Читать книгу A Short History of Newnham College, Cambridge - Alice Gardner - Страница 4

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In tracing the history of educational institutions and of other foundations existing for the public good, we find it necessary to distinguish those that had and those that had not a definite beginning. Some of our colleges and great schools have—so to speak—sprung, adult and armed, from the brain of their founder—or possibly from the conjoint thoughts and efforts of a few generous and like-minded patrons. Their birthdays are easily determined. Their continuity can be traced both in material persistence and progress and in moral and intellectual development and adaptation to changing conditions. Others—and prominent among them the subject of this sketch—came into being so gradually that their length of days may be variously calculated. To the past students of Newnham College, the beginning seems to be most naturally and fittingly associated with the day when a comparatively small dwelling house was first opened, in Cambridge, by Professor Sidgwick and a small group of friends, and placed under the wise and devoted care of Miss Clough, for the accommodation of a few young women who wished to give their time to serious study under the tuition of such University professors, lecturers, and private teachers as might be willing to further their desire for higher education. Incorporation as a College was not to come for nine years, nor any measure of distinct recognition by the University for ten years. But no Newnham woman would reckon our beginnings from 1880 or 1881. An antiquarian spirit might fancy that the germs were in the room in Mr. Clay's garden, where lectures were first delivered to women students and others. But student life and university instruction had for us its first embodiment in the little community of five, and their teachers and helpers, whose relations with Cambridge began in 1871.

This settlement of Miss Clough and the five students was the small beginning out of which grew an institution which many hundreds of women now regard with passionate loyalty, and which no opponents or doubters can venture to despise. To understand its origin we need to go back a little and consider how and why the movement towards higher education for women was then beginning to take form, and why it came to be specially associated with Cambridge.

MISS ANNE J. CLOUGH AND THE FIRST FIVE STUDENTS.

It would be partly true and partly false to regard the objects of those who practically founded Newnham College as identical with those of the leading champions of the political and legal rights of women. Of course, as might naturally be expected, many of those who, through breadth of sympathy and hatred of injustice, gave the greater part of their lives and energies to the removal of female disabilities, public and private, were very ready to respond to the demand for higher education for girls and women. One need only think (looking at the leaders of thought in the middle of last century) of John Stuart Mill (a benefactor to the Cambridge Lectures Association and to similar enterprises) with the philosophic school which he represented and led. The advocates of political liberty and those of higher education for women used to a large extent the same arguments, and the securing of one end favoured the prospects of the other. Those who held that women were on the eve of obtaining greater rights and responsibilities were bound to show sympathy with the cause of education; they could quote the words of Samson Agonistes: "What were strength without a double share of wisdom? Vast, unwieldy, burdensome." And on the other hand every movement made in the direction of sound education for women told in favour of opening spheres of usefulness and conceding rights as to property and personal liberty which uneducated women might possibly have abused. Among the earlier friends of Newnham, probably by far the larger number were warmly attached to the franchise movement, especially when it came within the range of practical politics. At the same time, advocates of higher education were unlikely to be possessed—as were a few excellent and high-minded women—by the idea of the suffrage as a panacea for all women's grievances or a necessary condition of any step towards social betterment. Necessity and common sense prescribed caution to the pioneers who were directing their efforts to obtain some measure of university education for women able to profit thereby.

And indeed there was nothing revolutionary in the movement towards higher education for women. True, the education of girls and women had not till then been considered an object to be sought on a large scale. But there had been educated and even learned women in England, in the days of the Renaissance and Reformation, though there can be little doubt that—in the higher circles, at least—a check came with the frivolities of the later Stuart court. But without going into uncertain historical details, it is noticeable that in the early part of the nineteenth century, such different persons as Sydney Smith and Mrs. Hannah More became eloquent advocates of more serious education for girls than they commonly received. The arguments of these and like-minded reformers were not thrown away. It is beyond question that in many parts of England, in early and middle Victorian days, there were high-minded, intellectual, and accomplished women conducting girls' schools on reasonable principles and with good mental and moral results; and a good deal of the highest education in girls' schools was given by men—sometimes of considerable standing and ability. The position of a private governess was not remarkably dignified or lucrative (vide the experiences of the Brontes); but there were some such private teachers who did excellent and much appreciated work.

Still the course of a girl who had inward longings for intellectual culture was often hard; and harder still was that of young women who had a liking for literature and art, combined with a distaste for unvaried domestic interests or social routine. The happiest were those who had sympathetic elder brothers at College, who could talk over their difficulties with them and recommend books. Such was eminently the position of Miss Clough herself. Her education—discursive and not without lacunae—had been a home education, her chief mentor an Oxford brother, whose mind and tone of character it is superfluous here to describe. It was in great part to help those who, like herself, had had aspirations after knowledge and culture, and who, unlike herself, had not always had sympathetic homes, that she and other pioneers in Cambridge desired to secure facilities of continuous study under the direction of capable and inspiring teachers.

It may be advisable to indicate briefly the different ways in which efforts were made to meet the existing wants, some of which led up to the goal of university education for women.[1]

(1) The first step was the establishment of larger and better schools, and provision for more advanced teaching. Queen's College, Harley Street, first presided over by F. D. Maurice, was founded in 1848 and is still at work; Bedford College (now a College of London University) was founded in 1849; the North London Collegiate School and Cheltenham College (which both maintain their position as schools of first-rate standing) in 1850 and 1858. There were started, besides, some colleges expressly for women intending to become teachers (the Maria Grey, Home and Colonial, etc.). At present the need of some serious training in the art of teaching is widely recognised. In the early days of the Women's Education Movement, a young woman had often practically to choose between gaining more knowledge, and learning to make the most of the little which she had. This difficulty is now much diminished, if not entirely removed.

(2) But almost more important than the new foundations, started generally by private effort, was the successful attempt to secure some kind of government inspection of girls' schools and the synchronizing responsibility undertaken by the Universities of Oxford and Cambridge in admitting girls to the Local Examinations. In 1864, the Schools Inquiry Commission were requested to include in their task the inspection of Girls' Schools. The result was a revelation of superficiality, narrowness, and general inefficiency which awoke a portion at least of the educated public to the need of reform. The result of the new experiment (1865) of admitting girls to the Cambridge Senior and Junior examinations showed similar defects. Many generations of Newnham students have been amused to hear among the recollections revived at the annual Commemoration, how it was once seriously proposed to lower the standard of arithmetic to suit the capacity of the girls. Happily the suggestion was not followed. The notion that women cannot do hard sums was one of the "hasty generalizations" as to the constitution of the female mind, "with the wrecks of which," it was afterwards said, "the whole shore has been strewn."

The deficiencies of the schools were largely due to the fact that no opportunities of education were available for intending teachers. The more enlightened schoolmistresses had to struggle against masses of prejudice, indifference and materialism in the minds of parents and of the public, and many of them were eager for improvement. In 1866, the Society of London Schoolmistresses was formed for mutual help and encouragement, and similar societies were established in various localities, which lent support to the efforts of well-wishers in the Universities and elsewhere.

(3) Then again there were early schemes for lectures to women in different parts of the country, and these have branched out and become more effectual than any measure for educational improvement among persons for whom residence at a university was impossible. Here, as in many regions, Miss Clough was a pioneer, and this branch of work brought about the connection of Cambridge with one side of the movement and led directly to the starting of what grew into Newnham College.

The body which accomplished the chief initial work in the matter of local lectures for women was "The North of England Council for improving the Education of Women." To the organization of this society, Miss Clough gave much thought and attention, especially in 1867 and the following years. It was formed from an amalgamation of societies having the same object, in Liverpool, Manchester, Sheffield, Leeds and Newcastle. Among Miss Clough's colleagues on this Council were Mr. (afterwards Canon) and Mrs. Butler, Mr. (now Lord) Bryce, Mr. F. W. H. Myers, and Mr. (afterwards Professor) James Stuart. It was Mr. Stuart who, after his experience in the North of England, proposed and brought about in 1873 the organization of local lectures by the Universities. It is needless to go into the history of the subsequent development of University Extension. Begun primarily in the interests of women, it was extended to meet the needs of busy men with free evenings, working people, and all who wished in their leisure to prolong their education and gain culture.

(4) The work of the North of England Council led to a further step in the early development of what I have called "Newnham College in Idea," viz. the founding of the Cambridge Higher Local Examination. The request for an examination for women over eighteen came from the Council and was supported on the ground that it was desirable to have a definite and intelligible test for teachers, with some means of giving system to the lecture movement as far as it affected women, and of directing the reading of girls who had left school. It had originally features which became modified with changing principles of education. There was at first a group of subjects considered essential as the foundation of liberal education and optional groups, some of which candidates had to take in order to secure a certificate. In course of time the groups were increased in number and larger choice allowed while the necessary preliminaries were diminished.

The examination was first held in 1869, when thirty-six candidates were examined in two centres.[2] As this examination was from the first supposed to be one the reading for which would prove interesting and profitable to adult women, it is not surprising that it should have been eagerly used by the advocates of university education for intending teachers as a test of fitness for real university study. Later it became one of the school examinations taken by girls in the upper forms, and when the Tripos examinations were opened to women certain portions were accepted in lieu of the Previous Examination. The connection between Newnham and the Higher Local Examination was maintained for many years, certain scholarships being always awarded on its results, though the multiplication of other facilities for university qualification has now loosened the tie. In the early days Newnham College owed much to the Syndicate for Local Lectures and Examinations, and to the courtesy and devotion of the successive Secretaries (Rev. G. F. (Bishop) Browne and Dr. Keynes) and to the fostering care which they bestowed on the young movement.

Here an auxiliary agency may be mentioned which was of real service to young women desirous either of passing the new examination or simply of understanding how and what to read for their own benefit: the scheme of instruction by correspondence, started and kept vigorous for many years by the late Mrs. Peile, wife of the highly respected tutor and afterwards Master of Christ's College. Among the instructors by correspondence were many distinguished members of the University. The curricula were designed with a view to the requirements of the Higher Local Examination, but subjects were handled freely and suitable books were recommended. This last necessity was partly met by a loan library for women.

These steps were gradually leading up to a possible university education for women. At first sight, our beginnings may seem to have a non-academic and amateurish air. And part of what was accomplished in these early days would meet with scant approval from modern advocates of equal chances for women with men in learning and the learned professions. Inspection of schools by government is now by many regarded as a necessary evil. Popular courses of lectures without regular sequence or adaptation to the previous attainments of those who attend them suggest superficiality and lack of scientific method. Instruction by correspondence is by many associated with cram of the lowest sort. But to those who read the correspondence of the founders of these institutions, or whose memory carries them back to the days when they were not only novel but a very godsend to labourers at self-education, the whole movement wears a different aspect. All methods of imparting knowledge are apt to degenerate into tricks for hiding ignorance; even respect for universities and learned men may become mere toadyism. But the early forms, though now a little outworn, did indicate and partly supply a genuine need, and led on to even better things—especially to academic training and advanced study for women.

(5) The general movement towards university education, on the other hand, begins with the inauguration of a series of lectures in Cambridge itself, somewhat like that already started in the north, but wider in scope and capable of being continued for the instruction of women far beyond the educational standard prescribed by the Local Examinations. This had its beginning in a drawing-room meeting held in Prof. and Mrs. Fawcett's house, late in 1869.

If these beginnings seem less dignified than those of Colleges erected for students and organized from the first on University lines, it may be remarked that, after all, the beginnings of Newnham bear some analogy to those of the early European universities, including the English. Perhaps in all the greatest centres of learning there has been first the great teacher—then the scholars who flock to sit at his feet. Colleges and social student life and hostels and regulated grades of teachers and taught are an aftergrowth. So, we may say, the first Newnham students came to Cambridge because great teachers were there; it was not that suitable teachers came because the students had shown a demand for them or for collegiate houses and collegiate life. The university extension lecturers might be useful and stimulating missionaries of culture, but their greatest service was to kindle a desire to go and drink at the fountain-heads. The mountain could not come to Mahomet, but many touched by prophetic zeal might make all efforts to come to the mountain.

The first step taken as a result of the historic meeting referred to in Prof. and Mrs. Fawcett's house, was the formation of a society to be called the Association for promoting the Higher Education of Women in Cambridge.

The first executive consisted of Mr. (afterwards Dr.) Bonney, Mr. (Dr.) Peile, Prof. F. D. Maurice, Mrs. Adams, Mrs. Bateson, Mrs. Fawcett, Mrs. Venn; the Secretaries were Mr. Markby and Mr. (afterwards Professor) Henry Sidgwick; the Treasurer Mrs. Bateson. Early in 1870, a list of lectures was brought out. Although these lectures were supposed to be for women reading for the Higher (then called the Women's) examination, they were given by men generally of the highest standing in the University, such as the university members of the Executive just mentioned, besides Professor Skeat, Prof. J. E. B. Mayor, Dr. Peile, Prof. Cayley, Dr. Venn, Mr. Marshall and other eminent persons. It may be that some of these lecturers were decidedly "over the heads" of such of the students as had had an indifferent schooling and were only just commencing adult study. But the fault—if such we should call it—was a good one. As a rule, the partly self-taught are more ready to grapple with difficulties than such as have hitherto had the paths of progress made gradual and easy; and the very fact of being more or less in contact with a master mind was rather stimulating than depressing.

These lectures were originally given in a building kindly lent by Mr. Clay, standing in the garden of his house a little off Trumpington Street.

Besides the lectures specially arranged in connection with the new scheme, a large number of lectures given by Professors of the University were, by their special permission, opened to women. In those days the professorial lectures formed, generally speaking, a less important part in the teaching of the University than they do at present. This was not, of course, due to any inferiority in such lectures, but to the want of correlation in the instruction provided by the several colleges and by the University. As this correlation became more effectual, the privilege given to women students of attending professorial lectures became more and more advantageous to them. Twenty-eight professors acceded to the request of the Association, as well as two lecturers who delivered their lectures in University buildings. University Professors and Lecturers were, generally speaking, bound to admit all members of the University to their lectures without fee, but were allowed to charge fees to non-members. Women students came, of course, under the second head, but as a rule the Professors admitted them without fee, as if they were of undergraduate status. The gradual opening up of lectures given on the Intercollegiate system in the halls or lecture-rooms of the various colleges began, as will be seen, a little later.

But besides the special lectures to women and the professorial lectures provided for members of the University, a very necessary element in Cambridge teaching consists in private tuition—of students taken individually or in small groups. In Classics and Mathematics, especially, such "coaching" is necessary both for backward and for advanced students. Among the earlier supporters of the Women's Education movement were a good many brilliant teachers who, in their generous belief in the cause, were ready to give instruction to women students often in a far more elementary stage than the men they ordinarily taught. Fees were naturally paid to the private teachers, but in many cases, while the cause was yet poor and struggling, these fees were returned to the Treasurer.

The students who required the more advanced lectures and tuition were generally those who, having passed the Women's Examination, aimed at a real University course. Tripos students were among the very first generation of Cambridge women—though those who read with a view to triposes could never feel quite sure, till near the end of their three years, whether the examiners would think it consistent with their functions to admit women and declare what class they attained.

This great object had already been approached on independent lines by the founders of Girton College. Miss Davies had conceived hopes of founding an actual college in which the Cambridge degree examinations, pass and honour, might be taken by women, and in 1869 such a college was started at Hitchin. The intellectual ideals and standards of the two wings—so to speak—of the movement were not identical. Time and with it changes in the demands of the degree examinations at Cambridge—indeed at both Universities—have brought them pretty close together. The very good reasons at the bottom of both programmes are easy to recognise. Miss Davies considered that any requirements made from women different from those demanded from men would certainly be lower. If women avoided Greek and the other subjects of which boys were supposed to learn something at school, an impression would be created that women were allowed graduate or quasi-graduate status on easier terms than those imposed on men. On the other side there was, in the minds of Sidgwick and others who became the founders of Newnham, a great contempt of the "Poll" as well as of the "Little-go" as marking a very low standard of intellectual achievement. At the same time, a more concrete mind like Miss Clough's deplored the inconvenience and waste of time which might keep an adult woman who had not learned classics or much mathematics at school, studying the beginnings of these subjects in school-boy fashion when her mind was more adapted to other studies. Again there was the fear—groundless enough as experience has proved—lest the girls' schools should be "classicized" and modern studies in them discouraged. In point of fact, Cambridge University now demands of candidates for the Previous Examinations only the very minimum of ancient languages, and the boys' schools have been de-classicized to a further extent than might have then seemed possible. In the long run, the different schemes proved to be very similar in results. The Little-go Greek did no harm to those who took it. Honestly taught (as, unfortunately, is not always the case with a compulsory subject), it has often given to the learner sufficient knowledge to be of real service in later studies. A small amount of rivalry at the outset has not hindered the progress of the two Colleges side by side in co-operation and mutual goodwill.

MISS MARION KENNEDY.

But before the first tripos student had definitely entered on her career, another great step had been taken: the opening of a house for the residence of women who had been attracted by the educational facilities of Cambridge and desired to devote themselves there to some course of serious study. The securing of a house for students had become necessary in the eyes of Mr. Henry Sidgwick, and foremost among the many and great services which he rendered to the College (then hardly existing even in idea) was that he persuaded Miss Clough to come and take charge of the resident students. A house was found in Regent Street, and in the autumn of 1871 Miss Clough and five students began their common life there, and initiated a new stage in the movement.

Long years afterwards, when Newnham was large and flourishing, with four Halls of residence, a large party up for Commemoration met to explore the cradle of this College, which was the more easily done as the house had become a hotel (The Bird Bolt Temperance Hotel). Two of the original five (Mrs. Marshall and Miss Larner) pointed out to the students of that day the one room which served as dining-room and as common study for these pioneer students; the other sitting-room used in the afternoon for lectures, overlooking Parker's Piece, where they, without a scrap of garden, could envy the boys playing on the Piece; the small rooms which were their bedrooms. The first generation had little elbow-room, no games, a scanty library, a non-luxurious ménage, and very little of what is now considered necessary freedom in work and play. Yet they seem to have been exceedingly happy. They felt, and the feeling remained for at least a dozen years, that they were pioneers. The lectures given by greater men than any they had ever seen before; the pleasures of intercourse, especially for those who had found little intellectual sympathy at home; the long walks over the Gogs or along the Cam, more enjoyed in pre-hockey, pre-bicycling, even pre-tennis days than now; the associations of an ancient and beautiful town; the sympathy shown by the generous men and women who had adopted their cause: all these things must far have outweighed the passing inconvenience of straitened accommodation and even the painful consciousness that the eye of the world and yet more of his wife was upon them, for better and for worse. But perhaps above all, in later days, these pioneer students felt most thankful to think that in that house they had enjoyed the constant presence of Miss Clough and frequent intercourse with the leaders of the movement, particularly of Mr. Henry Sidgwick.

It may seem superfluous as well as presumptuous for the present writer to dwell on the characteristics of the two leading persons in the early days of the College (or the college-embryo) seeing that their lives and characters have, as already said, been portrayed in biographies which are never likely to be surpassed. Perhaps, however, a little space may be given to those peculiarities which, in both characters, left a permanent impression on the College as a whole, especially since they exhibit traits of an almost opposite description, yet united to produce a great result. In one respect they were alike: in what may be called fundamental sincerity and whole-heartedness, along with wide ranges of interest. Readers of Sidgwick's life and writings cannot but be impressed with his absolute fidelity to any course which had shown itself worthy of approval, his careful attention to every opinion and principle which had any reasonable justification, his loyalty to personal convictions in avoiding any possible compromise with mental tergiversation. He had lately given up his fellowship from conscientious motives. He abstained from identifying himself with any form of institutional Christianity, while fully acknowledging how such Christianity had worked for good, and tolerating the attitude of those who were able for the sake of true religion to accept religious formulae with reservations of their own. In politics, he generally went with the more progressive Liberals, though fully able and always ready to grasp the situation of those who took different standpoints. The efforts and the personal sacrifices which he made in the cause of women's education were not inspired by any one-sided attachment to the cause either on a personal or on a theoretical side. He held no fixed theory as to the equality and similarity of the sexes in mental powers, but was in favour of assisting legitimate efforts, removing unreasonable limitations, and postponing the decision as to whether women can do this or that by giving them the opportunity and awaiting the result. When the result proved favourable to his reasoned expectations, he was naturally pleased, but on all subjects he ever kept an open mind. For persons handicapped in the race of life, by sex, nationality, or poverty, he was always ready to discover new prospects of successful effort. His family life had made him acquainted with women of exceptional gifts even before his marriage with Miss Eleanor Mildred Balfour in 1876, a happy event for Newnham as well as for himself. The frequent presence of a man of his calibre in the incipient college was of inestimable benefit to the early students. He was to them a champion of their cause and a model of sincerity and reasonableness, and to many a very helpful teacher. A larger proportion of students in the early days than later took up some branch of Moral Science—in which he directed their work. And to others he was helpful on the educational side by his encouragement of good literature—which may at times have tended to retreat into the background in favour of severely scientific study. Beyond all this there were traditions among the early students of his extraordinary power in bringing home to them the necessity of maintaining a high standard of order, patience and power of suspending judgment.

It has been said that in some respects Miss Clough presented a marked contrast to Dr. Sidgwick. This contrast may be partly described by saying that he saw things more in the abstract, she in the concrete. Not that he looked only at general principles and she at isolated instances (for both took large views without neglecting the single examples), but still the distinction was evident. Both had risen by a painful process of mental and moral self-culture above conventional views as to the world and man's place in it, but in Sidgwick the search was chiefly inspired by a passion for truth, in Miss Clough by a desire to promote individual happiness. She naturally referred questions to present cases. Thus—if certain subjects were said to be necessary as preliminaries to a University course, she would at once think whether A. or B. would be the better for having studied Latin or Mathematics. She allowed for diversity of all kinds among students and other persons with whom she had to do. A rule was important to her as touching actual cases, not the cases as exemplifying the rule. She was strong physically and indifferent to discomfort and hardship in all that she undertook. Yet she had no belief in asceticism, and exhorted her students to "take the little pleasures of life." It was her own idea to begin hockey at Newnham, then a most novel suggestion, which brought at first some ridicule and even disapprobation from select circles. She naturally understood and liked some of her students better than others—but even those who had less than others of her special intimacy were at times pleased and stimulated by finding how much of her goodwill they possessed and how she had plans for their future. If her character broadened and mellowed with years, it was not that she was ever intolerant or unsympathetic, but that she responded to the affection and respect of those who knew and appreciated her. She, too, had a sense of humour which enlivened the community from the beginning, and the respect with which both her name and her character were held in the highest University circles more than counteracted an occasional innocent unconventionality in her social intercourse.

It may seem almost invidious to choose some and omit others among the earliest friends of Newnham, in awarding due meed of praise and gratitude, but certainly the two who have been lightly sketched here were undoubtedly the foremost of Newnham's benefactors. Early students will remember others who have passed away: the Miss Kennedys, with their kind and gracious hospitality, and care for the rather homeless persons who ranked among "out-students"; Mr. Coutts Trotter, who was Chairman of the Council, and left his library to the College; Mr. W. H. H. Hudson, who was financial adviser and auditor for 33 years; Mr. Archer-Hind, who placed his refined scholarship at the disposal of mere beginners in Greek, was always willing to make one lesson swell out into two—and took no fees; Mr. Main, the standby of the earliest students of Natural Science; Mr. Marshall, who created and directed an enthusiastic devotion to the study of Economics; Mrs. Bateson, who originally dispensed the lecture tickets to students entering their course, and whose parties at St. John's Lodge were highly appreciated;—and many more.

The students who were first attracted to the opportunities for women in Cambridge were, as a rule, somewhat more mature, though less well instructed, than those of later times. There were exceptions in this latter respect, as in the case of the late Miss Edith Creak, well known in the educational world, who was the daughter of a schoolmaster, and who passed successfully both the mathematical and the classical triposes at the age of nineteen. Another of the original five was Mrs. Armitage (née Bulley), who has written much on early English antiquities and is an authority on Barrows. Among the first to take Triposes were Miss Paley (now Mrs. A. Marshall) and Miss Amy Bulley, who were successful in the Moral Sciences Tripos in 1874, Miss Mary Kennedy, afterwards Mrs. R. T. Wright, in the same Tripos in 1875, and Miss Felicia Larner who took the Historical Tripos in 1875. These ladies were all examined by private favour of the examiners, the greatest care being taken that all formalities should be duly observed. Only, they were admitted after passing certain Groups of the Women's Examinations instead of the Previous Examination, and, in one or two cases, were allowed a longer time of preparation than the University regulations prescribed.

The exaggerated dread of triposes and admiration for those who achieved them makes an amusing feature in early Newnham days. It would now seem absurd for a college to exult over second class honours. But every successful student helped to destroy some of the "hasty generalizations" repeated outside as to women in triposes, the first being that they would fail or else break down in health. When they succeeded and remained vigorous, it was said that they might get through but would not get first classes. When they obtained first classes in the newer triposes, it was declared that they would never get a first class in classics or mathematics. The death-blow to all these hypotheses came in 1890, when Miss Philippa Fawcett's name was read in the Senate House as "above the Senior Wrangler." There was a kind of poetic justice in this event, as Miss Fawcett's parents had been earnest and effectual helpers of the movement from the very beginning.

This, however, is to anticipate events. During the early days in Regent Street, good work was being done, and the students had a happy life, but they were cooped in a small space, and the friends of the movement had to seek both a larger home and more funds to sustain it. From 1872–1874, Miss Clough and the students found a congenial house of residence behind St. John's College. This was Merton Hall, an old manor house with a very pleasant garden and other attractions. Here something like collegiate life was first begun—with a debating society, games (with limitations) and various collective interests. Another house in Trumpington Street was hired to accommodate the overflow of students. A few who had been attracted by the lectures, but for some reason were unable or unwilling to enter a hall of residence, formed a kind of outer circle. These "out-students" were made to feel less of outsiders by the kind and hospitable attention bestowed on them by Miss Marion Kennedy. Their number tended to diminish, as membership of a college or hall came to be desirable on social and disciplinary grounds. When the College was more definitely constituted, all who wished to become regular students were obliged to reside either in a Hall of Newnham or with parents and guardians, exceptions only being allowed in the case of women above the undergraduate age.[3]