The Story of Wellesley Part 8

Another says: "It is a pleasure to have an opportunity, after so many years, to make some expression of the grat.i.tude I owe you.

The course in Political Economy which I was so wise as to take with you has proved of vital importance to me. That was in 1887-1888, but as I look back I see that in your teaching then, you presented to us the ideas, the concepts, which are now accepted principles of men's thought as to the relation of cla.s.s to cla.s.s, of man to man. And so I feel that it was to your enthusiasm, your power of inspiring your pupils that I owe my own interest in economic and sociological affairs."

And still another: "I have had more real pleasure from my Economics courses and Sociology courses than from any others of my college course. Had it not been for yourself and Miss Balch, that work would not have stood for so much. For your guidance and your inspiration I am most grateful. I have tried to carry out your ideals as far as possible in the Visiting Nurse work and the Social Settlement in Omaha ever since leaving Wellesley."

Professor Emily Greene Balch, who succeeded Miss Coman as head of the Department of Economics, is herself an authority on questions of immigration; her book, "Our Slavic Fellow Citizens", is an important contribution to the history of the subject, and has been cited in the German Reichstag as authoritative on Slavic immigration.

She has also served on more than one State commission in Ma.s.sachusetts,--among them the disinterested and competent City Planning Board,--and the sanity and judicial balance of her opinions are recognized and valued by conservatives and radicals alike.

Besides the traditional courses in Economic History and Theory, Wellesley offers under Miss Balch a course in Socialism, a critical study of its main theories and political movements, open to juniors and seniors who have already completed two other courses in Economics; a course ent.i.tled "The Modern Labor Movement", in which special attention is given to labor legislation, factory inspection, and the organization of labor, with a study of methods of meeting the difficulties of the modern industrial situation; and a course in Immigration and the problems to which it gives rise in the United States.

The Wellesley fire did the college one good turn by bringing to the notice of the general public the departments of Science. When so many of the laboratories and so much of the equipment were swept away, outsiders became aware of the excellent work which was being done in those laboratories; of the modern work in Geology and Geography carried on not only in Wellesley but for the teachers of Boston by Professor Fisher who is so wisely developing the department which Professor Niles set on its firm foundation; of the work of Professor Robertson who is an authority on the bryozoa fauna of the Pacific coast of North America and j.a.pan; of the authoritative work on the life history of Pinus, by Professor Ferguson of the Department of Botany; of the quiet, thorough, modern work for students in Physics and Chemistry and Astronomy.

An evidence of the excellent organization of departmental work at Wellesley is found in the ease and smoothness with which the Department of Hygiene, formerly the Boston Normal School of Gymnastics, has become a force in the Wellesley curriculum under the direction of Miss Amy Morris Homans, who was also the head of the school in Boston. By a gradual process of adjustment, admission to the two years' course leading to a certificate in the Department of Hygiene "will be limited to applicants who are candidates for the B.A. degree at Wellesley College and to those who already hold the Bachelor's degree either from Wellesley College or from some other college." A five years' course is also offered, by which students may obtain both the B.A. degree and the certificate of the department. But all students, whether working for the certificate or not, must take a one-hour course in Hygiene in the freshman year, and two periods a week of practical gymnastic work in the freshman and soph.o.m.ore years.

Like all American colleges, Wellesley makes heavy and constant demands on the mere pedagogic power of its teachers. Their days are pretty well filled with the cla.s.sroom routine and the necessary and incessant social intercourse with the eager crowd of youth.

It may be years before an American college for women can sustain and foster creative scholars.h.i.+p for its own sake, after the example of the European universities; but Wellesley is not ungenerous; the Sabbatical Grant gives certain heads of departments an opportunity for refreshment and personal work every seven years; and even those who do not profit by this privilege manage to keep their minds alive by outside work and contacts.

Every two years the secretary to the president issues a list of faculty publications, ranging from verse and short stories in the best magazines to papers in learned reviews for esoteric consumption only; from idyllic novels, such as Margaret Sherwood's "Daphne", and sympathetic travel sketches like Katharine Lee Bates's "Spanish Highways and Byways", to scholarly translations, such as Sophie Jewett's "Pearl" and Vida D. Scudder's "Letters of St. Catherine of Siena", and philosophical treatises, of which Mary Whiton Calkins's "Persistent Problems of Philosophy", translated into several languages, is a notable example.

But the Wellesley faculty is a public-spirited body; its contribution to the general life is not only abstract and literary; for many of its members are identified with modern movements toward better citizens.h.i.+p. Miss Balch, besides her work on munic.i.p.al committees, is connected with the Woman's Trade Union League, and is interested in the great movement for peace. In the spring of 1915, she was one of those who sailed with Miss Jane Addams to attend the Woman's Peace Congress at the Hague, and she afterwards visited other European countries on a mission of peace. Miss Bates is active in promoting the interests of the International Inst.i.tute in Spain.

The American College for Girls in Constantinople often looks to Wellesley for teachers, and more than one Wellesley professor has given a Sabbatical year to the schoolgirls in Constantinople.

During the absence of President Patrick, Professor Roxana Vivian of Wellesley was acting president, and had the honor of bringing the college safely through the perplexities and terrors of the Young Turks' Revolution in 1908 and 1909. Professor Kendall, of the Department of History, is Wellesley's most distinguished traveler. Her book, "A Wayfarer in China", tells the story of some of her travels, and she has received the rare honor, for a woman, of being made a Fellow of the Royal Geographical Society.

Miss Calkins is an officer of the Consumers' League. Miss Scudder has been identified from its outset with the College Settlements Movement, and of late years with the new service to Italian immigrants inaugurated by Denison House.

As a result of these varied interests, the intellectual fellows.h.i.+p among the older women in the college community is of a peculiarly stimulating quality, and the fact that it is almost exclusively a feminine fellows.h.i.+p does not affect its intellectuality. The Wellesley faculty, like the faculty of Harvard, is not a cloistered body, and contact with the minds of "a world of men" through books and the visitations of itinerant scholars is about as easy in the one case as in the other. Every year Wellesley has her share of distinguished visitors, American, European, and Oriental, scholars, poets, scientists, statesmen, who enrich her life and enlarge her spiritual vision.

III.

One chapter of Wellesley's history it is too soon to write: the story of the great names and great personalities, the spiritual stuff of which every college is built. This is the chapter on which the historians of men's colleges love best to dwell. But the women's lips and pens are fountains sealed, for a reticent hundred years--or possibly less, under pressure--with the seals of academic reserve, and historic perspective, and traditional modesty. Most of the women who had a hand in the making of Wellesley's first forty years are still alive. There's the rub.

It would not hamper the journalist. But the historian has his conventions. One hundred years from now, what names, living to-day, will be written in Wellesley's golden book? Already they are written in many prophetic hearts. However, women can keep a secret.

Even of those who have already finished their work on earth, it is too soon to speak authoritatively; but grat.i.tude and love will not be silent, and no story of Wellesley's first half-century would be complete that held no records of their devotion and continuing influence.

Among the pioneers, there was no more interesting and forceful personality than Susan Maria Hallowell, who came to Wellesley as Professor of Natural History in 1875, the friend of Aga.s.siz and Asa Gray. She was a Maine woman, and she had been teaching twenty-two years, in Bangor and Portland, before she was called to Wellesley. Her successor in the Department of Botany writes in a memorial sketch of her life:

"With that indefatigable zeal so characteristic of her whole life, she began the work in preparation for the new position. She went from college to college, from university to university, studying the scientific libraries and laboratories. At the close of this investigation she announced to the founders of the college that the task which they had a.s.signed to her was too great for any one individual to undertake. There must be several professors.h.i.+ps rather than one. Of those named she was given first choice, and when, in 1876, she opened her laboratories and actually began her teaching in Wellesley College, she did so as professor of Botany, although her t.i.tle was not formally changed until 1878.

"The foundations which she laid were so broad and sure, the several courses which she organized were so carefully outlined, that, except where necessitated by more recent developments in science, only very slight changes in the arrangement and distribution of the work in her department have since been necessary.... She organized and built up a botanical library which from the first was second to that of no other college in the country, and is to-day only surpa.s.sed by the botanical libraries of a few of our great universities."

Fortunately the botanical library and the laboratories were housed in Stone Hall, and escaped devastation by the fire.

Professor Hallowell was the first woman to be admitted to the botanical lectures and laboratories of the University of Berlin.

She "was not a productive scholar", again we quote from Professor Ferguson, "as that term is now used, and hence her gifts and her achievements are but little known to the botanists of to-day. She was preeminently a teacher and an organizer. Only those who knew her in this double capacity can fully realize the richness of her nature and the power of her personality." She retired from active service at the college in February, 1902, when she was made Professor Emeritus; but she lived in Wellesley village with her friend, Miss Horton, the former professor of Greek, until her death in 1911. Mrs. North gives us a charming glimpse of the quaint and dignified little old lady. "When in recent years the blossoming forth of academic dress made a pageant of our great occasions, the badges of scholars.h.i.+p seemed to her foreign to the simplicity of true learning, and she walked bravely in the Commencement procession, wearing the little bonnet which henceforth became a distinction."

Another early member of the Department of Botany, Clara Eaton c.u.mmings, who came to Wellesley as a student in 1876 and kept her connection with the college until her death, as a.s.sociate professor, in 1906, was a scientific scholar of distinguished reputation.

Her work in cryptogamic botany gained the respect of botanists for Wellesley.

With this pioneer group belongs also Professor Niles, who was actively connected with the college from 1882 until his retirement as Professor Emeritus in 1908. Wellesley shares with the Ma.s.sachusetts Inst.i.tute of Technology her precious memories of this devoted gentleman and scholar. His wise planning set the Department of Geology and Geography on its present excellent basis. At his death in 1910, a valuable legacy of geological specimens came to Wellesley, only to be destroyed in 1914 by the fire. But his greatest gifts to the college are those which no fire can ever harm.

Anne Eugenia Morgan, professor in the Department of Philosophy from 1878 to 1900; Mary Adams Currier, enthusiastic head of the Department of Elocution from 1875 to 1896, the founder of the Monroe Fund for her department; Doctor Speakman, Doctor Barker, Wellesley's resident physicians in the early days; dear Mrs. Newman, who mothered so many college generations of girls at Norumbega, and will always be to them the ideal house-mother,--when old alumnae speak these names, their hearts glow with unchanging affection.

But the most vivid of all these pioneers, and one of the most widely known, was Carla Wenckebach. Of her, Wellesley has a picture and a memory which will not fade, in the brilliant biography [Carla Wenckebach, Pioneer (Ginn & Co. pub.).] by her colleague and close friend, Margarethe Muller, who succeeded her in the Department of German. As an interpretation of character and personality, this book takes its place with Professor Palmer's "Life of Alice Freeman Palmer", among literary biographies of the first rank.

Professor Wenckebach came to Wellesley in 1883, and we have the story of her coming, in her own letters, given us in translation by Professor Muller. She was attending the Sauveur Summer School of Languages at Amherst, and had been asked to take some cla.s.ses there, in elementary German, where her methods immediately attracted attention; and presently we find her writing:

"Hurrah! I have made a superb catch--not a widower nor a bachelor, but something infinitely superior! I must not antic.i.p.ate, though, but proceed according to program....

"The other day, when I was in my room digging away at my Greek lessons, the landlady brings in three visiting cards, remarking that the three ladies who wish to see me are in the reception room.

I look at the cards and read: Miss Alice Freeman, President (in German, Rector Magnificus) of Wellesley College; Mrs. Durant, Treasurer; and Miss Denio, Professor of German Literature at Wellesley College (Wellesley, you must know, is the largest and most magnificent of all the women's colleges in the United States).

I immediately comprehended that these were three lions (grosse Tiere), and I began to have curious presentiments. Fortunately, I was in correct dress, so that I could rush down into our elegant reception room. Here I made a solemn bow, the three ladies returning the compliment. The president, a lady who must be a good deal younger than myself, a real Ph.D. (of Philosophy and History), told me that she had heard of me and therefore wished to see me in regard to a vacancy at Wellesley College, which, according to the statutes, must not be filled by a man so long as a woman could be procured. The woman she was looking for must be able, she said, to give lectures on German Literature in German, and to expound the works of German writers thoroughly; she would engage me for this position, she added, if she found that I was the right person for it.

"I was dumfounded at the mere suggestion of this gift of Heaven coming to me, for I had heard so many beautiful things about Wellesley that the idea of possibly getting a position there totally dazed me. Summoning up courage, however, I controlled my wild joy, and pulling myself together with determination, I gave the ladies the desired account of my studies, my journalistic work, etc., whereupon the president informed me that she would attend my cla.s.s the next day."

The ordeal was successfully pa.s.sed, and the position of "head teacher in the German Department at Wellesley" was immediately offered her. "Now you think, I suppose, that I fell round the necks of those angels of joy! I didn't though!" she blithely writes. But she agreed to visit Wellesley, and her description of this visit gives us old College Hall in a new light.

"The place in itself is so beautiful that we could hardly realize its being merely a school. The Royal Palace in Berlin is small compared to the main building, which in length and stateliness of appearance surpa.s.ses even the great Winter Palace in St. Petersburg.

The entrance hall is decorated with magnificent palms, with valuable paintings, and choice statuary. The walls in all the corridors are covered with fine engravings; there are carpets everywhere and elegant pieces of furniture; there is gas, steam heat, and a big elevator; everything, down to the bathrooms, is princely."

Professor Muller adds, "Of course, she was 'kind enough' to accept the position offered, although it was not especially lucrative.

'But what is a high salary,' she exclaims, 'in comparison to the ease and enthusiasm with which I can here plow a new field of work!

That, and the honor attached to the position, are worth more to me than thousands of dollars. I am to be a regular grosses Tier now myself,--what fun, after having been a beast of burden so long!'"

From the first, Wellesley recognized her quality, and wisely gave it freedom. In addition to her work in German, we owe to her the beginnings of the Department of Education, through her lectures on Pedagogy.

Speaking of her power, Professor Muller says: "Truly, as a teacher, especially a teacher of youth, Fraulein Wenckebach was unexcelled.

There was that relieving and inspiring, that broadening and yet deepening quality in her work, that ease and grace and joy, that mark the work of the elect only,--of those rare souls among us who are 'near the shaping hand of the Creator.'" And Fraulein Wenckebach herself said of her profession: "Every teacher, every educator, should above all be a guide. Not one of those who, like signposts, stretch their wooden arms with pedantic insistence in a given direction, but one, rather, who, after the manner of the heavenly bodies, diffusing warmth and light and cheer, draws the young soul irresistibly to leave its dark jungles of prejudice and ignorance for the promised land of wisdom and freedom." And her students testify enthusiastically to her unusual success. One of them writes:

"To Fraulein Wenckebach as a teacher, I owe more than to any other teacher I ever had. I cannot remember that she reproved any student or that she ever directly urged us to do our best. She made no efforts to make her lectures attractive by witticisms, anecdotes, or entertaining ill.u.s.trations. Yet her students worked with eager faithfulness, and I, personally, have never been so absorbed and inspired by any lectures as by hers. The secret of her power was not merely that she was master of the art of teaching and knew how to arouse interest and awaken the mind to independent thought and inquiry, but that her own earnestness and high purpose touched our lives and made anything less than the highest possible degree of effort and attainment seem not worth while."--"We girls used to say to each other that if we ever taught we should want to be to our students what she was to us, and if they could feel as we felt toward her and her work we should want no more. She demanded the best of us, without demanding, and what she gave us was beyond measure.--It was courses like hers that made us feel that college work was the best part of college life."

These are the things that teachers care most to hear, and in the nineteen years of her service at Wellesley, there were many students eager to tell her what she had been to them. She writes in 1886: "What a privilege to pour into the receptive mind of young American girls the fullness of all that is precious about the German spirit; and how enthusiastically they receive all I can give them!"

In the late eighties and early nineties there came to the college a notable group of younger women, destined to play an important part in Wellesley's life and to increase her academic reputation: Mary Whiton Calkins, Margarethe Muller, Adeline B. Hawes, the able head of the Department of Latin, Katharine M. Edwards, of the Department of Greek, Sophie de Chantal Hart, of the Department of English Composition, Vida D. Scudder, Margaret Sherwood, and Sophie Jewett, of the Department of English Literature. In the autumn of 1909, Sophie Jewett died, and never has the college been stirred to more intimate and personal grief. So many poets, so many scholars, are not lovable; but this scholar-poet quickened every heart to love her. To live in her house, to sit at her table, to listen to her "cadenced voice" in the cla.s.srooms, were privileges which those who shared them will never forget. Her colleague, Professor Scudder, speaking at the memorial service in the College Chapel, said:

"We shall long rejoice to dwell on the ministry of love that was hers to exercise in so rare a measure, through her unerring and reverent discernment of all finest aspects of beauty; on her sensitive allegiance to truth; on the fine reticence of her imaginative pa.s.sion; on that heavenly sympathy and selflessness of hers, a selflessness so deep that it bore no trace of effort or resolute purpose, but was simply the natural instinct of the soul....

"Let us give thanks, then, for all her n.o.ble and delicate powers; for her all-controlling Christianity; for her subtle rect.i.tude of intellectual and spiritual vision; for her swift ardor for all high causes and great dreams; for that unbounded tenderness toward youth, that firm and steady standard of scholars.h.i.+p, that central hunger for truth, which gave high quality to her teaching, and which during twenty years have been at the service of Wellesley College and of the Department of English Literature."

This very giving of herself to the claims of the college hampered, to a certain extent, her poetic creativeness; the volumes that she has left are as few as they are precious, every one "a pearl."

Speaking of these poems, Miss Scudder says: "And in her own verse,--do we not catch to a strange degree, hushed echoes of heavenly music? These lyrics are not wholly of the earth: they vibrate subtly with what I can only call the sense of the Eternal.

How beautiful, how consoling, that her last book should have been that translation, such as only one who was at once true poet and true scholar could have made, of the sweetest medieval elegy 'The Pearl'!" And Miss Bates, in her preface to the posthumous volume of "Folk-Ballads of Southern Europe", illumines for us the scholars.h.i.+p which went into these close and sympathetic translations:

"For the Roumanian ballads, although she pored over the originals, she had to depend, in the main, upon French translation, which was usually available, too, for the Gascon and Breton. Italian, which she knew well, guided her through obscure dialects of Italy and Sicily, but Castilian, Portuguese, and Catalan she puzzled out for herself with such natural insight that the experts to whom these translations have been submitted found hardly a word to change. 'After all,' as she herself wrote, 'ballads are simple things, and require, as a rule, but a limited vocabulary, though a peculiarly idiomatic one.'"

Not the least poetic of her books, although it is written in prose, is the delicate interpretation of St. Francis, written for children and called "G.o.d's Troubadour."

"Erect, serene, she came and went On her high task of beauty bent.

For us who knew, nor can forget, The echoes of her laughter yet Make sudden music in the halls."

["In Memoriam: Sophie Jewett." A poem by Margaret Sherwood, Wellesley College News, May 1, 1913.]