“With regard to the difference of ideal end between the two Cambridge Colleges, Miss Buss, with her usual balance and moderation, held that the greater liberty, as regards time of residence and studies, allowed at Newnham, was very serviceable to a large class of students, especially at the beginning, whose circumstances and opportunities did not allow that they should completely carry out the regular University conditions. But she had, nevertheless, no doubt at all that the full University course, and the University degree as its recognition, was the end to be achieved by all who could achieve it. If the University were in need of reform, if more liberty should be allowed as regards Greek in particular, then, it seemed to her, that question should be fought out for both sexes alike, since there was no peculiar reason why women specially should abstain from the classics. But, to her mind, the over-balancing consideration was that the principle of equality in the race for such intellectual privileges as could be won, should be broadly asserted in the most emphatic way—‘a fair fight, and no favour,’ as she often said. She made no assumption about the extent of the average woman’s powers, but she smiled over the _à priori_ views, once so common, which settled beforehand what their tastes should be—for literature, for botany, perhaps, for modern languages, certainly not for mathematics. So her sympathies, regarding the ultimate end to be attained, leaned to the system of Girton College, which fulfilled all the University conditions, and, pending the grant by the University of degrees, stamped each Girton student with a mark equivalent to graduation in all respects. The unlimited liberty of choice allowed to the women students at Oxford was, to her, a great stumbling-block. ‘It is impossible to follow the variety of the Oxford course in all its windings,’ she would say; ‘or to make out clearly what an Oxford woman has done.’ And there can be no doubt that the Oxford women who have done the best courses do suffer seriously in the practical world by the very indefinite character of the general stamp they wear. This, indeed, has come to be an important argument in favour of the grant of the Oxford degree to the fully qualified women. “In these latter years, however, she, like others, felt that there was hope of great things, educationally, in the development of thought among the younger generation at Oxford. How deeply interested she was in the Conference on Secondary Education at Oxford! It was a great disappointment to her that on account of illness she could not be present. Telling her all about it afterwards was part of the conference to me.