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Discovering Diverse Content Through
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The Project Gutenberg eBook of A Short
History of Newnham College, Cambridge
This ebook is for the use of anyone anywhere in the United States
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Title: A Short History of Newnham College, Cambridge

Author: Alice Gardner

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*** START OF THE PROJECT GUTENBERG EBOOK A SHORT

HISTORY OF NEWNHAM COLLEGE, CAMBRIDGE ***
 Transcriber's Note:
Punctuation and possible typographical errors
have been changed.
Archaic, variable and inconsistent spelling,
including hyphenation, have been preserved.
Footnotes appear at the end of the text, after the
Index.
The cover image was created by the transcriber
and placed in the public domain.

A SHORT HISTORY OF
NEWNHAM COLLEGE, CAMBRIDGE
 LONDON: MACMILLAN & CO., LIMITED
GLASGOW: MACLEHOSE, JACKSON & CO.
 Henry Sidgwick

A SHORT HISTORY
OF
NEWNHAM COLLEGE
CAMBRIDGE
 BY
ALICE GARDNER, M.A. (Bristol)
FORMERLY LECTURER AND FELLOW OF NEWNHAM COLLEGE, CAMBRIDGE
AUTHOR OF "THE LASCARIDS OF NICÆA," "THEODORE OF STUDIUM," ETC.

WITH TEN ILLUSTRATIONS

CAMBRIDGE
BOWES & BOWES
1921

TO THE HONOURED MEMORY

OF A. J. C. AND H. S.

COPYRIGHT
 PREFACE
This little book is primarily intended for present and past
students of Newnham College and for the numerous friends who
have been helpers or sympathetic spectators of its early progress. At
the same time I venture to hope that it may prove interesting and
suggestive to a wider circle of persons practically or theoretically
concerned in movements for the higher education of women.
Of the deficiencies of this short history, no one could be more
fully aware than the writer herself. But for the expressed wish of the
Council of Newnham College, it would never have been attempted,
nor could it have been written at all without the kind co-operation of
friends, who, like myself, had known the College from the inside. I
would especially thank the present Principal, Miss B. A. Clough, and
the Registrar, Miss E. M. Sharpley, for supplying me with information
and with kindly criticisms throughout my task. It has been gratifying
to realize that the Publisher is son of an early friend of the College.
One of the chief difficulties in writing the history of a
comparatively young institution, and one raised by the labours,
forethought, and sacrifices of many "pious founders and
benefactors" is that the range of view possible to any former student
and teacher must necessarily be limited. I have felt deep regret in
realizing how many honoured helpers have—for lack of space—not
even been mentioned. Similarly, among the former students whose
labours, scientific, literary, and practical, have brought credit to the
College, I have necessarily shown most appreciation of those with
whose work and influence I have been personally best acquainted.
Every past student will have to supplement the story with
recollections from her own experience.
I trust that, at least, I shall have brought home to many the
conviction that Newnham College is unique, in the character and
motives of its first founders, in the steady devotion to its best
interests of successive governors, teachers and students, as also in
its relations—complicated, but near, we may hope, to a solution—
with the University under the protecting shadow of which it has
grown to prosperity. My hope for this little work is that, besides
helping to justify the existence of the College in the eyes of the
world, it may in some measure preserve in its members the
knowledge of our best traditions in the past and inspire a confident
hope for the future.
ALICE GARDNER.
Bristol, April, 1921.
 CONTENTS
CHAPTER PAGE

I.Introductory. Newnham College in Idea. 1871-1880 1

II.Newnham College in Adolescence. 1880-1881 33
III.Newnham College in Progress. 1881-1892 57
IV.Newnham College in Progress. 1892-1900.
Principalship of Mrs. Sidgwick 84
V. Newnham College in Progress. 1900-1914 109
Epilogue. 1914 and After 135
 LIST OF ILLUSTRATIONS
Professor Henry Sidgwick. (Photogravure Plate.) Frontispiece
From a photograph by Mrs. F. W. H. Myers.
FACING PAGE

Miss Anne J. Clough and the First Five Students 2

Miss Marion Kennedy 18
Merton Hall, 1872-1874 26
Miss Anne J. Clough. (Photogravure Plate.) 54
From a photograph by Mrs. F. W. H. Myers.
Mrs. Henry Sidgwick 72
From the portrait by J. J. Shannon, R.A.
Newnham College 86
The Entrance Gates.
Newnham College, 1920 100
General View of the Building and Grounds.
Miss Katharine Stephen 112
Miss B. A. Clough 138
For permission to reproduce the two illustrations of Professor
Henry Sidgwick and Miss A. J. Clough thanks are due to Mrs. F. W. H.
Myers; also to Messrs. Bassano for the use of their photographs of
Miss B. A. Clough, Miss Katharine Stephen and the general view of
the College.
A SHORT HISTORY OF NEWNHAM COLLEGE
 CHAPTER I
INTRODUCTORY. NEWNHAM COLLEGE IN IDEA

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
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