Goucher College - Donnybrook Fair Yearbook (Baltimore, MD)

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Cam,-,KW X215

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TITLE. PAGE. Glee Club Clnicturej, - - 104 Grinds, - - - 167 Hackettstown Club. ' - too How Long lPoen1b, ---- - 159 How Miss K. Became a Methodist, - - 159 How XVe Elect Donnybrook Ollicers, - 128 Iowa Club, ------ - Q7 jokes, - - - - ISO junior Class History, - - 54 junior Class Roll, - 51 junior Society, - - SS Kalends, The - - - 110 La Visite Frang-aise, - - - - 127 Letter XfVriting Under Difliculties, - 155 Lines to A. H., ---- - 121 Literary Contributors, - I7 Mandolin Club, - - 1o6 Maryland. Club, - - Q5 Music Clllustrationj, - - IO3 Mystery, A fPO6I'1l7, - - - - S6 National junior Republic, The - - 142 New England Colony, - - - 92 New lersey Club, ----- - 9.1. Offfor Donnybrook Fair Clllustrationj, 4 Ohio Club, ------- - 96 On Visitor's Day CPoemJ, - - 158 Our College Alphabet, - Q 141 'l'I'1'I.E. Passing ofA1'thur, The lPoernj, Pedagogical Club, - - Pennsylvania Club, - Philokalai, - - Press Club, - Puzzles, - - - Questions of the Day, - - Report ot' an Eavesdropper on St. Paul-Street.Car, Scraps from Course '85 CPoemb, Schiller Kriinschen, - - Senior Class Roll, Senior Class History, - Senior Society, - - - Snap Shots ofthe Faculty, - Some College Fables, - Somerset Y, - - Sophomore Class Roll, - Sophomore Class History, Sophomore Society, - - Southern Club, - Specials, ---- That Cutting Habit CPoemj, Twentieth Century City, The C Valuable Suggestions, - XMSSTGVII Club, - - Y. KV. C. A., Built by Seniorsj, PAGE, - 130 - II5 ' 93 - IOI - 109 ' 147 - 151 - - 153 ' 140 - II3 - 45 - - 37 - 162 ' 133 - 119 - 55 ' 59 - 39 - 91 - 57 - T44 - 23 - 150 ' 99 - IIS

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The English College Woman. 97' From time to time there have appeared in the magazines, articles descriptive of life in the women's colleges at Oxtord and Cambridge: but in most of these the emphasis has been laid chiefly upon the social side of student life. In response to many inquiries about the ditlerence between the intellectual standards of English and American colleges, l shall try to describe the aims and methods ot' scholarship as I have observed them in the two university centres of England. For American girls, going to college is the result of the action of certain stimuli which may be regarded as fairly constant factors in the decision of the young women or their legal guardians. First in the order of importance may be mentioned the necessity or expediency of preparation for the prolession of teaching as a means of livelihood. Another strong motive is the craving of the modern woman for a broader intellectual training, to nt her to grapple with the knotty problems which are bound to confront every serious woman, whatever her so-called station, who recognizes her responsibilities and obligations to society: and again, the eagerness of the daughters to share their brothers' opportunites to enter into that fascinating, coveted Paradise called 'cthe college litef' to cultivate that spirit of corporate unity, of solidarity which men value so highly and which women have been slower to comprehend and appreciate. Nor must one itil to include among the motives for entering college the instinct of the isolated woman already past her teens, it may be, whose taste for study leads her to seek conditions where her aspirations may best be satisfied in the midst of a body of kindred spirits bent upon the same quest of wisdom. ln a few cases, doubtless, emulation of their neighbors, whose doings they are wont to imitate, induces parents to send their daughters to college in pursuit of the latest fashion in education: in short, it has become the proper thing to go to college. In England as in America most of these motives hold good. Miss Davies, who was largely influential in promoting the higher education of women in England, wrote in 1366: Accurate habits of thought, and the intellectual polish by which the scholar is distinguished, ought to be no less carefully sought in the training of women than in that of men. This would be true even it only for the sake of the charm which high culture gives to social intercourse-a charm attainable in no other way. Apart from this consideration, the duties of women of the higher class are such as to demand varied knowledge, as well as disciplined mind and character. it it it tt it A large and liberal culture is probably also the best corrective ofthe tendency to take petty views of things, and on this account is especially to be desired for women on whom it devolves to give the tone to society. 9