Founded 1886 by Elizabeth Wordsworth. Named after Hugh of Avalon, Bishop of Lincoln. Sister College

Colleges and universities admitted few women students in the 1870s; some administrators and faculty members argued women had inferior minds and could not master mathematics and the classics. Regardless, Dr. Erastus Otis Haven, Syracuse University chancellor and former president of the University of Michigan and Northwestern University maintained that women should receive the advantages of higher education and enrolled his daughter, Frances, at Syracuse.

This college was the first college that was open to women as well as men creating the first opportunity for women in America to gain an advanced education.

     Addams, whose father was an Illinois state senator and friend of Abraham Lincoln, graduated in 1881 from Rockford College (then called Rockford Women’s Seminary). She returned the following year to receive one of the school’s first bachelor’s degrees. With limited career

Lucy Stanton was born a free women and raised by John Brown, an abolitionist. She was the first African-American woman to graduate from a four-year collegiate course. A black woman going to school is extraordinary, because she challenged the ‘women are only housewives’ stereotype and rose like a phoenix from the ashes as an influence to future abolitionists and authors in the United States. Being a black woman in the 1850s, the odds were stacked against her. The majority of black students were denied admission to educational facilities, although white women were considered as non-intellectuals, black women were seen as less than that.

After decades of coping with the doubt and the regulation that women could not be educated, a number of women began to revolt. The women felt they too should be highly educated just the same as the men. They protested against the fact that men could go to college and this was not allowed for them and wanted the right to learn (Westward Expansion 1). Women wanted to be educated to better and to prove themselves solid. Schools for women began to up rise and gain some admiration in the 1820’s (The American Pageant 327). 1818 a lady by the name of Emma Willard, made a request to the legislature of New York, to fund a education for women. She got support from President Thomas Jefferson and The Common Council, in which she received four thousand dollars to fund in a school she later opened in the 1820’s, called, Troy Female Seminary (Westward Expansion 1). Soon after many schools began to come up, and Oberlin College, in Ohio, became the first college to accept men and women (Westward Expansion 1). In the turn of the nineteenth century, more and more thoughts and ideas of education for women became topic of interest. Political ideals scoped support for the better education for women, because leaders of policies of education and political issues seemed to feel that there need to be citizens with a creditable history of

Dr. Stowe continued to break down important barriers for the next generation of women doctors and continued to try to make education more available for women. She put relentless pressure on the University of Toronto to reverse its policy. With luck, the first woman doctor to graduate from a Canadian medical school was actually her own daughter, Augusta in 1883! In the same year, at a public meeting of the Toronto Women's Suffrage Association, many ideas lead to the creation of the Ontario Medical College for Women. Attending an international conference of suffragettes in Washington, D.C an 1888 inspired her to “bring home” the information to revitalize the women’s educational and political rights movement in Canada. 4 The following year, she was also a co-founder of the Dominion Women's Enfranchisement Association. She became it’s first president and held the position until her death. The following year in 1889, the Women's Christian Temperance Union addressed the Ontario

Unemployment and financial struggles grew with this increasing population. Male dominance was considered the norm so women were left with unjust opportunities for unemployment and equality in the workplace (Women's Diaries, 1997). The Golding Sisters felt it was their duty to bring peace and equality to society so established such foundations as the Women’s Organising Society. By 1900, five million women were in the labor force (Women's Diaries, 1997). The Golding Sisters worked hard to remove discrimination from society, resulting in multicultural immigrants participating freely in Church activities and masses. The Church became what 19th Century Irish bishops hoped for; a Church based on the Irish model (Dixon, 2005). Their work was often described as a ‘practical expression of the Catholic faith’ (Fawkner & Kelly, 1995). Thus, the Golding Sisters should be commemorated for their works that changed the society and church for the better by receiving the Good Christian award.

There were separate lecture halls, libraries, and dormitories for both genders, and the two only coalesced during meals. However, Kelley kept herself occupied with her studies, taking rigorous classes and involving herself in community service and other extracurricular activities. She graduated in 1882, earning her bachelor’s degree in Literature, as well as having her thesis regarding child labor, Some Changes in the Legal Status of the Child Since Blackstone, published in the International Review She then went on to attend the University of Zurich (who admitted her even after she misplaced her degree from Cornell) where she studied law and government (Bienen, 1-“Education”). .

• Legacy applicants (alumni) are more likely to do well when they get to Cromwell, because they understand what college is all about

The university obtained much popularity in a short amount of time; it earned the ability to grant 4-year degrees by 1975, just 8 years after it opened its doors. Today, the university has more than 5,000 students in attendance and offers programs of study within medicine, education, business, the arts and science.

“The subject of the Education of Women of the higher classes is one which has undergone singular fluctuations in public opinions” (Cobbe 79). Women have overcome tremendous obstacles throughout their lifetime, why should higher education stand in their way? In Frances Power Cobbe’s essay “The Education of Women,” she describes how poor women, single women, and childless wives, deserve to share a part of the human happiness. Women are in grave need of further improvements in their given condition. Cobbe suggests that a way to progress these improvements manifests in higher education, and that this will help further steps in advance. Cobbe goes on to say that the happiest home, most grateful husband, and the most devoted children came from a woman, Mary Sommerville, who surpassed men in science, and is still studying the wonders of God’s creations. Cobbe has many examples within her paper that shows the progression of women as a good thing, and how women still fulfill their duties despite the fact that they are educated. The acceptance of women will be allowed at the University of New England because women should be able to embrace their abilities and further their education for the benefit of their household, their lives, and their country.

The foundation of colleges for women as well as events at women’s rights conventions intellectually challenged society’s views on women’s traditional roles. As education became more of a public governmental service, the educational

When women were landless and unmarried, they had little to no political representation or influence. As the BBC stated, “when parliamentary reform was being debated in 1867, John Stuart Mill proposed an amendment that would have given the vote to women on the same terms as men but it was rejected by 194 votes to 73” (BBC 1). Not until much later would women get the right to vote, meaning that the sisters could not develop a career based on their speaking or intellectual abilities in Britain, which extended to academic positions, as, according to the Republic of Pemberley, “women did not usually have careers as such, and were not "citizens" in the sense of being directly involved in politics, there was little generally-perceived need for such higher education for them” (Republic of Pemberley 1). No institution of higher learning would accept women, so that kind of career would have been impossible at the time.

Naomi Hetherington is currently a university tutor for he Department of Lifelong Learning. Prior to this position, she taught for five years in the Department of English and Humanities at Birkbeck, University of London. Her educational background consist of a Bachelors in Theology and Religious Studies (Newnham College, Cambridge). A masters degree studying Victorian Literature (Manchester) concluding with a PhD (Southampton). She also taught at the University of Hertfordshire, Roehampton University, and London Metropolitan University. Hetherington is a member of the British Association for Victorian Studies, the Women’s History Network, the Victorian Population Fiction Association and the Sheffield Centre for Nineteenth-Century Studies. She is also a founding member of the History of Feminism Network.

Women have demonstrated that they possess the academic capability to go through law school. For example Clara Brett Martin, the first woman to become a lawyer , had essentially paved the way for the following generations to be accepted into the law profession, however, many of the barriers that she had to face are still in existence, starting with the male attitudes towards women lawyers to hiring discriminatory practices in firms and general cultural attitudes towards the role of women lawyer.