Part 7 (2/2)
She may hold the fellowshi+p for one year only, but ”within three years from entrance on the fellowshi+p shethe 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 Fellowshi+p between 1904 and 1915, four are Wellesley graduates, Helen Dodd Cook, whose subject was Philosophy; Isabelle Stone, working in Greek; Gertrude Schopperle, in Colish Literature Two are from Radcliffe, and one each from Cornell, Vassar, the University of Dakota, Ripon, and Goucher The Fellow is left free to study abroad, in an Ae or university, or to use the income for independent research The list of universities at which these young wo It includes the American Schools for Classical Studies at Athens and Ro, Munich, Paris, and Caland; 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 acadees of the official calendar may easily discover that the standard of adree of Bachelor of Arts place Wellesley in the first rank aes, whether for e, besides confor its own contribution to the higher education of women
At Wellesley, the h reputation
The Department of Art, under Professor Alice VV Brown, for a work in the proper interpretation and history of art as unique as it is valuable The laboratory nize and indicate the characteristic qualities and attributes of the greatfroraphs of the pictures studied
These five and ten irls, the , are remarkable for the vivacity and accuracy hich they reproduce the salient features of the great paintings The students are of course given the latest results of the modern school of art criticisraduates, the departraduate students ish to prepare themselves for curatorshi+ps, or lectureshi+ps in art museums, and Wellesley women occupy positions of trust in the Metropolitan Museuo, Worcester, and elsewhere The ”Short History of Italian Painting” by Professor Brown and Mr William Rankin is a standard authority
The Depart quite independently of the Department of Art, has also adapted laboratory methods to its own ends with unusual results Under Professor Haall, the head of the department, and associate Professor Clarence G
Hamilton, courses in musical interpretation have been developed in connection with the courses in practicalonce a week, listens to an anonymous musical selection played by one of its members, and must decide by internal evidence--such as siuration as applied to the accompaniment and other characteristics--upon the school of the coraphical data The analysis of the musical selection and the reasons for her decision are set down in her notebook by the listening student The second-year class concerns itself with ”the theer fors, 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
Ae walls are those of Philosophy and Psychology, English Literature, and Gerlish Literature is unusually fortunate in having as interpreters of the great literature of England a group of wofelloell, 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 enthusiasht into the cultural needs of Airls, they have built up their department on a sure foundation of accurate scholarshi+p and tested pedagogic method At a time when the study of literature threatened to becoical ter of literary forly to y, 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, dra of literature is less senti is ination Now that the method of accu defeated by its own aridity, Wellesley's fir voice is justified of her teachers and her students
Indications of the reputation achieved by Wellesley'snue for the sake of the work in the Gerencies not infrequently ask candidates for positions if they are familiar with the Wellesley methods In an address before the New Hampshi+re State Teachers'
association, in 1913, Professor Muller describes the aims and ideals of her department as they took shape under the constructive leadershi+p of her predecessor, Professor Wenckebach, and as they have been modified and developed in later years to meet the needs of American students
”Cinderella becaht,” says Professor Muller, ”that is, Gere that it has held ever since Such a result was due notand 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 ; she also had what a great e teachers in this country must as yet do without, that is, the absolute confidence, warhtened administration President Free that their intrepid professor of German asked for They not only saw that all equipenerously stipulated, at Fraulein Wenckebach's urgent request, that all the elee departments should be kept small, that is, that they should not exceed fifteen If Fraulein Wenckebach had been obliged, as e teachers still are, to teach German to classes of from thirty to forty students; if she had e with as little appreciation and understanding of the fine art and extreh school teachers, for instance, often encounter, her efforts could not possibly have been croith success
”Another agent in enabling Fraulein Wenckebach to do such fine constructive ith her Departeneral Wellesley policy, still followed, I a all power and responsibility regarding department affairs in the person of the head of the Department Centralization e depart with the reforhest efficiency under any other forn language departht 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, et 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 eleraht by Americans wholly I have coifted 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 illustrate German life, literature, and history; and the advanced electives are carefully guarded, so that no student may elect courses in modern Gerrounded in Goethe, Schiller, and Lessing The drastic thoroughness hich unpro students are weeded out of the courses in Gerraduates
The learned woy lend their own distinction to this departan, has been connected with the college since 1884, and her courses in Greek Philosophy and the Philosophy of Religion htful students which does not lessen as the years pass Professor Gahter, is the foreists In her chosen field of experiy she has achieved results attained by no one else, and her work has a Continental reputation Professor Calkins, the head of the Departe
She has also passed Harvard's exaree; but Harvard does not yet confer its degree upon woree of LittD from Columbia University, and the first woical association, succeeding William James in that office
In the Departanized under the leadershi+p of Professor Katharine Co as teachers tomen of national reputation whose interest in the huer classes a subject which unless sympathetically handled, lends itself all too easily to mechanical interpretations of theory Professor Coe of American economic conditions, as evidenced in her books, the ”Industrial History of the United States”, and ”Econos of the Far West”, in her studies in Social Insurance published in The Survey, and in her practical work for the College Settleue, and as an active o Gar an appeal which more cloistered theorists can never achieve The letters which canation 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 acould better illustrate 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 e It always seerown-up work Partly, I suppose, because it was closely related to the things of life, and partly because you dehtful point of view
It was a great privilege to have your Economics as a sophoreat practical value your seht into the principles and practice to encourage e in statistical form It was approved Without the incentive and the little experience I had gained froht 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 Massachusetts Minirateful to you for this bit of technical training for which I would never have taken the time later”