The Tragedy of Eveline Dowsett, 1872-1906

 

Headlines in The Berkshire Chronicle, 11 December 1906. The identification as a ‘Lady B.A.’ reflects the rarity of women with degrees during this period

In December 1906, the driver of the 9:10pm train from Basingstoke to Reading noticed a sudden jerk as it passed under the Bath Road bridge where Berkeley Avenue now emerges onto the main road. Thomas Gauntlett, the Great Western driver, thought little of it until he found blood and clothing under the tender on arriving at Reading Station.

A ticket collector was sent to investigate, and the body of a woman was found beneath the bridge. It was positioned in way that suggested she had lain across the rails. The deceased was identified as Eveline Marie Dowsett whose disappearance the same evening had already been notified to the police.

An article in The Berkshire Chronicle stated that she was a BA of Oxford who had taught at Reading High School and ‘Reading University College’ (see note).

The Inquest

The Chronicle dwelt in detail on Eveline’s mental state. She had been distressed over the death of her sister Alice the previous March and had spent some time in an institution in Bath, although she had never been certified insane. On her return to Reading she had seemed much improved, but the family had been warned of suicidal tendencies.

Apparently, Eveline had also been deeply troubled by her lack of religious faith and this was reported by The Chronicle as her being ‘A Victim of Religious Mania.’

Ellen Perkins, Eveline’s half-sister, quoted her as saying that she had wasted her life and blamed her disturbed condition on intensive study for examinations:

‘Nellie, I have not got the steady head you have; my head is rocky. I ought never to have gone in for these examinations; they have done all the harm. My brain is so excited; I shall never be right again.’ (The Berkshire Chronicle, 11 December 1906).

The Coroner recorded a verdict of suicide.

What we know about about her Life 

Eveline was born in Brighton in 1872, but the 1881 census shows the Dowsett Family living at ‘London Road Hatherley, Reading St Giles.’ By 1891 when Eveline was nine they had relocated to 160 Castle Hill. Other members of the household were her father Arthur, a brewer, her younger sister Alice, their step sister Ellen Perkins, as well as a cook and a footman.

The family was still living on Castle Hill during the 1901 census, but Eveline’s record card from University College, Reading shows her last known address to be Wellington House in King’s Road.

Reading High School

The Chronicle referred to Eveline teaching at Reading High School. Between 1887 and 1913, this was the name of today’s Abbey School on Kendrick Road. The school has no record of Eveline having taught there, although it can’t be ruled out.

On the other hand, a Register of Old Girls in the school’s museum does list both Eveline and her younger sister Alice as pupils. The entry mentions an Oxford course in History as well as Reading’s University Extension College:



The Abbey School’s Register of Old Girls

I have found no record of her employment as a schoolteacher anywhere else, but the census return for 1891 reveals Eveline’s occupation as Student Teacher. It seems that she had already embarked on a long academic journey that took in her BA in 1895, a year’s tutoring at the University Extension College from 1897-98, and the Associateship of University College, Reading in 1902.

The BA from Oxford

Eveline passed her BA Honours in 1895 with a Class II degree in Modern History. According to the regulations at that time, ‘modern’ covered the period from the accession of Henry II to the death of Queen Anne.

Records of Eveline’s achievement can be found in the Annual Report of the Oxford Delegacy’s Examination for Women (see image below) as well as a handwritten entry in the Pass and Honours Register for Women.

Eveline’s BA result in the Annual Report of the Oxford Delegacy, 1895 (Bodleian Libraries, University Archives, OUA LE 110/2)

It can be seen from the image that Eveline is the only student whose affiliation is the University Extension College, Reading. All the others, apart from one Home Student, are attached to one of the three women’s colleges. In fact, Eveline had received all her teaching at Reading although, according to the Oxford Delegacy’s regulations published in the Annual Reports for 1887-1900, she would have travelled to Oxford for the final degree examinations.

Handwritten register of women’s passes including Eveline Dowsett’s BA (Bodleian Libraries, University Archives, OUA/LE/101)

Results of preliminary certificate examinations held at Reading show that Eveline demonstrated signs of being an outstanding scholar from the very beginning. The table below lists the early distinctions and prizes for History courses.

Examination results for Reading’s Extension Certificates (First Annual Report of the University Extension College, Reading, 1892-3)

Eveline’s final result was celebrated in Reading’s Calendar (1895-6), the College Journal and the annual report of the Literary and Normal Department where it was hailed as:

‘The most conspicuous success obtained in this Department during the past session… Of the 190 students who were included in the list Miss Dowsett alone was not trained at Oxford.’ (Proceedings, 1894-95, p. 9)

It is rare for a female Reading student to be mentioned in the records of the Oxford Delegacy. I searched reports from 1892, when University College, Reading was founded, to 1911 and found only two other examination passes for women: in 1901 Lilian M. Gunter passed Responsions (a preliminary examination unique to Oxford) in ‘Stated Subjects’; and in 1910 Evelyn A. Sharp passed the Preliminary Examination for Students of Music.

Teaching at the College

The Chronicle’s mention of Eveline’s teaching at the University Extension College can be confirmed. She did so during the academic year 1897-98. The College Calendar for that year (see below) shows that she had been allocated to the History Department under the guidance of W. M. Childs.  Her job description was ‘Assistant for Normal Classes’, in other words, training or educating teachers (from 1893-95 the Education section had been known as The Normal Department, a common label at the time for teacher training institutions).

Extract from the staff list in the College Calendar for 1897-98 showing Eveline Dowsett listed under History

Education was not yet such a key part of the College’s business as it would become in 1899 when the Board of Education recognised it as a Day Training College. Nevertheless, staff were already contributing to courses for Uncertified Assistant Teachers and Pupil Teachers. And it was to contribute to the latter that Eveline had been appointed. She taught Arithmetic, English and Reading to first- and second-years.

Part of the timetable for Pupil Teachers, 1897-98, showing Eveline’s responsibilities (University Extension College Calendar)
The Associateship of Reading College

In 1898 the University Extension College was renamed Reading College, and the Gazette for May 1902 (see image below) shows that Eveline Dowsett had been awarded the ‘Diploma of Associateship in Letters’. Her record card reveals this to have been a Distinction.

According to the regulations for the period, this meant that Eveline would have:

      1. passed a Preliminary Examination in English, Arithmetic and two other subjects;
      2. attended full courses in 4 subjects for at least 2 sessions, satisfying examiners appointed by the Oxford University Extension Delegacy at the end of each year.
Notification of Eveline’s Associateship in 1902; these awards were presented formally in what was the equivalent of a small degree ceremony (Reading College Official Gazette, May 1902)

According to a blog published by the Bodleian Libraries, the Associate Diploma at Reading was particularly popular with students wishing to become teachers because its examinations were accepted by the Government’s Board of Education as equivalent to teacher training exams. I think we can assume that the Associateship was Eveline’s vehicle for obtaining a teaching qualification.

I haven’t been able to track down all the relevant documents, but entries in Reading College’s annual report for 1899-1900 states that she had passed the Board of Education’s Certificate Examination with ‘Division I for Part I and Part II.’ The report also mentions ‘Drawing with Chalk upon the Blackboard: First Class’ (p. vii), and she also appears in the Science lists with First Class in elementary level Physiography (Physical Geography). In the Associate Examinations she obtained a Distinction in Modern History and a Pass in French.

Oxford University’s archives hold mark sheets and examiners’ reports for Reading College, and the mark sheet for History of June 1900 has Eveline with the top mark of 80% in the Distinction  category:

University of Oxford. Lecturers’ and Examiners’ Reports, 1899-1900 (Bodleian Libraries, University Archives, OUA/CE/3/28/28)

Her result for French Language and Literature was not of the same standard, although she did pass comfortably:

University of Oxford. Lecturers’ and Examiners’ Reports, 1899-1900 (Bodleian Libraries, University Archives, OUA/CE/3/28/28)

No doubt this combination of History and French together with her Board of Education Examinations and practical teaching experience qualified her as a teacher. However, I have been unable to find evidence of a teaching career other than the unconfirmed suggestion in the Berkshire Chronicle that she taught at Reading High School.

Postscript

I haven’t found an obituary for Eveline, nor the location of her grave – maybe it was unmarked because of her suicide. The Berkshire Chronicle’s assertion that, ‘by all who knew her she was held in the highest esteem.‘ is a poor substitute for any formal tribute.

I’ll finish this post, therefore. by attaching the following celebration of her academic success that appeared in the college Journal in 1895:

Eveline’s BA is celebrated in the Journal of the University Extension College, Reading (No.1 October, 1895. Vol. II. page 4)

Nevertheless, and in spite of her achievements, the awareness that her studies may have contributed to her eventual mental breakdown and suicide make this tragic affair all the more poignant.

Note

The names of the college that eventually became the University of Reading in 1926 can be confusing: Reading’s University Extension College was founded in 1892; it became Reading College in 1898 and University College, Reading in 1902.

Thanks to

Dr Rhianedd Smith (Director of Academic Learning and Engagement, University Museums and Special Collections Services) for identifying this topic and passing on census material and the newspaper article.

The Abbey School for providing information about Eveline and her sister Alice from its records and for giving permission to reproduce it here.

Catherine McIlwaine (Archivist at the Bodleian Library, Oxford) for permission to reproduce images, making sources available and checking the accuracy of the post.

Sharon Maxwell (Archivist, University of Reading Special Collections) for advice and access to Eveline’s record card.

Georgie Moore, University of Reading Collections Officer, for information about women’s colleges and the history of women students at Oxford.

Sources

Childs, W. M. (1933). Making a university: an account of the university movement at Reading. London: J. M. Dent & Sons Ltd.

Hylton, R. (2007). A history of Reading. Chichester: Phillimore.

Lady B.A’s Suicide. (1906, December 11). The Berkshire Chronicle.

Reading College. Calendar, 1900-01, 1895-96.

Reading College. Official Gazette, No. 7, Vol. I. May 31st, 1902.

Reading College. Report of the Academic Board, 1899-1900.

University Extension College, Reading. Calendar, 1897-8.

University Extension College, Reading. Journal. No.1 October, 1895. Vol. II.

University Extension College, Reading. Annual Reports, 1892-93, 1893-94, 1894-95.

University of Oxford Delegacy of Local Examinations. Nineteenth Annual Report on the Oxford University Examination for Women for the Year 1895. Oxford Clarendon Press. (OUA LE 110/2 & 3).

University of Oxford. Examinations for Women Pass & Honours Register, Local Examinations Deligacy, 1888-1902. (OUA LE 101).

University of Oxford. Lecturers’ and Examiners’ Reports, 1899-1900. Continuing Education Series. (OUA CE 3/28/28)

University of Reading Special Collections. Student Record Card and Associate Record Card for Dowsett, Eveline, Marie.

Women Students, Social Work and Fears of Infection (1925)

In a post of 7 September 2021, I mentioned that the Covid crisis wasn’t the first time that the London Road Campus had been closed because of an epidemic –  in 1917 an outbreak of measles brought about a complete shutdown for two weeks at the end of the Lent Term.

The possibility of infection spreading across the campus and halls of residence continued to be a concern during the 1920s. This is illustrated by correspondence from February and March 1925 about students’ involvement in social work. The record of these is incomplete, but the gaps can be inferred from the five documents that remain.

It appears that a group of women students had been in contact with a Miss M. Maplesden, Secretary to the Reading Council of Social Welfare. They wished to carry out voluntary work in Coley, an area of social deprivation and overcrowding near the centre of Reading (see Ounsley, 2021). The students were advised to approach Professor Childs, Principal of the College, who requested that Miss Maplesden write to him formally. This she did on 24th February 1925.

Letter 1:  Miss Maplesden to Professor childs
Shows letter heading
University of Reading Special Collections

In her letter, Miss Maplesden made three main suggestions:

    • that the students should join Domestic Science students who would already be observing social work in the neighbourhood;
    • having found out what aspects of social work would be suitable, they would submit a plan for the following academic year to the Principal;
    • the students should take responsibility for Coley Hall which had recently been offered to the Council for use on weekdays;
    • in addition, she was in favour of the scheme being extended to include men students.
Letter 2:  Miss Maplesden to Professor childs

The following day she wrote again to Professor Childs. From the content we can infer that they had already met to discuss the proposal, and that Childs had warned her that Hall Wardens were likely to be concerned about students bringing back infection from the Coley area.

Apparently, she had already informed her Executive Committee of the risk, and in an attempt to forestall such objections, she includes the following, rather baffling, justification:

‘Members of the Committee drew attention to the fact that during a period of epidemic the schools in crowded areas such as Coley, Greyfriars and Silver Street are as a rule less open to epidemics than the schools in better neighbourhoods.’

Memo 1: Professor Childs to the Hall Wardens

On the 3rd March 1925, Childs sent out a memo. It isn’t clear whether it went to all the wardens of halls and members of the two Hall Management Committees; on the typed copy in the University’s Special Collections, just five names have been added by hand:

    • ‘bolam’ (Mary Bolam, Warden of St Andrews Hall – for women);
    • ‘britton’ (Winifred Britton, Wessex Hall – for women);
    • ‘Mrs. Childs’ (Emma Catherine Childs – wife of the Principal – Chair of the Committee for the Management of Women’s Halls of Residence);
    • ‘Little’ (Emily K. Little, St George’s Hall – for women);
    • ‘Cooke’ (H. S. Cooke, Cintra Lodge – for women: the only women’s hall with a male warden).

In the memo, he explained the situation and asked the wardens for their views. He warned that:

‘There are certain things which it is necessary to bear in mind, namely, the risk of infection and the general conditions under which the work is done.’

Childs received five replies; unfortunately only Letter 3 (see below) has survived.

Letter 3: Winifred Britton to Professor Childs

On 5th March 1925, Winifred Britton responded with a handwritten letter from Wessex Hall outlining her objections:

    • there was too little time for the volunteers to shadow the domestic science students who were studying social welfare;
    • ‘Coley is one of the poorest districts in Reading & the risk of infection would be great’;
    • Coley was a long way from the College and time would be wasted travelling;
    • ‘… it would entail students being absent from Hall dinner, a thing which is always discouraged.’
    • there might be a lack of organisation, supervision and leadership;
    • finally: ‘Also I do think that [the students] are inclined to forget the fact they are sent here to pursue a definite course of study which leaves very little time for outside activities.’

According to an interview conducted by J. C. Holt (1977), the relationship between Britton and Childs was a difficult one, and Britton resigned in 1929. I don’t know whether it was a factor in this case.

Letter 4:  Professor Childs to Miss Maplesden

On the 18th March 1925, Childs sent a diplomatically worded letter declining the proposal. In doing so, he drew on several of Winifed Britton’s arguments. Nevertheless, he denied that risk of infection was a factor – after all, Education students were already doing teaching practice in local elementary schools. Instead, he suggested that the students could help run a summer camp.

‘Coley Talking’

The social history of Coley has been documented by Margaret Ounsley in ‘Coley talking: realities of life in old Reading’. Her chapter, ‘Talking of health, medicine, illness and death’, presents details of epidemics of measles, influenza, tuberculosis and diphtheria. To avoid too negative a picture, however, it is worth quoting part of the conclusion to that chapter, especially as it refers to the year of the Maplesden/Childs correspondence:

‘It would be wrong to give the impression that the population of Coley was completely disease-ridden. Undoubtedly, the poorest children were undernourished in the first few decades but by 1925 attendances at the Southampton Street Feeding Centre had dropped to eight. Many infants and children died, but also many people couldn’t remember having a day’s illness in their lives. The children for the most part seem to have led a hardy outdoor life with basic but nourishing food. Coley School won boxing, football and swimming trophies year after year in the 1920s and 1930s. There is no doubt that standards of health improved dramatically at this time.’ (Ounsley, 2021, p. 87)

Sources

Holt, J. C. (1977). The University of Reading: the first fifty years.Reading: University of Reading Press.

Ounsley, M. (2021). Coley talking: realities of life in old Reading. Reading: Two Rivers Press.

University College, Reading. Calendar, 1924-5.

University of Reading Special Collections. Uncatalogued papers relating to women students. Reference UHC AA-SA 8.

Women and Higher Education: Praise for University College, Reading

In December 1915, the College Review reported a speech about opportunities for women in which University College, Reading was singled out for a special pat on the back.

The speech was given by Sara Burstall, Head of the Manchester High School for Girls from 1898 to 1924, and the second headmistress of the independent school that had been founded in 1874. As can be seen from the text of her speech below, she was a champion of women’s education. She was also a strong supporter of women’s suffrage. Details of her life and career can be found here in the school’s digital archives.

Heading
Opening section of the article in the Reading University College Review, December 1915.

In her address, Miss Burstall stressed that any reduction in the government grant would have a direct impact on women students in the newer universities . She continued:

‘In these centres of higher education women enjoy full rights, and to maintain and increase the efficiency of these institutions is one of the most important needs of women’s education. We have only to study what is being done for women at University College, Reading, to see an example of what is needed, and what deserves public support and credit.’ (pp, 20-21).

These words raise three questions. What was it about Reading that stood out? What was life really like for women students? How did Sara Burstall know so much about University College, Reading?

What was it about Reading that stood out?

Several factors may be relevant:

  • University College, Reading was a pioneer in the provision of student hostels and halls of residence, especially for female students. Even as early as 1907, two such hostels provided for 80 women (Childs, 1933). It seems to have been assumed that  women from outside the area would be provided with accommodation — in the mid-1920s, the novelist Elspeth Huxley had no choice but to accept an ‘approved lodging’ in a hostel, having applied too late for a place in a hall of residence.
  • Wardens of women’s halls and hostels, for example Mary Bolam at St Andrew’s, were very protective of their charges and were concerned with both their personal and academic well-being.
  • Universities and colleges that established a senior position dedicated to the welfare and discipline of female students tended to be favoured by parents and the headteachers of girls’ schools (Dyhouse, 1995). In 1915 this post, officially known as the Censor of Women Students, was occupied by Lucy Ashcroft, herself a former Maths teacher in high schools for girls.
  • The College already had a high proportion of women students, especially in subjects such as dairying, teacher education and horticulture. The trend towards equal numbers of men and women would continue once the College had become a University in 1926 (see Dyhouse, 2006).
  • It was claimed that women and men at Reading had equal access to all classes and College societies (Dyhouse, 1995).
  • In 1908 Edith Morley had been made Professor of English Language, the first woman in the UK to obtain a chair at a university or a college of similar academic standing.

I wondered whether Reading offered funding that was exclusive to women. Thanks to the diligence of Professor Edith Morley, this information is readily available:  Morley’s edited volume ‘Women workers in seven professions’ (1914) contains a table listing details of the first degrees at all universities and university colleges in the UK, together with the availability of scholarships, bursaries and prizes. Those reserved for women are clearly identified.

Illustration of Reading's funding for women only
An example of how Edith Morley collated information about Higher Education costs and funding. The entries in italics were for women only.

Reading was indeed one of the institutions that set aside financial assistance for women, particularly for students in St Andrew’s Hall. However, these were no more generous or numerous than those at many other institutions.

What Was life really like for women students?

With regard to the bullet points above, Reading seems to compare well with other colleges and universities. I have found no accounts of women having to pay for chaperones in order to attend classes, or being unable to attend meetings or access the library such as those reported In Carol Dyhouse’s (1995) history of women in higher education.

Nevertheless, as Dyhouse points out, there was a great deal of separation between male and female students at Reading, as well as a tendency to study different subjects. There were separate students’ unions, common rooms, sporting activities and separate rules of discipline in halls and elsewhere that often placed tighter restrictions on women than on men.

Such divisions were reported by no less a figure than Albert Wolters, the founder of Reading’s Psychology Department. He recalled that, when he was an education student in 1902, the men were outnumbered by two to one, and that:

‘The present-day student would be astonished at the way in which the men and women held to their own communities … We, the small body of men, were completely integrated, and we dominated the student body ruthlessly and objectionably. But at the end of the year we, who would have been the new oligarchy, saw the folly of our ways and threw our strength into the foundation of the Men Students’ Union..” (Wolters, 1949, p. 18).

The pages of Tamesis, the College Magazine, bear witness to   the patronising attitudes, mockery and even contempt to which women were subjected. Some of the articles are quite offensive, but the women showed themselves quite capable of responding in kind.

Probably the most repugnant attack on the female student body was contained in a spoof edition of Tamesis that was compiled (presumably by male students) in 1927. This so-called ‘Scandal Supplement’ with its feeble and sometimes incomprehensible humour includes a poem titled ‘Some Views on Women’ that is declared to be the leading article and dominates the front page. The image below gives an indication of the tone of its content.

enlarged header
Front cover of the  spoof edition of Tamesis (University of Reading Special Collections).  It was damaged and fragile but is now being repaired and protected by Victoria Stevens, Paper Conservator at the University Museums and Special Collections Services.
What was Sara Burstall’s connection to Reading?

I can’t be certain, but I believe the link to be Caroline Herford who has been the subject of two previous posts on this blog (her portrait can be seen below). Born and educated in Manchester and a former headteacher, Herford became Reading’s first Lecturer in Secondary Education in 1909. She left after only six terms, but the notice of her resignation in the College Review is full of praise for her impact on the college and for her expertise and professionalism. She returned to her roots in Manchester in 1910 for a post as Lecturer in Secondary Education at the University where it is likely that she came into contact with Sara Burstall.

It is also likely that they already knew each other as headteachers — when Herford had been the Head of Lady Barn House School, the period of her headship overlapped with that of Burstall:  Herford’s from 1886 to 1907, and Burstall’s from 1898 to 1924.

Manchester High School for Girls would almost certainly have been a destination for at least some of the girls leaving Lady Barn House, just as it still was in September 2022!

Archivists at the Manchester High School for Girls have found three mentions of the Herfords in their paper records. The first refers to May Herford who taught Classics from 1915 to 1916;  the second is Charles Herford, Caroline’s cousin, who was Professor of English at Manchester University and whose tribute to a former teacher at the school was published in the School Magazine in 1917; the third refers again to Charles Herford who, as well as Sara Burstall, attended the funeral of Margaret Gaskell (daughter of Elizabeth Gaskell), one of the school’s founders. I think, therefore, that we can be confident of a connection between the school and the Herford family.

A third point of contact could have been the Lancashire Red Cross during World War I. According to the digital archives of Manchester High School for Girls, Sara Burstall was on holiday when the war broke out in 1914, but returned immediately and, with advice from the Red Cross, set up a Centre for making clothes and hospital supplies at the school.

At the same time, and in addition to her academic duties, Caroline Herford was a Commandant of the Lancashire Red Cross, a position she held until 1918 and for which she was awarded the MBE. It’s sheer speculation, of course, but could it have been Caroline Herford who advised Sara Burstall on establishing the centre at the High School?

IWM
Commandant Miss Caroline Herford MBE, Voluntary Aid Detachments (© Imperial War Museum).
Note

The back of the photograph of Caroline Herford contains the following handwritten details of the work of her students and colleagues in Manchester:

‘Squads of University Students met Ambulance Trains at all hours of the night, and gave hot tea & coffee to the wounded, which were prepared in the Porters’ Room. Between 11 May 1915 and 11 May 1919 they met & [illegible word] 866 trains.’

Thanks

To the Imperial War Museum for permission to use the image of Caroline Herford.

A very special thanks to Gwen Hobson and Pam Roberts, archivists at the Manchester High School for Girls who searched School Magazines, School Reports, Governors’ Minutes, letters and newspaper articles for references to the Herford family and to Sara Burstall’s talk.

Another special thank-you to Dan Slade, Deputy Head of Lady Barn House School, for further information and documentation about the Herfords.

Sources

Childs, W. M. (1933). Making a university: an account of the university movement at Reading. London: J. M. Dent & Sons Ltd.

Dyhouse, C. (1995). No distinction of sex? Women in British universities, 1870-1939. London: UCL Press.

Dyhouse, C. (2006). Students: a gendered history. Abingdon: Routledge.

Herford, C. H. (1917). Annie Adamson. In S. A. Burstall (Ed.), Memorial Number of the Manchester High School for Girls (pp. 18-22) [Originally published in the Modern Language Quarterly].

Huxley, E. (1968). Love among the daughters. London: Chatto & Windus.

Morley, E. J. (Ed.). (1914). Women workers in seven professions: a survey of their economic conditions and prospects (pp. 11-24). London: Routledge. [Edited for the Studies Committee of the Fabian Women’s Group].

Manchester High School for Girls Digital Archives: https://www.mhsgarchive.org

Oxford University Press (2004). Oxford dictionary of national biography. Oxford: OUP.

Reading College Magazine, 1901-2.Tamesis, Winter Term, Vol II, 1901, pp. 11-12 [anonymous criticism of women’s hockey].

Tamesis, Spring Term, Vol III, 1901, p. 32 [anonymous counter-attack by ‘A Hockey Player’].

Tamesis Scandal Supplement, Reading, June 1927, University of Reading Special Collections.

The Reading University College Review, Dec 1910, Vol III, No. 7, p.24. [Notice of Herford’s resignation].

The Reading University College Review, Dec. 1915, Vol. VIII, No. 22, pp. 20-21. [Miss Burstall on women’s education].

Wolters, A. W. (1949). Early days. In H. C. Barnard (Ed.), The Education Department through fifty years (pp. 18-20). Reading: University of Reading.