Sir Francis smiled. "We do not set lads of your age to cope with old foxes," he answered; "and it seems to me that you used fair discretion in the encounter. The mere belief that the child lives does not show him where she may be. In effect, it would seem likely to most that the babe would be nursed in some cottage, and thus not be in the city of La Sablerie at all. He might, mayhap, thus be put on a false scent." "Ohno," exclaimed Berenger, startled; "that might bring the death of some other person's child on my soul."

"That shall be guarded against," said Sir Francis. "In the meantime, my fair youth, keep your matters as silent as may be-do not admit the Chevalier again in my absence; and, as to this man Guibert, I will confer with my steward whether he knows too much, and whether it be safer to keep or dismiss him!"

"If only I could see the King, and leave Paris," sighed Berenger.

And Walsingham, though unwilling to grieve the poor youth further, bethought himself that this was the most difficult and hopeless matter of all. As young Ribaumont grew better, the King grew worse; he himself only saw Charles on rare occasions, surrounded by a host of watchful eyes and ears, and every time he marked the progress of disease; and though such a hint could not be given by an Ambassador, he thought that by far the best chance of recovery of the child lay in the confusion that might probably follow the death of Charles IX. in the absence of his next heir.

Berenger reckoned on the influence of Elisabeth of Austria, who had been the real worker in his union with Eustacie ; but he was told that it was vain to expect assistance from her. In the first year of her marriage, she had fondly hoped to enjoy her husband's confidence, and take her natural place in his Court; but she was of no mould to struggle with Catherine de Médicis, and after a time had totally desisted. Even at the time of the St. Bartholomew, she had endeavoured to uplift her voice on the side of mercy, and had actually saved the

lives of the King of Navarre, and Prince of Condé, and her father, the good Maximilian II. had written in the strongest terms to Charles IX. expressing his horror of the massacre. Six weeks later, the first hour after the birth of her first and only child, she had interceded with her husband for the lives of two Huguenots who had been taken alive, and failing then either through his want of will or want of power, she had collapsed, and yielded up the endeavour. She ceased to listen to petitions from those who had hoped for her assistance, as if to save both them and herself useless pain, and seemed to lapse into a sort of apathy to all public interests. She hardly spoke, mechanically fulfilled her few offices in the Court, and seemed to have turned her entire hope and trust into prayer for her husband. Her German confessor had been sent home, and a Jesuit given her in his stead, but she had made no resistance; she seemed to the outer world a dull, weary, stranger, obstinate in leading a conventual life; but those who knew her best -and of these few was the Huguenot surgeon Paré-knew that her heart had been broken, when, as a new-made mother, she had failed to win those two guilty lives, or to make her husband free himself from his bondage to bloody counsels. To pray for him was all that remained to her and unwearied had been those prayers. Since his health had declined, she had been equally indefatigable in attending on him, and did not. seem to have a single interest beyond his sick chamber.

As to the King of Navarre, for whose help Berenger had hoped, he had been all these months in the dishonourable thraldom of Catherine de Médicis, and was more powerless than ever at this juncture, having been implicated in Alençon's plot, and imprisoned at Vincennes.

And thus, the more Berenger heard of the state of things, the less hopeful did his cause appear, till he could almost have believed his best chance lay in Philip's plan of persuading the Huguenots to storm the convent.

To be continued.

In the April number of this Magazine, Mrs. Fawcett, pleading gracefully in behalf of a further advance in the education of women of the middle and upper classes, suggests an ingenious plan by which women might be admitted to the advantages of collegiate education at Cambridge. Till lately, no one could become a recognised student there except by entering one of the Colleges; but it is now open to a Master of Arts to obtain a licence for his own house as a "Hostel," and students residing in such a licensed house are placed upon the same footing, in respect of examinations and degrees, as members of a College. Why should not some married Master of Arts set up a hostel exclusively for young women? A Women's College might thus enter into the Cambridge system without any University change except the single one of carrying out the principle already introduced so happily into the Cambridge Local Examinations, and admitting students to be examined without distinction of sex. This is Mrs. Fawcett's suggestion, and her name carries some Cambridge authority with it. But at present it remains only a suggestion; those who are in earnest in desiring a higher intellectual culture for women are afraid of it, and think it, to say the least, not yet practicable. Another proposal is now assuming a practical shape, which has substantially the same object, and which its promoters desire to carry into effect with as little delay as possible. But to do this, they must enlist the sympathy and support of the public; and I hope to contribute something in the present paper towards making it generally understood.

It is proposed to establish a College which shall secure as far as possible the recognised advantages of a higher Collegiate education for women, and which

shall at the same time be liable as little as possible to the objections which the fear of making women unfeminine might suggest. The lists of its Committees contain names which command the respect of many different classes, and which guarantee sufficiently the practical, sober, English character of the scheme. The College may be justly described as imitating, with variations, the form of one of the Oxford or Cambridge Colleges. Its general aim is to offer to young women of the same class the aids which those Colleges have provided for young men. It will not have at its disposal, indeed, the splendid prizes called fellowships. But in other respects the idea is an ambitious one. In the course of studies, in the age of the students, the period of residence, and the quality of the teaching, the standard of Oxford and Cambridge is that which it is proposed to adopt.

It is evident therefore that, though an indefinite number of Ladies' Colleges are already in existence, the proposed College will be a new thing. It is bound to make out a special case for itself. It affirms that it need not be an absolute and universal ordinance that the education of women should stop at an earlier age or be more desultory than that of men. Where young women and their parents desire it, let them have the chance of prolonged systematic instruction of the best kind and under the best discipline. The College will be open to students of an agesay from seventeen years and upwards; it will commend to its students a threeyears' course, though allowing residence for a shorter period; it will provide separate rooms and a liberal system of discipline; it will seek to obtain the services of the most competent teachers; and it will endeavour to secure an ex

amination of a fixed University standard, to be passed at the end of its course. It is suggested that the College should be placed at some point most easily accessible from London and Cambridge. The lecturers and teachers will not be of either sex exclusively, but the head and the other resident officials will be ladies. There must be instruction in divinity, and also some household worship; and it is intended that the religious profession of the College should be "Church of England," but that attendance at divinity lectures or at prayers should not be compulsory. For readers who are not familiar with Oxford and Cambridge life it is well to add that the residence at the College will not take up more than about half the year.

As to the actual subjects to be taught it would be impossible, or at least highly unwise, for the promoters to pledge themselves to details. This is a field on which all kinds of battles

may be fought. What women ought to learn is a very open question indeed. What men ought to learn is now almost equally a matter of controversy. Το escape out of the hands of theorists, the promoters have followed the principle involved in its plan, and have proposed that the students should be prepared for such an examination as the University of Cambridge puts before its ordinary Degree, but that Modern Languages, Music, and Drawing should also be regularly taught. The choice of subjects is undoubtedly a matter of great importance, but it is the safest policy to wait upon the conclusions of experience and intelligent opinion with reference to such selection.

In discussing this project I shall best consult clearness and brevity by adopt ing a formal arrangement of pros and cons. I shall first state briefly the chief arguments in support of such an institution, and then consider the objections most likely to be urged against it.

(1) We are bound to make out, in the first place, that the education of women in this country is chargeable with defects which point to some such remedy. I may almost assume that this is admitted

by those whom it is worth while to attempt to convince. Suppose the parents of a family to be desirous of giving a good education both to their sons and their daughters. The most obvious course with the boys is to send them to school, and to college. They may choose amongst innumerable schools, taught by graduates of high and certified attainments. What are they to do for their daughters? They may send them to a girls' school, or give them a governess at home; in either case the general teaching will be in female hands, special lessons being given by "masters." But how are the educators educated? What opportunities have school-mistresses and governesses had of preparing themselves to educate others? The most favourable answer that can be given, I believe, is that in London it is possible to attend classes, at Queen's College, Bedford College, and elsewhere, taught by really superior men. These classes have been of very great service; but the true way to estimate them is to consider how far we should be satisfied if we had nothing but these for our boys and young men. It does great credit to the energy and capacity for learning of young women, that we have so many respectable governesses and school-mistresses; but what have we a right to expect of the best? How can we wonder that there are so many totally incompetent? how are parents to discriminate between the good and the bad?

Very complete and unimpeachable evidence as to the existing character of the education of girls is presented in the Report of the Schools Inquiry Commission. The Commissioners themselves, expressing the concurrent opinion of their witnesses and inspectors, complain of the "want of thoroughness and foun"dation, want of system, slovenliness, "and showy superficiality, inattention "to rudiments, undue time given to "accomplishments, and those not taught "intelligibly or in any scientific manner, want of organization," by which female education is characterised. One of the Assistant Commissioners, Mr. 1 Vol. i. p. 548.

Fearon, who has taken great pains with this part of the inquiry, points out that these defects would not be remedied by the multiplication of training institutions for governesses, for the reason that the large majority are persons who have been compelled by unforeseen circumstances to resort to teaching for a livelihood.1 "This one consideration suffices to "show the utter inadequacy of attempts "to secure the competency of female "teachers by providing governesses' "homes and the like. There is only one "means of securing this competency, and "that is by providing for all English"women of the middle class the oppor"tunity of higher liberal education." 2 Accordingly attention should be directed, in Mr. Fearon's opinion, to "the establish"ment or support of central institutions "for the superior education of young "women." The Commissioners endorse this opinion. They refer to a proposal for a new College, "designed to hold, in "relation to girls' schools and home "teaching, a position analogous to that occupied by the Universities towards "the public schools for boys;" and they say, "We have little to do but to

express our cordial approval of the "object aimed at in this proposal."3

A very interesting historical question is suggested by some of the evidence. It appears that in an indefinite number of cases the endowments actually applied to the education of boys were intended equally for the education of girls. The magnificent revenues of Christ's Hospital, for example, amounting to some 50,000l. a year, were for the benefit of boys and girls. They are applied, it is true, to the education of boys and girls but in the schools of this charity there are only 18 girls to 1,192 boys. It is one of the important recommendations of the Commission that 10,000l. a year from the income of Christ's Hospital

1 Mr. Fitch says, "The number of governesses who have been educated with a view to the work, and who have contemplated the adoption of it as a profession, is very small; not more, as far as I can judge, than 6 or 7 per cent."-Schools Inquiry Report, ix. 284. 2 Vol. vii. p. 394. 3 Vol. i. p. 569.

4 Vol. i. p. 490.

should be restored to the education of girls. The question suggested by this withdrawal of endowments from female education is whether our ancestors held more strongly than we that the education of women should be on a par with that of men. Certainly when we go back to the 17th and 16th centuries, we begin to find the scholarship of men not reckoned unbecoming to women. The sneer expressed in the word "bluestocking" appears to be the product of an effeminate age. When men were most manly,-in England, in Germany, in Italy, we find women more decidedly sharing their education and cares. As it often turns out, the advance proposed will be partly a recovery of lost ground.

(2) In advocating the establishment of a College for Women, we rely upon the known advantages which College students enjoy. It is no trifling matter, that the life should be laid out with exclusive reference to a student's interests and convenience. Each day will bring with it a regular plan of studies. The instructors provided will be such as are accustomed to give the highest kind of instruction in their respective subjects, and they will give their lessons as to pupils able to understand and to sympathise with them. The students, whilst liberty of choice will be allowed them, will find a curriculum of studies arranged, and be encouraged to bring themselves up to such proficiency as to be able to stand the test of an examination. It is not a part of the scheme to attempt to secure high rewards for those who excel in the examinations; but the stimulus of reward cannot be altogether absent. There cannot but be some emulation amongst a number of fellow-students; and there is sure to be a gradual accretion of prizes and other solid benefits for those who distinguish themselves. As we look back to our own College days, probably their most valued advantage is that of the companionship of the friends whom a common thirst for knowledge brought together. This has been almost altogether denied to women. Girls' friendships are laughed at as

casual and sentimental attachments. Hardly any opportunity is afforded to young women to find out really congenial associates, and to knit friendships out of high and enduring interests. But can anything be imagined more likely to comfort and sustain and elevate female life than the power of forming such friendships? And is it not a solid argument in favour of a Women's College, that in this way, and this only, they will be able to share with their brothers the privilege of making College friends?

(3) But a College for advanced instruction exerts an influence not only on its actual students, but on education generally. Here again we may look to Oxford and Cambridge. It is notorious that University education education usually governs school education. The schools which feed the Universities must make it their main object to prepare boys for going to College. Schoolmasters cannot afford to make a change unless a corresponding change be made at the Universities. Lower departments naturally look to the higher; earlier stages to the more advanced. If the English Universities were swept away, the loss would be more than that of the education given to men at College; there would be a lowering of the standard, a relaxing of the tension, thoughout the whole secondary education of the country.

Some pointed evidence to this effect was given by Dr. William Smith before the Schools Inquiry Commission, Being asked, "What in your opinion. "has been the nature of the influence of "the University of London as applied to "education?" he answers, "It has been "the same in degree, though I believe

larger in area, than that exercised by "the Universities of Oxford and Cambridge on the Grammar Schools. As "the Universities of Oxford and Cam'bridge have given unity and consistency "to the teaching of the larger Grammar "Schools, so I think the University of “London has given the same unity and consistency to many of the Middle"class Schools and to the Catholic and "Dissenting Colleges, and also improved "their education." Dr. Smith mentions

the case of Stonyhurst College. At first the pupils sent up for examination from this school were very ill prepared. "After a lapse of some time they were "sent exceedingly well prepared; so "well prepared that I do not believe any "of the boys from the sixth form of our "Public Schools are better prepared. I "do not think it possible that they could "have a better education given them "than Stonyhurst gives, and I attribute "that very much to the influence of the "University of London." The same effect has been observed in the Dissenting Colleges, and in many private schools. It is traced, it is true, to an examination, not to a residentiary College; and it might appear that the Cambridge Local Examinations, now extended to girls, would do whatever can be done by an agency of this kind to stimulate and improve the teaching of girls. But the examination to which Dr. Smith principally refers is for matriculation, and the larger number of those who pass it do so with the view of carrying on their studies further. It is thus described by Dr. Carpenter: "It is intended to "test the possession by the candidate of "that amount of general education which

a candidate of the age of sixteen may "reasonably be expected to have acquired "in a well-conducted school; such an "education as should offer a satisfactory "basis for higher study in the various "departments in which degrees are given "by the University-degrees in Arts, in "Medicine, in Science, and in Law." 1 At present, any examination offered to girls of eighteen must be considered final and not preparatory, as there is no recognised provision of higher study to which girls who are to that point satisfactorily educated may advance. The University of London, though not composed of Colleges, implies Colleges at which the attainments tested and certified by the University are acquired.

Having thus endeavoured to present the chief arguments in favour of the College, let me turn at once to the objections by which such a scheme is likely to be encountered.

1 "Schools Inquiry Commission," iv. 82.