nothing that could be done in most cases. The age of consent in England is sixteen years, but a man can always claim that he thought the girl was over sixteen. During my term of office a very young mother of an illegitimate child exposed her baby, and it died. The girl was tried for murder and was sentenced to death. This was afterwards commuted, it is true, but the unhappy child had the horrible experience of the trial and the sentence "to be hanged by the neck, until you are dead." The wretch who was, from the point of view of justice, the real murderer of the baby, received no punishment at all.

I needed only one more experience after this one, only one more contact with the life of my time and the position of women, to convince me that if civilisation is to advance at all in the future, it must be through the help of women, women freed of their political shackles, women with full power to work their will in society. In 1900 I was asked to stand as a candidate for the Manchester School Board. The schools were then under the old law, and the school boards were very active bodies. They administered the Elementary Education Act, bought school sites, erected buildings, employed and paid teachers. The school code and the curriculum were framed by the Board of Education, which is part of the central government. Of course this was absurd. A body of men in London could not possibly realise all the needs of boys and girls in remote parts of England. But so it was.

As a member of the school board I very soon found that the teachers, working people of the higher grade, were in exactly the same position as the working people of the lower grades. That is, the men had all the advantage. Teachers had a representative in the school board councils. Of course that representative was a man teacher, and equally of course, he gave preference to the interests of the men teachers. Men teachers received much higher salaries than the women, although many of the women, in addition to their regular class work, had to teach sewing and domestic science into the bargain. They received no extra pay for their extra work. In spite of this added burden, and in spite of the lower salaries received, I found that the women cared a great deal more about their work, and a great deal more about the children than the men. It was a winter when there was a great deal of poverty and unemployment in Manchester. I found that the women teachers were spending their slender salaries to provide regular dinners for destitute children, and were giving up their time to waiting on them and seeing that they were nourished. They said to me, quite simply: "You see, the little things are too badly off to study their lessons. We have to feed them before we can teach them."

Well, instead of seeing that women care more for schools and school children than men do and should therefore have more power in education, the Parliament of 1900 actually passed a law which took education in England entirely out of the hands of women. This law abolished the school board altogether and placed the administration of schools in the hands of the municipalities. Certain corporations had formerly made certain grants to technical education—Manchester had built a magnificent technical college—and now the corporations had full control of both elementary and secondary education.

The law did indeed provide that the corporations should co-opt at least one woman on their education boards. Manchester co-opted four women, and at the strong recommendation of the Labour Party, I was one of the women chosen. At their urgent solicitation I was appointed to the Committee on Technical Instruction, the one woman admitted to this committee. I learned that the Manchester Technical College, called the second best in Europe, spending thousands of pounds annually for technical training, had practically no provision for training women. Even in classes where they might easily have been admitted, bakery and confectionery classes and the like, the girls were kept out because the men's trades unions objected to their being educated for such skilled work. It was rapidly becoming clear to my mind that men regarded women as a servant class in the community, and that women were going to remain in the servant class until they lifted themselves out of it. I asked myself many times in those days what was to be done. I had joined the Labour Party, thinking that through its councils something vital might come, some such demand for the women's enfranchisement that the politicians could not possibly ignore. Nothing came.

All these years my daughters had been growing up. All their lives they had been interested in women's suffrage. Christabel and Sylvia, as little girls, had cried to be taken to meetings. They had helped in our drawing-room meetings in every way that children can help. As they grew older we used to talk together about the suffrage, and I was sometimes rather frightened by their youthful confidence in the prospect, which they considered certain, of the success of the movement. One day Christabel startled me with the remark: "How long you women have been trying for the vote. For my part, I mean to get it."

Was there, I reflected, any difference between trying for the vote and getting it? There is an old French proverb, "If youth could know; if age could do." It occurred to me that if the older suffrage workers could in some way join hands with the young, unwearied and resourceful suffragists, the movement might wake up to new life and new possibilities. After that I and my daughters together sought a way to bring about that union of young and old which would find new methods, blaze new trails. At length we thought we had found a way.