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St Anne’s College Record 2017 – 2018 • Number 107 • Annual Publication of the St Anne’s Society
1
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The Ship
2017 – 2018
St Anne’s College Contents
Contents
From the Editor – Judith Vidal-Hall 2 Walthamstow Hall – Jackie Lang, Jill Milner and Stephanie Ferro 60
From the SAS President – Hugh Sutherland 3 SAS branch reports 63
From the Principal – Helen King 4 China in Oxford – Yao Li 70
Our Purpose – Helen King 7 Music – Joshua Asokan 72
From the Librarian – Clare White 10 From the JCR – Tom Mitty 73
From the Development Office – Jules Foster 13 Target Oxbridge – Ramani Chandramohan 74
Donor column – Wendy Mantle and Jill Paton-Walsh 16 Oxford admissions 75
Multilingualism – Victoria A Murphy 18 Finals results 2017 77
NHS at Seventy – Judith Vidal-Hall 21 From the MCR – James Edwards 78
NHS at Seventy – Helen Salisbury 23 Graduate degrees 2017 79
NHS at Seventy – Charlotte Williams 27 Governing Body 80
NHS at Seventy – Christine Kiire 30 College news 81
NHS at Seventy – Jenny Ehrhardt 31 Fellows’ news 82
NHS at Seventy – Devora Vinick 33 Alumnae news 83
NHS at Seventy – Amanda Pritchard 34 Alumnae publications 84
Russell Taylor column – Russell Taylor 36 Sacrificial Virgins – Joan Shenton 89
College staff – Jim Meridew 39 Gaudy and Alumni Weekend 91
Journey of a Southern Feminist - Devaki Jain 43 Privacy notice 93
St Anne’s College Record 2017-2018 Bristol & West Branch: Ann Revill Front cover: The beaver was adopted
Number 107 Cambridge Branch: Sue Collins as a crest in 1913. RF Butler explained The Real Rock Follies – Annabel Leventon 45 In memoriam 99
Annual Publication of the St Anne’s Society London Branch: Clare Dryhurst why: ‘Beavers live in communities and Refugees – Ellen Wiles 48 Obituaries 100
(formerly known as the Association Midlands Branch: Jane Darnton undertake work of a communal character
Refugees – Lucy Popescu 51 Thank you – Plumer Society 114
of Senior Members) North East Branch: David Royal but he returns to sleep in his own little lodge
North West Branch: Jane Holmes (remaining at heart a “home student”).’ Refugees – Kit de Waal 53 Thank you – The impact of your gifts 116
Committee 2017-2018 Oxford Branch: Hugh Sutherland This summer, our students have taken the Cara – Anne Lonsdale 54 Benefits for alumnae 120
President: Hugh Sutherland South of England Branch: Stella Charman mascot with them as they travel, volunteer, Oxford letter – Elisabeth Salisbury 56
Vice-President: Jackie Ingram undertake research and mapping projects,
Homeless in Oxford – Tom Zagoria 58
Honorary Secretary: Maureen Hazell and learn new skills through internships,
Honorary Editor: Judith Vidal-Hall to name just some of the things they are
Ex Officio: Helen King, Ali Albrecht doing. Our aim is to show the varieties of
experience they gain, often through the
support of our alumnae and friends.
2 w w w. s t - a n n e s . o x . a c . u k w w w. s t - a n n e s . o x . a c . u k 3
From the Editor From the SAS President
Celebrations in hard times Let’s go digital?
HUGH SUTHERLAND
It’s been a turbulent year since our seemed willing to discuss in this issue – many St Anne’s alumnae. We have an awe Our SAS President weighs the pros encourage everyone to get Social, or take GDPR gives us some reassurance that
last issue, but both the College and with the exception of the inimitable Alex, inspiring collection of pieces from younger and cons of resorting to purely this opportunity to remind ourselves of the even if we cannot erase our digital identity,
the University have exciting plans for who, thanks to Russell Taylor, has the last members of College who are working in digital means for connections and pleasures of unmediated faces and voices, we can find out how the file on us is being
the future word on the matter. a variety of capacities in the NHS, plus a communications of real things like paper and ink? Is a ‘Status used.
thoughtful reflection on the importance Update’ the first thing you will do in the
None of the issues we highlighted last year An important contribution from the JCR ‘Its time. #deleteFacebook.’ Thus the I hope that the members of the SAS will
of ‘kindness’ in the medical profession. morning, or the last thing you will ever do?
as potential flashpoints – Brexit, Trump looks at efforts by the University and founder of WhatsApp, Brian Acton, signed agree that staying close to the College
Like most ageing bodies, the NHS is not
and migration – have gone away; some the College to improve the range and off from his directorship on the board of Many of our members prefer the certainty community is one of the most rewarding
without its problems in need of fixing,
have got decidedly worse in recent weeks. diversity of students, and the findings of the predominant profiler, originally gained and security of the analogue world. Quite ways to connect with friends. It’s time to
but the dedication and commitment with
In the UK we have a fractious government the Principal’s ‘2025 Conversation’ offer when he sold his business to them. The apart from the risk of fraud, the issue of engage with St Anne’s past, present and
which our contributors write is grounds for
divided to the point of meltdown, an a challenging vision for the future. Helen gods of Silicon Valley prevent their children privacy as something to be protected has future, by any media necessary.
optimism.
increasingly catatonic opposition and a King’s own column gives a more personal, from using social media due to its toxicity. crept onto the list of worries for the modern
Following on from the ‘2025 Conversation’
media obsessed with the Brexit issue to behind the scenes glimpse into the And there is more: Rock Bottom tells the In the good old days, software developers correspondent. We are warned of the
exercise, the Principal and Fellows have
the near exclusion of all else. The World Principal’s world. story of the UK’s first all girl rock group; would write elegant thoughtful applications Faustian pact embedded in ubiquitous and
now completed their strategic review and
Cup and Trump’s excursion through an exciting young Chinese entrepreneur only to sigh as they were ignored by insistent ‘User Agreements’, 50 sides of
In Oxford generally, homelessness have articulated the results as a set of
Europe provided temporary diversion now back home offers advice and support everyone as they got on with their lives: grey, regulator-dictated, flannel panel text,
remains a major issue, the subject, as statements setting out the purpose of the
though little comfort. to today’s students; a pioneering feminist working, reading, chatting, watching telly. pithily rendered as ‘if the product is free:
last year, of our ‘Oxford Letter’. Despite College. As the outcome of the review
from India takes us on her journey and Now we attend to apps so intensely they you are the product.’ If we are free now, we
Refugee hysteria in the UK is less vocal, the many voluntary bodies working to is communicated and discussed, I am
we celebrate the centenary of women’s are a detriment to our physical and mental shall soon be sold in chains, at the mercy of
though as several of our writers in this alleviate a worsening situation in one of confident that members will recognise their
suffrage with particular reference to the health. Many of our alumnae grew up online marketeers, A/B testers and sinister foreign
issue remind us, the issue has by no the UK’s richest cities, rough sleeping has understanding of the College and what it is
activity of women suffragists in Oxford, and have engaged obsessively with social mind-manipulators. Big Data knows more
means gone away and remains a divisive increased. The good news is that students for. We must then decide how the SAS can
thanks to our Librarian, Clare White. media, seeing it as an essential part of their about us than we care to admit, even to
issue in the EU. are getting involved. Tom Zagoria talks best contribute to achieving the ambitions
lives. ourselves. Resistance starts with a blob
about the work being done by the aptly We have more contributors from the the College has
What of Oxford itself and our College of Blu Tack on the webcam, but things
named ‘On Your Doorstep’, and we have younger generation than ever, and I thank Facebook is now proposed as the main way set for itself. I
in particular? The impact of Brexit on escalate quickly: do we need to adopt
an illustration from a Gatehouse artist. The them for taking the time and trouble to to accomplish the mission of the SAS. Fair look forward to
the UK’s universities gets little publicity. techniques associated with the dark web,
Gatehouse has been working as a drop-in give the issue a wider appeal. For this, enough since it was after all originally made discussing that
However, speaking to the Guardian wear survivalist camo and live off-grid in a
centre for the homeless and vulnerable in in particular I want to thank Charlotte for the function of staying in touch with with members
earlier this year, Vice-Chancellor Louise bender?
Oxford for 30 years. Williams. My thanks to all our contributors, your companions and acquaintances from in the coming
Richardson revealed that the UK was one
without whom there would be no school, work and college. Digital natives are Surely we prefer to enjoy the benefits of our months.
of the biggest beneficiaries of EU research At the heart of this issue we celebrate the
magazine, and as ever to Kate Davy in the apparently thoroughly networked and live technological society, even if that leads to
funding with Oxford the single biggest seventieth birthday of the NHS, Britain’s Hugh
Development Office. in a whirl of virtually crowded events. So inescapable compromises. The most recent
institutional beneficiary, receiving grants ‘most cherished institution’ according to a Sutherland
should we embrace our artificial future and shakedown of the data miners known as
of about £236m. It’s not a subject anyone number of polls and the chosen career of Judith Vidal-Hall (Bunting 1957) (1983)
4 w w w. s t - a n n e s . o x . a c . u k w w w. s t - a n n e s . o x . a c . u k 5
From the Principal From the Principal
Getting to know you and make sure they know where help
is available. Sometimes the pressures
come from something that is going on at
HELEN KING
home, or from being a long way from their
Oxford, let alone the rest of the world, that I generally start the Interview by telling family. Our international students can’t
I have been at a bit of a loss to know what the, perhaps nervous, undergraduate that always afford to go home in the vacations
to write about in this year’s Ship. So, after it is nothing to worry about. We’re sitting and some are carrying the huge weight
a couple of false starts, I’ve decided to in easy chairs and there are no gowns. It of responsibility of parents investing
let you into an otherwise private place: a is important to me that we treat students their lifesavings in their child’s Oxford
place that has inspired many emotions in as adults, albeit young ones. I am not education. We also have students who
the last year and has quelled any doubts I their teacher or here to tell them how to have been their parent’s carer and who are
might ever momentarily have felt about my live their lives or prioritise their energies. I struggling with competing responsibilities
career change. That place is the Principal’s attempt to reflect back to them what their or with physical or mental health issues. I
Interview. tutors are saying about their progress, try to ensure they know that the College
encourage them to reflect on what they will support them through the tough times,
In honesty, I have no recollection of
have learned about learning, and check that we are on their side and that we are
Principal’s Interviews or Report Readings
whether they are on track to achieve their proud of their achievements. Students
from my time as an undergraduate. Either
own goals. Of course, the student has who have overcome challenges deserve
they didn’t happen in the mid-1980s or
only had their own reports to read, so to be told that they should be proud of
I have blanked them from my memory.
there is a natural inclination to minimise themselves and that we are proud of them
So I started conducting these annual
praise and focus on any perceived too. There are many students at St Anne’s
ten-minute sessions with every St Anne’s
criticisms. It is a privilege to be able to who have achieved exceptional things and
undergraduate with no inherited model or usually they commit to a plan to improve, when I’ve had eight or nine hours sleep!’
point out to those who underestimate that isn’t always a first class degree.
preconceptions. which frequently is about developing
their own achievements that their tutor I also ask them if they are enjoying the
their organisational and planning skills. If Of course, we do talk about exams: how
I prepare by reading the past year’s digital does not write such glowing reports about work and if they feel they chose the
we think it will help, we arrange to meet they revise, if they’re planning ahead and
termly tutorial reports about each of the all their students. It is a delight to see right subject. Mostly, this will provoke
again in a few weeks to see how they’re what helps them to manage anxiety or
The Principal lets us in on her students I am due to meet. Although not individuals grow an inch or two and beam an instantaneous reaction of ‘I love it!’
getting on. Sometimes there are learning stress. I can point them to resources or
encounters with students as she lengthy they will often contain themes with pleasure on being told they clearly are and a willingness to describe animatedly
difficulties or health issues. Often the sources of help and I try to help them
inspires and challenges them to highlighted by tutors across different doing exceptionally well. why Old English, or organic chemistry, or
difficulties arise from poor sleep, eating retain a realistic sense of perspective as to
achieve their academic potential modules of study and give me some environmental geography is just the most
Very occasionally, I find myself needing or exercise habits they’ve got into, about the importance of Prelims, Mods or Finals.
and prepare for future careers, insight, not just into the student’s ability interesting thing in the world.
to point out that nearly all a student’s doing too little or overcommitting to too
as well as offering them support and work ethic, but also their personality, I ask, too, about what they do to relax,
contemporaries are submitting the work many activities. One second year, when Of course, some of our students are going
through tough times levels of self-confidence and health. what other activities they’re involved in.
requested, turning up for tutorials on time asked what he’d learnt from his first through tough times. I make it clear it is
Tutors’ reports are individually crafted, The array of responses is extraordinary.
There are so many people I have met, so and staying awake in those tutorials. We year at Oxford, enthusiastically told me up to them how much they want to share
constructive and insightful. Sometimes Some tell me about what they do with
much I have seen, heard and learned in explore what may be holding back such that he’d ‘discovered something really with me and I check whether they are
they even make me laugh. their friends: cooking meals, swimming at
the past year, and so much going on in individuals, if any help is needed, and amazing: everything is so, so much better already receiving the support they need
6 w w w. s t - a n n e s . o x . a c . u k w w w. s t - a n n e s . o x . a c . u k 7From the Principal Our Purpose
St Anne’s College: Our Purpose
Background • graduate students many stories and insights from the past,
It is essential to define the College’s and inspiring and ambitious ideas for the
• students’ parents
purpose in a clear way if we are to guide future.
future decision making and ensure a • College staff from all departments
The material gathered from the St Anne’s
shared and consistent ethos and direction
• SCR members 2025 Conversation was condensed and
of travel.
used in two sequential Governing Body
• alumnae from eight decades
The job of Principal is not that of a Workshops held in January in order to
Chief Executive but Chair of the Board • donors produce the College’s Purpose on a
of Trustees, generally referred to as Page. They listed the themes from the
• St Anne’s Society Branches
Governing Body. College statutes are clear 2025 Conversation that Governing Body
that Governing Body is where significant • Emeritus and Senior Research members were asked to ‘bin’ (reject), ‘bag’
College decisions are made and that its Fellows (endorse) or ‘better’ (re-word or add to).
members (over 60 Fellows and five College Tools utilised by the Development Office Over 40 members of GB attended a four-
Officers) determine issues in a democratic and our consultants, Betababoon, hour session facilitated by Richard Hytner
manner. included: and Inken Dachsel from Betababoon. The
products of this workshop were edited to
Port Meadow, board games and jamming. something new. Some have very clear and back. Therefore, a priority for me as a new • online surveys remove duplication and brought together
Others speak of the many societies or ideas about their future target careers Principal was to establish what Governing
Hence, in this short allocation of time, for further sharing and refinement at a
activities that St Anne’s students are and many have no idea. Of course, for Body wants the future of the College • paper surveys
I try to play my part in being true to one-hour workshop prior to a scheduled
participating in or organizing. Sometimes many there is no immediate rush; they to be, ensuring that they were properly • individual structured ‘Conversations’
the College’s Purpose: to inspire and Governing Body meeting. Over 50
what motivates them is career related, will be working for a long time once they informed of the views of all who have an in person and by Skype and
challenge our students to achieve their members of Governing Body participated
sometimes social, altruistic or even start. However, Oxford is great place to interest in College, including alumnae and telephone
academic potential and prepare for future in one or both of these sessions. High
accidental. It is fascinating to find out explore ideas and experiment, so I point donors.
careers, supporting them to be well and • structured focus groups, specifically levels of engagement from all attendees
what it is about an activity they particularly out that we are the nearest College to the
do well. St Anne’s 2025 Conversation designed for each group generated a (perhaps surprisingly) high
enjoy and to reflect their answers back to University Careers Service where they can
Last summer we launched the St Anne’s level of consensus and our Purpose on
them when we come to talk about what access not just hundreds of opportunities It is an immense privilege to have this • workshops, with group and individual
2025 Conversation. Over more than 6 a Page was formally ratified at the end of
thoughts, if any, they have about life after but also 20-minute individual advice window into the lives of such a widely exercises,
months, the Development Office and I, Hilary Term.
their degree. It may emerge that they sessions with a careers advisor. I tell them diverse group of intelligent, talented and
with support from Fellows and College • dinner ‘Conversations’
love working as part of a team towards a that I haven’t yet found a student who committed young people. I hope you’ve
Officers, gathered hundreds of views from:
common goal, or the buzz of organizing didn’t find such a session useful and that, enjoyed this glimpse into it too. It was a tremendous privilege to hear
something complex to tight deadlines, at worst, it will only be 24 minutes from • prospective students the opinions of so many people who
Helen King (1983) Principal
or writing for an audience, or creating their life, by the time they’ve walked there care deeply about the College. We heard
• undergraduate students
8 w w w. s t - a n n e s . o x . a c . u k w w w. s t - a n n e s . o x . a c . u k 9Our Purpose Our Purpose
The Purpose: an explanation
We realised early in the process that being
1.
2.
to be a diverse community
to be an inclusive community
motto Consulto et Audacter, translated
as ‘Purposefully and Boldly’. Individually Our Purpose
part of the University of Oxford is integral and collectively, members of St Anne’s
to the identity and purpose of St Anne’s 3. to contribute to the University’s vision carefully consider their purpose and then
and that our aspirations and ambitions to lead the world in education are prepared to pursue it boldly.
Our Aspiration
have to be set in the context of the To understand the world and change it for the better
4. to contribute to the University’s vision Helen King
University’s vision.
to lead the world in research, and Principal, St Anne’s College
Aspiration
5. to secure the College’s legacy Our Beliefs Our Ambition
This is our highest-level purpose: the ‘why’
and future 1. As a community, we To be a diverse and inclusive
we exist and why our people do what they
Beliefs (a) want to be the home of choice for the brightest and most ambitious community contributing to the
do. I have seen how dedicated so many
These capture what St Anne’s is or wants students, including those from under-represented groups University’s vision to lead the world in
members of College are to their work and,
to be and do at its best. They form two education and research, and securing
in particular, the pressure our Fellows put (b) take pride in supporting, enabling and promoting our academics’ research
sections with the lowest three beliefs the College’s legacy and future.
themselves under to conduct their world-
leading research, tutor their students and specifically representing the commitments (c) inspire and challenge our students to fulfil their academic potential and
support the College in a myriad of ways. of trustees, ie. members of Governing prepare for future careers
I was inspired to hear their answers when Body. (d) respect, promote and celebrate difference; diversity of people, their ideas, Our Approach
they discussed the fundamental ‘why’ that and accomplishments are a rich source of learning for us all Purposefully & Boldly
Values
motivates them. The strong consensus
Our values determine how we do what (e) support and guide all in our community to be well and do well, building their
that it is to understand the world and
we do and have been paired. In some resilience and readiness for the future
change it for the better has been
cases the two concepts are clearly Values
unwavering since it was first shared. This (f) build on the richness of our history, and the achievements of our
complementary (forward looking & • Forward looking & Outward facing
aspiration surely captures what education predecessors and alumnae in our ambition to make a distinct and enduring
outward facing, diverse & multidisciplinary)
and research is for at an individual as well • Diverse & Multidisciplinary
in others they contrast, perhaps reflecting contribution to the University’s future
as an institutional level. • Ambitious & Down-to-earth
a tension but not a contradiction (g) need the funding, facilities and resources of a world class College
(ambitious & down-to-earth, independent • Independent & Collaborative
Ambition environment for learning, teaching and research in order to attract the brightest
This is a statement that captures the & collaborative, rigorous & supportive). • Rigorous & Supportive
minds and to support their aspirations,
‘what’: what we are and what we do. It
Approach 2. As trustees, we
contains ambitions that can at some level
This is deliberately a very short memorable (a) have a duty of care to our staff, students and academics University of Oxford Vision:
be monitored and measured, so we can
phrase that can be applied by any The University of Oxford aims to lead the
be clear if progress is being made. (b) must leave the College stronger and better than we found it, fit for the long
member of the St Anne’s community to world in research and education. We seek
what they do: as applicable to a porter term
Although it appears as one sentence, to do this in ways which benefit society on
The motto Consulto et Audacter
it contains five separate ambitions for or chef in the kitchens, as it is to a new on Hartland House (c) inspire every student with the joys of intellectual pursuit as we advance world a national and a global scale. https://www.
planning purposes: student, tutor, graduate, or the Principal. class research ox.ac.uk/about/organisation/strategic-
It is based on the St Anne’s College plan?wssl=1
10 w w w. s t - a n n e s . o x . a c . u k w w w. s t - a n n e s . o x . a c . u k 11From the Librarian From the Librarian
All about suffrage Regius Professor of Greek and President
of the University branch of the Men’s
family home – none other than 35 Banbury
Road, now part of St Anne’s site and home
League for Women’s Suffrage – one of to the MCR – and both Olwen, and her
CLARE WHITE
the many Oxford men who supported the sister Myvanwy, served as secretary to the
‘It may interest people to realize that former Home-Student, History Tutor and then, that the Principals of the women’s enfranchisement of women. The 1913 Committee.
before the War numbers of law- later Vice-Principal. The entry states: ‘At colleges should have decided that their issue refers to student entertainment in the
abiding and peaceful women like Our third Principal, Grace Hadow, was
Principal’s meeting a week or so before, students should not be given permission form of ‘an excellent suffrage sketch’ and
myself got to take being mobbed and also known to be a strong supporter of the
it was decided that no student should be to attend the march. It seems at odds to the visit of Millicent Fawcett, President
insulted as part of the ordinary day’s suffragists. As a young woman she was
allowed to go…Miss Callaghan very anxious with our perception of the early Principals of the NUWSS, noting that the ‘latter
work.’ Grace Hadow 1917 an English Tutor at Lady Margaret Hall, but
to go…saying she had arranged it long ago. as pioneers of equality in education for deserves special notice for the orderly but
gave up residence in Oxford in order to
Mrs J. [Bertha Johnson, our first Principal] women at Oxford, but perhaps it was the enthusiastic audience, and for the large
In February this year, St Anne’s proudly live with her ailing mother in Cirencester.
wrote saying she trusted her not to go.’ anxiety that any association with militant the colleges that led to the decision. There number of “college women” who were
flew the flag of the violet, white and green There she was active in a local branch of
The entry then discusses some American behaviour could cause reputational are records of funding for scholarships present on the platform or as stewards.’
suffrage colours to mark the centenary the NUWSS, and it is particularly fitting
students who had gone to the procession damage, or worse still financial damage, to and some annual subscriptions being
of the Representation of the People Act, The war issues of 1914-1917 unsurprisingly that our current Principal, Helen King, was
before finishing with, ‘Mrs J. took care withdrawn from Somerville by donors less
granting women (those over the age of 30 focus on other events, and nationally the invited to unveil a blue memorial plaque on
not to inquire what happened about Miss than impressed with its engagement in
who met a property qualification) the right to women’s suffrage organizations put active Miss Hadow’s former home in Cirencester
Callaghan (as a matter of fact, I know she pro-suffrage activities. Vera Brittain, herself
vote. The anniversary prompted the library campaigning on hold and focussed their on 6 February this year – the very date of
went).’ a Somervillian, notes in The Women at
staff to delve into the archives for evidence attention on supporting the war effort. the centenary of the Representation of the
Oxford that ‘Most Oxford women dons
of the College’s – or as it was known then, From the dates given, the procession People Act. In 1917, after the Speaker’s
judiciously avoided choosing between the Possibly one of the women most actively
the Society of Oxford Home-Students – role would have been the Women’s Coronation Conference on Electoral Reform issued its
constitutional and the militant technique, involved with the suffrage movement in
in the campaign for women’s suffrage. Procession which took place on 17 June report recommending that the vote be given
though the private sentiments of a vigorous Oxford with a strong connection to St
1911, a few days before the coronation to women in some form, Grace Hadow
At first glance, examples were somewhat modern-minded few would have been Anne’s was Olwen Rhys. A Home-Student,
of King George V. Suffrage societies wrote:
sparse. No diaries bequeathed by alumnae worth investigating.’ One thing is clear and later French tutor for the Society,
across the spectrum took part, from
recording their part in events, no mention from the notebook – Mrs Johnson chose Olwen came from a family of suffragists. It feels quite odd to think that possibly
the more constitutional suffragists of
of early ‘Stanners’ making sacrifices for to overlook incidents of Home-Students Her father was Sir John Rhys, Professor of – even probably – before long people
the National Union of Women’s Suffrage
the cause – St Hugh’s have that claim attending the procession and no disciplinary Celtic and the Principal of Jesus College. will neither shout with laughter nor
Societies (NUWSS) to the more militant
through alumna Emily Davison, who was measures are mentioned! He chaired Oxford’s first public meeting throw things at one if one mentions
suffragettes of the Women’s Social and
famously trampled by the King’s horse on women’s suffrage in 1878, around the women voting. I am glad to belong to
Political Union (WSPU). A few months The Ship, published annually since 1911,
at the Epsom Derby. We did, however, same time that the first women’s colleges a generation which has been stoned
earlier, the individual suffrage groups of contains only passing references to the
discover an intriguing entry in a notebook originated. Sir John was not only a member – not because I like being stoned (it is
the women’s colleges had combined to ongoing activities that were part of the
under the heading ‘Suffrage Procession in of the Oxford University branch of the Men’s tiresome, and often messy), but since
form the Oxford Women Students’ Society suffrage cause. The Editor, Ruth Butler
London’. The notebook, dated 1911 and League for Women’s Suffrage, but became some women had to go through that
for Women’s Suffrage (OWSSWS), and (again!), records in 1912 that ‘Most
ominously titled ‘Notes on constitution the president of the Oxford Women’s to win the thing, it is a bit of luck not to
they commissioned a striking banner of interesting suffrage meetings have been
and discipline’, appears to have been kept Suffrage Society (OWSS). Committee have been out of it entirely…In years to
gold and blue specifically to take to the held, especially that addressed last term
by Ruth Butler, Secretary to the Principal, meetings were sometimes held at the Rhys come it may interest people to realize
Coronation Procession. It is slightly puzzling by Professor Gilbert Murray.’ Murray was
12 w w w. s t - a n n e s . o x . a c . u k w w w. s t - a n n e s . o x . a c . u k 13From the Librarian From the Development Office
that before the War numbers of law-
abiding and peaceful women like myself,
and medical work – or whatever may be
the substitute for the Poor Law – taken up
as full members. This added strength to the
ongoing cause for women to be admitted It’s your community
quite inconspicuous members of a as a real calling, and consequently more as full members of the University and to
JULES FOSTER
political party, got to take being mobbed efficiently done.’ A century ago, there was be awarded degrees. But that particular
and insulted as part of the ordinary a strong belief that the students had an centenary celebration is still a few years It has been an exciting twelve months
day’s work…Now the War has brought important role to play in understanding away… at St Anne’s with the arrival of Helen
us to a peaceful recommendation that and improving society, just as St Anne’s King and the launch of the 2025
Meanwhile, back in the Library in 2018,
at least some women should vote. aims today ‘To understand the world and Conversation through which we were
we offer our usual warm invitation for any
change it for the better.’ Mrs Johnson able to discuss what the College
It was the end of the War, along with reports alumnae to visit and to use the collections
further remarked in her address to Old should look like and be doing by 2025.
of the devastating influenza epidemic, that for reference purposes whenever you
Students at the 1918 Annual Meeting that, Further details on the outcomes of the
dominated the content of the 1918 edition happen to be in Oxford.
‘the Parliamentary vote which has perhaps conversation are on pages 8-9 and we
of The Ship rather than a focus on the
given me most pleasure is your vote for the Clare White (1990) Librarian look forward to keeping you updated
extension of the franchise to women. For
University Burgess, and that it should have Selected bibliography:
In October, the opening of the Tim
the women at the helm of the Society of Adams, Pauline, Somerville for Women: an Oxford
been given with such absolute fairness College 1879-1993, 1996. Gardam Building was a fantastic occasion
Oxford Home-Students, the advantages Brittain, Vera, The Women at Oxford: a Fragment of
to this history of women’s education as for College. It was only thanks to the
of the right to vote were inextricably linked History, 1960.
planned by the University.’ Oxford had the Delegacy for Women Students, Society of Oxford support of so many of our alumnae and
Home-Students, Annual Report, 1918.
right to elect two members of Parliament Deneke, Helena, Grace Hadow, 1946. friends that we were able to build the
as representatives of the University, and John, Angela V, Rocking the Boat: Welsh Women
Who Championed Equality 1840-1990, 2018. Library and not only transform the front of
herein lay a peculiar anomaly. From 1918, Notes on Constitution and Discipline, 1911. MSS, College but further support the students in
OHS 5/2, St Anne’s College Archives.
former women students over the age of 30 Robinson, Jane, Hearts and Minds: the Untold Story their studies – thank you. If you were not
were entitled to vote for MPs representing a of the Great Pilgrimage and How Women Won the
Vote, 2018. able to attend the opening of the Library
University which still did not recognise them Society of Oxford Home-Students Old Students’ activities of Dr John Traill (Director of further funds for our Research Centres
Association, The Ship, issues 1911-1918.
please do come and visit, alumnae are
Music) and the St Anne’s Camerata. based in the Library: the Centre for
welcome to visit College at any time – get
The aim is to create a fund to endow the Personalised Medicine and Oxford
in touch with us and we will be delighted
post of Director of Music. We have just Comparative Criticism and Translation.
to arrange a tour.
begun work on a campaign to endow We would like to thank the Dr Stanley Ho
Raising Funds the post of Tutorial Fellow in Economics. Medical Development Foundation and the
Thank you to everyone who has donated The campaign will formally launch with a Wellcome Trust for their support of CPM
to St Anne’s. We are incredibly grateful for reunion in September 2018 and will run for and Maria Willetts, Jane Aitken and Celia
your continued support of the College in two years. We have also recently launched Atkin for their support of OCCT.
so many different ways. an appeal to support tutorial teaching
to furthering the cause of education and Over the past six months, we have been
and graduate development scholarships.
opportunities for women. Bertha Johnson Our fundraising activities in 2017 and supporting students to fund initiatives
You can support this at: https://www.
comments on the opening up of both the 2018 include the annual telethon through via crowdfunding. In February/March,
campaign.ox.ac.uk/st-annes-college
legal and the medical professions, stating, which we raised £180k and a campaign we ran a crowdfunding campaign for five
‘I look to having our Poor Law solicitor in support of music and specifically the This year we have successfully secured students in the St Anne’s Camerata and
Oxford Women's suffragist banner. Credit: Bodleian Libraries, University of Oxford
14 w w w. s t - a n n e s . o x . a c . u k w w w. s t - a n n e s . o x . a c . u k 15From the Development Office From the Development Office
the College’s Plumer Fellow Alberto Sanna Development Office is looking for alumnae questions.
to go to Nairobi in Kenya to perform who are interested in serving as year,
• Live Streaming - We have a huge
concerts in the city, as well as engaging decade or subject reunion champions to
number of events already taking place
in outreach programmes with Tangaza bring their contemporaries to the College;
at the College, and we plan to start to
University and with children and young we will handle all logistics for the event
share some of these via social media
people from around Nairobi. In April/May, and send postal and electronic invitations.
so that you can enjoy them wherever
we crowdfunded for two St Anne’s Earth We are also looking for champions
you are in the world.
Sciences students (plus two others) to go who are interested in spreading the
on a mapping expedition to Greenland. In word about the event via social media • Oxford Alumni Community - Set up
June, we supported Target Oxbridge – an platforms and word of mouth. You are also in 2015, St Anne’s has 548 alumnae
initiative to help more black African and welcome to host your own event at the and students registered with the site.
Caribbean students and students of mixed College organised independently of the Those signed up are able to offer
race with black African and Caribbean Development Office. mentoring to both St Anne’s students
heritage increase their chances of getting and alumnae, and connect with
Enclosed with The Ship this year is an
into Oxbridge (see p.75) – as well as a others within their sector.
events brochure which details all our
campaign to help provide funding for the
upcoming events along with booking
St Anne’s Academic Review (STAAR).
information. Email invitations will continue
We are hoping to launch our first Giving to be sent separately.
Day/Week in Hilary 2019. We are very
Volunteering and engagement
much at the early stage of our planning what communications you would like to any of these initiatives or how you can get
In addition to our events, communications workshops, informational interviews,
but we know that when the time comes receive in advance of the GDPR regulation involved, please get in touch.
and fundraising activities, we are looking CV clinics and internships.
we will need support from as many of our changes on 25 May. Thank you if you have
into how the College engages with • Outreach - In addition to mentoring, Thank you again for your continued
alumnae as possible to help promote it. returned the form. However, just to remind
alumnae. After hearing from our Events outreach was one of the most- support.
Events at St Anne’s Working Group and our alumnae, we are you: if you want to continue receiving
discussed topics among alumnae
We continue to hold a number of events working on a number of new initiatives emails from the College you may need to Jules Foster Director of Development
during our 2025 Conversations.
and reunions throughout the year and including: check your preferences as we may not be
• Careers Network - to help students Outreach Officers across the Get in touch with us....
over the past 12 months 836 of you have able to contact you if you have not done
• Webinars - through which we hope prepare for future careers, we have University are in the midst of outlining Email: development@st-annes.ox.ac.uk
attended our events. We hope to see even so.
to provide low to no-cost workshops, significantly expanded our Careers a strategy for including alumnae in Post: St Anne’s Development Office, St
more of our alumnae in the coming years. The Privacy Notice has been updated and Anne’s College, Woodstock Road, Oxford,
for example, on taking the next step Network to help students prepare outreach efforts.
At present we are undertaking a review is available on our website (https://www. OX2 6HS.
in your career. You will be able to log for the workforce. Our Careers Communicating with College
of the events programme and aim to alumniweb.ox.ac.uk/st-annes/privacy- Telephone: +44 (0) 1865 284536
in at the ‘live’ time of the workshop Network is a series of alumnae-to- We hope that you all received your copy of
introduce new events in 2018/19. notice) as well as being included with this Facebook and Twitter: @stannescollege
to ask questions while it is occurring, student workshops that began as a the Annual Review in April. As part of this,
If you are interested in holding your own or log into the session afterwards to careers week in Hilary Term and a edition of The Ship (p.93).
we sent out a form offering you a chance
Reunion, St Anne’s Development Office access the content and reach out set of summer internships, and has If you would like to find out more about
to update your contact details and tell us
can assist you with these events. The to the presenter at a later time with now expanded to include career
16 w w w. s t - a n n e s . o x . a c . u k w w w. s t - a n n e s . o x . a c . u k 17Donor column Donor column
Quacks of gratitude missionaries, vicar’s wives, social workers
and in voluntary work of many kinds.
for study at university level. I once overheard
myself referred to as ‘one of the Principal’s
sum because of the amount already raised
by others collectively. The new kitchen was
lame ducks’. For which I can only utter a also made possible with donor support of
JILL PATON WALSH AND WENDY MANTLE I found myself, to my own embarrassment,
grateful quack. the same kind: donations however small
reading embarrassed letters from my peers
There’s more than one way of into College each month, quarter or year us turned up, some of us changed greatly, and however given – in one gift, monthly,
who told me they simply could not afford Wendy Mantle (Gulliford 1957)
giving to College. As one of our helps to strengthen our financial position some hardly at all, and we had a good time annually.
the suggested direct debit. I soon had a
contributors reminded us last and provide an outstanding educational comparing notes and gossiping together. It Despite the whirl of scandals about some
draft letter ready in reply, saying, roughly, All of us whose lives have been enriched
year, ‘great oaks from little experience for all students, irrespective of emerged as we talked that a group younger major charities, the clamour of good causes
that they had contributed enough to society by the education we received at St Anne’s
acorns grow’ background. Every gift really does make a than us had already arranged to sponsor a via the Internet and post has not lessened.
and should leave the sponsoring of a know that money is the means by which
difference and your support will mean that student bursary, with the idea of seeing at Most of us are tempted, understandably, to
A defining moment in the history of student to those of us who could afford it. we can express our gratitude, and it will be
we can achieve our vision of understanding least one student through his or her degree react negatively and perhaps resentfully, to
the Society of Oxford Home-Students, vital to secure the future of College for future
the world and changing it for the better. free from debt. We thought we could In sharp contrast, the group I have calls for our compassion to be translated
the predecessor to St Anne’s, was a generations of undergraduate and graduate
probably do the same. mentioned above, who had matriculated ten into money. No one has unlimited funds and
benefaction from Mrs Amy Hartland, who in students.
years later than us, I gathered had had no everyone has their favourite charities.
1929 established a trust for the construction The College still held contact details for
trouble at all. Most had gone into well-paid, Apart from making what regular donations
and maintenance of the first purpose 65 or so of the year of 55, and some of The main difference between St Anne’s,
professional occupations and raised the we can afford we must make provision in
built College building. Hartland House us had kept in touch with contemporaries as an educational charity, and the others
money, I was told, quite easily. our wills. No one enjoys the memento mori
was completed and became available to who had not updated the College on their that daily crave our attention, is that the
students in 1938. On her death in 1945 she of will-making but legacies make a lasting
whereabouts. I offered to do the writing In the end we fell short of target, and number of potential donors, graduate and
left her entire estate to the Society and an contribution to College finances. Between
around and Barbara Matthews offered to managed only £10,000 for our student, postgraduate alumnae is finite: 8,300 being
extension was built in 1952 (followed by an 2011 and 2016, £4.7 million was received
help. We wanted to raise £13,000, the limit which no doubt was some help to the currently known to College. We have the
additional wing in 1973). from legacies. Many graduates who live
one student could receive in subsidy at recipient. responsibility of trying to meet its needs.
in the South East and own houses will be
that time. This was to stop richer colleges
As we have been throughout our history, St When the three years were up, I totally If St Anne’s is to succeed in remaining a concerned about the impact of the 40 per
buying the best students from poorer
Anne’s remains reliant on the donations we forgot to cancel the direct debit and so, vital part of a world-class university, its plans cent inheritance tax levied on their estates
colleges, an idea of which we approved.
receive from alumnae and friends. Though unknowingly, simply went on giving my £5 for the future can only be realised if the after the tax-free allowance is taken into
Ever since its foundation, the buildings of St We decided to ask supporters for a monthly
fees have increased, state funding for a month. Last year when a member of the majority of us, rich, poor and middling, can account. A charitable gift of 10 per cent of a
Anne’s have depended on donations and direct debit of £5 running for three years
education continues to decline and we need Development Office came to Cambridge pledge regular donations, whether large or net estate lowers to 36 per cent the rate of
the new Library and Academic Centre is no and Barbara and I set about writing the
the donations provided each year to provide to have lunch with me, I assumed she had small, over a number of years. This kind of tax on the residue. What’s to lose?
exception. There’s more than one way of letters.
essential support for our students, staff and come to ask for money, and was astonished funding is essential to support bursaries,
giving to College. In response to requests You can find out more about ways to
fellows – bursaries, scholarships, tutorial The results cast a sociologically interesting when she said she had come simply to vacation and hardship grants, and of course
from younger readers, we look at ways support the College online at:
teaching, welfare services, outreach and light. In spite of the advantage of an Oxford thank me. Over time, the direct debit had teaching, as well as access and outreach
of making a difference that don’t demand http://www.st-annes.ox.ac.uk/alumnae/
access to schools across the UK, funding education, quite a few of us had spent added up to a significant sum. I certainly programmes.
millions. supporting
for the Library, sport and travel grants. very little time in employment. We had would not dream of cancelling it now — that
The new Library was made possible by 500
Regular donations are especially important Jill Paton Walsh (Bliss 1955) devoted ourselves to supporting husbands’ would be ungracious. And I owe St Anne’s £5 per month really does make a
donors from almost every year giving what
as they help the College to plan for the careers, raising children or working in a lot: the College gave me a place in spite difference. Donate at: https://www.
In 2005 the College held a reunion lunch for they could, as well as several major donors,
future: knowing that your gift is coming ill-paid occupations as charity workers, of my almost complete lack of preparation campaign.ox.ac.uk/st-annes-college
my matriculation year, 1955. About 30 of of whom one was persuaded to give a large
18 w w w. s t - a n n e s . o x . a c . u k w w w. s t - a n n e s . o x . a c . u k 19Multilingualism Multilingualism
The weapon to change the world
VICTORIA A MURPHY
‘Education is the most powerful most pertinent to children who are minority specifically examine vocabulary given that
weapon you can use to change the language learners – known as English as much research has identified that children’s
world,’ said Nelson Mandela. If we an Additional Language (EAL) learners in knowledge of vocabulary is a strong
want our educational systems to be the UK – and will present a snapshot of predictor of children’s literacy skill.
transformative – with the power some research that my colleagues and I
The Simple View of Reading (SVR) (Gough
to change the world – we need to have carried out over the years that speaks
& Tunmer, 1986) suggests that reading skill
educate all our pupils from linguistically to these issues. I conclude by arguing that
is a product of two separate components:
diverse backgrounds in more than as a society we need to do far better in
Decoding or the ability to read words on a
one language promoting multilingualism in British schools.
page, and Language Comprehension as
The majority of the people in the world can Approximately 20 percent of the primary in understanding those words. Decoding
speak more than one language (Grosjean, school population in England have English involves understanding ‘the alphabetic
2010). For many children around the as an Additional Language, a figure that principle’, namely that the letters on a
world, education is the primary context in is growing each year (DfE, 2016). Despite page represent the sounds of language.
which their development into multilinguals numerous well-documented advantages to The importance of decoding in reading
begins. Indeed, the significant majority being multilingual, many children with EAL in alphabetic scripts is clear from decades
of children internationally will be learning English schools (and indeed, internationally) of research, so much so that many likely to come to school with less well- best ways to develop these important the word ‘dog’ also involves knowing its
a second or other language through the underperform relative to non-EAL peers. governments (including England’s) has developed knowledge of English vocabulary. linguistic skills. synonyms (canine), use in multiple semantic
medium of education – either through England has made great strides in this area, instituted mandatory phonics instruction. Given that currently, the school system is contexts (afflict, plague, trouble), knowing
bilingual education programmes, or where for the first time children with EAL Many studies have demonstrated that There are two main components to
(sadly) uninterested in the child’s complete word associates (cat), pragmatic knowledge
learning a taught foreign language. A overall matched or even out-performed children with EAL have strength in the area vocabulary knowledge that are important
linguistic repertoire, knowing vocabulary (when to use it) and also knowing the
third context in which children can also non-EAL peers on the Attainment 8 score, of decoding, where they either match or in terms of literacy. The first is vocabulary
in another language other than English idioms and collocations that are relevant for
develop their multilingualism is when a a measure of performance at GCSE level. exceed performance of non-EAL pupils breadth, ie. how many words does an
is of nominal interest within the context the word (eg. ‘It’s raining cats and dogs’;
child speaks a language in the home that However, on closer examination it is clear (Lesaux et al, 2008). However, many individual child know. On measures of
of the English classroom. As a result of ‘The book’s pages were dog-eared’; ‘He
is not the language of the wider, majority that many sub-groups of children with children with EAL have difficulties with the vocabulary breadth children with EAL often
smaller vocabulary size, children with was in the dog-house’). We have spent
society and, importantly, not the language EAL do underperform relative to non-EAL second component of the SVR model, have lower scores than non-EAL children.
EAL often underperform on measures some time in my research group exploring
of education. Children in this context are peers, so more work is yet to be done. namely language comprehension. Children The second dimension of vocabulary
of listening and reading comprehension these other depth-dimensions to vocabulary
known internationally as ‘minority language In our research, we ask questions about with EAL often start school behind non- knowledge is depth, where a child with well-
(August & Shanahan, 2009; McKendry & knowledge in EAL and non-EAL pupils alike.
learners’ because they speak a language in the cognitive and linguistic variables that EAL children in terms of their vocabulary developed word knowledge will understand
Murphy, 2011; Murphy, 2018). Vocabulary What we have found thus far is that children
the home that is the minority relative to the underpin the development of language knowledge (Bialystok et al., 2010). Not many different features of a given word. For
knowledge is something that can be with EAL tend to have lower scores than
majority language of the society at large. and literacy skills in EAL pupils because surprisingly, if a child has spent a large example, the word dog can map directly
developed within the educational system non-EAL children on: i) measures that tap in
In this paper, I briefly discuss some of the knowledge in this area underpins academic proportion of their early years speaking on to the referent ‘domesticated animal
therefore it is important to understand as to extended meanings of a word (e.g. plant
linguistic and educational issues that are achievement in school. To that end, we a language other than English, they are with fur and four legs’. However, knowing
much as possible about the nature of the in ‘plant pot’ vs. plant in ‘power plant’);
20 w w w. s t - a n n e s . o x . a c . u k w w w. s t - a n n e s . o x . a c . u k 21Multilingualism NHS at seventy
ii) measures of collocational knowledge
and idioms; iii) measures that estimate
hence allow education to be the force of
positive change envisaged in Mandela’s
Currently, EAL and multilingualism is
considered a problem in English schools, Happy birthday
their comprehension of texts that contain quote. While our educational system seems one that needs to be overcome. There
multiword vocabulary, and importantly
here we’ve also documented a lack of
to work overall for EAL children in that
as a group they match or exceed GCSE
is much theoretical and empirical work,
however, that suggests that supporting both
NHS!
awareness that they are misunderstanding attainment relative to non-EAL peers, languages in a multilingual child can actually JUDITH VIDAL-HALL
the texts; iv) metaphor, where children with two recent analyses of the National Pupil support their learning of the target majority By the time we celebrate our
EAL have some manifest differences in Database (Strand et al., 2015; Hutchinson, language (Cummins, 2000). If we want our seventieth birthday, many of us are
their online processing of metaphors in text 2018) have demonstrated that a number of educational systems to be transformative more fragile, more vulnerable than in
as measured with eye-tracking methods, sub-groups of EAL do underperform relative – with the power to change the world – we our youth but we don’t give up
and v) generally tend to have lower reading to non-EAL. This means then that for many need to be able to educate all our pupils
‘5 July 1948: Creation of NHS heralds new
comprehension relative to non-EAL pupils children with EAL, they are considerably to the highest standard. Currently, our
era in British healthcare’ ran the headlines
(Murphy, 2014; 2018). behind the national expected average. educational policy and practice adopts a
in the UK press the day that saw the
One of the ways we can work towards monolingual mindset in a multilingual world.
In summary then, if we look carefully at the launch of the world’s first comprehensive
changing this state of affairs is to accept We need to change this mindset and adopt
research literature and findings that address health service. Health Minister Aneurin
that multilingualism is a reality in our society a more plurilingual approach which will have
questions about EAL children’s reading and Bevan had his publicity photos ready as
today. However, this fact is mostly ignored advantages for children from linguistically
vocabulary skills, we find that they have he stood at the bedside of a patient in
by our current and previous governments. diverse backgrounds but will also benefit
little difficulty with decoding, but often have a Manchester hospital: ‘the home of the
The term ‘multilingual’ was not mentioned the monolingual children as well, so that
difficulty with language comprehension, National Health Service’ as he chose to
once in the recent Integrated Strategies they can also take advantage of developing
which can be directly related to their lack call it.
Green paper , England has no coherent knowledge of more than one language,
of vocabulary knowledge. A consistent
EAL policy, and the EAL population in UK which is needed now more than ever. Despite initial resistance from GPs, for
finding emerging from our research group
schools is all but invisible in government the first time, hospitals, doctors, nurses,
has shown that children with EAL have Victoria A Murphy is Professor of Applied
documents. Research shows that learning pharmacists, opticians and dentists
different patterns of performance on depth Linguistics in the Department of Education,
a second language can help support were brought together under a single At a stroke, inequalities were wiped out: The new service was soon 30 per cent
of vocabulary relative to non-EAL, which a Fellow of St Anne’s and Dean
children’s developing literacy in their first organisation to provide services that were the poor, most of whom could not pay over budget and 40,000 understaffed,
makes a unique contribution to reading of Degrees
language (Murphy et al., 2015), and we also free for all at the point of delivery. The for regular health care and died from the especially nurses. Cash-strapped – not
comprehension.
know that non-EAL children in schools with central principles were clear: ‘that it meet epidemics rife in the insanitary slums to say bankrupt – post-war Britain found
The title of this piece references a quote high proportions of EAL pupils tend to do the needs of everyone; that it be free at in which so many lived, had the same its £437 million (roughly £15 billion at
attributed to Nelson Mandela who said, better academically than in schools with the point of delivery; that it be based on entitlement as those who could afford today’s value) budget was quickly under
‘Education is the most powerful weapon low proportions of EAL (Strand et al., 2015). clinical need, not ability to pay.’ Further: medical care. By the day of its launch, 94 strain. Only four years after its launch, the
that you can use to change the world.’ In These findings, together with the reality ‘the health service [will be] financed per cent of the population had signed up. government voted to bring in charges for
the light of the research described above, that being multilingual is advantageous on entirely from taxation, which means that dental care, spectacles and prescriptions.
it’s worth asking what changes if any we But that was the start of the problems:
a number of different dimensions, suggests people pay into it according to their Modest prescription charges – one
need to make to our educational system the sheer scale of demand quickly created
we need to re-orient our thinking about means.’ Seventy years on, these principles shilling/5p – were introduced and a flat
to better support multilingual learners, and a shortage of cash and of personnel.
education to adopt a multilingual approach. remain the same. rate of £1 for dental treatment. A similar
22 w w w. s t - a n n e s . o x . a c . u k w w w. s t - a n n e s . o x . a c . u k 23You can also read
