This resolution was warmly supported by that unfailing friend of the higher education of women, Dr. J. G. Fitch, who stood his ground against the not less warm opposition, headed by Dr. Quain, who, referring to Mrs. Somerville, asked “if the University was to go for a new charter just to further the ambition of a few exceptional women?” Dr. Gibson, also in opposition, urged that a woman could not take up a University course without detracting from her other powers, for, as woman was differently organized, it was necessary to give her a different education; and he asked “if the University was to direct its work by general wants, or by exceptional wants—the wants of a few masculine women?” From the fact that many of Miss Buss’ pupils were resident in London, it followed that most of them were likely to avail themselves of the facilities of the London University, even apart from the fact that London was the first to grant degrees, an event of great excitement to all women, of which Miss Buss writes in 1878— “The great thing of last week is the opening of the examinations and degrees of London University to women! An immense concession, and one which must be followed in time by the older universities. “It is just fifteen years ago since the agitation began about opening the local examinations, and now, I suppose, the cause is won along the whole line.” In a “Note on the Origin and History of the University of London” (_University Calendar_), we find this record— “The experiment of offering encouragement for women to pursue a course of academic education, was at first tried under limitations which somewhat impeded its success. Under the powers given in the Charter of 1867, women were not rendered admissible to the ordinary examinations, but two forms of certificate were offered to female students—the one general, and the other of higher proficiency. In the scheme for both examinations, prominence was given to those subjects which it was presumed that women and their teachers would prefer. But the number availing themselves of this privilege was small, and the privilege itself was not highly valued. Moreover, it was found that the chief distinctions attained by women in these examinations were not gained in the special subjects, but in the classical languages and in science. It was urged by the teachers that women did not desire a scheme of instruction exclusively devised for their use, but would prefer to have access to the ordinary degrees and honours, and to be subject to the same tests of qualification which were imposed on other students.