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It was known that “Over the whole period Miss Stansfeld effectively recruited her staff from among her old students." 18. This led to very specific control by the principal over her staff and greatly increased the hierarchy of the college. “Staff owed their success to Miss Stansfeld and were totally loyal, they were the chosen, the pick of the crop” 19. This had an interesting effect on student perceptions: Scott (Bedford, 1907) recalled “Ida Hadley took us for gymnastics, and during practices, and helped us for our teaching in the Elementary Schools, we were proud to think that She and Molly Petit were a product of college and wondered if we could teach as well” 20. The students were inspired by the achievement of these former students.  

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However, even conservative Miss Stansfeld needed outside help when she started off: Young (Bedford, 1905) states, “The staff consisted of Rhoda James an old Bedford High School girl, trained At Cheltenham. Other early college staff included:  'Miss Fredrickson (a Swede), Miss Moor (a visitor who taught dancing), Miss Roberts (Miss Stansfeld's friend), taught Hygiene 21

                                       

 

 

 

 

 

 

 

 

Some students remember the personalities of these early staff                                                    which could be in positive or negative terms. Miss Petit is                                                              remembered in positive, caring and nurturing terms; Squires                                                     (Bedford, 1917) remembered, "Dear kind and patient Molly P  and her lectures“ 22.

And, from her experiences ten years  earlier, Scott (Bedford, 1907) recalled, "Molly Petit took Miss James's  place and lectured in Anatomy and coached our games. . . what a        tower of strength she has proved to College“ 23. 

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The caring side of Miss Roberts' nature is remembered by Scott who noted that “Miss Roberts was still science mistress at the Bedford High School, but she lectured us on hygiene; we were a noisy and a rather troublesome set, but Miss Roberts coped with us and put us through our paces. Many of us remember with heartfelt gratitude how good she was to us at times of illness” 24. Nevertheless, Miss Roberts had a more hierarchical side to her which was perhaps dominant. Her effect on Spafford (Bedford, 1908) was to spoil at least some of her enjoyment at college: as she recalled the “somewhat sad times, because I was frightened of Miss Roberts” 25. 

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Miss Roberts was prepared to show her softer side at certain social events where the hierarchical nature of the college pyramid was relaxable. Hadley (Bedford, 1905) recalls such an event, "Normally she was very strict and severe, but on occasion of the annual summer picnic on the river, she used to stand on the bank and give us a burlesque of an opera singer which convulsed us all" 26. But within the enclosed sphere of college, she reverted to hierarchical behaviour. Spafford (Bedford, 1908) again remembers, “Miss Roberts was our house mistress and very strict she was” 27. 

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A particular lecturer could have a greater daily influence on a student than the principal. This was due to her nearness to the student in the hierarchy.  Scott (Bedford, 1907) comments, "Miss Lindelof was a grand teacher?" 28. It seems the early Bedford students could behave in a more relaxed manner with this member of staff and even risked playing a joke. Scott recalls an experience with Miss Lindelof, who “asked us how she could tell when Miss Stansfeld was joking, so we suggested she should ask, ‘Are you having me on toast?’ and we were delighted when she came out with it to Miss

Stansfeld” 29. 

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 At early Bedford then, there was a range of characters; the autocratic Miss Roberts; and the former old students, Petit and James; and the approachable Swede, Lindelof. They were ultra-loyal to their leader, “Miss Stansfeld, living long into the Twentieth century, and amazingly responsive, as we shall see, to developments in her profession, never lost the habit of keeping in leading-strings, those who were designed to be leaders." 30.  It was her presence which dominated her staff as well as her students. Picking loyal lieutenants from her own stock guaranteed hierarchical loyalty and made sure her will would be done.  

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 The college community was based upon a matri-patriarchy. In this situation a female leader adapted patriarchal forms of power and control to produce professional physical educators. 

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