‘Shall we try to deserve more rather than to win more?’ said Miss Beale when she quoted the phrase of the Roman senate, which heads this chapter, to some children—not of Cheltenham—who were to receive prizes. It well expresses her feeling about rewards. They should grow out of the work; should be some fresh privilege of service. Hence her indifference1 to prizes in the College. They were given on a percentage of marks obtained in the midsummer examinations. They were announced when the marks of the classes were read to them on the first morning of the next term, but they were never presented: they had to be fetched by the individuals who earned them from the secretary’s room.
‘I was opposed,’ she wrote on one occasion, ‘to this custom. I did not think it necessary to make pupils work, they seemed as earnest and painstaking3 before prizes were given as since. I felt it was better they should work from a love of knowledge or a simple sense of duty, but the Council took another view, and as there is much to be said on their side of the question, I yielded.
‘In life, prizes must be to a great extent the reward of thoughtful industry, and it seems to me that on the one hand we may thereby4 teach the children to put success at its true value, and point out to them that it is at the bar of our own conscience alone that we must stand approved or condemned5; that on the other hand they may learn to bear disappointment[313] patiently. I do not find that prizes create any feelings of jealousy6 or ill-will, nor can I blame a child who looks forward with pleasure to carrying home to her parents this proof that she has tried to do as they would have her. It appears to me a matter of less importance than is usually supposed, and in any case can affect only a few pupils at the head of a class. Stimulants7 to exertion8, however, are rarely needed. There are very few who are not interested and earnest in their work, and our difficulty is more frequently to check too great zeal9, and to insist on the observation of those limits we place to the time devoted10 to study than to demand more.’
The high ideal of deserving rather than gaining was what Miss Beale set before herself as true wealth to be desired. So she was careful, when the management of large public funds and a much increased personal income came to her, to remain as frugal11, as poor as ever. It was not merely that she liked simplicity13. Her simplicity of life was a deliberate intention. There was a personal note in the fervour with which she would read the words of Abraham to the king of Sodom: ‘I will not take from a thread even to a shoe-latchet, ... lest thou shouldest say, I have made Abram rich.’ No monk14 was ever more faithful to his chosen bride of Poverty than Miss Beale remained with her large income and successful investments. She was consistent also in preferring for those she loved a simple personal life, which would leave mind and time free for thought and the needs of others.
When first Miss Beale went to Cheltenham she adopted a very simple mode of living, such as she thought would sufficiently15 meet her needs, and she never changed it. At the age of seventy she would even help to lay her own table for the frugal midday meal, if the general servant had been delayed by household work in the morning. She would walk to the station to save a cab fare, and invariably chose the simplest means of[314] conveyance16 unless on a matter of urgency. It is true she became rather grander in dress as years went on. ‘What did I wear,’ she wrote to Miss Brown about 1876, after some function she had attended, ‘“velvet17 and ostrich18 feathers?” Well, what could I wear but my felt bonnet19 and old velvet cloak and old black serge? I looked quite smart enough.’ Kind friends there were who liked to see the Lady Principal beautifully dressed, and who were allowed in later life to guide her into velvet and ostrich feathers. She submitted for the sake of the College, for whose good she would cheerfully have worn either sackcloth or cloth of gold!
For the sake of the College, still more for the sake of that work for women and the race which the College represented, Miss Beale gladly greeted honours. That they had anything to do with herself personally, she was not even aware. Her work did indeed receive recognition far and wide from those who prized education, and who regarded it from various points of view.
Among the first to honour it with special notice and a substantial, even magnificent gift, was John Ruskin, when in 1885 he presented to the College two beautiful and valuable manuscripts—one, of the four Gospels, in Greek, written in the eleventh century; another (Antiphonarium Romanum) of the thirteenth century. He gave also a collection of printed books. These were the occasion of an interesting series of letters from Mr. Ruskin to Miss Beale. Some of them are printed here.
‘Brantwood, Coniston, Lancashire, February 10, 1882.
‘Dear Miss Beale,—I have to ask your pardon for never having replied to your former letter; but it came when I was already over-wrought and threatened with illness, and it gave me more to think of than it was possible then to review.
‘I am now, however, most seriously bent21 on understanding[315] the principles and knowing some of the results of modern girl education....
‘A very few lines would enable me to become of some use to you—in my own fields of work—and without moving from my fields of rest.
‘I have the deepest respect for Mr. Shields’ work, nevertheless it is out of my way; and such drawing models as I may send you would be altogether different in feeling.
‘But the first thing I want to know is what kind of library or schoolroom you have, for quiet separate reading, and what standard books the College possesses in Lexicons22, works on natural history, and classic literature, and what place Latin and Italian have in your code of studies.—Ever faithfully yours,
J. Ruskin.’
‘Brantwood, Coniston, Lancashire, February 18, 1887.
‘Dear Miss Beale,—I can only thank you to-day for the most interesting parcel, which gives me an idea of the College and its branches, admitting every degree of enthusiasm in its Principal.
‘ ... but for the moment, entirely23 puzzling to me, as I neither want to confuse the strict College work with that of Ruskin societies, nor the elementary and general teaching with that of artists’ studios, or of general papers in your Magazine.
‘And when I give you books I should like them to be accessible to the classes in general. I can’t scatter24 them among the boarding-houses or give them only to the senior students at St. Hilda’s. You can surely put up some shelves for me in a corner of some generally inhabited room, and put them under the care of an official librarian. It seems to me the office might be given for a term at a time to any girl who cared to take it, involving also the curatorship of any drawings, casts of coins, or the like, which I could at times lend or present to you.
‘In the meantime, will you let me have a list of the classes, with the books used in them, and times of required attendance.
‘Dr. Watson has trusted me for the present to arrange the work for his daughter, without reference to any competitive honours or testing examinations. I wish to keep her well at her music, French, and if she cares for it, elementary drawing, with beginning of Latin and the first making out of classic history. What I chiefly need to know is the method of instruction[316] in the music and drawing classes. (Do your seniors touch Greek at all?)
‘I have just been reading an excellent paper by Miss Sophia Beale on Art instruction, in which, however, the general sense and truth of the author’s views are prevented from taking a practical form by her falling into the scarcely in our time avoidable error of supposing that accuracy of drawing can only be taught by the figure.
‘The figure can never be drawn25 accurately26 unless life is given to the task. But a triangle, an arch, a cinquefoil, and a wild rose are within the reach of ordinary girlhood’s observation and delineation28, to ordinary girlhood’s extreme profit.—Believe me, dear Madam, your faithful servant,
John Ruskin.’
‘Brantwood, Coniston, Lancashire, March 3, 1887.
‘Dear Miss Beale,—I shall be most thankful if you can find anything in my books that the girls will like to have in the Magazine: the ivied trunks were sent in no high spiritual but lowly practical intent, simply as the sort of models which you can’t cut and bring in for yourselves, and which, once drawn real size, will teach more than all my talking.
‘I think her librarian cares will be ever so good for my wild flower, and am looking out more fine books for her to-day, chiefly a perfect edit, of Scott’s poetry and Heyne’s beautiful Virgil.
‘I am wholly with you in liking29 Greek better than Latin, but only as added to Latin by clever girls. The entire history of the Catholic Church being in Latin, and half the language of Europe derived30 from it, I would make every girl who passed through any course of literature begin with understanding her Pater Noster and Te Deum.
‘But I have put a lovely edition of Hesiod aside for next dispatch to the wild librarian.
‘I don’t quite know what the “Kyrle” Society means, but imagine I have stores of things they could put to use.—Ever faithfully yours,
J. Ruskin.
‘Enclosed may be a pretty little gift to any of your good girls.’
‘Brantwood, Coniston, Lancashire, March 7, 1887.
‘Dear Miss Beale,—I have put the little volume of poems into my near bookcase at the back of my arm-chair. They[317] look really very nice, and show an extremely high tone in the school.
‘I am going to send you with the Pindar, a beautiful 13th cent. MS., with the Gregorian notes all written to the old Latin songs. I think the College will be proud of it, and your organist interested by it.
‘I shall be delighted to see whatever the teachers care to send me. I have been languid and stupid this spring, or should have written something for the drawing classes before now.—Ever faithfully and respectfully yours,
J. Ruskin.’
‘Brantwood, Coniston, Lancashire, March 11, 1887.
‘Dear Miss Beale,—There is no way of enlarging those Kate sketches31: they were calculated for the little confusion caused by their smallness, and are not well drawn enough for magnifying.
‘I will send you some prettier ones for framing. I am very glad the books have come safe. The grace and dignity of the engravings in Heyne are of great educational value, and the two MSS. are extremely good of the kind. They cost, curiously33, the same price each, ￡100 or ￡105,—I forget which.
‘The wild librarian sends me an extremely bad account of herself to-day. I have sent her a beautifully impressive and didactic answer, which she ought to show you.—Ever faithfully yours,
J. Ruskin.
‘I have sent your organist a Magister for himself. I am so glad he likes it. I couldn’t make out his initials, or would have put his name in it; people ought always to sign in print.
A.B.C. So and So.’
‘Brantwood, Coniston, Lancashire, March 12, 1887.
‘Dear Miss Beale,—I send you two books to-day with real pleasure. The old book of towns containing images of the things that once were, in spite of their stiffness, liker the realities now lost than any wooden efforts at restoration, while the Arabian book is a type of all the subtle and faithful skill of France can do at its present best.
‘I call it the faithful skill of France. There is no nation has ever produced such honest work in love of its subjects, not in vanity, as the Desc. de l’Egypte and the illustrated34 beautiful books of modern times. The great Cuvier series is degraded by its filthy35 anatomies36, but in mere12 engraving32 and colours stands[318] alone. But I am going to send you some birds, also matchless, as I can’t send you the Cuvier for its horror.
‘The English book on the Dee, with its rotten paper and vulgar woodcuts, illustrates37 our English meanness in comparison, but has its poor use too....’
‘Brantwood, Coniston, Lancashire, March 14, 1887.
‘Dear Miss Beale,—There is not the least need of this flame of gratitude38. I am only too glad to find a place where I can send books likely to be permanently39 useful to English girls. I am sending three more to-day, which I think likely to be far more serviceable than those finer ones, containing as they do, quantities of sound historical information given in a simple and graceful40 way on subjects which every Christian41 girl should have knowledge of, while I suppose not one in fifty ever hears any truth about them. They are nice collegiate books too, to look at.
‘I am mightily42 pleased too at your having a girl-organist, and hope to work out some old plans with her.—Ever most truly yours,
J. Ruskin.’
‘Brantwood, Coniston, Lancashire, March 24.
‘Dear Miss Beale,—These candlesticks are lovely, but a little too loose and catchy43 to be quite good design. The fillets of the bases should be bars, and branch into the foliage44, not be entangled45 in it. But I am heartily46 glad to see such work.
‘The glass for the MSS. will be excellent,—but only the lazuli and gold will stand sunlight—all colours of time fade in full light. But there’s no harm in a little fading of the Greek Evangelists, or the musical notes on a single page.
‘That Norway Bishops’ book will be a lovely companion to the Old Geography.
‘You needn’t mind who is or isn’t in association with you.
‘You have plenty of power alone—and inventiveness enough to boot.—Ever affectly. yrs.,
J. R.’
Mr. Ruskin’s munificent48 gifts did not stand alone. Almost every number of the Magazine chronicled some present to the College, some book or picture, scientific apparatus49 or specimen50. Special mention should be made[319] of Dr. Wright’s collection of fossils which formed the foundation for a museum, and of the grant of flint instruments and many animals obtained through Sir William Flower from the British Museum.
The distinctions which came to both Principal and College in the later years of Miss Beale’s headship were very numerous and came from widely differing sources. The College gained gold medals for educational exhibits at the Paris Exhibitions of 1889 and 1900.
The name of Dorothea Beale became known abroad as that of one who had a real interest in education for its own sake and who had no exclusive or insular51 views. The warm welcome she would extend to educationists of every kind and tongue, the care with which she would personally answer letters of inquiry52, the high tone of her addresses at public gatherings54, her pamphlets and articles made the name of Cheltenham respected afar. To this may be added the freshness and openness of mind with which she would lend attention to new methods. She always took them seriously, however empirical they might appear,—considered them, tried them if they seemed hopeful, persevered55 in them if they were proved to be effective, abandoned them if they were inferior to methods already in use. There were many examples of this. Once, for instance, in the eighties, she heard of a method of teaching reading and of preserving discipline which had been evolved by Mrs. Fielden, a clever lady who had established a good elementary school in a Yorkshire manufacturing village. Miss Beale sent an old pupil who lived in the neighbourhood to visit the school, watch its working, and send her full details of the management. After receiving her report, she obtained the loan of one of Mrs. Fielden’s teachers for a week, and had the system[320] introduced by her into the schoolroom of the Third (Junior) Division. It lived but a short time. Miss Nixon, head-mistress of the division, found it mechanical, and it was abandoned.
In Miss Beale’s last term, in September 1906, Mrs. Arthur Somervell’s Rhythmical56 Mathematics came to her notice. She not only wrote to the author ‘The book is beautiful and the method very suggestive,’ but within a few days introduced it to the teachers whom it concerned and had its principles explained to a class of little children.
Foreign pupils were always welcomed at the College, and made to feel at home. When first it was suggested that some Siamese girls should be received there, Miss Beale wrote eagerly to secure them, and always took the greatest interest in their work. The foreign teachers found her sympathetic and interested, able to understand and allow for their different training and points of view. With some it was not merely a case of mutual58 esteem59. There were those who found she welcomed their friendship and returned it with kindred affection and confidence.
In the summer term of 1889 several foreign educationists came to Cheltenham. Mrs. E. H. Monroe was sent by the Government of the United States, and Signora Zampini Salazaro by the Italian Government, to study English schools and methods. Madame Garnier-Gentilhomme, Officier de l’Instruction Publique, spent a week with Miss Beale. These visits were perhaps not unconnected with the International Congresses of Education which met in Paris in August. These Miss Beale attended, and herself wrote an account of them in the Magazine of autumn 1889, from which some brief extracts are made.
[321]
‘I cannot sufficiently regret that so few English took part in the most interesting International Congress of Secondary and Superior Instruction which has just concluded in Paris. It was an assembly such as one can scarcely hope to see in a life-time. One had an opportunity of hearing not only the leading educational authorities of France, who are doing a great work for their country, but distinguished61 men from all parts of the world.’
After enumerating62 the representatives present from different countries, she continues:—
‘From England, the near neighbour of France, came the Honourable63 Lyulph Stanley, member of the School Board, but not one person having official rank as a member of the Education Department, not one representative of a university. There was one Professor from Edinburgh, the Secretary of the College of Science from Dublin, Mr. Widgery, of University College School, the Editor of the Schoolmaster, Miss Buss with one of her staff, Miss Beale of Cheltenham with four, and two private governesses.
‘ ... The first step was to add to the Committee a number of foreign members; eighteen were chosen, amongst whom were Mr. Stanley and myself. Then, after arranging the order of the day, we separated and formed ourselves into sections, each person selecting the question which interested him most. In each section a President and Vice-Presidents and a reporter were elected. I was chosen a Vice-President of Section IV.[83] ...
‘I was told that we were to speak our own language, as was the case at the Congress held at the Health Exhibition in London. However, the general wish was at last complied with, that we should all produce our thoughts in more or less foreign French, and it was nearly always intelligible65.
‘ ... One question (“The methods best adapted for the Secondary Instruction of girls, specially66 as regards Modern Languages and Science”) gave rise to a good deal of warm discussion. We were surprised to find that less than two hours in a week were given to a modern language in French schools for girls. The importance of beginning very early was not generally recognised. The English, specially Mr. Widgery and Miss Beale, contributed a great deal to this part of the discussion, insisting much on a truly scientific gymnastic of sound as opposed to the haphazard67 mode of teaching pronunciation.’
The Misses Andrews who accompanied Miss Beale on[322] this occasion were impressed by the way she was received and heard. Her deafness did not prevent her taking a part in the discussion, and speaking as she did in a foreign tongue, she yet dominated her large international audience. She showed extraordinary indifference to her own comfort. Miss Alice Andrews remembers, for instance, a luncheon68 in the neighbourhood of the Sorbonne, at a little restaurant to which they had been guided by some acquaintance. Miss Beale and Miss Buss found themselves in the midst of artists and students, some of whom carried on pronounced flirtations with the waitress girls. Miss Beale sat calmly writing her speech for the next meeting, indifferent to her déje?ner and unconscious of her surroundings.
The Congress of Secondary and Superior Instruction was followed by a Congress of Primary Teachers, for which Miss Beale was induced to stay. One day she addressed it:—
‘I said a few words on the work of teachers in enlarging the sympathies and diminishing prejudice and enabling us therefore to understand one another better.
‘It is the seen, the material, about which nations quarrel; it is the unseen, that which belongs to the intellect, the spirit, which unites us in a generous emulation69, in which all are gainers, for in such contests all may obtain the prize.’
Greatly pleased as Miss Beale was with much she saw, she quickly perceived that she could not work herself with such a system as prevailed in France. ‘I do not wish to see secondary education in England subject in any way to a Government department, or secondary schools in England assimilated to primary.’
All the intervals70 of the Congress were filled with visits to various educational institutions and interviews with leading educationists. There was a visit to Fontenay-aux-Roses, to a deaf school, to a primary[323] school and kindergarten, to the Musée Pédagogique. There were also some visits less of the nature of business. Once, at least, they went by invitation to the Théatre Fran?ais, where they witnessed a representation of the Femmes Savantes. There were also many receptions. Miss Alice Andrews wrote:—
‘We had two evenings at the Ministère de l’Instruction Publique, just for the members of the Congresses. These were more like our Guild71 meetings; no amusement was provided, but the members found it for themselves in walking about and conversing72; and so did we, for by the end we had made many acquaintances and a few friends, and there we met some of those who, in the day, had been seated on platforms and had interested us by their eloquence73. On the last evening there was a dinner-party of about fifty persons, at which the principal foreign members of the Congress were entertained. To this Miss Beale was invited, and placed at table on the right hand of the minister.’[84]
It was a great happiness to Miss Beale to see so much good work going on, and to meet so many who really cared for the cause for which she lived.
‘Many were the promises of visits; we left Paris with a higher idea of the great work that France is accomplishing, and grateful for the generous hospitality with which we were welcomed, and allowed to see all that is being done by those who are directing education in France.’
The immediate74 result to the College of this Congress of 1889 was an honour for its Principal when Miss Beale was made Officier d’Académie. In the following year a meeting of the ‘Société des Professeurs de Langues Vivantes’ met at Cheltenham. Miss Beale was elected a member of this Society, by means of which many French students came to Cheltenham. After her death a little article upon Miss Beale appeared in Les Langues Modernes, the monthly organ of this Society.[324] It rightly acknowledged the welcome and the constant kindness that foreign students always received from her.
‘Il faudrait un volume pour analyser sa vie et son ?uvre. Les Anglais l’avaient bien comprise, parce qu’elle résumait au plus haut point les qualités de leur race. Les étrangères ont pu admirer son esprit d’initiative, son énergie et son enthousiasme communicatif. Les jeunes filles fran?aises qui ont eu la bonne fortune d’étudier à Cheltenham, lui étaient particulièrement reconnaissantes de la sympathie large qu’elle leur témoignait. La vivacité et la spontanéité fran?aises, que les Anglais confondent volontiers avec la légèreté et l’insouciance, étaient des qualités qu’elle prisait beaucoup. La bienveillance pour nous se traduisait en actes. Dans ce collège aristocratique où les frais d’études étaient assez considérables, où l’on n’admettait que les jeunes filles appartenant à un milieu75 social élevé, Miss Beale réduisait volontiers les frais d’études des Fran?aises, et facilitait leurs relations avec des familles anglaises distinguées.
‘Elle eut pour plusieurs de mes compatriotes et moi des attentions qui nous allèrent au c?ur. Quand nous la rencontrions dans les couloirs avec son petit bonnet blanc de douairière, ou quand elle nous invitait au thé dans son home, elles s’informait de nos études, corrigeant elle-même dans la conversation nos phrases défectueuses, nous parlant avec sympathie de notre pays, et nous rappelant le souvenir agréable qu’elle avait gardé de Paris, où elle était venue76 passer quelques mois dans sa jeunesse, en vue de compléter son instruction.’
A further result was the permission granted by the French Government for the admission of students from the College to Fontenay-aux-Roses. This permission was much prized by Miss Beale, who was comforted by it for delays which had occurred in the opening of St. Hilda’s, Oxford77.
Another recognition of her work for education came to Miss Beale in 1896, when Durham University conferred upon her the distinction of Tutor in Letters. The widespread influence of that work was emphasised by her election in 1898 as a Corresponding Member of the National Education Association, U.S.A. In her letter acknowledging this honour Miss Beale said: ‘We[325] receive much inspiration from the States, and possess in our Library a large number of valuable works from Americans on Philosophy and Education.’ She was specially attached to the writings of Dr. Harris.
The contrasts existing between girls’ education as it was in 1865 and thirty years later must have been brought very forcibly before Miss Beale when, in 1894, she was again asked to give evidence before a Royal Commission. The chairman of this was Mr. Bryce, who had himself inspected and reported for the Taunton Commission of 1864-7. The composition of this later body marked the advance that had been made. Of its seventeen members three were women. Well might Miss Beale say that the changes she had witnessed were ‘inconceivably great.’ Her own position was changed. On the first occasion she had merely been the able representative of a little known and rather despised class of workers. On the second she came as one of the recognised leaders of a band whose work was becoming yearly more valuable and more important.
Miss Beale was first questioned on the co-operation and co-relation of different schools in one neighbourhood. She expressed herself in favour of the co-operation of teachers, not of unity60 in governing bodies, ‘because one governing body is rather apt to generalise and say that everything that is suitable for boys should be done for girls.’ She was also careful to say that there must be a supreme78 authority in each school. One point of special interest to-day is the discussion which took place on the teaching of the classics to girls. Miss Beale, as has been shown, was never in favour of teaching either Latin or Greek to young girls, and she maintained her objections on this occasion. She thought it a mistake to begin[326] Greek at the age of eleven or twelve, though she admitted that it was easier to learn than Latin. ‘But children,’ she said, ‘do not enter into the delicacies79 and refinements80 of the Greek language, ... and they get tired of it.... I do not think the most intelligent teacher could make a child like the intricacies of grammar early.’[85]
Miss Beale does not seem to have mentioned one reason why she would not teach Latin early until, in 1898, she wrote in Work and Play: ‘I feel strongly that Latin should, however, properly come after German, specially for girls. There is a pestilential atmosphere in the Campania, and one needs to have one’s moral fibre braced81 by the poetry of the Hebrews and of England and Germany, if one would remain unaffected by writings saturated82 with heathen thought.’
Other points discussed were the training of teachers, a subject on which Miss Beale had much to say. She insisted on the advantages of associating training colleges with large schools: ‘If students get simply lectures, and ideas which they have not an opportunity of carrying into practice, they become unpractical, and they have to learn the practical parts of their profession when they become teachers.’ The question of scholarships was introduced; Miss Beale enunciated83 her theory that they should be given irrespective of place. It ought not to be possible for one institution to buy up scholars from another. She admitted that she would like to make necessity a condition of holding a scholarship. ‘Would not that,’ asked Dr. Fairbairn, I carry with it to a large extent what one may term a social distinction,—even a stigma84 in certain cases?’ ‘I think,’ was the reply, ‘if[327] people are ashamed of being poor, they ought to be ashamed of being ashamed of it.’
Some points there were on which the Commissioners85 desired enlightenment from Miss Beale’s experience, but got little help. One of these was by what means a passage might be effected from primary to secondary schools and the universities. Miss Beale, who disliked free education, had in 1895 even less sympathy with elementary teaching than she had a few years later, when she undertook to train students for it. The indication she gave the Commission was a suggestion that to meet the needs of the prize pupils of the elementary schools, it would be best to found higher schools of the same class, as she maintained that, owing largely to the influences of their homes, children coming from primary schools could not profit by the kind of education existing in secondary schools as they are.
Three or four times the chairman also sought to obtain an opinion from her on the difference between boys and girls, but was always met by some such answer as, ‘I do not profess64 to say much about boys.’
It was an excellent thing that Miss Beale was asked by Messrs. Longmans, Green and Co. to put forth86 her own original ideas, and state something of her long experience concerning education, in the volume which appeared in 1898 under the title Work and Play in Girls’ Schools. Designed primarily for the enlightenment of the generation which first received it, the book will remain as an historical record of methods actually in use at the Ladies’ College.
With the two last sections of this work Miss Beale had nothing to do: that on the ‘Moral Side of Education’ was written by Miss Soulsby, the concluding chapter on the ‘Cultivation87 of the Body’ was from the pen[328] of Miss Dove. Yet it is worthy88 of notice that both these able and original-minded head-mistresses were for a time teachers at Cheltenham. Miss Beale felt that Miss Soulsby’s chapter should have been first in the book; but as her own section is so very much the longest, and as it would have been impossible to her to treat of education from the intellectual side only and apart from its bearing on character, there is nothing to be regretted in the arrangement. One of Miss Beale’s chapters is, moreover, devoted to the question of Philosophy and Religion.
A letter she wrote to Miss Strong on this subject is interesting:—
‘January 1897.
‘I have ventured to accept Mr. Longmans’ proposal. I am afraid it is rather rash, and I hope I shall find that he gives me the Midsummer holidays. This is what he puts in his programme. “Order of importance. Cultivation of the body, cultivation of the moral character, cultivation of the mind,” and so he arranges the subjects in that order. You see what I have said, it makes me so vexed89 to hear people say, “Of course health is the first thing,” when I know they mean to put pleasure before duty. In order of importance, of course, Miss Soulsby is first.’
This book, the most important of Miss Beale’s mature age—she was verging90 on sixty when it was published—was written with all the enthusiasm of youth. The hopefulness and freshness of a young teacher, heightened rather than restrained by the experience of years, glow on every page. Nor is the idealism of the student missing. Notice specially for this the passage on astronomy on page 254:[86] ‘Thus [is] the mathematical passion awakened91; surely most of us can remember the first time that our soul really ascended92 into[329] the seventh heaven.’ The chapter entitled Psychological Order of Study,’ in which this passage occurs, is perhaps the most suggestive in the book, which abounds93 in the results of ripened94 thought and knowledge. But that on the ‘Relation of School to Home’ was most impressive to those who did not already know the writer’s views on the subject. In ‘A Few Practical Precepts’ occur one or two phrases which might well pass into scholastic95 proverbs, as for instance this: ‘It is a worse fault to teach below than above the powers of a child.’
Miss Beale did not write the whole of that part of the book for which she made herself responsible. Some parts were given to specialists upon the College staff, in order that all the subjects might be treated with expert knowledge.
Miss Beale’s own life during this later period naturally became more social than ever before. She attended many public functions, and was brought constantly into touch with those who shared her high intellectual aims or literary work. Among these was Dr. Jowett, to whom she felt she owed a special debt for his translation of the Republic. A day came at last, in 1893, when, as a witty96 friend said, she and the Master lunched together, ‘with Plato as an unobtrusive third.’
In 1894, accompanied by Miss Draper, she made another visit to Paris, to be present at the wedding of Lady Victoria Blackwood and Mr. W. L. Plunket. She greatly enjoyed the experience, especially Lord Dufferin’s friendliness97.
‘Lord Dufferin proposed to send a young man to take us out in the morning, and show us something of Paris. I rather wondered that we grey-haired ladies should require an escort, but of course accepted, and we were awaiting our young man in the salon98 of the H?tel Normandie when, to our surprise and pleasure, we heard Lord Dufferin’s own voice in the hall. Though he had to be present at the civil wedding at twelve o’clock, he most kindly99 found time to take us up the Heights of Montmartre. We had much interesting conversation on the way.’
[330]
The diary which Miss Beale still kept carefully, though briefly100, gives a glimpse of this fuller outside life, but remains101 faithful to its early character as a record of thought and aspiration102. A few extracts from the last years are given.
1893.
‘Jan. 15. Retreat at Brondesbury. Canon Body 9th to 13th.
” 22. Last Sunday of Epiphany.... Perfect revelation of God’s character only possible to man in Christ. Arise, shine! Magi faithful to what was given....
” 24. More earnestness in work needed. Unnecessary speaking of others’ faults.
” 31. Again a quarter of an hour wasted....
Feb. 2. Edward died.[87] Presentation in the Temple.
” 14. Friendless Girls’ meeting.
May 10. In London. Degree Day. Radley.
” 11. Ascension Day. H. C. Radley. At Cowley House. Froude’s Lecture. Lunch at Balliol.
” 12. Text. “In Him was Life and the Life was the Light.”
” 14. Mrs. Russell Gurney lunched.
June 7-10. Royal Society. Staying with the Samuelsons.
” 19. Grandchildren’s party. Twenty-three present. Five absent.
” 25. At Miss Clarke’s.
” 26. Oxford. Home.
Dec. (31?). Was at Sudeley for Christmas.
1896.
April 21. Cambridge Conference.[88] Stayed at the [Vice-] Chancellor’s.[89]
” 6. Girls came back.
” 7. First day. Full of self.
” 13. Slept at Bethnal Green.[331]
1897.
Feb. 9. Bishop came.
” 10. Miss Clarke died.
” 15. Went to funeral. “He giveth grace for grace.” As we spend, more pours in, the water level is kept up. “He that watereth shall be watered also himself.”
1898.
Jan. 8. Council.
” 14. After reading to-day [I thought] ... the smallest living thing can stir tides of the boundless105 ocean, the atom move the infinite.
” 23. H. C., St. Philip’s. Woman touched garment. Sermon and lesson, to be healed of that weakness which is undermining spiritual strength, not by thinking, but by touching106 Jesus Christ.
Sept. 13. Had a very refreshing107 holiday. (1) Lord Farrer’s; (2) Lodgings108; (3) Miss Bidder’s; (4) Bonchurch; (5) Forest; (6) Woodchester.
” 9. Studio looks well and all rooms.
” 23. Opened.
” 25. H. C. Fresh resolutions against spirit of indolence.’
The year 1895, which opened sadly with the death of Miss Buss, was marked by wide extensions of the Cheltenham College work. The playground was now in daily use. A triumph of the athletic109 tendency of the age, it was also an emphatic110 mark of Miss Beale’s acceptance of new ideas. To the end she could not quite understand why it was wanted, but she saw it had to be, and even grew proud of it in its way.
In 1895 the old Cheltenham theatre, which the College had purchased a few years before, was razed111 to the ground, and the erection of a new, fine building in its place, as an integral part of the College buildings, was begun. This was an immense hall,[90] capable of holding nearly two thousand people, and possessed112 of remarkable113 acoustic114 qualities. It was fitted up with a large stage[332] and everything necessary for the acting115 which had already become a feature of the Guild meetings. The Guild plays grew to be Miss Beale’s recreation in her old age. It was an immense pleasure to see the stories and poems she had prized all her life made living on the stage. She had a keen dramatic sense, and delighted in watching rehearsals116 and personally coaching some of the individual actors. She was interested even in getting details of dress as correct as possible, and in the schemes of colour, objecting to a predominance of red, a colour she always disliked. The Guild plays were of course chosen, like the subjects of her literature lessons, with a view to elevate rather than to entertain. Three performances specially stand out in the memory: Comus, in 1896, with its exquisite117 dancing and dressing118; that of Griselda, in 1904; and the last of all, with its prophetic note of farewell, Hatshepset, in 1906. Probably Griselda most of all appealed to Miss Beale, who gave an interpretation119 all her own to Chaucer’s tale. She saw in it a spiritual allegory of God’s dealings with the soul, and she set it forth in a beautiful little introduction to the story. Years before it had been proposed that Sir Edwin Arnold’s Griselda should be taken for the College play. She wrote very strongly against it to Miss Wolseley Lewis:—
‘I am sure none of you would be able to bear the modernised dramatised Griselda if you learned it. It is like painting the face of an unearthly medi?val saint and clothing her with garments which show the human form. In the Griselda of Chaucer there is nothing of the vulgar love-making of the “merchant.” The love of the “markis” comes as a gift from heaven.
‘Then that scene in which she ministers to his pleasure by music; it is all such a low kind of ministry120. Whereas in the original, hers is just the worship of perfect faith,—obedience to his will, because she will not question it.... The whole thing jars on me.... The quiet, grave “markis” (of Chaucer) may be a type of Him who tries us to confirm our faith, but this[333] human “marquis” is of the earth earthy, and cannot stand for a spiritual type. It reminds me of the passage in which Ruskin comments on the attitude of the Prophets in “The Transfiguration.”[91] Do you remember it in Modern Painters?
‘There! enough! I wish it might be Comus, or The Princess or Alcestis would not cost so much trouble as something new,—but better nothing than something not really high.
‘There, I don’t want to dictate121 or to say you shall not do what you wish, but I hope you won’t wish this Griselda.... I do think we should like Comus, and we might have such good music.’
In the early part of 1895 Miss Beale was more than usually active and well. In the Easter holidays she paid a long-promised visit to Miss Mason’s House of Education at Ambleside. Here she gave a lecture to the students on Geometry. The visit was a great pleasure, she was in full sympathy with Miss Mason’s work, and she enjoyed meeting Miss Arnold at Fox Howe, and many friends and pupils. In June she was present at a performance of the Alcestis at Bradfield College; she also went again to the Royal Society conversazione.
The active enjoyment122 of this summer received a check at the term-holiday, when, while walking on Leckhampton Hill, Miss Beale slipped and broke her leg. The period of forced inaction which followed was generally held to be good for her, and she was well enough to be carried into the College for the addresses of the Quiet Days at the end of the term. She was unable, however, to be present at the Oxford summer meeting in August. The paper she had written for this on the Professional Education of Teachers was read by Mr. Worsley.
A school which has neither prize-giving nor speech-day does not easily obtain very highly distinguished visitors. It was not till 1897 that the College was honoured by the presence of Royalty123. In that year the Empress Frederick of Germany proposed a visit. Her[334] interest in education led her to wish to see the classes at work in their usual conditions. She therefore went with Miss Beale from one room to another while the actual teaching was going on. A few days after her visit Miss Beale received the following letter from Major-General Russell, who was at that time member for Cheltenham:—
Frankfort, Germany, August 13, 1897.
‘Dear Miss Beale,—Yesterday I had the honour of lunching with the Empress Frederick at Cronberg. As soon as I arrived there she called me on one side, and begged that I would convey to you the pleasure and satisfaction that she had derived from her visit to the Ladies’ College at Cheltenham. She begged me to tell you that she was much gratified by what she saw of the arrangements, and what she learned of the system of education pursued there. She was much impressed by the happiness and contentment which appeared to be universal among the pupils, and also with the strict and excellent discipline which she hears and remarked you maintain both among the instructors124 and the students themselves.
‘She added that she fully20 appreciates the great work that you have accomplished125 in the interest of education, as well as the personal sacrifice and self-devotion which you have consecrated126 to the task.
‘I need not say how much pleasure it has afforded me to be the medium of conveying to you Her Imperial Majesty’s gracious message, and, I remain, yours sincerely,
Frank S. Russell.’
Two years later the Princess Henry of Battenberg came to unveil a marble bust127 of Queen Victoria, the work of Countess Feodora Gleichen, which had been presented to the College.
The Empress Frederick at Cheltenham
from a photograph by Mr. Domenico Barnett
Among Miss Beale’s triumphs of this period should surely be mentioned her mastery of the tricycle at the age of sixty-seven. It became a great delight to her. She used it chiefly in the early morning—often very early—when the streets were empty. ‘The men in the[335] milk-carts know me and keep out of my way,’ she would say. She greatly enjoyed the fresh air and complete solitude128 gained with so little effort.
In 1898 England received a severe visitation of small-pox. No town in the country suffered more than Gloucester, where for long it raged among the unvaccinated, and even devoted nurses and doctors fell victims. It was five times introduced into Cheltenham, but owing, Miss Beale was pleased to hint in the Magazine, to the healthiness of the climate and the good sanitation130 of the town, it never got a hold there. Cheltenham largely owed its immunity131 to the exertions132 of the Lady Principal, who insisted on revaccination where it was necessary for every one connected with the College. This meant not only teachers, pupils, servants, but all who had to do with any College girl in any capacity—all in the homes of the day-pupils—all in the shops which served the boarding-houses—the whole railway staff at the different stations. The College custom was too good to lose, and she carried her point. Such a drastic measure had its comic side, as was perceived by the saucy133 butcher-boy who shouted to a boarding-house cook, ‘I must know if you are vaccinated129 before I deliver this meat.’
Among the College victims was a girl within a few weeks of an important examination. The daughter of an anti-vaccinator, she had of course never been ‘done,’ and the father telegraphed that he would not permit it. A married sister staying in the town urged the College authorities to act on their own responsibility; but that Miss Beale would not do. The girl made another appeal to her father; but a cab was actually at the door to take her to the station, when his answer arrived in the second telegram—‘May do as she pleases.’ This modified permission saved the situation.
Miss Beale’s determined134 and successful action in this[336] matter was doubtless remembered when, in 1901, the Mayor and Corporation resolved to bestow135 upon her the freedom of the borough136. This was ceremonially done on October 28, the Town Council, Governing Body of the College, and a large number of Miss Beale’s friends being present.
‘The honour,’ said the Mayor (Mr. Norman) in his preliminary address to the Council, ‘is given with discrimination, and somewhat rarely. We in Cheltenham, during the thirty years of our corporate137 life, have only conferred it in two instances.... I am charged to-day with the proposing of a resolution which will add a third to that number. The resolution is in these terms:—
“That, in recognition of the great work she has done for the education of women in England, and especially of the unique position to which under her direction the Cheltenham Ladies’ College has attained138 among the educational institutions of the country, Miss Dorothea Beale be, in pursuance and exercise of the provisions of the Honorary Freedom of Boroughs’ Act, 1885, admitted to the honorary freedom of this borough.”
‘When I first approached Miss Beale on this subject, I did not know whether any lady had before been admitted a freeman of the borough. But from the wording of the Act of Parliament I was quite sure that the term “freeman” in the section quoted was used in a generic139 sense, and that ladies were as eligible140 as men to the honour which we propose to confer upon Miss Beale. I was therefore prepared to create a precedent141, if necessary. But since then I have learned that at least in one case, that of Baroness142 Burdett Coutts, this honour has been conferred upon a lady.’
In her reply Miss Beale said:—
‘ ... In some places those who should work together stand opposed; elsewhere we have heard of fights between town and gown; at some seats of learning women have been denied titles[337] that they have earned. In Cheltenham we have a happy conciliation143 of opposites.... You Municipal authorities recognise that; you care not only for pure water and open spaces and cleanliness, but for the Free Library and Science Schools and Art Galleries and healthy recreations; and we school authorities cannot but make the body healthier by mental discipline, by the sunshine of truth, by inspiring the young with high aspirations144, and so lifting them out of the rudeness which is the outward sign of selfishness. I look upon to-day’s ceremony as a sign of our faith for the individual and for the community, health in its largest sense, mens sana in corpore sano, is to be realised only by the harmonious145 working of the inward and outward law. To invite a woman to be a Freeman of a Town is, I venture to believe, an expression of the thought that not the individual but the family, with its twofold life, is the true unit and type of the state, that social and civil and national prosperity depend on the communion of labour, and that the ideal commonwealth146 is realised only in proportion as the dream of one of our poets is fulfilled, and men and women
“Walk this world
‘ ... Formerly148 we had no women Guardians149, but one who is called in her own town “the Guardian150 Angel”[92] visited us and won all hearts, and then there were elected two ladies, who have been re-elected ever since, who by their insight and gentleness and wisdom have destroyed the last vestige151 of prejudice.
‘ ... Mrs. Owen was also a link between the Ladies’ College and the Cheltenham College, that elder brother, under whose protection alone our College could have grown up. It is a strange thing that women are threatened with exclusion152 from the projected Educational Authority; women, who are born to the care of children, who are so much needed to hold the outposts in our educational army, which are being deserted153 by men. Visions I have of a closer union between all the schools of our town.... Cheltenham, too, has made progress intellectually. A Literary Institution died a natural death shortly after I came; it was, I hope, only a case of post hoc. In my early days the provision of books was scanty154 indeed. I tried to get Tennyson’s last poem in one of the principal shops of the Promenade155. I was told, “We never have had any poetic156 effusions in our library, and I do not think we shall begin now.” There was no[338] Permanent Library, and a Free Library was impossible and unthought of, and in our own College I was fain to be content with a grant of ￡5 for books. But more than all the material and intellectual progress has been the raising of public opinion regarding the moral law. Much there is still to deplore157, much to amend158, and we long to see more efforts made to promote temperance, but I am sure that the higher education of women, the opening to them of larger opportunities of usefulness, has helped to lift many above the unsatisfying pleasures of a frivolous159 life, and won for them the respect which is always a blessing160 both to “him that gives and him that takes.” We have, indeed, reason to thank God and take courage.’
In the same year Miss Beale was co-opted a member of the Advisory161 Board of the University of London.
The recognition by the town was from every point of view a triumph and an honour. The year in which it took place and the preceding one were marked by large extension of boarding-house property and many other signs of wealth. But for Miss Beale herself it can have been no time of great gladness. Though her vitality162 was as great as ever, her health was less good, her deafness much increasing, her sight impaired163. Constantly she was called upon to part by death from some old and valued friend or fellow-worker. In January she shared the general mourning for Queen Victoria. In March 1901 Miss Caines died; a month later the beloved sister Eliza and Canon Hutchinson, of whom Miss Beale spoke164 as a friend and pastor165 of many years, were buried on the same day. Miss Beale turned from her sister’s grave to write last words to be read after her own death should she be called away while still head of the College. She also revised her will and wrote directions concerning her personal belongings166 and her funeral.
But if the road to the Dark Tower grew lonely,[93] it was greatly brightened by the love of those she had taught,[339] inspired, and helped. No parent was ever more closely encompassed167 by the love of children. There were those at Cheltenham who thought for her, waited on her, read to her—no light task—those who, should she desire it, were ever at her beck and call. Some of these were on the College Council. One, in particular, Miss Flora168 Ker, who lived at Cheltenham, was always at hand, making the interests of the College and little attentions to Miss Beale the first duty of her day. Another, who had become head of a boarding-house, thought of her daily needs to the smallest details. A third habitually169 accompanied her on the visits which became so great an enjoyment in these later years, and on the frequent business journeys to London, making them easy by many little thoughtful arrangements. Miss Beale would seem unconscious of these at the moment, but she deeply valued the thought and the loving service of which she availed herself to the full. The Chairman and different members of the Council showed also much personal consideration for the Principal. Nor could she travel anywhere without finding ‘old girls’ ready to welcome and make much of her in every way. In these things she had indeed ‘all that should accompany old age.’
In 1902 came a crowning honour for the Ladies’ College when its Principal was offered the LL.D. by the Edinburgh University, in recognition of her services to education. Miss Beale was simply and unfeignedly delighted with this acknowledgment of the worth of women’s work. Her loyal staff seized the occasion to give her a personal sense of satisfaction also. They presented her with her robes, which were made as costly170 and beautiful as possible. A journey to Scotland was a great adventure to Miss Beale, but the occasion warranted the effort. As usual, all the arrangements were left in[340] the hands of Miss Alice Andrews, who with others of the College staff accompanied the Principal. It was examination week at Cheltenham, or such a flight of teachers would not have been possible. The degree was conferred on April 11 in the M’Ewan Hall of Edinburgh University. Others who received it on the same occasion were Lord Alverstone, Mr. Asquith, Mr. Austin Dobson, Sir John Batty Tuke, and Dr. Rücker.[94] Only once before had the University conferred this degree on a woman, viz. on Miss Ormerod, in recognition of her great services to agriculture.
Photo. G. H. Martyn & Sons
Dorothea Beale, LL.D.
Sir Ludovic Grant, Dean of the Faculty171 of Law, thus summed up Miss Beale’s claim to a national recognition:—
‘No feature of the national progress during the last fifty years is more remarkable than the revolution which has transformed our girls’ schools from occidental zenanas into centres of healthy activity. In the great crusade which has been crowned with this most desirable consummation, the foremost champion was the cultured and intrepid172 lady who guides the destinies of the Ladies’ College, Cheltenham. It was largely due to Miss Beale’s indomitable advocacy, on platform and on paper, that the barriers of parental173 prejudice were broken down, that the ancient idols174 venerated175 by a former generation—Mangnall, Pinnock, and Lindley Murray—were shattered, and that barren catechism and lifeless epitome176 were compelled to give place to fructifying177 studies, and the futile178 promenade to invigorating recreations. I need not remind you that Miss Beale’s apostolic ardour is equalled by her administrative179 abilities. When she went to Cheltenham her pupils were counted by tens; to-day they are to be counted by hundreds, and the institution in respect of organisation180 and educational efficiency will bear comparison with the best of the great English public schools. Among the collateral181 benefits resulting from the great movement for the higher education of women, in which Miss Beale has played so conspicuous182 a part, not the least important is the power which the Scotch183 Universities have obtained of conferring their honorary degrees upon women, and therefore it is with no ordinary[341] satisfaction that the University of Edinburgh now exercises this power by begging Miss Beale’s acceptance of an honour which has been brought within the reach of her sex largely through her own endeavours.’
Her account of the ceremony is best read in her own letter to the Vice-Principal:—
‘April 12, 1902.
‘Just a few lines while waiting for breakfast. We start at eleven for Glasgow, and I am in the midst of the agonies of packing.
‘Yesterday was a long day. We started at 9.20, as it is a long drive to the M’Ewan Hall. In the voting-room we met our Chairman and various distinguished professors—Laurie, Saintsbury, Professor Rücker—of the people I knew; but the most important of all was the beadle. In a little while our names were called, and one had to step into place. First came the Doctors of Divinity. There were six LL.D.’s, headed by the Lord Chief-Justice, who was followed by Mr. Asquith, whom I followed in every subsequent procession.... Arrived at the hall, we sat as it were in the front row below the stage in our hall. There were central steps, opposite which sat the Vice-Chancellor or Vice-Principal. Each went up and stood with his back to the audience whilst the leader of his faculty expatiated184 on his claims to the honours; he looked like a person being reprimanded. Then the beadle invested him with the hood27, the V.-P. put the cap over his head, he wrote his name in a book, and then seated himself with other exalted185 persons on the platform. Various speeches followed, but none were made to ordinary graduates. Music played, no sticks or umbrellas were allowed, and no cries such as the savages186 utter at English Universities; the only amusement was to fly paper from the galleries; some seems to have been made into windmills, they flew rather well. Then procession again to the voting-room, where I was first to claim my box; there was nothing to compare with my shabby things—cardboard most of them, but I am persuaded that my robes were far superior to any other. Ask those who saw them from a distance.
‘Well, we next proceeded to church, and St. Giles’ looked most beautiful. The sermon I did not hear, but am assured that was because the preacher had an Aberdeen accent. One thing I omitted. Just after I had taken the degree, as I was seated on the platform, came a porter with a telegram for me.[342] I opened it and found congratulations from the Kindergarten. Please tell them how smartly it arrived at the right moment. The others kindly sent arrived at the hotel, and I found them on my return; please thank the senders.
‘After church some nice Miss Stevensons carried us off. They have a beautiful house and a splendid view of the heights,—one is Chairman of the School Board. They are always at work. Then we came back and were visited by various old girls.’
At Glasgow Miss Beale stayed with a married pupil, and found herself in the midst of ‘old girls,’ who made much of her. From Glasgow she wrote a second letter, to be read to the assembled College before the dispersion for the holidays:—
‘April 16, 1902.
‘We are often in spirit in Cheltenham, and I must send a few last words, to wish you all very happy holidays.
‘We are very busy. The first thing we visited was the Queen Margaret Settlement, which is something like our St. Hilda’s. It is a very large place, and a school for invalid187 children was being held. Miss Bruce came down to the opening. On Monday a large number of distinguished people were invited to meet us, and yesterday afternoon we had a party of about thirty Cheltonians. In the evening we dined with Professor and Mrs. George Adam Smith. I sat next to Professor Henry Jones, who has written a book on Browning, and on the other side was the Rector, Dr. Story. He has kindly promised to take us over the University this morning. There are about three hundred girls studying here,[95] and they have a charming Miss Galloway; she is as fond of Glasgow University as I am of our College. To-morrow we are to go over the Cathedral.
‘I think we shall come back refreshed and with some new ideas.
‘I am glad to hear all is going on well.’
From Mrs. Osborne in Glasgow Miss Beale went on to stay with other old pupils in Scotland, coming afterwards to Newcastle, where she was asked to launch a ship. Her ignorance of use and wont188 under conditions fairly well known to most people came out when she[343] attired189 herself for this event in well-looped-up dress and indiarubber shoes. Much as she disliked adventure, she was prepared to march into the Tyne if the glory of the Ladies’ College demanded it. However, she much enjoyed the ceremony that actually took place,—the drive to the docks, the description she received of the vessel190, the bouquet191 of roses presented to her in honour of St. George’s Day. Her diary at this point becomes crowded with facts concerning steamers and dock labourers. From Newcastle Miss Beale went to Durham, where she stayed with the Dean; then to York. Wherever she went there were schools to visit, and perhaps address, ‘old girls’ to see. A night in London ended the wanderings, and she came home well and happy to enter in her diary: ‘Arrived to the hour, exactly three weeks after starting, having spent the night in nine different places, and feeling quite refreshed by meeting with so much kindness, and so many charming old girls.’
The year which had so bright a spring brought but a sorry autumn for Miss Beale. In October 1902 she was—an unheard-of thing—obliged to leave Cheltenham for her health, and went to Bath, accompanied by Miss Berridge, for several weeks. Her sight was a special anxiety, and during this time she was not allowed to write or read. A letter from Miss Berridge to Miss Sturge gives a glimpse of the life at Bath:—
‘October 1902.
‘We brought with us Adam Smith’s work on the Minor192 Prophets, and also Jane Austen’s Persuasion193. At first we stuck to the Prophets, but at last Jane got a hearing, and since then she has utterly194 ousted195 the Prophets. It has been rather amusing to note how many excellent reasons there were for giving Jane the preference. Miss Beale was—tired—or sleepy—or not very well, and could not attend to anything that required thought—or[344] it was near lunch—or tea—or supper-time, and therefore it was not worth while, etc. etc., and I think she has really liked the story very much. Please tell Miss Alice Andrews,—it is her book, and Miss Beale at first refused to bring it, but thought I might do so, as it might amuse me. The result of the experiment is that we are now going to read some of Scott’s, beginning with The Antiquary. Miss Beale is very much better, though of course far from being her former energetic self. But we have still more than a fortnight before us, and if she makes as much progress in that time as she has done in the fortnight just gone, we may be very well satisfied.
‘Bath is a very pretty place, but, of course, I have not seen much of it. Miss Beale is now able to take short walks; to-day she went to Milsom Street.
‘I have written such multitudes of letters that I really do not know to whom they have all been.’
Miss Beale was able to return to work before the end of the term. She seemed in most ways as vigorous as ever. A doctor, whom she consulted about her deafness in 1903, told her she had the pulse of a woman of forty. But she became more and more careful about her health. Her summer holidays were spent at Oeynhausen, where she followed a ‘Kur.’ There she took with her always some friend who devoted herself to the care of Miss Beale, and at the same time was a congenial companion, reading aloud to her, or listening while Miss Beale read. On one occasion Miss Amy Giles went, on another Fr?ulein Grzywacz. The life at the baths was carefully planned even to minutes. Miss Beale liked to have her morning letters before the early walk, which the daily régime demanded. While waiting for the postman, even watching his appearance along the street, she would have some deep book read aloud to her, able to give her whole attention. ‘The postman is just here, Miss Beale,’ Fr?ulein Grzywacz would say, as she finished a chapter. ‘He is still ten doors off, you can read another paragraph,’ would be the reply.
[345]
In 1902 a determined and successful effort was made to get a worthy portrait of Miss Beale. Early in the College history a picture, which bore but a faint resemblance to the original and was wholly unworthy of her, had been painted, and at a Council meeting in 1873 it was ‘resolved that it be placed (veiled) over the door of the Council room, as most in accordance with the wishes of the donors196.’ In 1889 the Council itself approached Miss Beale on the subject of a portrait, Sir Samuel Johnson, then chairman, writing to her:—
‘February 25, 1889.
‘You cannot, you must not leave the College without something that will identify it with the Founder197. Fancy what unavailing attempts will be made some day to supply the want! and the blame which will attach to us for not having left something behind worthy of such a woman! Think again, and do not let your feelings stand in the way of a plain duty.’
On the envelope containing this letter Miss Beale wrote in pencil the characteristic note: ‘Miss Stirling might make a clay or terra-cotta.’ A modelling class had recently been opened in the College under Miss Stirling; Miss Beale was much interested in it and anxious to encourage it.
The wish of the Council took the form of a resolution to which Miss Beale replied:—
‘June 1889.
‘I certainly have a very great objection to the thought of my portrait being placed in the Ladies’ College during my life. When our Guild asked me to allow this last year I refused.
‘Secondly, I should much regret the diversion of funds which are so much needed for improvements in the College, and for the extension of work in many directions; whether that money is contributed from public or private sources.
‘Lastly, I believe that putting myself forward in this way would be a real hindrance198 to my work, as it would give a false impression regarding the share I have been allowed to take in helping199 on the growth of this College.
[346]
‘I thought of getting Miss Stirling, who models portraits, to take one in clay, this would be executed in stone by Mr. Martyn at small cost, and would answer all historical purposes. I have a variety of photos, too.’
Later, she consented to give a few sittings to Mrs. Lea Merritt, for whose work she had a great admiration200. The approach of the College Jubilee201 made a new moment for appealing to her again on this subject, and at the Guild meeting of 1902 she was presented with the following address, composed by Miss Amy Lumby and signed by a large number of old pupils:—
‘Dear Miss Beale,—We, the undersigned, your “children,” once in learning and always in affection, approach you with a very earnest wish. There is not one amongst us who does not look back with loving delight to the time when she saw your face daily, and learnt from your lips what things were best worth learning.
‘The face we can never forget, but we should like to be able to have it constantly before us in such a form as shall call up again the spirit of those happy bygone days. There exists as yet no counterfeit202 presentment of our “School-mother” which does this; only a great artist can accomplish the task worthily203; and so we beg, and beg most earnestly that, for our sake and for the sake of those who come after us, you will consent to let a portrait of yourself be painted by such an one, and will accept it for the College in commemoration of the Jubilee.’
Miss Beale was much touched by this appeal. She received it in eloquent204 silence, but at the last gathering53 before the Guild members separated her reply was read aloud by Miss Ker:—
‘I am touched by the kind wish of the Guild conveyed to me in the resolution of yesterday. I am afraid a third attempt would be no more successful than the preceding. The unbiassed artist represents his subject as she is, not as she seems to be to those who are good enough to overlook her defects, and love her in spite of them. Still, if it is really wished that another attempt should be made, I will willingly sit once more.’
[347]
The work was entrusted205 to Mr. J. J. Shannon, R.A., who had proved his ability for the task by the portraits of Miss Clough and Miss Wordsworth. No effort was spared by the painter to realise Miss Beale at her best,[96] and she gave a good deal of time to sittings, which were employed also in listening to reading aloud. Dr. Illingworth’s Personality Human and Divine, a very favourite work of hers, was often chosen. Sometimes this work was displaced by Lorna Doone, which Miss Beale said ‘amused the painter.’ The Lady Principal was painted in her LL.D. robes, but also in her familiar head-dress, son petit bonnet de douairière. She is represented as looking up with the glance well known to those who had watched her when she lectured. The attitude, which is as much that of disciple206 as teacher, was fitly chosen.
The portrait was formally presented by the Duchess of Bedford on November 8, 1904, and with it an illuminated207 book containing the names of the donors. Miss Beale in her reply said:—
‘You have all come here moved by loyalty208 to your College. Loyalty is not a personal matter.... Tribute was due not to Tiberius but to Caesar; so you wanted a portrait of a Lady Principal—not of the person but of the representative,—and the Principal has a great advantage over the person in that the former lasts on when the latter passes away; loyalty outlasts209 life:—so I look on your gift as a page of College history. But not only have you brought a present for the College. I find also a beautiful book for my own personal self, not my official self, a record of affection from my children, which warms my heart, and makes me long to be more worthy of it.
‘But if the affection of those we love is an energising power, it produces a moral tension, not unmingled with fear.... He who recorded the names in the ancient church wrote: “Let us fear lest we also come short.” But as I have said, the Principal does not die. Like the Lama she is re-incarnated. In her, if[348] the body dies, the esprit de corps210 survives, and I look forward to the time when another shall reign57 in my stead, ... and a procession of rulers greater than their ancestors ... shall see developments which we cannot foresee.’
For various reasons it was necessary to postpone211 the College Jubilee celebrations until May 1905. On this occasion a bust of Miss Beale was presented to the College by some admirers of her work who were not connected with it. A large new wing built for science teaching was opened by Lord Londonderry, then President of the Board of Education; and there were many distinguished guests. Two memorable212 speeches were made on this great occasion. One by the Chairman of the Council, Dr. Magrath, Provost of Queen’s College, Oxford, who made a brief but very sympathetic retrospect213 of the past history of the Ladies’ College. The other was from Mrs. Bryant, Head-mistress of the North London Collegiate School. She, as was fitting, looked forward to the future, and foreshadowed a large development of the work so well begun and established at Cheltenham. This Jubilee Day was the only public commemoration the Ladies’ College ever had. It was fitting that there should be one great public acknowledgment of Miss Beale’s work before the day came when she must leave it to the guidance of another.
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1
indifference
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| n.不感兴趣，不关心，冷淡，不在乎 | |
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2
mar
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| vt.破坏，毁坏，弄糟 | |
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painstaking
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| adj.苦干的；艰苦的，费力的，刻苦的 | |
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thereby
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| adv.因此，从而 | |
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condemned
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| adj. 被责难的, 被宣告有罪的 动词condemn的过去式和过去分词 | |
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jealousy
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| n.妒忌，嫉妒，猜忌 | |
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stimulants
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| n.兴奋剂( stimulant的名词复数 )；含兴奋剂的饮料；刺激物；激励物 | |
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exertion
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| n.尽力，努力 | |
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zeal
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| n.热心，热情，热忱 | |
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devoted
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| adj.忠诚的，忠实的，热心的，献身于...的 | |
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frugal
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| adj.节俭的，节约的，少量的，微量的 | |
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mere
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| adj.纯粹的；仅仅，只不过 | |
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simplicity
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| n.简单，简易；朴素；直率，单纯 | |
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monk
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| n.和尚，僧侣，修道士 | |
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sufficiently
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| adv.足够地，充分地 | |
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conveyance
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| n.(不动产等的)转让，让与；转让证书；传送；运送；表达；（正）运输工具 | |
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velvet
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| n.丝绒，天鹅绒；adj.丝绒制的，柔软的 | |
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ostrich
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| n.鸵鸟 | |
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bonnet
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| n.无边女帽；童帽 | |
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fully
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| adv.完全地，全部地，彻底地；充分地 | |
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bent
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| n.爱好，癖好；adj.弯的；决心的，一心的 | |
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lexicons
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| n.词典( lexicon的名词复数 )；专门词汇 | |
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23
entirely
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| ad.全部地，完整地；完全地，彻底地 | |
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scatter
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| vt.撒，驱散，散开；散布/播；vi.分散，消散 | |
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drawn
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| v.拖，拉，拔出；adj.憔悴的，紧张的 | |
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accurately
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| adv.准确地，精确地 | |
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hood
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| n.头巾，兜帽，覆盖；v.罩上，以头巾覆盖 | |
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delineation
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| n.记述；描写 | |
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liking
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| n.爱好；嗜好；喜欢 | |
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derived
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| vi.起源；由来；衍生；导出v.得到( derive的过去式和过去分词 )；（从…中）得到获得；源于；（从…中）提取 | |
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sketches
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| n.草图( sketch的名词复数 )；素描；速写；梗概 | |
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32
engraving
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| n.版画；雕刻（作品）；雕刻艺术；镌版术v.在（硬物）上雕刻（字，画等）( engrave的现在分词 )；将某事物深深印在（记忆或头脑中） | |
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curiously
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| adv.有求知欲地；好问地；奇特地 | |
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illustrated
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| adj. 有插图的，列举的 动词illustrate的过去式和过去分词 | |
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filthy
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| adj.卑劣的；恶劣的，肮脏的 | |
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anatomies
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| n.解剖( anatomy的名词复数 )；（详细的）分析；（生物体的）解剖结构；人体 | |
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illustrates
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| 给…加插图( illustrate的第三人称单数 )； 说明； 表明； （用示例、图画等）说明 | |
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gratitude
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| adj.感激，感谢 | |
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permanently
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| adv.永恒地，永久地，固定不变地 | |
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graceful
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| adj.优美的，优雅的；得体的 | |
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Christian
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| adj.基督教徒的；n.基督教徒 | |
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mightily
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| ad.强烈地；非常地 | |
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catchy
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| adj.易记住的，诡诈的，易使人上当的 | |
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44
foliage
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| n.叶子，树叶，簇叶 | |
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45
entangled
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| adj.卷入的；陷入的；被缠住的；缠在一起的v.使某人（某物/自己）缠绕，纠缠于（某物中），使某人（自己）陷入（困难或复杂的环境中）( entangle的过去式和过去分词 ) | |
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heartily
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| adv.衷心地，诚恳地，十分，很 | |
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bishop
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| n.主教，（国际象棋）象 | |
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48
munificent
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| adj.慷慨的，大方的 | |
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49
apparatus
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| n.装置，器械；器具，设备 | |
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50
specimen
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| n.样本，标本 | |
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51
insular
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| adj.岛屿的，心胸狭窄的 | |
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52
inquiry
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| n.打听，询问，调查，查问 | |
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53
gathering
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| n.集会，聚会，聚集 | |
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54
gatherings
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| 聚集( gathering的名词复数 )； 收集； 采集； 搜集 | |
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55
persevered
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| v.坚忍，坚持( persevere的过去式和过去分词 ) | |
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56
rhythmical
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| adj.有节奏的，有韵律的 | |
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57
reign
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| n.统治时期，统治，支配，盛行；v.占优势 | |
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58
mutual
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| adj.相互的，彼此的；共同的，共有的 | |
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59
esteem
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| n.尊敬，尊重；vt.尊重，敬重；把…看作 | |
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unity
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| n.团结，联合，统一；和睦，协调 | |
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61
distinguished
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| adj.卓越的，杰出的，著名的 | |
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62
enumerating
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| v.列举，枚举，数( enumerate的现在分词 ) | |
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63
honourable
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| adj.可敬的；荣誉的，光荣的 | |
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64
profess
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| v.声称，冒称，以...为业，正式接受入教，表明信仰 | |
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65
intelligible
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| adj.可理解的，明白易懂的，清楚的 | |
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66
specially
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| adv.特定地；特殊地；明确地 | |
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67
haphazard
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| adj.无计划的，随意的，杂乱无章的 | |
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68
luncheon
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| n.午宴，午餐，便宴 | |
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69
emulation
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| n.竞争；仿效 | |
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70
intervals
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| n.[军事]间隔( interval的名词复数 )；间隔时间；[数学]区间；（戏剧、电影或音乐会的）幕间休息 | |
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71
guild
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| n.行会，同业公会，协会 | |
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72
conversing
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| v.交谈，谈话( converse的现在分词 ) | |
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73
eloquence
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| n.雄辩；口才，修辞 | |
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74
immediate
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| adj.立即的；直接的，最接近的；紧靠的 | |
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milieu
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| n.环境；出身背景；(个人所处的)社会环境 | |
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76
venue
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| n.犯罪地点，审判地，管辖地，发生地点，集合地点 | |
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Oxford
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| n.牛津（英国城市） | |
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supreme
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| adj.极度的，最重要的；至高的，最高的 | |
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delicacies
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| n.棘手( delicacy的名词复数 )；精致；精美的食物；周到 | |
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refinements
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| n.（生活）风雅；精炼( refinement的名词复数 )；改良品；细微的改良；优雅或高贵的动作 | |
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81
braced
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| adj.拉牢的v.支住( brace的过去式和过去分词 )；撑牢；使自己站稳；振作起来 | |
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82
saturated
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| a.饱和的，充满的 | |
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enunciated
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| v.（清晰地）发音( enunciate的过去式和过去分词 )；确切地说明 | |
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stigma
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| n.耻辱，污名；(花的)柱头 | |
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85
commissioners
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| n.专员( commissioner的名词复数 )；长官；委员；政府部门的长官 | |
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forth
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| adv.向前；向外，往外 | |
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cultivation
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| n.耕作，培养，栽培（法），养成 | |
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worthy
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| adj.(of)值得的，配得上的；有价值的 | |
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vexed
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| adj.争论不休的；（指问题等）棘手的；争论不休的问题；烦恼的v.使烦恼( vex的过去式和过去分词 )；使苦恼；使生气；详细讨论 | |
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verging
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| 接近，逼近（verge的现在分词形式） | |
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awakened
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| v.（使）醒( awaken的过去式和过去分词 )；（使）觉醒；弄醒；（使）意识到 | |
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ascended
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| v.上升，攀登( ascend的过去式和过去分词 ) | |
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abounds
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| v.大量存在，充满，富于( abound的第三人称单数 ) | |
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ripened
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| v.成熟，使熟( ripen的过去式和过去分词 ) | |
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scholastic
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| adj.学校的，学院的，学术上的 | |
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witty
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| adj.机智的，风趣的 | |
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friendliness
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| n.友谊，亲切，亲密 | |
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salon
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| n.[法]沙龙；客厅；营业性的高级服务室 | |
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kindly
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| adj.和蔼的，温和的，爽快的；adv.温和地，亲切地 | |
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briefly
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| adv.简单地，简短地 | |
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101
remains
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| n.剩余物，残留物；遗体，遗迹 | |
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102
aspiration
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| n.志向，志趣抱负；渴望；(语)送气音；吸出 | |
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103
baker
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| n.面包师 | |
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subscribed
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| v.捐助( subscribe的过去式和过去分词 )；签署，题词；订阅；同意 | |
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105
boundless
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| adj.无限的；无边无际的；巨大的 | |
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touching
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| adj.动人的，使人感伤的 | |
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refreshing
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| adj.使精神振作的，使人清爽的，使人喜欢的 | |
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lodgings
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| n. 出租的房舍, 寄宿舍 | |
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athletic
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| adj.擅长运动的，强健的；活跃的，体格健壮的 | |
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emphatic
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| adj.强调的，着重的；无可置疑的，明显的 | |
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razed
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| v.彻底摧毁，将…夷为平地( raze的过去式和过去分词 ) | |
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possessed
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| adj.疯狂的；拥有的，占有的 | |
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remarkable
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| adj.显著的，异常的，非凡的，值得注意的 | |
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acoustic
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| adj.听觉的，声音的；(乐器)原声的 | |
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acting
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| n.演戏，行为，假装；adj.代理的，临时的，演出用的 | |
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116
rehearsals
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| n.练习( rehearsal的名词复数 )；排练；复述；重复 | |
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117
exquisite
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| adj.精美的；敏锐的；剧烈的，感觉强烈的 | |
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dressing
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| n.(食物)调料；包扎伤口的用品，敷料 | |
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119
interpretation
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| n.解释，说明，描述；艺术处理 | |
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120
ministry
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| n.(政府的)部；牧师 | |
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121
dictate
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| v.口授；(使)听写；指令，指示，命令 | |
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122
enjoyment
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| n.乐趣；享有；享用 | |
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123
royalty
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| n.皇家，皇族 | |
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124
instructors
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| 指导者，教师( instructor的名词复数 ) | |
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125
accomplished
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| adj.有才艺的；有造诣的；达到了的 | |
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126
consecrated
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| adj.神圣的，被视为神圣的v.把…奉为神圣，给…祝圣( consecrate的过去式和过去分词 )；奉献 | |
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127
bust
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| vt.打破；vi.爆裂；n.半身像；胸部 | |
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128
solitude
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| n. 孤独; 独居,荒僻之地,幽静的地方 | |
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129
vaccinated
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| [医]已接种的，种痘的，接种过疫菌的 | |
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130
sanitation
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| n.公共卫生，环境卫生，卫生设备 | |
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131
immunity
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| n.优惠；免除；豁免，豁免权 | |
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132
exertions
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| n.努力( exertion的名词复数 )；费力；（能力、权力等的）运用；行使 | |
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133
saucy
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| adj.无礼的；俊俏的；活泼的 | |
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134
determined
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| adj.坚定的；有决心的 | |
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135
bestow
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| v.把…赠与，把…授予；花费 | |
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136
borough
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| n.享有自治权的市镇；(英)自治市镇 | |
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137
corporate
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| adj.共同的，全体的；公司的，企业的 | |
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138
attained
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| （通常经过努力）实现( attain的过去式和过去分词 )； 达到； 获得； 达到（某年龄、水平、状况） | |
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139
generic
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| adj.一般的，普通的，共有的 | |
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140
eligible
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| adj.有条件被选中的；(尤指婚姻等)合适(意)的 | |
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141
precedent
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| n.先例，前例；惯例；adj.在前的，在先的 | |
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142
baroness
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| n.男爵夫人，女男爵 | |
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143
conciliation
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| n.调解，调停 | |
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144
aspirations
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| 强烈的愿望( aspiration的名词复数 )； 志向； 发送气音； 发 h 音 | |
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145
harmonious
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| adj.和睦的，调和的，和谐的，协调的 | |
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146
commonwealth
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| n.共和国，联邦，共同体 | |
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147
yoked
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| 结合（yoke的过去式形式） | |
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148
formerly
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| adv.从前，以前 | |
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149
guardians
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| 监护人( guardian的名词复数 )； 保护者，维护者 | |
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150
guardian
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| n.监护人；守卫者，保护者 | |
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151
vestige
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| n.痕迹，遗迹，残余 | |
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152
exclusion
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| n.拒绝，排除，排斥，远足，远途旅行 | |
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deserted
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| adj.荒芜的，荒废的，无人的，被遗弃的 | |
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154
scanty
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| adj.缺乏的，仅有的，节省的，狭小的，不够的 | |
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155
promenade
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| n./v.散步 | |
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156
poetic
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| adj.富有诗意的，有诗人气质的，善于抒情的 | |
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157
deplore
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| vt.哀叹，对...深感遗憾 | |
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158
amend
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| vt.修改，修订，改进；n.[pl.]赔罪，赔偿 | |
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159
frivolous
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| adj.轻薄的；轻率的 | |
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160
blessing
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| n.祈神赐福；祷告；祝福，祝愿 | |
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161
advisory
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| adj.劝告的，忠告的，顾问的，提供咨询 | |
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162
vitality
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| n.活力，生命力，效力 | |
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163
impaired
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| adj.受损的；出毛病的；有（身体或智力）缺陷的v.损害，削弱( impair的过去式和过去分词 ) | |
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164
spoke
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| n.（车轮的）辐条；轮辐；破坏某人的计划；阻挠某人的行动 v.讲，谈（speak的过去式）；说；演说；从某种观点来说 | |
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165
pastor
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| n.牧师，牧人 | |
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166
belongings
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| n.私人物品，私人财物 | |
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167
encompassed
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| v.围绕( encompass的过去式和过去分词 )；包围；包含；包括 | |
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168
flora
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| n.(某一地区的)植物群 | |
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169
habitually
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| ad.习惯地，通常地 | |
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170
costly
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| adj.昂贵的，价值高的，豪华的 | |
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171
faculty
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| n.才能；学院，系；(学院或系的)全体教学人员 | |
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172
intrepid
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| adj.无畏的，刚毅的 | |
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173
parental
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| adj.父母的；父的；母的 | |
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174
idols
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| 偶像( idol的名词复数 )； 受崇拜的人或物； 受到热爱和崇拜的人或物； 神像 | |
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175
venerated
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| 敬重（某人或某事物），崇敬( venerate的过去式和过去分词 ) | |
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176
epitome
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| n.典型，梗概 | |
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177
fructifying
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| v.结果实( fructify的现在分词 )；使结果实，使多产，使土地肥沃 | |
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178
futile
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| adj.无效的，无用的，无希望的 | |
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179
administrative
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| adj.行政的，管理的 | |
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180
organisation
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| n.组织，安排，团体，有机休 | |
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181
collateral
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| adj.平行的；旁系的；n.担保品 | |
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182
conspicuous
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| adj.明眼的，惹人注目的；炫耀的，摆阔气的 | |
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183
scotch
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| n.伤口，刻痕；苏格兰威士忌酒；v.粉碎，消灭，阻止；adj.苏格兰(人)的 | |
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184
expatiated
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| v.详述，细说( expatiate的过去式和过去分词 ) | |
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185
exalted
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| adj.(地位等)高的，崇高的；尊贵的，高尚的 | |
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186
savages
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| 未开化的人，野蛮人( savage的名词复数 ) | |
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187
invalid
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| n.病人，伤残人；adj.有病的，伤残的；无效的 | |
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188
wont
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| adj.习惯于；v.习惯；n.习惯 | |
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189
attired
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| adj.穿着整齐的v.使穿上衣服，使穿上盛装( attire的过去式和过去分词 ) | |
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190
vessel
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| n.船舶；容器，器皿；管，导管，血管 | |
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191
bouquet
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| n.花束，酒香 | |
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192
minor
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| adj.较小(少)的，较次要的；n.辅修学科；vi.辅修 | |
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193
persuasion
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| n.劝说；说服；持有某种信仰的宗派 | |
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194
utterly
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| adv.完全地，绝对地 | |
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195
ousted
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| 驱逐( oust的过去式和过去分词 )； 革职； 罢黜； 剥夺 | |
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196
donors
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| n.捐赠者( donor的名词复数 )；献血者；捐血者；器官捐献者 | |
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197
Founder
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| n.创始者，缔造者 | |
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198
hindrance
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| n.妨碍，障碍 | |
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199
helping
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| n.食物的一份&adj.帮助人的，辅助的 | |
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200
admiration
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| n.钦佩，赞美，羡慕 | |
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201
jubilee
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| n.周年纪念；欢乐 | |
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202
counterfeit
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| vt.伪造，仿造；adj.伪造的，假冒的 | |
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203
worthily
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| 重要地，可敬地，正当地 | |
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204
eloquent
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| adj.雄辩的，口才流利的；明白显示出的 | |
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205
entrusted
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| v.委托，托付( entrust的过去式和过去分词 ) | |
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206
disciple
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| n.信徒，门徒，追随者 | |
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207
illuminated
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| adj.被照明的；受启迪的 | |
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208
loyalty
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| n.忠诚，忠心 | |
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209
outlasts
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| v.比…长久，比…活得长( outlast的第三人称单数 ) | |
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210
corps
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| n.(通信等兵种的)部队；(同类作的)一组 | |
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211
postpone
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| v.延期，推迟 | |
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212
memorable
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| adj.值得回忆的，难忘的，特别的，显著的 | |
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213
retrospect
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| n.回顾，追溯；v.回顾，回想，追溯 | |
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