(3) Then again there were early schemes for lectures to women in different parts of the country, and these have branched out and become more effectual than any measure for educational improvement among persons for whom residence at a university was impossible. Here, as in many regions, Miss Clough was a pioneer, and this branch of work brought about the connection of Cambridge with one side of the movement and led directly to the starting of what grew into Newnham College. The body which accomplished the chief initial work in the matter of local lectures for women was "The North of England Council for improving the Education of Women." To the organization of this society, Miss Clough gave much thought and attention, especially in 1867 and the following years. It was formed from an amalgamation of societies having the same object, in Liverpool, Manchester, Sheffield, Leeds and Newcastle. Among Miss Clough's colleagues on this Council were Mr. (afterwards Canon) and Mrs. Butler, Mr. (now Lord) Bryce, Mr. F. W. H. Myers, and Mr. (afterwards Professor) James Stuart. It was Mr. Stuart who, after his experience in the North of England, proposed and brought about in 1873 the organization of local lectures by the Universities. It is needless to go into the history of the subsequent development of University Extension. Begun primarily in the interests of women, it was extended to meet the needs of busy men with free evenings, working people, and all who wished in their leisure to prolong their education and gain culture. (4) The work of the North of England Council led to a further step in the early development of what I have called "Newnham College in Idea," viz. the founding of the Cambridge Higher Local Examination. The request for an examination for women over eighteen came from the Council and was supported on the ground that it was desirable to have a definite and intelligible test for teachers, with some means of giving system to the lecture movement as far as it affected women, and of directing the reading of girls who had left school. It had originally features which became modified with changing principles of education. There was at first a group of subjects considered essential as the foundation of liberal education and optional groups, some of which candidates had to take in order to secure a certificate. In course of time the groups were increased in number and larger choice allowed while the necessary preliminaries were diminished.