1898
Such is in brief the story of the last half-century, 1848 to 1898.
Looking back on what is in the main a line of progress, there seems now
and then a check, here and there a retrograde movement under the guise
of a new discovery. All this is inevitable, since we are but human. But
taking the period as a whole, none can doubt that it marks a very real
advance; and this end of a century seems a fitting time to pause and
rest on our oars, while we survey the breakers through which we have
passed; then once more set forth on our onward path, assured that there
can be nothing worse before us than what is already behind.
It is not only for girls’ education that the revival has come. A general
awakening has passed over the country: men and women, boys and girls,
rich and poor, the lady of leisure and the hard-working mechanic, all
have had something brought within their reach that formerly belonged
only to the few. Three years ago these gains were summarised in
convenient form by the Royal Commission on Secondary Education,
appointed ‘to consider what are the best methods of establishing a
well-organised system of secondary education in England, taking into
account existing deficiencies, and having regard to such local sources
of revenue from endowments or otherwise as are available, or may be made
available, for this purpose.’ Even now the country is waiting for
legislation on the findings of that Commission. When we remember that we
have really been waiting ever since 1867, we do not feel over-sanguine
of results; but happily events have since then moved in many directions,
and the Commission, before proceeding to recommendations for the future,
was able to draw up a long list of reforms that had already come about
and changed the whole face of education in England in less than thirty
years.
First in order of time stands the Endowed Schools Act, which did so much
for boys, and rescued something from the spoils for the benefit of
girls. Next came the Elementary Education Act, which brought primary
instruction within the reach of every boy and girl in the land, and set
a new machinery in motion destined to change the whole face of the
country. In 1888 the institution of county councils provided that local
authority which was to make a system of decentralisation in education
possible, while the Technical Instruction Acts of 1889 and 1891 and the
Local Customs and Taxation Act of 1890 at once brought these new powers
into play, and originated a fresh set of educational institutions in the
Polytechnics and other similar colleges. Lastly, the Welsh Intermediate
schools, established by the Act of 1889, were providing an object-lesson
in the organisation of secondary education.
Besides this public work, the Commission had to take cognisance of the
enormous changes in the education of girls, due to the wide diffusion of
High Schools and the admission of women to the Universities. ‘There has
probably been more change in the condition of the secondary education of
girls than in any other department of education,’[19] say the
Commissioners, and they also note that ‘the idea that a girl, like a
boy, may be fitted by education to earn a livelihood, or, at any rate,
to be a more useful member of society, has become more widely diffused.’
Various other changes came under their cognisance: the gradual rise of
Higher Grade schools, evolving themselves through inherent necessity
with no impulse and little encouragement from without; the many attempts
at what has been called Continuative education by means of evening
classes; the help afforded to large numbers by University Extension; the
improved status of the teachers; the various colleges established for
their training, and the many educational societies which have grown into
powerful forces during the last twenty years. After taking due note of
all this, they declare that the time has come to weld these various
organisms into one consistent whole. They anticipate no easy task. ‘The
ground of secondary education is already almost covered with buildings
so substantial that the loss to be incurred in clearing it for the
erection of a new and symmetrical pile cannot be contemplated. Yet these
existing buildings are so ill-arranged, so ill-connected, and so
inconvenient, that some scheme of reconstruction seems unavoidable.’[20]
This touches the key of the situation. The reconstruction must at any
rate begin with adaptation, then the gaps may be filled with new and
convenient edifices. However much such a plan offends our notions of
order and logic, we do well to remember that every one of these
structures, jerry-built though they may be, has grown up out of some
real need; and before we propose to fit all their tenants into neat
little model dwellings, it behoves us to be quite sure that such a plan
would be as satisfactory in the working as it looks on paper. The mere
fact that of the girls receiving secondary education in England seventy
per cent., and of the boys thirty-eight per cent., are in private
schools, often in towns where there are grammar and high schools with
plenty of empty places, should make the advocates of ruthless innovation
pause and stay their hand. The public must in the last resort determine
what it wants, and though demand sometimes follows supply, the opposite
process is a constant one. However much theorists may inveigh, according
to their special prejudices, against higher grade or ‘private adventure’
or any other kind of school, the fact of their successful existence,
even in the face of rivals, shows that they do supply a want; and the
only prudent course is to find them a place in our system.
This has been fully recognised by the Commissioners, who wisely suggest
proceeding on lines similar to those on which elementary education was
at first organised. The local authority proposed in 1867 can now be
easily constituted, since we have the county councils to supply a
nucleus to which educational experts can be added, as is already done on
some technical instruction committees and in the Welsh county governing
bodies. The local authority would proceed ‘to inquire how far the
schools within its area provide secondary instruction adequate in
quantity and quality to the needs of each part of that area.’ In doing
this, regard is to be had to proprietary and private as well as endowed
and other public schools, and the report adds the following significant
comment: ‘We are far from desiring to see secondary education pass
wholly under public control, and into the hands of those who are
practically public servants, as elementary education has done, and we
believe that where proprietary or private schools are found to be doing
good work, it would be foolish as well as unfair to try to drive them
out of the field.’[21] Where the supply of secondary education is
deficient in any part of the area, the local authority should have power
to establish new schools.
The functions of these authorities are therefore to fall under four
heads—
1. The securing a due provision of secondary instruction.
2. The remodelling, where necessary, and supervision of the working of
endowed (other than non-local) schools and other educational endowments.
3. A watchful survey of the field of secondary education, with the
object of bringing proprietary and private schools into the general
educational system, and of endeavouring to encourage and facilitate, so
far as this can be done by stimulus, by persuasion, and by the offer of
privileges and advice, any improvements they may be inclined to
introduce.
4. The administration of such sums, either arising from rates levied
within the area, or paid over from the National Exchequer, as may be at
its disposal for the promotion of education.
In this way these local authorities would receive large powers of
supervision, but comparatively little coercive control, since ‘it is not
so much by superseding as by aiding and focussing voluntary effort that
real progress may be made.’
The general guidance and direction of secondary education should be
committed to a central authority, to include the various departments of
Government now concerned with it.
Further recommendations are: the consolidation of existing sources of
revenue into one fund; and a generous scheme of scholarships for the
poor, in preference to a general lowering of school fees.
These main recommendations, as well as other subordinate ones, seem wise
and moderate, fair to all classes, and consistent with their professed
aim, ‘to draw the outlines of a system which shall combine the maximum
of simplicity with the minimum disturbance of existing arrangements.’ A
bill drawn up on these lines would probably meet with very general
acceptation from all classes, except those persons, probably few, who
are ready to subordinate the general good to their own private fads.
Unfortunately Parliament has hitherto proved unwilling to give time for
such a bill. The ill-fated Education Bill of 1896 dealt with secondary
education as a sort of accessory to primary; and as, unlike the latter,
it has not yet become a subject for party divisions and acrimonious
controversy, it is not at present sufficiently interesting to the
general run of politicians to call forth any special exertions on their
part. The private bill brought in last session by Colonel Lockwood
expressed the wishes of a large section of the teaching profession. It
proposed to form one central educational authority under the Committee
of the Privy Council on Education, by consolidating powers relating to
secondary education possessed by the Charity Commissioners, the Science
and Art Department, and the present Education Department, and to
establish local secondary education authorities, to consist partly of
members of the county council and partly of other persons with special
educational experience. It also proposes registers of efficient schools
and of persons qualified to teach in them. The ministerial bill
introduced by the Duke of Devonshire into the House of Lords at the
fag-end of the session merely proposed to bring together in one office
the two departments of Science and Art and Education, under the control
of one permanent secretary, and to create a Board of Education on the
model of the Board of Trade. To this new department the supervision of
endowed schools, under schemes framed by the Charity Commissioners, was
to be transferred. The thorny questions of constitution of local
authorities, raising of rates, etc., were left untouched. It was not
proposed to carry the measure, merely to show the country before the
vacation the lines on which the Ministry were inclined to proceed.
Thorny as are many of the points under discussion, such as central and
local authority, amalgamation of existing departments, etc., they are as
nothing to the real difficulties that must follow when these matters of
administrative machinery are settled. The inspection and grading of
schools, the due consideration that must be shown to secondary education
proper and to that part commonly known as technical, the proper respect
for existing schools that are good and the ruthless elimination of such
as are bad—in these lies the true crux of the situation, and under all
circumstances some part of this work will probably fall to the local
authorities. An enormous amount of responsibility must devolve on those
who first take up the arduous task.
One burning question, which ought to be settled for the whole country
alike, is the relation between the grammar and high schools on the one
hand, and the elementary schools on the other. Are we to have one upper
department for both, or two? Some time ago the consensus of opinion
seemed to be in favour of one; that was on the assumption that the
proportion of children passing beyond the standards would be a small
one. Some such idea seems to have been in the mind of the Duke of
Devonshire when he spoke of ‘a sound system of secondary schools which
will be open alike to the most promising children of the elementary
schools and to the middle classes generally.’ But this view rests on the
assumption that the primary departments of both sets of schools are very
similar in their curriculum and methods. This is very far from being the
case. ‘The elementary schools are not, under the present conditions in
England, the common basis of secondary education, nor, though an
increasing number of pupils proceed from them to secondary schools, are
the public elementary schools the sole, nor, indeed, the chief channels
through which pupils proceed in this country to day or boarding-schools
of the secondary grades.’[22] The changes that would be necessary in the
elementary schools would be so numerous and far-reaching, and the
expense so enormous before they would be able to attract the great mass
of the middle classes, that no one could seriously propose to abolish
the primary departments in secondary schools, as long as parents are
able and willing to pay the school fees. They are a necessity, and would
have to be supplied by private adventure, as is done at Cardiff and
other large Welsh towns, if a public system declined to acknowledge
them. In the interest of what we might call the ‘secondary party,’ the
primary department of the secondary school must be maintained. On the
other hand, the teachers in Government schools seem equally unanimous in
the view that their own special continuation schools are better suited
to the mass of elementary pupils than the grammar or high school.
Neither party seems anxious for the fusion, and so long as a liberal
scheme of scholarships is maintained, it is possible to do full justice
to those elementary scholars who can look forward to a school life
sufficiently long to enable them to reach the highest classes of their
new school. To allow pupils to enter upon an extensive and liberal
curriculum, who are likely to be removed before its real meaning and
unity has dawned upon them, is a thing we should never even contemplate,
were our notions of curricula and grades of schools a little less hazy
than they are at present in England. The board school child, who is sent
at the age of thirteen by her proud parents to have a year’s finishing
at a high school, is typical of the present confusion. There is really
no more urgent problem before us than a scientific differentiation of
schools.
Still, whatever course legislation may take on this and other problems,
whether funds are raised by fresh rate or merely by adding together
existing sources of income, no matter what are the constitution and
functions of the local authority, this, at least, we may rely on—the
interests of girls will not be forgotten. For that we have to thank that
little band of men and women who have laboured during this last half
century in the face of prejudice, opposition, and indifference to remove
the neglect with which England treated one half of her children. This
much, at least, is established: no future educational legislation will
omit to provide for women and girls. For this we have a pledge in the
appointment of women on this last Commission, in their mention in every
scheme for a new educational institution that now passes through
Parliament, and their recognition on every new elective body
constituted.
We have gained, gained immensely. Still, we cannot blind our eyes to
some evils the good has brought with it. The very acknowledgment of the
right of girls to as good an education as their brothers has in some
cases, happily rare, led, under the pretence of equality, to a
subordination of the girls’ interests. Thus, some of the recent attempts
to establish joint schools for both sexes, whether on the grounds of
economy or the fanciful plea of imitating the family life in a large
school of over a hundred children, does indirectly involve a fresh
injustice. What the reformers asked for was a share in educational funds
for girls and a better education for the teachers, that they might be
qualified to undertake the very highest teaching in girls’ schools. The
attempts recently made in some schools aided by public money to
economise by teaching boys and girls together, abolishing the
head-mistress and putting a headmaster over boys and girls alike, while
arranging the curriculum and time-table to meet the needs of the boys
and letting the girls do the best they can with it, is only a revival,
under a new guise, of the old idea, that girls are not entitled to the
same consideration as boys. Our modern reformers will not find their
occupation gone while they have this old prejudice to combat. It is
unjust to the teachers as well as to the taught. Hitherto it has been
almost universally acknowledged that teaching was an occupation for
which women were by nature specially suited. Is it really proposed to
oust them from all but the lowest ranks, and reserve the prizes, the
chief inducement to work, for men only? This is what must happen, should
there be any wide spread of the mixed schools. With the disappearance of
the head-mistress we should lose much of that moral training which has
hitherto been regarded in England as no less important than the
intellectual and physical. We have hitherto prided ourselves on being in
advance of Germany in employing women to teach the highest classes in
our girls’ schools. Germany is now beginning to follow suit, and by
means of special courses at some of the universities and at the
Victoria-Lyceum, Berlin, some of the best mistresses are being trained
to take these posts. Surely we in England do not intend, without a
struggle, to take the retrograde path!
There seems to be another danger imminent, due, perhaps, to the great
speed with which events have moved. At any rate, we have landed
ourselves in a dilemma. The educational movement has been parallel with
many social changes. The fluctuations of business, the lowering of
interest, and other complex causes which make saving difficult to men
engaged in business or professions, have added greatly to the number of
women who must now earn their living. Thirty years ago it was the custom
to wait till the father’s death closed the parental home, when the
daughters, untrained to work, unaccustomed to privation, were sent out
into the world, to seek their bread as best they could. So general was
this practice even among the more enlightened, that the committee who
helped to found Queen’s College expressed their belief and hope that
‘the ranks of that profession (_i.e._ of a governess) will still be
supplied from those whose minds and tempers have been disciplined in the
school of adversity, and who are thus best able to form the minds and
tempers of others.’ We are no longer such stern believers in adversity;
we now realise that training and earning cannot begin simultaneously,
and, further, we have learnt that neither for Adam nor for Eve should
work be accounted a curse. All this has led to a great revolution in
thought. Work has been made honourable in the eyes of girls. Already at
school they are encouraged to choose a profession and to take the steps
that lead to it much as their brothers do. If they marry, the years of
regular disciplined work prove a helpful training for their new duties;
if they remain single, they keep a purpose and an aim in life. This
existence of regular duty, of appointed periods of work and holiday, is
the easier life; and now that remunerative employment has come to be
regarded as a privilege and not a stigma, the ranks of women workers are
fast being overfilled. We have heard much talk of late about _new_
careers for women; but the very abundance of the talk serves to betray
the poverty of the land. Of new careers there are few. In some cases it
only means that the work is transferred from a man to a woman at a lower
wage. This is no economic gain to either sex. The field should be open
to both alike, but for equal payment. There are also a considerable
number of occupations which, if not performed by women, would remain
undone, or be done less well. Such are nursing, certain branches of
medical work and of factory and sanitary inspection, some kinds of
journalism, the teaching of almost all girls and of little boys, to say
nothing of the wide field of manual and domestic occupations which fall
specially to the woman’s share. Large fields of philanthropic and social
work are their own special domain, but these are usually unpaid. There
is plenty in truth for women to do, but not enough remunerative work ‘to
go round,’ as the saying is. Happily, the working life of many women is
short, since marriage or the claims of relations often bring it to a
premature close, so that the terrible over-supply has not yet made
itself too keenly felt. As yet the sufferers have been chiefly those of
the old school who entered the arena unarmed for the fray, and have
retired to swell the ranks of the ‘necessitous gentlewoman.’ But signs
are not wanting that even the trained and the capable will soon have to
suffer. Worst of all is the pressure in the teaching profession. The
delight of the enthusiast and the child-lover, it is also,
unfortunately, the refuge of the destitute and the one resource of the
unimaginative. The girl who has diligently and successfully pursued her
own studies without ever learning to take an initiative or to turn out
of an appointed groove can contemplate no other way of spending her life
than in passing on to others the knowledge she has herself acquired. If
hers is a rich home, salary is no particular object. So she ruthlessly
spoils the market for her poorer sisters, and takes the bread from
another woman whose very existence depends on her earnings. Meantime the
work in the home, among acquaintances, the poor, the friendless, the
native town, those endless and varied fields of woman’s labour, remains
undone. In preaching to our girls the nobility of work, some of us have
forgotten to speak of its very highest branches. All honour to those
noble women like Miss Clough who never did forget it!
This rush of all women in the same direction, this excessive
individualism which has given rise to the cant phrase, ‘living one’s own
life,’ is surely a stage through which we have to pass, but which need
not remain permanently with us. Much may be done by mistresses at school
to revive the dignity of home life, to check the untrue notion in the
girls’ mind that no work is worthy of the name unless it is paid for in
coin of the realm. Unpaid service is the pride of Englishmen; why should
it not be honoured by Englishwomen? Still, for most service money is the
fitting reward, and some measure of independence belongs by right to
every adult, whether man or woman. Why do not more parents try to make
life at home a worthy substitute for a professional career? Why not pay
the daughter a fair salary for services rendered, that shall make her as
independent in the matter of pocket-money and holidays as her college
friend who is teaching or writing? Just as important is a certain
liberty of action and a little room, no matter how small, where she can
see her friends undisturbed and have things her own way. Those persons
who are rich enough to leave their daughter a fair income at their death
can surely afford to allow her these little indulgences in their
lifetime. If she is some day to be thrown on the world penniless or with
a mere pittance, then the sooner she sets to work the better. Whenever
it is possible, parents should make up their minds, before a girl leaves
school, what sum of money can be laid aside for her, either for
immediate professional training or with a view to an income in the
future. It is reasonable and right that a girl, like a boy, should
choose her profession, provided the occupations of home are included
among those that are paid and respected. If the growing independence of
girls helps to bring about this change, the family too will benefit by
this quiet revolution that has taken place in our midst. The _Sturm und
Drang_ period will pass away, and the time for the quiet harvest must
succeed it. Enough, then, has been said by the devil’s advocate; it only
remains to enter into the fruits of our Nineteenth Century Renaissance.
INDEX
Aberystwyth College, 6, 9, 10.
Addison’s Essays, 10.
Aldeburgh Girls’ School, 160.
Allen, James, Girls’ School, 96, 191.
Aske’s School, Hatcham, 101.
Astell, Mary, 8, 9, 10.
Bangor College, 141, 145.
Beale, Miss, at Queen’s College, 30;
at Cheltenham, 30;
gives evidence before Schools’ Inquiry Commission, 33, 42, 85;
an educational pioneer, 38;
her abstract of the Royal Commission’s Report, 48;
her views on private teaching, 53;
founds St. Hilda’s, Oxford, 122.
Bedford College, 27, 28, 29, 121, 128, 129, 130, 131.
—— endowment, 81, 90, 92, 93, 95.
—— High School, 93, 94, 95, 135.
—— Modern School, 93, 94, 95.
Birmingham endowments, 80, 90, 91.
Blue-stocking Club, 11.
Board of Education Bill, 240.
Boarding-houses, 152, 153, 166.
Boarding-schools, 149, 150, 161, 162.
Bodichon, Madame, 39, 40, 84, 107.
Bostock, Miss, 28, 84.
Bryce, Mr., 47, 84.
Buss, Miss, at Queen’s College, 30;
gives evidence before Schools’ Inquiry Commission, 33, 42, 85;
an educational pioneer, 38;
President of Schoolmistresses’ Association, 48;
transforms the North London Collegiate into a public school, 85;
procures endowment for it, 86, 87.
Buss, Frances Mary, Schools, 87, 88.
Cambridge Examinations, Junior and Senior, 33, 34, 40, 41, 51, 109,
167.
—— —— Higher Local, 34, 51.
—— position of women at, 113, 114, 126.
—— Triposes opened to women, 110, 111, 112.
Camden School, 87, 191.
Cardiff College, 141, 145.
Careers open to women, 162, 163, 246.
Chapone, Mrs., 11.
Charitable Trusts Acts, 83.
Charity Commission, 83, 100, 102, 174.
Cheltenham Ladies’ College, 30, 31, 32, 33, 34, 35, 36, 37, 53, 94,
135, 153.
Christ’s Hospital Girls’ School, 80, 97.
Church Schools’ Company, 58, 59.
City of London Girls’ School, 102.
Clergy Daughters’ Schools, 17, 18.
Clough, Miss, 38, 49, 81, 109, 116, 247.
Cobbe, Miss, her reminiscences of school, 15, 16.
Co-education at University of Wales, 176;
at Polytechnics, 177;
in Organised Science Schools, 187;
in Higher Grade Schools, 206;
in Welsh Intermediate Schools, 224, 227.
College Hall, London, 134.
County Councils, educational work of, 172, 177, 237.
Curriculum of Girls’ Schools, 67, 71, 72, 75, 162.
Davies, Miss Emily, an educational pioneer, 38;
Secretary to Local Examination Committee, 40;
gives evidence before Schools’ Inquiry Commission, 42;
works to obtain endowments for girls, 84;
foundress of Girton, 104;
Mistress of Girton, 108.
Day Schools, 149, 150.
—— —— at Polytechnics, 184, 185, 186, 187, 188.
Defoe on Women’s Education, 9, 10.
Degrees for Women, attempts to obtain, at Cambridge, 110, 113;
at Oxford, 120.
Domestic Economy Schools, 178, 179, 180, 181.
—— —— evening classes, 181, 182.
Dual Schools. _See_ Wales.
Edgeworth, Maria, 13, 14, 15.
Education Bill of 1896, 239;
Colonel Lockwood’s, 240.
—— Company, 157.
—— Department, 196.
Elementary Education Act, 100, 225.
Elizabeth. _See_ Queen Elizabeth.
Elizabethan England, 7, 8.
Endowed Schools before the Conquest, 78.
Endowed Schools for girls, 85, 91, 97, 100;
three grades of, 99.
—— —— assisted by grants of Technical Education money, 191.
Endowments, of Convents, 5;
Association to promote their application to the Education of Women,
84;
their distribution, 98;
share of girls in, 79, 80, 84, 91, 97, 102.
Euphues, 7.
Evening Continuation Schools, 211.
—— —— —— Code, 212, 213, 214.
Ex-standard classes, 199.
Fitch, Mr., 44, 46, 84.
Games for girls, 152, 153, 155, 156, 164.
Girls’ Public Day School Company, 56, 57, 66.
Girton College, 106, 107, 108, 110, 114, 115.
Governesses’ Benevolent Institution, 21.
Grammar Schools, 6, 8, 80.
Grey, Mrs. William, 54, 56.
High Schools, 59;
difference between English and American, 60;
general features of, 61;
organisation, 62;
buildings, 63;
curriculum, 72;
methods of teaching in, 73;
results on the pupils, 73, 76, 77;
training of the teachers, 73;
after careers of the girls, 77;
hours of work in, 152;
their relation to elementary schools, 241.
Higher Grade Schools, 199, 200, 201, 203;
at Leeds, 204, 205;
at Cardiff, 206;
needs of girls at, 207, 208.
Hilda, abbess of Whitby, 3.
Hitchin Ladies’ College, 105, 106.
Holloway College, 102, 121, 131, 132, 133.
Intermediate Schools. _See_ Welsh Intermediate Schools.
King Edward’s Schools. _See_ Birmingham endowments.
King’s College, Ladies’ Department, 135.
Lady Margaret Hall, 117, 120, 121, 123.
Lecture-system, 25, 72, 73.
Local Customs and Taxation Act, 169, 217, 235.
Lockwood, Colonel. _See_ Education Bill.
Makins, Mrs., 9.
Manchester High School, 89.
Manual training, 74, 158, 171.
Mary Datchelor School, 101.
Maurice, F. D., 22, 23.
Modern Schools for girls, 189.
Montagu, Mrs., 11.
Montagu, Lady Mary Wortley, 11.
More, Hannah, 11, 12, 13, 163.
National Union for the improvement of Women’s Education, 54, 55, 56.
Newnham College, 108, 109, 110, 114, 115, 116.
Norman Conquest, effect on Education, 3.
North London Collegiate School, 33, 53, 64, 68, 87, 135.
North of England Council, 48, 49, 50, 108.
Nunneries, education given in, 3, 5.
Organised Science Schools, 187, 201, 202, 204.
Owens College, Manchester, 136.
Oxford Association for the Education of Women, 116, 117, 118, 119, 120,
123.
Oxford Halls for Women, 116, 117.
Oxford Home Students, 123, 124.
—— Local Examinations, 40, 50.
—— Position of Women at, 118, 119, 120, 124, 126.
—— University Examinations, 132.
—— and Cambridge Joint Board, 51, 68, 69;
Higher Certificate of, 69, 70, 116;
Lower Certificate, 70, 71.
People’s Palace, 174.
Pfeiffer Charity, 102.
Physical training, 75, 76, 158, 159, 160.
Polytechnics, 176, 183, 184, 194.
—— Battersea, 178, 182;
Borough, 178;
Regent Street, 173, 175, 177, 178.
Private Schools, 163, 164, 166, 167, 168, 242.
Queen Anne, 10.
—— Elizabeth, 6.
—— Victoria, 18, 19, 21.
Queen’s College, 20, 22, 23, 24, 25, 26, 245.
Reading School, 79.
Reformation, its effect on Women, 5, 6.
Reid, Mrs., 27, 28.
Renaissance, 6.
Revised Code, 197.
Revival of Girls’ Education, 1, 19, 248.
Roedean School, 197.
Scholarships at Cambridge, 116;
at Oxford, 123.
—— of Technical Education Boards, 178, 191, 192, 193.
—— in Welsh Schools, 223.
School Boards, 197, 198.
Schoolmistresses’ Associations, 48, 49.
Schools’ Inquiry Commission, 42, 43, 44, 45, 46, 47, 52, 82.
Secondary Education Commission, 101, 198, 209, 226, 234, 235, 237, 239.
Sidgwick, Henry, 108, 109.
—— Mrs., 109, 116.
Sinclair, Catherine, 16, 17.
Skinners’ School at Stamford Hill, 96, 101.
Social Science Congress, at Glasgow, 40, 84;
at Leeds, 54.
Somerville College, 117, 120, 121, 123.
South Kensington Department of Science and Art, 200, 201, 202, 203,
208, 209, 210, 213, 214.
St. Hilda’s, Cheltenham, 36.
—— Oxford, 117, 122, 123.
St. Hugh’s Hall, 117, 122, 123.
St. Leonard’s School, St. Andrews, 94, 153, 154, 155, 156.
St. Paul’s School, 79.
State the, its relation to Education, 195, 196.
Stuart Court, its influence, 8.
Technical Education Acts, 170, 171, 235.
—— —— Boards, 190, 237;
Cheshire, 190;
London, 129, 175, 176, 178, 192, 193;
Surrey, 188.
Universities, rise of, 4;
admission of Women to, 103, 148;
at London, 127;
Victoria, 136;
Durham, 139;
Wales, 139;
Scotland 147;
Ireland, 147;
foreign countries, 147.
University College, Liverpool, 136, 137.
University College, London, 26, 134.
—— Colleges, provincial, 135.
—— —— of Wales, 140, 141, 143, 144.
—— Extension, beginnings of, 49, 50.
—— for Women, 106, 133.
—— of London, examinations for Women, 35;
degrees, 35, 126, 127, 128, 129, 132;
reorganisation, 135.
Victoria. _See_ Queen Victoria.
—— University, 136.
Wales, University of, 139, 140, 141, 142, 143.
Welsh Intermediate Education Act, 170, 217, 235.
—— —— Schools, two kinds of, 223;
dual, 225, 226, 227;
curriculum of, 220, 221;
compared with High Schools, 221, 222;
fees, 228;
present condition of, 232, 233;
County Governing Bodies 218, 238;
Joint Education Committees, 219;
Central Board, 220, 228, 229;
its examinations, 230 231.
Welsh, Miss, 116.
Westfield College, 102, 130, 131.
Whisky-money, 170, 217.
Winchester College, 78, 79.
Women teachers, 244.
Wotton, 6.
Wycombe Abbey School, 157, 158.
Yorkshire Board of Education, Ladies’ Honorary Council of, 48, 88.
—— College, Leeds, 136, 138.
Printed by T. and A. CONSTABLE, Printers to Her Majesty at the Edinburgh
University Press
-----
Footnote 1:
G. Hill, _Women in English Life_.
Footnote 2:
L. Eckenstein, _Women under Monasticism_.
Footnote 3:
Sir Th. Overbury.
Footnote 4:
Mary Astell. _An Essay in Defence of the Female Sex._
Footnote 5:
Defoe. _Essay on Projects._
Footnote 6:
Mrs. Makins. _An Essay to Revive the Ancient Education of
Gentlewomen_, 1673.
Footnote 7:
Mary Astell. _A Serious Proposal._
Footnote 8:
Hannah More. _Strictures on Female Education._
Footnote 9:
_The Complete Governess._ A Course of Mental Instruction for Ladies.
Footnote 10:
_Autobiography of Frances Power Cobbe._
Footnote 11:
_Examiner._
Footnote 12:
Mr. Hammond’s Report.
Footnote 13:
A. F. Leach.
Footnote 14:
Emily Davies, _Higher Education of Women_.
Footnote 15:
_Special Reports on Educational Subjects, 1896–97._
Footnote 16:
See _Handbook to Courses Open to Women in British, Continental, and
Canadian Universities_, by Isabel Maddison, B.Sc., Ph.D.
Footnote 17:
In character, not of course in size
Footnote 18:
_Report of Royal Commission on Secondary Education_, vol. i. p. 98.
Footnote 19:
_Report_, vol. i. p. 75.
Footnote 20:
_Report_, vol. i. p. 1.
Footnote 21:
_Report_, vol. i. p. 274.
Footnote 22:
Preface to _Return of the Pupils in Public and Private Schools in
England, and of the Teaching Staff in such Schools on June 1, 1897_.
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TRANSCRIBER’S NOTES
1. Silently corrected typographical errors and variations in spelling.
2. Archaic, non-standard, and uncertain spellings retained as printed.
3. Enclosed italics font in _underscores_.