The Story of Wellesley Part 13

CHAPTER VI

THE LOYAL ALUMNAE

I.

Ever since we became a nation, it has been our habit to congratulate ourselves upon the democratic character of our American system of education. In the early days, neither poverty nor social position was a bar to the child who loved his books. The daughter of the hired man "spelled down" the farmer's son in the district school; the poor country boy and girl earned their board and tuition at the academy by doing ch.o.r.es; American colleges made no distinctions between "gentlemen commoners" and common folk; and as our public school system developed its kindergartens, its primary, grammar, and high schools, free to any child living in the United States, irrespective of his father's health, social status, or citizens.h.i.+p, we might well be excused for thinking that the last word in democratic education had been spoken.

But since the beginning of the twentieth century, two new voices have begun to be heard; at first sotto voce, they have risen through a murmurous pianissimo to a decorous non troppo forte, and they continue crescendo,--the voice of the teacher and the voice of the graduate. And the burden of their message is that no educational system is genuinely democratic which may ignore with impunity the criticisms and suggestions of the teacher who is expected to carry out the system and the graduate who is asked to finance it.

The teachers' point of view is finding expression in the various organizations of public school teachers in Chicago, New York, and elsewhere, looking towards reform, both local and general; and in the movement towards the formation of a National a.s.sociation of College Professors, started in the spring of 1913 by professors of Columbia and Johns Hopkins. At a preliminary meeting at Baltimore, in November, 1913, unofficial representatives from Johns Hopkins, Yale, Harvard, Princeton, Cornell, Columbia, Clark, and Wisconsin were present, and a committee of twenty-five was appointed, with Professor Dewey of Columbia as chairman, "to arrange a plan of organization and draw up a const.i.tution." President Schurman, in a report to the trustees of Cornell, makes the situation clear when he says:

"The university is an intellectual organization, composed essentially of devotees of knowledge--some investigating, some communicating, some acquiring--but all dedicated to the intellectual life.... The Faculty is essentially the university; yet in the governing boards of American universities the Faculty is without representation."

President Schurman has suggested that one third of the board consist of faculty representatives. At Wellesley, since the founder's death, the trustees have welcomed recommendations from the faculty for departmental appointments and promotions, and this practice now obtains at Yale and Princeton; the trustees of Princeton have also voted voluntarily to confer on academic questions with a committee elected by the faculty.

An admirable exposition of the teachers' case is found in an article on "Academic Freedom" by Professor Howard Crosby Warren of the Department of Psychology at Princeton, in the Atlantic Monthly for November, 1914. Professor Warren says that "In point of fact, the teacher to-day is not a free, responsible agent. His career is practically under the control of laymen. Fully three quarters of our scholars occupy academic positions; and in America, at least, the teaching investigator, whatever professional standing he may have attained, is subject to the direction of some body of men outside his own craft. As investigator he may be quite untrammeled, but as teacher, it has been said, he is half tyrant and half slave....

"The scholar is dependent for opportunity to practice his calling, as well as for material advancement, on a governing board which is generally controlled by clergymen, financiers, or representatives of the state....

"The absence of true professional responsibility, coupled with traditional accountability to a group of men devoid of technical training, narrows the outlook of the average college professor and dwarfs his ideals. Any serious departure from existing educational practice, such as the reconstruction of a course or the adoption of a new study, must be justified by a group of laymen and their executive agent....

"In determining the professional standing of a scholar and the soundness of his teachings, surely the profession itself should be the court of last appeal."

The point of view of the graduate has been defining itself slowly, but with increasing clearness, ever since the governing boards of the colleges made the very practical discovery that it was the duty and privilege of the alumnus to raise funds for the support of his Alma Mater. It was but natural that the graduates who banded together, usually at the instigation of trustees or directors and always with their blessing, to secure the conditional gifts proffered to universities and colleges by American multimillionaires, should quickly become sensitive to the fact that they had no power to direct the spending of the money which they had so efficiently and laboriously collected. An individual alumnus with sufficient wealth to endow a chair or to erect a building could usually give his gift on his own terms; but alumni as a body had no way of influencing the policy of the inst.i.tutions which they were helping to support.

The result of this awakening has been what President Emeritus William Jewett Tucker of Dartmouth has called the "Alumni Movement."

More than ten years ago, President Hadley of Yale was aware of the stirrings of this movement, when he said, "The influence of the public sentiment of the graduates is so overwhelming, that wherever there is a chance for its organized cooperation, faculties and students... are only too glad to follow it."

It would be incorrect, however, to give the impression that graduates had had absolutely no share in the government of their respective colleges before the Alumni Movement a.s.sumed its present proportions.

Representatives of the alumni have had a voice in the affairs of Harvard, Yale, and Princeton. Self-perpetuating boards of trustees have elected to their members.h.i.+p a certain number of mature alumni.

In some instances, as at Wellesley, the a.s.sociation of graduates nominates the candidates for graduate vacancies on these boards.

The benefits of alumnae representation on the Board of Trustees seem to have occurred to the alumnae and the trustees of Wellesley almost simultaneously. As early as June, 1888, the Alumnae a.s.sociation of Wellesley appointed a committee to present to the trustees a request for alumnae representation on the Board; but as the a.s.sociation met but once a year, results could not be achieved rapidly, and in June, 1889, the committee reported that it had not presented the pet.i.tion as it had been informed unofficially that the possibility of alumnae representation was already under consideration by the trustees. In fact, the trustees, at a meeting held the day before the meeting of the Alumnae a.s.sociation, this very June of 1889, had elected Mrs. Marian Pelton Guild, of the cla.s.s of 1880, a life member of the Board.

But the alumnae, although appreciating the honor done them by the election of Mrs. Guild, still did not feel that the question of representation had been adequately met, and in June, 1891, a new committee was appointed with instructions to inform itself thoroughly as to methods employed in other colleges to insure the representation of the graduate body on governing boards, and also to convey to the trustees the alumnae's strong desire for representation of a specified character. And a second time the trustees forestalled the committee and, in a letter addressed to the a.s.sociation and read at the annual meeting in June, 1892, made known their desire "to avail themselves of the cooperation of the a.s.sociation" and to "cement more closely the bond" uniting the alumnae to the college by granting them further representation on the Board of Trustees. A committee from the a.s.sociation was then appointed to discuss methods with a committee from the Board, and the results of their deliberations are given by Harriet Brewer Sterling, Wellesley, '86, in an article in the Wellesley Magazine for March, 1895. By the terms of a joint agreement between the Board and the a.s.sociation, the a.s.sociation has the right to nominate three members from its own number for members.h.i.+p on the Board.

These nominees must be graduates of seven years' standing, not members of the college faculty. Graduates of less than three years' standing are not qualified to vote for the nominees. The nominations must be ratified by the Board of Trustees. The term of service of these alumnae trustees is six years, but a nominee is chosen every two years. In order to establish this method of rotation, two of the three candidates first nominated served for two and four years respectively, instead of six. The first election was held in the spring of 1894, the nominations were confirmed by the Board in November, and the three new trustees sat with the Board for the first time at the February meeting of 1895.

But as graduate organizations have increased in size, and members.h.i.+p has been scattered over a wider geographical area, it has become correspondingly difficult to get at the consensus of graduate opinion on college matters and to make sure that alumni, or alumnae, representatives actually do represent their const.i.tuents and carry out their wishes. And the Alumni Movement has arisen to meet the need for "greater unity of organization in alumni bodies."

In an article on Graduate Councils, in the Wellesley College News for April, 1914, Florence S. Marcy Crofut, Wellesley, '97, has collected interesting evidence of the impetus and expansion of this new factor in the college world. She writes, "More clearly than generalization would show, proofs lie in actual organization and accomplishments of the 'Alumni Movement' which has worked itself out in what may be called the Graduate Council Movement....

Since the organization of the Graduate Council of Princeton University in January, 1905, the Secretary, Mr. H. G. Murray, to whom Wellesley is deeply indebted, has received requests from twenty-nine colleges for information in regard to the work of Princeton's Council."

Among these twenty-nine colleges was Wellesley, and the plan for her Graduate Council, presented by the Executive Board of the Alumnae a.s.sociation to the business meeting of the a.s.sociation on June 21, 1911, and voted at that meeting, is a legitimate outgrowth of the ideals which led to the formation of the Alumnae a.s.sociation in 1880. The preamble of the a.s.sociation makes this clear when it says:

"Remembering the benefits we have received from our alma mater, we desire to extend the helpful a.s.sociations of student life, and to maintain such relations to the college that we may efficiently aid in her upbuilding and strengthening, to the end that her usefulness may continually increase."

In an article describing the formation of the Wellesley Graduate Council, in the Wellesley College News for October 5, 1911, it is explained that, "From the time since the 1910-12 Executive Board (of the Alumnae a.s.sociation) came into office, it has felt that there was need for a bond between the alumnae and the college administration; and it believes that this need will be met by a small representative (i.e. geographical) definitely chosen graduate body, which shall act as a clearing-house for the larger Alumnae a.s.sociation. The Executive Board recognized also as an additional reason for organizing such a graduate body, that it was necessary to do so if the Wellesley Alumnae a.s.sociation is to keep abreast of the activities in similar organizations." The purpose of the Council, as stated in 1911, is a fitting expansion of the a.s.sociation's preamble of 1880:

"That, as our alumnae are increasing in large numbers and are scattered more and more widely, it will be of advantage to them and to the college that an organized, accredited group of alumnae shall be chosen from different parts of the country to confer with the college authorities on matters affecting both alumnae and undergraduate interests, as well as to furnish the college, by this group, the means of testing the sentiment of Wellesley women throughout the country on any matter."

There are advantages in not being a pioneer, and Wellesley has been able to profit by the experience of her predecessors in this movement, particularly Princeton and Smith. Members.h.i.+p in the Councils of Wellesley and Smith is essentially on the same geographical basis, but Wellesley is unique among the Councils in having a faculty representation. The relation between faculty and alumnae at Wellesley has always been markedly cordial, and in welcoming to the Council representatives of the faculty who are not graduates of the college, the alumnae would seem to indicate that their aims and ideals for their Alma Mater are at one with those of the faculty.

The members.h.i.+p of the Wellesley Graduate Council is composed of the president and dean of the college, ex officio; ten members of the Academic Council, chosen by that body, no more than two of whom may be alumnae; the three alumnae trustees; the members of the Executive Board of the Alumnae a.s.sociation; and the councilors from the Wellesley clubs. As there were more than fifty Wellesley clubs already in existence in 1915, and every club of from twenty-five to one hundred members is allowed one councilor, and every club of more than one hundred members is allowed one councilor for each additional hundred, while neighboring clubs of less than twenty-five members may unite and be represented jointly by one councilor, it will be seen that the Council is a large and constantly growing body. Clubs such as the Boston Wellesley Club, and the New York Wellesley Club, which already had a large members.h.i.+p, received a tremendous impetus to increase their numbers after the formation of the Council. All members of the Council, with the exception of the president of the college and the dean, who are permanent, serve for two years.

The officers of the Graduate Council are the corresponding officers of the Alumnae a.s.sociation, and also serve for two years. The Executive Committee of five members includes the president and secretary of the Council, an alumna trustee chosen annually from their own number by the three alumnae trustees, and two members at large.

The Council meets twice during the academic year, at the college; in February, for a period of three days or less, following the mid-year examinations, and in June, when the annual meeting is held at some time previous to the annual meeting of the Alumnae a.s.sociation. In this respect the Wellesley Council again differs from that of Smith, whose committee of five makes but one official annual visit to the college,--in January. The "Va.s.sar Provisional Alumnae Council", like the Wellesley Graduate Council, must hold at least two yearly meetings at the college, but unlike Wellesley, it elects a chairman who may not be at the same time the President of the Va.s.sar a.s.sociate Alumnae. Bryn Mawr, we are told by Miss Crofut, has no Graduate Council corresponding exactly to the Councils of other colleges; but her academic committee of seven members meets "at least once a year with the President of the College and a committee of the faculty to discuss academic affairs."

The possibilities which lie before the Wellesley Council may be better understood if we enumerate a few of the activities undertaken by the Councils of other colleges. At Princeton, since 1905, more than two million five hundred thousand dollars has been raised by the Council's efforts. The Preceptorial System has been inaugurated and is being slowly developed. The university has been brought more prominently before preparatory schools. All the colleges are feeling the need of keeping in touch with the preparatory schools, not for the sake of mere numbers, but to secure the best students. Doctor Tucker has suggested that Dartmouth alumni endow outright, "substantial scholars.h.i.+ps in high schools with which it is desirable to establish relations,"

and the suggestion is well worth the consideration of Wellesley women. The Yale Alumni Advisory Board has distributed to the "so-called Yale Preparatory Schools" and to schoolboys in many cities, a pamphlet on "Life at Yale." And Yale has also turned its attention to tuition charges, "academic-Sheffield relations", the future of the Yale Medical School, the Graduate Employment Bureau.

All of these Councils are concerned with the intellectual and moral tone of the undergraduates. Wellesley's Graduate Council has a Publicity Committee, one of whose functions is to prevent wrong reports of college matters from getting into the press. Mrs. Helene Buhlert Magee, Wellesley, '03, who was made Chairman of the Intercollegiate Committee on Press Bureaus, in 1914, and was at that time also the Manager of the Wellesley Press Board, reminds us that Wellesley is the only college trying to regulate its publicity through its alumnae clubs in different parts of the country, and gives us reason to hope that in time we shall have publicity agents trained in good methods, "since the members of each year's College Press Board, as they go forth, naturally become the press representatives of their respective clubs."

The Council has also a Committee on Undergraduate Activities, whose duty it is to "obtain information regarding the interests of the undergraduates and from time to time to make suggestions concerning the conduct of the same as they affect the alumnae or bring the college before the general public." This committee proposes a Rally Day and a Freshman Forum, to be conducted each year by a representative alumna equipped to set forth the ideals and principles held by the alumnae.

A third committee, bearing a direct relation to the undergraduate, is one on Vocational Guidance. In order to help students "to find their way to work other than teaching," and to "present a survey of all the possibilities open to women in the field of industry to-day," this committee welcomes the cooperation of Miss Florence Jackson, a graduate of Smith and for some years a member of the Department of Chemistry at Wellesley, who is now at the head of the Appointment Bureau of the Women's Educational and Industrial Union of Boston. Miss Jackson's practical knowledge of students, her wide acquaintance with vocational opportunities other than teaching, and her belief in the "value of the cultural course as a sound general foundation most valuable for providing the sense of proportion and vision necessary for the college woman who is to be a useful citizen," make her an ideal director of this branch of the Council's activities, and the college gladly promotes her work among the students; the seniors especially welcome her expert guidance.

In framing a model const.i.tution for the use of alumnae cla.s.ses, the Council has done a piece of work which should arouse the grat.i.tude of all future historians of Wellesley, for the model const.i.tution contains an article requiring each cla.s.s to keep a record which shall contain brief information as to the members of the cla.s.s and shall be published in the autumn following each reunion.

lf these records are accurately kept, and if copies are placed on file in the College Library, accessible to investigators, the next historian of Wellesley will be spared the baffling paucity of information concerning the alumnae which has hampered her predecessor.

With ten members of the Academic Council on the Graduate Council, and with the president of the college herself an alumna, the relation between the faculty and the Graduate Council is intimate and helpful to both, in the best sense. Relations with the trustees, as a body, were slower in forming. President Pendleton, at the Council's fifth session,--in the third year of its existence,--reported the trustees as much interested in its formation.

At the sixth session of the Council, in June, 1914, when the campaign for the Fire Fund was in full swing, Mr. Lewis Kennedy Morse, the able and devoted treasurer of the college, and member of the Board of Trustees, addressed the members upon "The Business Side of College Administration",--a talk as interesting as it was frank and friendly. In December, 1914, when the first of the new buildings was already going up on the site of old College Hall, the Executive Committee of the Board of Trustees invited a joint committee from the faculty and the alumnae to meet with them to discuss the architectural plans and possibilities for the "new Wellesley." The Alumnae Committee consisted of eleven members and included representatives "from '83 to 1913, and from Colorado on the west to Ma.s.sachusetts on the east." Its chairman was Candace C. Stimson, Wellesley, '92, whose name will always ring through Wellesley history as the Chairman of the Alumnae Committee for Restoration and Endowment,--the committee that conducted the great nine months' campaign for the Fire Fund. The Faculty Committee, of five members, chose as its chairman, Professor Alice V.V. Brown, the head of the Department of Art.

Miss Stimson's report to the Graduate Council of this meeting of the joint committee with the Executive Board, indicates a "strong sense of good understanding and a feeling of great harmony and desire for cooperation on the part of Trustees toward the alumnae."

The Faculty Committee and Alumnae Committee were invited to continue and to hold further conferences with the Trustees' Committee "as occasion might offer." The episode is prophetic of the future relations of these three bodies with one another. President Nichols of Dartmouth is reported as saying that Dartmouth, founded as the ideal of an individual and governed at first by one man, has grown to the point where it is no longer to be controlled as a monarchy or an empire, but as a republic. Such an utterance does not fail of its effect upon other colleges.

II.

The women who const.i.tute the Wellesley College Alumnae a.s.sociation, numbered in 1914-1915 five thousand and thirty-five. The members are all those who have received the Baccalaureate degree from Wellesley, and all those who have received the Master's degree and have applied for members.h.i.+p. But only dues-paying members receive notices of meetings and have the right to vote. Non-graduates who pay the annual dues receive the Alumnae Register, and the notices and publications of the alumnae, but do not vote.

Authoritative statistics concerning the occupations of Wellesley women are not available. About forty per cent of the alumnae are married. The exact proportion of teachers is not known, but it is of course large. The Wellesley College Christian a.s.sociation is of great a.s.sistance to the alumnae recorder in keeping in touch with Wellesley missionaries, but even the Christian a.s.sociation disclaims infallibility in questions of numbers. An article in the News for February, 1912, by Professor Kendrick, the head of the Department of Bible Study, states that no record is kept of missionaries at work in our own country, but there were then missionaries from Wellesley in Mexico and Brazil, as well as those who were doing city missionary work in the United States. The missionary record for 1915 would seem to indicate that there were then about one hundred Wellesley women at mission stations in foreign countries, including j.a.pan, China, Korea, India, Ceylon, Persia, Turkey, Africa, Europe, Mexico, South America, Alaska, and the Philippines.

From time to time, the alumnae section of the News publishes an article on the occupations and professions of Wellesley graduates, with incomplete lists of the names of those who are engaged in Law, Medicine, Social Work, Journalism, Teaching, Business, and all the other departments of life into which women are penetrating; and from this all too meager material, the historian is able to glean a few general facts, but no trustworthy statistics.

In 1914, the list of Wellesley women, most of whom were alumnae, at the head of private schools, included the princ.i.p.als of the National Cathedral School at Was.h.i.+ngton, D.C.; of Abbot Academy, Andover, Walnut Hill School, Natick, Dana Hall, the Weston School, the Longwood School, all in Ma.s.sachusetts, and two preparatory schools in Boston; Buffalo Seminary; Kent Place School, and a coeducational school, both in Summit, New Jersey; Hosmer Hall, in St. Louis; Ingleside School, Taconic School and the Catherine Aiken School, in Connecticut; Science Hill, at Shelbyville, Kentucky; Ferry Hall, at Lake Forest, Illinois; the El Paso School for Girls; the Lincoln School, in Providence, Rhode Island; Wyoming Seminary, another coeducational school; as well as schools for American girls in Germany, France, and Italy. This does not take into account the many Wellesley graduates holding positions of importance in colleges, in high schools, and in the grammar and primary schools throughout the country.

The tentative list of Wellesley women holding positions of importance in social work, in 1914, is equally impressive. The head workers at Denison House,--the Boston College Settlement,--at the Baltimore Settlement, at Friendly House, Brooklyn, and Hartley House, New York, are all graduates of Wellesley. Probation officers, settlement residents, a.s.sociated Charity workers, Consumers' League secretaries, promoters of Social Welfare Work, leaders of Working Girls' Clubs, members of Trade-union Leagues and the Suffrage League, show many Wellesley names among their numbers. A Wellesley woman is working at the Hindman School in Kentucky, among the poor whites; another is General Superintendent of the Ma.s.sachusetts Commission for the Blind; another is a.s.sociate Field Secretary of the New York Charity Organization Department of the Russell Sage Foundation; another is Head Investigator for the Ma.s.sachusetts Babies' Hospital.

The Superintendent of the State Reformatory for Girls at Lancaster, Ma.s.sachusetts, is a Wellesley graduate who is doing work of unusual distinction in this field. Mary K. Conyngton, Wellesley, '94, took part in the Federal investigation into the condition of woman and child wage earners, ordered by Congress in 1907, and has made a study of the relations between the occupations, and the criminality, of women. Her book "How to Help", published by The Macmillan Company, embodies the results of her experience in organized charities, investigations for improved housing, and other industrial and munic.i.p.al reforms. In 1909, Miss Conyngton received a permanent appointment in the Bureau of Labor at Was.h.i.+ngton, D.C.

Wellesley has her lawyers and doctors, her architects, her journalists, her scholars; every year their tribes increase.

Among her many journalists are Caroline Maddocks, 1892, and Agnes Edwards Rothery, 1909.

Of her poets, novelists, short story writers, and essayists, the names of Katharine Lee Bates, Estelle M. Hurll, Abbie Carter Goodloe, Margarita Spalding Gerry, Florence Wilkinson Evans, Florence Converse, Martha Hale Shackford, Annie Kimball Tuell, Jeannette Marks, are familiar to the readers of the Atlantic, the Century, Scribner's and other magazines; and the more technical publications of Gertrude Schopperle, Laura A. Hibbard, Eleanor A. McC. Gamble, Lucy J. Freeman, Eloise Robinson, and Flora Isabel McKinnon, have won the suffrages of scholars.

Her most noted woman of letters is Katharine Lee Bates, Wellesley, '80, the beloved head of the Department of English Literature.

Miss Bates's beautiful hymn, "America", has achieved the distinction of a national reputation; it has been adopted as one of America's own songs and is sung by school children all over our country.