Prospective students and the interview process 

​

Young women usually chose physical training colleges for the vocational opportunities offered to them on successful completion of the college course. Those who had achieved sporting success were especially likely to want to continue their sporting studies through higher education. Parental and school support influenced and bolstered the candidates wish to apply. The most important factor of all was the character of the candidate herself. Each applicant needed to show the mental desire to want to take up this pioneering work for women. 

​

Candidates for the college were usually interviewed with mother and/or father present. In the earliest days in particular candidates were of the highest standard; Colwill (Bedford, 1915) who later became a member of staff, remembers her interview. She arrived dressed in blouse and suit, with her father who was a woollen merchant. They were taken into the drawing room where: “The minute me and my father got into the drawing room, he was a man of very great charm, he and Miss Stansfeld began chattering on about all sorts of things, nothing to do with poor Freda who was sitting on the end of the chair feeling sicker and sicker wondering if I was going to be accepted" 8. 

​

However, in later years a proportion of students could get into in college without being the hard working, fully committed people that the earlier students are all remembered as being. A surprising case study is that of Muriel Bartlett. She had been sent down from Dartford Physical Training College in 1917, but managed to gain a place at Bedford. Miss Stansfeld sent her a very frank acceptance letter:  

​

“I am departing from my rule of taking no student from other colleges, but I think from Miss Barkins' [referee] account that the circumstances in your case are a little unusual - I should judge that your manner is a little repellent perhaps, and that you will have to get to work to conquer - I should imagine too, your theoretical work is poor but you will have more time in 2 years and 2 terms (if you stay) to make that good. I hope very much, you will be able to convince me that I have not done a foolish thing in accepting a rejected student from Dartford” 9. 

​

This extraordinary letter shows how it had become possible with appropriate warnings to continue at an equally prestigious Bedford college after being sent down at Dartford. Unfortunately, no account exists of the circumstances of her sending down. It was considered unusual enough for her to be given a second chance by Miss Stansfeld who was not usually given to allowing second chances. Bartlett went on to successfully complete the course at Bedford. 

​

It's not until 1909 that girls with short hair were allowed to attend for interview and even students who had spectacles were frowned on for a while. 

​

Post-WorldWar-One experiences by Bedford candidates may not have changed much from experiences of typical Edwardian candidates at the college. Farr (Bedford, 1918) was 'terribly shy and frightened'  at the interview. This was despite travelling from Scotland to England for the first time and on her own. She recalled that 'I came down to Sandy off the main line. Nobody told me how to get across. The only way I could think of was getting a cab, an ordinary cabbie with a horse and I came here and arrived here late at night and I had the most ghastly hat on. I remember I'd never worn hats.' 10

​

Todd (Bedford, 1923) remembers both her and her mother being frightened despite her mother being 'a crack shot with crocodiles'. She was asked about her school, what she was interested in and why physical education?' 11. It would seem plausible that typical questions of this sort were asked in the same direct manner in Edwardian times. 

​

At Bedford, with Miss Stansfeld, 'Her remarks took a form which Edwardian schoolgirls must have been used to,  personal comment, which whatever the intention behind it, had the effect of cutting-down to size.' 12.  Stratford (Bedford, 1925) remembers Miss Stansfeld saying 'Speak properly now you sound as if you have a plum in you throat, follow your mother's example she's got a lovely voice.' 13. More positive questions would be 'Why do you want to come?'" and 'Do you like children?'" A number of later candidates suggest the questions were not searching. The interview process may have been only part of the interview seems to be of background usefulness to the principals involved. 

 

Stratford noted that students were not supposed to wear glasses at college, something Miss Stansfeld had not told her at the interview.' 14. Despite what the candidates endured and the strong emotions generated, the successful candidates, 'Whatever they may have felt at the time, no one looking back, admits to resentment." 15.​

​

School was important. Goodrich (Bedford, 1922) 'never doubted those from Cheltenham would not be accepted!' 16. In earlier days with more restricted vacancies a school with a good reputation would have helped but not guaranteed success on its own. 

 

School references, which remained secret from the candidates, might have played a silent and important part in the selection procedure. Farr (Bedford, 1918) states 'I don't know why Miss Stansfeld took me because I had a terrible accent. I think I'd got a very good report - a very good write up at the school.' 17.

​

For successful entry to a college there were certain essential requirements. Coming from a middle-class, professional background was an important factor. Such parents could afford the college fees and were willing to support their daughters at college. They had already paid to have their children educated to an acceptable secondary standard. These factors were important to get the candidate to interview. At interview, only those who  were able to convince the principal that they could possibly reach the high standards required would usually be offered a place at college. 

​

Next: The College Staff 

Previous  Miss Stansfeld and the beginning of Bedford Physical Training College

​

​