96 THE EAGLE . THE EAGLE � I.QttQacQt 1.Q1.1.Q1 l.Q1c1tcQtcbtf.(/hf.Q1 cbt to't c.()'t '" cQt� I.Q1 eb't""" � COLLEGE AWARDS .,pt.,pt &Q'I.,pt tbtlbtc.QJcg.tQt No. 223 VOL. LI June 1939 � l.Q1 cQt cQt following awards were made on the results of the &Q'Ic.()'Ic.()'Ic.()'I&Q'I�cQtc.QJl.Q1f.(/hcQt l.Q1f.(/hcQtf.(/hl.Q1l.Q1c.()'tcQt c.()'tf.(/h l.Q1c.QJtQt�"' � THE Annual Entrance Scholarships Examination, December 1938: Major Scholarships: Read, A. H., Marlborough College, for Mathematics (Baylis Scholar- ship). Goldie, A. W., Wolverhampton Grammar School, for Mathematics. Charlesworth, G. R, Penis tone Grammar School, for Mathematics. Brough, J., Edinburgh University, for Classics. Howorth, R H., Manchester Grammar School, fo r Classics (Patchett Scholarship ). THE COMMEMORATION SERMON Freeman, E. J., King Edward VI School, Birmingham, for Classics. Crook, J. A., Dulwich College, for Classics. By THE MASTER, Sunday, 7 May 1939 Hereward, H. G., King Edward VI School, Birmingham, for Natural Sciences. T from the will of the Lady Robinson, R E., Battersea Grammar School, for History. me begin with a sentence Lapworth, H. J., King Edward VI School, Birmingham, for Modern Margaret: Languages. I "Be it remembered that it was also the last will of the said Minor Scholarships: princess to dissolve the hospital of Saint John in Cambridge Jones, R P. N., Manchester Grammar School, for Mathematics. persons, Bell, W. R G., Bradford Grammar School, for Mathematics. and to alter and to found thereof a College of secular Ferguson, J" Bishop's Stortford College, for Classics. that is to say a Master and fifty scholars with divers servants Willmore, P. L., Worthing High School, for Natural Sciences. and sufficiently to endow Mordell, D. L., Manchester Grammar School, for Natural Sciences. and new to build the said College Hutchinson, G. W., Abergele County School, for Natural Sciences. the same with lands and tenements after the manner and form Sutherland, I., Manchester Grammar School, for Natural Sciences. of other Colleges in Cambridge." Krause, E. S., Royal Grammar School, Newcastle-upon-Tyne, for History. These are thewords which record the purpose of the Lady found this College. She died before the arrange­ Exhibitions: Margaret to ments were complete, and when the Archbishop of Canter­ Christie, A. K, Southend High School, for Mathematics. end this Pelling, H. M., Birkenhead School, for Classics. bury granted probate of her will, he wrote at the Morgan, J. R, Kingswood School, for Natural Sciences. memorandum of her intentions. Her purpose would not have Walker, D. C., Lincoln School, for History. man whose name follows hers on the Hunter, B. V., Royal Academical Institution, Belfast, for English. been fulfilled but for the Thompson, E. C., Wirral Grammar School, Bebington, for Modern roll call of our benefactors-John Fisher. He was the Chan­ Languages. cellor of the University, intent on its service, and for ten years Johmon Exhibition: he had been the Lady Margaret's counsellor. She possessed Reid, I. C., Oakham School, for Classics. great wealth and, as the King's mother, held a great position. But her youth had been passed in peril and anxiety until her son returned from exile to win the crown. Those anxious years remained an indelible memory, and her mature life was devoted to charity and religion. She had, wrote Fisher, CAMBRIDGE; PRINTED BY WALTER LEWIS, M.A., AT THE UNIVERSITY PRESS nobleness of blood, of manners and of nature; she was ELl 7 98 THE EAGLE THE COMMEMORATION SERMON 99 needs of the bounteous and liberal to every person of her knowledge or was a society, capable of supplying the great endowments gave acquaintance. His influence diverted to Cambridge the student world. To the poorer graduate its protected its generous flowof her charity. The schools of learning, he told the opportunity of completing his education. It and her, are meanly endowed; the provisions for scholars are very members from the exorbitant landlord and tradesman, them the few and small; and colleges yet wanting for their maintenance. imposed on them a scholarly discipline. It gave She had at heart the interests of religion and learning. Right strength of a common purpose and the inspiration of a social studious, he says, she was in books, which she had in great life. It brought rule and order and a new idealism into the number, both in English and French, and for her exercise and tumult of the University town. for the profit of others she did translate divers matters of So the idea of the college took root, and as one college devotion out of the French into English. In the University, succeeded another in the fourteenth and fifteenth centuries, where men were trained to the service of Church and State, they took on a common form and character. The loyalty and the interests of religion and learning were joined. So she affection of their members gave them ·strength. Free to accepted his advice: she refounded our sister College of control their own affairs, they acquired unity and traditions. Christ's; and the last and greatest object she designed was the In the management of the property on which their livelihood foundation of this College. Fisher had inspired the project depended each little society was united by the strong bond and in the end was left to realise it. Faithful to her memory, of material interest. Step by step they evolved the archi­ he overcame all difficulties and achieved their common tectural plan of the college-the closed court, with its com­ pllrpose. plement of buildings, hall, chapel, library, and chambers for "After the manner and form of other Colleges in Cam­ its members; and the social form-master, fellows, scholars bridge": When Fisher, after infinite labour, opened the and servants. They had begun as small bodies of graduate College in 1516, it was no novel conception that he brought scholars, living and working together under a rule, but, as into the University. For more than two centuries colleges they grew in strength, they enlarged their functions. They had been springing up in Cambridge, and twelve foundations, opened their doors to younger students, and the college in a line extending from Peterhouse to King's Hall and became a teaching body, which supplemented for its members beyond, showed that the collegiate system had come to stay. the formal instruction of the University. Already it flourished, and was to flourish more in succeeding This great change in our system of education was not centuries. What gave the colleges their vitality? What was the imposed from above; it was brought about by individual secret of their success? initiative and established itself on its merits. The means for Their beginnings had been very humble-little buildings it were provided by the founders and benefactors whom each tucked away among taverns and shops in mean streets, not to college holds in proud remembrance. Rather than endow the be compared with the fine houses which the Orders of Friars monasteries, wrote one, it is more meet a great deal that we had built for their students in Cambridge. Their members should have care to provide for the increase of learning and for were very few among the multitude of boys and men who such as also by their learning shall do good in the Church and lodged in the hostels or lived in the monastic houses. But the Commonwealth. To the pioneers of the Christian Renais­ future was with them ; for these little corporations were �ance, education was the means to cleanse society from charged with a new power and a new ideal, and on them the �gnorance and wrong. They created in the college a new hopes of educational reformers were fixed. To the outward Instrument for the purpose. In this tradition our great fo eye only a lodging house, the college in its nature and life unders stand. 7-2 100 THE EAGLE THE COMMEMORAT ION SERMON 101 were swallowed up by the Thus Fisher had quite clear in his mind what he wanted suppressed, and the hostels to were gathered within college do, and his statutes for the College, with a few develop­ colleges, and all the students members a ments, reproduced the familiar institution in which his hopes walls. Henceforward the colleges offered their life of the moral progress of England were placed. He founded a broader experience and education. In the early colleges class, seeking a society, a College of Scholars, and in the quaint language of was very simple, the inmates were a picked the early statutes he conceived of the society as a living body. professional training as clergy and lawyers, and their number to This society was to be closely bound together in its moral and very small. But when the colleges opened their doors students material interests, its life was centred in mutual education, and pensioners and fellows commoners, the professional its purpose was to send forth men for the service and honour of were mingled with others who desired a University life for the the State. its general advantages. The variety already existing in And since the Lady Margaret had particularly at heart the University was brought into the college. College life lost needs of the poorer student, a preference was given to something in unity, but it gained in fullness and breadth, and scholars from the more northern counties, then reckoned the with the fusion of these differentelements acquired its unique poorest in the kingdom, and thus was emphasized the motive character. that runs through all collegiate history from its beginning.