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2. The “conservatism” of those involved in the women's education movement has been commented on by a number of modern historians. For example, Pedersen, Joyce Senders, “Some Victorian Headmistresses: A Conservative Tradition of Social Reform,” Victorian Studies 24 (Summer 1981): 463–88; Dyhouse, Carol, Girls Growing Up in Late Victorian and Edwardian England (London, 1981), 140–45.Google Scholar

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6. I have chosen to use the term women's movement rather than “feminists” to describe the group of upper-middle-class women connected, in the 1860s, 1870s, and 1880s, with the Married Women's Property campaign, the Society for Promoting the Employment of Women, the suffrage movement, and the “uncompromising” wing of the education movement. While this term has the disadvantage of suggesting more coherence and organization than actually linked these women, it seems preferable to “feminists” which, besides being anachronistic (it was not borrowed from the French until the 1900s), could at this period be equally, perhaps more appropriately, applied to the female supporters of the radicals and socialists described by Taylor, Barbara in Eve and the New Jerusalem: Socialism and Feminism in the Nineteenth Century (London, 1983).Google Scholar

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43. This account of Emily Davies's aims and activities is based on Stephen's, Barbara, Emily Davies and Girton College (London, 1927), and on Emily Davies's own books, The Higher Education of Women, and Thoughts on Some Questions Relating to Women, 1860–1908 .Google Scholar

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53. This topic had been a matter of private debate between the two leading women journalists, Martineau, Harriet and Jameson, Anna, even before the women's movement emerged (Thomas, Clara, Love and Work Enough: The Life of Anna Jameson [Toronto, 1967], 157); and Davies, Emily noted it as a problem in The Higher Education of Women (p. 165). On the other hand, public debate did not really get beyond the question of whether male and female intelligence was the same, and even here the focus was on the more political question of whether there was sufficient similarity for women to benefit from academic education. See for example the response to Dr. Maudsley's article “Sex in Mind and in Education.” Stephen, , Emily Davies and Girton College, 290–92.Google Scholar

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