But besides the special lectures to women and the professorial lectures provided for members of the University, a very necessary element in Cambridge teaching consists in private tuition--of students taken individually or in small groups. In Classics and Mathematics, especially, such "coaching" is necessary both for backward and for advanced students. Among the earlier supporters of the Women's Education movement were a good many brilliant teachers who, in their generous belief in the cause, were ready to give instruction to women students often in a far more elementary stage than the men they ordinarily taught. Fees were naturally paid to the private teachers, but in many cases, while the cause was yet poor and struggling, these fees were returned to the Treasurer. The students who required the more advanced lectures and tuition were generally those who, having passed the Women's Examination, aimed at a real University course. Tripos students were among the very first generation of Cambridge women--though those who read with a view to triposes could never feel quite sure, till near the end of their three years, whether the examiners would think it consistent with their functions to admit women and declare what class they attained. This great object had already been approached on independent lines by the founders of Girton College. Miss Davies had conceived hopes of founding an actual college in which the Cambridge degree examinations, pass and honour, might be taken by women, and in 1869 such a college was started at Hitchin. The intellectual ideals and standards of the two wings--so to speak--of the movement were not identical. Time and with it changes in the demands of the degree examinations at Cambridge--indeed at both Universities--have brought them pretty close together. The very good reasons at the bottom of both programmes are easy to recognise. Miss Davies considered that any requirements made from women different from those demanded from men would certainly be lower. If women avoided Greek and the other subjects of which boys were supposed to learn something at school, an impression would be created that women were allowed graduate or quasi-graduate status on easier terms than those imposed on men. On the other side there was, in the minds of Sidgwick and others who became the founders of Newnham, a great contempt of the "Poll" as well as of the "Little-go" as marking a very low standard of intellectual achievement. At the same time, a more concrete mind like Miss Clough's deplored the inconvenience and waste of time which might keep an adult woman who had not learned classics or much mathematics at school, studying the beginnings of these subjects in school-boy fashion when her mind was more adapted to other studies. Again there was the fear--groundless enough as experience has proved--lest the girls' schools should be "classicized" and modern studies in them discouraged. In point of fact, Cambridge