Part 3 (1/2)

On Dece: ”My Greek is the only pleasant thing to which I can look forward, and I aood instruction awaits me there”

In 1876 she cheers up a bit, and on Septe to like Miss Lord (professor of Latin) very reat deal of profit fro already had so much Greek, I think I could take the classical course for Honors right through, even though I did not begin German until another year, and as I am quite anxious to study Chemistry and have the laboratory practice perhaps I had best take Chemistry now and leave German for another year It is indeed a problem and a profound one as to what I am to do with my education and I am very anxious to hear frohts on the ment (professor of Greek) and I think I shall talk the matter over with her in a day or two”

Evidently the ”experiments” which had taken so much of her time in 1875 had now been eliminated, and she was able to respect the hich she was doing Her Sunday schedule, which she sends her mother on October 15, 1876, will be of interest to theBell 7 Breakfast 745 Silent Hour 930 Bible Class 945 Church 11 Dinner 1 Prayer Meeting 5 Supper 530 Section Prayer Meeting 730 Once a Month Missionary Prayer Meeting 8 Silent Hour 9 Bed 930

And in addition to her required work, this a for herself:

During the last week I have been in the library a great deal and have been browsing for two or three hours at a tied a course of reading upon Art, which I hope to have time to pursue, and then I have sley, Ruskin, De Quincey, Hawthorne,--and Mrs Jameson, for which I hope to find tiine what doiven me It is in the library where I a ”studies” in Shakespeare The ill be like this:--Mr Durant has sent for five hundred volumes to form a ”Shakespeare library” I will read soo along such topics as I think are interesting and which will come up next year when the Juniors study Shakespeare For instance, each one of his plays will form a separate topic, also his early home, his education, his friendshi+ps, the different characteristics of his genius, &c

Then all there is in the library upon this author h to know under what topic or topics it belongs and then noted under these topics So that when the literature class come to study Shakespeare next year, each one will know just where to go for any information she may want Mr Durant came to me himself about it and explained toto take it He said I could do just as I wanted to about it and if I felt that it would be tiresome and too much like a study and so a strain uponof it now for a day or two and have come to the conclusion to undertake it For it seereat benefit to me--Another reason why I am pleased and which I could tell to no one but you and father is that I think it shows that Mr Durant has some confidence in me and what I can do But--”tell it not in Gath”--that I ever said anything of the kind

Thus do we trace Literature 9 (the Shakespeare Course) to its modest fountainhead

Elizabeth Stilwell left her Alma Mater in 1877, but so cherished were the irl, and so thoroughly did she corew up thinking that the goal of happy girlhood was Wellesley College

Fros, amateur in the best sense of the word, the Wellesley of to-day has arisen Details of the founder's plan have been changed and modified to reat essentials for education at Wellesley College” are still the touchstones of Wellesley scholarshi+p

In the founder's oords they are:

FIRST God with us; no plan can prosper without Him

SECOND Health; no system of education can be in accordance with God's lahich injures health

THIRD Usefulness; all beauty is the flower of use

FOURTH Thoroughness

FIFTH The one great truth of higher education which the noblest wo of every power and faculty, of the Kingly reason, the beautiful iious aspirations The ideal is of the highest learning in full harrand by every charm of culture, useful and beautiful because useful; fe their luster and their power to the most absolute science--woman learned without infidelity and ithout conceit, the crowned queen of the world by right of that Knowledge which is Power and that Beauty which is Truth”

CHAPTER II

THE PRESIDENTS AND THEIR ACHIEVEMENT

Wellesley's career differs in at least one obvious and ies, Smith, Vassar, and Bryn Mawr,--in the swift succession of her presidents during her for in the same year as Wellesley, 1875, reuidance for thirty-five years Vassar, between 1886 and 1914, had but one president Bryn Mawr, in 1914, still followed the lead of Miss Thomas, first dean and then president In 1911, Wellesley's sixth president was inaugurated Of the five who preceded President Pendleton, only Miss Hazard served more than six years, and even Miss Hazard's ter absence because of illness

It is useless to deny that this lack of ades, yet no one atched the growth and develop her first forty years could fail to ression of her scholarly ideal Despite an increasingly ha a word--and the disconcerting breaks and changes in her presidential policy, she never took a backward step, and she never stood still

The Wellesley that Miss Frees and i-school horizons; the Wellesley that Miss Shafer left was a college in every e has been confirmed and enhanced by each successive president

Of these six women ere called to direct the affairs of Wellesley in her first half century, Miss Ada L Howard seems to have been the least forceful; but her position was one of peculiar difficulty, and she apparently took pains to adjust herself with tact and dignity to conditions which herProfessor George Herbert Palraphy of his wife, epitomizes the early situation when he says that Mr Durant ”had, it is true, appointed Miss Ada L Howard president; but her duties as an executive officer were nominal rather than real; neither his disposition, her health, nor her previous training allowing her much power”

Miss Hoas a New Hahter of Williareat grandfathers were officers in the War of the Revolution Her father is said to have been a good scholar and an able teacher as well as a scientific agriculturist, and her h wohter was born, the father and e of Southern New Hairl was taught by her father, and was later sent to the acadeh school at Lowell, and to Mt Holyoke Se Mt Holyoke, she taught at Oxford, Ohio, and she was at one tie, Illinois

In the early '70's this was a career of some distinction, for a wo that he had found the suitable executive head for his college We hear of his saying, ”I have been four years looking for a president She will be a target to be shot at, and for the present the position will be one of severe trials”