In the statutes of Wellesley College, as printed in 1885, we read that "The College was founded for the glory of G.o.d and the service of the Lord Jesus Christ, in and by the education and culture of women.

"In order to the attainment of these ends, it is required that every Trustee, Teacher, and Officer, shall be a member of an Evangelical church, and that the study of the Holy Scriptures shall be pursued by every student throughout the entire College course under the direction of the Faculty."

In the early nineties, pressure from members of the faculty, themselves members of Evangelical churches, induced the trustees to alter the religious requirement for teachers; and the reorganization of the Department of Bible Study a few years later resulted in a drastic change in the requirements for students.

As printed in 1898, the statutes read, "To realize this design it is required that every Trustee shall be a member in good standing of some Evangelical Church; that every teacher shall be of decided Christian character and influence, and in manifest sympathy with the religious spirit and aim with which the College was founded; and that the study of the Sacred Scriptures by every student shall extend over the first three years, with opportunities for elective studies in the same during the fourth year."

But it was found that freshmen were not mature enough to study to the best advantage the new courses in Biblical Criticism, and the statutes as printed in 1912 record still another amendment: "And that the study of the Sacred Scriptures by every student shall extend over the second and third years, with opportunities for elective studies in the same during the fourth year."

These changes are the more pleasantly significant, since all actual power, at Wellesley as at most other colleges, resides with the trustees if they choose to use it. They "have control of the college and all its property, and of the investment and appropriation of its funds, in conformity with the design of its establishment and with the act of incorporation." They have "power to make and execute such statutes and rules as they may consider needful for the best administration of their trust, to appoint committees from their own number, or of those not otherwise connected with the college, and to prescribe their duties and powers." It is theirs to appoint "all officers of government or instruction and all employees needed for the administration of the inst.i.tution whose appointment is not otherwise provided for." They determine the duties and salaries of officers and employees and may remove, either with or without notice, any person whom they have appointed.

In being governed undemocratically from without by a self-perpetuating body of directors, Wellesley is of course no worse off than the majority of American colleges. But that a form of college government so patently and unreasonably autocratic should have generated so little friction during forty years, speaks volumes for the broadmindedness, the generous tolerance, and the Christian self-control of both faculty and trustees. If, in matters financial, the trustees have been sometimes unwilling to consider the scruples of groups of individuals on the faculty, along lines of economic morals, they have nevertheless taken no official steps to suppress the expression of such scruples. They have withstood any reactionary pressure from individuals of their board, and have always allowed the faculty entire academic freedom. In matters pertaining to the college cla.s.ses, they are usually content to ratify the appointments on the faculty, and approve the alterations in the curriculum presented to them by the president of the college; and the president, in turn, leaves the professors and their a.s.sociates remarkably free to choose and regulate the personnel and the courses in the departments.

In this happy condition of affairs, the alumnae trustees undoubtedly play a mediating part, for they understand the college from within as no clergyman, financier, philanthropist,--no graduate of a man's college--can hope to, be he never so enthusiastic and well-meaning in the cause of woman's education. But so long as the faculty are excluded from direct representation on the board, the situation will continue to be anomalous. For it is not too sweeping to a.s.sert that Wellesley's development and academic standing are due to the cooperative wisdom and devoted scholarship of her faculty. The initiative has been theirs. They have proved that a college for women can be successfully taught and administered by women. To them Wellesley owes her academic status.

From the beginning, women have predominated on the Wellesley faculty. The head of the Department of Music has always been a man, but he had no seat upon the Academic Council until 1896.

In 1914-1915, of the twenty-eight heads of departments, three were men, the professors of Music, of Education, and of French.

Of the thirty-nine professors and a.s.sociate professors, not heads of departments, five were men; of the fifty-nine instructors, ten were men. It is interesting to note that there were no men in the departments of Greek, Latin, Mathematics, Physics, Chemistry, Astronomy, Biblical History, Italian, Spanish, Reading and Speaking, Art, and Archaeology, during the academic year 1914-1915.

Critics sometimes complain of the preponderance of women upon Wellesley's faculty, but her policy in this respect has been deliberate. Every woman's college is making its own experiments, and the results achieved at Wellesley indicate that a faculty made up largely of women, with a woman at its head, in no way militates against high academic standards, sound scholarship, and efficient administration. That a more masculine faculty would also have peculiar advantages, she does not deny.

From the collegiate point of view, this feminine faculty is a very well mixed body, for it includes representative graduates from the other women's colleges, and from the more important coeducational colleges and state universities, as well as men from Harvard and Brown. The Wellesley women on the faculty are an able minority; but it is the policy of the college to avoid academic in-breeding and to keep the Wellesley influence a minority influence. Of the twenty-eight heads of departments, five--the professors of English Literature, Chemistry, Pure Mathematics, Biblical History, and Physics--are Wellesley graduates, three of them from the celebrated cla.s.s of '80. Of the thirty-nine professors and a.s.sociate professors, in 1914-1915, ten were alumnae of Wellesley, and of the fifty-nine instructors, seventeen. Since 1895, when Professor Stratton was appointed dean to a.s.sist Mrs. Irvine, Wellesley has had five deans, but only Miss Pendleton, who held the office under Miss Hazard from 1901 to 1911, has been a graduate of Wellesley. Miss Coman, who a.s.sisted Miss Hazard for one year only, and Miss Chapin, who consented to fill the office after Miss Pendleton's appointment to the presidency until a permanent dean could be chosen, were both graduates of the University of Michigan. Dean Waite, who succeeded to the office in 1913, is an alumna of Smith College, and has been a member of the Department of English at Wellesley since 1896.

II.

Only the women who have helped to promote and establish the higher education of women can know how exciting and romantic it was to be a professor in a woman's college during the last half-century.

To be a teacher was no new thing for a woman; the dame school is an ancient inst.i.tution; all down the centuries, in cla.s.sic villas, in the convents of the Middle Ages, in the salons of the eighteenth century, learned ladies with a pedagogic instinct have left their impress upon the intellectual life of their times. But the possibility that women might be intellectually and physically capable of sharing equally with men the burdens and the joys of developing and directing the scholarship of the race had never been seriously considered until the nineteenth century. The women who came to teach in the women's colleges in the '70's and '80's and '90's knew themselves on trial in the eyes of the world as never women had been before. And they brought to that trial the heady enthusiasm and radiant exhilaration and fiery persistence which possess all those who rediscover learning and drink deep. They knew the kind of selfless inspiration Wyclif knew when he was translating the Bible into the language of England's common people.

They shared the elation and devotion of Erasmus and his fellows.

To plan a curriculum in which the humanities and the sciences should every one be given a fair chance; to distinguish intelligently between the advantages of the elective system and its disadvantages; to decide, without prejudice, at what points the education of the girl should differ or diverge from the education of the boy; to try out the pedagogic methods of the men's colleges and discover which were antiquated and should be abolished, which were susceptible of reform, which were sound; to invent new methods,--these were the romantic quests to which these enamored devotees were vowed, and to which, through more than half a century, they have been faithful.

Wellesley's student laboratory for experimental work in physics, established 1878, was preceded in New England only by the student laboratory of the Ma.s.sachusetts Inst.i.tute of Technology. Her laboratory for work in experimental psychology, established by Professor Calkins in 1891, was the first in any women's college in the country, and one of the first in any college. In 1886, the American School of Cla.s.sical Studies at Athens invited Wellesley to become one of the cooperating colleges to sustain this school and to enjoy its advantages. The invitation came quite unsolicited, and was the first extended to a woman's college.

The schoolmen developing and expanding their Trivium and Quadrivium at Oxford, Paris, Bologna, experienced no keener intellectual delights than did their belated sisters of Va.s.sar, Smith, Bryn Mawr, Wellesley.

But in order to understand the pa.s.sion of their point of view, we must remember that the higher education for which the women of the nineteenth century were enthusiastic was distinctly an education along scholarly and intellectual lines; this early and original meaning of the term "higher education", this original and distinguishing function of the woman's college, are in danger of being blurred and lost sight of to-day by a generation that knew not Joseph. The zeal with which the advocates of educational and domestic training are trying to force into the curricula of women's colleges courses on housekeeping, home-making, dressmaking, dairy farming, to say nothing of stenography, typewriting, double entry, and the musical gla.s.ses minus Shakespeare, is for the most part unintelligible to the women who have given their lives to the upbuilding of such colleges as Bryn Mawr, Smith, Mt. Holyoke, Va.s.sar, and Wellesley,--not because they minimize the civilizing value of either homemakers or business women in a community, or fail to recognize their needs, but simply because women's colleges were never intended to meet those needs.

When we go to the Metropolitan Museum of Fine Arts, we do not complain because it lacks the characteristics of the Smithsonian Inst.i.tute, or of the Boston Horticultural Show. We are content that the Ma.s.sachusetts Inst.i.tute of Technology should differ in scope from Harvard University; yet some of us, college graduates even, seem to have an uneasy feeling that Wellesley and Bryn Mawr may not be ministering adequately to life, because they do not add to their curricular activities the varied aims of an Agricultural College, a Business College, a School of Philanthropy, and a Cooking School, with required courses on the modifying of milk for infants. Great inst.i.tutions for vocational training, such as Pratt Inst.i.tute in Brooklyn and Simmons College in Boston, have a dignity and a usefulness which no one disputes. Undoubtedly America needs more of their kind. But to impair the dignity and usefulness of the colleges dedicated to the higher education of women by diluting their academic programs with courses on business or domesticity will not meet that need. The unwillingness of college faculties to admit vocational courses to the curriculum is not due to academic conservatism and inability to march with the times, but to an unclouded and accurate conception of the meaning of the term "higher education."

But definiteness of aim does not necessarily imply narrowness of scope. The Wellesley Calendar for 1914-1915 contains a list of three hundred and twelve courses on thirty-two subjects, exclusive of the gymnasium practice, dancing, swimming, and games required by the Department of Hygiene. Of these subjects, four are ancient languages and their literatures, Greek, Latin, Hebrew, Sanskrit.

Seven are modern languages and their literatures, German, French, Italian, Spanish, and English Literature, Composition, and Language.

Ten are sciences, Mathematics, pure and applied, Astronomy, Physics, Chemistry, Geology, Geography, Botany, Zoology and Physiology, Hygiene. Seven are scientifically concerned with the mental and spiritual evolution of the human race, Biblical and Secular History, Economics, Education, Logic, Psychology, and Philosophy. Four may be cla.s.sified as arts: Archaeology, Art, including its history, Music, and Reading and Speaking, which old-fashioned people still call Elocution.

From this wide range of subjects, the candidates for the B.A.

degree are required to take one course in Mathematics, the prescribed freshman course; one course in English Composition, prescribed for freshmen; courses in Biblical History and Hygiene; a modern language, unless two modern languages have been presented for admission; two natural sciences before the junior year, unless one has already been offered for admission, in which case one is required, and a course in Philosophy, which the student should ordinarily take before her senior year.

These required studies cover about twenty of the fifty-nine hours prescribed for the degree; the remaining hours are elective; but the student must group her electives intelligently, and to this end she must complete either nine hours of work in each of two departments, or twelve hours in one department and six in a second; she must specialize within limits.

It will be evident on examining this program that no work is required in History, Economics, English Literature and Language, Comparative Philology, Education, Archaeology, Art, Reading and Speaking, and Music. All the courses in these departments are free electives. Just what led to this legislation, only those who were present at the decisive discussions of the Academic Council can know. Possibly they have discovered by experience that young women do not need to be coaxed or coerced into studying the arts; that they gravitate naturally to those subjects which deal with human society, such as History, Economics, and English Literature; and that the specialist can be depended upon to elect, without pressure, courses in Philology or Pedagogy.

But little effort has been made at Wellesley, so far, to attract graduate students. In this respect she differs from Bryn Mawr.

She offers very few courses planned exclusively for college graduates, but opens her advanced courses in most departments to both seniors and graduates. This does not mean, however, that the graduate work is not on a sound basis. Wellesley has not yet exercised her right to give the Doctor's degree, but expert testimony, outside the college, has declared that some of the Master's theses are of the doctorial grade in quality, if not in quant.i.ty; and the work for the Master's degree is said to be more difficult and more severely scrutinized than in some other colleges where the Doctor's degree is made the chief goal of the graduate student.

The college has in its gift the Alice Freeman Palmer Fellowship, founded in 1903 by Mrs. David P. Kimball of Boston, and yielding an income of about one thousand dollars. The holder must be a woman, a graduate of Wellesley or some other American college of approved standing; she must be "not more than twenty-six years of age at the time of her appointment, unmarried throughout the whole of her tenure, and as free as possible from other responsibilities."

She may hold the fellowship for one year only, but "within three years from entrance on the fellowship she must present to the faculty a thesis embodying the results of the research carried on during the period of tenure."

Wellesley is proud of her Alice Freeman Palmer Fellows. Of the eleven who have held the Fellowship between 1904 and 1915, four are Wellesley graduates, Helen Dodd Cook, whose subject was Philosophy; Isabelle Stone, working in Greek; Gertrude Schopperle, in Comparative Literature; Laura Alandis Hibbard, in English Literature. Two are from Radcliffe, and one each from Cornell, Va.s.sar, the University of Dakota, Ripon, and Goucher. The Fellow is left free to study abroad, in an American college or university, or to use the income for independent research. The list of universities at which these young women have studied is as impressive as it is long. It includes the American Schools for Cla.s.sical Studies at Athens and Rome; the universities of Gottingen, Wurzburg, Munich, Paris, and Cambridge, England; and Yale, Johns Hopkins, and the University of Chicago.

This is not the place in which to give a detailed account of the work of each one of Wellesley's academic departments. Any intelligent person who turns the pages of the official calendar may easily discover that the standard of admission and the requirements for the degree of Bachelor of Arts place Wellesley in the first rank among American colleges, whether for men or for women. But every woman's college, besides conforming to the general standard, is making its own contribution to the higher education of women.

At Wellesley, the methods in certain departments have gained a deservedly high reputation.

The Department of Art, under Professor Alice V.V. Brown, formerly of the Slater Museum of Norwich, Connecticut, is doing a work in the proper interpretation and history of art as unique as it is valuable. The laboratory method is used, and all students are required to recognize and indicate the characteristic qualities and attributes of the great masters and the different schools of paintings by sketching from photographs of the pictures studied.

These five and ten minute sketches by young girls, the majority of whom have had no training in drawing, are remarkable for the vivacity and accuracy with which they reproduce the salient features of the great paintings. The students are of course given the latest results of the modern school of art criticism. In addition to the work with undergraduates, the department offers courses to graduate students who wish to prepare themselves for curatorships, or lectureships in art museums, and Wellesley women occupy positions of trust in the Metropolitan Museum in New York, in the Boston Art Museum, in museums in Chicago, Worcester, and elsewhere. The "Short History of Italian Painting" by Professor Brown and Mr. William Rankin is a standard authority.

The Department of Music, working quite independently of the Department of Art, has also adapted laboratory methods to its own ends with unusual results. Under Professor Hamilton C. Macdougall, the head of the department, and a.s.sociate Professor Clarence G.

Hamilton, courses in musical interpretation have been developed in connection with the courses in practical music. The first-year cla.s.s, meeting once a week, listens to an anonymous musical selection played by one of its members, and must decide by internal evidence--such as simple cadences, harmonic figuration as applied to the accompaniment and other characteristics--upon the school of the composer, and biographical data. The a.n.a.lysis of the musical selection and the reasons for her decision are set down in her notebook by the listening student. The second-year cla.s.s concerns itself with "the thematic and polyphonic melody, the larger forms, harmony in its aesthetic bearings, the aesthetic effects of the more complicated rhythms, comparative criticism and the various schools of composition."

These valuable contributions to method and scope in the study of the History of Art and the History of Music are original with Wellesley, and are distinctly a part of her history.

Among the departments which carry prestige outside the college walls are those of Philosophy and Psychology, English Literature, and German. Wellesley's Department of English Literature is unusually fortunate in having as interpreters of the great literature of England a group of women of letters of established reputation.

What Longfellow, Lowell, Norton, were to the Harvard of their day, Katharine Lee Bates, Vida D. Scudder, Sophie Jewett, and Margaret Sherwood are to the Wellesley of their day and ours. Working together, with unfailing enthusiasm for their subjects, and keen insight into the cultural needs of American girls, they have built up their department on a sure foundation of accurate scholarship and tested pedagogic method. At a time when the study of literature threatened to become, almost universally, an exercise in the dry rot of philological terms, in the cataloguing of sources, or the a.n.a.lyzing of literary forms, the department at Wellesley continued unswervingly to make use of philology, sources, and even art forms, as means to an end; that end the interpretation of literary epochs, the illumination of intellectual and spiritual values in literary masterpieces, the revelation of the soul of poet, dramatist, essayist, novelist. No teaching of literature is less sentimental than the teaching at Wellesley, and no teaching is more quickening to the imagination. Now that the method of acc.u.mulated detail "about it and about it", is being defeated by its own aridity, Wellesley's firm insistence upon listening to literature as to a living voice is justified of her teachers and her students.

Indications of the reputation achieved by Wellesley's methods of teaching German are found in the increasing numbers of students who come to the college for the sake of the work in the German Department, and in the fact that teachers' agencies not infrequently ask candidates for positions if they are familiar with the Wellesley methods. In an address before the New Hampshire State Teachers'

a.s.sociation, in 1913, Professor Muller describes the aims and ideals of her department as they took shape under the constructive leadership of her predecessor, Professor Wenckebach, and as they have been modified and developed in later years to meet the needs of American students.

"Cinderella became a princess and a ruler over night," says Professor Muller, "that is, German suddenly took the position in our college that it has held ever since. Such a result was due not merely to methods, of course, but first of all to the strong and enthusiastic personality that was identified with them, and that was the main secret of the unusual effectiveness of Fraulein Wenckebach's teaching.

"But this German professor had not only live methods and virile personal qualities to help her along; she also had what a great many of the foreign language teachers in this country must as yet do without, that is, the absolute confidence, warm appreciation, and financial support of an enlightened administration. President Freeman and the trustees seem to have done practically everything that their intrepid professor of German asked for. They not only saw that all equipments needed... were provided, but they also generously stipulated, at Fraulein Wenckebach's urgent request, that all the elementary and intermediate cla.s.ses in the foreign language departments should be kept small, that is, that they should not exceed fifteen. If Fraulein Wenckebach had been obliged, as many modern language teachers still are, to teach German to cla.s.ses of from thirty to forty students; if she had met in the administration of Wellesley College with as little appreciation and understanding of the fine art and extreme difficulty of foreign language work as high school teachers, for instance, often encounter, her efforts could not possibly have been crowned with success.

"Another agent in enabling Fraulein Wenckebach to do such fine constructive work with her Department was the general Wellesley policy, still followed, I am happy to say, of centralizing all power and responsibility regarding department affairs in the person of the head of the Department. Centralization may not work well in politics, but a foreign language department working with the reformed methods could not develop the highest efficiency under any other form of government. With a living organism, such as a foreign language department should be, there ought to be one, and only one, responsible person to keep her finger on the pulse of things--otherwise disintegration and ineffectiveness of the work as a whole is sure to follow."

Professor Muller goes on to say, "Now JOY, genuine joy, in their work, based on good, strong, mental exercise, is what we want and what on the whole we get from our students. It was so in the days of Fraulein Wenckebach and is so now, I am happy to say--and not in the literature courses only, but in our elementary drill work as well.

"It may be of interest to note that our elementary work and also the advanced work in grammar and idiom are at present taught by Americans wholly. I have come to the conclusion that well-trained Americans gifted with vivid personalities get better results along those lines than the average teacher of foreign birth and breeding."

Even in the elementary courses, only those texts are used which ill.u.s.trate German life, literature, and history; and the advanced electives are carefully guarded, so that no student may elect courses in modern German, the novel and the drama, who has not already been well grounded in Goethe, Schiller, and Lessing. The drastic thoroughness with which unpromising students are weeded out of the courses in German enhances rather than defeats their popularity among undergraduates.

The learned women who direct Wellesley's work in Philosophy and Psychology lend their own distinction to this department. Professor Case, a graduate of the University of Michigan, has been connected with the college since 1884, and her courses in Greek Philosophy and the Philosophy of Religion make an appeal to thoughtful students which does not lessen as the years pa.s.s. Professor Gamble, Wellesley's own daughter, is the foremost authority on smell, among psychologists. In her chosen field of experimental psychology she has achieved results attained by no one else, and her work has a Continental reputation. Professor Calkins, the head of the Department, is one of the distinguished alumnae of Smith College.

She has also pa.s.sed Harvard's examination for the Doctor's degree; but Harvard does not yet confer its degree upon women. She was the first woman to receive the degree of Litt.D. from Columbia University, and the first woman to be elected to the presidency of the American Psychological a.s.sociation, succeeding William James in that office.

In the Department of Economics and Sociology, organized under the leadership of Professor Katharine Coman, in 1901, Wellesley has been fortunate in having as teachers two women of national reputation whose interest in the human side of economic problems has vitalized for their eager cla.s.ses a subject which unless sympathetically handled, lends itself all too easily to mechanical interpretations of theory. Professor Coman's wide and intimate knowledge of American economic conditions, as evidenced in her books, the "Industrial History of the United States", and "Economic Beginnings of the Far West", in her studies in Social Insurance published in The Survey, and in her practical work for the College Settlements a.s.sociation and the Consumers' League, and as an active member of the Strike Committee during the strike of the Chicago Garment Workers in 1910-1911, lent to her teaching an appeal which more cloistered theorists can never achieve. The letters which came to her from alumnae, after her resignation from the department in 1913, were of the sort that every teacher cherishes. Since her death in January, 1915, some of these letters have been printed in a memorial number of the Wellesley College News. Nothing could better ill.u.s.trate her influence as an intellectual force in the college to which she came as an instructor in 1880.

One of her oldest students writes:

"I am too late for the thirtieth anniversary, but still it is never too late to say how much I enjoyed my work with you in college. It always seemed such grown-up work. Partly, I suppose, because it was closely related to the things of life, and partly because you demanded a more grown-up and thoughtful point of view.

It was a great privilege to have your Economics as a soph.o.m.ore.

I have always meant to tell you, too, of what great practical value your seminar in Statistics was to me; it gave me enough insight into the principles and practice to encourage me to present my work the first year out of college in statistical form. It was approved. Without the incentive and the little experience I had gained from you I might not have tried to do this. Since then, in whatever field of social work I have been I have found this ability valuable, and I developed enough skill at it to handle the investigation into wages of the Ma.s.sachusetts Minimum Wage Commission without other training. I am very grateful to you for this bit of technical training for which I would never have taken the time later."