A Cambridge Correspondence Course in Arithmetic for Women

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Research in History and Philosophy of Mathematics

Abstract

The unprecedented increase in remote learning compelled by the COVID-19 pandemic has led to increased interest in effective strategies for distance teaching. One may wonder how contemporary distance education compares with that of the past. We focus on an example of distance learning provided to women in England in the late nineteenth century, when the Cambridge Examination for Women was established to verify the qualifications of women in pursuit of a teaching career. A resulting benefit of such an exam was greater emphasis on the preparation of women who wished to become teachers. One means of support to prepare for the examination was a series of “Lectures for Women” sponsored by the Association for Promoting the Higher Education of Women in Cambridge. This effort was complemented by a series of correspondence courses offered to women who lived in remote areas devoid of suitable teachers and to governesses who did not have sufficient control over their time to permit them to attend lectures. We highlight a correspondence course in arithmetic offered by W.H.H. Hudson in which candidates received a set of mathematical problems at fortnightly intervals. After forwarding their answers, students read related material and prepared for the next problem set while the instructor read over their work and returned it with comments. Hudson’s correspondence, illustrating his educational philosophy, and tips on how to prepare for the examination, are illuminated.

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Notes

  1. 1.

    In 1878, the University of London became the first academic institution in the United Kingdom to offer post-secondary degrees to women.

  2. 2.

    The Syndicate was set up in 1858 to set and administer school-leaving examinations for non-members of the university.

  3. 3.

    Later titled the Higher Local Examination. It was opened to men in 1894 and discontinued in 1922.

  4. 4.

    The level of the examinations was deemed such that successful completion of certain portions could be used in lieu of the Previous Examination, a qualifying exam for university students pursuing an honors degree.

  5. 5.

    One of the earliest lecturers to support this effort was James Stuart, fellow of Trinity College Cambridge, who offered a series of lectures on astronomy to audiences totaling over 600 during October and November of 1867 (Platt 1890). Stuart’s lectures played a role in the development of the University Extension Lecture Movement.

  6. 6.

    In 1873 this committee merged with the Association for Promoting the Higher Education of Women in Cambridge.

  7. 7.

    Other topics included astronomy, chemistry, geology, physical geography, mechanics, logic, English and modern history, English literature, political economy, moral and mental philosophy, harmony, and languages (Latin, Greek, French, and German) (Sidgwick 1870).

  8. 8.

    Peile and her husband John, later Master of Christ’s College, Cambridge, were staunch supporters of women’s education. Peile supervised the correspondence courses for women at Cambridge for 12 years.

  9. 9.

    While the first correspondence course in the modern sense was offered in the 1840s by the English educator Isaac Pitman, promoting his system of shorthand, Caleb Phillips of Boston, Massachusetts, had advertised a shorthand course as early as 1728. In 1858, the University of London became the first school of higher education in England to offer correspondence courses. The idea of non-university-based correspondence-teaching was a novel one that appears to have been initiated by the poet and translator Arabella Shore in 1871. The correspondence courses supervised by Shore were conducted by women instructors.

  10. 10.

    Skeat and Peile were philologists. Stuart was professor of mechanism and mechanics at Cambridge before becoming Lord Rector of St Andrews University. Venn, a logician from Gonville and Caius College, compiled the Alumni Cantabrigienses, a biographical record of members of the university from earliest times to 1900, but is best known for his set theoretic diagrams. Sidgwick was a philosopher and economist. The Sidgwick Site, which houses a number of the Cambridge University departments and faculties from arts and humanities, is named for him.

  11. 11.

    Equivalent in purchasing power in 2019 to about $200 (Measuringworth 2019). Governesses were eligible for a discount.

  12. 12.

    Books could be kept for up to 8 months. They were sent via book post and the borrower was expected to cover return postage.

  13. 13.

    In 1873, the success of the Cambridge venture inspired Anna Eliot Ticknor to found the Society to Encourage Studies at Home, based in her hometown of Boston, Massachusetts. The Society offered a series of correspondence courses for women that originally included English, history, science, French, German, and art. By the end of its tenure in 1897, the Society had served over seven thousand women, including writer and social reformer Charlotte Perkins Gilman (Bergmann 2001, p. 450).

  14. 14.

    Hudson placed third on the 1861 Cambridge Mathematical Tripos examination. In 1882, he was appointed professor of mathematics at King’s College London, a position he held until 1903.

  15. 15.

    A somewhat archaic reference to a common fraction, i.e., a quotient denoted with a horizontal vinculum that has an integral numerator and denominator.

  16. 16.

    Book post was instituted in England in 1858 to encourage the circulation of books. Regulations were later relaxed to include most printed matter.

  17. 17.

    Most arithmetic teachers at the time used Bishop John William Colenso’s Arithmetic Designed for the Use of Schools (National Union for Improving the Education of Women of All Classes, Second Annual Report 1872–73 1873).

  18. 18.

    For the academic year 1892–1893, forty registered for classes, seven of them withdrew, and only a few took any examination (Peile 1893).

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Acknowledgements

The authors would like to thank Anne Thomson, archivist at Newnham College, for her sage advice and valuable assistance. We are also indebted to the referees for their helpful comments. The pictures are used with the permission of the Principal and Fellows of Newnham College.

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Correspondence to Shawnee L. McMurran or James J. Tattersall .

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Appendix

Appendix

For the interested reader, we offer an opportunity to try your hand at the 1873 Higher Local Examination arithmetic problems. As there were no hand calculators in 1873, a good score depended on one’s fluidity with arithmetic operations. The ability to work flexibly and strategically with properties of arithmetic was an advantage. In addition, ready recall of English weights, measures, and currency was essential.

Arithmetic Higher Local Examination

Tuesday, June 17, 1873 9 to 11 A.M.

  1. 1.

    Multiply three hundred and seventy-two million four hundred thousand and forty-six by itself and express the result in words.

  2. 2.

    Reduce to tenths of a penny the difference between five guineas and eighty-nine half crowns.

  3. 3.

    If 17 acres 3 rods and 33 poles cost £1236. 6s., how much will 50 acres 2 roods 21 poles cost at the same rate?

  4. 4.

    Find, by practice, the cost of 94 lbs 10 oz. 18 cwts. 6 qrs. at £3. 6s. 8d. per ounce.

  5. 5.

    Multiply together the sum and difference of \(\frac {11}{18}\) and \(\frac {5}{27}\) and divide the result by the product of 5\(\frac {1}{7}\) and 1\(\frac {31}{84}\).

  6. 6.

    Reduce \(\frac {5}{256}\) to a decimal. What decimal of £5 is £12. 16s.? Find the value of 0.01625 of a ton, and shew that when divided by 0.0175 it becomes 18 cwts. 2 qrs. 8 lbs.

  7. 7.

    Find the interest on £875. 10s. for 3\(\frac {1}{2}\) years at 5 per cent.

  8. 8.

    A cubic inch of gold is made to cover an acre of metal. Find the thickness of the gilding, and the weight of one square yard of it, assuming that gold is nineteen times as heavy as water, and that a cubic foot of water weighs 1000 oz. Avoirdupois.

  9. 9.

    Reduce \(\frac {11}{56}\) to a circulating decimal and 0.631\(\bar {8}\) to a vulgar fraction.

  10. 10.

    Extract the square root of 88.604569 and of \(1 + \frac {1}{9} + \frac {1}{4-\frac {1}{10}} \).

  11. 11.

    There are three speculations which bring in respectively 5, 7, and 9 per cent on the money invested. Compare the average interest on their capitals obtained by two speculators, one of whom invests an equal sum in each, and the other invests such sums that he obtains equal income from each.

  12. 12.

    A person buys an article and sells it at a profit of 2s. 7d. On calculating his profit he finds that if he estimates it as a percentage on his outlay, it is one-fifth as great again as it would be if he estimated it as a percentage on the selling price. What did he give for the article?

  13. 13.

    The cost of a ton of coal in London is four times the cost at the pit’s mouth, and half of the latter goes in the miners’ wages. If a rise of 20 per cent in miners’ wages be accompanied by a rise of 20 per cent of coals in London, what proportion of the cost of coals must have been due to carriage that the profits of those engaged in the coal trade may be only three times as great as before? (The cost of carriage is supposed to be unchanged.) (Shaw 1887a)

Answers (Shaw 1887b)

  1. 1.

    The product is 138,681,794,260,802,116. In words, the value is one hundred thirty-eight quadrillion six hundred eighty-one trillion seven hundred ninety-four billion two hundred sixty million eight hundred two thousand one hundred sixteen.

  2. 2.

    The difference is 14,100 tenths of a penny. The astute solver might realize that 5 guineas is equivalent to 21 crowns, or 42 half-crowns. Then the difference is easily determined to be 47 half-crowns. One half-crown is equivalent to 30 pence, and the remainder of the calculation is straightforward.

  3. 3.

    £3899. 2s.

  4. 4.

    £3796. 7s. 6d.

  5. 5.

    \(\frac {2107}{43740}\)

  6. 6.

    (a) 0.01953125; (b) 2.56; (c) 1 qr. 8.4 pounds; (d) 18 cwt. 2 qrs. 8 lbs.

  7. 7.

    £145. 18s. 4d.

  8. 8.

    (a) \(\frac {1}{6272640}\) inch; (b) \(\frac {83125}{40144896}\) oz. Troy.

  9. 9.

    \(\frac {139}{220}\)

  10. 10.

    1 \(\frac {1}{19}\)

  11. 11.

    The average interests are to one another as 143 is to 135.

  12. 12.

    12 s. 11 d.

  13. 13.

    \(\frac {53}{60}\) of the cost is due to carriage.

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McMurran, S.L., Tattersall, J.J. (2023). A Cambridge Correspondence Course in Arithmetic for Women. In: Zack, M., Waszek, D. (eds) Research in History and Philosophy of Mathematics. Annals of the Canadian Society for History and Philosophy of Mathematics/ Société canadienne d’histoire et de philosophie des mathématiques. Birkhäuser, Cham. https://doi.org/10.1007/978-3-031-21494-3_10

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