A Short History of Newnham College, Cambridge

Gardner, Alice

doi:10.1017/cbo9781316180839.001

Cited by 3 publications

(4 citation statements)

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“…As a result, Gardner and the other members of the women's colleges campaigned for the granting of degrees to womenbut in vain. 64 The position of women lecturers and Fellows was complicated by their exclusion from any decision making. 65 Despite these limitations, and despite women's ambiguous status, forging an academic career became a desirable option for some, and by the 1890s women's colleges expected a university education from their Fellows and teachers.…”

Section: Title Pages and The Emergence Of Academic Women Historiansmentioning

confidence: 99%

“…The fact was that 'the world … does not care for education without a degree' and that there was 'actual market value to educated women of the letters denoting a certain standard of mental equipment'. 76 The members of the women's colleges understood the circumstances, but the meaning of a 'certificate' was not understood outside the small academic circles at a time when examinations and degrees had become formal markers of excellence and academic competence. Without degrees, women were compelled to find alternative ways to demonstrate their learning and authority.…”

Section: Title Pages and The Emergence Of Academic Women Historiansmentioning

confidence: 99%

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Women historians, gender and fashioning the authoritative self in paratexts in late-Victorian Britain

Garritzen

2020

Women's History Review

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Adopting the interdisciplinary approach of historiography, gender history and book history, the essay sheds new light on the gendered nature of historical authorship in the late-Victorian era. By analysing how historians used such paratexts as title pages, dedications and prefaces for self-fashioning, the aim is to illustrate how paratexts contributed to the gendered idea of historical authority. As men decorated title pages with academic degrees and appointments, their title pages became symbols of scholarly excellence, strengthening the idea of history as a male preserve. Thus, it is necessary to ask how women, largely excluded from such formal qualifications, used paratexts for presenting themselves as authoritative historians. By examining the paratexts of Kate Norgate, Mary Hickson and Alice Gardner, the essay demonstrates that women borrowed authority from renowned male historians to sanction their scholarly competence. Consequently, this practise strengthened the gendered image of scholarly authority since the dedications and prefatorial acknowledgments guided reviewers to measure women historians against the male authorities enlisted in the paratexts. Thus, it is argued here that the paradox was that as women's engagement in historical research expanded, they were nonetheless submitted to the very male authority that their paratexts established. When William Stubbs, a major figurehead of history, published in 1900 Seventeen Lectures on the Study of Mediaeval and Modern History, he invested its title page with an astounding number of seventeen attributes that promoted his scholarly merits and authority. Readers learned that he was Bishop of Oxford, an honorary Student of Christ Church, the late Regius Professor of Modern History, a recipient of five honorary doctorates, a member of numerous international academies and a recipient of the prestigious Knight of the Prussian Order's Pour le Mérite. This register of achievements created such a textually and visually arresting effect that it prompted one reader to scribble 'wow!' next to the public celebration of Stubbs's academic excellence. 1 Stubbs and other professional historians conceived a title page to be what Whitney Trettien describes as an encoded paratextual space serving 'a critical

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Section: Title Pages and The Emergence Of Academic Women Historiansmentioning

confidence: 99%

Section: Title Pages and The Emergence Of Academic Women Historiansmentioning

confidence: 99%

Women historians, gender and fashioning the authoritative self in paratexts in late-Victorian Britain

Garritzen

2020

Women's History Review

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“…While Alice Gardner, author of A Short History of Newnham College, notes the "small amount of rivalry at the onset [did] not hinder the progress of the two colleges side by side in co-operation and mutual goodwill," Newnham's higher enrollment rate after five years could not have escaped the notice of either Davies or the dons of Cambridge. 226 Nevertheless, both…”

Section: Kensington Ladies Debating Society In England and The Edinbumentioning

confidence: 99%

"A College for Women, or Something Like It": Bedford College and the Women's Higher Education Movement, 1849-1900

Brown¹

2000

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Bedford College, established in 1849, was the first institute of higher education for women in England, and with it came the beginning of the women's higher education movement. While Bedford is often dismissed or ignored by modern scholars for not being equal to the women"s colleges associated with Cambridge and Oxford, it was crucial in the development of these later colleges and was a bellwether of the women's higher education movement. By examining personal letters and official college documents and carefully assessing later-written histories of Bedford and the other women"s colleges, this thesis will explain why and how the College was successfully founded two decades before any other college for women in England. It will also include a thorough discussion of the events that occurred before and during Bedford"s establishment, its enigmatic founder Elisabeth Jesser Reid and the role of the women's higher education movement in Bedford"s development. This thesis will also show how the successful foundations of Girton and Newnham Colleges at Cambridge University and Lady Margaret Hall and Somerville College at Oxford were made possible by the monumental strides made by Bedford College"s influence on the creation of the women's higher education movement. Special thanks to Lorna and Vicky at the Royal Holloway New Bedford College Archives for being so helpful and for providing me with the documents necessary to complete this thesis. And finally, I would like to thanks my parents, for their love, support, care packages and last minute readings of thesis chapters, and who never seemed to mind that I usually called to either complain about my thesis, ask for money, or both.

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“…Sources which are rich in information about male undergraduates (for example, the University Reporter and the Cambridge Review) provide little about 45 and has been discussed more recently by Megson and Lindsay 46 and by Bradbrook 47 in 1969. Newnham's history has been less frequently explored: the only full-length work remains Gardner's Short History 48 in 1921. All of these accounts address themselves briefly to a description of the struggle to establish the claims of women to a higher education.…”

Section: The Natural Sciences At Cambridgementioning

confidence: 99%