of print, “ A Girl’s
Ride in Iceland.” It has gone through three editions, and since
its advent several women have visited Ultima Thule.
Thus, by mere chance, my work in life was ﬁxed ; the oppor-
tunity came, and was grasped with ultimate pleasure and proﬁt
to myself-—and, let us hope, not with pain to the public! But
I do not intend to give a list of my works merely to show other
women, struggling on the threshold, how unexpectedly their
chance may come and their future lives be ordained.
In answer to another question, “ How do you know what
to write about? ” it is only possible to reply—-— That is a
simple matter. I look upon myself as a very ordinary in-
dividual with a very ordinary education (no, I dare not say
that, for I am an old Queen’s College girl l), and if anything
particularly interests me during my wanderings, it seems pro-
bable‘ the same thing may perchance interest somebody else ;
therefore I make a note of it, for, although blessed with a
I 00 ~ E:/zel H arley
good memory, the mental tablet is apt to become a little blurred
when too many impressions are thrust upon it, as must natur-
ally be the case when travelling in new lands. For this reason
facts and ﬁgures are better jotted down at once, to serve as a peg
on which to hang the garment when it is ﬁnally cut out, tacked
together, and sewn into book shape.
Some say writing is a selﬁsh profession. All professions one
loves are selﬁsh! The artist is never so happy as when alone
with his canvas. The musician is enthralled by his own com-
positions; then surely the novelist may enjoy the delight of
living with the beings his thoughts create, and the writer of
travels enjoy recalling pleasant hours or want of creature com-
forts which furnish raw material for his volumes.
Travelling is an art, and one which few people seem to
possess. Men and women rush about Europe in a z‘raz'n de
Zuxe, go to big cities full of large hotels, and imagine they are
travelling, while all the time they are only playing at the
game!
One or two languages are essential for success, for verily
language is the golden key which opens the door to information,
while a few good introductions assure the ooyageur of hos-
pitality, and the only way to understand anything of a people is
to go into the heart of their homes, to live with the rich, and
visit the poor. '
Hotel life is but superﬁcial, hotel food is everywhere French,
waiters are German, and hall porters speak English. How, then,
amid such surroundings is one to study the people, or learn any-
thing of their real lives, their thoughts, customs, or natures. No
one is more narrow-minded than a stay-at-home Scotchman.
His Calvinistic bringing up sticks to him ; his Puritanical princi-
ples are ingrained into his very soul; but when the countryman
of Burns has trodden another soil, had his accent hewn from
his lips, learnt that there are many ways of accomplishing the
same thing, each equally successful with, and some even pre-
ferable to his own, the Scotchman becomes one of the most
delightful companions in the world; his mind enlarges while
his sterling worth remains. This is the general tendency of
Language and T rar/el as a Mearzs of Ea’nealion IOI
travel, and being so it seems sad that parents do not realise
that no system of education is complete (not even the four years’
curriculum at Queen’s College itself) until a child has gone forth
into the world and lived among the scenes of history. What
enlightenment to have stood in the Forum of Rome, peeped into
the wondrous picture galleries of Europe, gazed upon the ﬁeld of
Waterloo, seen the shattered remains of the Tuileries, admired
the mountains of Switzerland, the fjords of Norway, the ancient
beauty of such a town as Nuremberg, or, to come nearer home,
realised the wonders of past times amid the marvels at Stone-
henge, the beauties of architecture in the cathedrals of England,
or the grandeur of forest so near us as Windsor!
Even persons with no particular love of learning generally
take an interest in reading about a place they have visited them-
selves, and once started on that track their interest increases,
until they ﬁnd some of the happiest hours of life may be spent
in the company of a book. It is not only that we see and learn
when we visit new surroundings; that is merely planting good
seed, the fruit of which is borne through life in our desire to
accumulate information about persons whose homes we have
visited, lands we have peeped at and admired, or great his-
torical spots that we have seen. But, as we said before, to go
tearing about the world, accomplishing the greatest distance in
the shortest possible number of days, is worse than useless. It
costs money, and the result is naught; whereas a few pounds
will go far if the tour is carefully planned, and bicyles or walking
play their allotted part.
Travelling means endless acquisition of knowledge. Nothing,
for example, could be more interesting as a study than the
position of women in two of the countries I have visited. In
Morocco they are, as Byron says, “ Soulless toys for tyrants’ lusts.”
Their intellects are undeveloped, their interests are nil, their fat
(considered a beauty) is appalling, and their lives, according to
our ideas, seem unutterably sad.
But at the other end of Europe, in a country bristling with
civilisation, and yet almost as little known to the ordinary
traveller—namely, F inland--women hold a better position than
I02 Loam/sa Twz';zz'rzg
anywhere else in Europe——-one might almost say in the
world.
To travel wisely we must learn ﬁrst how to think, appreciate,
and compare. We must learn self-restraint and to bridle our
tempers, so that when adverse moments arrive we can laugh off
the annoyances, instead of making ourselves and all around us
miserable, because we cannot have exactly the same little comforts
we are wont to enjoy at home.
Surely modern languages are well worth studying, and travel is
a great educational factor; indeed, the two points named may
be said to go far towards completing a life’s education, for they
expand the mind, develop the eye, educate the ear, and open
the heart.

WORKHOUSES AND PAUPERISM.if
By LOUISA TWINING.
“Workhouses, under a prudent and good arrangement, will answer all the
ends of charity to the poor, in regard to their souls and bodies ; they may be
made, properly speaking, nurseries for religion, virtue and industry, by
having daily prayers, and the Scriptures constantly read, and poor children
Christianly instructed.”——Speech of William III, in Parliament, 1698.
“ N looking back over the more than forty years since I
was ﬁrst led to visit one of our great State institutions,
I can only feel wonder and surprise at the small amount of
opposition and obstruction I met with from all who were in
authority‘; and could not therefore be expected to see the evils
which they had become accustomed to. More particularly is
this the case with regard to the central authority, the then Poor
Law Board, which I, a woman, had the audacity to invade.”
“Women are called upon to take an important part in carry-
ing out the Poor Law. I see no reason why some should not
be employed as Relieving Ofﬁcers, at least in conjunction with
men, for it can hardly be denied that women have done, and
are doing, good work as visitors to the poor, by investigating the
* Extracts from “ Social Questions of To-Day.”
PVOr/ehonses and Pan;§erlsne I03
condition and needs of their families. But at least, there might
be co-operation in this part of the work, and even unofﬁcially,
they might be of great use and assistance in carrying out the
objects of the too often overworked ofﬁcers. The German
system, known as that of Elberfeld, of a thorough visitation
of the poor, has frequently been quoted in connection with this
question, and might be, at least partially, adopted with advantage.
“At the beginning of I89 3 ,a Woman Relieving Ofﬁcer, the
ﬁrst of her kind, was appointed temporarily to a Warwickshire
district. The Oswestry Guardians have again chosen a woman,
who did the duty for several months during her husband’s
illness, and it is because she was so perfectly eﬂicient as his
substitute that they elected her to succeed him.”
“The appointment of women, as Inspectors of Workhouses,
especially of Inﬁrmaries and Schools, is urgently recommended,
the ﬁrst woman so employed being Mrs Nassau, Senior, in I 872.”
“A Plan for rendering the Union Poor-Houses National
Houses of Mercy” (A Pamphlet) 1850, was the ﬁrst publication
that drew my attention to the subject. It said:
“ This class of the Poor has hitherto been generally neglected
in our schemes of charity, though it must be evident to those
who have examined the subject, that the righteous principle
of relieving the destitute, which is the foundation of our Poor
Law system, cannot be carried out to its due extent—especially
in a moral and religious sense—by means of legal enactments,
without the co-operation of private charity.”
“This is surely a remarkable statement, made nearly thirty
years before ‘charity organisation ’ was thought of or advocated.
The ‘ Plan ’ is then sketched out, and these recommendations
made; I. there must be ‘a licensed Chaplain;’ 2. ‘a well-
educated matron,’ 3. ‘Union Visitors, for the following objects,’
and among these objects we cannot fail to observe the germs of
many of the good works of later days, or years; ‘to contribute
and collect money to form a fund for assisting orphans, friendless,
and other destitute persons, upon their leaving the House;
for purchasing religious books to distribute among them; for
I 04 Louisa T'wz'nz‘ag
providing a suitable library for the use of the inmates; for
increasing the comforts of the sick and aged, as far as the
authorities would permit; and for all other purposes necessary
for carrying out the scheme to which the provisions of the Poor
Law would not extend.’ One object to be kept in view by the
visitors was ‘ to watch the development of the characters of the
younger inmates,‘with a view of obtaining places in service for
those who should prove themselves worthy of patronage.”
Other means of publicity, and explanation of the existing
state of things, were given by the Parliamentary Commissions
which were held in 1861 (House of Commons) and 1888 (House
of Lords) at both of which I gave evidence, and amongst other
measures of reform, urged the desirability of electing women on
Boards of Guardians, though this, the greatest of all the changes
carried out, was not an accomplished fact till the year 187 5,
when a lady was placed on the Kensington Board, to be
followed twenty-one years after by 900 women, although there
are still 300 Unions and four Counties at the present time
without any.
In later years, two more Commissions were appointed, that upon‘
Hospitals in 1891 (House of Lords), though not connected
especially with Poor Law Institutions, and on Poor Law Schools
in 1896, on both of which I had the opportunity of expressing
my opinions on the subject of the education of children, and
of the condition of the sick in Workhouses and Workhouse
Inﬁrmaries. The necessity of trained, as a substitute for
pauper, Nurses having been fully demonstrated, it became
necessary to consider how the supply was to be obtained,
and this led to the beginning of the “Workhouse Inﬁrmary
Nursing Association ” in 1879, the result of a Conference
between myself, Lady Henry Scott (now Lady Montagu) and
Constance, Marchioness of Lothian, who from personal visitation
of the sick and incurable in St Pancras Workhouse, had
become impressed with the great need there was of more
efﬁcient nursirlg, superintendence, etc.” I
W orhhonses ana’ Panperisnz 10 5
The beginning of interest in this question is given in the
following extract from my Diary :—
“ My ﬁrst visit was on February I, I8 5 3, when I went to the
Strand Union, in Cleveland Street, to see old Mrs S , who
was obliged to give up her home and go in. I had obtained an
order from the Chairman of the Board of Guardians, and the
master and matron readily admitted us, and agreed to show us
over the house. They were kind-hearted, old-fashioned people,
and had charge of the St Clement Danes Workhouse for many
years, when it was on the present site of King’s College Hospital.
In visiting poor people in a district, I have often heard of some
who were going in. One poor old lonely woman, in whom I felt
much interest, was obliged at last to break up her home and
depart. I often r'eproached myself with not going to see her,
when I heard, in about six weeks after, that she had gone quite
out of her mind and died. But in those days I fancied the
workhouse was an inacc’essible fortress, which could only be
entered through great difﬁculties and dangers. At last, this
most respectable and good old woman, Mrs S , who had
supported herself by doing the best kind of ﬂannel-work for the
best shops, after struggling on month after month, was forced to
give up, and her only comfort in going seemed to be the hope of
seeing an old friend. I promised to visit her. Though she was


\ near eighty when she went in, she yet lived some years, and was
the chief object of my visits to the workhouse during that time.
Her sufferings were great, and they were greatly aggravated by
the treatment of the nurses. At the ﬁrst visit I found a courteous
reception. The kind master and matron asked me to go again
and read to a poor sick woman to whom I had spoken. This
was an opening which I gladly availed myself of, and as we were
well known in the parish to which the workhouse belonged, and
to the Chairman of the Board, no diﬁiculty was in the way of my
going into any ward as often as I could ﬁnd time. At the very
ﬁrst visit I was forcibly struck by what has been my conviction
ever since: the great want which is the evil of workhouses-—
efficient supervision. The sight of numbers of young women,
many of them with babies in their arms, left wholly alone, and
I 06 Mary Warde/Z
with no other control than that of pauper women, appeared to me
a most hopeless and unfortunate state of things.
“I talked to one or two of the women in the sick ward. One
spoke of having been a great sinner, but appeared to be very
repentant. I offered to go again and read to her, and my
proposal was willingly agreed to by the matron, who said
‘she would be glad if I would visit her.’ I determined to
act upon this permission, and I continued to do so till her
death; and afterwards I went on visiting Mrs S-—— and
made other acquaintances. In the course of that spring I
paid thirteen visits to the Strand Union. I thought the beneﬁt
might be extended by having other ladies allowed to visit; and
as I knew the Chairman, I applied to him on the subject,
personally and by letter. I paid him several visits in Clare
Court, and he seemed favourable to the plan, though he could
do nothing of himself.
“ He appeared to be chieﬂy impressed with the conviction of
the hopeless character of the younger women. An application
to the guardians brought an answer that unpaid and voluntary
efforts were not sanctioned by the Poor Law Board, and the offer
was declined. So the matter was ended for the time. The
master and matron would have aided me, and thought that much
might be done. The chaplain seemed a very inefﬁcient person,
and I never saw him.”
“ Considering the vast divergence of opinion and method
existing in different Boards of Guardians, even in the Metropolis,
it has long been a matter of surprise and regret that there are no
meetings held by them for the purpose of consideration and dis-
cussion of various plans, in order to arrive at a greater degree of
uniformity in the treatment of the poor, instead of the present
entire lack of system and agreement, which is unjust to them,
and leads to comparisons and preferences which are very
undesirable. The same may be said with regard to the manage-
ment and administration of Workhouses, which vary considerably
in this respect.”
0 A Convalescent flonee I07
MARY WARDELL CONVALESCENT
HOME.
By MARY WARDELL (the Founder).
S one of the ﬁrst Students of Queen’s College, I have been
kindly invited to give a brief account of the work I have
been instrumental, under God, of originating—viz., the Con-
valescent Home for Scarlet Fever, Stanmore. By desire of
H.R.H. the Princess of Wales, who contributed £50 towards
the building, it bears my name as its founder.
I had been for many years engaged in work amongst the
London poor, and felt that aid to recovery after illness was one
of the best modes of helping them without endangering their
sense of independence. I found, however, that convalescents
after fever were inadmissible to all existing Homes, and having
sought in vain for somewhere to send some children in my
district, I felt the need of a special Home so urgent that I
determined to consult some members of the medical profession.
My idea was warmly taken up by the late Sir Risdon Bennett
(President of the College of Physicians, and subsequently Chair-
man of my Committee), Sir William Broadbent, the late Sir
Andrew Clark, Sir Joseph Fayrer (still a member of my Com-
mittee), and other leading medical practitioners. Aided by the
Bishop of London, the Lord Mayor, the late Sir Rutherford
Alcock, the present Countess of Derby, the Countess of Dudley,
Mrs Gladstone, and others, I raised funds to purchase a freehold
of four acres and build a house capable of accommodating forty
patients. The Home was opened by the Princess of Wales,
july 14th, 1884, ﬁve years after I ﬁrst started my project. Since
that time 2,950 patients have been admitted. Two classes of
patients are received——those able to pay their cost, and those
paying only a small fraction of their cost. These last are by far
the larger number; public support is therefore needed to supple-
ment the payments made on behalf of patients.
The Home is situated on the top of Brockley Hill, near Stan-
more, Middlesex, 450 feet above the sea-level, on a gravelly soil
I 08 Mary Wardell
with a substratum of clay, with a good southern and western
aspect, about ten miles from the Marble Arch in a north-westerly
direction. The freehold of four acres serves as a pleasure ground
for the convalescents (and includes lawn tennis and croquet
grounds), an outer belt being laid out as kitchen-garden, orchard,
etc., to which the patients are not admitted, so that they cannot
approach the boundary fence. The south and east are bounded
by a road, so that the property is secured from encroachment or
being overlooked from those directions; a common and pasture
land form the western boundary, and a high brick wall on the
north divides the kitchen-garden from the grounds of an adjoining
property of seven acres in extent, on which stands the only house
in the vicinity.
The Home itself consists of a dining and drawing-room, for
the use of the convalescents paying for ﬁrst-class accommodation ;
a large day-room for the ordinary class patients ; a matron’s ofﬁce
and library, with the usual servants’ ofﬁces, on the ground ﬂoor,
beneath which is a well-lighted and ventilated oasenzenz‘, in which
are the cellars and furnaces for heating the warming apparatus
and the hot—water supply to the bath-rooms, etc., so that the
sitting-rooms are thoroughly protected from damp. On the ﬁrst
ﬂoor are the bedrooms and bath-room for ﬁrst-class patients, the
matron’s bedroom, and the linen room ; whilst the top ﬂoor con-
tains the dormitories and bath-room for the second-class patients,
and the dispensary and “sister’s” bedroom. The annex, con-
taining the lavatories, slop sink, and lift, is built apart from the
house, with glazed brick walls and tiled ﬂoors, for more perfect
cleansing, and communicates with the house on each ﬂoor by
means of a short passage shut off at either end by a swing door.
The earth system is adopted, thereby securing the house from
any possible danger from sewer gas.
About one-third of the patients received during the fourteen
years of the working existence of the Home had been previously
treated at various hospitals, the remaining two-thirds at their own
homes or temporary places of residence. Many of these were
from different charitable institutions, homes, orphanages, schools,
and refuges, and amongst those admitted have been blind, deaf
A Convalescent lionze I09
and dumb, semi-paralysed, crippled and strumous children, who
all needed the beneﬁt of fresh air, nourishing food, and careful
treatment beyond what is usually necessary for ordinary con-
valescents. This Home may, therefore, justly claim to be re-
garded as a friend to all other institutions, by affording a means
of security against the spread of infection amongst the large
bodies of children and young people under their care.
A man, horse, and omnibus are provided for fetching the
patients, so as to avoid the fatigue and exposure of a railway
journey with the usual changes of conveyance, as well as a
protection from infection of the general public. A laundry with
two laundresses, and a disinfecting suite of rooms with a steam
disinfecting apparatus, are amongst the expenses to be main-
tained ; and a costly system of subsoil irrigation drainage was
laid out, under Mr Rogers Field, C.E., as the Home is in too
isolated a position to be within reach of any public system of
drainage.
To give a slight idea of the work I append the following table
from the latest report.
The number of patients admitted each quarter for the last
seven years were :—
Jan. to March. April to June. july to Sept. Oct. to Dec. Total.
1891 51 34 24 54 I63
1892 83 107 34 83 307
I893 80 66 21'. 76 243
I894 36 6o 22 25 143
I895 29 62 87 69 247
I896 48 63 73 89 273
I897 61 57 47 85 250
The total number of patients admitted to the Home since the
opening in 1884 being 2950. The ages of the patients during
the past year are shown by the following table :—
I year old 7 years 12 years
and under. and under. and under.
Children . . . 2 69 78
20 years and under. Above 20 years.
Adults . . . . 34 6 7
I 10 Mary Wardell
Of these I24 were treated previously at their own residences,
and 126 at various hospitals. The classes to which they
belonged were :-
Children of private gentlemen, professional men,
merchants, &c., . . . 25
Children of clerks, schoolmasters, teachers, &c., . 23
Children of tradesmen, . . . . 34
Children of mechanics, labourers, shopmen, railway men,
soldiers, &c., . . . . . 65
Children of gentlemen’s servants, . . . 7
Children from homes and institutions, . . . 17
Female servants, . . . . . I 7
Trained nurses and probationers, . . . 24
Other adults, . . . . . . 39
The above statistics vary considerably each year, but these
will sufﬁce to show what a wide ﬁeld of service this Home em-
braces, and when it is remembered that it is the only Home that
receives scarlet fever convalescents, except those attached to the
Metropolitan Asylum Board Hospitals, it will be acknowledged
that it supplies a very real and urgent ,need. It was my hope at
the beginning to have extended my scheme so as eventually to
establish distinct Homes for other infectious convalescents, but
the public support given to me has not sufﬁced to meet all the
expenses of thoroughly organising this ﬁrst Home of the kind-—
and my time and strength have been fully taken up by this
experiment. If other and younger women are stimulated by this
account of my work to endeavour to meet similar needs, my
experience may be in some way useful, and I would gladly give
them all the information and encouragement in my power. I
have already been consulted in regard to the establishing of
some such Home for Convalescents in the neighbourhood of
Leeds, but the doctor who consulted me having died, I have not
had any recent news of its progress. If such Homes could be
provided in t/ze country, yet within easy reach of the principal
large towns, the circles they each could include of country cases
-could touch at their outside margins, and the entire population
g/nlz'a Wedgwood .' A Renez'nz'scence I I I
be provided for. I may not live to see this, my wish, fulﬁlled,
but I believe it will in due time be the result of this the ﬁrst yet
feeble effort in the right direction.
Postscrc'pt.—-I am told by the energetic Editress of this book-
let, which shows the varied results of the education of women
during the past ﬁfty years by means of Queen’s College, that
sufﬁcient reminiscences have already been given by other
former students, and I therefore withhold my own still youthful
menzories, though of ﬁfty years ago, but I must give expression to
special recollection of Adelaide Anne Proctor. She attended
Mr Tom Taylor’s Lectures on English Grammar and Language,
given, as all the ﬁrst term Lectures were given, without fee. She
seemed to my young idea “ quite grown up,” and I can still see
. her, in her simple holland dress, without trimming or ornament,
her bands of dark hair, pale complexion and regular features, as
if it were but yesterday that she took kindly notice of two eager
little girls, one long ago gone to her rest, the other feeling the
burden of work press somewhat heavily on her failing powers.
jean Ingelow and her sister were also students at a somewhat
later period.

A REMINISCENCE.
By JULIA YVEDGWOOD, Author of “ The Moral Ideal,” &c.
EW memories bridge a deeper gulf than those which revert
to the foundation of Queen’s College. It was the initial
step in one of the most important movements of our time, and to
pass beyond it is to revive a vanished world. That the weaker
half of mankind should be also the most ignorant is now a dis-
credited theory; fifty years ago it was an unquestionable fact.
Difference of sex then bore on intellectual development in the
same way as the difference between wealth and poverty does.
Individual zeal might in either case overcome common disad-
vantage, and the distinction of such exceptional achievement,
stamped like all exceptional achievement with the impress of
strong individual character, was perhaps more striking than any-
thing with which we can compare it to-day; but ordinary women
I I I 2 _/nlia Wedgwood
were then shut out from the intellectual opportunities open to
ordinary men, and even extraordinary women were thus excluded
from the employments and dignities accessible to ordinary men.
They were obliged to look for their opening towards interesting
or important activity and often their actual maintenance, through
the portal of marriage, and this event was the inevitable goal and
centre of all their interests. A whole view of life had here its
roots, all literature sanctioned it, all law assumed it, all conven-
tional morality instilled it. If this is no longer true, if women are
able to expand their powers in various directions, and either live
their own life or share that of men, the change is to be ascribed to
that reform in female education which began in the spring of I 848,
amid the crash of falling dynasties, when a few girls entered the
door of 66 Harley Street and listened, not always very intelligently,
to the instruction of wise and learned men, now all passed away.
It is very difﬁcult for any but the old to appreciate our debt -to
these men ; it is not altogether easy for the old, as there is in human
nature a curious tendency to forget any change in proportion to
its completeness. It is not, however, difﬁcult to convince our-
selves of a startling change of feeling on the subject, if we turn to
the literature of half a century ago. When Queen’s College was
opened its title inevitably recalled the poem in which the Laureate
has just ridiculed the aspirations of women to share the intellectual
development open to their brothers. “ The Princess,” I fancy, is
now the least known production of Tennyson, and in spite of its
lovely lyrics the attentive reader might now ﬁnd its chief interest
lay in its picture of a contemporary state of mind which, apart from
some such testimony, would be almost incredible. To my mind
the most vivid recollection connected with the poem is the refer-
ence made to it, in an introductory address before the opening of
Queen’s College, by one whose name should always be associated
with the movement for female education, as it is with almost every
large and beneﬁcent movement of our time-—Frederick Maurice.
I never think of the poem without hearing again in those deep,
serious, slightly tremulous tones his allusion to possible sneers
against a project which would, he warned his hearers, be con-
sidered “as equally extravagant, if not equally imaginative, with
A Renn'nz'scence I I 3
that lately set forth by our great poet in his picture of another
college for women,” and I make the quotation rather from my
recollection than his published words, permitting myself the pos-
sible inaccuracy which anyone may test, rather than interpolate
a printed page between my mind and so living a presence. The
anticipation is illustrated by some subsequent recollections. I
,recall with bewilderment my dismay under some witless laughter
roused by the mention of the College after I had been its pupil
for more than a year. It seems incredible that such stupidity
should have had the power to sting, but it is true. And it is
worth recording because there must have been something irre-
sistible at that time, in the inﬂuence of such folly, before it could
have been felt by one brought up as I was, with all tradition on
the opposite side, with a mother ardently devoted to the scheme
from the beginning, and kindred of which no single member was
otherwise than respectfully sympathetic towards any form of
culture. I do not suppose there is now a schoolgirl in the whole
world who would be ashamed of belonging to an institution for
education, and I hope that ﬁfty years ago there was more than
one, or my confession would be even more discreditable than it is.
I am afraid it is not the only confession involved in a faithful
transcript of memory’s records of that time. I recall a certain
sense of ﬂatness and collapse when the actual lessons of the
College succeeded to the thrill with which I listened to Mr
Maurice’s ﬁrst lecture, a vague disappointment at discovering
that the lessons associated, however illogically, with the gorgeous
visions of the Princess were, after all, not so very different
from my previous reminiscences of the schoolroom. It was
the collision between a very childish anticipation of some
grand transformation scene and the experience of the actual
drudgery, without which hardly anything can be thoroughly
learnt; but even this foolish and transient feeling is worth
commemorating, because, far from conveying any reﬂection on
the founders of the College, it involves a tribute to the one who
gave the ﬁrst impulse towards it, and inspired all that was vital
in the feelings with which I followed its earliest teachings,
unintelligent as some of these feelings were.
H
I I 4 fnlia Wedgwood
They were unintelligent enough, and yet I look back upon
them as the distorted shadow of aspirations and imaginations,
which, even when they are connected with erroneous conceptions
of fact, no one would wish to have been without. And there
was much in the quite early teaching of the College to inspire
large ideas and wide views, and thus satisfy some part even of
the unreasonable demands of ambitious and indolent youth. I
well remember, for instance, the impression produced on me by
the ﬁrst lecture delivered actually within the walls of 66 Harley
Street, a simple, but to me wonderfully stimulating, exposition
of the principles of arithmetic by Mr Cock, our mathematical
professor. I never followed up the study of mathematics, nor
could I now give any account whatever of that opening lecture,
but the memory of his teaching remains with me as an impressive
demonstration of the existence of what may be called the soul of
science as distinct from its body—an example of the way in which
a very slight and even transient acquaintance with the details of
a particular science may bequeath a profound conviction as to
the reality of its subject matter, and the pregnant inﬂuence of its
principles. My acquaintance with algebra or geometry would
have vanished if submitted to the test of the easiest examination
paper, yet these lessons opened a door leading to a palace ; and
I feel, in looking back, that even to glance in and follow in
imagination those stately corridors has made the whole intel-
lectual life a different thing to me. To come in contact with
mathematical ideas is not necessarily to acquire mathematical
knowledge. But it is to gain that priceless gift—-an appre-
hension of the meaning of absolute knowledge. Such a dis-
cernment lies on the threshold of mathematics, and may be
carried away by one who, like me, can hardly be said to have
crossed the threshold. Would that my gratitude could reach the .
ears of the kind and courteous teacher, who has interwoven the
lessons of his ripe knowledge with my vague and fragmentary
thought! But the desire, for him or for his fellows, is as idle as it
is inevitable. They have all passed into that world where surely
the result of faithful and disinterested work is made clear; and
if their pupils have been enabled to make such contribution
A Boys’ School heft hy a Woman I I 5
as was in them to the work of the world, that result (all they
would have desired) is largely due to their‘ disinterested
efforts. A few of these men were famous, others are already
forgotten by the world; but in a few grateful hearts and
strengthened minds the memory of the forgotten, as well as the
famous, is woven in with some of life’s most fruitful endeavours
and most inalienable acquisitions.

A BOYS’ SCHOOL KEPT BY A WOMAN.
By SARAH D. Woom/IAN (Mrs DAVENPORT).
TAKE my pen in hand to describe shortly my life’s work,
as it is thought that such a description may act as an
encouragement to present and future students to take up a
similar line. Before, however, turning to this subject I must
most heartily offer my loving homage and thanks to Queen’s
College for the happy, intensely happy, and improving days that
I spent within its walls. Looking back on them, who could
wonder that a student would be happy when she recalls the
names and teaching of such men as the early Professors. May
I without egoism here say that my name was that of the ﬁrst
compounder, and that I was the very ﬁrst pupil to enter the
building on that Monday morning when the Pioneer of all
Colleges for Women ﬁrst opened its doors. I was quickly
followed by Miss King. How vividly I recall the scholarly
Latin teaching of Professor Clark, the philosophical language
lectures of Professors Bernays and A. B. Strettle, the marvellous
patience of Professor Brasseur in correcting faults of accent
acquired in previous years, the racy spirit-inspiring lectures of the
Rev. J. S. Brewer on Modern History, the ample illustrations
of Professor O’Bryan’s scientiﬁc lectures, and though last, by
no means least, the enthusiastic heart-stirring appeals of the
Principal of Battersea Training College, Dr Thomas Jackson,
on the art of teaching. Alas! is there one of all those great
men still living? I fear not. Reguiescant in _;>ace onznes.
Now space bids me return to my own special work on leaving
I I6 Sara/z D. Woodman
Queen’s College. About seven years were spent in private
governessing—-a misery after the excitement and good-fellowship
of the student’s life. Then I opened my preparatory school at
13 Somerset Street, Portman Square, intended from its com-
mencement to be exclusively for the sons of professional men
and the so-called “Upper Classes.” My ﬁrst ﬁve pupils repre-
sented these factors of cultured society of West End London;
two came from Portland Place, two were children of a West End
rector, and one was a professor’s son. By private recommenda-
tion alone, this school scheme grew with varying success till I
had to build a second, and again a third schoolroom. The
conﬁdence of the parents showing they believed a woman might
train boys for public school life, a compliment which reﬂects
entirely to the credit of the education received at the ﬁrst college
open to women.
I must now content myself with adding the names of some of
my most distinguished pupils, distinguished owing to the position
of their parents in the literary; political, and professional world,
many of whose sons are fast rising to fame on their own account.
For the sake of saving space, all unnecessary titles will be
omitted, such as Right Hon., M.P., &c. I have had the honour
of preparing for English public schools the sons or grandsons
of the Dukes of Argyle, Abercorn, Somerset and Richmond;
Lords Westmoreland, Kintore, Cork, Jersey, Annesley, Brassey,
Cathcart, F arrar, Westbourne, and Iddesleigh ; the Bishop of
Bombay, and Canons F remantle, Alderson, Stanley Leathes,
Knox-Little, and Burrows; Prebendaries Kempe and Snowden,
C. Phipps Eyre, J. W. Ayre, B. Webb, Dr Liddell, Dacre
Craven, Berdmore Compton, St John Blunt; Generals Alderson
and Knowles; Colonel Ferguson, Captain Buckle, Francis
Palgrave ; Doctors Sir William Jenner, Hardinge, Sir Andrew
Clark, Shulhoff, Sir William Fayrar, G. Lawson, C. Beevor, Sir
Thomas Smith, Sir James Paget, John Couper, Sir Richard
Garrod, and Sir William Burroughs ; Lord Chief Justice Coleridge,
Baron Pollock, Sir Henry Cotton, Charles Otter; the Architects
Pearson and Sir Arthur Blomﬁeld, Serjeant Parry, W. E.
Gladstone, Sir W. Vernon Harcourt, and many more. ‘
Memories I I 7
For fear of becoming wearisome I must now close this list, which
is, of course, more interesting to me than to the outside world.
To give a few hints as to the special qualities required for a suc-
cessful teacher of boys, according to my long and varied experi-
ence, I feel that, ﬁrst, she must have a great love of boys, which
embraces insight into their characters and an unlimited patience
for their peculiarities. Secondly-—and yet I really believe that
this is the ﬁrst important ingredient—-a strong sense of justice,
with its necessary companion, the power of placing herself in the
child’s position and looking at the matter in question as it
presents itself to the little sturdy combative mind. If she can
establish a good public opinion in the class and school, she will
ﬁnd the government immensely simpliﬁed, because she will
simply be working with their wills instead of against or in spite
of their wills. Then, again, she must try, and try hard, to teach
dramatically. The actor on the stage and the successful preacher
in the pulpit does not drone on in a monotonous voice, using no
action, but keeps his audience awake by changes of voice, of
facial expression, of posture; so must the energetic teacher. Be
not afraid of clapping the hands, sinking and elevating the voice,
and, above all, insisting on the child’s eyes being ﬁxed on the
teacher’s face, or on her writing on the board. She must aim at
gaining ﬁrst the respect, then the fear, and afterwards the love
and conﬁdence of her pupils, and both they and she will be
happy together. Laugh frequently with your pupils, never at
them. Teaching is a gift, but much may be acquired.

MEMORIES.
HE birds still ﬂy
In the summer sky,
And chirp in the sunshine they know not why.
The dead leaves fall
By the garden wall,
And the autumn colouring changes all.
I18
Meneories
The sea crests come,
Flinging wide their foam,
While the waves sink back to their ancient home.
The rivers run
In the light of the sun,
And lose themselves when their task is done.
So the world goes round,
And many have found
That its music lies in the common sound.
And surely he
May envied be
Who lives in touch with a memory.
As the winter snow,
When the sun sinks low,
May catch some light from the after-glow.
ROSEMARY.
TURNBULL AND SPEARS, PRINTERS, EDINBURGH.